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EIGHTEENTH ANNUAL REPORT
OF THE BOARD OF ED (ICATION
DISTRICT NUriber one DENVER
coLoR4Do AUGUST 1892 . . .
SQHOOLS
AND
LIBRARY

MEMBERS AND OFFICERS OF THE BOARD OF EDUCATION, DISTRICT
No, ONE, DENVER, COLO., FROM ITS ORGANIZATION,
OCTOBER 23, 1862, To DATE, AUGUST, 1892. º
PRESIDENT,
AM Os STECR. . . . . . . . . . . . . . . . . . . .... 1862-64 D. HURD . . . . .. . . . . . . . . . . . . . . . . . . . . . 1875-76
- - - . . . . . . . . . . . . . . . . . . . . 1864–65 E. M. ASHLEY. . . . . . . . . . . . . . . . . . . . . 1876–77
------ . . . . . . . . . . . . . . . . . . . . . . 1865-66 H. K. STEELE, . . . . . . . . . . . . . . . . . . . 1877–78
W. F. McClella ND. . . . . . . . . . 1866-68 W. H. PIERCE. . . . . . . . . . . . . . . . . . . . . 1878–79
R. G. BuckINGHAM . . . . . . . . . . . . . . .1868–69 K. G. Cooper. . . . . . . . . . . . . . . . . . . . . 1879–82
J. S. McCool. . . . . . . . . . . . . . . . . . . . . 1869–70 A. STEDMAN. . . . . . . . . . . . . . . . . . . . . . 1882–90
R. G. BUCKINGHAM. . . . . . . . . . . . . . . 1870–73 F. STEINHAUER. . . . . . . . . . . . . . . . . . . 1891–92
F. J. BANCROFT. ............ . . . . . . .1873–75 J. B. GRANT. . . . . . . . . . . . . . . . . . . . . . 1892-—
M EMBERS OF THE BOARD.
[From Establishment as an Independent District in 1874.]
F. J. BANCROFT . . . . . . . . . . . . . . . . . . 1874–75 C. A. Roberts. . . . . . . . . . . . . . . . . . . .1879–83
E. M. ASHLEY. . . . . . . . . . . . . . . . . . . . . 1874-77 GEORGE W. KASSI.E.R. . . . . . . . . . . . . . 1882–88
P. GoTTSLEBEN. . . . . . . . . . . 1874–83 FRANK CHURCH. . . . . . . . . - * g g º sº e s = º 1882–85
D. HURD. . . . . . . . . . . . . . . . . . . . . . . . . . 1874–76 F. STEINHAUER. . . . . . . . . . . . . . . . . . 1883–92
W. M. New To N. . . . . . . . . . . . . . . . . . . 1874-76 John S. CHRISTENson .. 1884–86
W. C. LOTHROP. . . . . . . . . . . . . . . . . . 1874–76 L. N. GREENLEAF. . . . . . . . . . . . . . . . 1885–91
ALBERT BROWN ... . . . . . . . . . . . . . . . 1875–77 WILLIAM W. WeBSTER. . . . . . . . . . . . 1886–87
H. K. STEELE. . . . . . . . . . . . . . . . . . . . 1876–78 GEORGE TRITCH. . . . . . . . . . . . . . . . . . 1887–90
L. C. E.L.I.SWORTH . . . . . . . . . 1876–78, 1883–89 GEORGE A. BUSH NELL. . . . . . . . . . . . . 1888–91
W. H. Pierce. . . . . . . . . . . . . . . . . . . . . 1876–78 Joh N J. SMITH... . . . . . . . . . . . . . . . . . 1889–
K. G. Coopek. . . . . . . . . . . . . . . . . . . . . 1877–82 J. B. GRANT. . . . . . . . . . . . . . . . . . . . . . 1890—
C. D. Cobb. . . . . . . . . . . . . . . . . . . . . 1878–82 HENRY HANINGTON. . . . . . . . . . . . . . . 1890––
GEORGE SCH Ron ER. . . . . . . . . . . . . . . . 1878–84 SAMUEL P. ROSE. . . . . . . . . . . . . . . . 1891–
A. STEDMAN. . . . . . . . . . . . . . . . . . . . . . . 1878–90 C. S. MoREY. . . . . . . . . . . . . . . . . . . . . 1891--
Oscar REUTER. . . . 1892——
SUPERINT ENDENT.
H. CAR v ER . . . . . . . . . . . . . . . . . . . . . .1871–72 F. C. GARBUTT. . . . . . . . . . . . . . . . . . . 1873–74
AARON Gove. . . .1874––
SECRETARY.
L. N. TAPPAN. . . . . . . . . . . . . . . . . . . . . 1862-63 H. T. GRILL. . . . . . . . . . . . . . . . . . . . . . 1868–69
—FRINK. . . . . . . . . . . . . . . . . . . . . . . 1863–64 A. SchINNER. . . . . . . . . . . . . . . . . . . . . . 1869–71
- *-* = e = . . . . . . . . . . . . . . . . . . . . s. 1864–65 AUGUST C) PITZ. . . . . . . . . . . . . . . . . . .1871–73
-- * * * * * * * * * * * * * * * * * * * * * * * * * 1865-66 F. STEINHAUER. . . . . . . . . . . . . . . . . . . . 1873–74
W. S. WALKER... . . . . . . . . . . . . . . . . 1866–67 W. M. Newton. . . . . . . . . . . . . . . . . . . 1874–76
W. D. ANTHONY . . . . . . . . . . . . . . . . . . 1867–68 W. D. ToDD . . . . . . . . . . . . . . . . . . . . . 1876–89
J. C. DANA. . . . 1889–
TREASURER.
J. B. CASs. . . . . . . . . . . . . . . . . . . . . . . . . 1862–64. J. C. ANDERSON. . . . . . . . . . . . . . . . . . . 1869–73
-** - - - - - - - . . . . . . . . . . . . . . . . . . . 1864–65 D. J. MARTIN. . . . . . . . . . . . . . . . . . . . . 1873–74
- *-* . . . . . . . . . . . . . . . . . . . . . . . . . 1865–66 E. M. ASHLEY. . . . . . . . . . . . . . . . . . . . 1874–75
J. B. CAss. . . . . . . . . . . . . . . . . . . . . . . . 1866–67 W. C. LOTHROP. . . . . . . . . . . . . . . . .. . .1875–76
J. N. VEASEY. . . . . . . . . . . . . . . . . . . . . . 1867–68 W. B. BERGER. . . . . . . . . . . . . . . . . . . . 1876–90
FRED KRAMER. . . . . . . . . . . . . . . . . . . . 1868-69 C. B. Kountze. . . . . . . . . . . . . . . . . . . . 1890–
EIGHTEENTH ANNUAL REPORT
OF THE
Board of Education
() F
SCH O O L DISTRICT NO. () NE
ARAPAHOE COUNTY, COLORADO.
AUGUST 1, 1892.
DeNver, COLO.
C. J. Kelly, PRINTER AND BINDER.
1892,

BOARD OF EDUCATION.
1892–93.
J. B. GRANT, e e tº e . Term Expires 1893.
HENRY HANINGTON, . * * * é & ‘‘ I 893.
S. P. ROSE, sº º e * * 4 & “ 1894.
C. S. MOREy, s tº * # { % { % 1894.
OSCAR REUTER, . * º * - • & ‘‘ 1895.
J. J. SMITH, . e & - - 6 & ‘‘ 1895.
OFFICERS.
J. B. GRANT, º e $ & /’reside/7f.
J. C. DANA, & e e * . Secretary,
C. B. KOUNTZE, * e & - & Z%-easurer.
AARON GOVE, . * & Superintendent.
STANDING COMMITTEES.
- --
7?achers, Texf Boo/*s and German.
HENRY HANINGTON. S. P. ROSE.
Aleiſdings and Grounds.
C. S. MOREY. HENRY HANINGTON.
High School and Library.
J. J. SMITH. C. S. MOR EY.
Aºmance.
S. P. ROSE. OSCAR REUTER.
Supplies.
OSCAR REUTER. J. J. SMITH.
SUPERINT ENDENT'S REPORT.
GENTLEMEN OF THE BOARD OF EDUCATION:
I understand the purpose of this report to be to "P"f***
place before you and through you before the
people, accurately and in as concise a manner as
possible, the condition of the schools in District
No. One, Arapahoe County, Colorado. It should
also answer, briefly and clearly, questions asked by
non-residents who may, in contemplation of resi-
dence here or for other reasons, wish to know of
our schools.
A public library has been for three years past
one of the educational agencies in the district's
hands. It has done and is doing work in two lines,
distinct yet always supplementing one another.
As a public library it has acted as a free college—
as an aid and a stimulant to thought and study
among those out of school or beyond the school
age. In this line it is doing, with the means as
yet at hand, work which will bear comparison with
that of any public library. Second to this, if not
before it, is the aid it has rendered to the schools,
supplementing their work, broadening their field
and stimulating both teachers and pupils in many
ways. The report of the librarian gives interest-
ing details of the work of this part of the district's
educational system.
This district, bounded on the south by Cherry
Creek, on the west by the Platte River, and ex-
tending down the Platte to Sand Creek and several
miles to the east, covering seventeen square miles
Public Library,
District Boundaries
6 SUPERINTENDENT's REPORT.
Charter,
Statistics,
Source of Income,
Special Tax,
of territory, was created by virtue of a special
charter granted by the Territorial Legislature of
1874. The provisions of the charter are nearly
identical with those of the present general school
law. Originally the district stood alone and in-
dependent. The school population of the district
—meaning all residents between the ages of six
and twenty-one—is 13,065. Of this number 9,552
were enrolled in school during the year just closed.
The valuation of property in the district is (Aug-
ust, 1891) $61,501,965. This valuation is made by
the assessor of the county, and these figures
represent about one-third the actual value. The
debt of the district is in five per cent bonds, and is
$4O,OOO. The schools are maintained in part by a
tax, levied by the Board of Commissioners, on all
of the property of the county. The amount of this
tax, within certain statutory limits, is discretionary
with the County Commissioners. While this
money is collected upon the property of the county,
it is distributed upon the school census of the several
districts, so that while District No. One pays sixty-
five per cent of the county school tax, it receives in
return forty-four per cent of said tax. Thirty-three
per cent of the money raised on the county school
tax in this district is used to defray the expenses
of schools in other and poorer districts. The
money needed to conduct the schools, over and above .
the district's quota of this general county school
fund, is obtained by a special school tax levied upon
all the property in the district. All of the proceeds
of this tax are returned to the district. The
special tax that may be levied for the maintenance
of the schools is limited by the charter of the dis-
trict to three mills. The levy for the erection of
schoolhouses is limited by the charter to three
SUPERINTENDENT'S REPORT. 7
mills. The total levy for the year 1891–1892 was
four and a half mills. Districts working under
the general school law have no limitations as to
amount of levy, and are permitted to raise money
for school purposes under limits set only by the
Constitution. A school district in Colorado is
prohibited from spending money in any one year
in excess of the income for the said year, except
on recourse to the provision for borrowing money
by the issue of bonds, and this action can never be
taken except by vote of the people.
District No. One expended, for all school pur-
poses, last year, $350,545.27. Of this amount,
$195,360.46 were expended for the legitimate run-
ning expenses of the schools, and $155, 184.81 for
the purchase of grounds and erecting and furnish-
ing buildings. Based upon the number enrolled
in the schools, the cost per capita of educating
pupils in this district was $2O.42 per annum.
There are seventeen houses included in the dis-
trict's school plant—the High School, two sixteen-
room houses, six twelve-room houses, three eight-
room houses, two four-room houses and three
two-room houses. By room is meant one school-
room seating fifty-four pupils. At a fair estimate,
the value of these houses, with land and furniture, is
$1,860,000. The total sittings at the close of the
year in these houses was 8,005. Two of the build-
ings–Swansea and Corona, located at the ex-
treme east and west ends of the district, respect-
ively—are not yet used to their full capacity. The
provision for school seating is nearly equal to the
requirements, and would be quite so if the houses
were located at the proper points for accommo-
dating the people. The residence portion of the
district so changes from year to year that no
The Last Levy,
Expense last year,
Buildings,
Sufficient accom-
modation,
8 SUPERINTENDENT'S REPORT.
Character of
Buildings,
High School.
The New Principal,
wisdom enables the Board of Education to antici-
pate exactly where, within twelve months' time,
the greatest number of children will be found. A
few years ago the Arapahoe School, situated on
Arapahoe Street between Seventeenth and Eight-
eenth, and containing twelve rooms, was not large
enough to accommodate the pupils who lived in
that neighborhood. To-day the Arapahoe School
is closed, and not more than IOO pupils live in the
district that formerly supplied its entire enrollment.
The character of the Denver schoolhouses is
excellent. The heating, ventilation and sanitation
invite comparison with the houses of older com-
munities, usually to the credit of this city. The
two twelve-room buildings erected last year, at a
cost of about $75,000 each—the Wyman and
the Swansea schools—contain all that we have
learned by experience and observation with re-
gard to the construction of a modern, healthful and
convenient schoolhouse. The best information has
been used with regard to the four important ele-
ments of warming, ventilation, sanitation and
lighting. All rooms are seated with single desks.
The change in the principalship of the High
School which occurred in the middle of the year,
whereby Mr. Baker, who had been principal of the
school since 1875, resigned to accept the presidency
of the State University, and Mr. Smiley, for eight
years the able lieutenant of Mr. Baker, became
principal, has brought to the school no harmful re-
sults. It was no light matter for an able and effi-
cient man, who had been instrumental in the up-
building of the school for so many years, to be sud-
denly called to other work, and the administration
turned over to a new man. The transfer was
looked upon as of serious moment. Pupils, teachers
SUPERINTENDENT'S REPORT. Q
and parents have united in giving testimony to the
efficiency and directive power of the new principal,
and, in my judgment, the school since its inception
never closed in more satisfactory condition than
the present year. At the close of the school year
Over 600 pupils belonged to the High School. Of this
number ninety-nine were graduated—that is, about
sixteen per cent of the entire school completed the
four years' course and received diplomas. These
figures are extraordinary in the history of high
schools. For further interesting information with
regard to this school, I refer you to the report of
Mr. Smiley. -
The High School, at its regular and normal
growth, will have reached the limits of its capacity
of 800 pupils within two years, possibly within one
year. Other provision must accordingly be made for
the accommodation of the number beyond this limit.
This matter has been taken up by the Board. A
special committee on the subject has made a report,
recommending the serious consideration of the plan
Of erecting a building accommodating 3OO pupils,
in which the course of study shall embrace the
best to be found in those schools already in opera-
tion in many parts of the country under the title of
mechanic arts or manual training schools. It is
probable that active steps will be taken in the line
of this report within a few months.
The whole number of teachers outside the
High School is 154. This includes special teachers,
or directors of drawing, music, German and gym-
nastics. Only thirteen of these are men. One of
the most desirable reforms in the administration of
the American common school at the present day is
that whereby more men may be employed as
teachers. Not that a man is a better teacher than
High School.
Satisfactory con-
dition
Large Number of
Graduates,
Mechanic Arts
School,
Teachers,
IO SUPERINTENDENT's REPORT.
Teachers,
More Men De-
sirable,
Statistics of Pupils.
Absence and Tardi-
The SS,
a woman. This is not true. But there are ele-
ments in the teaching profession which belong to
Sex, and the elements proper to both sexes are
needed in training and character-making—the
main work of the school. A complete course of
twelve years can be established only by an equal
allotment of teachers from each sex. I would
year by year alternately place the pupil under the
instruction and in the companionship of, first, a
man, second, a woman, and so on, from the first to
the twelfth grade. In the present condition of
Society and of the financial world, this is impos-
sible. But the change will come, and improvement
will follow in the increase of the number of men
teachers.
The number of pupils registered in the day
schools is 9,552. This is seventy-three per cent of
the school census. It may well be asked, what
becomes of the people between the ages of six and
twenty-one who are not enrolled in our schools,
and, is the compulsory law of Colorado of any
effect? In reply, it should first be remembered
that in all urban communities of the country not
more than sixty per cent of the school census is
the number enrolled in school. Of the rest, a num-
ber will be found in private and parochial schools,
and others will be found engaged in the active
duties of life. Many hundreds of our people—and
this is especially true of women—are well in the
world before they reach the age of twenty-one
years. -
In the statistical tables accompanying this re-
port will be found an account of the absence and
tardiness of the pupils. If these figures should
seem large, it is because too much stress in later
years has been placed upon a regular attendance
SUPERINTENDENT'S REPORT. I I
at school. It has been a usual thing for absence
or tardiness to be made so great a crime that boys
and girls have forced themselves into school against
the requests of parents and the advice of the physi-
cian. Regularity in school attendance, while in-
dispensable to the greatest school success, is of
little account compared to the physical welfare of
the child. It is not only an impolite, but a wrong
thing for a teacher or a Principal to inquire particu-
larly into the details of the cause of the tardiness
or absence of a pupil. The statement of a parent
in writing over his own signature should be suf-
ficient excuse for irregularities, and, because a few
irresponsible parents are unsatisfactory in the exer-
cise of parental authority, the teacher need not in-
sist upon an exact account of family matters. The
child belongs to the parent, and not to the school.
The encroachments of the public school upon the
rights and duties of the family have tended so
much to paternalism on the part of government as
seriously to threaten the usefulness and efficiency
of the American home. For this condition of
things, the school authorities are largely at fault.
It is wrong for the school to assume any duty with
regard to the training or character building of a
boy or girl which the father and mother ought to
perform. The figures annually presented in school
reports of a minimum number of tardinesses and
absences are misleading, for emphasis is often so
greatly laid on regularity as to cause serious harm
to follow. In a Boston grammar school I remem-
ber how this spirit of emulation for a distinguished
record of attendance was so great that an invalid
boy of my class was taken in a carriage to school,
there to remain a few hours, then taken in a car-
School and Home,
I 2 SUPERINTENDENT'S REPORT.
riage to his home, all for the purpose of preserving
the attendance record of a particular room.
Evening School, For the past seven years an evening school has
been conducted free to all residents of this district.
It has been opened on the 1st of November and
continued until the 1st of March. Its efficiency and
usefulness are unquestioned. The attendance is
not what it would be were this more of an indus-
trial community. The rooms at the Twenty-fourth
Street School Building have been found ample for
its accommodation.
The study of The study of drawing is begun with the third
Drawing, grade, and continues through the twelfth. It is not
part of the plan to provide for the study of draw-
ing as an accomplishment. It is placed upon the
same plane as is the teaching of reading, and for
the same purpose, first for general training, next
to enable the pupil to express himself by lines in
drawing as he expresses himself by words in writ-
ing, and to enable him to read or interpret readily
and accurately any mechanical, architectural or ar-
tistic drawing he may ordinarily meet with. It will
be remembered that the introduction of this study
into the schools of this district was postponed until
assurance was received that it should not be an ex-
pedient or an experiment, but that when intro-
duced itshould continue through a series of years, and
be a permanent part of the school work. While in
An Integral Part of many communities, drawing has been in the schools
School Work, g ſº wº º ... • tº
for many years, this district did not undertake it until
three years ago, and then only, when, after careful
inquiry, a well equipped man was found willing to
undertake the task of directing the work. Mr. Frank
H. Collins came to us three years ago, and has, by in-
defatigable labor and an ability which has already a
national reputation, started our schools on the road
SUPERINTENDENT'S REPORT. I 3
to unusual efficiency in this department. One can
not reply to the question “Whose drawing-system
do you use?” except by saying “Mr. Collins's.”
He has appropriated, selected and invented the
scheme which is followed, and the results, although
as yet only partially exhibited, will, within a few
years, show the drawing of the schools to be the
equal of, if not superior to, that of any other city.
The utility of this study may be questioned, but
when correctly interpreted the work of drawing is
certain to be satisfactory, even to the most skeptical.
When it is understood that the teaching of draw-
ing, the teaching of arithmetic, the teaching of
reading and of all other branches have the same
object in view—to round out and complete the disci-
pline of the individual, and not to give certain accom-
plishments, mathematical, artistic or other, then
will the study of drawing meet with universal ap-
proval.
The music of the schools, now for the past
seven years in charge of Mr. Herbert Griggs, de-
mands and deserves special commendation. It is
pursued as a study and not as a recreation. Classes
are daily conducted by the teacher in charge of the
room. The requirements are particularly given by
Mr. Griggs, and the fulfillment of the same is espe-
cially accounted for to him. He is in daily attend-
ance in the schoolrooms, inspecting the work and
instructing the teachers, and the results shown are
sufficient evidence of the ability, faithfulness and
efficiency of the director. Unannounced and un-
expected visits to any grade will demonstrate to
the intelligent observer the painstaking and intel-
ligent work of the teacher. In the music, as in the
drawing, it cannot be said that any particular
scheme or plan announced by publishers is adopted.
Study of Drawing,
Discipline the
Object,
Music.
A Study, not a
Recreation,
I4 - SUPERINTENDENT'S REPORT.
Calisthenics,
German,
The director has appropriated whatever of helpful
suggestions he has found, and has supplemented
them with his own able and original inventions.
Physical culture. Mr. Robert Barth has had
charge of calisthenics in the schools for six
years. He leaves us now, with our high regard
and esteem, to take a place in San Francisco. The
work in calisthenics has been confined to pupils of
the sixth grade and above, and consists of two
recitations a week, in exercises with dumb-bells,
with wands and such training as the director has
chosen to give. Each building is supplied with
dumb-bells, wands, parallel bars and horizontal
bar. The exercises take place usually out of
doors, because in this climate there are few days
when the sun does not shine and the atmosphere
is not comfortable for outside work. The director
of gymnastics heretofore has done all the work in
his department. An improvement will follow if
hereafter his time be largely used in instructing
the teachers—they in turn instructing the pupils—
much as is conducted the instruction in drawing
and music. Mr. Jacob Schmidt has been engaged
to fill the vacancy caused by the resignation of Mr.
Barth.
The German language is an optional study in
the schools from the fourth to the twelfth grades.
The conduct of the study is in charge of Miss Delia
L. Mallinckrodt, who has opened and satisfactorily
conducted this department since 1877. Whenever
the teacher of a room is qualified to conduct the
German exercises in her own room, and satisfies
Miss Mallinckrodt of her ability in that direction,
she is permitted and urged so to do, and receives,
as extra compensation, $45 per year. Whenever
the teacher of a room is not found to be competent,
SUPERINTENDENT'S REPORT. I5
a special teacher of German passes to the room
and conducts the recitation. The German instruc-
tion in our schools is of excellent character, and I
take this occasion to commend to the Board and
to the people the faithfulness of the director of
German.
The discipline of the schools is a matter which
causes little annoyance. The statistical tables, if
studied carefully, tell of the character of the pop-
ulation of the district, as Table II. shows the na-
tivity of each pupil enrolled. The industrial inter-
ests of the community are fairly illustrated by Table
I., which shows the different occupations of the
parents of the pupils. Table III., giving the attend-
ance by grades, is a fair exhibit of the ages of the
pupils, with other items. It should be remembered
that, in reporting the cases of corporal punishment,
the definition of that term, as given to the teachers,
is that punishment inflicted by the teacher which
causes bodily pain to the pupil. Table V. gives
the reader the ages of the pupils, and Table VI. is
an exhibit of the relative growth of the system for
nineteen years.
Respectfully,
AARON GOVE.
Discipline,
Statistical Tables,
I6 FINANCE COMMITTEE REPORT.
REPORT
OF RECEIPTS AND DISBURSEMENTS OF THE BOARD OF
EDUCATION, SCHOOL DISTRICT NO. ONE, FOR THE
YEAR ENDING MAY 2, 1892.
7 o żhe Board of Æducatzon:
Your Committee on Finance here with submit
the reports of the Secretary and Treasurer of re-
ceipts and disbursements for the year ending May
2, 1892, which have been examined and found
COrre Ct.
RECEIPTS.
May 4. . . . . . Balance on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $38,702 24
SPECIAL FUND (Note 1). . . . . . . . . . . . . . . . . . . . . . . . . . $172,575 29
1891.
July 9. . . . . . Draft on County Treasurer. . . . . . . . . . . . . . . . # 2,675 29
August 4.... “ “ & g “ . . . . . . . . . . . . . . . . . 2,500 00
& & ... “ . . “ “ . . . . . . . . . . . . . . . 11,500 00
Septemb’r 3. “ “ & & “. . . . . . . . . . . . . . . . . 2.900 00
& & 30 “ “ & & “. . . . . . . . . . . . . . . . . . 1,200 00
November 21 ** ** & & “ . . . . . . . . . . . . . . . . . 2,800 00
1892.
January 18. ‘‘ ‘‘ ‘‘ “ . . . . . . . . . . . . . . . . . 9,000 00
& & 23. “ “ & & “ . . . . . . . . . . . . . . . . . 6,000 00
& & 26. ‘‘ ‘‘ & & “ . . . . . . . . . . . . . . . . . 10,000 00
February 1. . ‘‘ ‘‘ & & “ . . . . . . . . . . . . . . . . . 6,000 00
& & 8. . . . . . & & “ . . . . . . . . . . . . . . . . . 28,000 00
& & 17. “ . . & & “. . . . . . . . . . . . . . . . 8,000 00
March 1 . . . . ** ** & & “ . . . . . . . . . . . . . . . . . 23,000 00
“ 7 . . . . “ & & “ . . . . . . . . . . . . . . . . . 19,000 00
“ 18 . . . “ “ & 4 “ . . . . . . . . . . . . . . . . 20,000 00
“ 29 . . . . . . . “ “ . . . . . . . . . . . . . . . . ,000 00
April 15..... & & & & & & “. . . . . . . . . . . . . . . . . . 13,000 00
GENERAL FUN D. . . . . . . . . . . . . . . . . . . . . . & $99,112 50
1891.
August 4.... Draft on County Treasurer. . . . . . . . . . . . . . . . . . 13,215 00
Novem’r 21, ‘‘ ‘‘ & & “ . . . . . . . . . . . . . . . . . . 13,215 00
1892.
January 21... ‘‘ ‘‘ & & “. . . . . . . . . . . . . . . . . . 13,215 00
February 23. ‘‘ ‘‘ & & “ . . . . . . . . . . . . . . . . . . 33,037 50
March 22. . . ‘‘ ‘‘ & & “ . . . . . . . . . . . . . . . . . . 13,215 00
April 21.... “ “ & & “ . . . . . . . . . . . . . . . . . . 13,215 00
NotE 1.-Library fund, Receipts, one-tenth of mill, in-
cluded in special fund. . . . . . . . . . . . . . . . . . . . . . .
From 1890–1891 levy. . . . . . . . . . . . . . . . . . . . . . . . . $ 1,165 49
From 1891–1892 levy. . . . . . . . . . . . . . . . . . . . . . . . . . 3,289 42
Balance to fund 1890–1891. . . . . . . . . . . . . . . . . . . . . 1,783 28
$6,238 19
Disbursements (books) 1891–1892.............. 6,197 38
Balance to Library Fund, May 2, 1892......... so si
FINANCE COMMITTEE REPORT.
17
MISCELLANEOUS FUND . . . . . . . . . . . . . . . 111,710 39
1.
May 20.... Interest Hallack notes. . . . . . . . . . . . . . . . . . . . . . 6,150 00
June 2. . . . . Interest on deposits. . . . . . . . . . . . . . . . . . . . . . . . . 121 75
** 20. . . . . Hallack notes and interest. . . . . . . . . . . . . . . . . . . 50,325 00
August 2... Interest on deposits. . . . . . . . . . . . . . . . . . . . . . . . . . 2
October 20. Hallack notes and interest. . . . . . . . . . . . . . . . . . . 50,737 50
1892.
January 23. Old brick, Ebert.... . . . . . . . . . . . . . . . . . . . . . . . . . 17 00
February 8. Insurance Twenty-ninth Street School . . . . . . . 413 00
March 1... McCartney note and interest. . . . . . . . . . . . . . . . . 3,484 75
“ 30...Old desks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 40
April 2.... Interest on deposits. . . . . . . . . . . . . . . . . . . . . . . . . . 181 44
May 2. . . . . & 6 & “. . . . . . . . . . . . . . . . . . . . . . . . . . . 244 77
Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Disbursements, to warrants 4423 to 6868, in-
clusive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
1892.
May 2 ... Balance on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . .
DISBURSE MENTS.
1891. - APPARATUS.
September. . McPhee & McGinnity, models, drawing . . . . . . . . . . . . $ 11 00
October ....C. E. Treadwell, drawing boards. . . . . . . . . . . . . . . . . . . . 54 80
“ . . . . A. Ward, 3 microscopes, H. S. . . . . . . . . . . . . . . . . . . . . . . 27 00
“. . . . . . Eimer & Amend, chemical apparatus, H. S. . . . . . . . . . 160 74
November . . R. S. Roe, freight on same. . . . . . . . . . . . . . . . . . . . . . . . . . 9 70
December . . C. E. Treadwell, cases for drawing boards. . . . . . . . . . 39 20
& 4 ..C. E. Treadwell, gymnastic app. (outdoor). . . . . . . . . . . 83 34
1892. -
January. ... Eimer & Amend, chemical app., H. S. . . . . . . . . . . . . . . 2 70
April. . . . . . . C. J. Reilly, models, drawing. . . . . . . . . . . . . . . . . . . . . . . . 4 00
BONDS.
BUILDINGS (including architect's fees)
Swansea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55,691 08
Wyman... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65,679 90
COUPONS.
1891 EXPENSE.
May . . . . . . . B. M. Webster, agent for self and others, census. . . . . . 369 73
“. . . . . . . . C. A. Bradley, lettering diplomas... . . . . . . . . . . . . . . . . . 53 60
“ . . . . . . . . B. M. Webster, agent, expressman. . . . . . . . . . . . . . . . . . . 3 85
June. . . . . . . . J. H. Baker, agent, for opening Trinity Church. . . . . . . 30 00
“ . . . . . . . . C. A. Bradley, lettering diplomas. . . . . . . . . . . . . . . . . . . 2 40
“ . . . . . . . . C. R. Gallup, trees, H. S grounds. . . . . . . . . . . . . . . . . . 69 00
“ . . . . . . . . Knight-McClure, tuning pianos. . . . . . . . . . . . . . . . . . . . 12 75
“ . . . . . . . . J. B. Malone, moving pianos. . . . . . . . . . . . . . . . . . . . . . . . 10 50
“. . . . . B. M. Webster, agent, expressman. . . . . . . . . . . . . . . . . . 7 10
“ . . . . . . . . A. Wolff & Co., diploma ribbon. . . . . . . . . . . . . . . . - - - - 10 80
“ . . . . . . . . G. M. Lee, agent, advertising election, bids, etc . . . . . 27 75
July.... . . . . T. Hannan, pay of men cleaning buildings. . . . . . . . . . . . 16 00
“. . . . . . . . Colorado Telephone Co., rent for telephones. . . . . . . . . 151 00
August . W. D. Todd, recording deed for Ironton. . . . . . . . . . . . . 1 80
“. . . . . E. C Hjort, posts, well-covers, etc., several buildings 19 50
September.. Art Emporium, frames for H. S. pictures. . . . . . . . . . . . . 35 50
& & L. Dumphy, expressage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 41
& & ..C. J. Kelly, catalogues for Gilpin Library . . . . . . . . . . . 107 44
& 4 ... McPhee & McGinnity, frames for drawing exhibit.... 120 60
& 4 ... News Printing Co . circulars “ & & “ . . . . 20 00
& 6 ... Peters & Co., cardboard & 4 & & “ . . . . 37 50
& & ... R. S. Roe, freight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 79
£ tº ... Adams, City Treasurer, boiler certificates. . . . . . . . . . . . 50 00
October.... g & tº £ & 4 & 6 “. . . . . . . . . . . . . 5 00
$422,100 42
350,545 27
$71,555 15
$ 392 48
10,000 00
121,370 98
2,750 00
3,163 09
I8
FINANCE COMMITTEE REPORT.
February. . .
October. . . . J. A. Cooper, hauling sand, several schools. . . . . . . . . . . . 22 60
“. . . . . L. Dumphy, expressage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 62
“ . . . . J. B. Malone, moving pianos. . . . . . . . . . . . . . . . . . . . . . . . . 3 00
& & ... Colorado Telephone Co., connection new buildings and
rent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412 80
4 & ... Anthony, L. & Co., abstract of Arapahoe lots. . . . . . . . 31 00
{ { W. F. Robinson & Co., binding for Hyde Park. . . . . . . 3 75
“ . . . . . L. Dumphy, expressage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 63
December. . L. K. Smith, expressage . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 60
& & ... L. Dumphy, expressage... . . . . . . . . . . . . . . . . . . . . . . . . . . 18 25
& & . L. Boone, expressage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 50
4 & ... W. D. Todd, attorney. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 00
1892.
January. . . . Colorado Telephone Co., rent for telephones. . . . . . . . . . 174 50
“. . . . .T. J. Morrison, halyards. . . . . . . s g º a s = e º a s & a s a 4 m is a e º s = 23 20
“. . . . . George E. Turner, moving pianos. . . . . . . . . . . . . . . . . . . . 5 00
& 4 ... Republican Publishing Co., advertising. . . . . . . . . . . . . . . 4 90
“ . . . . Robinson & Co., binding dictionaries. . . . . . . . . . . . . . . . . 10 50
February. ...L. Dumphy, expressage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 50
& & ... R. S. Roe, freight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 50
& & ...T. Hannan, grading, etc., several schools. . . . . . . . . . . 11 85
& 4 ...T. Hart, lining blackboards, several schools. . . . . . . . . . 5 50
& & ... W. H. Jackson, photos, Swansea, Wyman. . . . . . . . . . . 30 00
March . . . . . Knight–Campbell Co., tuning pianos. . . . . . . . . . . . . . . . 11 00
April . . . . . ...Colorado Telephone Co, rent for telephones. . . . . . . . . . 175 00
“ . . . . . . . Barteldes & Co., fertilizer for H. S. . . . . . . . . . . . . . . . . . . 7 52
April. . . . . . . T. Hannan, water, glass and grading. . . . . . . . . . . . . . . . . 6 ()0
'' . . . . . . T. Hart, sign. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 00
“ . . . . . . George T. Roberts, halyards. . . . . . . . . . . . . . . . . . . . . . . . . 30 00
“. . . . . . . L. K. Smith, expressage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 50
May . . . . . . Clerks and judges of election. . . . . . . . . . . . . . . . . . . . . . . . . 75 00
“ . . . . . W. D. Todd, attorney. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 00.
“ . . . . . . S. Bailey, lunch and conveyance, election. . . . . . . . . . . . . 17 00
“. . . . . . . Stone & Locke Co., books for election. . . . . . . . . . g g g g ſº 2 85
FUEL
Broadway. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470 75
Columbine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Corona. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376 57
Delgany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 05
Ebert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387 6
Elyria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 50
Emerson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 75
Gilpin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 5
High. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,352 02
Hyde Park. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 8
Ironton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418 10
Longfellow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 07
Swansea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 65
Thirty-second. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 50
Twenty-fourth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 60
Twenty-ninth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 80
Whittier. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 91
Wyman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 41
General, ashes, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 50
1891. FURNITURE.
September. . Denver Consolidated Electric Co., lamps. . . . . . . . . . . . . 65 25
October. . . . & ſº * & & # & & “ . . . . . . . . . . . . . 39 00
“ . . . . Gottesleben & Sons, clocks. . . . . . . . * * * * * * * * * * * * * * * * * * 273 00
October ... Hart Carpet Co., shades, Wyman and Swansea. . . . . . 178 47
& & . . . . William Thompson, fixing desks for Wyman... . . . . . . . 49 00
& g ...A. H. Andrews, seats, Wyman... . . . . . . . . . . . . . . . . . . . 875 09
** ... J. G. Kilpatrick, chairs, etc., Wyman. . . . . . . . . . . . . . . . 43 50
“. . . . . Hart Carpet Co., shades, Ebert., . . . . . . . . . . . . . . . . . . . . 38 22
“. . . . . J. A. Kronick, reseating desks, Wyman... . . . . . . . . . . . . 16 00
“ . . . . Gottesleben & Sons, clocks. . . . . . . . . . . . * * * * * * * * * * * * * s e 22 00
& & . . . . C. E. Treadwell, fixing seats, Wyman. . . . . . . . . . . . . . . . 34 50
& & . . . . Craffey & Crowell, waste-paper baskets. . . . . . . . . . . . . . . 5 50
November . Burlington Furniture Co., seats, Swansea. . . . . . . . . . . . . 3,091 27
& & ... R. S. Roe, freight on furniture, Wyman. . . . . . . . . . . . . . . 206 51
1892 -- - -
January ....J. G. Kilpatrick, chairs and desk. . . . . . . . . . . . . . . . . . . . . 60 50
Hart Carpet Co., matting, H. S. . . . . . . . . . . . . . . . . . . . . . 14 75
... Shryock & Sanford, stove, Twenty-ninth . . . . . . . . . . . . . 17 25
6,683 45
5,154 38
FINANCE COMMITTEE REPORT.
IQ
March ..... M. Bartlett, tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 35
“ . . . . . Hart Carpet Co.. shades. . . . . . . . . . . . . . . . . . . . . . . . . . g 7 39
“. . . . . . J. G. Kilpatrick, chairs and desk, H. S., etc. . . . . . . . . 43 25
April. . . . . . . Hart Carpet Co., matting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 08
“ . . . . . . . Kistler & Co., letter-file, etc. . . . . - * * s e º is & & s ∈ sº e is g g g g g & 26 00
May. . . . . . . . J. G. Kilpatrick, table, H. S.. . . . . . . . . . . . . . . . . . . . . . . . S 50
1891. FURNITURE REPAIRS.
October ....B. L. James Co., varnishing desks, several buildings. . 19 J0
November. . M. C. Borstadt, clock repairs. . . . . . . . . . . . . . . . . . . . . . . . . 6 50
February. * a ſe & & g" ºr “ . . . . . . . . . . . . . . . . . . . . . . . 7 00
“. . ...A. J. Souquere, casts, H. S. . . . . . . . . . . . . . . . . . . . . . . . . . . 15 00
March.......C. E. Treadwell, desks, H. S. . . . . . . . . . . . . . . . . . . . . . 10 00
IMPROVEMENTS, (including architect’s fees.)
1891. CORONA.
June. . . . . . . C. E. Treadwell, screens for janitor’s rooms . . . . . . . . . . 14 00
September... C. J. Reilly, steam heating . . . . . . . . . . . . . . . . . . . . . . . . . 108 80
1892.
March. . . . . . Colo. W. and I. Co., scrapers . . . . . . . . . . . . . . . . . . . . . . . 12 ()()
1891. EMERSON.
September. C. J. Reilly, hitching-posts. . . . . . . . . . . . . . . . . . . . . . . . . . . 5 05
1892. GILPIN.
January. . . . L. C. Reitze Bros., music staff. . . . . . . . . . . . . . . . . . . . . . . 4 50
1891. HIGH .
May. . . . . . . . Hughes & Keith, electric light fixtures, basement . . . . . 56 ().5
July .C. E. Treadwell, screens library, shelves basement. ... 60 S3
“. . . . . . . . A. Sechrist & Co., electric bell . . . . . . . . . . . . . . . . . . . . . . . 18 :35
“ . . . . . . . . A, Sechrist & Co., light in observatory . . . . . . . . . . . . . . . 32 78
September. . Denver Wire and Iron Works, grills on steps . . . . . . . . . 29 5()
& 6 . . C. J. Reilly, coils in Library. . . . . . . . . . . . . .". . . . . . . . . . . 65 00
& 4 . . C. J. Reilly, bowl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 25
$ i. . . A. Sechrist, electroliers for halls. . . . . . . . . . . . . . . . . . . . . . 1,380 00
October . . . . C. F. Treadwell, doors, windows, etc. . . . . . . . . . . . . . . . S ()()
November. . Hallack & Howard, new doors in hall. . . . . . . . . . . . . . . . 466 53
December..C. E. Treadwell, lockers in basement. . . . . . . . . . . . . . . . . 74 84
1891. HY 1) E PA Ix H .
September, . J. F. Adams, Treasurer, sewer tax. . . . . . . . . . . . . . . . . . . 355 38
October ...J. P. Pellenz, sewer connections . . . . . . . . . . . . . . . . . . . . . 279 00
1891. IRONTON.
October . . . . J. Mouat Lumber Company, waste-pipe. . . . . . . . . . . . 72 62
& 4 ... McPhee & McGinnity, cement for walks. . . . . . . . . . . . . . 112 ()0
“ . . . . James Rose, cement walks and gutters . . . . . . . . . . . . . . 87 90
“. . . . . J. A. Keefe, bricks for water-way. . . . . . . . . . . . . . . . . . . . . 12 00
1891 LONG FELLOW.
ulv . . . . . . Z. E. Moncrieff, changing W. C. . . . . . . . . . . . . . . . . . . . . . 1,500 00
August. . . . . . “ & e & 4 “ . . . . . . . . . . . . . . . . . . . . . . 2,000 00
September...J. P. Ratican, water service. . . . . . . . . . . . . . . . . . . . . . . . 90 00
October ... Z. E. Moncrieff, changing W. C. . . . . . . . . . . . . . . . . . . . . . 847 40
1892.
January. . . . Frigon & Co., changing W. C. . . . . . . . . . . . . . . . . . . . . . . . 250 00
March . . . . C. J. Reilly, & & “ . . . . . . . . . . . . . . . . . . . . . . . . 16 8ſ)
1892. SWANSEA.
January. . . . L. C. Reitze Bros., music staff. . . . . . . . . . . . . . . . . . * * * * * 12 00
March . . . . . Colo. W. and I. Co , scrapers . . . . . . . . . . . . . . . . . . . . . . . . 11 ()0
April. . . . . . . T. Hannan. gymnastic. . . . . . . . . . * * * * * * * * * * * * * * * * * * * * 4 00
* . . . . . . C. E. Treadwell, gymnastic . . . . . . . . . . . . . . . . . . . . . . . . . . 61 ºf:
10,011 69
13| S()
5 05
4 5()
2,193 13
634 38
28.4 52
4,704 20
2O FINANCE COMMITTEE REPORT.
1891. THIRTY-SECON D AVENUE.
September.. Vimme Ryan, filling yard. . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 ()0
October....City Treasurer, sewer tax. . . . . . . . . . . . . . . . . . . . . . . . . . . , 100 00
1892. -
January. . ..J. E. Keifer, W. C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 00
1892. TWENTY-N INTH STREET.
February. ... Dennis Sullivan, grading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 50
1891. W H ITTIER,
July........ A. Sechrist & Co., four electric bells. . . . . . . . . . . . . . . . . . 20 00
1891. WY MAN.
September...J. P. O’Neill, sewer connection. . . . . . . . . . . . . . . . . . . . . . 870 00
1892.
January. ... Denver Wire and Iron Company, scrapers. . . . . . . . . . . . 6 00
March. . . . . . J. F. Adams, Treasurer, sewer tax. . . . . . . . . . . . . . . . . . . 250 00
& & Colorado W, and I, Co., scrapers changed..... . . . . . . . 10 00
April. . . . . . . tº 6 & & “ scrapers . . . . . . . . . . . . . . . . - 9 00
INSURANCE
INTEREST
JANITORS
LIBRARY-BOOKS
LIBRARY-EXPENSE
1891.
May . . . . . . . A. Sechrist & Co., electric wiring and fixtures. . . . . . . . . 153 75
June........Cordes & Feldhauser, matting repaired. . . . . . . . . . . . . . . 1 85
August . . . . . A. H. Roffe & Co., periodicals. . . . . . . . . . . . . . . . . . . . . . . 400 00
October. ...G. M. Lee, stationery and printing. . . . . . . . . . . . . . . . . . . 185 55
“. . . . .J. C. Dana, Library Association... . . . . . . . . . . . . . . . . . . . . 200 00
“ . . . . . A. Sechrist, wiring for changes. . . . . . . . . . . . . . . . . . . . . . . 5 15
November.. Hallack & Howard, folding doors. . . . . . . . . . . . . . . . . . . . 110 08
& & ... R. S. Roe, freight on books. . . . . . . . . . . . . . . . . . . . . . . . . 5 20
December. .Stone & Locke Co., stationery..... p = • , s s e = * * * * * * * * * * * 89 26
& & ..T. B. Croke & Co., matting. . . . . . . . . . . . . . . . . . . . . . . . . . 47 13
. & & ... Library Bureau, case fittings. . . . . . . . . . . . . . . . . . . . . . . . . . 20 84
& & ... C. E. Treadwell, map case, etc.. . . . . . . . . . . . . . . . . . . . . . 23, 20
1892.
January. . . . Forrester, insurance on Century pictures . . . . . . . . . . . . . 20 00
“. . . . . A. Sechrist & Co., wiring . . . . . . . . . . . . . . . . . . . . . . . . . 2 00
& & . . . . C. L. Dow & Bro., furniture and cases. . . . . . . . . . . . . . . 40 00
March. . . . . . G. M. Lee, cards, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 65
“. . . . . . . McClurg & Co., stationery, etc. . . . . . . . . . . . . . . . . . . . . . . 91 10
“ . . . . . . C. E. Treadwell, shelving. . . . . . . . . . . . . . . . . . . . . . . . . . . 11 50
April . . . . . . . A. Sechrist & Co., lights, wiring. . . . . . . . . . . . . . . . . . . . . 20 25
May . ...J. C. Dana, Library Association. . . . . . . . . . . . . . . . . . . . . . 200 00
LIGHT -
1891. PRINTING.
June ... . . . . W. F. Robinson & Co., blanks. . . . . . . . . . . . . . . . . . . . . . . 32 25
September. Smith-Brooks Co., general supplies. . . . . . . . . . . . . . . . . . 486 70
& & ..Shattuck Printing Co., alumni meeting. . . . . . . . . . . . . . . . 12 00
October . . . . News Printing Co., general blanks. . . . . . . . . . . . . * * * * * * * 91 75
“ . . . . W. F. Robinson & Co., report and hand books. . . . . . . . 227 05
“. . . . . App & Stott, drawing guides. . . . . . . . . . . . . . . . . . . . . . . . . 113 00
November... News Printing Co., blanks. . . . . . . . . . . . . . . . . . . . . . . . . . 10 00
1892.
January. ... News Printing Co., blanks. . . . . . . . . . . . . . . . . . . . . . • * * * * 3 25
“ . . . . Robinson & Co., programmes, etc. . . . . . . . . . . . . . . . . . . . 12 00
February. . . & & & 4 vouchers, etc. . . . . . . . . . . . . . . . . . . . . . . 20 75
pril. . . . . . . News Printing Co., blanks. . . . . . . . . . . . . . . . . . . . . . . . . . . 29 00
“ . . . . . . . W. F. Robinson & Co., blanks. . . . . . . . . . . . . . . . . . . . . . 13 50
May . . . . . . . & 4 envelopes. . . . . . . . . . . . . . . . . . . . 14 50
1891. REAL ESTATE.
October, ..
, Lots 27–28, block 9, First Addition Ironton. ........., 1,500 00
454 00
18 50
20 00
1,145 00
6,045 75
1,229 09
11,273 50
6,197 38
1,718 51
1,064. 19
1,065 75
1,500 00
FINANCE COMMITTEE REPORT.
2 I
RENT.
REPAIRS.
1891. broadway.
May . . . . . . . Shryock & Sanford, roof. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
June. . . . . . . & 4 & & furnace . . . . . . . . . . . . . . . . . . . . . . r' s v
July . . . . . . . C. E. Treadwell, desks, etc. . . . . . . . . . . . . . . . . . . . . . . . . .
“. . . . . . . . T. Hannon, painting roofs, men hired. . . . . . . . . . . . . . . .
August. . . . . & 4 ash cans, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . .
September... B. L. James, painting roofs, material. . . . . . . . . . . . . . . . .
& 4 ... Hughes & Keith, plumbing. . . . . . . . . . . . . . . . . . . . . . . . . . .
& 4 ... C. J. Reilly, smoke-stack. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
December..C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . .
& & ..J. N. Lloyd, blackboards. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 & ..T. Hannon, plumbing, men hired. . . . . . . . . . . . . . . . . . . º
1892.
February... Hughes & Keith, plumbing. . . . . . . . . . . . . . . . . . . . . . . . . . .
1891. COLUMBINE,
September...T. Hannon, general labor. . . . . . . . . . . . . . . . . . . . . . . . . . . .
1892. -
January. . . . George A. Pullen & Co., gate. . . . . . . . . . . . . . . . . . . . . . . .
March...... T. Hannon, fountain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1891 CORONA.
June. . . . . . . T. J. White, water pipe . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
July . . . . . . . C. E. Treadwell, windows, etc. . . . . . . . . . . . . . . . . . . . . . .
September..C. J. Reilly, painting coils . . . . . . . . . . . . . . . . . . . . . . . . . . .
1892.
January. ... Hughes & Keith, boiler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
February... “ “ plumbing . . . . . . . . . . . . . . . . . . . . . . . . . .
1891. DELGANY.
August ....T. Hannon, painting roof, men hired..................
“. . . . . . & & cleaning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
September... B. L. James, painting roof, material. . . . . . . . . . . . . . . . . .
& & ..T. Hannon, labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
December. . C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . .
4 & ..J. N. Lloyd, blackboards. . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 te
March . . . . . T. Hannon, furnace . . . . . . . . . . . . . . . . . . . . . . • * *
1891 EBERT.
January. . . . J. N. Lloyd, blackboards, room 7... . . . . . . . . . . . . . . . . .
4 & ... C. E. Treadwell, wainscot, etc. . . . . . . . . . . . . . . . . . . . . . .
July . . . . . . . T. Hannon, painting roof, men hired. . . . . . . . . . . . . . . . . .
August.....A. G. Atkinson, lightning rod... ...º.
“ . . . . . J. N. Lloyd & Co., painting, calcimining, etc. . . . . . . . .
“ . . . . . T. Hannon, cleaning, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . .
“ . . . . . 4 & walks, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
September...J. N. Lloyd & Co., calcimining, etc. . . . . . . . . . . . . . . . . .
& & ... B. L. James Co., painting roofs, material...... . . . . . .
4 & ... Hughes & Keith, bowl in hall, sink, etc...............
4 & ... C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . .
& & ..T. Hannon, labor, man hired . . . . . . . . . . . . . . . . . . . . . . . .
October.... Dennis Bolan, plumbing stoppage. . . . . . . . . . . . . . . . • * * *
“ . . . . B. R. Gass, windows. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
“ . . . . . Hughes & Keith, plumbing...........................
December...J. N. Lloyd & Co., blackboards. . . . . . . . . . . . . . . . . . . . . .
February... Hughes & Keith, plumbing..........................
March......C. j. Reilly, plumbing...................... . . . . .
1891. EMERSON.
July. . . . . . . . C. E. Treadwell, shutters, coal-chute, etc . . . . . . . . . . . .
August . . . . . T. Hannon, painting roof, men hired. . . . . . . . . . . . . . . . .
& 4 & & down spouts and furnace. . . . . . . . . . . . . . . .
September. . B. L. James Co., painting roof. material. . . . . . . . . . . . . .
& 4 . E. Treadwell, carpentering .......... • s e s - e - e. e. e. e. e. e.
December.
1892.
April . . . . . .
.J. N. Lloyd & Co., blackboards. . . . . . . . . . . . . . . . . . . . . .
.
|
0
5
s
6
7
;
1
§
#
:
}
6
7
3
;
4
º
640 25
4,236 67
219 44
42 10
31 41
561 25
142 63
22 FINANCE COMMITTEE
REPORT.
1891. GILPIN.
July. . . . . . . . T. Hannon, painting roof, men hired. . . . . . . . . . . . . . . . . 21 40
August . . . . . & & ash-cans, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 00
September. . B. L. James Co., painting roof, material. . . . . . . . . . . . . . 30 00
& & T. Hannon, labor, man hired . . . . . . . . . . . . . . . . . . . . . . . . 2 50
October . . . . Dennis Bolan, fountain......... . . . . . . . . . . . . . . . . . . . . 1 00
“. . . . . . E. B. Link, bricklaying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 10
December . C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . 13 75
& 4 J. N. Lloyd & Co., blackboard ...................... 98 30
1891. - - HIGH,
June . . . . . . . Fidelity Plumbing Co., water pipes . . . . . . . . . . . . . . . . . . 2 60
& & . L. James Co., two windows. . . . . . . . . . . . . . . . . . . . . . 11 35
4 & T. J. White, plumbing W. C. . . . . . . . . . . . . . . . . . . . . . . . . 8 25
July. . . . . . . . T. Hannon, painting roof, men hired . . . . . . . . . . . . . . . . 43 50
August . . . . . J. N. Lloyd & Co., varnishing windows outside . . . . . . 200 00
& & T. Hannon, painting roof, men hired. . . . . . . . s s is s e º $ tº e 6 00
September. . B. L. James & Co., painting roof, material . . . . . . . . . . . 85 00
a . Hughes & Keith, new boiler, leak, etc. . . . . . . . . . . . . . . . 48 10
* * Shryock & Sanford, roof... . . . . . . . . . . . . . . . . . s e º e g º º is 108 25
a & C. E. Treadwell, carpentering . . . . . . . . . . . . . . • * * * * * * * 49 47
October . . . . Hughes & Keith, plumbing W. C., etc. . . . . . . . . . . . . . . 23 50
* 6 E. B. Link, bricklaying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 72
C. J. Reilly, bowl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 25
& & C. E. Treadwell, doors, etc. . . . . . . . . . . . . . . . . . . . . . . . . 8 50
November . . A. Sechrist & Co., electric light switch. . . . . . . . . . . . . . . 6 75
1892.
January . . . . Hallack & Howard, window. . . . . . . . . . . . . . . . . . . . . . . . . 10 00
February . . . C. E. Treadwell, doors, windows, etc . . . . . . . . . . . . . . . . 50 40
April . . . . . . . T. Hannon, tiling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 85
* & C. E. Treadwell, vault, etc . . . . . . . . . . . . . . . . . . . . . . . . . . 6 30
1891. HYDE PARK.
May. . . . . . . . J. N. Lloyd & Co., calcimining and painting janitor's
TOODI1S - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - . . . . . . . . 89 75
June . . . . . . . Fidelity Plumbing Co., W. C. . . . . . . . . . . . . . . . . . . . . . . . . 12 67
tº T. J. White, janitor’s waste-pipe. . . . . . . . . . . . . . . . . . . . . 48 90
August . . . . . A. G. Atkinson, lightning-rod. . . . . . . . . . . . . . . . . . . . . . . . 21 90
$ tº T. Hannon, painting roof, men hired. . . . . . . . . . . . . . . . . 7 50
§ { . . . walks, etc., men hired . . . . . . . . . . . . . . . . . . 2 00
September. . B. L. James Co., painting roof, material . . . . . . . . . . . . . 14 00
& & Shryock & Sanford, conductors. . . . . . . . . . . . . . . . . . . . . . 4 00
October . . . . J. P. Pellenz, plumbing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 50
December . . C. F. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . 4 25
4 & T. Hannon, lime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . º 1 60
1892.
February ... John Stott, janitor's rooms. . . . . * g º ºs e º is s tº a g º a s • * * * * * * 50 00
1891. I RONT ON . . . .
August . . . . . T. Hannon, cement walks, men hired . . . . . . . . . . . . . . . . 44 30
September. . C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . . 4 00
{ { T. Hannan, roof... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 00
* & & 4 walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 00
a & & & general . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 00
October . . . . Colorado Furnace Works, boiler. . . . . . . . . . . . . . . . . . . . . . 47 50
& 4 C. M. McCabe, plastering. . . . . . . . . . . . . . . . . . . . . .... • * * * * * 109 50
& & F. N. Davis, cellar wall. . . . . . . . . . . . . . . . . . . . . . . . . . * * * * 13 65
Ross, Frazer & Co., resetting steps... . . . . . . . . . . . • - - - - 108 00
4 & E. B. Link, bricklaying . . . . . . . . . . . . • - - - - - - - - - - - - - - - - 10 00
December . .T. Hannon, cleaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 00
1892.
April . . . . . . . T. Hannon, gutters, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 50
1891 LONG FELLOW.
May . . . . . . . James Costillo, steps and walls. . . . . . . . . . . . . . . . . . . . . . 315 30
“ . . . . . . . Shryock & Sanford, roof. . . . . . . . . . . . . . . . . . . . * * * * ~ & © 31 50
“ . . . . . . . T. Hannon, painting roof, men hired. . . . . . . . . . . . . . . . 30 10
August. . . . . “ moving seats, “ “ . . . . . . . . . . . . . . . . 8 00
September... B. L. James Co., painting roof, material... . . . . . . . . . . . 50 00
& & ... C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . 85 92
October. . . . Riethmann & Co., windows. . . . . . . . . . . . . . . . . . . . . . . . . . 2 65
£ 6 .C. E. Treadwell, general carpentering. . . . . . . . . . . . . . . . 46 86
December. .J. N. Lloyd & Co., blackboards. . . . . . . . . . . . . . . . * * * * *
63 66
175 05
688 79
265 07
633 99
FINANCE COMMITTEE REPORT.
23
1891. SWANSEA.
December. . C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . 22 65
1892. -
January. ... Hendey & Meyer, boiler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 00
1891. THIRTY-SECOND A V ENU E.
August.....T. Hannon, fountain and yard, men hired............ 22 00
September..C. E. Treadwell, carpentering. . . . . . . . . . . . . . . . . . . . . . . It, 12
1891. TW. ENTY-FOURTH STREET.
July. . . . . . . . T. Hannon, painting roof, men hired . . . . . . . . . . . . . . . . 1 50
“ . . . . . . . . & & . . . & & $ & “ . . . . . . . . . . . . . . . . 13 60
August . . . . . A. G. Atkinson, lightning rod . . . . . . . . . . . . . . . . . . . . . . . 30 10
September.. H. L. James Co., painting roof, material . . . . . . . . . . . . . . 24 ()()
& 4 ... Hughes & Keith, stop-cocks. . . . . . . . . . . . . . . . . . . . . . . . . 12 45
& 4 ... T. J. White, plumbing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 75
4 & ..T. Hannon, labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 :50
October . . . . McPhee & McGinnity, cement for gutters . . . . . . . . . . . 4 50
“. . . . . C. E. Treadwell, fire screen. . . . . . . . . . . . . . . . . . . . . . . . . 6 34
IDecember. . carpentering . . . . . . . . . . . . . . . . . . . . . . 8 ()()
. . J. N. Lloyd & Co., blackboards. . . . . . . . . . . . . . . . . . . . . 67 94
1891. "I W ENTY-N INTH ST R R.I.T.
September. . T. Hannon, fence and grading, men hired . . . . . . . . . . . 36 ()()
October . . . . Dennis Bolan, fountain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 ()()
“ . . . . Riethmann & Co., windows . . . . . . . . . . . . . . . . . . . . . . . . 6()
December. . J. N. Lloyd & Co., blackboards. . . . . . . . . . . . . . . . . . . . . 16 97
1892.
February. ... I }own & Ashton, ſire, covered by insurance. . . . . . . . . . 413 00
March . . . . . T. Hannon, furnace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 00
1891. W H ITTI ER.
May . . . . . . Shryock & Sanford, roof . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 25
July . . . . . . T. Hannon, fountain, etc. . . . . . . . . . . . . . . . . . . . . . . . . . 12 00
“. . . . . . . . & & painting roof, men hired . . . . . . . . . . . . . . . . 3 50
August . . . . . & & & & g & & “ . . . . . . . . . . . . 24 50
September. . B. L. James Co., painting roof, material. . . . . . . . . . . . . 45 18
& & . . C. J. Reilly, plumbing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 67
& g ... C. E. Treadwell, carpentering . . . . . . . . . . . . . . . . . . . . . . 3 08
& & ..T. J. White, sink. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 65
October . . . . Riethmann & Co., windows . . . . . . . . . . . . . . . . . . . . . . . . 7 59
“. . . . .T. Hannon, paid for fixing fountains. . . . . . . . . . . . . . . . . 1 50
“ . . . . C. E. Treadwell, carpenter work . . . . . . . . . . . . . . . . . . . . 13 79
December. . & 4 “ . . . . . . . . . . . . . . . . . . . . 2 29
& & . . J. N. Lloyd, blackboards. . . . . . . . . . . . 79 jº
1892. -
February. . . Hughes & Keith, plumbing. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 20
SECRETARY, STOREK EEPER, LIBRARIAN AND
ASSISTANTS.
SPECIAL FUND REFUNDED.
38 12
182 68
469 57
294 72
3,844 93
1891 STATION ERY.
May . . . . . . . E. A. Peters & Co., manilla paper . . . . . . . . . . . . . . . . . . $ 38 75
“ . . . . . . . Stone & Locke Co., writing paper. . . . . . . . . . . . . . . . . . 4 80
October . . . . Kistler & Co., tablets, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 20
1891. SU PPLIES.
May . . . . . . . Davis-Creswell Co., hose for several buildings. . . . . . . 59 05
“ . . . . . . Denver Music Company, music printed. . . . . . . . . . . . . . 5 2S
“ . . . . . . . Roberts Hardware Company, spades, gate hooks . . . . 6 25
“ . . . . . . . Stone & Locke Co., Coulter’s Botany. . . . . . . . . . . . . . 1 80
“ . . . . . . . L. N. Greenleaf, flags, Decoration Day . . . . . . . . . . . . . 25 27
“ . . . . . . . News Printing Co.,, repairing books, H. S. Library 56 00
June . . . . . . Davis-Creswell Co., hose and coupling . . . . . . . . . . . . . . 10 10
“ . . . . . . W. H. Kistler & Co., repairing books, Gilpin Library. 14 25
& 8 ... E. A. Peters & Co., drawing-paper, exhibition. . . . . . . 9 38
& 4 ... Roberts Hardware Company, hose and couplings . . . . 22 40
75 95
56 7.5
2,354 74
24
FINANCE COMMITTEE REPORT.
September. . Craffey & Crowell, brushes and dusters. . . . . . . . . . . . . . . 62 00
& 4 C. O. Green, matches, brooms, etc. . . . . . . . . . . . . . . . . . . 34 05
& 4 C. J. Reilly, putty, etc., for roofs. . . . . . . . . . . . . . . . . . . . . 31 40
• & “ “ cement for walks..... . . . . . . . . . . . . . . . . . 5 50
£ & & 4 “ grates, etc., for boilers. . . . . . . . . . . . . . . . . . . 23 70
& & Shryock & Sanford, cement. . . . . . . . . . . . . . . . . . . . . . . . 6 00
& 4 Woodall-Williamson, oil, etc. . . . . . . . . . . . . . . . . . . . . . . . 6 22.
4 & Roberts Hardware Co., brushes, dusters, etc. . . . . . . . . . 102 25
October. ... American Book Co., books. . . . . . . . . . . . . . . . . . . . . . . . . . 189 80
4 & Chain-Hardy Co., file for Secretary.................. . 9 50
& 6 Denver Music Co., music. . . . . . . . . . . . . . . . . . . . . . . . . . . 8 73
& 4 Ginn & Co, music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 38
& 4 Peters & Co., W. C. paper. . . . . . . . . . . . . . . . . . . . . . . . . 27 25
4 & A. B. Powers, ink. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 00
4 & C. J. Reilly, hardware. . . . . . . . . . . . . . . . . . . . . • * * * * * - - - 3 60
& 4 R. S. Roe, freight on books and maps. . . . . . . . . . . . . . . . 11 25
* { W. E. Sibley, pencil sharpeners. . . . . . . . . . . . . .... . . . . . . 36 00
4 & Woodall-Williamson Co., hose couplings, etc. . . . . . . . . 8 30
£ 6 Roberts Hardware Co., brushes, mops, etc. . . . . . . . . . . 37 08
& & Davis-Creswell Co., hose, H. S. . . . . . . . . . . . . . . . . . . . . . 122 00
< * Roberts Hardware Co., brushes, brooms, etc. . . . . . . . . . 130 10
4 & American Book Co., books. . . . . . . . . . . . . . . . . . . . . . . . . . 238 80
& 4 Denver Music Co., pitch pipes. . . . . . . . . . . . . . . . . . . . . . . 5 00
4 & Art Emporium, fixatif... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 00
4 & Chain-Hardy Co., books, blank books, etc. . . . . . . . . . . . 111 72
November... Educational Supply Co. Physical Lab., H. S. ......... 7 25
& & C. O. Green, matches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 50
g f W. H. Kistler, book-keeping cards, H. S. . . . . . . . . . . . . 2 50
& 4 Roberts Hardware Co., pump ladles. . . . . . . . . . . . . . . . . . 18 00
4 & R. S. Roe, freight on books. . . . . . . . . . . . . . . . . . . . . . . . . 2 85
£ 4, Stone & Locke Co., books, etc. . . . . . . . . . . . . . . . . . . . . . . 34 88
December...G. M. Lee, agent, 1,000 stamped envelopes . . . . . . . . . 22 00
1892.
January . . . . A. B. Powers, ink. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 50
& & Chain, Hardy & Co., books, etc. . . . . . . . . . . . . . . . . . . . 140 43
& & C. O. Green, soap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 50
« & B. L. James Co., oil, glass, etc. . . . . . . . . . . . . . . . . . . . . . 31 23
« & Peters & Co., paper. . . . . . . . . . . . . . . . . . • * - - e s (→ - - - - - - - 5 75
& & A. B. Powers, ink. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 50
& & Riethmann & Co., sponges, etc. . . . . . . . . . . . . . . . . . . . . . 25 13
& © Roberts Hardware Co., brushes, mops, etc. . . . . . . . . . . 14 94
February....C. k Reilly, hardware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 95
& & Roberts Hardware Co., brooms, brushes, etc. . . . . . . . . . 34 00
March . . . . . . Ginn & Co., books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 16
& 4 Chain, Hardy & Co., books, etc. . . . . . . . . . . . . . . . . . . . . 70 17
4 & B. L. James Co., oil, glass, etc. . . . . . . . . . . • s º e º 'º e º 'º - sº 13 90
& 4 Roberts Hardware Co., hardware. . . . . . . . . . . . . . . . . . . . 29 53
& 4 C. J. Reilly, hardware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 75
April. . . . . . . Art Emporium, drawing paper, etc. . . . . . . . . . . . . . . . . . . 14 00
& & !Chain-Hardy,Co., books, etc. . . . . . . . . . . . . . . . . . . . . . . . . 12 54
4 & B. L. James, glass, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 25
& 4 Peters & Co., paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 75
& 4 C. J. Reilly, hardware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
& 4 Roberts Hardware Co., stepladders, etc. . . . . . . . . . . . . . 14 20
& & Steinhauer & Walbrach, laboratory. . . . . . . . . . . . . . . . . 182 57
May ... B. L. James Co., glass, putty, etc. . . . . . . . . . . . . . . . . . . . 21 85
TEACHERS.
WATER.
Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Respectfully submitted,
148,220 46
1,437 35
$350,545 27
J. C. DANA, Secretary.
TABLE A.
showing Location, Cost of Improvements, Insurance and Estimated Present Value of Real Estate of School District No. One, Arapahoe County, Colorado, August, 1892.
|
TABLE B.
Showing Expeditures on and Value of Real Estate and Building Improvements belonging to School District No. One, Arapahoe County, Colorado, to May 2, 1892.
------------- - - - - ------ & ... ... $3 • | 8.5 tº per PUPIL. FIRST COST OF PROPERTY.
§ Cost of : J & * I*,x, ; ::55 . w - -
School. l,00ATION. I,ots. 3 ADDITION. Improve: #3 Toºra L. #3 §: ; § t; | &
- In ent S, tº S tº º; ‘ī; C © >
pº P- £ 3 pº i • d O ~s £ O
--- - - ----- - ----- - _{i} -----, ----|-º-º: | ? Uſ) * ~ º !-
- - --- - - - -- ------------ ----- - - | 3 ||= | 8 || 3 || 3 || 3 e 3 5 || 3 || 3: #
Proadway'. . . . . . . . 3roadway, bet. 13th and 14th Aves. Cºmº at *E. on 25 | H. C. Brown’s 2d. $ 39,529.09% 172,000|$ 211,529.09|$ 17,500 NAME OF BUILDING wn à # É ă : §: É §§ # 7. 35 T.;
the ‘. . line O roadway { e ~! -- º e Cº) 8 3 *} w C/2 ºz. .* t- * ~ *.
extended 730 ft. S. of the - § | < ||a g| ‘a g| º: §: * 5 qL) "C un ToTAL. t- * $2, $2 ; :
S. W. cor, of block 5, H. ſt || 3 |##| ##| 3 || 3 H * £ O ſ: #"> tº .# .# – 5
C. Brown's 2d Add., thence - || > |$ 5 | * B | . ºn C º O 'l- ºn J. : p § cº “5 tº * B
S. along the E. line of 2 | $ ſº ºf G, J, & 3 9 à º * 3 #5 3 .3 3. £e &
Broadway extended 200 *: 3 || º: : : g § 3 # S 5 $2 #: #. $º p. Q
h E. at right ; : º: .c w gº * • E a gº Tº Tº: Tº: Tº
..". ãen: º atº: # ! à 3. 3. E. - à § § # # # # § 3 3 3 3
angles 200 ft., thence W. at UD vo wo s —º —º- t-
ºf to Place Broadway. . . . . . . . . . . . . . . . . . . . . "|400|| 43.3%|}.}}| 3,309|823,258; 31,145 ||April 10, Tāl's 5,500's 20,505 00's 1,007 50's 65 70's 27,078 20 Sept., Tāl;11,505 23's 5,424 63's 1,021 03's 45,029 09
« --- Corner 24th and Market S ...ºnning. 34 |East I)ivision, etc 35,836.96|| 50,000 85,836.96] 17,500 Twenty-fourth Street. . . . . . . . . . . . 413|_ 4283.3726.74.31,875|... . . . . . 21,653 00||April 21, ’79; 3,000 21,243 00 1,082 65 25 70 25,361 35||Dec., '79|| 7,404 15| 5,282 81| 798 57| 38,836 96
ºyº St. e §. : i W. i to ë and so much of 7 8 2% Clement's y & §§§ 35 000 83,094.90 25,000 - §º School e - e º is g g g º gº º żº º ºs e º $ & © 8 º 1% §§ #. 1; a e s is a s *; § i. ; º # *:::::::: 87 104. ; tº º 33 ió *::: ; §. $ 8 º *:::: º ; # 1. # # #
‘..berl . . . . . . . . . . . . . - g & & g' s ] ... sº . - o 3. e y º * * * * y y * E ert . . . . . . . . . . . . . . . . . . . . . . . . . . • : d. 3. 2 ſº 24, * * * * * * * § 1,4) ay t jº 3,58 32,500 00 *H 2: 3: 7 : 5,857 5 OV. 3, ” y 3; 5,3 # * * e $) º ,67
sºº's. †: . Gilpin . . . . . . . . . . . . . . . . . . . . . . . . . . 623| 4862.78.29.46 1891: 48,000 ſºft Off April 3, §1 j| 16 ſ; j 1,853 to 3i ſã jºid ſo jam. 5, ºft| 3% dº ºi (; ; ; ; ; ;
3 south. Ratige & West D. - {:}. s = e s & & a tº € $ 4 tº * is ſº & & ;| #. *::: #; #! 3.300 "; § ; 3. # 3,200 72,793 % % ; 31 70 "; § §: : 7,755 ; *:::: § # º *::::::: :
* * * * § * * * * * . . . . . * 2 sº", sº *...* ºr s § * 539.4 42,000 102,539.43 40,000 'olumbine. . . . . . . . . . . . . . . . . . . . . . &##. , ſº) || 10. UU !,156. 2, 2,095 00||June 25, '8: 1,500 2,095 3801. . . . . . . 2 * sº. ept., '82|| 1,517 5 t º 79 3. 5,597 3.
Gilpin . . . . . . . . . . . . 29th bet. Stout and California Sts. 19 º º !. * 67 Case and Ebert, 60,539.43 Twenty-ninth Street Primary. . . . . 120; 192} .75|16.00 12,500|... .... 2,384 00||Oct. 11, ’82|| 2,400; 2,384 00 95 § * * * * * * * 4,879 36|| Nov. ’82|| 2,514 83| 1,120 69 288 43 8,803 31
;: “"“” “‘ 0,0 §: "****"...|#| #2.É;}|{#|isº ºff; º; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;
* • * * f ~ § & #2 * Tact i Yi vrici * .2 45,000. 133,309.28 50,000 hittier. . . . . . . . . . . . . . . . . . . . . . . . Ot| 2.91 |39 9: ,87 y 5,479 12||Feb. 28, '8: ,7; 5,333 5 pºis {} 50,95: ept., ' ,365 3,16. § 2. 56,767
Longfellow …'.. Corner º º: Yºlº łł. | rº E. º §: 10,000 16,403.31 2,100 Emerson . . . . . . . . . . . . . . . . . . . . . . 441|| 4245.42|37.21] 30,000 28,300 27,588 00||April 8, '84|| 5,500 27,503 00 1,106 25 65 00 34,174 25||Sept., ’84|| 392 49| 1.241 22 61 01 35,868 97
ºty ninth sºft."...º.º.mass ºf “ 143 fast fiv., etc. and Clement's. 354 ióñºil tiſſ'ſ 768,195.41. 202,000 12elgany. . . . . . . . . . . . . . . . . . . . . . . 108 3033,3331 7Q 12,500. . . . . . . . .575 00||Aug. 1, 85|| 425 7,486 00 299 44 43 12| 8,253 56||Qct. 24, '85|| 714 29 300 44 43 19 9,311 48
|.......I.A. ºnº" tº 20 13 Ford's. ' " . " 3,616.64 5,000 8,516.64; 2,200 Élyſia (ſº now occupied). . . . . ] {|| 3 ||34}}.}}| ſº... §§§ {}||July 3, § 20%| 3,487 Q , 144 º żº 10 ºf 33.9et. 10, 8. 11 00 s :º 3 2 # 5,88; 9.
Wººn - Marion. bet 24th and 25th Sts. 16 to 30. 17 |Schimner's. 53,010.14 22,500 75,510.14. 40,000 Hyde Park. . . . . . . . . . . . . . . . . . . . . 657|: 524 3. 73:32,73 34:37; 70,171 00||Jan. 13, '83 4,500 69,854 80| 3,622 84| 67 15 78,044 79||Jan. 1, '89|| 4,856 43| 2,350 2.8 407 89 $3.65% 39
... [...A. ºr ſº, A. 11 to 20 103 |Capitol Hill Subd., 2d Filing, 30,368.97 30,000 60,368.97; 25,850 Corona. . . . . . . . . . . . . . . . . . . . . . . . 657 6403.9 |40.09| 34,375|....... 70,887 60|March 4, '89|| 13,113| 71,227 13: 3,561 36|....... 87,901 49||Oct. 24, '90; 212 95, 19 50 6 50% 88,170 44
lºmerson. . . . . . . . . . Čºny sis 13 to 16. 10 |Gaston. 3. 8,886.48 10,000 18,886.48; 3,400 Wyman . . . . . . . . . . . . . . . . . . . . . . . . 610|| 4 ||2-8-|30.3, 31,250|...] [6,914 36||Oct. 11, ’90|| 12,000 78,792 81 3,777 21|... . . . . 94,570 02||Sept. 1, ’91|| 1,145 00' . . . . . . . . . . . . . . . . . . . . 95,715 02
tºy.… ::::::::::...'. 35 to 35. 6 |Elyria. 3,886.92 2,500 .638.9% 3,000 Ironton. . . . . . . . . . . . . . . . . . . . . . . . #| }}}.}}|##| #3; ##| };}|Mºy,”; ; 3% ºf 80 ſº ſº.... §§§ept. 3, § 6; ; 4.1 lº 35 00 2.7% ºf
ii 3. Park ...... |36th, bet. Fairmount and Gilpin Sts.|17 ft. of 9 adjoining 10, all of 12 |Hyde Park. 81,159.39 20,000 101,159.39 50,000 Swansea. . . . . . . . . . . . . . . . . . . . . . . . 672, 4484.24132.18 49,320 72,500 67,000 00||March 20,91|| 5,600 69,003 55 3,450 15|....... 78,053 70||Oct. 9, '91 88 37 65] . . . . . . . . . . 78,179 81
*...** nd 17 ft. of 22 ad- : Total, May 2, 1892. ...||379,468;906,812 07|# 37,404 07;449 87|1,024,134 01 $87,345 91}36,604 81|$ 6,473 56|$1,154,558 29
te * & § § * tºº 097.3; 1,900
Columbine. • * * * * Columbine, bet. 28th and 29th Aves. |1 to 15 3 Ashley. 4,097.33 12,000 16, # 3. --~~~~------------------—-------- ºr ---- • * ~ . . .” - . . . . * * * * * * *- : * *- : * ~ * ~ --- - - - - - - - - - - - - - - - - - - - - - --- - - - - - - - - - --~~
'viman . . . . . . . . . . Williams, bet. 16th and 17th Aves. 20 to 29 15 Wyman. . . e * 83,715.02 15,000 98,715.02 40,000 * .
...ſºjº" i. tº jº." Hill ºff ºff ##| ; tº #:#########cana.
"O Ill Oll . . . . . . . . . . . * • 36th an eigany Sts. & 4 tº Jºſé & - 4, - * * * * y” 2 ſº y * * * ~ * * : 3. y &
§º ......... 3." . Steavens à 4th Ave. 17 to 32. 1 | Ernest’s Addition to Swansea. 72,579.81 5,600 78,179,81 40,000 Gilpin as enlarged. . . . . . . ! | 16,510
$1,075,083.29 $906,100|{1,981,183.29 $610,450
#IBoth numbers in all cases.
TABLE C. *
Showing Cost of Extras and Repairs since Completion.
1875-6 * ſ
18; 9 1882—3. 1883–4, 1884–5. 1885-6. 1886–7 1887–8 1888-9. - 1889–90. 1890–1. 1891–2
(Both Inclusive.)
| *** * : *-* * * *msºmºmºsºm-º ºrº-ººººººººººº -º-º-º-º-º- ———————— -- - * * *-*-* *-es-as-s-s-s-s------. ------ - -
NAME OF BUILDING. i .
- +. # ~ . -: e +. * , ~ º +. t •- * -> & 5 e t; {º 5
$ - .# § & g § * £ § - .# § w; .# § w .# § || 4 .# § ... • # § w .# § w £ $2 w .# $2
§ 3. º: É 3. E É 3. º: § 3. # § 3. º: § §. # || $ §. # § 3. # § 3. :5 § §. 3 § Š. #
24 49 $2 >6 q) 9 2. Q) £ >4 Q) *— * Q) 9 24 (i) £ * ū) >< (l) * >{ q) * % q) $ 4 >< QX !-4
ſº £4 <! ſº £4 <! ſº £4. < {r} Cº. <! Ø Cº. <g º p. < . ſº £4 *: ſº p. •r; (x) £4 <! £d 0. <! ſil Cº. <!
– | - - - - P. † * t; $ .
3roadway . . . . . . . . . . . . . . . . . . . . 855 41|$ 1,512 98 30 95|} 221 60 354 24 21 60; $ 133 17 3 66||$ 355 85 289 80|$ 15 35||$ 2,176 66|$ 1,440 01|$ 144 68 3 75|$ 335 10 13 23|. . . . . . . . . . $ 204 50% 10 58||. . . . . . . . . . $ 506 37|$ 20 25 2 00|$ 69 00% 2 80|$ 8,168 34|$ 299 72|$ 801 42||.......... $ 2.19 44|. . . . . . . . . .
ºù Street. . . . . . . . . . . . s ; 03 $ 130 52 $ 6 4: 127 66 $ 462 28 $ 65 25 $ 148 81 $ 5 07 6 00 $ 214 80 5 2. s 968 08: 1,519 94 99 52||. . . . . . . . . . 165 66 6 631. . . . . . . . . . 106 75 #, * * * * * * * * * 1,660 11 66 40 75 00 363 24 17 50|| 5,408 13 328 10| 576 18||... . . . . . . • 182 68l. . . . . . . . . .
High School. . . . . . . . . . . . . . . . . . . . 4,849 85 . . . . . . . . . . 124 79 595 51 306 04 3,773 37 234 29 94 90|| 3,342 30 £27 65 88 80 263 57 529 67 31 7; 436 75 227 45 29,57; 1,392 66 189 22 6. 573 44 80 71 26 17| 3,340 63 208 42 145 00 7,658 85 §5? 88 § 2,193 13 688 79 . . . . . . . . . .
Ebert. . . . . . . . . . . . . . . . . . . . . . . . . . . 1,268 59 471 18 15 #|| 335 89 123 90| 8 85||. . . . . . . . . . 224 60 5 3. * 306 80 9 10 T21 S9 574. 60 51 80 25 50 270 70 11 º 190 02 112 40 12 09'ſ. . . . . . . . . . 332 05 13 30 5S5 00 57 91 26 50| 5,574 2, 2,169 06| 678 54|i. . . . . . . . . . §§l 25, . . . . . . . . .
Gilpin. . . . . . . . . . . . . . . . . . . . . . . . . . i 546 11]. . . . . . . . . . 14 ().9 149 25 209 88 443 29 233 ().5 16 02 551 S5 672 27 29 00 473 71 186 48 2 401 5() 388 80 31 61|| 1,901 24 642 45 101 7. 818 00 407 01 49 00 45 35 93 50 5 60|| 2,915 20 555 54. 4 50 17. 05] . . . . . . . . . .
Longfellow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & º e < * 256 18 26 57 314 65 91 45 9 61 324 27 199 40 12 40 319 55 S20 47 45 84 676 42 5 88 27.29 22 90 228 25 10 700 43 1,934 36 105 3. 205 34 136 51 14 20 251 65 58 25 4,704 20 633 99 296 20
Columbine. . . . . . . . . . . . . . . . . . . . s e a a e s tº it is e a s tº a tº e º a tº 1 s ºr e 9 & e º a 4 + 147 80 4 00] 2 92|, ... . . . . . . 21 25 50l. . . . . . . . . . 5 00 10||. . . . . . . . . . 20 30 D. 50 00 131 32 7 # 38 82 27 40 2 62}. . . . . . . . . . 12 63 50| 1,187 15 59 (55 50 00 93 81 33 33| 14 62|, . . . . . . . . . 6 75l. . . . . . . .
Twenty-ninth Street Primary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . à 15l. . . . . . . . . . 8 001. . . . . . . . . . 19||. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a º º sº e s e s º º 10 30 2\) 00 149 08 6 76||. . . . . . . . . . 14 40 57ll.......... 6 75 Žſ 23 94 57 49 3 25|| 2,439 24 413 10 18 50 469 57| . . . . . . . . . .
Thirty-second Avenue Primary. . . . . . . . . • . . i - - - - - - - - - - | * * * * * * * * * * 9 32!... . . . . . . . 17||... . . . . . . . 5 25 12||. . . . . . . . . . 16 06 50l. . . . . . . . . 2 50 196 32 125 16 12 § 89 6 27 80 4 69||..........l. 6 10 ' 25 1987 #4 #3 3 00||... . . . . * * * * 4 Q 454 00 3S 12 15 00
Whittier. . . . . . . . . . . . . . . . . . . . . . . . !. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 00 1,122 64|... . . . . . . . 26 58 145 80 46 53 5 80 409 80 104 90 2 20 00| 300 07 12 80 266 21 496 22 30 25 00 75 25 4 01: 18 55 309 S2 13 20 13. Q0, 1,536 68 20 00 294 72] . . . . . . . . .
Emerson. . . . . . . . . . . . . . . . . . . . . . . .ii. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 45l. . . . . . . . . . . . . . . . . . . . 137 49 33 35 12 11 282 55 11 (62. 46 69 82 30 5 35 70 249 42 11 46. 35 70 285 47 12 85 28 30 165 fiO 5 05 142 631. . . . . . . . . .
''elgany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ll. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ll. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 2.5 2 50 142 74 69 65 8:22 20 40 12 25 l 14 00 50 40 2 58 342 901. . . . . . . . . . 13 72|, . . . . . . . . . 134 23, 11 50l. . . . . . . . . . 31 41]. . . . . . . . . .
Elyria (not now occupied). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .l........ * * | * * * * * * * * * * | * * * * * * * * * } i e 4 & s = < e < n < | < e < e < e < e < * : * * * * * * * * * * * | * * * * * * * * * * * * * * * * * * * * * | * is a e s e º . . . a s is is a s s a s a 20 00 100 2 50l. . . . . . . . * * * * }\} . * * * * * * * * * * 11 00 44;|. . . . . . . . . . 16 90 70] 8 50 l; #!. . . . .';...] . . .';.......::::: * * * * *
Hyde Park. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ll..........l.......... 4 * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * * * * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * : is a s a s a y e = w i e s s s = e < * * * | * * * * * * * * * * 2,349 76 1 40 66 22. 844 44 296 85 45 60|| | 1,027 85 1,786 96 634 38 265 07 13 Q5
t §
99" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .l... . . . . . . . . . . . . . . . . . . . . . . . . . .l....... . . . . . . . . . . . . . . . . . . . . . . .l..........l..........l....... . * * | * * * * * * * * * * | * * * * * * * * * * l s = e s s a s e s s f : . . . . . . . . . . . . . . . . . . . . . . . . . . •;|. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 15 7 40 134 80 42 10l. . . . . . . . . .
Ironton " ; ; * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * ! ... • * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * : * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * } is a = • , , , . . . . . . * * * * * * * * | * * * * * * * * * * || “. . . . . . . . . . . . . . . . . . . . . . e. s s > * * * * * * }|. . . . . . . . . . . . . , s , , , , , , , , , , , , , , , | | . . . . . . . . . . . . . . . . . . . . . . . . . . . . f : . . . . . . . . . . . . . . . . . . . . . . . . . . . . il. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 30 23 70 º: : “. ;
Swansea. . . . . . . . . . . . . . . . . . . . . . . . i ' ' ' ' ' ' ' ' ' | * * * * * * * * * * | * * * * * * * * * *||* * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * | . . . . . . . . . . . . . . . . . . . . . H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . li. . . . . . . . . . . . . . . . . . . . . . . . . . . . . | | . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * g a s a |- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * 37 6;
Wyman. ------ --------------- - --- ºlºlºlºl. * * * * * * * * * : * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * * * * * * * * * * * | * * * * * * * * * * | * * * * * * * * * * is . . . . . . . . . . . . a = . . . . . . . . . . . . . . . . . . . . . . . * | * * * * * * * i. . . . . . . . . . . . . . . . . . . . . . . . . tº º is e a g | ::::::::: * tº º e º 'º # * * * g g g tº 9 a tº * * * | * * * * * * * * * * * | * * * * * * * * * * : * * * * * * * * * * | * * * * * * * . . . << gº i & 1,145 00:.........]. * * * * * * * *
{ - . tºº-ººrºº - | - ! l - - - -
ToTAL . .3 8,273.99$ 2,114 68; 191 40%. 2,048 36|$ 1,486 º 68 04; 5,748 80|$ 1,091 93 § 161 97; 4,896 25|$ 2,178 31|# 166 27|# 5,665 00|$ 5,251 32; 434 Ols 1,985 09|$ 2,471 42|# 180 69's 3,971 11|$ 2,133 94; 247 31|| 4,516 38's 5,347 75|# 366 79%. 6,725 87|$ 2,009 68; 353 92.34,148 55|$ 8,226 84's 4,013 94's 9,686 54|$ 4,236 67; 325 15




STATEMENT OF TREASURER. 25
STATEMENT
OF C. B. KOUNTZE, TREASURER SCHOOL DISTRICT NO. ONE,
FOR FISCAL YEAR ENDING MAY 2, 1892.
RECEIPTS.
Balance, last report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 40,537 77
General fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99,112 50
Special fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - + - - - - - . . . . . 172,575 29
Interest fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 550 74
Hallack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100,000 00
Hallack, interest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,212 50
McCarthy... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,255 00
McCarthy, interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 75
Old brick, Ebert School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 ()()
Twenty-ninth Street School fire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 00
County order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * - a • * * * * * * * * * * * 32 40
* - $423,935 95
Balance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 72,728 91
EXPEND ITURES.
Warrants paid since last report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $351,207 () {
Balance in bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72,728 91
$423,935 95
WARRANTS OUTSTANL) ING.
No. 6,570. . . . . . . . . . . . . . . . . . . . . . . . # 2 00 | No. 6,464. . . . . . . . . . . . . . . . . . . . . . . . 80 00
“ 7,555. . . . . . . . . . . . . . . . . . . . . . . . 5 “ 6,578. . . . . . . . . . . . . . . . . . . . . . . . 60 00
‘ 8,243. . . . . . . . . . . . . . . . . . . . . . . 10 00 6,636. . . . . . . . . . . . . . . . . . . . . . . . 80 ()()
“ 8,289. . . . . . . . . . . . . . . . . . . . . . . . 80 00 “ 6,653. . . . . . . . . . . . . . . . . . . . . . . . 85 00
” 8,397. . . . . . . . . . . . . . . . . . . . . . . . 2 05 '' 6,673. . . . . . . . . . . . . . . . . . . . . . . . 80 ()0
‘‘ 10,190. . . . . . . . . . . . . . . . . . . . . . . . 1 50 '' 6,695. . . . . . . . . . . . . . . . . . . . . . . 12 10
‘‘ 12,004. . . . . . . . . . . . . . . . . . . . . . 35 05 “ 6,696. . . . . . . . . . . . . . . . . . . . . . . . 1()() ()()
” 2,251. . . . . . . . . . . . . . . . . . . . . . . . 2 ()() “ 6,697. . . . . . . . . . . . . . . . . . . . • * ~ * 8() ()()
” 3,553. . . . . . . . . . . . . . . . . . . . . . . . 2 1() “ 6,750. . . . . . . . . . . . . . . . . . . . . . . . 105 26
“ 4,211. . . . . . . . . . . . . . . . . . . . . . . . 37 5() '' 6,756. . . . . . . . . . . . . . . . . . . . . . . 8() ()()
” 6,227. . . . . . . . . . . . . . . . . . . . . . . . .12 10 '' 6,805. . . . . . . . . . . . . . . . . . . . . . . . 6() ()()
“ 6,345. . . . . . . . . . . . . . . . . . . . . . . . 60 0() * -
'' 6,462. . . . . . . . . . . . . . . . . . . . . . . . $ 42 10 $1,173 76
Respectfully submitted,
C. B. KOUNTZE,
Treasurer.
Erected in 1891. John F. Huddart of Denver, Architect. SWANSEA SCHOOL, For particulars as to size, cost, etc., see Table A.

REPORT OF THE PRINCIPAL OF THE
HIGH SCHOOL.
To Aaron Gove, Superintendent of /Jenver Schoo/s,
AJastrict AVo. One.
SIR: I have the honor to submit the follow-
ing report of the work of the High School for 1891
and 1892, and statement of its present condition.
The entire enrollment for 1891 was 657;
for 1892, 740; as compared with 566 in 1890.
It may be seen from the following table—and it is
worthy of special attention—that the proportion of
boys has always been unusually large, averaging
forty per cent. Encouraging, also, is the marked
increase in visits by parents and Others interested
in the work of the school. The increase in num-
ber of tardinesses is a matter for regret, which in-
crease, to some extent, may be accounted for by
the fact that a large number of the pupils live in
suburban districts, depending on irregular car ser-
vice, but there can be no question that a marked
improvement is possible.
Enrollment.
Enrollment. Average Age.
y Average Age, Attendance,
Year. Number Visits, etc.
Boys. Girls. Total. Boys. Girls. Belonging.
1876 50 54 10.4% 15.4 15.3 77
1877. . . . . . . . 45 58 103 15 8 16.1 80
1878. . . . . . . . 52 71 123 16.1 16.6 103
1879. . . . . . . . 57 75 132 16.4 17.1 111
1 57 80 137 17.3 17.8 110.7
1881 57 75 132 16.3 17.1 113
1882. . . . . . . . 65 85 150 16.5 17.1 123
1883. . . . . . . 86 95 181 16.3 17.1 151
1884. . . . . . . . 103 153 256 18.7 16.9 215
1885. . . . . . . . 127 192 319 16.5 17.7 259.9
1886 141 252 393 17.2 16.8 327.7
1887 159 270 429 16.9 17.2 367.3
* * * * * * * * 190 312 502 16.8 17 429.1
1889. . . . . . . . 208 327 535 16.8 17.1 445 2
1890 213 353 566 16.7 17 465.9
1891 243 414 657 17.2 17.3 548.6
1892 311 429 740 17.2 17.3 659
* Including First Grammar Grade.
28
REPORT OF PRINCIPAL OF HIGH SCHOOL.
Attendance,
Visits, etc.
Teachers.
- Average Visits by
Average | Monthly Number Cases Visits by Parents
Year. Daily per cent of of Tardi- of Suspen- || Members and
Attendance|Attendancel nesses Sion. of Board. | Others.
1876 74 95.6 148 . . . . . . . . . . . 46 362
1877. . . . . . . . 76 96.4 100 | . . . . . . . . . . . . 37 271
1878. . . . . . . . 99.8 97.1 123 . . . . . . . . . . . . 35 480
1879. . . . . . . . 107 96.6 148 1 28 515
1880. . . . . . . . 106.5 96.1 171 1 13 505
1881. . . . . . . -109 96.9 161 | . . . . . . * * * * * * 9 623
1882. . . . . . . . 117.8 95.4 206 1 10 420
1883 146 96.8 237 l. . . . . . . . . . . 9 451
1884. . . . . . . . 208 96.8 3|0 3 13 408
1885. . . . 249 8 96 642 1 5 486
1886, 315.1 96.5 719 3 8 183
1887. . . . . . . . 352.2 95.9 873 1 7 163
1888. 410.3 95.5 893 8 2 131
1889. . . . . . . . 425.1 95.5 1,219 |. . . . . . . . . . . . 3 265
1890. . . . . . . . 443 95. 1 1,467 3 11 480
1891 523.5 95.4 1,861 6 4 610
1892. . . . . . . . 632.7 96 3,255 6 1,140
The increased enrollment noted above and sev-
eral resignations have rendered necessary an un-
usual number of changes in the corps of teachers.
During the past year, seven new names have been
added to the list, and there is reason for congratu-
lation that these numerous changes were made with
little friction. In 1890, nineteen teachers were em-
ployed. The force at the present time has been
increased to twenty-two. In the table given below,
the changes will be readily noted:
LIST OF TEACHERS IN THE () RIDE R OF E M P L () YM ENT SINCE THE
ORGANIZATION OF THE HIGH SCHOOL IN 1874.
2–~~~: ---------
NAM E. FNTERED. LEFT. RE MARISIS.
J. H. Freeman. . . . . . . . . Sept., 1874|June, 1875|Principal.
Adele M. Overton. . . . [Sept., 1874|June, 1882|Mrs. J. S. Brown, Den-
ver, I4O6 Stout.
Estelle Freeman . . . . . . Sept., 1874|June, 1875
James H. Baker. . . . . . . Sept., 1875|Jan., 1892|Principal. President
University of Colo-
rado, Jan., 1892.
Nannie O. Smith. . . . . . Sept., 1875
Mrs. A. C. Folkmann . . Sept., 1875|June, 1878|Attorney at law, Den-
Robert Given . . . . . . . . . Sept., 1876|June, 1878 ver. .
REPORT OF PRINCIPAL OF HIGH SCHOOL.
2O
LIST OF TEACHERS.—Comż2nued.
NAME. ENTERED. LEFT. RE MARKS.
Paul H. Hanus . . . . . . . Sept., 1878 Dec., 1879|Assistant Professor of
the History and the
Art of Teach in g,
w Harvard University,
I891,
Ada P. Lockwood. . . . . Sept., 1878|June, 1879|Died July 24, 1881.
Charles J. Harris. . . . . . Dec., 1879|June, 1881
Mme. Marie Henrioud. Jan., 1880|Jan., 1881
Mme. Marie Berjon. . . Jan., 1881|June, 1883
Alice Eastwood . . . . . . . an., 1881|Feb., 1890
Nathan B. Coy. . . . . . . . . Sept., 1881|Mch. 1886|State Superintendent
Public Instruction,
Jan., 1891.
Carrie L. Rice. . . . . . . . . Sept., 1882|Dec., 1890|Mrs. S. P. Clark, St.
James Hotel.
Charles A. Bradley. . . . Sept., 1883 Vºincipal Ja n.,
Iö92.
Hattie M. Hover. . . . . . . Sept., 1883|June, 1885|Mrs. Chas. F. Hard-
ing, Chicago.
Marie A. Singletary. . . [Sept., 1883
Mrs. Ada C. Wilson. . . iSept., 1883
Frank H. Damrosch...|April, 1884|June, 1885|Music.
Mrs. Ellen Mitchell...|Sept., 1885|June, 1889
Herbert Griggs. . . . . . . . Sept., 1885 Music.
Celia A. Salisbury. . . . . Sept., 1885
William H. Smiley. . . . [Mch., 1886 Principal, Jan., 1892.
Frederick T. Clark . . . . [Sept., 1886
Robert Barth. . . . . . . . . . Nov., 1886|June, 1892|Calisthenics.
George L. Cannon . . . . . Nov., 1887
Walter C. Arundel. ...|Sept., 1888
Mary E. Haskell. . . . . . Sept., 1888
Helen M. White. . . . . . . Sept., 1889|Dec., 1891 Mrs. John B. Church,
- 906 Pennsylvania
Avenue.
Frank H. Collins . . . . . Sept., 1889 Drawing.
Sarah O'Brien. . . . . . . . . Feb., 1890
Constance A. van
Diest . . . . . . . . . . . . . . April, 1890 Drawing.
Sidney F. Smith . . . . . . Sept., 1890
L. J. W. Jones. . . . . . . ..|Dec., 1890|Dec., 1891
Martha C. Woodruff...|Jan., 1891 June, 1891
George H. Libby . . . . . . Sept., 1891
H. Edith Merrill . . . . . . . Sept., 1891
Mary S. Sabin. . . . . . . . . Sept., 1891
John B. Garvin . . . . . . . . Jan., 1892
Frank L. Bugbee . . . . . . Jan., 1892
Minnie Bunker. . . . . . . . Jan., 1892
Harry M. Barrett. . . . . . Sept., 1892
Jacob Schmidt. . . . . . . . . Sept., 1892 Calisthenics.
Teachers,
3O
REPORT OF PRINCIPAL OF HIGH SCHOOL.
Graduates, '91-'92,
Sixty-eight graduates received diplomas in '91;
this year, ninety-nine. Their names appear in
lists that accompany this report. Below is the
order of exercises for each class:
!
:
§
ORDER OF EXERCISES, JUNE 11, 1891. ge
Invocation . . . . . . . . . . . . . . . . . . . . . . . - * * * * * * * Rev. Samuel A. Eliot
Piano Duet—“Rhapsodie Hongroise " (Zászz). . . . . . . . . . . . . . . .
M. Fedora Tucker, Katherine B. Hail
Salutatory . . . . . . . . . . . . . . . . . . . . . . . . . . Warwick Miller Downing
Essay—“Emblematic Flowers ". . . . . . . . . . . . . Mariza Ann Clay
Declamation—“Washington " (Irving), Herbert Micajah Munroe
Semi-Chorus (Female voices)—“The Wood Nymphs". (Smart)
Oration—“The Farmers’ Rebellion ”... William Edward Hutton
Class History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Annie Laurie
Piano Solo—“Ricordati" (Gottscha/A). . . . . . . . . . . Birdie Sedam
Essay—“Mission of the Poet”. . . . . . . . . Marguerite Tison Hurst
Reading—Selection from “A Midsummer-Night's Dream ”
(Shakesøeare) . . . . . . . . . . . . . . * * * * * * * * * * * * * * * Lucy Ollie Hoag
Oration—“Altruism ". . . . . . . . . . . . . . . . Bethuel Matthew Webster
Semi-Chorus (Female voices)—“The Voices of the Wind”
(/La V2//a).
Valedictory—“Self Help”. . . . . . . . . . . . Adeline Louise Goodnow
Conferring of Diplomas . . . . . . . . . . . . . . . . . . . . . . . . . a s m - - - - - - - -
Samuel P. Rose, Esq., of the Board of Education
Singing of Class Ode.
Benediction.
ORDER OF ExERCISES, JUNE 9, 1892.
Invocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rev. Kerr B. Tupper
Piano Duet—“Tarantelle '' (Rubzms/ein). . . . . . . . . . . . . . . . . . . . . . .
- Sara Amter, Edith M. Vickers
Salutatory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lue Emily Oatman
Essay—“The Last Sigh of the Moor ". . . Helen Mable Thomas
Declamation—“William Lloyd Garrison '' (Phil/ºffs). . . . . . . . . . . .
- David Elwood Fryer
Chorus—“Fairyland Waltz " (Veazie). . . . . . . . . . . . . . Class of '92
Oration—“The Destiny of a Race ". . . . Frank Robert Hamilton
Class History. . . . . . . . . . . . . . . . . . . . . . . . . . . Mabel Gertrude Cory
Violin and Piano Duet—“Seventh Concerto " (ZOeAeriod). . . . . . .
Genevra Dell Waters, Daisie Lockwood Yelton
Essay—“Two Contrasted Ideals”. . . . Charlotte Emeline Ballard
Reading—“ Dora " (Tennyson). . . . . . . . . . . . . . . . . . . . . . Lulu Clark
Oration—“Formative Influences in American Life ". . . . . . . . . . .
Edward Prentiss Costigan
Contralto Solo—“Still as the Night" (Bohm). . . . . . . . . . . . . . . . . .
Alice Loretto Fulham
Valedictory—“When Each at Last Unto Himself Shall Waken”
Rosa Cohen
Conferring of Diplomas.
Singing of Class Ode.
Benediction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rev. Robert Cameron
REPORT OF PRINCIPAL OF HIGH SCHOOL. 3 I
GRADUATES FROM 1877–1892.
YEAR. BOYS. GIRI, S. TOTAL.
1877. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3 7
1878. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 4 5
1879. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 11 15
1880. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 17 24
1881. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1() 19
1882. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 8 15
1883. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 17 22
1884. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 17 26
1885. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 16 24
1886. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 10 20
1887. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 3.3 52
1888. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 37 54
1889 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 51 68
1890 15 45 60
1891. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 46 {58
1892. . . . . . . . . . . 36 63 99
190 388 578
There has been a marked increase in the num-
ber of graduates taking advantage of the Opportu-
nities offered by the State for higher education,
but still the number is not nearly so large as it
should be, and I believe that parents should ex-
amine carefully the advantages offered by Our State
institutions. Forty per cent of the Class of '92 will
continue their education in college and in scientific
or professional schools. The list of colleges and
schools is a long and varied one, but the most im-
portant deserve mention, and are here given:
The State University, State School of Mines,
State Agricultural College, State Normal School,
Harvard University, University of Michigan,
Wellesley, Chicago University, Leland Stanford,
Jr., University, Lake Forrest, Dental College of
Philadelphia, College of New Jersey, Colorado Col-
lege, Mt. Holyoke.
The school has already great reason to be
proud of the honorable position taken by its gradu-
ates in college, professional and business life.
Graduates at State
Institutions,
Graduates—
in What Schools,
32 REPORT OF PRINCIPAL OF HIGH SCHOOL.
Presents Left by
Graduates,
Alumni Associa-
tion,
Reunion Exercises.
Each graduating class has left with the school
an appropriate and acceptable present:
Class of '77, bust of Horace Mann.
“ '78, “ “ Virgil.
“ “ '79, “ “ Shakespeare.
“ “ '80, “ “ Irving.
“ “ '81, “ “ Scott.
“ “ '82, “ “ Webster.
“ “ '83, “ “ Franklin.
“ “ '84, “ “ Lincoln.
“ “ '85, “ “ Washington.
“ “ '86, engraving—“Adieux d' Hector a Andromache.”
“ “ '87, statue—Venus of Milo.
“ “ '88, engravings—“La Sculpture,” “La Poesie.”
“ “ '89, picture—The Roman Forum.
“ “ '90, picture—The Coliseum.
“ “ '91, statue—The Apollo Belvedere.
“ “ '92, Jacquet's engravings of Meissonier's “ 1807 " and
“I814.”
The 578 graduates form an Alumni Association,
which feels a keen interest in the prosperity of the
schools, and its helpful influence, already strong in
the community, is destined to grow greater year
by year. The annual reunion at the close of school,
in June, is an occasion made pleasant by the re-
newing of old associations and by the hearty wel-
come extended the graduating class. A short
literary programme precedes the social exercises.
The appointments for the two years past were as
follows:
1891.
Aresident—Howard F. Crocker, '87.
Orator—Charles A. Stokes, '84.
I892.
*/ºreszdent—H. Irving Hale, '77.
Orator—Frank E. Gove, '84,
*In place of John N. Vroom, '85, resigned.
REPORT OF PRINCIPAL OF HIGH SCHOOL. 33
The following officers were elected for the en-
suing year:
President, Willis B. Herr, '82; Vice-President,
Charles A. Stokes, ’84; Secretary and Treasurer,
George Henry, '87; Executive Committee, H.
Irving Hale, '77, Howard F. Crocker, '87, Theodore
G. Smith, '88, Alice Eastwood, '79, Mabel G. Cory,
'92. This committee was also charged with the
duty of drafting articles for a permanent Organiza-
tion, to be reported at the next annual meeting,
June, 1893.
The Lyceum and Attic Societies are in a pros-
perous condition. Those members taking active
part in the work and performing, with faithful
preparation, the parts assigned them, become,
through four years' experience, ready thinkers and
easy speakers. Worthy of note has been the uni-
formly successful record of such members in after
life, both in college and in the community at large.
The advantages to be gained from this form of
self-culture can hardly be too earnestly commended.
Now and then a pupil neglects his regular work for
society work, but this evil may be easily controlled
by putting upon probation and depriving of the
privileges of the societies any who may neglect
their school duties.
There are four public contests for prizes yearly,
through which one striking result has come to pass.
Without effort on the part of the school, through
the sharpness of competition among contestants, an
ideal standard of excellence has been established
in the minds of the main body of pupils. The
tremendous effort made by the individual to satisfy
this ideal produces, the high average of excellence
upon which the judges are accustomed to comment,
and all school work of a similar nature is improved,
Alumni Association,
Officers,
Lyceum and Attic
Societies.
Four Annual Prize
Contests,
34 REPORT OF PRINCIPAL OF HIGH SCHOOL.
Prize Essays,
Cadets,
the pupils being anxious that their work may not
suffer by comparison.
The prizes are as follows:
Date
Name. Established. Donor. Purpose.
Woodbury Medal. . . . . . . . . . . . . 1875. Mr. R. W. Woodbury.| Declamation.
Wolcott Medal. . . . . . . . . . . . . . . . 1879. Hon. H. R. Wolcott. | Reading.
High School Medal. . . . . . . . . . . 1878. Pres. James H. Baker, Debate.
- State University.
Phelps Medal . . . . . . . . . . . . . . . . 1885. Hon. A. C. Phelps. Historical Essay.
AWARDS OF THE PHELPS MEDAL.
Date. Prize Awarded to Subjects. Committee of Award.
The English House of Lords. |Mrs. Ellen M. Mitchell,
1885 |Allan B. MacNeill. Age of Pericles. Rev. A. P. Tinker,
Modern Italy. E. L. Johnson, Esq.
The Turkish Problem. Hon. B. F. Woodward,
1886 |F. Austin Kerr. The Nineteenth Century. Rev. Myron W. Reed,
$ Age of Louis XIV. Mr. W. G. M. Stone.
Growth of English Liberty. Mrs. D. D. Belden,
1887 |Anna S. Blake. A View of the Middle Ages. James W. Bell, Ph. D.,
Dean Joseph C. Shattuck.
- Samuel A. Fisk, M. D.,
1888 |Laura E. Cornell. The American Constitution. ||Samuel H. Baker, Esq.,
Prof. Paul H. Hanus.
Hon. L. B. France,
1889 iCarrie M. Hunter. Influence of New England. Mr. E. P. Wright,
Rev. Thos. J. Van Ness.
. Hon. Wilbur F. Stone,
1890 |Katherine B. Hail. Will Spain. Become a Republic|Supt. Charles V. Parker,
Within this Century? Mr. W. D. Todd.
Mr. Charles W. Parsons,
1891 |Lulu Clark, Suppose Rome Had Not Fallen. Hon. Sanford C. Hinsdale,
Willis B. Herr, Esq.
- - Mr. Frank L. Woodward,
1892 |Helen S. Thompson. |A Picture of a Day in Mediae-|Mrs. Frona R. Houghan,
val France. Miss Rachel Shevelson.
The volunteer organization of cadets has
largely increased, while maintaining the high de-
gree of efficiency secured in former years. The
last encampment at Littleton proved most success-
ful. I was greatly pleased—as, indeed, were many
visitors from Denver—with the soldierly bearing
of the boys when on duty on the parade ground
or in camp, and in the absence at all times of un-
gentlemanly conduct in word or act.
REPORT OF PRINCIPAL OF HIGH SCHOOL. 35
The boys not in the cadet organization have
shown an increased interest in the military work—
an interest which I believe will grow rapidly under
the regimental organization proposed for the com-
ing year.
I call your attention respectfully to the special
report in detail of this department, carefully pre-
pared at my request by Mr. Bradley, to accompany
this report.
One hundred carefully selected volumes have
been placed on the shelves of the Reference Li-
brary since the last report, making a total of OOO
volumes. The encouragement given in all de-
partments to the study of special topics outside the
text-book in hand, accompanied usually by sug-
gestions as to sources of information, has resulted
in a greatly increased use of the library.
A subject-card catalogue is greatly needed, both
as a means for instructing pupils in the method
of using a library, and as an aid in the study of
special topics. It is hoped that through the assist-
ance of pupils, under competent guidance, one may
be prepared the coming year.
For two years the school has had the use of
well equipped laboratories and, in all studies in
science the attempt to secure increased power on
the part of the pupil through constant observa-
tional work and the drawing of inferences there-
from has been reasonably successful, and the inter-
est aroused and attainment made have been cor-
respondingly great. The teachers of science, as
the result of their experience, feel justified in giv-
ing hereafter, in the work of the first, second and
third years, a somewhat larger portion of their al-
lotted time to this form of study.
During the last term, the chemistry work in
Military Work,
Reference Library,
Card Catalogue
Needed.
Laboratories,
Chemistry,
36 REPORT OF PRINCIPAL OF HIGH SCHOOL.
Chemistry,
Physical Labora-
tory,
Additional Appa-
ratus,
Special Work in
Physics,
qualitative analysis was especially successful. I
have rarely seen difficult work performed with such
manifest pleasure, with generous use even of rec-
reation periods when necessary, and, though the
divisions were large, with so little of perfunctory
labor.
Similar results have been secured in the Physi-
cal Laboratory. The general interest awakened
has led many to do voluntary work above and be-
yond the text-book requirement.
In September, 1890, large additions were made
to the equipment of the Physical Laboratory, which
have enabled pupils to meet the requirement in
experimental physics set by the best scientific
Schools. Four pupils have already made their
preparation in this work.
This year a fine stereopticon has been pur-
chased, and a beginning made in using it. Large
use will be made of it in future for illustration of
the work in science, history and literature.
Pupils have taken photographs—almost with
the success of a professional photograher--of the
various laboratories, showing pupils busily engaged
at their work. Others have constructed galvanom-
eters and electric motors. A dynamo is in pro-
cess of construction, which will be capable of a
good deal of work. Induction coils have been
made and storage batteries constructed. In
electrical measurements some fine work has
been done in measuring battery resistances, and
various unknown resistances. Some have taken
extraordinary pains with their records of experi-
ments, filling their note-books with excellent draw-
ings of the apparatus used and with diagrams of
the processes employed in performing their work.
The pupils are beginning to take pride in the
REPORT OF PRINCIPAL OF HIGH SCHOOL. 37
growth of the scientific collections, and at the end
of the summer vacation they add to the cases
numerous and valuable specimens. The zoological
cabinet contains several thousand invertebrate
specimens, fair collections of Colorado birds and
insects, a collection of skeletons, and models of
human organs. A geological collection of 2,OOO
specimens and a working cabinet of botanical
specimens are growing rapidly. Our thanks are
due to Mr. R. G. Dill for valuable contributions,
especially for a fine specimen of an octopus, from
Puget Sound.
The Director of Music expresses the opinion,
in which I concur, that the interest in musical
study—once too small, but now great—has led to
the formation of too many small musical societies
among the pupils, and that much time is given to
practice which should be devoted to their regular
studies. Especially is this true of clubs that make
engagements to render music at evening entertain-
ments. Parents would do well to discourage their
children from joining such societies, for to attain
honorable rank in regular work will tax fully the
time and energies of the average pupil.
It is the testimony of the science teachers
that, as a result of the study of drawing, there is a
marked improvement in the facility with which the
pupils in general make drawings illustrative of the
work in hand. This study has also proved helpful
to the mathematical work. No more valuable
evidence as to the success with which the study is
pursued could be given. I believe, moreover, that
the trained precision of hand and eye, absolutely
necessary to the making of a fine drawing, is indica-
tive of a power of judgment which must increase
greatly the accuracy of all Observational work.
Scientific Collec-
tions,
Music and Musical
Societies,
Science Helped by
the Study
Drawing,
of
28 REPORT OF PRINCIPAL OF HIGH SCHOOL.
Exhibitions of
Drawings,
In the art room, at the close of school in June,
exhibitions of drawings have been held for two
years. The exhibition this year was well attended
and received flattering criticism.
Respectfully submitted,
WILLIAM H. SMILEY,
Arzzzczpa/ of AZagh Schoo/.
REPORT ON MILITARY DRILL IN THE
HIGH SCHOOL.
To Mr. Aaron Gove, Superintendent.
(Through the Principal of the High School.)
SIR: At the request of the Principal of the
High School, I have prepared and have the honor
to here with present this report upon the subject of
military drill in the Denver High School.
Military drill for the boys of a school is no new
venture, and it is hardly necessary for me to recite
the advantages and benefits derived from it, but I
may be pardoned for referring to a common re-
mark made by observers of the school, that there is
a noticeable improvement in the carriage and gen-
eral bearing of those who come within its influence.
This, in itself, is perhaps worth the expenditure of
time devoted to the drill, but there are other bene-
fits of a far greater value. I refer to the effect
upon character in formation of habits, it being one
of the strongest means of cultivating habits of
promptness, neatness, Order, self-control, self-
reliance, respect for authority, courtesy, obedience,
devotion to duty, and many others of equal impor-
tance.
Military drill was introduced into our school in
1883, one school hour each Monday being devoted
to it. The boys were at first allowed to choose
between military drill and calisthenics, but later
every boy was required to drill unless physically
incapacitated.
The First Battalion of Denver High School
Cadets is the title assumed by a volunteer organi-
zation of boys of the school, having its own con-
stitution and by-laws, subject to the approval of the
Principal.
Advantages of Mili-
tary Drill,
Introduced in
1883,
Cadets.
4O REPORT ON MILITARY DRILL.
Time Given to Drill,
Interest Shown,
Annual Encamp-
ment.
The cadets are the representative military Or-
ganization of the High School. They drill one
hour each week, in addition to the required Mon-
day drill. They were organized in 1884, as a com-
pany consisting of about twenty-five members. In
1887 the membership had so increased that a bat-
talion organization was adopted, consisting of two
Companies. The membership during the past
year, including the drum corps (which was organ-
ized in 1888), has considerably exceeded IOO.
The boys have at all times manifested the
greatest interest in this organization, even after
graduation and separation from the school, and
this has, no doubt, tended to create an es/rit de
com/s, which is valuable in maintaining a well
earned reputation for excellence.
Membership in this organization has proved, in
many instances, to be the only means of retaining
in school boys of a restless disposition.
It has been the custom for several years to hold
an encampment at the close of school, at which
time the cadets receive practical instruction in the
“School of the Soldier,” “Company” and “Bat-
talion.” The incidental expenses for railroad fare,
straw, fuel, etc., are paid from the cadet treasury.
I consider the benefits in military training derived
from one of these encampments to be nearly as
great as those which the cadets receive from the
regular drills throughout the year. .
The encampment one year ago was in Over-
land Park from June 16th., to June 19th. This year
it was held at Littleton, Colo., and lasted from June
14th., to June 18th. It was in many respects the
most successful and enjoyable encampment that we
have ever had. The cadets desire to express their
thanks to Mr. Little, of Littleton, for the use of
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DELGANY SCHOOL.
Erected, two rooms, 1885. (See small cut in corner.) Fnlarged to four rooms, 1892. For details, see Table “A.”



42 REPORT ON MILITARY DRILL.
his grove, and to the other citizens of that place
for many courtesies shown them.
"gºº." Next year we shall adopt a regimental organi-
" zation of the boys of the school, for the Monday
drill. There will be two battalions of from two to
three companies each. The cadets will constitute
the first battalion.
During the year a portion of the drill hour
will be devoted to regimental evolutions and cere-
monies. By this means it is hoped to increase the
interest of the boys in their work. It is found to
be almost impossible to secure enough guns to
equip the rapidly increasing number of boys in the
school. We need IOO more now. The boys have
struggled valiantly to get together enough money
to purchase the coveted equipments, but without
complete success, although they have during the
past years succeeded in purchasing and presenting
to the school over IOO rifles and sets of equipments.
The time has come when something must be done
to secure more equipments, and I, therefore, re-
spectfully present this matter through you to the
Board of Education for their consideration and
action.
Whatever their action, we shall endeavor to
do the best we can with the material at hand.
ºr " the I wish, in closing, to call attention to the gift to
the school in September, 1890, of a twenty-five-foot
flag from Mr. H. C. Brooks, of Denver, for use on
the California Street flagstaff. The flag that flies
from this staff is raised promptly at the beginning
of school and lowered at the close of each school
day by a detail of non-commissioned officers from
the cadets.
Equipment Needed,
REPORT ON MILITARY DRILL. 43
The following is a list of the officers of the
High School Battalion, holding office since the
publication of the last school report:
1890–1.-Major, Charles A. Bradley; Surgeon, Howard H. Daw-
son; Adjutant, John E. Havens; Quartermaster, Herbert M. Mun-
roe, Arthur E. Bonesteel. COMPANY A.—Captain, Henry C. Brooks,
Jr.; First Lieutenant, Edwin Roberts, Herbert M. Munroe; Second
Lieutenant, Jesse E. Bostwick. COMPANY B.—Captain, Charles B.
Whitehead; First Lieutenant, Henry C. Smither; Second Lieutenant,
Charles E. Roe. CoMPANY C (not Cadets).--Captain, William E.
Newnam; First Lieutenant, David E. Fryer; Second Lieutenant,
Jay W. Steves. CoMPANY D (not Cadets).--Captain, Norman M.
Cameron; First Lieutenant, Bishop F. Barney; Second Lieutenant,
Roy Kirtland.
1891–2.-Major and Surgeon, same as preceding year; Ad-
jutant, George B. Niblock, Thomas S. Hayden; Quartermaster,
Thomas S. Hayden, Arthur E. Southard. COMPANY A.—Captain,
Thomas M. Hopkins; First Lieutenant, George B. Niblock; Second
Lieutenant, Louis A. Witkoski. COMPANY B.—Captain, Lucian M.
Brinker; First Lieutenant, Edward S. Smith; Second Lieutenant,
James N. Hamill. COMPANY C (not Cadets).-Captain, David E.
Fryer; First Lieutenant, Charles M. Sumner; Second Lieutenant,
John W. Cline. CoMPANY D (not Cadets).—Captain, Bishop F.
Barney, James H. Fisher; First Lieutenant, James H. Fisher, Albert
Silverstein; Second Lieutenant, Albert Silverstein, Arthur M. Nye.
CoMPANY E (not Cadets).--Captain, Samuel W. Belford; First Lieu-
tenant, Harry L. Aldrich; Second Lieutenant, Jesse P. Richards.
Respectfully submitted,
CHARLEs A. BRADLEY,
l/?ce Principa/ of A/igh Schoo/ and /nstructor
in Military 7 actics.
Officers of High
School Battalion.
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HIGH SCHOOL
COURSES OF STUDY.
I 892.
5,
GENERAL COURSE.
Greek History until Jan-
Foreign Languages.
Miscellaneous Exercises,
Latin or German.
Drawing. 2.
Music. 1.
Fourth Class. Botany. Brief History of American Calisthenics. 1.
Literature. Military Drill. 1.
+ 5. # 3. 3. 5.
Roman History until Jan-
uary. •; *
SEcond Year. Rhetoric. tºº, 2.
Plane Geometry. Physics. Study of Selections. - . y 'lus 1C. L.
Third Class. History of . Periods of Latin or German, Calisthenics. 1.
English Literature. Military Drill. 1.
4. 3. 4.
* * English History; Lectures
Arithmetic and Book- in Civil Government e e
THIRD Year. keeping until January. . g - until January. Latin or German. 3. Drawing. 2.
S d Cl Chemistry. Study of Selections. Music. 1.
econd Class. Solid G - "...hº..." of French. f 4. Calisthenics. 1.
Oll eC). In etry. - * * * º
y 4. 3. Political Economy. 5. Military Drill. 1.
Review of Algebra and Geology until January. Periods of Hist til
FourTH YEAR. Plane Geometry until s jiaº 1story unti Drawing. 2.
February. Astronomy until April. * Latin or German. 3. Music. 2 1
First Class Study of Selections. S1C. ſ. 1.
g Plane Trigonometry. Botany. Psychology. Calisthenics. 1.
4. 4. 4. French. 4. Military Drill. 1.
Those who contemplate an advanced Scientific Course may substitute French for History and English or Science in the Third and Fourth years.
FIRST YEAR.
Mathermatics.
Algebra.
Science.
Zoology until February.
History and English.
uary
Study of Selections.
* The figures represent the number of recitations each week.
f On alternate weeks, 2.
permission, may substitute French for Mathematics in the last two years.
Ž In the last term, 2. *
| Forty-five minutes of each day are set apart for Miscellaneous exercises.
Others, by
5
CLASSICAL COURSE.
Foreign Languages.
Miscellaneous Exercises.
Same as General Course.
Same as General Course.
Same as General Course.
5. 3. 2. 5.
SEco ND Y eAR, - - Latin. 4.
Same as General Course. Same as General Course. Same as General Course.
Third Class. Greek. 4.
4. 3.
| Roman History, La'in. 5. Music. 1.
T H 1 R D Y EAR. -
English, as required by Greek. 5. Calisthenics. 4.
Second Class. leading colieges. ** * º
, French option). . Military Drill. 1.
| Greek History (Rev.). Latin. 5. Music.f 1.
l'ou RTH YEAR.
| English, as required by Greek. 5. Calisthenics, 1
First Class. leading colleges. e tº alº- 'º
French (optional). 4. Military IDrill. 1.
3. 2. -
l'Insºr Yr A is .
l'ourth Class.
Mathematics,
Science.
History and English.
Same as General Course.
Same as General Course.
The Classical
'scientific schools in the country.
Course and the Scientific Department of the General Course are intended to fit students for the University of Colorado and for the best colleges and
Attention is called to the fact that certain colleges require the same preparation in Latin of those entering their Department in Sciences as
of those entering upon a full Classical Course.
* Students for any college offering several courses may join such classes as will prepare them for the particular course which they may elect.
† In the last term, 2.
48 COURSES OF STUDY.
REQUIREMENTS FOR ADMISSION.
Arithmetic, Geography, Grammar, German, United States His-
tory, Elements of Physiology, Spelling.
The following list of text-books will serve to suggest the charac-
ter and amount of preparatories:
White's New Complete (finished), Eclectic Geography, New Com-
plete. Greene's English Grammar (ability to analyze well), Anderson's
U. S. History, Hutchinson's Physiology, Spelling (ability to write pas-
Sages correctly from dictation).
NOTES AND EXPLANATIONS.
ALGE BRA.—First 7 erm, to Calculus of Radicals. Second Term,
to Equations containing more than two unknown quantities. Third
Zerm, Quadratics and Higher Equations solved as Quadratics.
Many additional examples used for drill. Oral demonstrations
especially emphasized as a class exercise. Cultivation of concise
and accurate language by means of discussion and development of
rules and definitions.
PLANE GEOMETRY.-First term, to Prop. XI., Bk. II. Second
Term, to Bk. IV. Third Term, finish Plane Geometry. -
Many original demonstrations and many applications of prin-
ciples to practical problems required. Occasional demonstrations,
using a “mental " diagram. Pupils occasionally required to dictate
constructions, -
ARITHM ETIC, BOOK-KEEPING, SOLID GEOMETRY.-A’irst Terme,
(first half). Review of Arithmetic: Rapid Addition ; Decimal Frac-
tions; Metric Measures ; Metric and Common Measures; Interest
and Discount ; Logarithms.
Pirst Term (second half). Book-keeping : Theory and practice
of Single and Double Entry; practice in business between pupils,
with books kept in Double Entry.
Second and Third Zerms. Solid Geometry.
REVIEW OF ALGEBRA AND PLANE GEOMETRY. TRIGONOMETRY.
First Term and Second 7erm until Aebruary. Algebra reviewed.
Special attention being paid to deduction of formulas and to topics
omitted in first year's work, Plane Geometry reviewed.
A'emainder of the Year. Plane Trigonometry : Deduction of funda-
mental formulas and solution of plane triangles and regular polygons;
Some practical applications to Surveying.
First year-ZOOLOGY.. Training in methods of observational
study, the text-book being used to confirm, correct or supplement
results of laboratory work. Collections made by pupils. Outline
drawings of specimens. Dissection and mounting of simple forms.
Use of note-books. Simple microscopic work. Elements of classi-
fication. Study of typical forms. Use of Zoological Cabinet. Oral
COURSES OF STUDY. 49
and written descriptions of a number of animals. Special recitations
upon anatomy, physiology, homes and habits of animals.
BOTANY. Methods as in Zoology.—Anatomy and physiology
of organs of flowering plants. Herbarium of twenty specimens of
plants accurately described with ordinal determinations. Field
work in observing and collecting plants. Botanic terminology ac-
quired by abundant plant description.
Second year—PHYSICS.–First Zerm. Matter and its Properties;
Dynamics. Second 7erm. Heat; Electricity and Magnetism. 7 hird
Term. Lectures on Sound; Light.
Method inductive. Individual experiments in the laboratory,
during which notes are taken and from which inferences are
drawn by the pupils. Note-books examined by teacher each week.
Pupils preparing for scientific work in College are assigned extra sets
of experiments.
Third year.—CHEMISTRY.-First Term. Fifteen chapters.
Second 7erm. Finish text. 7% ird Zerm. Principles of Qualitative
Analysis; short study of common minerals.
Most experiments are performed by each pupil, and laboratory
notes are discussed at the succeeding recitation. Principles of Quali-
tative Analysis the last term, such tests being employed as are used
in determining the composition of Common minerals. Tests applied
in study of minerals. Physical characteristics of common minerals
observed and noted.
Aourth year.—GEOLOGY. Identification and description of litho-
logical specimens. Study of Geologic maps and sections. Origin
of topographic forms. Study of the phenomena of veins, and methods
of mining and smelting (including nomenclature of these industries).
Visits to fossil beds, quarries, coal mines, brick-yards, lime-kilns and
smelters. Observations of the Archaean and Mesozoic formations at
Morrsion, Golden, and of the Quaternary formations at Denver;
reports upon the same.
ASTRONOMY.—Study of the winter constellations. Limited use of
telescope. Maps of prominent constellations from memory.
BOTANY (advanced).-Review of anatomy and physiology of the
Phenogamia. Elements of Cryptogamic Botany. Study of Colorado
flora. Field work as in first year. A herbarium of fifty specimens,
thirty-five of Colorado wild plants, ten of cultivated plants and five
flowerless plants, must be presented on entering the First Class,
described and determined as far as the order, the Colorado plants re-
ceiving specific determination at the end of this year.
BIOLOGY.—The prominent laws of organic life receive marked
emphasis in connection with Zoology, Botany and Geology.
PHYSICAL GEOGRAPHY.—Subject-matter treated in connection
with the science work of first, second and fourth years.
Aºrst Year.—Greek History: Religion, customs and manners.
Plutarch's Lives of Solon and Themistocles. Special assignments
5O COURSES OF STUDY.
in Mythology and Biography. Compositions. Maps from memory.
Constant use of maps. Topical outlines, made by pupils, used in
review.
Second Year.—Roman History. Plutarch's Lives of Fabius, the
Gracchi, Cicero, Caesar. Poems, speeches, descriptions, etc., read in
Class. Written sketches of important men. Maps from memory.
Maps to show growth of Empire. Recitations largely topical. Gen-
eralizations. Topical outlines, made by pupils, used in review.
Third Year.—English History: The progress of English Lit-
erature and the development of the English Constitution especially
noted. Special topics frequently assigned requiring investigation of
other authorities. Biographical sketches and vivid descriptions of
battles and events assigned for reading in and out of class. Char-
acteristics of certain periods assigned for special recitation before
the class, the class taking notes. Independent thought and research
encouraged in every way.
Fourth Year.—Selected topics in Mediaeval and Modern History:
Reference to standard histories, all references being made subject of
Special recitations by different pupils in class, and all references
being read by each pupil. Additional matter presented by teacher,
and notes taken by pupils. Note books examined and approved by
teacher. Many topical outlines required, especially in review.
Pirst Year (Second Term).--Scott: Ivanhoe; Irving: The Widow
and Her Son, The Voyage, Rip Van Winkle; Longfellow: Selected
Poems. Third Term.—Brief History of American Literature, pp.
389 +475. Notes on the Period. Whittier: Snow Bound.
Among other things in this year, special attention to prefixes
and suffixes and analysis of sentences.
Second Year (Second Term).-Rhetoric, with frequent composi-
tions and exercises upon principles. Dickens: Christmas Carol.
Scott: Lady of the Lake, Canto I. Third Term.—History of English
Literature, pp. 299-389. Shakespeare: Julius Caesar.
In this year emphasis upon Figures of Rhetoric, Derivation,
Versification, The Novel. -
Third Year (Second Term). History of English Literature, pp.
I43–299. Macaulay: Essay on Addison. Addison: Sir Roger de
Coverley. Webster: First Settlement of New England, Bunker
Hill Monument Begun. Goldsmith: Deserted Village. Milton:
L'Allegro. Lowell: Vision of Sir Launfal. Bryant: Forest Hymn.
Third Term.—Shakespeare: Henry V.
In this year special attention to style, the nature of Poetry, re-
view of Figures of Rhetoric.
Fourth Year (Second Term).--History of Literature, pp. 17–143.
Chaucer: Prologue to the Canterbury Tales. Shakespeare: Hamlet.
Emphasis upon history of the language, philosophy of the growth
of literature, study of Hamlet, essays.
Pupils of the Classical Course read, during the second, third and
COURSES OF STUDY. 5 I
fourth years, the works of authors adopted by the Commission of
Colleges in New England.
The study of selections, at different times in the course, will
Cover the following points: Reading aloud, memorizing passages,
Compositions upon topics suggested by the selections, description of
characters, analysis of sentences, paraphrasing, derivation and for-
mation of words, diction, structure of sentences, figures of rhetoric,
allusions, verse, criticism.
+ Compositions are required at least once each month. These are
written sometimes in and sometimes out of school; subjects are as-
signed by the teacher; compositions are short and accompanied by
an outline; are carefully corrected aud rewritten, if necessary; typi-
cal errors are corrected before the class.
Pupils are guided in the selection of books for general read-
ing, and written reports upon books read are required at the end of
each term.
U. S. CONSTITUTION.—Constitution in the hands of every pupil.
Work done in connection with English History. Main points of
difference marked between the power of Parliament and the power
of Congress; between President and King. Successive steps shown
by which the present English Constitution was developed. Kinship
of English liberties and our own pointed out. Comparison of English
ideas of liberty, as embodied in Magna Charta in I2 I5, and those
laid down in our Constitution. Bills of attainder and Section IX. in
our Constitution compared, etc., etc.
POLITICAL ECONOMY.--In addition to regular work, special
discussion upon topics of present interest, as–Tariffs, Subsidies,
Trusts, Trades-Unions, Strikes, Bi-metallism, Nationalization of
Land, Co-operation.
PSYCHOLOGY..—In addition to regular text-book work, references
to various authors, original illustrations, themes for original thought
and investigation, illustrative work in the various methods of psy-
chological research.
LATIN –First Year (First and Second Terms).- Collar and
Daniell's Beginners' Latin Book. Stress laid on pronunciation, de-
clensions, conjugations and vocabulary. Third Term.—Caesar be-
gun. Second Year.—Caesar, Books I.-IV.; construction of cases;
composition, based upon passages from Caesar and other authors.
Third Year-Virgil's AEneid, Books I-VI.; prosody; syntax of verb;
Collar's Practical Latin Composition; translation at sight. Fourth
Year.—Cicero, six orations; the Eclogues; Ovid; the subjunctive;
Collar's Practical Latin Composition; translation at sight throughout
last three years.
GREEK.—Second Year. Frost's Greek Primer, with Goodwin’s
Greek Grammar. Stress laid on declensions, conjugations and ac-
cent. 7%ird year (First Term).-Anabasis with Woodruff's Greek
Prose Composition. (Second Term.)—Same continued. (Third
52 COURSES OF STUDY.
Term).-Same continued. Fourth Year (First Term).--Same con-
tinued; five chapters of Hellenica or Cyropaedia. (Second Term.)—
Iliad, Books I. and II. (Third Term.)—Iliad, Book III.; selections
from the Odyssey. Composition throughout the year: passages of Con-
nected narrative based on the text of Xenophon. Sight reading: Moss'
Greek Reader; selections from Xenophon; average passages from
the Iliad and Odyssey.
GERMAN. Firs/ Year (First term).-Collar's Eysenbach, ten
lessons, to page 66. (Second Term).--Five lessons, to page IO7.”
(Third Term.)—Seven lessons, to page 158. Translation of easy
German prose.
During the year, thorough drill in grammatical forms; conversa-
tion; easy composition; passages committed to memory.
Second Year—Review of Grammar, emphasizing syntax. Boisen's
German Prose. Minna von Barnhelm. Analysis of sentences and
parsing. Conversation. Sight translation. Passages committed to
memory.
7%zza! Year.—Wilhelm Tell. Der Fluch der Schönheit. Das
Lied von der Glocke.
The texts read from the basis for conversational work and prose
composition throughout the year. There are three prepared lessons
each week. One hour each week is given to unprepared work, con-
sisting of Grammar review and more advanced sight translation.
Aourth Year. Hermann und Dorothea. Die Harzreise. Nathan
der Weise. First three books of Aus meinem Leben. Prose com-
position. Literature.—Topical recitations in German based on
Hentschel's Litteratur-Kunde; Kluge's Deutsche National-Litteratur,
and Werner Hahn's Geschichte der poetischen Litteratur der Deuts-
chen.
FRENCH. Third Year [beginning] (First Term)—Ninety-two
pages; in Grammar. (Second Term.)--Pages 92–134 in Grammar;
Reader begun. (Third Term.)–134–164 in Grammar; Reader con-
tinued.
Through the year exercises in dictation; passages committed to
memory; conversation based upon Causeries avec mes Elèves, and
Selections read. Sight translation of Mrs. Molesworth's French Life
in Letters. - -
Aourth Year (First and Second Terms).-Grammar finished.
Athalie. Sight translation from modern French plays. (Third
term).—L'Abbé Constantin.
Through the year exercises in dictation; selected passages turned
into French; passages committed to memory; conversation on pas-
sages; letters in French.
DRAwING.—Drawing in the High School is both Mechanical and
Freehand, the time being equally divided between the two. Drawing
is required of all except those in the last years of the Classical
COURSES OF STUDY. 53
Course. The best set of drawings in each class is retained by the
School. One sheet made by any student may be retained.
First Year.—Plane Geometry (problems). Orthographic projec-
tion and development of surfaces. Elementary machine drawing and
building construction. Historic ornament and design. . Freehand
drawing with charcoal from object and cast. g
Second Year.—Advanced geometrical problems. Orthographic
projection; intersection of Solids and developments. Machine draw-
ing (Screws, belts, pulleys and details of machinery in elevation and
section). Isometric projection. Plans, elevations and structural de-
tails in building construction. Freehand drawing from cast and ob-
jects with charcoal. Color.
Third Year.—All mechanical drawings to be on paper of imperial
size (22x30 inches). -
Descriptive Geometry. Shadows. Original designs in building
construction, with structural details. Historical ornament and de-
sign. Freehand drawing from cast or object in charcoal.
Fourt/ Year. —Drawing elective, either mechanical or free-
hand.
MUSIC.—Voice-culture, including exercises in breathing, vowel
sounds, articulation, pitch, purity of tone. Sight singing. Three-
part and four-part Songs. Terminology. Short outline lectures on
musical subjects. General chorus work.
CALISTHENICS.–Girls exercise with dumb bells every Monday,
about thirty minutes.
MILITARY DRILL.-The organization for Monday drill is regi-
mental, and consists of two battalions. The companies are desig-
nated A, B, C, D, etc. The Military Instructor is the regimental
Commander and designates the field, staff and other officers.
The “High School Cadets '' is a volunteer organization, with its
own constitution and by-laws, made subject, however, to the approval
of the school. The cadets drill one additional day each week. They
are required to purchase cap, blouse and trousers. The armory con-
tains enough rifles for all the companies. Part of these are owned
by the school; the rest are loaned by the State.
Declamations for the “Woodbury Medal" at the end of the fall
term. Readings for the “Wolcott Medal" at the close of the winter
term. Prize debate for the “High School Medal,” between members
of the Lyceum and members of the Attic Society, in May. Historical
essays for the “Phelps Medal,” written in winter term.
The High School Lyceum and the Attic Society, organized for
practice in debate, reading, declamation, essay writing, rules of
order, etc. Meetings alternate Friday evenings. Each society
holds one public meeting each term.
Written tests upon some part of the month's work required at
least once each week, or daily written tests upon current work.
These tests determine the month's rank. Special examinations may
54 COURSES OF STUDY.
be employed on completing a given subject. Annual reviews are
tested in the same manner as each month's work, and the results
help to determine the final standing.
The Reference Library contains about 700 carefully selected
volumes. Additions are made each year by proceeds of an enter-
tainment given by the literary societies. The Chemical and
Physical Laboratories are ample and are completely furnished.
The Zoological Cabinet contains several thousand invertebrate
specimens, fair collections of Colorado birds and insects, a collection
of skeletons and models of human organs. A geological collection of
2,000 specimens and a working cabinet of botanical specimens are
growing rapidly. Stereopticon illustration accompanies the work
in Science, History and Literature. The “Eastwood Botanical
Collection '' was made by Miss Alice Eastwood, a graduate of the
High School, class of '79, and for nine years a teacher in the school.
The collection already nurmbers some 3,000 native and foreign
specimens. Complete sets of wall maps and charts for each de-
partment requiring them. The Armory contains full equipments
for four companies. The Art Room contains everything desirable
to forward the study of drawing in all its branches. The list in-
cludes casts and models of various sorts for freehand drawing,
machine models, reference plates of design, historic ornament and
building construction.
TExT BOOKS USED IN THE HIGH SCHOOL.
MATIIEMATICS.
SCIENCE.
HISTORY AND
ENGLISII.
FOREIGN
LANGUAGES.
ſ Olney's Complete School Algebra.
J Wentworth's Plane and Solid Geometry.
| Meservey's Book-keeping.
U Wentworth's Plane Trigonometry.
ſ Steele's Popular Zoology. -
| Gray's How Plants Grow. sº
Gage's Physics.
Gage's Laboratory Manual.
- Elliot & Storer's Chemistry.
| Williams' Laboratory Manual.
Le Conte's Compend of Geology.
| Steele's Astronomy.
U Coulter's Manual of Rocky Mountain Botany.
-)
Anderson's New General History.
Anderson's History of England.
Myer's Mediaeval and Modern History.
D. J. Hill's Rhetoric.
Shaw's New History of English Literature.
Webster's Academic Dictionary.
Jevon's Political Economy.
Baker's Elementary Psychology, with Applica-
tions and Outline of Logic.
Allen & Greenough's Latin Grammar.
Collar & Daniell's Beginners' Latin Book.
Allen & Greenough's Caesar.
Allen & Greenough's Cicero.
Greenough's Virgil, Vol. I.
Collar's Practical Latin Composition.
White's Latin-English Lexicon.
Smith's Smaller Classical Dictionary.
Long's Classical Atlas.
Goodwin's Greek Grammar.
Frost's Greek Primer,
Goodwin’s Anabasis.
Woodruff's Greek Prose Composition.
Keep’s Iliad.
Autenrieth's Homeric Dictionary.
| Liddell & Scott's Greek Lexicon.
J
Collar's Eysenbach's German Lessons.
Boisen's Prose Selections.
Schiller's William Tell (Whitney's Ed.).
Lessing's Minna von Barnhelm.
Schiller's Lied von der Glocke.
Lessing's Nathan der Weise.
Goethe's Hermann und Dorothea (Hart's Ed.).
Goethe's Aus meinem Leben.
Von Riehl's Der Fluch der Schönheit.
Heine's Harzreise.
Cassell's German Dictionary.
Keetell's Elementary French Grammar.
Keetell's Analytical French Reader.
Racine's Athalie.
Corneille's Le Cid.
Halévy's L'Abbè Constantin.
| Cassell's French Dictionary.
56 TEXT BOOKS USED IN THE HIGH SCHOOL.
MISCELLANE-
OUS.
New High School Music Reader.
| Irving—Sketch Book, English Classics.
SELECTIONS.
Scott—Ivanhoe, Lovell's Library. .
Whittier—Riverside Series.
Longfellow—Selections by Miss Hodgdon.
Plutarch—Part I., Lovell's Library (expurgated).
Dickens—Christmas Carol, Lovell's Library.
Scott—Lady of the Lake, English Classics.
Plutarch—Part IV., Lovell's Library.
Shakespeare—Julius Caesar, Hudson's School
Edition, cloth.
Macaulay–Essay on Bacon, English Classics.
Addison—Sir Roger de Coverley, English Classics.
Webster—Orations, English Classics.
Goldsmith—The Deserted Village, English Clas-
S1CS.
Milton - L'Allegro, English Classics.
Lowell–Diamond Edition.
Shakespeare—Henry V., Hudson's School Edi-
tion, cloth. º
Chaucer–Prologue, etc., edited by Morris, Clar-
endon Press.
Shakespeare—Hamlet, Hudson's School Edition,
cloth.
REPORT OF PUBLIC LIBRARY,
GENTLEMEN: The library reading-rooms were Historical sum-
opened June 8, 1889. November 15, 1889, the 1,500
volumes received from the High-School Library
were put at the service of the general public. In
March, 1890, about 200 volumes were added by
purchase and gift. At this date the number of
books lent per month was about equal to the total
number on the shelves. This proportion has con-
tinued nearly to the present time, the demand for
books in every department being always in excess
of the supply. About 2,500 volumes were added in
the last six months of 1890, so that the year 1891
opened with 4,OOO volumes. Of these 3,OOO were
for circulation; the rest, books of reference. The
number lent for home use at this date was be-
tween four and five thousand per month. In the
year 1891 there were added 4,500 volumes, and,
in the first four months of 1892, 2,OOO volumes, the
total at the date of this report, May 2, 1892, being
IO,806. This general summary has to do only with
the books on the library shelves and in actual use.
The public documents, unbound volumes of maga-
zines and miscellaneous works not of present gen-
eral interest, and for lack of room not now in the
library, number about 5,000.
The list of periodicals taken by the library has
kept pace with the general growth. It covers
nearly every department of literature, science and
art, and includes also the best of the trade and pro-
fessional journals. The files, open at all times to
the student or reader, make one of the most valu-
able features of the library.
mary,
No, of Volumes in
Library.
Periodicals,
58 REPORT OF LIBRARIAN.
No, of Readers and
Borrowers,
Open Shelves.
Liberal Policy a
Success,
Help Given to
Schools,
The books lent for home use now number 9,000
per month. The total number of visits paid the
library and reading-rooms by borrowers, readers
and students is 15,OOO to 20,000 per month. The
number of books used for reference in the library
cannot be given, as those who use them are ad-
mitted to the alcoves and help themselves.
The liberal policy adopted when the library
was opened, with reference to the lending of books
and their use in the library, has proved an entire
success. Any reputable citizen borrows books on
his own credit, and anyone is permitted to go to
the shelves and use the reference books or make
his own selection for borrowing. Rules, formali-
ties, restrictions, are dispensed with as far as possi-
ble, and the thought is always kept in view that a
library, to be rightly used, must first of all be invit-
ing and homelike, and that a library is a library
only so far as it is used. Very few books are
stolen, very few papers are mutilated, while the
number of books and journals that are worn out
in fair usage is something to give joy to those who
see in a library a thing of utility and not a “sacred
trust.” Certain books, because of their cost, or
rarity, or for other sufficient reasons, are lent only
on the special permission of the librarian. Beyond
this there are no restrictions placed on the use of
books or journals.
The library has reached what one may fairly call
a working size. It has been impossible, until
recently, with the few books in hand, to do in the
schools of Denver much of the special work done in
other cities. The coming year will see growth in this
direction. Teachers throughout the city are inter-
ested and have freely availed themselves of the op-
portunities so far offered. They have borrowed a
REPORT OF LIBRARIAN. . 59
large number of books for school use, taking
sometimes a dozen or more and putting them to
use in their daily work. In a great many cases,
pupils, from the youngest to the oldest, have been
sent to the library to look up matters connected
with their studies. The only limit to this kind of
work has been that set by the size of the library.
It is not difficult to circulate books in a community;
but to put the right book in the right place is another
matter. In this work the school is particularly help-
ful. A teacher can often, by a few hints as to
interesting and fitting books, give just the directive
impulse needed by the wakening activities of boys
and girls. With a view to reaching young people
—the very best field in which a public library can
work—especial attention has been paid, in the pur-
chase of books, to the wants of juvenile readers.
More attention should be paid by parents to
the books read by their children. Certain devices,
special lists and the like will be more used in the
coming year, with the effect, it is hoped, of making
the library's influence of still greater interest in
the home.
Thousands of designs have been gathered from
illustrated journals and mounted on cardboard for
use in connection with drawing work. They are
lent in the same manner as books and have al-
ready been much used. From similar journals two
or three thousand illustrations have been taken
and similarly mounted. This is the beginning of
what will soon become a collection invaluable for
teaching graphically almost every branch of study
-biography, history, geography, natural history,
art. The collection includes a large number of
studies, colored and uncolored, useful to the china-
Library Used by
Teachers.
Co-operation of
Library and
Schools,
The Library and
the Home,
A Library of Illus-
trations.
6O REPORT OF LIBRARIAN.
Catalogue,
painter, the decorator, the engraver, the wood-
carver, and the amateur artist in any line.
A catalogue by authors and titles of the fiction,
adult and juvenile, satire and humor, and fairy tales
will be issued August 1st. Early in the fall a simi-
lar list of the books in all other departments will
be issued. This full catalogue will cover 14,OOO
"Bulletin” and
“Books."
Gifts,
The Library Assist-
ants,
volumes. In the meantime a card catalogue of
authors and subjects is ready for public use and will
be kept up to date.
Nine numbers of the Puff/ic /.2órary Au//e/ºn
were issued between October, 1890, and January,
1892. The title of the publication was then changed
to Books, and it passed into the hands of a Denver
publisher. The library retains general editorial
supervision and the right to use several pages each
month for lists of books and for library notes. The
Azz//etzme and Æooſés have carried information about
the library, how to use it, what to read, lists on
special subjects and the like, to thousands of homes
in Denver, and have well repaid the trouble involved
in their publication.
Friends of the library have given liberally of
books, pamphlets and magazines, as the accom-
panying tables show. These tables also give full
information as to the growth of the library and
the extent to which it is used.
Mr. G. M. Lee and Mr. F. D. Tandy entered
the library as assistants in December, 1890, The
interest they have shown in the work, the progress
they have made in the knowledge of library mat-
ters and the many long hours they have ungrudg-
ingly given to carry on any work that might be
pressing to be done, all call for mention and the
highest commendation. Miss Lila Van, for nearly
REPORT OF LIBRARIAN. 6 I
a year in charge of the reading-rooms and periodi-
cals, has proved herself enthusiastic, painstaking
and efficient.
Respectfully submitted,
J. C. DANA,
Azórazzazz.
COMMITTEI) () N I, I BRARY,
JOHN J. SMITH, CHESTER S. MOREY.
LIBRARY SERVICE.
J. C. DANA, Librarian ; G. M. LEE, in charge of Circulating De-
partment; F. D. TANDY, in charge of Cataloguing Department; Miss
LILA VAN, in charge of Reading-Rooms and Periodicals; WILLIAM
STEPHENS, Assistant in Circulating Department.
62 REPORT OF LIBRARIAN.
MISCELLANEOUs ACCOUNT.
For THE YEAR MAY 6, 1890–MAY 4, 1891.
RECEIPTS.
1890.
Balance 1889–1890. . . . . . . . . . . . * * * * * e * * * * * * * * s e º e s a tº a e s = e s a s is e e º a § 12 93
Fines, books injured, etc., to date. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 94
Cash for books bought with fines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 04
Cash for old books sold. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 85
Cash, friend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 0()
$268 76
Miscellaneous account. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 92 ()S
Postage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 S9
Labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7S 65
Stationery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 30
Books and papers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 22
Typewriter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 00
$364 14
Balance against Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 38
$268 76
For THE YEAR MAY 4, 1891—MAY 2, 1892.
RECEIPTS. -
Books, duplicates, etc., sold, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $137 92
Fines, etc . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * e º g º & e º & tº ſº tº gº & ſº gº e º e º s tº º & © e 303 50
School warrant, October 2, 1891. . . . . . . . . . . . . . . . . . . . . . . . . . . . . • e s tº ſº tº 185 55
School warrant, December 22, 1891 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 26
High School contingent fund, August 3d. . . . . . . . . . . . . . . . . . . . . . . . . . 300 00
High School contingent fund, November 30th. . . . . . . . . . . . . . . . . . . . . 247 18
Juanita Mandolin Club. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 85
Donations and miscellaneous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 00
$1,604 25
Balance against Library, 1891 . . . . . . . . . . . . . . . . . . . . . . . . ** e s : * * * * * * * $ 95 38
Typewriter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 00
Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614 76
Postage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 35
Hulletins, printing, book lists, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 15
Labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 00
Books bought, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 42
Stationery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26S 11
Librarian’s entertainment, A. L. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 35
$1,640 52
Balance against Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 26 36 26
1,60; 26
REPORT OF LIBRARIAN.
63
REPORT OF CIRCULATION OF BOOKs.
FOR YEAR ENDING AUGUST 1, 1891.
CLASS. Total Per Cent.
Philosophy, Religion, Sociology, Education and Philology. . . . . . . . . 2540 #.9
Natural Science, Useful Arts and Fine Arts. . . . . . . . . . . . . . . . . . . . . . . 2695 5.2
History and Biography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2177 }.2
"ºvels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2747 5.3
literature, Poetry, I)rama, Essays, Magazines, etc. . . . . . . . 6063 11.7
Juvenile Fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122:31 23.6
Adult Ficton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... . . . . . . . . . . . . . . . . 23374 45.1
Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51827 100.0
Average circulation per day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Largest circulation, Saturday, February 21, 1891................. . . . . . . . . . . . . . . . . . . . . 307
Smallest Circulation, Christmas, 1890...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
FOR YEAR ENDING MAY 31, 1892.
CLASS. Total Per Cent.
Philosophy, Religion, Sociology, Education and Philology. . . . . . . . 5427 6.2
Natural Science, Useful Arts and Fine Arts. . . . . . . . . . . . . . . . . . . . . . . 5952 6.8
History and Biography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6914 7.9
Travels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * 3764 4.3
Literature, Poetry, Drama, Essays, Magazines, etc. . . . . . . . . . . . . . . 15404 17.6
Juvenile Fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21619 24.7
Adult Fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284.46 32.5
Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87526 100.0
Average circulation per day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239.8
Largest circulation, Saturday, March 19, 1892. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
Smallest circulation, Sunday, August 16, 1891. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
64
REPORT OF LIBRARIAN.
GENERAL SUMMARy.
Reading-rooms opened June, 1889. Books first lent for home use, November 15, 1889.
| -
Total No. of Nººr, of No. of bor. Total No. of
DATE vols. in Yols., ent ower; leg-|’ i.e.
e library for home istered dur- registered
t llSe. ing month. 9, -
1889.
November. . . . . . . . . . . . . . . . . . . . . . . . . 1500 423 218
December . . . . . . . . . . . . . . . . . . . . . . . . . 1507 976 154 372
1890.
January . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1513 1270 119 491
*February . . . . . . . . . . . . . . . . . . . . . . . . . . 1522 873 173 664
March. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1676 1042 204 868
April. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1785 1669 191 1059
ay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1882 1750 172 1231
June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2119 1440 117 1348
July. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2431 1709 122 1470
August . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2753 2127 146 1616
September. . . . . . . . . . . . . . . . . . . . . . . . . . 3208 2349 198 1814
October . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3592 3236 224 2038
November. . . . . . . . . . . . . . . . . . . . . . . . . . 4064 4237 227 2265
December. . . . . . . . . . . . . . . . . . . . . . . . . . 4363 4519 188 2453
1891.
January . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4527 5099 158 2611
February . . . . . . . . . . . . . . . . . . . . . . . . . . . 4860 4250 242 2853
March. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5332 5378 331 3184
April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5670 5302 289 3473
May. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5961 5200 214 36.87
June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6473 4927 216 390:
July. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7011 5423 242 4145
August . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7464 5679 218 4363
September. . . . . . . . . . . . . . . . . . . . . . . . . 7850 5740 223 4586
October . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8165 6991 367 4953
November. . . . . . . . . . . . . . . . . . . . . . . . . 8405 7120 383 5336
December. . . . . . . . . . . . . . . . . . . . . . . . . . 8885 7377 490 5826
1892.
January. . . . . . . . . . . . . . . . . . . . . . . . . . . 92.26 8047 579 6405
February . . . . . . . . . . . . . . . . . . . . . . . . . . 98.21 7983 386 6791
March. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102.11 9334 334 71.25
April. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10806 9158 237 7362
May . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11418 97.47 194 7.556
*Library was closed for twelve days during February, 1890.
REPORT OF LIBRARIAN.
5
TO THE LIBRARY.
GIFTS
, re;
Tº | 5 || 2:
DONORS, 5 || 3 || 3
O ‘ā 2.
* | 5
Academy Natural Sci., Phila. . . . . 1|.
Agricultural College, Colo. . . . . . . . . 70|.
Aikman, Sarah. . . . . . . . . . . . . . . 1]. ...
American Secular Union. . . . . . . . - - 3|..
Annis, Frank. . . . . . . . . . . . . . . . . 1|....l.
Arapahoe Investment Com-
Pany - - - - - - - - - - - - - - - - - - - - - - - 1| 40|..
Ashstedt, Anna. . . . . . . . . . . . . 1 2|..
Association Advancement of
Women. . . . . . . . . . . . . . . . . . . . 2 4|.
Attic Society D. H. S. . . . . . . . . . . . . . . .] 52
Austin, Percy. . . . . . . . . . . . . . . - - - 3|.
Baker, J. H. . . . . . . . . . . . . . . . . . 1| 12}.
Berlin Iron Bridge Company. . . . . . 1|.
Best, J. W. . . . . . . . . . . . . . . . . . 4|. . . . . .
Birkley, H. C. . . . . . . . . . . . . . . 11... .
Blair . . . . . . . . . . . . . . . . . . . . . 1|.
1
1|.

Bryant, Dr. . . . . . . . . . . . . . . . . . .
Bureau American Republics. . . . . . .
Burr, Dr. W. A
Hushnell, L. E.
Calkins, Maud
Campbell, C. M.
Cannon, G.
Carpenter, L. Cass
Carter, Alice I
Chain & Hardy. . . . . . . . . . . . . .
Chamber of Commerce, Omaha
& & & & Seattle
s & a w w a s e º e s s a e
s as a • e = * * * * * * * * * s
• * * * * * * * s tº e
s = e - - - - - - - - e. e. * *
& & & &
Chapman, Miss E. K
Childs, F. C
Chisholm, F
Chittenden, Lottie. . . . . . . . . . . .
Church, J. W. and W
Clarke, C. E. z
Cole, Daisy
Collins, Mrs
Colorado Bureau Labor Statis-
- - - - e a s is tº
• * * * s - - - - - - - - ºf a e - e.
* * * * * - - - - - - - a s sº º º
• s e e s ∈ n. * * * * * * * * * * *
tics. . . . . . . . . . . . . . . . . . . . . . . . 5|... . . . . . |Martin, W. H. . . . . . . . . . . . . . . . . . . .
Colorado College. . . . . . . . . . . . . . . 20|. . . . . |Massachusetts Bureau of Labor
& & School Journal... . . . . 40 60| 701] Statistics. . . . . . . . . . . . . . . . . . .
& g School of Mines. . . . . . . . . 7|. . . . |Massachusetts State Board of
ºf g Scientific Society... 1| 8|. . . . ealth. . . . . . . . . . . . . . . . . . . . .
Colorado Sun. . . . . . . . . . . . . . . 3|... . . . . . |Mathews, S. W. . . . . . . . . . . . .
& & University. . . . . . ,, . . . . . . 50|. . . . |Matty, Frank. . . . . . . . . . . . . . .
Condit, Adella. . . . . . . . . . . . . . . 15|....| 200||Meredith, F. A. . . . . . . . . . . . . . .
Cooke, Dr. P. M. . . . . . . . . . . . . 100 2|200||Miles, Emily. . . . . . . . . . . . . . . . .
Cooper, Charles. . . . . . . . . . . . . . 1|. . . . 151||Mills, J. Warner. . . . . . . . . . . . .
Corbin, J. M. . . . . . . . . . . . . . . . . 3 . . . . . . . . ||Minister Public Instruction,
Joy, N. B. . . . . . . . . . . . . . . . . . . 21. . . . . . . . Il Tokio. . . . . . . . . . . . . . . . . . . . . .
Crittenden, W. S. . . . . . . . . . . . . 6|... . . . . . |Monroe, W. S. . . . . . . . . . . . . . . . . .
Cronkhite, E. B. . . . . . . . . . . . . . 2|.. 3||Moore, Laura. . . . . . . . . . . . . . . .
Cutter, C. A. . . . . . . . . . . . . . . . . 1|....|. . . . |Morgan, S. B. . . . . . . . . . . . . . . .
Dale, H. F. . . . . . . . . . . . . . . . . . 1|. . . . . . . . || Munn, Dr. Henry. . . . . . . . . . . .
Dana, J. C. . . . . . . . . . . . . . . . . . . 4| 20. . . . || Munn, W. P. . . . . . . . . . . . . . . . . . . . .
Denison, Mrs. Charles. . . . . . . . 1|. . . . . 25||Nance & Co., J. W. . . . . . . . . . . . .
Denison, H. L. . . . . . . . . . . . . . . 28, 13| 201|New York Bureau Labor Sta-
Denver Fire Clay Company. . . . . . . 25|. . . . || tistics. . . . . . . . . . . . . . . . . . . . .
& ſº High School . . . . . . . . . 12]. . . . . . . . Nichols, H
“ University . . . . . . . . . . . . . . O’Brien, Miss S. . . . . . . . . . . . . .
Department of Education
Dewey, Melvil
District No. 2, Denver. . . . . . .
6 & & & & 4
Eastwood, Miss Alice
Denver!.
• * * * * * * * * * * * * * * * * * * ,
e e s - - - - - - e. e. e. e. * -
s º - - - - - - - e º e s - I - - -
-7- -- -..
º
20
600
98|... .
...] 100.
• * * s e º 'º e º w = w
DONORS.
...||Garritson, Ralph
ſº Individualist
ióð!....
Ehrich, Louis R
Emmett, Miss H. A
Fskridge, J. T
Eye, C. W.
Feldewisch, Henry L. . . . . . . . .
Fertshaus, C.
* * * - - - - - * *
- - - - - - - s is as s as - - - - - - as
... |Forsythe, J. S. . . . . . . . . . . . . .
. . [Funk & Wagnalls Company. . .
Garber A
* - - - - - - - - - - - -
Gerson,
- - - - - - * * * * * * - - - - - -
... Gillette, Horace D. . . . . . . . .
. . . . Gilpin School
... ||Good Health Publishing Co..
. ||Goodnow, Lizzie
. . . . [Goodwin, Lizzie
. . . . . . . ||Gordon, H. L.
20|. . . .
. . 500
* * * * * * * * * * * * * * * *
e = e º 'º - - - - - - -
- e. e. e s = - - - - - - - -
- - - -, * * * * * - - - - - - sº
s = - - - - - - - e s & “ - - - - - - - a w
s & e º 'º - e. e s e s a s m e º a m + 4 º'
Gregg, J
Griffin, Thomas. . . . . . . . . . . . . as e
Groesbeck, M
Hanus, Paul H
Harrison, Elizabeth
Hart, Mrs. . . . .
Harvard University
Hayward, Miss..
Houghan, Mrs. F. R.
Indian Association,
Branch
Colorado
- - - - - e s a tº * * * * * * * *
Irelan, William. . . . . .
. || Kansas State Board Agriculture * -
. ||Langley, S. P
Labalce & Grosgian
- - - - - - - - - -
Levering, Grace D
Longmont Academy
Loyal Legion
Mann, L. C
* * * * * * * * * * *
e - - - - - - * *
- * * * * * * * - - - - - - - e.
- - - - - -
Omaha Board of Trade
Orahood, Mrs. A. M. . . . . . . . .
O’Reilly,
Parmelee, E
Peck, W. A
* s e s - - - - - - - - *
--> * * * * * * * - - - - - -
- - - * * * * * - - - - - - - e i < * *
- * * * sº e s - - - - - - - e s : * * *
• * * * * * * * * * * * * * * * * : * * * *
-i
2
.
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-9º••
i
:
!
:
- - -1-!
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30|... .
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- ; - 400
50
50
20|...]. ...
2
1} . .
80' . . .
:
;
.
º
6|. . . .
6] . . . .
12| . . . .
50
º
66
REPORT OF LIBRARIAN.
GIFTS TO THE LIBRARY. —CONTINUED.
3 || | . # || | .
DONORS. 5 || 3 || 3 DONORS. 5 || 3 || 3
3 || 3 || Z. 3 || 3 || Z.
ſº ſº
2 P
Pennsylvania State Board of Stedman, Dr. . . . . . . . . . . . . . . . . 1|. - - -
Health. . . . . . . . . . . . . . . . . . . . . : . . . . Steinhauer, Dr. F. . . . . . . . . . . 30|. * * *
Pixley, E. A. . . . . . . . . . . . . . . . 3|. . . . . . . . . [Stewart, F. . . . . . . . . . . . . . . . . . . . . . . . . .] 175
Randolph, Col. G. E. . . . . . . . 3| 1|....||Stockton, Robert. . . . . . . . . . . . . 2 11. . . .
Real Estate Exchange, Denver 2| 25|.... Stone & Locke. . . . . . . . . . . . . . . II. . . . . . . .
Reed, Mrs. Myron. . . . . . . . . . . 2]. . . . . . . . ||Storke, Dr. . . . . . . . . . . . . . . . . . . 1]. . . . . . . .
Rhoads, . H. . . . . . . . . . . . . . . . . 1|... . . . . . ||St. Paul Dispatch. . . . . . . . . . . . 1]. . . . . . .
Richards, Laura. . . . . . . . . . . . . . 21. . . . . . . . Strauss H. . . . . . . . . . . . . . . . . . . * * * * 1| 17
Richardson, James B. . . . . . . . . 1|. . . . . . . . . ||Supts. Pub. Inst. of 42 States
Roeschlaub, R. S. . . . . . . . . . . . 36|. . . . . . and Territories. . . . . . . . . . . . . 27| 42
Rogers, Mrs. M. A. . . . . . . . . . . 2, 3]. ... ||Tandy, F. D. . . . . . . . . . . . . . . . . . . . . . 131.
Railroad Commission, Kansas. 1| . . . . . . . ||Teller, H. M. . . . . . . . . . . . . . . . . 278] 27|.
Rollins. Harry. . . . . . . . . . . . . . . 1|....|. . . . . The J. L. Mott Iron Works. . . . . . . . 5|.
Rusk, J. W. . . . . . . . . . . . . . . . . . 4}. . . . . . . . . . [Union Pacific. . . . . . . . . . . . . . . . . . . .] 22|.
Salisbury, C. A. . . . . . . . . . . . . . 5|... 12 & 4 “ Employees’ Mag-
Salter, Rev. Charles. . . . . . . . . . 1:. . . . . . . . ] azine . . . . . . . . . . . . . . . . . . . . . . 41. . . . . .
Sedam, Miss Birdie. . . . . . . . . . . . . . . . . .] 40||University Michigan. . . . . . . . . . * * * 1]. .
Severn, A da S. . . . . . . . . . . . . - 11. . . . . . . . & & eXaS. . . . . . . . . . . . . s s s = 1!..
Sister Angelique. . . . . . . . . . . . . . . . . . . . . . . . 15 ( & Wisconsin. . . . . . . . . 2| 12|..
Smiley, W. H. . . . . . . . . . . . . . . . 34 4| 200||Unknown. . . . . . . . . . . . . . . . . . . . 16l. . . . . . . . .
Smith, Miss N. O. . . . . . . . . . . . 10|. . . . 25||U. S. Government. . . . . . . . . . . . 325| 130| 200
Smith, Dr. . . . . . . . . . . . . . . . . . . . . . . . . . . 100||Walker, Mrs. . . . . . . . . . . . . . . . . 31. . . . . . . . .
Solly, Dr. S. S. . . . . . . . . . . . . . . . . . .] 30 . . . ||Wansor, D. . . . . . . . . . . . . . . . . . . 1 1 | . . .
Specht, E. H. . . . . . . . . . . . . . . . I|. . . . . . . . ||Watkins, L. A. . . . . . . . . . . . . . . 16]. . . . . . . .
Stansburg, Mrs. H. S. . . . . . . . 11|. . . . . . . . ||Webster, Helen M. . . . . . . . . . . 21. . 15
State Board Health, Michigan. 13| 40|....||Weigel, Dr................... 1|.. 75
“ Bureau Labor Statistics. 5|....|....||Weil, Milton. . . . . . . . . . . . . . . . . 1]. . . . . . .
“ Board Agriculture, Colo. |. . . . 1|....||Whitehead, Sadie. . . . . . . . . . . . 2]. . - -
State Historical Society, Wis. . 7| 17|....||Wood, J. J. . . . . . . . . . . . . . . . . . 1|..
LIBRARIES FROM WHICH HAVE BEEN RECEIVED CATALOGUES,
REPORTs, BULLETINS, WoRKING-BLANKs,
ETC., 1890, 1891, 1892.
Albany, N. Y., State Library.
Haltimore, Md., Enoch Pratt Free Library.
Pangor, Me., Public Library.
Bloomington, Ill., Library Association.
3oston, Mass., Public Library.
Boston, Mass., Athenaeum,
Boulder, Colo., University Library.
Bridgeport, Conn., Public Library.
Brookline, Mass., Public Library.
3rooklyn, N. Y., Library.
3rooklyn, N. Y., Y. M. C. A. Library.
Burlington, Iowa, Public Library.
3urlington, Vt., Fletcher Free Library.
Chelsea, Mass., Public Library.
Chicago, Ill., Public Library.
Cincinnati, Ohio, Public Library.
Cleveland, Ohio, Public Library.
Columbia College Library.
Concord, Mass., Public Library.
Concord, N. H., Public Library.
Council Bluffs, Iowa, Public Library.
Denver, Colo., Burnham Library Association.
IJenver, Colo., Frnest & Cranmer Law Library.
Denver, Colo., Mercantile Library.
IDenver, Colo., State Library.
Denver, Colo., Supreme Court Library.
Detroit, Mich., Public Library.
Dover, N. H., Public Library.
Elgin, Ill., Public Library.
REPORT OF LIBRARIAN. 67
Fitchburg, Mass., Wallace Library.
Gloversville, N. Y., Free Library.
Gloversville, N. Y., Levi Parsons Library.
Greeley, Colo., Public Library.
Hamilton, Canada, Public Library.
Hartford, Conn., Library Association.
Holyoke, Mass., Public Library.
Indianapolis, Ind., Public Library.
Iowa Library Association.
Lafayette, Ind., Public Library.
Lancaster, Mass., Public Library.
Lawrence, Mass., Public Library.
Lewistown, Me., Manufacturers and Mechanics' Public Library.
Lincoln, Neb., Public Library.
Lowell, Mass., City Library.
Los Angeles, Cal., Public Library.
Ilynn, Mass , Public Library.
Malden, Mass., Public Library.
Manchester, N. H., City Library.
Milwaukee, Wis., Public Library.
Minneapolis, Minn., Public Library.
Minnesota School Commission, School Library.
Monmouth, Ill., Warren County Library Association.
Newark, N. J., l'ree Public Library.
New Bedford, Mass., Free Public Library.
Newburyport Public Library.
New Haven, Conn., Young Men's Institute.
New Orleans, La., Howard Memorial Library.
New York, N. Y., Free Circulating Library
New York, N. Y., Mercantile Library,
New York, Maimonides Library.
New York, Columbia College Library.
New York Society Library.
Oakland, Cal., Public Library.
Oakland, Cal., Pedagogical Library.
Omaha, Neb., Public Library.
Philadelphia, Pa., Apprentices' Library.
Philadelphia, Pa., Mercantile Library.
Portland, Me., Public Library.
Portsmouth, N. H., Free Public Library.
Providence, R. I., Athenaeum.
Providence, R. I., Public Library.
Quincy, Ill., Public Library.
Quincy, Mass., Thomas Crane Public Library.
Salem, Mass., Public Library.
San Diego, Cal., Free Public Library.
San Francisco, Cal., Public Library.
San Francisco Mercantile Library.
Santa Barbara, Cal., Public Library.
Somerville, Mass., Public Library.
Springfield, Mass., City Library Association.
Springfield, Ohio, Warder Library.
St. Joseph, Mo., Free Public Library.
St. Louis, Mo., Mercantile Library.
St. Louis, Mo., Public Library.
St. Paul, Minn., Public Library.
Taunton, Mass., Public Library.
Toledo, Ohio, Public Library.
Topeka, Kan. Public Library.
Waltham, Mass., Public Library.
Waterbury, Conn., Silas Bronson Library.
Wilkesbarre, Pa., Ousterhout Free Library.
Winchester, Mass., Town Library.
Winona, Minn., Library Association.
Wisconsin Public School Library.
Wisconsin State Library.
Woburn, Mass., Public Library. -
Woodstock, Vt., Norman Williams Library.
Worcester, Mass., Free Public Library.
Yale University Library.
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TABLE I.
Showing the number of Pupils as represented by the different occupations of their parents or guardians,
for the School Years 1875–76, 1876–77, 1877–78, 1878–79, 1879–80, 1880–81,
1881–82, 1882–83, 1883–1884, 1884–85, 1885–86, 1886–87,
1887–88, 1888–89, 1889–90, 1890–91, 1891–92.
Mechanics. . . . . . . . . . 489| || 2 || 456' 480 (505 || 788 700, 868|932|1054|916|1023 na 9.40|1478|2137|1621
Merchants. . . . . . . . . . .258. 217| 330| 365|| 419| 568 557| 653 737 650 798| 723 n: S24| 897| 92S 997
Laborers . . . . . . . . . . . 136|| 163| 157| 198| 205 || 35 || 690, S10| 798 || 631 719, 548| 778) $26|10| ||1098||1184)
Farmers, Stockmen - -
and Gardeners. . . . . 93 135] 160 135|| 154| 208; 174| 264. 295| 338|| 340 2.93| 460 528, 282| 320|| 312
Agents . . . . . . . . . . . . . 73| 50| 85| 89| 120, 120 151] 257| 313| ||73 329| 410 315 325|| 353. 390|| 393
Miners . . . . . . . . . . . . . 75' 69| 120 158. 202. 218 279| 334|| 325i 245, 522 346, 326|| 417 289 24 226
Manufacturers . . . . . . 68| 68 90 160 17:3| 220 323| 444|| 401] 261| 297 355. 32S 447| 510| 306| 37()
Public Officers. . . . . . 54|| 54|| 60|| 45| 51 56] 139| 1.47 148| 122 146| 206| 186| 206 227| 2:32| 352
Draymen and Team-
Sters. . . . . . . . . . . . . . 52| 46 50 95| 90 121 136|| 150 138||113 135, 196; 181| 148] 245 234 223
Hotels and Boarding
Houses. . . . . . . . . . . 49| 21| 40 77|| 72| 103 105| 108| 119 || 131| 183 206| 164. 256|| 232. 207| 224
Clerks. . . . . . . . . . . . . . 46|| 58] 77| 78] 124; 184; 164| 206| 106] 219, 240 289; 227. 230 364; 390| 431
Lawyers. . . . . . . . . . . . 35| 57| 56| 67| 84| 74| 105| 116| 124| 108 131, 156] 191| 228, 191| 174| 228
Railroad Employees. 30 46 63| 63| 97 112 193| 226, 249| 242 227| 281; 298] 339| 350 409 523
clergymen.… 28, 21 38|| 49| 30| 36|| 30, 25| 31|| 46 52 56| 69| 128 74 53| 61
Physicians . . . . . . . . . 29, 21. 28; 37; 54 59| 67| SO 92; 96 86; 100 120, 202 145|| 151| 12:3
Retired. . . . . . . . . . . . . 26|| 15| 8 || 14|| 9 || 37| 68| 126 39| S1| || 1 || 3:3| 55|| 1:22| 117| 159| 1.4:3
Seainstresses. . . . . . . . . 2:3| 12| 16|| 3:3| 22 45| 42|| 34 56|| ||9| 72| 65|| 108 16 || 105|| 1:31| 99
Saloon Keepers. . . . . 22| 17| 22| 2 || 37| 52| 107 || 146|| 1:34|| 129| 14S 131| 18 || 166|| 152| 121| 12 |
Butchers. . . . . . . . . . . . 19| 2:3| 32) 25, 25 4 || 54 (59 541 52, 50, 57 110 131|| S4| 98| 102
Surveyors. . . . . . . . . . . 19| 20, 11| 33| 20 29| 23 13. 1S 20, 156] 112 71 || ||7| 42|| 19| 21
Barbers. . . . . . . . . . . . 18| 19. 30 35' 39| 35| 30| 4 || 45| 4:3| 26|| 33 47| 52| 5 || 48 57
Laundresses . . . . . . . . 17| 20 35' 42| 51 52' 38 52, 75 71 63' 88, 66 103 113 119 109
Professionals. . . . . . . . 15| 23 41| 43| 32; 90 57| 92] 144|| 37 131|| 177| 73| 44 83| 196| 243
Teachers............] 14 11. 8, 10 9 15, 11 21 23 21 18 7 29, 87 42, 42 22
Architects . . . . . . . . . . 5| 5 || 5 || 4 || 12| 16 22: 27| 20 18, 21| 87| 92|| 80 58; 47| 49
Bankers . . . . . • * * * * * e 5 7| 11 15, 17| 13 30, 43 30 21| 28 46|| 70 126| 60|| 37 50
Artists. . . . . . . . . . 4 7 2. 1 9, 19| 73| 22, 18 9, 13 39| 70. 114 106] 24, 27
Real Estate. . . . . . . . . . . . . . . . . . . . . . . º . . . . . . . . . . . . . . . . . . . . . . . . . . . . .393 404| 457 407 355
Unclassified . . . . . . . . 283: 349| 285 . . . . * 389. 292; 366 w 465| 344 . . . . . 276|| 100| 403 804} 978
Total. . . . . . . . . . . . . 198$ 20782317 2003:10 1087 1820513 º 6032|{5:356||712:37 784.8537 {}t; 1:39:552
7O TABLE OF NATIVITY OF PUPILS.
TABLE II.
Enrollment for the School Years 1875–76, 1876–77, 1877–78, 1878–79, 1879–80, 1880–81, 1881–82, 1882–83,
1883–84, 1884–85, 1885–86, 1886–87, 1887–88, 1888–89, 1889-90, 1890–91, 1891–92,
showing the Nativity of each Pupil.
# | | | | | | | 3 || 7 || 3 || 3 || 3 || | | # 3 || 4 || 3 || 3 || 3:
UNITED STATES. | | | | | | | 8 || 3 || 4 || || | | | | | | | | | | | | | | | | | <!
§ | 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3
r- T- r- Y- Y- Y- *- y- r- wº- * Y- Y- *- Y-
1. Çolorado. . . . . . . . 333 389, 532 629 678 912|1036||1330|1495|15661880.21102474.2824.3042|3341
2. Illinois. : - - - - - - - & 252| 247| 289| 349| 535| 563| 634| 684| 679; 687| 64() 629| 657| 686|| 729| 792
3. Missouri . . . . . . . . 210| 218, 222 25:3| 320|| 328 403| 524. 515| 425 || 4:36) £0.5| 456; 493. 461 543
4. Iowa . . . . . . . . . . . 123 115| 137| 1.45| 185| 248| 276||345| 314, 312|30s. 299| 388| 356 42.1 516
5. Kansas. . . . . . . . . . 119 125] 137| 159; 154; 202. 253| 266|| 316| 288. 291. 291. 296 387| 495| 638
6. New York...... 113| 119| 116, 182| 205| 235 342|| 353. 353| 3.58|| 368] 346. 390| 375|| 432| 4:37
7. Ohio. . . . . . . . . . . . 88| 87| 97| 103 133 165. 219. 299| 251] 230|| 237. 224| 247| 294 343| 373
8. Pennsylvania.... 76 80 83| 98. 105| 152| 292 256 245| 246 281| 235 280 257 264. 307
9. Indiana. . . . . . . . . 69| 60|| 58| 70| 65| 85| 88| 108|| 147| 128| 1.46 122, 146|| 163| 200 204
10. Wisconsin • * * - - - is 60; 52| 66|| 84| 67| 87| 107| 123| 132| 113| 105 124| 113| 102 121| 145
11. Michigan. . . . . . . . 48] 57| 51. 72 78] 115, 151| 193| 167| 153| 167; 171 179| 97.| 192| 216
12. Massachusetts...| 36|| 45| 47| 53| 71 100 116| 114 157 118 117 119| 120 110| 123| 134
13. Nebraska . . . . . . . 32| 30 24, 35| 50 57| 72| 104| 127| 125||114 150 187| 170 151|303
14. Minnesota ...... 22, 26|| 31|| 31|| 33| 27| 34 40 47| 29 45 42|| 35| 41 53 61
15. Virginia. . . . . . . . . 20, 18| 12| 23 23| 24|| 14| 13| 13| 14|| 17| 24, 21| 12| 14 12
16. Texas . . . . . . . . . . 19| 11 10| 4 13| 11 33 34 45| 49 49 56 62|- 72| 72 85
17. California... . . . 15| 24| 19| 19 18; 47| 31|| 45| 53| 56|| 53, 57| 53| 54 56| 73
18. Tennessee...... 13| 10| 7 || 28 25 32 52| 47 44' 42 58| 44|| 46, 53| 46
19. Kentucky. . . . . . . 10| 10 9| 16 39| 35| 54| 71 || 70| 77| 75) 69| 72 67| 74. 93
20. Maine . . . . . . . . . 9| 13, 20. 17| 21 27| 31|| 28, 32; 27| 28|| 30| 39| 38|| 35| 27
21. New Jersey. . . . . 9| 14| 21| 25 22| 36|| 39| 29| 44| 26, 19| 45 30| 41| 48| 44
22. North Carolina. . 9 4| 4 || 4 || 5 || 4 4| 4| 4| 4 8 :) 6|| 4 5
23. Vermont. . . . . . . . 7 6|| 3 8| 12| 4 17| 10| 10| 19, 15|| 14|| 16| 19| 29
24. Georgia. . . . . . . . . 7| 14|| 12 13 9| 20 22 25 22, 17| 25, 19| 2:3] 28 26 30
25. Maryland. . . . . . . 6|| 3 | 1 2| 11 || 14| 9| 16| 12| 6|| 13| 17 27, 17| 25
26. Utah. . . . . . . . . . . . 6 6 2| 1() 15| 17| 19| 20 21| 15 21, 18| 27| 34 38|| 38
27. Connecticut. . . . . 5 6|| 11| 12| 15| 15| 60|| 34| 37| 38| 20, 37| 30 25| 37| 44
28. IDist. Columbia. . 5 4| 4 || 14| 8 || 9 || 12| 27 25| 22| 2:3| 28, 23| 29| 18| 21
29. New Mexico. . . . 5| 6 || 2 || 3 || 6 || 2 3 4|| 6 || 9 || 9 || 6 || 8 || 14 15
30. Rhode Island. . . 4. 4 4 5 9 5 5 4 8 3 6 7| 15| 16| 15 12
31. Mississippi. . . . . . 4 5| 13| 4 || 1 || 30| 20 28| 28, 25! 18, 16| 21| 24, 26| 26
32. Louisiana . . . . . . . | 3 4 5| 4 || 10| 11| 22| 36|| 44|| 31|| 31|| 25, 19| 26| 28, 27
33. West Virginia. . . 3| 4; 11; 6' 5" 5: 8, 11 10! 8, 7| 12| 13 11| 13| 21
34. Montana. . . . . . . . 3 2 7| 11 8 9 4 6 4 5 4 6 6 5 5 74
35. Wyoming. . . . . . . 3 7| 12 15, 15| 22| 31|| 33| 4 || 47 51; 48| 63| 65 50 63
36. New Hampshire. 2, 6|| 4 5 9| 7 | 16|| 14| 13 8 5' 2 5 4 S 6
37. Alabama. . . . . . . . 2) 9| 12 5| 11| 12| 1 || 22; 15 13| 1.41 10| 1.4| 16| 21, 17
38. Nevada. . . . . . . . . 2 31. . . . 3 5| 15 7 6 8| 11| 10| 11| 12| 15| 13| 13
39. I) elaware . . . . . . . *2] . . . . 1]. . . . . . . . . 4 4 2 6 6 4. 7 9| 15 13 12
40. Oregon... . . . . . . . 1| 1 || 3 5 9| 8 || 5 9 5 6' 10| 6 4| 10 16 10
41. Idaho. . . . . . . . . . . 1| 1}. . 1| 2 . . . . . 1, 3] 1 2 3 4. Tº (# 7
42. Dakota... . . . . . . 1 1|.. * - - - 2 1 5 9 8| S 15 12 9| 13 33
43. Arkansas. . . . . . . . - - - s 3 1| 10 16 13 11| 21, 16 17, 19 23, 17 18: 13 24
44. Florida. . . . . . . . . . . . . . . 2|.. • - - - 3 3 5 3 3 2 ...) 3 5 5
45. South Carolina. . . 3| 4 || 1 || 2 | 1 || 5 || 7 || 6 || 7 || 6 3| 3 4 3
46, Washington . . . . . . . . . . . . . 2, 2] 2 1 1ſ. . . . . . . . . . . . . . . 3| 1| 5 || 8
47. Arizona Territory; . . . . . . . 1 1|, . * - 2 1]. . 1. 2 1]. . . . 1
48. Indian Territory. . . . . . . . . * I & e - - 1]. . . . . . . . . 31. . . . . . . . . . . . . 3] . . . . 1. J
49. Mississippi R. . . . . . . . . . . . . ... I s • * ~ * * * * * I e s a tº H → * * * I • * * * i - e. e. e. 1]. . . . . . . . . . . . . . . . . . . . . . . . . . .
TABLE OF NATIVITY OF PUPILS.
7 I
TABLE II.-CONTINUED.
Enrollment for the School Years 1875–76, 1876–77, 1877–78, 1878–79, 1879–80, 1880–81, 1881–82, 1882–83,
1883–84, 1884–85, 1885–86, 1886–87, 1887–88, 1888–89, 1889–90, 1890–91, 1891–92,
showing the Nativity of each Pupil.
nº &c.) tº- 20 Cº. C * ~! co -H hº co l- Cº Ǻ Ç re-
FOREIGN COUNTRIES. 53 CO §2. t º 2 2 33 3 2 2 33 33 3 33 § 3.
r={ wº- +-4 Y- r={ Y- H re- Y-4 y- *{ *{ wº- * *
England. . . . . . . . . . . 62. 69 75|| 75|| 76|| 77| 120. 97 96 80 95 88| 96|| 135| 120 133 125
British Province. . . . . 30| 24, 27| 37| 42 76|| 67; 109| 88| 67| 86|| 78| 101| 119| 128 133 118
Ireland. . . . . . . . . . . . . 19| 13 5 3| 4 || 11| 20. 17| 20 9| 50|| 13| 16| 20 25| 15| 1.4
Scotland. . . . . . . . . . . . 9 4| 12 17| 10 13 11| 12 15| 13 4| 10| 13| 16| 24| 31|| 27
Germany . . . . . . . . . . . 9| 21 23, 20 25| 47| 4:3, 35| 56 62| 63| 59| 64 80|| 115 ° 94| 97
Australia . . . . . . . . . . . 7 7 1 1 2 5 3| 6 2 2 ;3 2 7 5 2 1 4
South America. . . . . . 6|| 5 || 7 || 4 3 2 1 4 3|....| 3 ||3|.. 31. . . . . . 1
Sweden . . . . . . . . . . . . 6 T 1() 7 4 9| 11 14 8 8| 13| 25, 27| 34 116 59 57
Switzerland. . . . . . . . . 6|. . . . 2 3 5 1 4 Q 8 5 4| 5 2 6 S 5 5
Italy . . . . . . . . . . . . . . . 2 1 1 2 1 4 4 4 6 7| 18 22, 17| 24|| 2:3| 15, 19
Wales . . . . . . . . . . . . . . 2 3 6 9 6 2 6 7| 11 8 9| 10| 17 7| 12 4 º
Denmark. . . . . . . . . . . 1 1. 2 1]. . . . 1. 4 :3 2 4 1 1 2 4 7| 14 6
Pacific Ocean. . . . . . . 1 11. . . . . . . . . 41. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * |
France . . . . . . . . . . . . . 1 1 2 2 3 l 2 3 2 5 2 4 5 4| 10 9 {;
Norway . . . . . . . . . . . . * * * 2| 4| 3| 4 || 4 || 3| 3| 5 || 3| 3| 3| 4 || 2 | 12| S 3
Mexico. . . . . . . . . . . . . tº e º ſº. 1 11. . . . . . . . . 1 3 2 2|, . . . . . . . 2 5 6 1 2 2
Holland . . . . . . . . . . . . g = e e 11. . . . . . . e & s i s e º e i s ſº º e 11. . . . . . . . . 4 4 4 5 3 2 2
Vancouver. . . . . . . . . . sº e º e i & e º & 2 s = e i s s s s : s , s = } = a, e s I e < * * : * * * * : * s is s : * * * * | * * * * | * * * * : * * * * * * * * * 1 s is a e
China . . . . . . . . . . . . . . * g e 2 1|.. s & sº | * * * * * * * * * * * * * * * * * * * | * * * * : * * * 11. . . . . . . . . . . .
Atlantic Ocean. . . . . . & sº e º 'º 1 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1. 1
Suba. . . . . * * * * * * * * * * * * 1 1. 1 1]. . . . 1]. . . . . . . . . . . . . . . . . 1.
Poland. . . . . . . . . . . . 1|.. ;3 I 2 2 1|. s & ſº i s e & vº
Africa . . . . . . . . . . . . . . & sº 1. 1. 11. . . . . . . . . . . . . 1. 2|..
New Zealand. . . . . . . gº ºs & H & sº e º I gº tº e e tº $ $ 1]. . . . . . . . . 1 . . . . . . . . . . . 1|..
East Indies. . . . . . . . . e & E & & E - © e 4 3 11. . . . 3| 3 5l. . . . . .
Russia . . . . . . . . . . . . . & s a e i < e º ºs 1. 3] . . . . 1 1. 2| 1 3
Turkey (Asia). . . . . . . e é º & gº º º ll. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Austria. . . . . . . . . . . . * * * e * * * I e s e e i < * * * | * * * * | * * 5| 12| 11
Belgium . . . . . . . . . . . . s a s e i < e < * | * * * * | * * * * : * s • * I e º e s | * * * * : * * * * | * * * * | * * * * : * * * * H * * * * | * * * * | * * * * 1 1]. . . .
Unknown. . . . . . . . . . . 63| 63| 42 . . . . . 98. 111. 41 56| 71 || 90|| 15| 64| 92|| 101| 104 121 220
"I'otal Enrollment . . |1988.2078|2:317|2700|3210.4087 48.205743|602:3|5745|60326356||7 || 2:377.84 $537.9613 9552
TABLE III.
Tabular statement showing the attendance, etc., by grades for 1891–92.
* | * | * | < | 3 || 3 | < | 3 || 5
à || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || >,
J. | | | 3 || 3 || 3 || 4 || 9 || || || 3 | #
# | # | # 5 | E | f | E | # | # | #
& # 5 || 3 || 3 | # | 5 || 3 || 3 | # ;
T | # } | * * G | H | 3 | *
ke |
Enrollment, Boys. . . . . . . . . . . . . . . . . . . . . . 311|| 149| 190 318|| 543 613 625 sº 4867
& & Girls. . . . . . . . . . . . . . . . . . . . . . 429, 223, 270 356 564 636 536 663 1135 issä
Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 740. 377| 460 684'11071249,1211||1345 2379 9552
Average Age, Boys. . . . . . . . . . . . . . . . . . . . . 17.2|14. 7|14.313. 112.3.11.1| 9.8 8.5 7. 1 . . . . .
& & “ Girls. . . . . . . . . . . . . . . . . . . 17.3|14. 614.2|13. 112. 1:10.8; 9.1. 8.7; 6.9 . . . . .
Average daily attendance . . . . . . . . . . . . . . . 633 234 355 tº Tă| 879, 949, 890:1166 ºf
Average number belonging. . . . . . . . . . . . . 659; 325; 375 522, 843, 968; 981 992/1359, 6876
Number of tardinesses. . . . . . . . . . . . . . . . . . 3255| 725i 1205|1535,3062|3271; 37.16||32474,12823927
Cases of suspension. . . . . . . . . . . . . . . . . . . . 4; 4 4| 3 6 6 4 1| 1| 33
Cases of corporal punishment. . . . . . . . . . . . . . . . . . 1 5' 7| 4; 11 5 19| 52
Visits by members of Board of Education. 6] 27, 17 2. 52; 4:3; 50. 47 50 31.4
Visits by parents and others. . . . . . . . . . . . . . 1140|2597|20SS 1* **** 1947 |
r |
TABLE IV.-REPORT OF SCHOOLS.
i
i
i
SCHOOL.
PRINCI PA [.,.
* * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * s a s "
Hyde Park. . . . . . . . . . . . . . . . . . . . .
Wyman. . . . . . . . . . . . . . . . . . . . . . . .
Emerson. . . . . . . . . . . . . . . . . . . . . . .
Corona. . . . . . . . . . . . . . . . . . . . . . . . .
Delgany. . . . . . . . . . . . . . . . . . . . . . . .
Thirty-second Avenue
Twenty-ninth Street
Columbine
& a e º a e º $ is a 4 & 8 tº is a # * * * s é º e º #
& e º 'º e º º sº a s
* * * * * * * * * * * * * * * * * * * * * *
William H. Smiley. . . . . . . . . . . . . . . . . . . . . .
Frona R. Houghan. . . . . . . . . . . . . . . . . . . . .
Z. B. McClure. . . . . . . . . . . . . . . . . . . . . . . . . .
George B. Long. . . . . . . . . . . . . . . . . . . . . . . . .
Caroline V. Cram. . . . . . . . . . . . . . . . . . . . . . .
H. A. Gilkison. . . . . . . . . . . . . . . . . . . . . . .
C. M. Osenbaugh. . . . . . . . . . . . . . . . . . . . . . .
Lina Wisebart. . . . . . . . . . . . . . . . . . . . . . . .
Alida J. Barron. . . . . . . . . . . . . . . . . . . . . . . . .
George B. Long. . . . . . . . . . . . . . . . . . . . . . . .
Sarah N. Gray. . . . . . . . . . . . . . . . . . . . . . . . .
John W. Smith. . . . . . . . . . . . . . . . . . . . . . . . .
tº e º º sº e
* * * * g e
* & © g is e
* * * * * *
~I
N)
*- ‘a H5
* | * $- O
# | # .# 23
à || 5 || 5 -
2. 2. O
H:
16 19 || 700 C/D
12 | 13 || 630 (D
7 9 || 413 I.
7 9 413 O
9 11 || 461 O
16 16 || 875 t-
13 14 702 C/D
12 || 14 || 650 °
12 | 12 | 660
8 9 || 440
12 7 || 650
12 8 | 660
4 4 || 216
3 3 || 170
2 2 | 120
2 2 | 120
2 2 | 125
149 : 154 |8005
TABLE OF AGES OF PUPILS.
73
TABLE V.
Statement showing the Ages of Pupils Enrolled for 1876, 1877, 1878, 1879, 1880, 1881,
1882, 1883, 1884, 1885, 1886, 1887, 1888, 1889, 1890 and 1891.
# | 3 || 3 | # | 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3:
23 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3
5 years” ... 13 1 2....
º “ . . is ºn sil ſoil ºil oil wil isºl 500 uliol'sid soliosillºuhin
7 “ 197| 265| 269| 268| 246|| 521| 711 650 584. 555 º 780 813 904|1025|1003
§ “ 231. 204| 273| 285| 348| 612| 675|| 655| 647| 607| 615. 714| 853| 856|1066|1082
!) “ 189| 236 241| 282; 338|| 484 || 652| 662|| 6581 642 630, 709| 807, 861. 912| 985
10 “ 181| 234| 249| 296 384. 557| 609; 654 504 560| 628| 764| 786 828. 886 895
11 “ 185| 182| 207| 290 302; 441| 518; 503| 501| 530| 553| 645| 762 782| 815| 871
12 “ 180 131| 202| 232. 302; 463| 472 552| 546; 565| 635| 727| 627| 786, 899| 844
13 “ 185| 149| 169| 186] 261 413| 440, 492] 464|| 518; 558, 5.93| 564| 717 809| 724
14 “ 173, 133] 144|| 155] 169| 315|| 385| 390 420, 444' 443 489| 565 558 652| 639
15 “ 92; 114 109 107| 128, 177| 248| 282| 276|| 312| 299| 250| 386|| 398 499| 479
16 “ 56; 57 85| 79 110 120 158, 191| 208 252 225 268 254, 254 284 371
17 “ 28, 39| 47| 77| 61| 79| 74 114| 132 151 247| 168|| 173| 18()| 199| 220
18 “ 11| 16|| 2 | 28| 4:3: 32| 47| 47| 68| 90. 96|| 127| 121 109; 127, 15()
19 “ 2| || 8 || 9| 22, 17| 12| 34 42| 57| 49' 60|| 57| 56|| 6 |
20 “ 2| 3| 5 || 5 || 12| 5 || 1 || 5 | 16|| 8 || 16| 16 28; 29| 27| 3()
21 “ 3 : 3| 2 || 2 | 10| 6|. || 7 || 1 || 8 || ||
22 “ 1| 2 | 1. . . . . 1| 3| 2 | 1 || 5 |
23 “ 1| 2 || 1 || 3|.. 1| 1
24 “ 2; 11.. 1| 2
25 “ 1|.. 2*. 1.
26 “ 1|.. 1|..
27 “ 1|... . 1.
******** 1784.8310 º
e
*State Constitution adopted in 1876, limiting school age to six years.
74 COMPARATIVE STATEMENT.
TABLE VI.
Comparative Statement for Twenty Years.
rū
# #
# | | | #
-: -ſº 4-9
‘E º O
* : O red
5 a. £ :
É § .# 2
4D O g
Q4 Cl4 E (1)
- - up 5 9 3
E g o, à Q > P-
(1) P. gº '4– *— *. >.
E -$ # O O -C ~~
C * cr; cº cº • *- * -
[…] <! 8– O O :- P-
1872–73. . . . . . . . . . . . . . . . . . . 11.78 447 10 71 103 || 1036
1873–74. . . . . . . . . . . . . . . . . . . 1590 807 10 195 100 || 1382
1874–75. . . . . . . . . . • * - - - - - sº gº 1769 || 1012 || 3803 6 4 306 | 1890
1875–76. . . . . . . . . . . . . . . . . . . 1988 || 1209 || 3142 12 11 296 2639
1876–77. . . . . . . . . . . . . . . . . . . 2978 || 1281 || 2421 9 12 529 || 4429
1877–78. . . . . . . . . . . . . . . . . . 2317 1563 2545 16 31 393 5283
1878–79. . . . . . . . . . . . . . . . . . . 2700 || 1790 4218 16 31 393 || 5283
1879–80 . . . . . . . . . . . . . . . . . . 3210 1953 6155 23 37 232 3260
1880–81 4078 || 2566 7075 18 40 343 || 3085
1881–82. . . . . . . . . . . . . . . . . . . 4.820 || 3084 || 9555 24 90 300 || 3814
1882–83. . . . . . . . . . . . . . . . . . . 5743 3765 | 10491 13 73 239 || 8142
1883–84. . . . . . . . . . . . . . . . . 602.3 | 4007 || 11328 13 50 173 || 10820
1884–85. . . . . . . . . . . . . . . . . . . 5740 3932 || 11568 19 55 381 | 12:373
1885–86. . . . . . . . . . . . . . . . . . . 6032 || 4369 || 10402 29 58 381 | 11681
1886–87. . . . . . . . . . . . . . . . . . 6356 || 4324 || 94.62 19 57 216 || 88.25
1887–88. . . . . . . . . . . . . . . . . . . 71.23 || 4917 | 13390 37 43 65 | 11656
1888–89. . . . . . . . . . . . . . . . . . . 7884 || 5182 | 13935 38 57 139 || 17875
1889–90. . . . . . . . . . . . . . . . . . . 8537 5454 19337 30 52 277 | 16292
1890–91. . . . . . . . . . . . . . . . . . . 96.13 || 6237 20667 37 74 392 | 18038
1891–92. . . . . . . . . . . . . . . . . 9552 6406 || 23927 33 52 314 || 19471
ENROLLMENT FOR SEVENTEEN YEARS.
75
TABLE VII.
Showing the Enrollment for each Month for Seventeen Years.
1875|1876||1877|1878|1879||1880|1881|1882|1883|1884|1885|1886|1887|1888|1889|1890|1891
September. . . . . . . . . . 1272|1466||1683|20332191|2762,329614088.4531|43784697509615515|5845|6198|7014|7281
October. . . . . . . . . . . . 1360/1596) 738|2014/240121913458426714759||4051487951165657.6048.65937287|7606
November. . . . . . . . . . 1510;1601|1785|2074|2308|2954|3486|4271|46754456505151665725|6079|6593|7359|7519
December. . . . . . . . . . 1440|1617|1772|19922177|2832|34.184227|4629|43.93|49.45|5123|5717|5600|6490|7160|7371
January . . . . . . . . . . . 1493|1583|1843|20002564|3072|3737;4468|4870|46785233|5327|5918|6374|6761||7699|7586
February... . . . . . . . . . 2497|1624|1781|1992|2460|30803631|4284|4724|4656'5087|5177|5777|6162;6750|7370.7523
March . . . . . . . . . . . . . 1472.1544|1761|1957;2390|2915|3601|4207|4653|4566|50185123,5643|5970|6583|7157,7279
April . . . . . . . . . . . . . . 1464|1550|1762|2033,2502|30203698,4291|4681|4605|5012|5138||569860516462|7209|7475
May . . . . . . . . . . . . . . . 1342|1545|1656|18602299|2798|3395'40324378.4316|4742|4904|5290.57406052|68336992
June. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ' ' . . . . . . . . . . . . 4390|4511|5081|5190|5488|6159|7458
TABLE VIII.
Showing the Average Number Belonging each Month for Seventeen Years.
1875||1876|1877|1878||1879|1880; 1881 1&lsº 1884|18851886|1887|1888|18891890 1891
September. . . . . . . . . . 1238||1375|1570|1805|2012|2481|30673754.3249|4024|4464|4825|5158||5236|5814|6504|6812
October . . . . . . . . . . . . 1277|1433/1616|1835/2137,2522.32073955|3393|405314586.4791|5377|560761466641.7111
November . . . . . . . . . 1379|1460|16941888; 2043|2701|3263.4152|4460|4161|4826|4835.5344|4702|6035|6719|7020
December. . . . . . . . . . 1354|1431|1670|1849|1889 2534 3275/3982|4343|4192|4743.48.58||5388|5197|6012|6506|6922
January . . . . . . . . . ..|1340|1376/1711||1876.21942777|3321,4134|45154444|4882|4653|5397.|5721.5937|6872|7015
February... . . . . . . . . . 1385.1410|1689|1787|21632779,336940114493.432.48094704|5520571862426521,7102
March ... . . . . . . . . . . . 1267|1377|1653|1653,3183|2727|3069|4013|4424|4352|4709|4689|5326|5535.6021164756803
April . . . . . . . . . . . . . 1272|1375|1618 1133219, 2114,19886 44.15|4251 |4623.4748||5187|5497.5704|6484|6626
May . . . . . . . . . . . . . . . 12.01373.1543.16420,62599.30803721092||1144|1|1578.491952278,6060516469
June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … …l. .#1274326,3718|1949.5209,578316176



3,
TABLE IX.-GERMAN.
!- $—s !-
(l) (l) (i)
# | f | #| #| E | #
à | # à | # | 3 | #| f | = |s, a TEACHERS.
# 5 || 3 || 3 || 3 || 3 || 3 || 5 || 3 | #
§ Ó z | f | S, & | > || 3 || > | *,
sº º Herman, Schleicher, Cazin, Wisebart, Stone, Camp-
Number studying German in Fourth Grade. . . . . . . . . . . . . . . 371. 417| 422 405' 393| 274| 241] 246|| 2:22| 222 bell, Weld, Feist, Becker, Slater, Hobart, Cowperth-
- Walte.
Number studying German in Fifth Grade... . . . . . . . . . . . 270| 264. 251] 236|| 231| 287| 291. 248 249| 249 Hºn. Feist, Stone, Slater, Ammons, Cazin, Kil-
Number studying German in Sixth Grade... . . . . . . . . . . . . . . 135|| 137 º 137| 129| 158. 171| 175|| 168|| 168 {Liddell, Feist, Stone, Slater, Cazin, Herman.
Number studying German in Seventh Grade. . . . . . . . . . . . . 84 80 * 70| 67| 76|| 65| 70 69| 69 } Herman, Feist, Stone, Slater, Cazin.
Number studying German in Eighth Grade... . . . . . . . . . . . . . 58 57 w 58 56; 56 52; 51 50, 50 {Herman, Feist, Stone, Slater, Cazin, Brownell.
| -
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 918; 955, 940, 906| 876 851 820 790| 758 w
APPENDIX.
PRINCIPALS FOR 1891–92.
HIGH SCHOOL.
WILLIAM H. SMILEY.
LONGFELLOW SCHOOL.
ANDREW W. ELDER.
WHITTIER SCHOOL.
ROBERT H. BEGGS.
GILPIN SCHOOL.
FRONA. R. HOUGHAN.
HYDE PARK SCHOOL.
B. R. GASS.
TWENTY-FOURTH STREET SCHOOL.
A. C. COURTNEY.
EBERT SCHOOL.
E. G. ARNOLD.
EMERSON SCHOOL.
CAROLINE. V. KRAM.
WYMAN SCHOOL.
GEORGE B. LONG.
BROADWAY SCHOOL.
Z. B. MCCLURE.
CORONA SCHOOL.
H. A. GILKISON.
SWANSEA SCHOOL.
C. M. OSEN BAUGH.
IRONTON SCHOOL.
LINA WISE BART.
DELGANY SCHOOL.
MARTHA. A. PEASE.
COLUMBINE SCHOOL.
SARAH V. GRAY.
THIRTY-SECOND Avenue SCHOOL.
ALIDA. J. BARRON.
TWENTY-NINTH STREET SCHOOL,
A. C. COURTNEY.
78 APPENDIX.
TEACHERS,
HIGH SCHOOL.
WILLIAM H. SMILEY, Principa/,
Greek and Latin.
CHARLES A. BRADLEY, Vice-Principa/,
Mathematics and Military Drill.
NANNIE O. SMITH,
German.
MARIE A. SINGLETARY,
Greek and Latin.
MRS. ADA. C. WILSON,
French.
HERBERT GRIGGS,
Music.
CELIA A. SALISBURY,
Mathematics. '
FREDERICK T. CLARK,
History and English.
GEORGE L. CANNON.
Geology and Zoology.
WALTER C. ARUNDEL,
Modern Languages and Music.
MARY E. HASKELL,
English Literature.
FRANK H. COLLINS,
Drawing.
SARAH O’BRIEN,
Mathematics.
SYDNEY F. SMITH,
Physics.
CONSTANCE A. VAN DIEST,
Drawing.
APPENDIX. 79
GEORGE H. LIBBY,
Greek and Latin.
H. EDITH MERRILL,
Mathematics and Latin.
MARY S. SABIN,
Mathematics.
FRANK L. BUGBEE,
Greek and Latin.
MIN NIE BUNKER,
History and English.
JOHN B. GARVIN,
Chemistry.
HARRY M. BARRETT,
English and Latin.
JACOB SCHMIDT,
Calisthenics.
JOHN MUMMA, Janitor.
THOMAS HANNAN, Engineer.
LONGFELLOW SCHOOL.
ANDREW W. ELDER,
ALICE I. CARTER,
DOROTHY E. ELDER,
ELIZABETH FLOWER,
CECELIA M. HEDGES,
CECELIA E. KILROY,
S. ALICE LEES,
EMILY MILES,
JOSEPHINE MOORE,
BEE MCINHILL,
GRACE POME ROY,
MARTHA PARK,
ELLEN H. MURPHY.
AM ELIA BLOCK,
LILY E. BLANCHARD,
CAROLINE O. MORGENSTERN,
JOHN CARLSON, Janitor.
SwANSEA SCHOOL.
C. M. OSENBAUGH,
CHRISTABEL CAMPBELL,
FAN NIE E. FARIS,
CANDACE D. LAWSON,
IRENE. B. LANDON,
HELEN M. WEBSTER,
STELLA. H. WILSON,
EMMA DANIELS.
PETER RILEY, Janitor.
8O
APPENDIX.
WHITTIER SCHOOL.
ROBERT H. BEGGS,
CARRIE BROWNELL,
CORA. D. COWPERTHWAITE,
RUBY E. COBB,
FANNIE C. DAVIS,
JENNIE T. For D,
ALICE C. SWANN,
LAURA E. FISHER,
ALICE GRACE,
JESSICA HAGGETT,
ALICE MITCHELL,
MARY E. MONTAGUE,
JOSEPHINE E. PERKINs,
FLORENCE E. ALLEN.
J. A. BARTLETT, Janitor.
GILPIN SCHOOL.
FRONA R. HOUGH AN,
I3ERTHA B. TAYLOR,
HENRIETTA. B. AYERS,
THEO DOSIA G. AMMONS,
MARY L. BASSETT,
ELIZABETH ELLIS,
LILLIAN F. HOBART,
EMMA B. MITCHELL,
MARY MACK,
MAGGIE M. WALLACE,
ELECTA E. WEBB,
IRENE E. JAMEs,
HEPZIBAH E. GOODRICH,
KATHLEEN L. CALHOUN,
JOHN HUTTON, Janitor.
HYDE PARK SCHOOL.
B. R. GASS,
ADELLA CONDIT,
MINNIE I. BARRON,
MARY J. CARLIN,
MARY CRATER,
LOVA C. DEWEY,
MARY L. HART,
LOTTIF. A. HILL,
HATTIE INGRAHAM,
ANNIE KERR,
ALICE RAMSTE IN,
SUSANNA DE Q. ROBIN,
ALICE S. POTTER,
CAROLINE H. LOOM IS,
JOHN STOTT, Janitor.
Twenty-FOURTH STREET SCHOOL.
A. C. COURTNEY,
ANNA. M. CLARK,
GRACE BROWN,
EVANGELINE EATON,
FLORENCE E. FORD.
LIZZIE FURNISS,
ADAH SCUDDER.
MAY E. BLISS,
MARGUERITE ZEARING.
JOSEPH FREWING, Janitor.
APPENDIX. 81
WYMAN SCHOOL.
GEORGE B. LONG, TUDE E. MCCHESNEY,
MATILDA HOEHN, EMILIE C. QUINER,
SARA A. ALDERMAN, EMMA H. BECKER,
COR A L. CARTER, CORA. R. HOAGLAND,
Eve LYN JACOBs, DORA SINGLETARY,
DORA B. LAMBERSON, LYIDIA R. CORNISH,
WILLIAM THOREAU, Janitor.
EBERT SCHOOL.
ED. G. ARNOLD, IDA. B. MORSE,
CLARA J. CONEY, JENNie SEWALL,
DELIA M. GASS, MARY E. BEADLE,
DAGMAR HANSFN, M. ALICE POI) WELL,
ANNIE N. HASKELL, SARAH C. ROYAL,
FANNY MANLY.
A. G. ODELL, Janitor.
BROADWAY SCHOOL.
Z. B. MCCLURE, GERTRUDE MILLER,
ELISABETH LIDDELL, LIZZIE MILLS,
LOTTA ABBOTT, CELIA OSGOOD,
CLARA GROSSMAYER, ALICE SCHLEICHER,
ADE LINE HAVENS.
WILLIAM ANDERSON, Janitor. |
EMERSON SCHOOL.
CAROLINE V. KRAM, MYRA M. McDONALI),
CORN ELIA MILES, ANNA PALMER,
ELLANORE COWPERTH WAITE, CLARA L. LITTLE,
MAYNE B. CRONOVER, CiARA E. LOWELL,
JESSIE F. DAY.
GEORGE BRIDLE, Janitor.
Twenty-NINTH STREET SCHOOL.
HAT TIE B. EDGERTON, ALICE B. LESSLEY.
THOMAS SMITH, Janitor.
82 APPENDIX.
CORONA SCHOOL.
H. A. GILKISON, HELEN E. EMMONS,
DORA M. MOORE, CLARA. E. FIELD,
FRANCES O. ANDERSON, KATE MCCLURE,
M. CLARE WELD.
THOMAS CARROLL, Janitor.
IRONTON SCHOOL.
LINA WISEB, RT, HENRIETTA A. GUINNESS,
JENNIE M. WRISLEY, ADELAIDE G. LOOMIS,
MRS. AMELIA E. FITCH, Janitor.
DELGANY SCHOOL.
MARTHA A. PEASE, NELLIE V. HOWARD,
LUELLA HENDERSON.
MRS. ED. CAUFIELD, Janitor.
THIRTY-SECOND Avenue SCHOOL.
ALIDA J. BARRON, EME ROY HAVENS.
GEORGE OBER, Janitor.
CoLUMBINE SCHOOL.
SARAH N. GRAY, JOSEPHINE WILSON.
MICHAEL GARVEY, Janitor.
APPENDIX. 83
SPECIAL TEACHERS OF GERMAN.
DELIA L. MALLINCKRODT, MARIE CAZIN,
CAROLINE FEIST, EMILY HERMAN,
HELEN SLATER, ENA STONE.
DIRECTOR OF MUSIC,
HERBERT GRIGGS.
SUPERVISOR OF DRAWING,
FRANK H. COLLINS.
DIRECTOR OF CALISTHENICs,
ROBERT BARTH.
SUPERVISOR OF GERMAN,
DELIA L. MALLINCKRODT.
SECRETARY TO SUPERINTENDENT,
HONORA. R. MCPHERSON.
STOREKEEPER,
LEONARD SMITH.
SUPERVISING ENGINEER,
THOMAS HANNAN.
84 APPENDIX.
GRADUATES OF THE DENVER HIGH SCHOOL.
1877.
Mortimer P. Arnold, Abbott, Pasco County, Fla. Fruit grower.
Irving Hale, Denver, 145 First Avenue, West. U. S. Military Acad-
emy, '84. Instructor in Engineering at U. S. Military Academy,
'88–89. Electric engineer. &
Robert W. Steele, Denver. Lawyer. District Attorney Second
Judicial District, Colorado.
Frank S. Woodbury, Denver, 2733 Colfax Avenue. President Rocky
Mountain Dime and Dollar Savings Bank.
Flora E. Bishop (Mrs. W. L. Stevens), Chama, N. M. Journalist;
notary public.
Seraphine Eppstein (Mrs. Pisko), Denver, 2155 Franklin.
Mary L. Peabody (Mrs. A. C. Dickinson), Denver, 634 Thirteenth.
1878.
Harry L. Baldwin, Washington, D. C., 125 Sixth, N. E. Princeton,
'84. United States Geological Survey.
Hattie C. Arnold (Mrs. Lea Febiger), Post at San Antonio, Texas.
M. Adella Condit, Denver, 1626 Lafayette. Teaching.
Ada P. Lockwood. Died July 24, 1881.
Josephine Williams (Mrs. H. B. Bernard), Denver, 847 Seven-
teenth Avenue.
I879.
Ezra M. Cornell. Architect.
Frank H. Dimock, Second Lieutenant U. S. Revenue Marine, 14
Wooster Square, Boston, Mass. Salt Lake City, Utah, 68 Hooper
Block.
William Holt, Denver, Waverly Hotel, IoI6 Larimer. Hotel pro-
prietor.
Clarence Phillips, Denver, 1508 Emerson Avenue. Manager Den-
ver Printing Ink and Roller Company.
Lillian U. Arnold, Denver, 1419 Welton. Teaching.
Nellie C. Brown (Mrs. Nesmith), Denver, 1445 Hallet.
M. Grace Brown, Denver, 1411 South Thirteenth. Teaching.
M. Jessie Cooper (Mrs. F. S. Woodbury), Denver, 2733 Colfax
Avenue.
Mary Crater, Denver, 1635 Downing Avenue. Teaching.
Alice Eastwood, San Francisco, Cal., Academy of Sciences. Nine
years a teacher in Denver High School, Specialty. Botany.
Lou Ella Herbert (Mrs. W. C. Stiles), Denver; P. O. Box 2010.
Farming.
APPENIDIX. 85
Kate P. Mace, Denver, 2238 California. Deputy Clerk County
Court of Arapahoe County.
Florence E. McCune, Denver, 2145 Welton. Clerk, County Treas-
urer's office.
Carrie E. Oatman (Mrs. Wm. H. Kistler), Denver, Eleventh Avenue,
corner Columbine.
Emily F. Thompson (Mrs. R. E. Adams), Denver, 2025 Washington
Avenue.
| I88O.
Elias M. Ammons, Gillespie P. O., Colo. Stock-raising.
Louis F. Bartels, Denver, 54 I Corona. Michigan University, law de-
partment, '82. Real estate broker.
Charles M. Clinton, Denver, 212 South Washington Avenue. Cashier
German National Bank.
Edward A. Durbin, Denver, 2749 Lafayette. Manager J. Durbin
Dental and Surgical Depot.
John Hipp, 1255 Columbine. University of Denver, '84. Attorney
at law.
George Sinsabaugh, Los Angeles, Cal., 225 Loma Drive. University
of California, '88. Broker.
Jerome A. Vickers, Denver, 20I Fourteenth Avenue, West. Teller
First National Bank.
Julia Alderman (Mrs. David J. Tintle), Table Rock, El Paso County,
Colo.
Lina E. Bartels (Mrs. James H. Blood), Denver, 1300 Columbine.
Helen M. Brown, Denver, 1411 South Thirteenth. Philadelphia
School of Design. National School of Elocution and Oratory.
Teaching.
Elizabeth B. Gillette (Mrs. Charles R. Pierce), Denver, 1328 Califor-
Illzl.
Annie N. Haskell, Denver, 1643 Sherman Avenue. Teaching.
Luella E. Henderson, Denver, 1428 Court Place. Teaching.
Mary E. Herr. Died January 5, 1885.
Kate P. Lennon (Mrs. William H. Sharpley), Denver, 720 Pearl.
Elizabeth D. Mace, Denver, 2238 California. Western Female
Seminary, Ohio, '85. Teaching.
Eva J. McBroom, Fort Logan, Colo. Teaching.
Emma A. McGowan, Highlands, Colo., 326 Euclid Avenue.
Emily H. Miles, Denver, 2432 Lincoln. Teaching.
Martha A. Morrison, Denver, 1218 Logan Avenue. Stenographer.
Celia F. Osgood, Denver, 765 Grant Avenue. Teaching.
M. Alice Ramstein, Denver, 3219 Champa. Teaching.
Fannie A. Simonton. Died June 15, 1882.
Lizzie A. White (Mrs. David McD. Graham), Denver, 950 Denver
Avenue (Highlands).
86 APPENDIX.
I88I.
Hiram P. Bennett, Glenwood Springs, Colo. Attorney at law.
Earl M. Cranston, Denver, corner of Ninth and Venice. University
of Denver, '85; Cincinnati Law School, '87. A. M., L.L. B. Law-
yer.
Alfred G. Ebert, Denver, P. O. Box 1522. Farming and stock-rais-
1ng.
Worthen Hood, San Francisco, Cal., 217 Bush. Oberlin College two
years. Clerk, H. S. Crocker & Co. -
Edward B. Morgan, Denver, 1737 California. Yale, '86; Harvard
Law School. Lawyer.
Robert J. Pitkin, Denver, 901 Venice. Yale, '85 ; Yale Law School,
'88. L.L. B. Lawyer.
Sidney H. Schroter, Denver, 1435 South Fourteenth.
James F. Wanless, Denver. Died July 19, 1891.
Joseph B. Warner, Naturita, Colo. Farmer and stock-raiser.
Laura L. Baxter (Mrs. C. A. Kendrick). Died 1890.
Mary A. Clark (Mrs. James H. Brown), Denver, 1331 Sherman Ave-
Ille,
Martha E. Cline (Mrs. H. M. Short), Denver, 1535 Gilpin.
Minnie E. Clinton (Mrs. M. E. Minty), Denver, 38 Second Avenue,
West. Clerk, Cobb, Wilson & Co.
Jesse L. Colby (Mrs. Hedges), Salt Lake City, Utah, 531 South, West
Temple.
Kate G. Eastwood (Mrs. George H. Phelps), Denver, 152 West
Ellsworth Avenue.
Fannie B. Eppstein (Mrs. Gerson Meyer), care Oak Hall, Dallas,
Texas.
J. Adele Gillette, Denver, 1415 Welton.
Lottie Hoskins (Mrs. Paul H. Hanus), Cambridge, Mass., 21 Craigie.
Georgie A. Skinner (Mrs. Alfred Doerner), Denver, 2951 Curtis.
1882.
Frank L. Bishop, Denver, 1834 Marion. Insurance and real estate.
Edwin H. Davis, Denver, 2014 Champa. Contractor and Builder.
Francis J. Hangs, Denver, 841 South Water. Attorney at law.
Joshua W. Hart, Brooklyn, N. Y., 415 Clinton Avenue. Cambridge
University, England, '86. Journalist.
Willis B. Herr, Denver, 1436 Pearl. Sheffield Scientific School,
'86; Columbian Law School, '87; Ph. B., L.L. B. Attorney at
law.
William P. Macon, Denver, Io&3 Alta. Lawyer.
Albert Sechrist, Denver, 2361 Vine. Electrical Engineering.
Clara M. Beardsley (Mrs. Robert H. Beggs), Denver, 2312 Humboldt.
M. Josephine Cooper (Mrs. Richard Holme, Jr.). Died January 3,
1889.
APPENDIX. 87
Carrie L. Crandall (Mrs. Louis F. Bartels), Denver, 541 Corona.
Olive Dickinson (Mrs. Alfred L. Hodder). Died January 8, 1890.
Cora E. Everett, Norwood, Mass. Boston School of Expression, '88.
Teacher of Elocution, Wellesley College.
Etta B. McClelland (Mrs. Richard H. Malone), Denver, 950 Inslee.
Mary H. Mills, Denver, 120 Fourth Avenue, West. New England
Conservatory of Music, '85. Teacher of Music.
Lizette L. Tomlinson (Mrs. C. A. Freeman), Tin Cup, Gunnison
County, Colo.
1883.
Edwin M. Ewing, Denver, 2144 Welton. Real Estate Agent.
Fred E. Griffin, Denver, 604 Twentieth Street. Clerk.
Louis C. Shreve. Died May 1, 1889.
Frederick W. Standart, Denver, 2751 Lafayette Street. Banker.
Edmond C. Van Diest, San Luis, Costilla County, Colo. Colorado
School of Mines, '86. Engineer of Mines; Manager Costilla
Estate.
Theodosia G. Ammons, Denver, 2345 Franklin Street. Teaching.
Anna S. Bishop, Omaha, Neb., 2626 Capitol Avenue.
M. Jane Conklin (Mrs. Merritt E. Stid), Denver, 2834 Champa.
Elizabeth L. Dawson (Mrs. Green), Denver, 27.15 Gilpin.
Jeannette K. Donaldson (Mrs. C. N. Guyer), Denver, 2 IoI Jay.
Elsbeth F. Eilers, Brooklyn, N. Y., 751 St. Mark's Avenue, corner
New York Avenue.
Pattie H. Field (Mrs. I. C. Van Meter), Winchester, Ky.
Pauline Harris, Chicago, Ill., 3555 Prairie Avenue. Cashier.
Adaline M. Havens, Denver, 1821 Lincoln Avenue. Teaching.
Stella M. Ish, Denver, 3048 California.
A. Gertrude Miller (Mrs. Fred. C. Schrader), IDenver, 325 Commer-
cial Place.
J. Belle Osgood (Mrs. C. M. Clinton), Denver, 212 South Washington
Avenue.
Fannie Rice (Mrs. Charles C. Bassett), Washington, D. C., 1729
Nineteenth, N. W.
Lillian M. Salomon, Denver, 2644 Curtis.
Lillah L. Watkins (Mrs. Charles N. Hotchkiss), Denver, 1920 Emer-
- SOI). -
Mary C. Whitehead, Denver, 127 Archer.
Ida M. Wormington (Mrs. Archibald Cambridge), Riverside, Cal.,
Main Street.
1884.
Charles K. Durbin, Denver, 146 Commercial Place. Denver Univer-
sity, '88. A. B. Superintendent of Denver Tramway Company.
gº
88 APPENDIX.
Frank E. Gove, Denver, 2045 Grant Avenue. Dartmouth, '88. A. B.
Georgetown Law School, '91.
Frederick W. Herbert, Denver, 1565 Pearl. Cashier American
Water Company.
Verne A. Lewis, Denver, 1860 Marion. Clerk, George Tritch Hard-
ware Company. e
Hugo R. Meyer, Denver, 1700 Sherman Avenue. Harvard, '92. A. B.
Clark H. Rice, Ottawa, Ohio. Assistant Cashier of Bank.
Charles A. Stokes, Denver, 1705 Grant Avenue. Dartmouth, '88.
A B. Law student.
Frank L. Thompson, Denver, 2229 Clarkson. Yale, '88. A. B.
Frank L. Woodward, 1433 Pennsylvania Avenue. Yale, '88. A. B.
LL. B. Law department, '90
Annie A. Best (Mrs. F. H. Leonard), Denver, 1735 Emerson.
Hattie A. Brooks (Mrs. W. H. Decker).
Mabel G. Cassiday (Mrs. F. E. A. Kimball), Coronado, Cal., Third
and G. Avenue.
Cora M. Cunningham (Mrs. Leonard B. Meek), Denver, 736 Goss.
Emma J. Harris. Teaching.
Grace W. Johnson (Mrs. William P. Gulick), Abilene, Kan.
Minnie Kennedy, Denver, Albert Hotel. Clerk, County Treasurer's
Office.
Sallie A. Knifton. Died January 26, 1885.
Mary P. Lees, Denver, 2205 Lawrence. Teaching.
Hattie C. Overton, Denver, 1406 Stout. Teaching.
Mary E. Page, Denver, 2227 California.
Grace Pomeroy, Denver, 754 Geneva Avenue (Montclair). Teaching.
, Jennie E. Shiland (Mrs. J. I. Glendenning), Denver, 1275 Columbine.
Mary S. Smith, Denver, 2200 Welton. 4.
Georgiana Stebbins, Otoe Agency, Red Rock, Oklahoma. Teach-
Ing.
Emma E. Thompson. Died October 9, 1888.
Mary R. Woodson. Died January 19, 1890.
1885.
Frank N. Bancroft, Denver, 1615 Race. Lawyer.
John E. Field, Denver, 265 Broadway. Sheffield Scientific School,
'88. Mining Engineer.
Dana C. Irish, Guadaloupe y Calvo, Chihuahua, Mexico. State
School of Mines. Mining.
Benjamin W. Jacobs, Denver, 1646 Clarkson. Yale, '89. Yale Law
School, '89-'90. A. B.
William H. Keough, Kansas City, Mo., 1914 East Sixteenth Street.
Ann Arbor, '89. Lawyer.
Otis A. Rooney, Morrison, Colo. Stockman.
APPENDIX. 89
Winfield S. Tarbell, Denver, 1859 Marion. Secretary Hinsdale
Abstract Company.
John N. Vroom, Denver, 1804 Grant Avenue. Rush Medical Col-
lege, '90. Physician.
F. Hazeltine Ammons (Mrs. Alonzo F. Polhamus), Gillespie, Colo.
Hattie K. Babcock (Mrs. Albert Sechrist), Denver, 2361 Vine. State
University of Nebraska. -
Nina Brown. Died November 26, 1885.
Carrie M. Clough (Mrs. Fred W. Standart), Denver, 275 I Lafayette.
Helen F. Cooper. New York City, 244 East Fifteenth. Woman's
State Medical College.
Amelia L. Glaser (Mrs. George P. Taylor), Chicago, 413 Forty-sixth.
Emeroy A. Havens, Denver, 1821 Lincoln Avenue. Teaching.
Anna E. Herr (Mrs. J. W. Clise), Seattle, Wash., Prospect Avenue,
corner Warren. P. O. Box 666.
Harriet Landon, Denver, 2214 Curtis. Teaching.
Mabel A. Laundon (Mrs. W. C. Arundel), Denver, Lorne Avenue
and Dee Street (Berkeley). Young Ladies' Institute, Granville,
Ohio, '86.
Delia Miles, Denver, 2432 Lincoln Avenue.
Henrietta Schayer (Mrs. S. Friedenthal), Denver, 2623 Stout.
Annie D. Schroter (Mrs. E. G. Patterson), Denver, 412 Seventeenth
Avenue.
Anna Skinner (Mrs. John S. Kinkead), Salt Lake City, Utah, 246
South Sixth, East.
Susie G. Stokes, Santiago, Cal., P. O. Box 866.
Rosalie G. Stokes (Mrs. F. N. Bancroft), Denver, 1615 Race.
I886.
John B. Bennett, Fort Logan, Colo., U. S. M. A., '92. Second Lieu-
tenant U. S. Infantry,
Theodore T. Chave.
Robert G. Dill, Denver, 732 Gray. Advertising Department Colo-
rado Sun.
George G. Griswold, Highlands, 511 Dunkeld. Clerk.
D. Herbert Heywood, Boston, Mass., 6 Mt. Vernon. Publisher.
Edwin S. Kassler, Denver, 1575 Lincoln Avenue. Loans and In-
VeStinents.
F. Austin Kerr, Chicago, Ill., 3650 Wabash Avenue. With ///us-
frated li/or/aſ's Pazz".
Allan B. MacNeill, New York City, 4 I East Sixty-ninth. Amherst,
'90. Union Theological Seminary.
Charles A. Rogers, Denver, IQ65 Lincoln Avenue. Undertaker.
Philip S. Stebbins, Kansas City, Mo.
QO APPENDIX.
Alice Bliss (Mrs. Fred L. Shaw), Denver, 920 Fifteenth (Highlands).
Elsie J. Collier, Denver, 23 South Grant Avenue. Teaching.
Gertrude O. Gaylord, Denver, 237 Fourteenth.
Carrie A. Harter, Denver, 2259 Stout. In office of County Clerk and
Recorder.
Mary E. Parker (Mrs. Charles F. Barker), Central, Colo., Nevada
Street.
Margaret M. Patterson, Denver, 1700 Welton. Bryn Mawr College,
'go. A. B.
Lillian L. Pike, Denver, University Park. Teacher Elocution.
M. Francis Strock, Grand Junction, Colo. Teaching.
Florence J. Taussig, Denver, 1543 High. Teacher Music.
Carrie Turner (Mrs. John Hipp), Denver, 1255 Columbine.
1887.
Frank D. Aller, Denver, 2225 Downing Avenue. State School of
Mines, '92. M. E. Chemist.
Frank R. Ashley, Denver, 1460 Grant Avenue. University of Michi-
gan, '91. B. S. Secretary and Treasurer Chemical Works Co.
Charles F. Black, Highlands, Colo., 52O Douglass Road. Real
Estate.
Dennie L. Blakely, Denver, 1709 Glenarm. Clerk, American Water
Works Company.
Arthur H. Buck, Denver, 2822 Arapahoe. School of Mines.
Ralph W. Butler, Denver, 1892 Vine. Collector Rocky Mountain
AVezws.
Howard F. Crocker, Denver, 1363 South Tremont. Paying Teller
Commercial National Bank. {-
Charles H. Hanington, Denver, Io8o Grant Avenue. Massachusetts
Institute Technology. With Boston and Colorado Smelting
Company, Argo.
George Henry, Denver, 2808 Humboldt. Deputy Surveyor of Cus-
toms, Port of Denver.
Henry B. Hobart, Chicago, Ill., 78 McVicker's Building.
H. Hugo Kruse, Denver, 917 Twenty-second Avenue.
S. Major Liddell, Boise City, Idaho, P. O. Box 517. Massachusetts
Institute of Technology, '91. Electrical Engineer.
Harry J. McGowan, Highlands, Colo., 326 Euclid Avenue. Clerk,
Union Pacific Freight Office.
Norris Moore, Denver, 2408 Lawrence. Drug Clerk.
Horace Phelps, Denver, 1231 Grant Avenue. Northwestern Uni-
versity, '91. Yale Law School.
Frank C. Schroter, Denver, 1435 South Fourteenth. Commission
and Grain Business.
Charles L. Slattery, Cambridge, Mass., Io Lawrence Hall. Harvard,
'91. A. B. Episcopal Theological School, '94.
APPENDIX. QI
Charles D. Smith, Pueblo, Colo. Pueblo Smelting and Refining
Company. Colorado School of Mines, '91. M. E. Assayer
and Chemist.
Ralph Smith, Denver, 2918 Lafayette. Life Insurance.
Annie J. Ammons, Gillespie, Colo. Teaching.
Maggie J. Banta, Denver, 2535 Lincoln Avenue. Stenographer and
Typewriter.
Laura E. Bates, Denver, 9 La Veta Place.
Anna S. Blake. Died June 8, 1890.
Clara V. Clements, Boulder, Colo. Teaching.
Myra A. Clinton (Mrs. F. G. Higgins). Died February 22, 1891.
Mary D. Cobb (Mrs. H. F. Stebbins), Denver, 518 Sixteenth Avenue.
M. Janette Conine, Denver, 239 Gray Street, P. O. Box 121.
M. Evalyn Corwin (Mrs. E. C. Kline), Denver, 655 South Pennsylvania
Avenue.
Helen T. Cresswell (Mrs. L. M. Bogue), Denver, 1234 Grant Avenue.
Ada Dwelle, Denver, 241 I Clarkson. Stenographer and Type-
writer.
Elizabeth M. Farrar, Denver, 1726 Clarkson.
Louise A. Fisher, Denver, 1250 South Fifteenth.
Minnie A. Fitzgerald, Denver, 17 Tenth Avenue, East.
Emma Hansen, Denver, 31.46 Champa.
Kate Hardy (Mrs. George M. Scott), Denver, 92.1 Nineteenth Ave-
Illl C.
Clara A. Illius (Mrs. John S. Brisben), Denver, 977 Alta.
Irene B. Landon, Denver, 2214 Curtis.
Lenore Lemen (Mrs. P. L. Thorsen), Idaho Springs, Colo.
Georgena I. Maxwell, Golden, Colo., College Hill. Music Teacher.
Lillie A. Rafert, Denver, 1212 Evans. Teaching.
Caroline A. Rice, Denver, 2325 Curtis.
Alice Rooney, Denver, 2018 Downing Avenue.
Hattie U. Roworth (Mrs. J. M. Ermerins), Los Angeles, Cal.
Marguerite A. Sampson (Mrs. A. W. Chamberlin), Denver, 840
Logan Avenue.
Elizabeth A. Shotwell (Mrs. B. F. Nevins), Provo, Utah.
Caroline A. Smith, Denver, 35 Lincoln Avenue. Teaching.
A. Belle Sopris (Mrs. H. M. Felix), Denver, 1828 Clarkson.
Constance A. Van Diest, Denver, 1230 Washington Avenue. Teacher
of Drawing, Denver High School.
Minnie H. Vickers, Denver, 20I Fourteenth Avenue, West. Artist.
Mary H. Wanless, Denver, 1357 Hallett.
Electa E. Webb, Denver, 2 Io; Lincoln Avenue. Teaching.
Katherine L. Woodruff, Denver, 82 I Sixteenth Avenue.
Q2 APPENDIX.
I888.
Fred S. Brown, Denver, I4O6 Stout. Clerk, J. S. Brown & Bro.
George P. Costigan, Jr., Cambridge, Mass, 777 Main. Harvard, '92.
A. B.
James R. Donaldson, Denver, 2 IoI Jay. D. D. S. U. of Denver. Bal-
timore College of Dental Surgery.
John S. Donaldson, Denver, 2 IoI Jay. Student of Dentistry, D. D.
S. U. of Denver. Baltimore College of Dental Surgery.
Ralph R. Gillette, Denver, 1415 Welton. Salesman, J. S. Brown &
Bro.
Charles A. Graham, Denver, 1454 Welton. Yale, '92.
Newell M. Hayden, Denver, 1637 Sherman Avenue.
Edward B. Krueger, Colorado Springs. Cashier D. and R. G. Ex-
press Co.
Victor C. Kruse, Central City, Colo. With H. J. Kruse & Sons.
William B. Lewis, Denver, 2206 Grant Avenue. Colorado School of
Mines, '92. Sampling business.
William J. Nicholl, Denver, 2721 Curtis. -
Theodore G. Smith, Denver, 1739 Pearl. Receiving Teller First
National Bank.
Frank W. Stahl, Denver, 1272 Columbine. Clerk.
George A. Stahl, Denver, 1272 Columbine. Teller Western Bank.
John R. Sumner, Denver, 1430 Tremont. Clerk Bank.
Will F. Wanless, Denver, 1357 Hallett. Law Student Michigan
University, '92. L.L. B.
Allan W. Wright, Denver, 2226 Downing Avenue. Manufacturer.
Anna B. Baker (Mrs. Jamison), Colorado Springs, 5 II East Kiowa.
Anna M. Ballard (Mrs. William W. Ballard), Watkins, Colo.
Katharine F. Barrows, Denver, 1361 South Fourteenth. Stenog-
rapher and Typewriter.
Martha H. Best (Mrs. J. M. Terry), Denver, 1719 Emerson Avenue.
Hattie B. Bliss, Denver. -
Sallie Bomberger, Denver, 975 Pennsylvania Avenue.
S. Ella Brown, Petersburg, Colo. Teaching.
Katherine M. Connelly, Denver, 612 Colfax Avenue. Teaching.
Laura E. Cornell, Denver, 2160 Welton. Wellesley. Teaching.
Hannah M. Curnow, Denver, 21 12 Lawrence. Teaching.
Marion W. Goddard (Mrs. Harry H. Lee), Denver, 1443 Marion.
Ethel P. Hamer, Denver, 1133 York.
Mary E. Haskell, Denver, 1643 Sherman Avenue. Teaching, Den-
ver High School.
Iona Haughey, Denver, 435 Eighth Avenue, West. Teaching.
Dora M. Heckindorf, Denver, 2515 Lincoln Avenue.
Jennie F. Hendrie, Smith College.
Emily M. Herman, Denver, 482 South Pearl. Teaching.
APPENDIX. Q3
Anna M. Hoag, Denver, 528 Twenty-second. Teaching.
Dora L. Ish, Denver, 3o48 California.
Evelyn M. Jacobs, Denver, 1646 Clarkson. Teaching.
Theophila A. Kallemberg, Denver, I 155 South Thirteenth. Post-
Office Clerk.
Marian Knight, Denver, 1425 Bell Avenue. Teaching.
Rosa C. Kruse, Central City, Colo. Book-keeper.
M. Beatrice Miller, Highlands, Colo., 223 Boulevard. Stenographer.
E. Pleasance Miller, Highlands, Colo., 223 Boulevard.
Mabel Pa Delford, Denver, 1223 South Fifteenth.
Isabel Phipps (Mrs. Edward Webster), Denver, 71 Byers.
Anna E. Scovill, Denver, 2520 Lawrence. Teaching.
Ada M. Shrock (Mrs. L. C. McClure), Denver, 2 IO4 Lincoln Avenue.
Bessie O. Simmons, Denver, 2622 Downing Avenue. Teaching.
Zula A. Simmons, Denver, 2622 Downing Avenue. Teaching.
Mary E. Sims, IDenver, P. O. Box 2426.
Flna L. Stone, Denver, 1650 Clarkson. Teaching.
Margaret J. Taylor, Denver, 848 Lincoln Avenue.
Marie L. Warnecke, Denver, 21 14 Curtis. Teaching.
Fannie R. Whittlesey, Denver, I2Oo South Fourteenth. Teaching.
Alice M. Wood, IDenver, 1958 Logan Avenue. Teaching.
1889.
Henry C. Anfenger, Denver, 2230 Champa. Stenographer and Clerk,
D. and R. G.
John Atcheson, Denver, 2157 Downing Avenue. Denzer /če/u//ican.
D. Albert Bancroft, Denver, 1834 Pennsylvania Avenue. Clerk,
Chain, Hardy & Co.
Frank E. Carstarphen, Denver, 413 Mining Exchange Building.
Lawyer.
Forest E. Fulwider, Denver, 2004 Downing Avenue.
Henry Harrington, Denver, 1080 Grant Avenue. With Henry R.
Wolcott.
Samuel A. Harsh, Denver, 1960 Grant Avenue. Yale, '92. Ph. B.
Roy W. Hoisington, Denver, 2037 Lincoln Avenue, Clerk, D. and R.
G. Express.
Seymour T. Jarecki, Denver, 1738 Larimer. Gross Medical Col-
lege, '93.
Charles M. Kassler, Denver, 1421 Clayton Avenue. Clerk, First
National Bank.
Charles H. Murray, Denver, 1941 Park Avenue. Clerk, County
Clerk's Office.
Joseph B. Newman, IDenver, 1835 Twentieth. Elocutionist.
Thomas J. Raber, Elizabeth, N. J., I I I I Magnolia Avenue. Clerk,
Machinery IDept. C. R. R. of New Jersey.
Q4 APPENDIX.
Edward A. Smith, Canon City, Warden's residence. Civil engineer-
1ng.
Wallace A. Stephens, Denver, 1943 Grant Avenue. Student State
School of Mines.
W. A. Edward Stutt, Denver, 5 II South Tremont. Picture-framing.
Arnold S. Taussig, Denver, 1543 High. Gross Medical College, '91.
Resident Physician, County Hospital.
Hattie Amter, Denver, 2418 Champa.
N. Winnettie Anders, Denver, 1640 Broadway.
Jennie F. Bailey, Highlands, 430 Dunkeld Avenue.
Daisy C. Basey, Denver, 1749 Pennsylvania Avenue. Stenographer.
Allie V. Blake (Mrs. George Manley), Denver, 1632 Vine.
Grace E. Butler, Denver, 1892 Vine. Teaching.
Lucia M. Cassell, Denver, 2357 Clarkson.
Ida Clark (Mrs. Richard De Priest), 2516 Lafayette.
Sallie Clark, Denver. Died September 29, 1890.
Annette Colmar, Denver, 1524 Cleveland Place. Book-keeper and
Typewriter.
Jennie C. Creswell (Mrs. Everett Brown), Denver, 1284 Race.
Eleanor W. Draper, Denver, 1320 Stout. Teaching.
Minnie Eggleston, Denver.
Helena C. Fisher, Denver, Io21 Alta. Stenographer.
Jennie Fisher, Denver, 1657 Logan Avenue.
Gussie Goldberg (Mrs. Louis Simon), Salt Lake City, Utah, 4 II South
West Temple.
Ellen S. Gove, Denver, 2045 Grant Avenue.
Fannie L. Hall, Denver, 2727 Champa. Teaching.
Clara L. Hamilton, Louisville, Colo. Teaching.
Mary F. Harker, Denver, 1363 Evans.
Eleanor A. Havens, Denver, 1821 Lincoln Avenue. Tutoring.
Lydia S. Headburg, Denver, 1358 South Tremont. Clerk.
Bertha C. Herman, Denver, 482 South Pearl. Teaching.
Carrie M. Hunter, Denver, 2754 Stout.
Frances M. Jones, Denver, I I24 Logan Avenue.
Jessie Kimble, Mt. Vernon, N. Y., 140 North Seventh Avenue.
Irma Levy, Denver, 1937 Downing Avenue.
Lottie J. Lewis, Central City, Colo.
Corinne M. Mackenzie, Denver, 2830 Arapahoe.
Nellie M. Millsap, Denver, 131 I Lawrence. Teaching.
Frances M. Morrison (Mrs. J. C. Combs), Denver, 2332 Nörth Fif-
teenth.
Annie E. Neville, Denver, 1344 South Seventh. Music Teacher.
N. Louada Newton, Denver, 22 Twenty-third Avenue.
Antoinette T. Pels, Raton, N. M.
Annie M. Ragland, Denver, 336 West Thirteenth Avenue.
APPENDIX. 95
Fannie F. Robinson, Denver, 434 South Grant Avenue. Bachelor
of Pedagogy, '92 State Normal School.
Alice Roeschlaub, Denver, I46I South Thirteenth.
Z. Adele Ruter (Mrs. William Osgood), Pueblo, Colo., 317 West
Tenth.
Josephine L. Shevnin, Denver, 1361 Pennsylvania Avenue.
Rosetta E. Sides, Denver, 2224 Lincoln Avenue.
Anna K. Sloan, Denver, 2734 Curtis.
Jennie C. Sloan, Denver, 2734 Curtis.
Alice J. Smith, Denver, 1658 Lincoln Avenue.
Gertrude M. Stone, Denver, 22 I Fourteenth Avenue, West.
Grace M. Stone (Mrs. Charles M. Kassler), Denver, 1421 Clayton
Avenue.
Jane I. Travelli (Mrs. John J. Humphreys), Denver, IoAo Pennsyl-
vania Avenue.
Louella Tupper, Denver, 1926 Lincoln Avenue. Kindergartner.
Jessie Walker, Denver, 1337 California. Teaching.
Grace Weinmeyer, Denver, 2648 Marion. Teaching.
Coraline W. Wells (Mrs H. S. Brodt), Rawlins, Wyo.
Pauline M. Williams, Denver, 1445 Welton.
I890.
William H. Andre, Denver, 3138 Humboldt. Book-keeper.
Milton E. Blake, Denver, 722 Sixteenth Avenue. Clerk, Chamber-
lain Investment Company.
J. Franklin Dane, Melvin, Colo., 783 Sherman Avenue. Clerk, P. O.
George O. Dostal, Denver, 2550 Stout. Salesman, Henry Lees.
Elmer E. Dunn, Highlands, 1 136 Arkins Avenue. Medical Student.
Willis V. Elliott, Denver, 21 19 Curtis. Mansfield State Normal
School, Pennsylvania, '91.
Herbert L. Emerson, Denver, 2514 California. Inspector Board of
Fire Underwriters, Colorado, Wyoming and New Mexico.
Leon Goldsmith, Denver, 924 Seventeenth Avenue. Clerk, German
National Bank.
Harry C. James, Denver, 1576 Sherman Avenue. University of
Michigan.
Charles A. Moore, Denver, 1423 Alta. State School of Mines, ’95.
J. Irving Mosier. Died May 13, 1890.
A. Wilson Parrott, Denver, 1740 Lawrence. Cashier G. P. O. D.
and R. G. Railway.
William B. Robinson, Denver, 434 South Grant Avenue. Brick
Manufacturer.
Ulrich W. Sprague, Denver, 1343 Champa. Secretary of Sprague
Investment Company.
Charles B. Witter, Denver, corner Thirteenth Avenue and Gaylord.
Real Estate.
96 APPENDIX.
Jennie F. Andre, Denver, 3138 Humboldt.
S. Ethel Andrews, Highlands, 834 Thirteenth. Stenographer.
Ella M. Apple, Denver, 737 Sixteenth Avenue.
Mary G. Bailey (Mrs. W. A. Hart), Denver, 324 Twenty-fourth º
Avenue.
Caroline N. Ballard (Mrs. J. A. Talbot), Denver, I 123 Josephine.
Edith M. Banta, Denver, 2535 Lincoln Avenue. Teaching.
Jennie E. Beardsley (Mrs. Edgar T. Webber), Denver, 2236 Curtis.
Medora Brooks, Denver, 1421 Arapahoe. Book-keeper.
Sally F. Buck, Denver, 2822 Arapahoe.
Maude J. Collins, Denver, 2605 Lafayette.
Laura S. Cory (Mrs. Jere B. Stott), Denver, 739 Goss.
Nellie E. Dailey, Denver, 1472 Pearl.
Zitella E. Ebert, Denver, 3304 Curtis.
Saidee E. Edwards, Denver, I 537 Lee. Teaching.
Belle Elliott, Ogden, Utah, 2341 Adams Avenue.
Julia G. Emanuel (Mrs. Max Morris), Denver, 2525 Arapahoe.
Bertha W. Feldwisch, Denver, 1923 Ogden. Teaching. s
Frances B. Fulham, Denver, 1362 South Fifteenth. Teaching.
Lena M. Giers, Denver, I2O4 Santa Fe Avenue. Book-keeper and
cashier.
Lucy E. Greene, Denver, 1962 Sherman Avenue. Teaching.
Alice M. Guibor, Denver, 2823 Lafayette.
Fannie Hall, Denver, 2077 Jay.
Kate Hall, Denver, 2077 Jay.
Cora L. Hughes, Denver, 1809 Pennsylvania Avenue.
Edith H. Jones, Denver, 706 Sherman Avenue. State Normal School,
'92.
Winifred Jones, Denver, 706 Sherman Avenue. State Normal School,
y
Q2.
Louise M. Kavanagh, Denver, 2067 Downing Avenue.
Susie Keith, Denver, 1837 Ogden. Teaching.
Marguerite L. Mays (Mrs. Harry Maloney), Denver, 21.40 California.
Mattie M. McLene, Denver, IO2 I Seventeenth Avenue.
A. Florence Miller, Denver, 918 Nineteenth Avenue.
Mary J. Minton, Denver, 2321 Downing Avenue. Stenographer.
Minnie F. Moore, Denver, 2135 Williams. State Normal School, '92.
B. P.
Lottie Morse, Denver, 1323 Corona.
Josephine Nichols, Denver, Nichols Block, Twentieth and Larimer.
Gertrude E. Orahood, Denver, 16II Pearl. Mary Willard's School,
Berlin, Germany, one year.
Barbara G. Probst, Denver, 1326 Curtis.
Fannie Shayer, Denver, 3233 Marion. State Normal School, '92.
B. P.
Louise P. Sherwin, Denver, 1922 Grant Avenue.
Nanie A. Sherwin, Wellesley, Mass.
APPENDIX. Q7
Laura P. Stewart, Denver, I I I I Corona. Stenographer.
Esther Walker, Denver, 1337 California. Teaching.
Frances E. Wilkins, Denver, 1335 South Tremont. Teaching.
Halle D. Woods, Denver, 1353 Gaylord.
Harriet A. Woods, Denver, 22.18 Jay.
I891.
Arthur E. Bonesteel, Denver, 1271 Inslee. Medical Student.
Jesse E. Bostwick, Denver, I 150 South Fifteenth.
Warwick N. Downing, Montchair, 801 Geneva Avenue. Journalism.
Albert L. Eaton, Denver, Ioz2 Nineteenth Avenue. State School
Mines.
Frank W. Frueauff, Denver, 2237 Stout. IDenver Consolidated Elec-
tric Co.
Harry T. Hamer, Denver, I 153 York. Post-office Clerk.
John E. Havens, Denver, 1821 Lincoln Avenue. Book-keeper.
William E. Hutton, Cambridge, Mass., 66 Thayer Hall. Harvard,
'95. te
Jesse G. May, Aspen, Colo. Book-keeper.
Frederick B. Mechling, New Haven, Conn., 86 Broadway. Sheffield
Scientific School, '94. g
Walter S. Morrill, Denver, Iogo Pennsylvania Avenue.
Herbert M. Munroe, Denver, 2259 Franklin. Carson & Ruggles.
William E. Newnam, Denver, 2362 Welton. State School of Mines.
W. Henry Paul, Denver, 1724 Ogden.
Charles E. Roe, Denver, 1624 Grant Avenue. Clerk.
James D. Skinner, New Haven, Conn., 86 Broadway. Sheffield
Scientific School, '94.
Henry C. Smither, Denver 1064 Gaylord.
Jay W. Steves, Hilltop, Douglas County, Colo.
Otto H. Suhr, Denver, 333i Arapahoe.
Chauncey Thomas, Denver, 2953 California. Union National Bank.
Bethuel M. Webster, Monero, New Mexico. Monero Coal Co.
Charles B. Whitehead, Denver, I 128 Grant Avenue. United Coal
Co.
Ella Bailey, Denver, 1767 Ogden.
Minnie M. Bell, Petersburg, Colo.
Ella W. Blair (Mrs. W. H. Martin), Denver, 2419 Jay.
Ada H. Burchard, Denver, 930 Twenty-fifth. B. P. Normal School,
'92.
Maud L. Calkins, Denver, I (24 South Fourteenth.
Christine A. M. Cameron, Denver, 2357 Ogden.
Susan H. Clark, Denver, IoS2 Broadway.
Mariza A. Clay, Aspen, Colo., 928 East Cooper Avenue. Teaching.
Gillian Coffey, Denver, 736 Cark. Teaching.
98 APPENDIX.
Mary Dace, Denver, 2252 Lincoln Avenue.
Alexandra P. Fay, Denver, 1250 Logan Avenue.
Ella L. Fisher, Denver, 1250 South Fifteenth.
Jennie T. Garbarsky, Denver, 2126 Arapahoe.
Maude B. Gass, Denver, 2222 Welton.
Adeline L. Goodnow, Denver, 1839 Lafayette.
Minnie Goodnow, Denver, 1839 Lafayette. Architect.
Katherine B. Hail, Denver, 52O Twenty-second.
Mary Hardy (Mrs. J. N. Grace), South Denver, South Fifteenth, near
Iowa. -
Ethel M. Haskell, Denver, 1227 Colfax Avenue.
Maude L. Hendricks, Cresswell, Colo. Teaching.
Lucy O. Hoag, Denver, 528 Twenty-second.
M. Gillie Hobson, Loveland, Colo.
Julia K. Honnet, Denver, 2155 Franklin.
Marguerite T. Hurst, Byers, Colo. Teaching.
Vassie W. Ingersoll, Denver, 1843 Stout.
Cornelia I. Kline.
Annie Laurie, Denver, 514 Twenty-first Avenue.
Carrie L. Leimer, Denver, 2134 Lafayette.
S. Georgina Miller, Highlands, 223 Boulevard.
Frances R. Orr, Denver, 2739 Marion. Teaching.
Georgia Phipps (Mrs. Eugene D. Richards), Denver, Ioo7 South Fif-
teenth.
Katie Putman, Fleming's Grove, Colo. State Normal School. B.
. '92.
Bertha L. Scobey (Mrs. George Tritch, Jr.), Denver, 1401 High.
Ella M. Seavey, Denver, 1766 Pearl. Teaching.
Birdie Sedam, Denver, 243 I California.
Luella M. Sikes, Denver, 16 East Fourteenth Avenue. Teaching.
Dollie S. Simmons, Denver, 2622 Downing Avenue. Teaching.
Hitty H. Smith, Denver, Box 1603.
Lillie Sobolewski, Denver, 1313 South Thirteenth.
Francis A. Sopris, Denver, 1828 Clarkson. Kindergartner.
Jessie Southworth, Denver, 2335 Lafayette.
Beatrice S. Thompson, Denver, 1230 Champa. Clerk, County
Treasurer's office.
Maud M. Thompson, La Veta, Colo. Teaching.
M. Fedora Tucker, Denver, 3350 Lawrence.
Lila E. Van, Denver, I 420 South Thirteenth. Denver Public Li-
brary.
Sadie Louise Williams, Denver, 3433 Gilpin.
I892.
Harry L. Aldrich, 1637 Lincoln Avenue.
Sara Amter, 2418 Champa.
Iva L. Anderson, 2957 Williams.
APPENDIX. QQ
Milton L. Anfenger, 2900 Champa.
Charlotte E. Ballard, IOO2 Detroit Avenue.
Arthur C. Bartels, 1360 Columbine.
K. Belle Bayless, 454 Washington Avenue.
Frank S. Bayley, 1310 Race.
Samuel W. Belford, 1323 Evans. Leland Stanford University.
Maude M. Bingner, 1163 South Thirteenth.
J. Albert Blake, 722 Sixteenth Avenue.
Mary L. Blessing, 2223 Grant Avenue.
William C. Borst, 1900 Emerson. Michigan University, Ann
Arbor, Mich.
Lucian M. Brinker, 1956 Grant Avenue.
Lucy M. Butler, 1892 Vine.
Minnette Butterfield, 1265 York.
Norman M. Cameron, Montclair. Chicago University.
Omar H. Carrington, 4o Pearl.
Oney K. Carstarphen, P. O. Box 2715.
Frank D. Clark, 22.13 Lincoln Avenue.
Lulu Clark, IoS2 Broadway.
Helen W. Cleaveland, 1600 Downing Avenue.
J. Welbie Cline, Henderson Station, Arapahoe County.
Rosa Cohen, 1239 Welton.
Thyrza Cohen, 1239 Welton.
Myrtle C. Cole, 2658 Stout.
Mabel G. Cory, 1901 Larimer.
Edward P. Costigan, Telluride, Colo. The Albert.
Grace E. Cox, 1648 Washington Avenue.
Grace G. Currier, 1313 Stout.
Katherine A. Detrick, 1421 Broadway.
Susie D. Emanuel, 2651 Arapahoe.
Mabel Essington, 2232 Ogden.
Belle S. Fallis, Iloo South Fifteenth.
Ethel L. Finding, 433 Fairview Avenue.
J. Henry Fisher, 1657 Logan Avenue.
David E. Fryer, 1962 Sherman Avenue.
Alice L. Fulham, 1362 South Fifteenth.
Julia H. Gardiner, 217 First Avenue, West.
Elizabeth E. Gregory, I 452 Tremont.
Evelyn Griffin, Ordway, Otero County, Colo.
Charles T. Hale, Central City, Colo.
James N. Hamill. The Gilsey.
Frank R. Hamilton, 1654 Glenarm.
Harry M. Hastings, 2421 Welton.
Jessie L. Hastings, 1755 Clarkson.
Lutie E. Haynes, I 139 Broadway.
Edith E. Herbert, 1938 Sherman Avenue.
Georgie I. Hewison, 2241 Lincoln Avenue.
IOO APPENDIX.
Cecelia B. Hooper, 2541 Clarkson.
Thomas M. Hopkins, 1243 South Fourteenth.
Lotta Johnson. $
William A. Kelley, 429 Thirteenth Avenue, West.
Annie M. King, 1263 South Logan Avenue, South Denver.
M. Lillian Kinzie, 2634 Curtis.
Gilbert W. Lawrence, I I I2 Pearl.
Emma A. Leet.
Olivia C. Liddell, 1549 Logan Avenue.
Andrew R. Mackey.
Minnie P. Mackey.
Frances M. McCarthy, 1449 York.
Florence A. McElheny, 835 Lincoln Avenue.
Harriette P. Melvin, Greeley, Colo., 313 Thirty-fourth Avenue.
Edna F. Messinger, 1637 Franklin.
Evaline P. Moore, 2317 Downing Avenue.
Minnie T. Morey, 2035 Ogden.
Gertrude Morris, 2531 Clarkson.
William H. Nance, 2721 Gilpin.
George B. Niblock, 1232 Gaylord.
Lue E. Oatman, corner Twelfth and Pennsylvania Avenues.
George F. Ober, Fifteenth and Bryn Mawr, Highlands.
S. Mabel Patton, 1700 Grant Avenue.
Clara A. Peterson, 1514 Welton.
Rachel E. Peters, Harmon, Colo.
Jesse P. Richards, Ioo7 South Fifteenth.
Harvey E. Rockwell, 1830 Grant Avenue.
Myrtle L. Ruble, 2101 Downing.
Elizabeth Russell, 2938 Lincoln Avenue.
Eugenia F. Scanland, 716 Twenty-first.
Iva M. Shepard, 1437 Washington Avenue.
Alice M. Sherart, 3737 Downing Avenue.
Frederic T. N. Shorey, Highlands. Leland Stanford University,
Palo Alto, Cal.
Edward S. Smith, 1658 Lincoln Avenue.
Leo J. Smith, I 455 Glenarm.
Thomas G. Smith, School of Mines, Golden, Colo.
Arthur E. Southard, 842 Broadway.
Clara C. Sprague, 1343 Champa.
Helen M. Thomas, 1431 Alta.
Mary S. Vaughan.
Edith M. Vickers, 2OI West Fourteenth Avenue.
Elizabeth C. Warnecke, 21 14 Curtis.
Genevra D. Waters, 2I43 Logan Avenue.
Gertrude Webber, 2203 Clarkson.
Eunice Wells, Lyman P. O., Arapahoe County, Colorado.
Florence N. Whitsell, 1323 Thirty-second.
APPENDIX. IOI
T. Henry Williams, 1221 Clarkson.
W. Rolla Wilson, 2535 Champa.
Florence E. Witkoski, 2525 Champa.
Louis A. Witkoski, 2525 Champa.
Thomas H. Woods, 2II 2 Lincoln Avenue.
Daisie L. Yelton, 1847 Pennsylvania Avenue.
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INDEX.
Ages of Pupils—1876–90—Table V . . . . . . . . . . . . a • - tº
Alumni Association, High School . . . . . . . . . . . . . . . . . . . .
Appendix. . . . . . . . . . . . . . . • * * * * * * * * * * * * * * * * *
Attendance, etc., by Grades, 1889–92 . . . . . . . . a e s - e.
Average Number Belonging Each Month—1875–92 . . . .
Board of Education, Members. . . . . . . . . . . . . . . . . . . . . .
Buildings, Location, Cost, etc., Table A, facing. . . . . . . . .
& & Size, Number, etc. . . . . . . . . . . . . . . . . . . . e - a
Cadets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Calisthenics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - -
Comparative Statement of enrollment, Attendance, etc.,
for twenty years. . . . . . . . . . . . . . . . . . . . . . . . . .
Committee on Finance, Report of . . . . . . . . . . . . . . . . . . . .
Committees, Standing. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Courses of Study, High School—General. . . . . . . . . . .
6 & 4 & & 4 Classical . . . . . . . . . . . . .
Delgany School, cut. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Disbursements, 1891–92, Itemized Statement of . . . . . . . . .
District Boundaries. . . . . . . . . . . .
Drawing, Superintendent on. . . . . . . . . . . . . . . . . . . . . . . . .
Donations to Public Library. . . . . . . . . . . . . . . . . . . . . . . . .
Ebert Building, cut. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Enrollment each Month—1875–92 . . . . . . . . . . . . . . . . . . .
Extras on Buildings, cost, etc., since 1875, Table C, facing
Finance, Report of Committee on . . . . . . . . . . . . . . . . . . . .
German Language, Number Studying, etc. . . . . . . .
& 4 & 4 Superintendent on . . . . . . . . . . . . . . . . .
Gilpin School, cut. . . . . . . . . . . . . . . . . . . . . . . . * * * * *
Graduates of High School, Statistics—1877–92 . . . . . . .. . .
& 4 & 4 ‘‘ List with Addresses—1877–92,
Graduating Exercises, 1891 and 1892 se
High School, Course of Studies. . . . . . . . . . . . . . .
Battalion Officers. . . . . . . . . . . . . .
IO4 INDEX.
High School, Change in Principal . . . . . . . . . . . . . . . . . . . 8
Graduates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Laboratories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Presents Given by Graduates. . . . . . . . . . . . . . . . . . . 32
Report of Principal of . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Table of Attendance, etc.—1876–92. . . . . . . . . . . . . . 27
Teachers, List Of-Since 1876. . . . . . . . . . . . . . . . . . . 28
Teachers, 1891–92. . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Text Books Used. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Income, Sources of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Insurance on each Building—Table A, facing. . . . . . . . . . . 24
Mechanic Arts School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Military Drill, Report of Director of . . . . . . . . . . . . . . . . . . 39
Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3
Librarian, Report of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Literary Societies, High School . . . . . . . . . . . . . . . . . . . - 33
Nativity of Pupils, 1875–92. . . . . . . . . . . . . . . . . . . . . . . . 70–7 I
Night School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . º I 2
Officers of the Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Occupations of Parents of Pupils . . . . . . . . . . . . . . . . . . . 69
Principals, 1891–92 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Prizes, High School . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . .33
Public Library, Superintendent on . . . . . . . . . . . . . . . . . 5
& & Report of. . . . . . . . . . . . . . . . . . . . . . . . 57
Pupils, Enrollment, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . IO
Real Estate and Buildings, Tables A, B and C, facing . . . 24
Receipts, 1891–92 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 6
Repairs, Table of since 1875—Table C, facing . . . . . . . 24
Secretary, Report to Committee on Finance . . . . . . . . . . . I 6
Superintendent’s Report. . . . . . . . . . . . . • * * * * * * * * * * e s s 5
Swansea Building, Cut. . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Tables as to the Schools in General :
A—Location, Cost, etc., of School Property, facing 24
B—Buildings, Total Expense of each, and Architec-
tural Statistics of, facing . . . . . . . . . . . . . . . . . 24
C—Buildings, Extras and Repairs each Year—1876–
92, facing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 24
I.—Parents' Occupation. . . . . . . . . . . . . . . . . . . . . 69
II. —Nativity of Pupils from United States . . . . . . . . 7o
INDEX. IO5
Tables as to the Schools in General :
II.-Nativity of Pupils from Foreign Countries. . . . . 7 I
III.--—Attendance by Grades. . . . . . . . . . . . . . . . . * = & 7 I
IV.--Absences of Teachers, Visits to Schools, etc. . . 72
V.—Ages of Pupils Enrolled each Year—1876–92. . 73
VI.-Comparative Summary for Twenty Years. . . . . 74
VII.-Enrollment each Month for Seventeen Years. . 75
VIII.-Average Number Belonging each Month for
Seventeen Years . . . . . . . . . . . . . . . . . . . . . . . . 75
IX. —German Language, Number Studying, etc. . . . . 76
Tardinesses, Suspensions, etc. . . . . . . . tº º e º & © tº gº ſº ſº g # * 4 g 72
Teachers, List of, at all Schools. . . . . . * = & 2 e º f * * * * * * * 78
& 4 Number of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Text Books Used in High School . . . . . . . . . . . . . . . . . . . . 55
Treasurers' Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Visits to Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Wyman Building, cut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I O2
*:::::::::::: *#.
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- REVISED
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GENERAL -
EGULATIONS -
NVER HIGH SCHO -
DISTRICT No. 2 º º
DENVER, COLORADO
. . . . LOCATION . * -
º coR. south Twelfth street * ..
. . . . . º” AND WEST FIFTH AVENUE I 94=I 95 . . . .
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REVISED
COURSES OF STUDY
AND
GENERAL REGULATIONS
DENVER HIGH SCHOOL-22
DISTRICT NO. 2 .
DENVER, COLORADO.
1894-1895
Location, Cor. South Twelfth Street and West Fifth Avenue.
BOARD OF EDUCATION.
I894-1895.
C. W. COWELL. J. J. DUNAGAN. JOHN L. DAILEY.
C. T. HARKISON. FRANK WHEELER.
OFFICERS.
C. W. COWELL,
PRESIDENT.
HENRY NIENHEISER,
SECRETARY.
W. E. GREENLEE,
TREASURER.
L. C. GREENLEE,
SUPERINTENDENT.
CORPS OF TEACHERS.
ED. F. HERMANNS, PRINCIPAL,
MATHEMATICS, PSYCHOLOGY, POLITICAL ECONOMY.
ELLSWORTH BETHEL,
NATURAL SCIENCES, BOOKKEEPING.
JOHN SLAVENS,
GREEK, LATIN, CIVIL GOVERNMENT.
JAMES W. ROBERTSON,
DRAWING.
W. J. WHITEMAN,
MUSIC.
MISS SARAH M. GRAHAM,
- LATIN.
MISS MARY L. WHITE,
HISTORY, LITERATURE.
MISS BERTHA SCHMITZ,
GERMAN, FRENCH.
MISS HELEN M. WALLACE,
RHETORIC, ENGLISH, ALGEBRA.
MISS RACHAEL BAUMANN,
ELOCUTION, PHYSICAL CULTURE.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
MATHEMATICS, ENGLISH.
HIGH SCHOOL TEXT BOOKS.
Publisher’s
Price.
Wentworth’s School Algebra. . . . . . . . . . . . . . . $1 25
Wentworth’s New Plane and Solid Geometry. 1 40
Wentworth’s Plane Trigonometry with
Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Wentworth’s Analytic Geometry. . . . . . . . . . . . 1 35
Gage's Introduction to Physical Science. . . . . 1 10
Gage's Physical Laboratory Manual and Note
Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Shepard’s Elements of Inorganic Chemistry. . 1 25
Williams’ Laboratory Manual of Chemistry. . 30
Young’s Elements of Astronomy. . . . . . . . . . . 1 55
Gray’s “How Plants Grow”. . . . . . . . . . . . . . . . 80
Coulter’s ‘Manual of Rocky Mountain Botany. 1 62
Le Conte's Compend of Geology. . . . . . . . . . . . 1 20
Montmahon and Beauregard’s Zoology. . . . . . 75
Colton’s Taboratory Guide in Zoology. . . . . . . 85
Kellogg’s Text Book on Rhetoric . . . . . . . . . . . 1 05
Cumnock’s Choice Readings. . . . . . . . . . . . . . . . 1 50
Swett’s School Elocution . . . . . . . . . . . . . . . . . . . 1 25
Collar and Daniell’s Beginner’s Latin Book. . 1 10
Allen and Greenough’s Latin Grammar. . . . . . 1. 30
Allen and Greenough's New Caesar. . . . . . . . . 1 35
Collar's Latin Prose Composition. . . . . . . . . . . 1 10
Lindsay’s Cornelius Nepos with Vocabulary. . 1 22
Greenough’s Vergil—Bucolics and Six Books
of Aeneid, with Vocabulary. . . . . . . . . . . . . . 1 75
Publisher's
Allen and Greenough’s New Cicero. . . . . . . . .
Allen and Greenough’s New Ovid. . . . . . . . . . .
Goodwin’s Elementary Greek Grammar. . . . .
Boise-Pattengill’s First Lessons in Greek. . . . .
Goodwin and White's New Xenophon’s Ana-
basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Seymour's Homer's Iliad, Books I.-III. . . . . . .
Jones' Greek Prose Composition. . . . . . . . . . . .
Collar's Eysenbach’s German Lessons. . . . . . .
Third Eclectic German Reader. . . . . . . . . . . . .
Fourth Eclectic German Reader. . . . . . . . . . . .
Fifth Eclectic German Reader . . . . . . . . . . . . .
Van Daell’s Introduction to the French Lan-
gllage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Super's French Reader. . . . . . . . . . . . . . . . . . . . .
Montgomery’s Leading Facts of English His-
tory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Myers’ Ancient History. . . . . . . . . . . . . . . . . . . .
Myers' Mediaeval and Modern History. . . . . .
Young’s Government Class Book. . . . . . . . . . .
Packard’s New Manual of Bookkeeping and
Correspondence . . . . . . . . . . . . . . . . . . . . . . . .
Eichberg's New High School Music Reader. .
Loomis’ Progressive Glee and Chorus Book. .
Gregory’s New Political Economy. . . . . . . . . .
Baker’s Elementary Psychology. . . . . . . . . . . .
Price.
1 40
1 65
1 00
1 65
1 35
1 00
1. 30
42
60
72
1 10
90
1 25
1 65
1 65
1 05
1 00
1 05
84
1 20
HIGH school—Revised COURSES OF STUDY.
Year No.
in of 1. 2 3 4.
Course. | Term. CLASSICAL COURSE. SCIENTIFIC COURSE. ENGLISH COURSE, ELECTIVE COURSE
Algebra [5]
English History [2]
Rhetoric º }
2
Algebra [5]
English History [2]
Rhetoric [2
Algebra [5]
English History [2]
Rhetoric [2
Algebra [5]
English History [2]
Rhetoric [2
b
Literature Literature [2] Literature [2] Literature
Music [2] Music [2] Music [2] Music [2]
Drawing [2] Drawing [2] Drawing [2] Drawing [2]
Elocution [1] Elocution [1] Elocution [1] Elocution ſº
Latin (5) Latin, German or French [5] Latin, German or French [5] Elective [5
Algebra [5]
English History [2]
Rhetoric [2
I,iterature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin [5]
Algebra [5]
English History [2]
Rhetoric [2
Literature [2]
Music [2]
Drawing [2]
Elocution [I]
I.atin [5]
Algebra [5]
English History [2]
Rhetoric [2
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Algebra [5]
English History [2]
Rhetoric [2
Literature [2]
Music [2]
Drawing ſ2]
Elocution [i]
Latin, German or French [5]
Algebra [5]
English History [2]
Rhetoric [2
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Algebra [5]
English History [2]
Rhetoric [2
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Algebra [5]
English History [2]
Rhetoric º
Literature [2]
Music [2]
Drawing [2]
Hºlocution º
Elective [5
Algebra [5]
English History [2]
Rhetoric [2]
Literature [2]
Music [2]
Drawing [2]
Elocution | I]
Elective [5]
Plane Geometry [5]
Ancient History [2]
Literature [2]
Civil Government [3]
Music [2]
Drawing [2]
Elocution [I]
Latin (Caesar) [5]
Piane Geometry [5
Ancient History [2
Literature [2]
Civil Government [3]
Music [2]
Drawing [2]
Elocution [1]
Latin, German ol French [5]
Plane Geometry [5
Ancient History [2
Literature [2]
Civil Government [3]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Plane Geometry [5
Ancient History [2
Literature [2]
Civil Government [3]
Music [2]
Drawing [2]
Elocution º
Elective [5
Plane Geometry [5
Ancient History [2
Literature [2]
Music [2]
Drawing [2]
Elocution lil
Latin (Caesar) [5]
Greek [3]
Plane Geometry §
Ancient History [2
Literature [2]
Music [2]
Drawing [2]
Eloqution [I]
Latin, German or French [5]
Botany [3]
Plane Geometry [5
Ancient History [2
Literature [2]
Music [2] . .
Drawing [2]
Elocution'ſ I]
Latin, German or French [5]
Botany [3]
Plane Geometry º
Ancient History [2
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Botany [3]
Elective i;
Plane Geometry [5
Ancient History [2
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
I,atin (Caesar) [5]
Greek [3]
Plane Geometry [5]
Ancient History [2]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Botany [3]
Plane Geometry [5
Ancient History [2
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Botany [3]
Plane Geometry É
Ancient History [2]
Literature [2]
Music [2]
Drawing [2]
Hºlocution [1]
Botany [3]
Elective [5]

Physics [4]
Mediaeval and Modern History [4]
I,iterature [2]
Music [2]
Drawing [2]
Hºlocution [I
Latin (Vergil) [5]
Greek [3]
Physics [4]
Mediaeval and Modern History [4]
I.iterature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Solid Geometry [3]
Physics [4]
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Solid Geometry.[3]
Bookkeeping [4]
Physics [4] - *
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin (Vergil) § -
Greek (Xenophon) [3]
Physics [4]
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin, German or French [5]
Trigonometry or Astronomy [3]
Physics [4] •
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Trigonometry or Astronomy [3]
English Grammar [5]
Physics [4]
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Elective [7
Physics [4]
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution |
Elective [7
Physics [4]
Mediaeval and Modern History [4]
I.iterature [2]
Music [2]
Drawing [2]
Elocution [1]
Latin (Vergil) [5]
Greek (Xenophon) [3]
Physics [4] -
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
I,atin, German or French [5]
Trigonometry or Astronomy [3]
Physics [4]
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
English [5] -
Trigonometry or Astronomy [3]
Physics [4]
Mediaeval and Modern History [4]
Literature [2]
Music [2]
Drawing [2]
Elocution [1]
Elective [7]
Elocution [1]
Analytical Geometry [3] (Opt.)
Chemistry [4]
Literature [2]
Solid Geometry [3]
Latin (Cicero) [5]
Greek [5
Music |2
* * * * * * * * * * * * * * * * * * * * * * * * * * * * g º e º e s e º e e
Chemistry #
Literature ſ2
Zoology [2]
Latin, German or French [5]
Psychology [3]
Music [2]
Drawing [2]
Chemistry [4]
I.iterature [2]
Zoology [2]
Psychology [3]
Review of Algebra [3]
Advanced Botany [2
Music [2]
Drawing [2]
Elocution [1]
Chemistry [4]
Literature [2]
Advanced Botany [2]
Zoology [2]
Music ſz
Elective [8]
* * * * * * * * * * * s e s e º e º s e e s e < * * * * * * * * e s e s s e <
Chemistry [4
I,iterature [2
Latin (Cicero) [5]
Homer [5] or Political Economy [3]
Plane Trigonometry [3]
Music [2]
# * * * * * * * * * * * * g e º 'º e º e º e º e º 'º e s w tº 8 & e º is a º
Chemistry §
Literature ſ2
Latin, German or French [s]
Zoology [2]
Psychology [2]
Geology or Political Economy [3]
Music [2]
Analytical Geometry [3] (Opt.)
Chemistry #
Literature [2]
Zoology [2]
Psychology [2]
Geology [3]
Political Economy [3]
Music [2]
Drawing [2]
Elocution [i]
Chemistry É
Literature ſ2
Zoology [2]
Political Economy [3]
Music [2]
Elective [8]
3
Chemistry É
Literature [2.
Latin (Cicero) [5]
Homer [5] or Political Economy [2]
Plane Trigonometry [3]
Music [2]
* * * * * is e º 'º $ tº a s a tº sº tº e º g º e s ∈ e º 'º e < * * e º q t is tº
e e < * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Chemistry §
Literature ſ2
Review of Arithmetic [5]
Latin, German or French [5]
Geology [3] or Political Economy [2]
Music [2]
Analytical Geometry [3] (Opt.)
e & e º e º is ſº º ºs e º e º 'º e º º is & sº e º sº sº e s tº & e º e º sº tº e º &
Chemistry |:
Literature | 2
Geology [3]
Political Economy [2]
Review of Arithmetic [5]
Music [2]
Drawing [2]
Elocution [1]
Chemistry [4
I,iterature 12
Review of Arithmetic [5]
Political Economy [2]
Music [2]
Elective [6]
The figures in brackets denote the number of recitations per week.
Calisthenics, twice a week for girls and once a week for boys; Military Drill, once a week for boys, throughout the course.
Every pupil is required to write one essay every month besides the composition work done in connection with Rhetoric, English, etc.
& Equivalent studies selected at the request of parents and approved by the Principal, may be substituted for others in the course, provided that such change does
not interfere with the arrangement of classes. -
ED. F. HERMANNS, Principal.
L. C. GREENLEE, Superintendent of Schools. DENVER, COLO., June, 1894.

DENVER HIGH SCHOOL,
DISTRICT NO. 2.
It should be borne in mind that the High school
is designed to supplement the work of the Grammar
Schools, and that it is in no sense a separate depart-
ment.
In revising the courses of study, special effort
has been made to arrange them, by providing all the
essentials of a practical education, so as to meet the
Wants of that large class of pupils who do not intend
to pursue their studies beyond the High school, and
who, therefore, look to it for the completion of their
education.
At the same time the courses marked 1, 2, 3,
have been devised for the purpose of giving the nec-
essary preparation to those who intend to enter such
colleges and universities as Boulder, Brown, Wil-
liams, Princeton, Cornell, Vanderbilt, Ann Arbor,
Yale, Harvard, Vassar, Wellesley, and others of
equal rank.
It is believed that any course of study deliber-
ately made and adhered to will be more profitable
to the pupil than studies chosen by him from year to
year, without plan, under the influence of temporary
preference; it is, therefore, recommended that, upon
a pupil’s entering the school, some course of study
be chosen by his parents, and that this course be
9
adhered to throughout. However, if it should appear
necessary to parents to make certain changes in the
courses, in order to accomplish certain purposes,
they will find the school authorities liberal in mak-
ing such changes. e
Pupils preparing for admission to any particular
college or university should consult with the Prin-
cipal at as early a date as possible, that the studies
may be arranged with special reference to the insti-
tution in view.
TO PARENTS.
School closes daily at 2:35 o'clock p. m. Par-
ents are requested to hold their children to strict
account for the disposition of their time after that
time of day.
It is hoped that parents will realize the fact
that, as a rule, to pursue successfully a course of
study in the High school, will require all the time of
the pupil; and that it is, therefore, undesirable that
any encroachment upon his time should be made by
the pursuit of any business occupation or an exces-
sive indulgence in social amusements. To secure
the best results, it is necessary that the attendance
shall be regular. Want of success in the studies is
usually traced to absence from recitation. The par-
ents are asked to aid the teachers, so that there may
be no absences, tardinesses or dismissals, except in
cases of necessity.
In order that the work of the High school may
be well done, it is necessary that at least two of the
flaily recitations should be prepared out of school
hours, and if a pupil does not study at home, that
10
fact should be considered prima facie evidence that
he is not faithfully doing his work.
ADMISSION.
Pupils who complete the work of the Grammar
Schools are passed in course into the High school.
Other candidates for admission must sustain a good
examination in Practical Arithmetic, Geography,
English Grammar, United States History, Spelling
and Physiology.
A TABULAR VIEW OF THE BRANCHES PURSUED
IN THE DENVER HIGH SCHOOL,
DISTRICT NO. 2.
The subjects printed in italics are obligatory in
the Elective Course.
MATHEMATICS. SCIENCE. CIVICS. LANGUAGE.
I. Arithmetic. I. Zoology. I. Civil Gov'ment. I. English.
2. Algebra. 2. Botany. 2. History of Eng. 2. Elocution.
3. Geometry—plane. 3. Physics. 3. General History. 3. Rhetorzc.
4. Geometry—solid. 4. Geology. 4. Political Eco’my. 4. Eng. Literature.
5. Trigonometry. 5. Chemistry. ... . . . . . . . . . . . . . . . . . . . . 5. German
6. Bookkeeping. 6. Psychology. . . . . . . . . . . . . . . . . . . . . . 6 French.
7. Drazeying. 7. Astronomy. . . . . . . . . . . . . . . . . . . . . . . 7. I.atin.
8. Anal’1 Geometry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8. Greek.
GRADUATION.
The scholastic year is divided into three terms.
One term’s study in any subject in the course suc-
cessfully done, entitles the pupil to one point, if
there are either five or four recitations per week in
that subject; to 3-4 point, if there are three recita-
tions; to 1-2 point, if there are two recitations; to
1-4 point, if there is one recitation; composition
work, if successfully done, will entitle the pupil to
11
1-4 point per term. At least fifty-nine points are
necessary for graduation. [Note—The course of
study for 1893-1894 gave the number of points re-
Quired for graduation as fifty-six, but in this num-
ber, composition work, which, for the whole course,
entitles to three points, was not counted.] No one
will be permitted to graduate who has not obtained
his points in all of the studies embraced in the course
elected by him, or marked obligatory in the Elective
Course; and who has not been a member of this
school at least one year. Pupils entering this school
from other institutions of secondary education of
good standing, will be allowed credit for work done
at such institutions, provided that their standing at
this school will justify this course; and provided,
further, that they may be required to pass an exam-
ination in any study for which they claim credit.
GENERAL REGULATIONS.
TEACHERS.
1. Teachers will be in their school rooms thirty
minutes before the opening of the daily session.
They are expected to remain in the building ten
minutes daily after the close of school.
2. Teachers will not admit any pupils to their
classes, except those regularly promoted, without
receiving written permission from the principal.
3. Teachers will report each day to the prin-
cipal all cases of absence from their attendance rolls
and all cases of tardiness.
4. Teachers will report to the principal the
names of all pupils who are absent from their
classes. Such reports will be continued until notice
12
is received from the principal that the pupil has left
School.
5. Teachers will not admit to their classes any
pupil who has been absent from such classes, unless
he furnishes a written excuse from the principal.
6. Teachers will be prepared to report on all
pupils whose work is unsatisfactory, at the regular
weekly teachers’ meeting.
PUPILS.
1. Pupils who enter the High school are ex-
pected to pursue one or the other of the above
courses regularly, as it is marked out.
2. Pupils shall conform themselves to the
studies prescribed for the year in which they enter,
and shall not be allowed to select studies from the
advanced years, unless by special permission from
the principal.
3. In order to keep the standard of graduation
well advanced, and to maintain a reputation for
thoroughness and good discipline, pupils must be
diligent in their work, faithful in the discharge of
duty and moral and exemplary in their conduct.
4. It is to be understood that the pupil’s place
is in the assembly room when not attending recita-
tion elsewhere. No one is permitted to be in any
other part of the building during the session, with-
out permission of the principal or of the teacher in
charge of the assembly room.
5. Pupils coming to school at irregular hours
must enter the assembly room immediately. Loiter-
ing about the halls or the front doors of the build-
ing, or in the boiler room, basement or closets, is
13
forbidden at all times. Pupils excused before close
of session must leave the building and its vicinity
immediately. Violation of any part of this rule will
forfeit the special privilege granted. This rule is
especially to be observed by post-graduates and spe-
cial students coming for a part of the day Only.
6. Pupils tardy or absent, whether from roll
call or recitation, will report to the principal for
admission before going to class or roll.
7. Pupils will not be allowed to go home or
leave the building to be absent for any part of the
day unless they have permission of the principal or
some one designated by him.
8. Boisterous or noisy conduct on the school
premises is forbidden. Pupils must conduct them-
selves in a quiet, orderly manner at all times in the
building, and they must not loiter in the halls or
stairways between the hours of 8:55 and 12:03 in the
forenoon, and 12:33 and 2:35 in the afternoon.
9. No pupil will be allowed to remain in the
building later than 3:30 p.m., except by special per-
mission from the principal. Those who wish to re-
main after 2:45 p. m. must stay in the assembly
room, where they will be under the supervision of
the teacher in charge that day; provided, however,
that any teacher may permit pupils to remain in his
room as long as he himself remains in that room,
until 3:30.
10. Pupils may be suspended for the following
Call SeS :
(a) For frequent tardiness or for truancy.
(b) For being absent six half-days in any four
consecutive weeks without good and sufficient ex-
14
Cuse from parent or guardian, given either in person
or by note.
(c) For defacing or injuring any school property
maliciously or carelessly, provided the pupil refuses
to pay all damages assessed for such injury.
(d) For habitual neglect or disregard of duty,
for using tobacco during school hours, or on or about
the school premises; for open disobedience or insub-
Ordination; for using profane or obscene language;
for such misbehavior on the street in going to or
coming from school as reflects discredit upon the
School and puts at naught its discipline, or for avoid-
able absence from examination.
(e) For forging the names of parents or guar-
(lians to excuses. This will include all such subter-
fuges as excuses written and signed by unauthorized
persons.
(f) For leaving school during school time with-
out the permission of the principal.
11. Pupils who do not maintain a grade of at
least 60 per cent. in any study, may be required to
drop one or more studies until they have sufficiently
improved their standing in those studies in which
they are deficient.
12. No pupil will be permitted to drop a study
without a written request from parent or guardian,
and permission from the principal.
13. Any pupil may be compelled to drop one or
more studies, if it is known that he is trying to carry
more than his health or ability will permit.
14. No work done out of regular classes shall
be accepted as the equivalent of school work, ex-
cept by special permission. Permission to make up
by outside work, studies in which a student has
15
failed to pass in school, will not ordinarily be grant-
ed, and never except on the personal application to
the principal by the parent or the guardian of the
student wishing to do the work. No such work will
be accepted as school work, unless arrangements for
it have been approved in advance by the principal.
NO student shall receive credit for such outside work
until he has passed satisfactory examinations.
EXAMINATIONS.
Regular written examinations in all branches of
study will be held at least three times each term, and
these will be given at regular class time. No one
will be excused from these examinations.
At the end of the term pupils are “passed,”
“not passed,” or “conditioned.” A pupil “not
passed” must take the work over in class. A pupil
conditioned must remove the condition as directed
by the teacher. He may be permitted to take a
special examination, or he may be obliged to take
part of the work again in class. The passing grade
is 70.
Teachers’ records will always state definitely the
nature of conditions. A condition must be removed
within one term of its imposition, except in studies
that are given but once a year, in which case condi-
tions must be removed within one year. A condition
not removed within prescribed time will be changed
to “not passed” and work must be taken again in
class. Pupils will be held responsible for their own
conditions. They cannot claim failure of notifica-
tion of expiration of time as an excuse for not re-
moving conditions. On removing a condition, a
pupil will receive a certificate from his teacher. He
16
should immediately take this to the principal and
have his record made good.
Absence from any regular examination shall
Count as Zero in the term’s work. No such examina-
tion may be made up before the next regular exam-
ination of the term except with the written permis-
Sion of the principal. Work will be reported incom-
plete when such absence has occurred.
HIGH SCHOOL SOCIETIES.
All societies, literary or otherwise, that are con-
nected with the High school, are directly under the
control of the principal, and they will have no power
to take any action of which he does not approve. It
is to be understood, however, that ordinarily such
societies will be considered as self-governing.
Pupils who at meetings conduct themselves in
a disorderly manner, may be deprived of the priv-
ileges of membership by the societies themselves or
by the principal.
TEXT BOOKS.
The District furnishes regular text books for
the use of the pupils free. They must be returned
to the District or its agent when the work for which
the books are used is completed; or at the close of
the school year; or when the pupil leaves school, or
at any other time when the District, through its
agent, demands the return of such books. When a
book is lost or injured, the pupil to whom such book
was issued, will be required to pay the full publish-
er’s price for such book, regardless of how such loss
or injury occurred. Pupils are warned especially
17
not to write in text books lent to them by the Dis-
trict, as such writing will constitute an “injury;”
provided, however, that, for the purpose of identifica-
tion, the pupil will be permitted to write his name
in lead pencil in any book lent him, such name to be
erased at the time when the book is returned.
Pupils will be expected to procure their own
copies of authors read in connection with the study
of literature in all modern languages, also their own
laboratory note books and blank books.
It is to be understood that pupils who prefer to
use their own text books will be permitted to do so.
SY LLABUS OF WORK.
The work of each branch, as given below, is
distributed as evenly as possible over the terms re-
Quired for its completion.
Roman numerals denote the years in the course;
Arabic figures denote the terms.
MATHEMATICS.
I.
1—ALGEBRA (Wentworth’s School). Pages 1-144.
Introduction, addition, subtraction, multiplica-
tion, division, simple equations, factors, frac-
tions.
2—ALGEBRA (Wentworth’s School). Pages 144-
275. Fractional equations, simultaneous equa-
tions, involution, evolution, theory of exponents,
radicals, quadratic equations.
18
3—ALGEBRA (Wentworth’s School). Pages 275-
362. Simultaneous quadratic equations, ratio
and proportion, progressions, logarithms, bi-
nomial theorem.
II.
1—GEOMETRY (Wentworth). Pages 1-104. Book
I. and about one-half of Book II.
2—GEOMETRY (Wentworth). Pages 104-180. Be-
ginning at about the middle of Book II. to Book
IV.
3–GEOMETRY (Wentworth). Pages 180-278. Books
IV., V. and VI.
III.
1—GEOMETRY (Wentworth). Books VII. and
VIII.
2—TRIGONOMETRY (Wentworth). Pages 1-28.
3—TRIGONOMETRY (Wentworth). Pages 28-102.
(In the Classical Course, Solid Geometry and
Trigonometry are taken in the Fourth Year.)
IV.
1, 2 and 3–ANALYTIC GEOMETRY (Wentworth).
Optional.
IV.
1—REVIEW OF ALGEBRA.
3—REVIEW OF ARITHMETIC.
19
BOOKKEEPIN G.
III.
1—PACKARD'S MANUAL OF BOOKKEEPING
AND CORRESPONDENCE. Complete. Theory
of Double and Single Entry. Writing of Com-
mercial Paper and Business Forms.
DRAWING.
I.
FIRST HALF: FREEH AND DEAWING With
crayon from models, observing texture, perspec-
tive, light, shade and shadows.
SECOND HALF: MECHANICAL DRAWING.
Geometric Problems. Working Drawings of
furniture, tools and machinery.
II.
FIRST HALF: FREEFIAND DRAWING from
models (objects and still-life groups).
SECOND HALF: MECHANICAL DRAWING.
Geometric Problems. Working Drawings of
machinery to scale.
III.
FIRST HALF: FREEELAND DIRAWING With
colored crayon, from models, observing light,
shade and shadows.
SECOND HALF: MECHANICAT, DRAWING.
Working Drawings of furniture, tools and ma-
chinery, to scale.
20
IV.
FIRST HALF: FREEH AND DRAWING as in the
Third Year. Use of Water Colors.
SECOND HALF: MECHANICAL DRAWING.
Working Drawings of machinery to scale. Ele-
mentary Architecture.
SCIENCE.
II.
2—BOTANY (Gray’s “How Plants Grow”). Struc-
tural Botany.
3—BOTANY (Coulter's Manual of Rocky Mountain
Flora). Systematic Botany. Field work, col-
lection of herbarium of twenty-five specimens;
determination as far as the species.
III.
1—PHYSICS (Gage’s “Introduction to Physical Sci-
ence”). Pages 1-154. Matter and its Proper-
ties. Dynamics.
2–PHYSICS (Gage’s “Introduction to Physical Sci-
ence”). Pages 154-238. Heat, Electricity and
Magnetism.
3–PHYSICS (Gage’s “Introduction to Physical Sci-
ence”). Book completed. Sound and Light.
Gage's Laboratory Manual will be used as a
guide in the laboratory. One hundred experiments
will be required as a minimum.
III.
2—ASTRONOMY (Young's Elements). Constella-
tions. Structure of the Universe. Use of Celes-
tial Globe and Proctor's Star Maps.
21
3–ASTRONOMY (Young’s Elements). The Solar
System. Observations with Telescope.
Reference Books: Langley, Young, Newcombe.
IV.
1—ADVANCED BOTANY. Study of Colorado
Flora. Elements of Cryptogamic Botany. Mi-
croscopic work. Herbarium of twenty-five speci-
mens, with determination of species.
IV.
1—ZOOLOGY (Montmahon and Beauregard). Pages
1-188. Distinguishing features of Vertebrates.
Study of the Invertebrates. Collecting and
mounting Insects.
2–ZOOLOGY (Montmahon and Beauregard). Book
completed. Vertebrates. Useful and obnox-
ious Invertebrates.
IV.
1—PSYCHOLOGY (Baker). Pages 1-130.
2—PSYCHOLOGY (Baker). Pages 130-232.
IV.
1—CHEMISTRY (Shepard’s Elements). Eight Chap-
ters.
2–CHEMISTRY (Shepard’s Elements). Three Chap-
ters.
3–CHEMISTRY (Shepard’s Elements). Book com-
pleted. Brief study of some of the chief Organic
Compounds.
22
Williams’ Laboratory Manual is used as a guide
for individual work. Seventy experiments must be
performed and written up, together with such others
as may be selected from the text.
IV.
2–GEOLOGY (Le Conte's Compend). Pages 1-242.
Dynamical and Structural Geology.
3—GEOLOGY (Le Conte's Compend). Book com-
pleted. Historical Geology. Brief study of the
common minerals. Field work. Collection and
Determination of twenty-five minerals.
CIVICS.
I.
1–ENGLISH HISTORY (Montgomery’s Leading
Facts in English History). Pages 1-150. From
earliest times to reign of Henry IV.
2—ENGLISH HISTORY (Montgomery). Pages 150-
306. Henry IV. to House of Hanover.
3—ENGLISH HISTORY (Montgomery). Book com-
pleted. The Hanoverian Period. Review.
II.
1–ANCIENT HISTORY (Myers). Pages 152-303.
Greek History.
2—ANCIENT HISTORY (Myers). Greek History
completed. Roman History. Pages 1-93.
3–Roman History completed. Review.
23
III.
1—MEDIAEVAL AND MODERN ELISTORY
(Myers). Pages 1-260. Middle Ages, 476 to
1000 A. D.
2–MEDIAEVAL AND MODERN HISTORY
(Myers). Pages 260-504. 1000 to 1648 A. D.
3—MEDIAEVAL AND MODERN HISTORY
(Myers). Book completed. From 1648 to the
Present Time. Review.
Parallel reading, debates on, assigned topics,
essays on noted persons and events, and topical out-
lines, throughout the whole course in History.
II.
1–CIVIL GOVERNMENT (Young's Class Book).
Book completed. General principles of Govern-
ment. State and National Governments. The
Constitution. Municipal and International
Law. Reference Books: Von Holst, Brice,
Story, Cooley, Bluntschli.
IV.
2—POLITICAL ECONOMY (Gregory). Pages 1-186.
3—POLITICAL ECONOMY (Gregory). Pages 186-
382.
LANGUAGE.
ENGLISH.
I.
1—RHETORIC (Kellogg). Pages 1-115. Invention.
Qualities of Style. Exercises in the construction
of sentences.
24
2–RHETORIC (Kellogg). Pages 115-223. Qualities
of Style.
3–RHETORIC (Kellogg). Pages 223-330. Produc-
tions. Poetry and Punctuation.
I.
1—AMERICAN LITERATURE. Colonial Period.
Reading of Whittier's Snow-Bound, Among the
Hills, and shorter poems.
2—AMERICAN LITERATURE. Revolutionary
Period. Reading of six selections from Irving's
Sketch Book, The Alhambra and Knickerbock-
er's History of New York.
3—AMERICAN LITERATURE. National Period.
Reading of Longfellow’s Evangeline, Hiawatha,
and selected short poems and prose sketches.
II.
1—ENGLISH LITERATURE. Scott's Lady of the
Lake and Ivanhoe.
2–ENGLISH LITERATURE. Literature Of the
periods of the Restoration and Queen Anne’s
Reign. Reading of Addison's Sir Roger de
Coverly, and selected essays.
3—AMERICAN TATTERATURE. WebSter’s Bunker
Hill Orations. Characteristics of the Oration as
a literary form. Lowell’s Vision of Sir Launfal,
Commemoration Ode, other selected poems and
one essay.
III.
1—ENGLISH LTTERATURE. Periods and forms
by topical outline. Eighteenth Century writers
25
and writings. Burns' Cotter’s Saturday Night,
and other poems. Goldsmith’s Deserted Village
and Vicar of Wakefield.
2—ENGLISH LITERATURE. Rise and develop-
ment of the Drama. Shakespeare's Julius
Caesar. Writers of the Elizabethean Age.
3—ENGLISH LITERATURE. Macaulay's Second
Essay on the Earl of Chatham. Dickens’ David
Copperfield, or its equivalent. Selected essays
by Bacon.
IV.
1—ENGLISH LITERATURE. Forms of English
Verse: Epic, Lyric, Dramatic. Selected poems
by Tennyson and Wordsworth. Coleridge’s An-
cient Mariner. Arnold’s Sorah and Rustum.
Milton’s L’Allegro and Il Penseroso.
2—ENGLISH LITERATURE. Shakespeare's Mer-
chant of Venice, or Hamlet.
3—ENGLISH LITERATURE. Selections from Em-
erson’s Representative Men, and essays. Pro-
logue to Chaucer's Canterbury's Tales. Review
of work by periods and classes of literature.
Note—No text book is prescribed; all available
books on literature are consulted. Pupils keep note
books; commit to memory quotations, and poems
from Whittier, Lowell, Longfellow, Burns, Ten-
nyson and other poets studied; write essays on
periods of literature and on noted works; and read
each year at least one novel selected by the teacher,
which is discussed and criticised in class.
IIl.
2—REVIEW OF ENGLISH GRAMMAR (Harvey).
Reference Books: Gould Brown, Meiklejohn,
Green, Reed & Kellogg, Williams.
3—ENGLISH. History of the English Language.
Exercises in the practical use of English. Spe-
cial Composition Work.
GERIM.A.N.
I.
1—Collar’s Eysenbach's German Lessons, pages 1-66.
2—Collar's Eysenbach, pages 66-107.
3—Collar's Eysenbach, pages 107-160.
Throughout the year: Selections from the Third
Eclectic German Reader. Exercises in dictation,
conversation and declamation. *
II.
1—Collar's Eysenbach’s German Lessons, pages 66-
188.
2—Collar's Eysenbach’s German Lessons, pages 188-
215.
3—Collar's Eysenbach’s German Lessons, pages 215-
245.
Throughout the year: Selections from the
Fourth Eclectic German Reader. Exercises in dicta-
tion, conversation and declamation. Composition
work consisting of descriptions, narratives and
letters.
III.
Throughout the year: Review of German Gram-
mar. Selections from the Fifth Eclectic German
Reader. Essays. Translations of selections from
English authors (Irving’s Sketch Book, Dickens'
Christmas Stories, etc.) into the German. German
exclusively made the class language.
IV.
Throughout the year: Reading the German
Classics. History of German Literature. Sight
translations from English historical works into Ger-
man. Essays on subjects suggested by works studied
in class.
FRENCH.
I.
GRAMMAR. Van Daell’s Introduction to the French
Language.
READING. Super's French Reader. Exercises in
conversation and dictation. Oral and written
reproductions of selections read.
II.
GRAMMAR. Van Daell’s Introduction to the French
Language completed.
READING. Super's French Reader completed.
Exercises in conversation and dictation. Oral
and written reproductions of selections read.
III.
GRAMMAR. Da Costa's Grammaire Francaise,
Cours Superieure.
28
READING. Ploetz's Manuel de la Litterature Fran-
caise.
Exercises in conversation and dictation. Oral
and written reproductions of selections read. Com-
positions on given subjects.
IV.
GRAMMAR. Da Costa’s Grammar completed.
READING. Ploetz’s Manual. Extraits Choisis
(Daudet), Le Misanthrope (Moliere), Jeanne
d’Arc (Lamartine), or some equivalent. Essays
on given subjects. 4.
LATIN.
I.
1—BEGINNER'S LATIN BOOK (Collar and Dan-
iell). Lessons I.-XXVII. (incl.).
2–BEGINNER's LATIN BOOK. Lessons XXVIII.
LIII. (incl.).
3—BEGINNER'S LATIN BOOK. Book completed.
Throughout the year: Exercises in Grammar
(Allen and Greenough). Special attention given to
pronunciation, declensions, conjugations.
II.
1—CAESAR (Allen and Greenough). Chapters
I.-XXXIV. (incl.), Book I.
2—CAESAR. From Chapter XXXV., Book I., to
end of BOOk III.
3—CAESAR. BOOks IV. and V.
29
Throughout the year: Exercises in Grammar
(Allen and Greenough), sight translations, selections
from Cornelius Nepos (Lindsay), exercises in Prose
Composition (Collar).
III.
1—VERGIL (Greenough). Book I.
2—VERGIL. Books II. and III.
3–VERGIL. Books IV. to VI. (incl.).
Throughout the year: Prosody; sight transla-
tions; references to mythological subjects; review
of Grammar (Allen and Greenough); exercises in
Prose Composition (Collar).
IV.
1—CICERO (Allen and Greenough). Orations
against Catiline I. and II. Prose composition
based on the text. Sight reading. Miscellane-
Ous work in Grammar (Allen and Greenough).
2–CICERO. Orations against Catiline III. and IV.
Oration for Archias. Prose composition. Sight
translations from Pliny and Sallust.
3—OVID'S METAMORPHOSES (Allen and Green-
ough). The Creation; The Four Ages; The
Flood; Deucalion and Pyrrha; Phaethon;
Niobe; Orpheus and Eurydice; The Golden
Fleece. Sight reading from Horace. Scanning.
Roman Mythology.
30
GREEK.
II.
2—FIRST LESSONS IN GREEK (Boise and Pat-
tengill). Lessons 1-30. Exercises in Grammar
(Goodwin).
3—FIRST LESSONS IN GREEK. Book completed.
Exercises in Grammar (Goodwin).
III.
1–XENOPHON'S ANABASIS (Goodwin and
White). Pages 1-20, Book I.
2—XENOPHON'S ANABASIS. Book I. completed.
BOOk II.
3—XENOPHON'S ANA BASIS. BOOks III. and IV.
Throughout the year: Exercises in Grammar
(Goodwin) and Prose Composition (Jones).
IV.
1—HOMER'S ILIAD (Seymour). Book I. Study of
HOmeric Dialect.
2—HOMER'S IIIAD. Books II. and III. Selections
for Sight Reading.
3–HOMER'S ODYSSEY. Greek Mythology.
ELOCUTION.
I.
1—Exercises in Breathing and Articulation; Study
Of Pure and Orotund Qualities of Voice.
31
2—Inflection.
3—Emphasis. Thought Analysis.
Throughout the year: Drill in Pronunciation
and Reading. Practical applications of rules
studied.
II.
1—Pitch. Climax. Grades of Voice Projection.
2—Elementary drill in Gesture.
3—Rate. Force. Stress.
Throughout the year: Practice in Reading and
Personation.
III.
1—Drill in Reading with advanced work in Gesture.
2—Rhythm.
3—Application of principles learned, in the presenta-
tion of various selections prepared without as-
sistance. Criticism by the class.
IV.
1—Attitudes. Original work brought to class for
criticism.
2––Impure Qualities of Voice.
3—Pantomime.
MUSIC.
I.
1 EICHBERG’S NEW HIGH SCHOOL MUSIC
READER (throughout the year). Minor Scales
reviewed. Chords of the Diatonic Scale.
32
2---Intervals and their Inversions, Major, Minor, Di-
minished and Augmented. Written work.
3—First step in Curwen’s “How to Observe Har-
mony.”
II.
1—EICEIBERG’S NEW EIIGEI SCEIOOL MUSIC
READER (throughout the year). First step in
“How to Observe Harmony” reviewed and sec-
Ond step begun.
2—Second step in “How to Observe Harmony” com-
pleted.
3–Third step in “How to Observe Harmony.”
III.
1—IOOMIS’ HIGH SCHOOL MUSIC READER.
(throughout the year). First, second and third
steps in “How to Observe Harmony” reviewed.
2—Fourth step in “How to Observe Harmony.”
3—Fifth step in “How to Observe Harmony.”
IV.
History of Music. Terminology. Form in Music.
Great singers of the present day.
Throughout the course: Breathing Exercises,
Voice Culture, Sight Singing.
33
GRADUATES OF DENVER HIGH SCHOOL,
DISTRICT No. 2.
1884.
Brandt, Frances S. McDonough, Charles R.
Ducey, Laura A. Stilwell, Morrison F.
Hallam, Effie Z. Williams, Lelia F.
1885.
Cohen, Eva R. Jeffries, Ferdinand M.
Cohen, Sarah T. McIntyre, Katherine B.
Force, Anna L. Schueler, Augusta A.
Huntington, Isabel L. Simmons, Richard F.
1886.
Cook, James Shattuck, Angie
Forrest, Agnes Steele, Mabel C.
McCary, Lulu M. Tyler, Mary E.
McIntyre, Louise A. Williams, Willie A.
Mountain, Alexander A. Woodward, Albert O.
1887.
Allen, Harrison Allen, Olive Teresa
Scott, Jessie Morrison.
I888.
Atkins, Mattie Josephine Nance, Fred Henry
Cochran, Charles Clifford O'Haro, Emily May.
34
1889.
Batchelder, Julia Alzada O'Connor, Mary Elizabeth
Campbell, Thomas Oswald, Nellie Dailey
Cordingly, Lizzie Post, George McMurtrie
Greenlee, Lillian Sylvester, Grace
Klein, Louisa Young, Fannie Angeline
Kolbe, Arno Whitehead, Ruth Worrick
Williams, Cora.
I890.
Brinkley, Vesta Elvira O’Brien, Kittie
Evans, Bessie Berryman Oppenstein, Ettie
Field, Edward Bell Vandermark, Leah Allen
Gomer, Mamie Wagner, George Francis
Hingley, Annie Wagner, Harry Ulysses
Kellogg, Clara May Wells, Laura
McNair, Agnes Williams, Jessie Marea
Montgomery, Jessie” Woodhouse, Nellie
º Has died since graduation. *
I891.
Baker, Lillie Moyn Johnson, Birtsel Everson
Boyer; Frederic L. Johnson, William Reizin
Cordingly, Harvey Keiper, Frances Jane
Davidson, Margery Maud Krusen, Alma
Ennis, Nellie Blanche Latham, Harry Valentine
Ferguson, Allan Ohlander, Bennie A.
Hall, Charles Bryan Osborne, Eleanor W.
Haney, James Wesley Pickard, Harry Samuel
Hartzell, Alice Risley, Bessie
Jacobs, Charles Silas Stone, Mary Elizabeth
Johns, Ada Sylvester, Clara
Young, Viola.
35
1892.
Abel, Elbert Clinton Fleming, Jeannette Lee
Abel, Eldred Clark Glasgow, Ethel Maude
Avery, Camilla C. Irwin, Will H.
Barton, Arthur L. Shay, Gertrude
Dailey, Grace Wright, Laura Belle
Young, Archie H.
I893.
[NOTE–On account of the change from a three
years' course of study to a four years' course, there was
no regular graduating class for this year, the class of '92
being the last one to graduate under the three years'
course. The only graduate for this year, who had
attended the Wichita, Kas., High school for two years
before she came here, took her senior studies with the
class of '92 and then completed her course by taking
the branches still necessary to entitle her to graduation
at this school, during the school year 1892-1893.]
Jones, Nona.
I894.
Brawner, Kate V. Kraemer, Edward L.
Clarke, Millie A. Norman, John Edward
Clow, Lee R. Phelps, G. Sidney
Cordingly, Marian Ramus, Charles C.
Craig, Mary Rand, Mary Emma
Dawson, Harry Rhodes, Ida M.
Elder, Alpheus M. Roszell, Maytee A.
Greenlee, Mignonette Rothwell, Blanche Morris
Hartzel1, F. Ernest Sandidge, Sallie S.
Holgate, Fred H. Shell, Arthur A.
Johnson, Estelle Sinton, Bertha Pringle
Johnston, Fred tº Taylor, Ethelyn M.

Mahual Training High School
School District Number One
Yenyer, Colorado
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MANUAL TRAINING
HIGH SCHOOL
DENVER
COURSES OF STUDY,
REQUIREMENTS FOR ADMISSION,
GENERAL AND SPECIAL INFORMATION.
Twenty-Seventh Avenue and Franklin Street.
1896.
w. F ROBINSON & CO., PRINTERS,
DENVER, COLO.
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Q Q.
*
CHARLEs A. BRADLEY, . . Primcipal.
#
United States Military Academy, 1877.
JENNIE M. HARRIS, . . . . . . . . . . Instructor in German.
s #Two years and a half of special study of German and German
#. literature in Germany and Switzerland.
JOHN R. HENDERSON,
* Instructor in Wood-Work, Clay-Modeling and Design.
x:
Cooper Institute, and Denver School of Fine Arts.
fº
EZELU #ILLIER, . . . . . Instructor in Free-Hand Drawing.
#. Wassar, Art Department, 1893.
º
MARY B. IOHNSON, B. A. . . Instructor in Modern Languages.
University of Colorado, 1888; two years of special study of
% German and French in Europe.
HARRY v. REPNER, B.A., Instructor in Chemistry and Botany.
* Ohio Wesleyan University, 1890.
CLARENCE A. LAWTON, Instructor in Second Year Shop-Work.
* Franklin Institute, Philadelphia.
CHARLEs J. Ling, B. S.,
º: Instructor in Physics and Mathematics.
Cornell University, 1890.
JOSEPH Y. PARds. J.R., S. B.,
Instructor in *hird Year Shop - Work, Mathematics, and
Mechanical Drawing.
§tts Institute of Technology, 1893.
LOUIS SAYRE, *
Instructor in Mechºnical Drawing and First Year Science.
Philadelphia Manual ining High School, 1888; two years in
- City and Gºlds of London Institute.
Massachu
AGNES L. STURGEON, Instructor in Wood-Carving and Sewing.
Pratt Institute, Brooklyn, * º graduate work in the winter of
º, an
INEZ L. TAGGART, A. M., §
Instructor ºn History and English Literature.
University of Kansas, A. #º 90, A. M. '92; Bryn Mawr, one
year, post gradua º:ºwork in Literature.
HELEN M. WALKER, º,
Instructor in Gºoking and Domestic Economy.
Boston Normal Scho $ºof Cookery, 1893.
SARAH MC. F. WARREN . . . . . . . Instructor in Sewing.
Pratt Institute, Brooklyn.
* †
* .













*
Ceacberg, 1897-8.
CHARLES A. BRADLEY, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Principal.
United States Military Academy, 1877.
HELEN L. ATKINS, B. A., Mathematics amol First Year Science.
Wellesley College, 1897
WILLIAM C. BORST, B. S.,
& Mechanical Drawing; Electricity and Magnetism.
University of Michigan, 1896.
IDA. H. CLARK, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sewing.
Milwaukee Normal School, 1888.
JOHN R. HENDERSON, . . . . . Wood Work, Clay Modeling and Design.
Cooper Institute, and pupil of Preston Powers.
EZELU HILLIER,................................ Freehand Drawing.
Vassar, Art Department, 1893.
MARY BALL JOHNSON, B. A., . . . . . . . . . . . . . . . . . . . Modern Languages.
University of Colorado, 1888; two years of study of
German and French in Europe.
HARRY V. KEPNER, M. A., . . . . . . . . . . . . . . . . . . . Chemistry and Botany.
Ohio Wesleyan University, 1890.
CLARENCE A. LAWTON, . . . . . . . . . . . . . . . . . . . Second Year Shop Work.
Franklin Institute, Philadelphia.
CHARLES J. LING. B. S., . . . . . . . . . . . . . . . . . . . Physics and Mathematics.
Cornell University, 1890.
JOSEPH Y. PARCE, JR., B. S.,
Third Year Shop Work and Mechanical Drawing.
Massachusetts Institute of Technology, 1893.
AGNES L. STURGEON,. . . . . . . . . . . . . . . . . . . Wood Carving and Sewing.
Pratt Institute, 1893; post graduate work in the winter of 1893-4.
INEZ L. TAGGART, M. A., . . . . . . . . . . . History and English Literature.
University of Ka sas, B. A. 1895, M. A. 1892; Bryn Mawr, one year
post graduate work in Literature.
GEORGE L. TENNEY, B. A., . . . . . . . . . . . . . . . . . . . . . . . . Latim and Music.
University of Denver, 1894.
IDA. B. TENNEY, B. A., . . . . . . . . . . . . .
University of Michigan, 1897.
. . Latim and English
HELEN. M. WALKER, . . . . . . . . . . . . . . . . Cooking and Domestic Economy.
Boston Normal School of Cookery, 1893.
CORA. M. WILLIAMS, B. A , . . . . . . . . . . . . . . . . . . . . . German and English.
Smith College, 1883: five years of study in Hanover, Berlin, and Zurich.
Pattern and Turning Shop.

(Danual Craining bigh 35chool,
E) enver,
HE PURPOSE of this school is to furnish a lib-
eral elementary education, suitable not only for
those who contemplate a higher education later,
but especially for those pupils who, upon leaving
school, must enter at once upon the active duties of
life. The course of study gives ample preparation to meet
the requirements for entrance to colleges and technical
Schools, except to college departments, requiring prepara-
tion in Greek.
Extra classes in Latin are open to candidates for
colleges.
The daily school hours are from 9 a.m. to 2:40 p.m.,
five days each week, with an intermission of twenty-five
minutes for luncheon. A warm lunch may be purchased
at the lunch counter in the school.
The attention of parents and guardians is invited to .
the fact that lessons must be prepared out of school. This
will require about three hours daily ; pupils are urged to
adopt systematic programs for work each day, mere, allow-
ing work to accumulate from (lay to day. This applies
especially to written assignments which frequently are
made several days in advance.
Tools and materials required in the shops are furnished
by the school. When the exercise made in school is
something which the pupil is to carry away and retain,
then he is required to furnish the material.
The diploma of the school is granted to students who
satisfactorily complete the three years course. The fourth
10 Manual Training High School.
year course is elective, and is designed for those graduates
who desire a more extended course than that outlined in
the work of the first three years.
Tuition for non-resident pupils is $8 per month, in
advance. The school is free to residents of School District
Number One, Arapahoe County, Colorado.
The High School Cadets is a volunteer military
organization, with constitution and by-laws subject to the
approval of the Principals of the High Schools of the
District. At present, Company C of this battalion is com-
posed of boys of the Manual Training High School. This
company drills once a week.
The Morey Literary and Scientific Society holds
private meetings once each alternate week, for practice in
debate, declamation, reading, essay writing, etc. Public
meetings may be held once each term. -
The “Stevens Prize” is awarded annually on February
22d, for the best original patriotic oration. Competition is
limited to one representative from each of the regularly
established Literary Societies in the High Schools of
District Number One, in the city of Denver.
The “Morey Prize” has recently been established. It
is to be awarded annually for excellence in sight reading;
competition is open to the girls of the Manual Training
High School, of District Number One, Denver.
The reference library of the school contains about
five hundred carefully selected volumes.
Manual Training High School. 11
(Ibe $5cope amo ||Yurpose of
(II)anual Craining.
The following brief statement is offered here, for the
information of parents and patrons of the school.
The purpose of manual training is just as truly
educational, as is that of purely mental training. As a
part of public school work, it must therefore be broad and
liberal in its scope, and universal in its applications.
The shop exercises are carefully planned to embody
many constructive principles, and to bring into use, one
after another, all of the more common and typical tools of
modern handicraft.
The articles made in the shops are not offered for
sale, and indeed seldom have any intrinsic value, save as
illustrations of certain forms and principles.
Since the whole object of this training is educational
in character, the student, as soon as he has mastered the
principle or process involved in a certain exercise, is set to
work upon another. Mere mechanical dexterity is re-
garded as of secondary importance; thorough mastery of
principles, comprehension of the logical steps of the
process, together with intelligent execution of the same is
all that we demand. Further repetition would doubtless
result in greater mechanical dexterity, but as an educa-
tional process it would be lacking in mental training.
Movements that have become automatic, that is, which no
longer require the active supervision of the mind, cannot
be regarded as highly educational in character. When
this point is reached therefore, it is time for the student to
drop that particular exercise and turn to something else.
12 Manual Training High School.
Notice that we said, “intelligent” execution of the
exercise is demanded. This is the key to the whole plan.
Students must know how to do certain things, and also why
certain processes are employed. They do not blindly
copy a piece of work, but trace the logical steps of a process
to its legitimate result.
This kind of training cannot fail to make thoughtful,
intelligent workers; and who will deny that we need more
of these in the world? - *
It is unreasonable to expect that all of our graduates
will become mechanics. Some of them doubtless will, and
we confidently expect a good account of them. Others
will find that their natural abilities lead them in other
directions, and they will turn aside into business channels,
or push onward through the higher technical school or
college toward the professions, such as the law, medicine,
engineering, and the various occupations requiring
extended scientific training. It is predicted with entire
confidence, however, that each and every student will be
benefited and strengthened by his manual training work.
He will go forth into the world with a mental training,
the vigor and practical worth of which could not have
been obtained in any other way than by personal contact
with tools and materials.
It will be observed that while no specific trades are
taught, we do teach the underlying mechanical principles
of a great many trades; and that the possible economic
applications of these acquired principles is almost limitless
in number.
Each pupil will be helped by his school work to
discover his natural capablities and aptitudes, and to make
an intelligent choice of occupation.
Sewing Room

Manual Training High School. 13
Visitors to the school sometimes carry away a false
impression of its character, because the manual training
departments from their novelty, attract an undue amount
of their attention. It must be borne in mind that manual
training work, although important, is not intended to
supersede legitimate literary work. It will be found upon
investigation, that the academic work required of pupils
in this school is superior in character. An outline of each
year’s work will be found herein.
It will also be found that the Manual Training High
School is no asylum for lazy boys and girls; on the
contrary, they will be as sadly out of place here as in any
other place where activity and industry is demanded.
The object of manual training, as introduced into
the public schools, is to develop the faculties through the
education of the hand and eye; to familiarize the pupil
with tools, materials and processes, to cultivate habits of
thoughtful, intelligent and accurate work, and thus to
bring into close relationship, knowing and doing.
Courge of $3tuop,
Q &
NOTE.-The figures after the studies, indicate the number of school hours per
week devoted to that subject.
FIRST YEAR.
MATHEMATICs (5)—Algebra and Plane Geometry.
SCIENCE (4)—Physical Geography until January; Botany.
HISTORY AND ENGLISH (3) — American Literature and Rhetoric
until January; Greek History.
LANGUAGE (4)—Latin or German.
DRAwiNG (4)—Freehand (2); Mechanical (2).
MANUAL WORK (10)—For Boys: Joinery, 16 weeks; wood-turn-
ing, 12 weeks; wood-carving, 10 weeks. For Girls: Plain sewing;
joinery on alternate days from January to June.
MUSIC (1)—Chorus singing.
PHYSICAL CULTURE.
SECOWD YEAR.
MATHEMATICs (4)—Algebra; Plane and Solid Geometry.
SCIENCE (5)—Physics with laboratory practice.
HISTORY AND ENGLISH (3)—Roman History until January; Rhe-
toric; English and American Literature.
LANGUAGE (4)—English or German.
DRAwING (4)—Freehand (2); Mechanical (2).
MANUAL WORK (10)—For Boys: Pattern-making and mould-
ing, 20 weeks; forging, 18 weeks; lessons in brazing and soldering.
For Girls: Drafting patterns; cutting and fitting undergarments;
machine sewing; wood-carving on alternate days from January to
June.
MUSIC (1)–Chorus singing.
PHYSICAL CULTURE.
THIRD YEAR.
MATHEMATICs (4)–Algebra; Plane Trigonometry; Book-keeping.
SCIENCE (7)—Chemistry with laboratory practice (5); Steam, Elec-
tricity and Magnetism f (2).
HISTORY AND ENGLISH (5*)—English History; English Litera-
ture; Civil Government.
LANGUAGE (4)—English or German; French. §
DRAwING (4)—Freehand (2); Mechanical (2).
* Three for the first four months. One of the five periods is for unprepared work.
# With the approval of the Principal, shop-work may be substituted for this work.
§ French may be substituted for mathematics in the third year.
Manual Training High School. 15
MANUAL WORK–For Boys: Wise work; machine tool - work;
construction. For Girls: Cooking; household science. The manual
work of this year occupies eight hours per week for sixteen weeks,
and six hours per week for twenty-two weeks.
MUSIC (1)—Chorus singing.
PHYSICAL CULTURE.
FOURTH YEAR.
MATHEMATICs (4)—Spherical Trigonometry; Surveying; Book-
keeping.
SCIENCE (5)—Advanced Chemistry (5), or Advanced Physics (5).
MANUAL WoRK (8)—For Boys: Machine tool-work and con-
struction. For Girls: Cooking; household science. Or the pupil
may elect advanced work in any of the lines of shop work already
pursued.
HISTORY (4)—One-half year. Study of some period of Ameri-
can History; Political Economy.
Psychology (4)—One-half year.
LANGUAGE (5)—French, or German, or English.
DRAWING (2 to 10)—Freehand; Mechanical; Modeling.
MUSIC (1)–Chorus singing. *
PHYSICAL CULTURE.
From the above, with the approval of the Principal, the student
will choose thirty hours’ work per week, at least thirteen of which
must be chosen from the following lines of work: Mathematics,
Science, History, Language. The manual work is required of all
students.
5.
COURSES OF STUDY.
HISTORY
LANGUAGE MATHEMATICs SCIENCE AND DRAWING | MUSIC | MANUAL TRAINING SCIENCE
ENGLISH |______|_ __ --- - - - - - --
I II III IW V WI WII WIII IX X XI YII XIII
g ge Algebra. Phy sical | Rhetoric. | Freehand 2 Joinery Sewing
First German | Latin Latin Plane sº Geography Ancient Mechanical 2 Music Turning. Joiner
Year Geometry Botany History Carving. y
__4_ -- - - - - - - - 4. - 4 --- - - __5 - ---- 4 3 4. 1. 10 10
Algebra. Mºº Modeling. ; S
- istory. akin ewing.
Second German English Latin Plgººd Same Physics y Freehand. | Music #; g
Geometry as V Rhetoric ork, Carving
Year }Ty Mechanical. Forging
–4– 4 --- 4. 4 ----- - - - - - - 5__ 3 --- 4 1. 10 10 -------------
tº -- Algebra. Modern | Freehand 2 Cooking || Steam,
Third German | English | Latin Plane Chemistry | History Music Metal and Electricity
Trigonometry Mechanical 2 Fitting Domestic and
Year French |Book-keeping Economy |Magnetism
4 4 4 4 5 jºk 4. 1 Sh 2
ELECTIVE FOURTH YEAR.
Spherical Some
º, Physics | period of Freehand 2
German | English | Latin | French Surveyin OT American Music Shop Work|Shop Work
sing: Chemistry | History. Mechanical 2
Book-keeping Psychology
5 5 5 5 4 5 4' 2 to 10 1 8 8
Figures underneath the name of the study indicate the number of periods per week.
* Three for the first term.
iſ After the first term, six hours for those who elect course XIII.
Required for graduation:
Course I, or II, or III, V, or VI and IV, VII, VIII, IX, X, XI or XII, and XIII or its equivalent,
iRequirementº for Elomí93ion.
Q Q.
Arithmetic, Geography, Grammar, United States History, Ele-
ments of Physiology, Spelling.
Pupils who have had German in the grades below the High
School enter an advanced division.
& Q & Q.
TÉloteg amo Brplanation 3.
& ©
(II)athematics.
In all mathematical work the following points are steadily kept
in view: The development of power on the part of the pupil to
reason logically; to exercise good judgment; to make accurate cal-
culations and concise statements; to apply known principles to the
solution of new problems; to understand the meaning and use of
generalization.
F/RST YEAR,
Algebra is studied for the first half of the year; and Plane
Geometry for the second half. It is believed that this arrangement
gives the pupil a better preparation for the study of Physics in the
Second year, than Algebra alone would give.
SECOWD YEAR.
Algebra and Plane Geometry continued until the former has
embraced the subjects of Quadratics and Higher Equations solved as
Quadratics, and the latter has been finished, then for the remainder
of the year the time is occupied with Solid Geometry.
TH / RD YEAR.
Algebra reviewed, special attention being paid to the deduction
of formulas. The following new topics are then studied: Proper-
ties of Quadratics, Progressions, Properties of Series, Binomial
Theorem.
Plane Trigonometry; deductions of fundamental formulas; solu-
tion of plane triangles and regular polygons; some practical applica-
tions to surveying.
The use of Logarithms is taught in connection with this work.
The course in Book-keeping is a short one, with practice in
business between pupils, with books kept in single and double entry.
18 Manual Training High School.
FOURTH YEAR,
Spherical Trigonometry; deduction of fundamental formulas;
Solution of the right spherical triangle and regular spherical poly-
gons; the oblique spherical triangle; some applications of spherical
trigonometry to astronomical problems.
Surveying, field work. Book-keeping.
§cience.
Throughout the work of the school the individual laboratory
work of the pupil forms an important factor. He must see, handle,
manipulate, draw conclusions for himself and record the same in a
neat and accurate manner.
FIRST YEAR,
The subject matter of Physical Geography, treating as it does
of the common natural phenomena observable at the earth's sur-
face, seems a fitting starting point for the work of the Science
Course.
The first half of the year is devoted to the subject, using Hin-
man's Eclectic Physical Geography as a text book. On account of
favorable local conditions, the subject of Geology receives especial
attention in this connection.
The second half of the year is devoted to the study of Botany,
using Spalding’s Introduction to Botany as a text book. The labor-
atory method is employed. The room equipment consists of thirty-
five simple dissecting microscopes, and one compound microscope
with all necessary accessories for examining minute cell and tissue
structure. A suitable laboratory note book is kept by each pupil,
illustrated by original drawings from the object, and accompanied
by a written record of observations.
SECOWD YEAR,
PHYSICs. – The course extends through the year, five periods
per week, two of which at least are devoted to laboratory practice.
The work in the laboratory is usually assigned to the pupils
individually. Each student is provided with apparatus and performs
his own experiments which with few exceptions are of a quantitive
nature and lead to numerical results. The importance of observing
carefully every detail, and of preserving accurate and independent
record of each experiment, is constantly held before the student.
The experiments are selected so that some phase of the subject
under investigation is revealed to him by the experiment.
The class work and laboratory work run nearly parallel. The
following outline indicates the character of the work:
Manual Training High School. 19
Fall Term.—Mechanics. Laboratory work: Measurements and
weighing, mechanical powers, falling bodies, pendulum, simple
machines, hydrostatics, specific gravity, capillarity, pneumatics.
Winter Term.—Heat, Electricity and Magnetism. Laboratory
work: Thermometry, diffusion of heat, expansion, artificial cold,
latent and specific heat. Magnetic polarity, induction and field;
static electricity, electrical distribution, induction; electrical
machines; electrical measurements; use of galvanometers, batteries,
Wheatstone bridge; thermo electricity.
Spring Term.—Acoustics and Optics. Laboratory work: Fun-
damental principles of wave motion; elementary laws of Sound
vibrations; simple acoustic instruments; reflection, refraction and
absorption of light; foci of mirrors and lenses; photometry; spectra;
polarization.
THIRD YEAR.
CHEMISTRY.-The course extends through the year, five periods
each week, two of which at least are employed in laboratory work.
The purpose of the course is to familiarize the pupils with the
fundamental principles of the science and their important applica-
tions in industrial processes. tº
Fall Term.—Fundamentals of the science, chemical nomen-
clature, methods of manipulation, the study of a few characteristic
non-metallic elements.
Winter Term.—The study of the elements as grouped by the
Periodic Law.
Spring Term.—The principles of Qualitative Analysis.
STEAM, ELECTRICITY AND MAGNETISM.–This course consists
principally of laboratory work and shop work, two periods per week
throughout the year, supplemented by illustrated lectures, and
references to standard works on the subject.
One of the objects of this course is to familiarize the student
with the details of construction of simple types of electrical machines,
and with the use of instruments employed in measuring electrical
energy. :
During the winter term the class instruction is upon the subject
of the work of steam, and transmission of power as exemplified in
the various forms of engines and machinery. So far as practicable,
the steam plant of the school is utilized for illustrative material.
Visits are also made to various power plants in the city. During the
spring term the class is employed in constructive work.
FOURTH YEAR,
CHEMISTRY.-Qualitative Analysis first term, Organic Chemistry
second and third term, with laboratory work; or, Assaying and Ele-
mentary Mineralogy.
20 Manual Training High School.
Unless at least ten students elect a subject, a class will not be
formed.
PHYSICAL MEASUREMENTs.-This course of instruction in Physics,
consists largely of experimental work done by the student.
Outlines with full references to the books at the disposal of the
students will be given, to parallel the work in laboratory practice;
and an oral or written test will be called for once each week.
The laboratory work consists of the experimental verification of
certain important physical formulas, of practice in the use of instru-
ments of precision, of the calibration of instruments, determination
of physical constants, and of measurements by the most important
methods, employing the physical units used in experimental and
applied physics. When several methods are employed to measure
the same kind of quantity, a discussion of the methods will follow.
Some time will be devoted to the making and standardizing of
instruments by the students, in order that they may obtain a better
knowledge of their construction and operation.
The work of this course is arranged so that it will extend and as
nearly as possible supplement the course in Physics in the second
year, and it will include, beside the regular work as planned and out-
lined, such special work as may suit the individual requirements of
the student. Those who expect to pursue this course are strongly
urged to elect trigonometry in the third year. .
1bistory amo Englisb.
History is taught in its principles and applications. Special
attention is given to political, social and religious institutions; pro-
gress and development of civilization; and to the relations of govern-
ment and people.
The laws, art, literature and philosophy of each nation is noted,
and also their influence upon other nations.
Maps and topical outlines are made by the pupils, and essays
written upon selected topics.
The first and second year's work is upon Ancient and Mediaeval
|History, the third year Modern History. In the third year, the
study of civil government accompanies the work in history. -
The fourth year is devoted to the study of some period of
American History and the elements of Political Economy.
The English work is designed to assist the pupil, (1) in express-
ing his thoughts in a clear and concise manner, (2) in acquiring a
larger and more accurate vocabulary, (3) in developing and cultivat-
ing a taste and appreciation for good literature. Throughout the
Forge Shop.

Manual Training High School. 21
school, especial attention is given to the spoken and written expres-
sions of the pupils, thus supplementing the work of the teacher of
English.
Compositions are required at regular intervals, the subject is
assigned by the teacher, and the composition is accompanied by a
brief outline.
FIRST YEAR.
A review of the technical points of grammar necessary to rhet-
oric. Relation, origin and development of the English language
with especial attention to the Latin and Saxon elements. (No text
book.) Genung’s Outlines of Rhetoric to Chapter III. Brief History
of American Literature. (No text book.)
Critical study of Longfellow’s Evangeline; Irving's Legend of
Sleepy Hollow. Other American classics are read, embracing selec-
tions from Hawthorne, Whittier and Lowell.
Essay work.
SEC OMVD YEAR.
Genung’s Outlines of Rhetoric completed. History of English
literature to Shakespeare. (No text book.) Contemporary reading
assigned by the teacher. Reading critically (outside of class) one
historical novel, reported by essay. Reading in class: Addison's
Sir Roger de Coverley, Shakespeare's Julius Caesar, other classics to
be selected from such authors as Goldsmith, Dickens, Scott, Holmes,
Bryant.
Special attention to figures of rhetoric, versification, forms of
poetry and portrayal of character.
TH / RD YEAR.
History of English literature from Shakespeare to Browning
(No text book.) Selections read in class and out, are assigned with
this work. One character novel, reported by essay. Shakespeare's
Merchant of Venice; Milton’s L’Allegro, Il Penseroso; Webster, one
oration; other English classics as needed.
FOURTH YEAR,
Attention paid to philosophy of growth of literature. Review
of English Grammar and Analysis; Reading of Hamlet or Macbeth
and selections from Macauley, Burke, Tennyson.
TLanguage.
ENGLISH.—The “History and English '' is a prescribed course.
The English of the Language course is elective, and is intended for
those who do not desire to study German.
22 Manual Training High School.
The study even for One year of a highly inflected language like
Latin, will give the pupil a keener appreciation for the niceties of
grammatical construction and a better comprehension and facility in
the use of his mother tongue, than the same time employed in the
exclusive study of English. For this reason Latin is studied for the
first year, stress being laid upon declensions, conjugations and
vocabulary. Sight reading is begun as early as the second month.
The text books for this year are Bennett's Latin Grammar and
Scudder's Gradatim.
After the first year, those pupils preparing for higher institutions
requiring Latin, may continue the study of that language; the course
being arranged to meet the entrance requirements of the leading
colleges; the others pursue a course of English, supplementary to the
English of the History and English course. The work consisting of
additional reading of selected literature, with frequent exercises in
writing, memorizing of choice selections, and reports upon books and
selections read.
MODERN LANGUAGE.-The pupils are taught from the beginning
to understand the spoken language, and encouraged to use it for
themselves. The language studied is made the language of the
class room.
The effort is made to render the acquisition of new words sys-
tematic, so that the pupil may gradually build up a good working
vocabulary. •
Stress is laid on the thorough memorizing: of model sentences
exemplifying characteristic constructions; of idioms and proverbial
phrases; of passages selected for beauty of thought and form.
The composition work includes exercises in re-translation based
on the texts read; paraphrasing; condensation of narrative; writing
of letters; some original composition.
Reading aloud is a part of almost every recitation. Emphasis
and expression are accounted as important as correct pronunciation.
Exercises in dictation are frequently given, especially in the
French classes.
Practice in conversation is afforded by discussion arising out of
the reading in hand; by the assignment of topics for preparation;
by unprepared topics presented for brief discussion; by the repro-
duction of stories read by the class or related by the teacher, and
in other ways incidentally arising. These exercises are made brief
and informal, the aim being to bring pupils to express themselves
voluntarily and with confidence.
Bald, word for word translation is not tolerated. Pupils are
taught to grasp the thought of the passage and to render it accu-
rately into equivalent expression in idiomatic English. It is antici-
pated that an interested pupil will, as the mechanical difficulties of
Manual Training High School. 23
the language are surmounted, cease to regard a German or French
book merely as something to translate, and begin to appreciate its
literary quality. Sight translation is constantly practiced in all the
classes.
While the tediousness of prolonged mechanical grammar drill is
avoided, a thorough mastering of the forms of the language and the
principles of its syntax is regarded as absolutely essential. The
grammar is therefore kept under review by various methods,
throughout the course.
GERMAN.—Two courses in German are presented: Course A for .
pupils who have passed through the German classes in the grades
preceding the ninth, and course B for those who begin the study
in the High School. -
Pupils taking Course A are able at the outset to take up easy
Selections from modern German literature. The work of this course
includes a wider range of reading, more sight translation, and more
advanced composition: The two courses remain distinct throughout
the four years of High School.
A (advanced). First year. Im Zwielicht, Gerstaecker’s Ger-
melhausen, L'Arrabbiata, or Whitney's German Reader. Span-
hoofd's Das Wesentliche der deutschen Grammatik. Composition.
Second year. Auerbach’s Brigitta, Bernhardt's Noveletten
Bibliothek, vol. I. or II. Koenig Rene's Tochter.
Third year. Six numbers of “Germania; ” Das Lied von der
Glocke, Schiller; Wilhelm Tell, Schiller. Composition.
Fourth year. Nathan der Weise, Lessing. Harzreise, Heine,
Hermann und Dorothea, Goethe. Literature studies from Hent-
Schel und Lincke's Literatur Geschichte, Kluge's. Composition.
B (beginning). First year. Kroeh’s “How to Think in Ger-
man,” Van Daell and Schrakamp's Das Deutsche Buch. Niebuhr's
Heroen-Geschichten.
Second year. Spanhoofd's Das Wesentliche der deutschen
Grammatik. Im Zwielicht, or Whitney's German Reader, Ger-
Staecker's Germelhausen. Composition.
Third year. Six numbers of “Germania” (in part), Das Lied
von der Glocke, Schiller; Koenig Rene's Tochter. Composition.
Fourth year. Wilhelm Tell, Schiller; Harzreise, Heine; Her-
man und Dorothea, Goethe. Literature studied as in Course A.
The list of works given above is intended to suggest amount
and character of the work done from year to year. Standard works
of similar grade may be substituted at any time.
24 Manual Training High School.
jftench.
Third year. Fontaine's Livre de Lecture et de Conversation.
Fourth year. Larive et Fleury's Deuxieme Annee de Gram-
maire. Standard modern prose works read aloud and translated.
£)rawing.
The drawing work of the school may be classified under three
heads: Constructive, representative, and decorative work. The
time is divided equally between free hand and mechanical work, the
two being carried along side by side throughout the entire course.
The equipment of the drawing rooms includes a good assortment
of models, casts and studies. .
CONSTRUCTIVE DRAWING —Includes all drawing relating to the
facts of form, such as freehand and mechanical working drawings,
geometric problems, surface developments, projections, intersection
of solids, and drawings relating to machine and building con-
struction.
REPRESENTATIVE DRAWING. —Drawings dealing with the appear-
ance of form, such as drawing from cast and object with charcoal,
pencil, and pen and ink. Perspective problems.
DECORATIVE DRAWING.-Includes work relating to the decora-
tion of form, viz.: Elementary design, historic ornament, decorative
design in color.
FIRST YEAR.
FREEHAND.—Working drawings of solids; elementary perspec-
tive in outline; water coloring in flat washes; charcoal and pencil
drawings from object and cast; historic ornament and design.
MECHANICAL.—Instruction in use of drawing tools; working
drawings to a scale; sections, elevations and details of machines
and parts of machinery; geometric construction; problems in ortho-
graphic projection; development of surfaces; isometric projection;
lettering and borders.
SECOWAD YEAR.
FREEHAND.—Elementary perspective in light and shade from
object with charcoal, pencil, pen and ink; water color shading;
sketches of machinery; historic ornament and design, conventional
forms, designs for ornamental iron work.
MECHANICAL.—Isometric projection; intersection of solids and
development of surfaces; architectural working drawings; elemen-
tary perspective; projection of shadows; machine drawing; lettering
and borders.
Cooking Laboratory

Manual Training High School. 25
THIRD YEAR,
FREEHAND.—Drawing from cast in charcoal and pencil; decora-
tive art work; pen sketching and shading; perspective; designing.
MECHANICAL.—Machine design and construction; perspective;
shades and shadows; geometric problems. A finished drawing with
full details, embodying all that the pupil has learned in drawing.
Clay (IDOOeling.
This work is done the first half of the second year, and consists
of modeling from casts, plant forms, carvings and designs.
It is intended to give the pupils along with this work, a knowl-
edge of the modeling of the various styles of relief decoration, such
as the Greek, Roman, Romanesque and Renaissance. Also in model-
ing from plant forms to teach the pupil to see broadly, and while
getting the character of the leaf or flower, to eliminate the non-
essentials and those features impossible of reproduction in plastic
form.
(II)anlla I (ClOrk.
In disciplinary value, the manual work rises to the dignity of
laboratory work, and holds equal rank with the regular academic
studies. It embodies a training in habits of careful, patient, syste-
matic, intelligent labor.
The pupil is made to feel from the beginning, the necessity for
planning his work with the utmost care and exactness, in order to
secure accurate results. All exercises made in the shop must agree
precisely in form and dimensions with the drawing, usually in the
form of a “blue print,” with which each pupil is provided.
- Each exercise is carefully planned to embody some definite
mechanical principle, and to bring into use one after another, the
various shop tools. The shop teacher explains the construction and
use of each tool as it is needed, and gives directions for its care.
Then in the presence of the class he shows exactly how to perform
the work, and also occasionally by way of a caution, “How not to
do it.”
Economy of time, labor and material is taught and enforced by
careful supervision. Special attention is given to the formation of
habits of neatness and order, and to the employment of workman-
like methods.
For boys the work is as follows:
26 Manual Training High School.
FIRST YEAR.
JOINERY, TURNING, CARVING.—In the joinery course only hand
tools are employed. The object of the course being to give practice
in the use of the principal wood-working tools, and teach the
elementary principles of construction.
The course in wood carving affords instruction in the use of the
principal wood-carving tools, and a further training in appreciation
of beauty of form in design. -
After the work at the bench, wood turning is taught. No kind
of shop work is more fascinating to the student, or presents a greater
Opportunity for developing an appreciation for grace, symmetry and
beauty in form.
Throughout the year frequent talks are given by the instructor
upon such topics as these: Distribution of forests; processes of
lumbering; the principal varieties of wood and their leading uses;
physical properties of wood; its behavior under various conditions;
its proper distribution in construction; preservation of timber, etc.
SECON D YEAR.
PATTERN MAKING, MoULDING, FORGING.—Some foundry work
precedes the pattern making, in order that the student may better
understand the construction of patterns.
The course in pattern making will consist in plain work; pulley,
pipe, gear and core work. In the foundry, the students are taught
to make molds and cores; each student pouring for himself into the
moulds that he has made.
FORGING.—Exercises in drawing, upsetting, shaping, bending,
welding, punching and cutting, hardening and tempering of steel.
During the course, each student forges and tempers a set of
steel lathe tools, to be used in the shop work of the following year.
A short course in ornamental iron work closes the year's work.
THIRD YEAR.
VISE-Vork, AND MACHINE Tool-WoRK.—The vise-work includes
chipping, surface filing, straight, angular and round fitting, scraping
and finishing.
The machine-tool work is designed to teach the uses of the most
common machine tools, and the elementary principles of machine
construction.
It consists of a series of graded exercises involving the uses of
the lathe, drill, planer, shaper, milling and grinding machines, and
will include work in cast and wrought iron, steel, and brass.
The ground covered, may be summarized as follows:
Lathe Work, consisting of centering, drilling and countersinking,
straight and taper turning, chuck work and screw cutting, also hand
turning, filing and polishing.
Manual Training High School. 27
Planing and Shaping, including the production of both plane
and curved surfaces, and key seating.
Straight and Spiral Milling, including key seating, gear cutting
and the fluting of taps, drills and reamers.
Grinding and Fitting, including the sharpening of milling
cutters and reamers, and the grinding of hardened steel arbors and
gaugeS.
During the year some project such as a small motor, dynamo,
steam engine or machine tool is constructed.
(II)anual (ClOth for Q3itlø.
FIRST YEAR.
SEwing, Join ERY.—Instruction and practice is given in all the
important varieties of plain sewing by hand, including mending and
darning, also drafting and cutting patterns of undergarments.
Lectures are given by the teacher upon the nature and manu-
facture of the materials used in the work. Local mills and factories
are visited by the classes.
From January to June, joinery alternates with the sewing. This
work is intended to familiarize the girls with the principal wood-
working tools, and elementary constructive principles, and thus
serve as a basis for their work in wood carving in the following year.
SECOWD YEAR.
SEwing, WooD CARVING.—Cutting and fitting garments; care
and use of the sewing machine, instruction in selecting and purchas-
ing materials.
From January to June, wood carving alternates with sewing.
Instruction is given in correct methods of handling wood-carving
tools, and in the principles of applied design for relief ornament. A
variety of woods, from soft to hard, are employed.
THIRD YEAR.
CookING, DOMESTIC ECONOMY.—The instruction in Cookery is
both theoretical and practical, and is intended to furnish many
illustrations of applied Chemistry.
Laboratory methods are employed, and habits of neatness,
order, economy and systematic work encouraged and cultivated.
The course in Domestic Economy is designed to give instruction
upon the subjects of foods, their constituents, comparative values,
and proper methods of cooking. Instruction is also given in plain
and fancy cooking, invalid cookery, chemistry of foods, adulterants,
dietetics, and the care of the house.
28 Manual Training High School.
The work of the kitchen is done by three housekeepers appointed
from the class each day; instruction is given in the use of sapolio and
Scouring agents, the care of silver, and sweeping and dusting.
Foods are treated in relation to the demands of the body, with
attention to physiological subjects. Milk is taken as a type of a per-
fect food, and its analysis forms the basis of all analytical work.
Special study is given to economics and the food questions in House-
hold Economy, such as the production of the most nutritious foods
from the cheapest materials; the best methods of cooking; and the
advantageous use of food remnants.
The equipment of the cooking room includes a coal range, a gas
range, and an Aladdin oven. The room fittings are designed to
accommodate class sections of twenty-four at one time.
The arrangement of the subject matter of the course for the
year is as follows:
Fall Term.—Fruit cookery, water, starch, milk, eggs, fish, meats,
soup-stock, and simple desserts. Special attention is given to the
house work, and only the simplest methods of cooking are employed.
|Winter Term.—Marketing, baking powder, yeast, batters, doughs,
bread, and the more elaborate desserts. Work in physiology and
dietetics. &
Spring Term.—Fancy cooking, invalid cookery, preparation of
economical menus, dietetics, questions of ventilation and sanitation,
practice in laying the table and serving.
Equipments of the 5bops, etc.
THE JOINERY SHOP is 32x51 feet. It has thirteen double
cabinet-maker’s benches with set of tools for each bench; each bench
has six locked drawers, in which are kept the individual sets of edge
tools of the pupils working at the bench.
THE PATTERN SHOP is 32 x 60 feet. It is furnished with twelve
double cabinet-maker's benches, with set of tools for each bench; the
same provisions for individual edge tools are made here, as in the
joinery shop, with the addition of a set of turning gouges and
chisels. The equipment also includes twenty-five wood lathes, a
band saw, and two grindstones.
THE FOUNDRY has accommodations for class sections of twenty-
four. For the present, lead is the only metal used in casting.
THE FORGE SHOP is 35 x 58 feet. It is located on the ground
floor, and is equipped with twenty-five Buffalo Forge Co.'s improved
down draught forges. The blast is furnished by a fan driven from
the motor in the engine room. The equipment also includes twenty-
five anvils and sets of hand tools, a tool rack containing a complete
Manual Training High School 29
assortment of special tools, a post drill, a powerful hand punching
and shearing machine, and five vises mounted on the benches which
surround the room. In the benches are locked drawers which con-
tain the pupils' work aprons and unfinished work.
THE MACHINE SHOP is 32x60 feet. It is equipped with the fol-
lowing machine tools: *
Six Reed engine lathes, 14-inch swing, 5-foot bed.
Eight Putnam engine lathes, 14-inch swing, 5-foot bed.
One Pratt & Whitney engine lathe, 16-inch swing, 7-foot bed.
One Putnam engine lathe, 20-inch Swing, 7-foot bed.
Two Pratt & Whitney hand lathes, 9-inch swing, 30-inch bed.
One Brown & Sharpe 9-inch universal hand lathe.
One Pratt & Whitney hand lathe, 14-inch swing, 5-foot bed.
One 13-inch Slate sensitive upright drill.
One 22%-inch Barnes upright drill.
One grindstone.
One Diamond Machine Co. wet emery grinder.
One Cincinnati Milling Machine Co. universal cutter and reamer
grinder.
One Cincinnati Milling Machine Co. No. 1 universal milling
machine.
One Gould & Eberhardt 12-inch shaper.
One Gray planer, 22-inch x 6-foot bed.
One gas blow pipe for hardening, tempering, and brazing.
Two sides of the room are lined with benches on which are
mounted eighteen Prentiss vises, for work in chipping and filing.
Underneath each vise is a drawer containing steel scale, try square,
hand vise, dividers, chipping hammer, etc. In addition to these,
each student has a separate drawer in which to keep his assortment
of files, chisels, and lathe tools, as well as his unfinished work.
The tool room, which occupies a space 9 x 16 feet in one corner of
the shop, contains a complete assortment of necessary appliances,
such as chucks, drills, reamers, taps, dies, gauges, surface plates,
micrometer calipers, etc., etc.
THE ENGINE Room is situated directly under the machine shop,
and contains a 60-horse power Reynolds Corliss engine, “1890” frame.
It is fitted with indicator pipe and reducing motion, so that by means
of the Crosby indicator and Amsler polar planimeter, students are
taught how to properly adjust the valves, calculate the horse
power, etc.
This engine furnishes the power for the shops, while a 15-horse
power, slide valve engine is used to drive the two large ventilating
fans which furnish a constant supply of fresh air of an uniform tem-
perature to all parts of the building.
30 Manual Training High School.
A 12 k. w., 500 volt Edison motor in used to drive the blower
which supplies the blast to the forge shop. The current is supplied
from one of the city power plants.
|-
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Machine Shop.

Figh Sch90l
District number 0nt
Denver, Øolorado
|-
\ 2 T
. YA-
Mi COURSES OF STUDY
MEMBERS OF THE ALUMNI
1898

DENVER

HIGH SCHOOL n. 24.
DISTRICT NUMBER ONE.
COURSES OF STUDY, , , ,
REQUIREMENTS FOR ADMISSION,
GENERAL AND SPECIAL INFORMATION,
MEMBERS OF THE ALUMNI.
Nineteenth and Stout StreetS.
1898
TEACHERS.
1897=1898
WM. H. SMILEY, Principal, Greek and Latin.
NANNIE O. SMITH, German.
MRS. ADA. C. WILSON, French and German.
HERBERT GRIGGS, Music.
CELIA. A. SALISBURY, English and Latin.
FREDERICK T. CLARK, History and English.
GEORGE L. CANNON, Astronomy, Botany, Geology and Zo-
ölogy.
WALTER. C. ARUNDEL, French, German and Music.
MARY E. HASICELL, Secretary and Librarian.
SARAH O’BRIEN, Mathematics and English.
SIDNEY F. SMITH, Physics and Military Drill.
H. EDITH MERRILL, Mathematics.
MARY S. SABIN, Mathematics.
JOHN B. GARVIN, Chemistry.
JACOB SCHMITT, Calisthenics.
HARRY M. BARRETT, English and Latin.
CHARLES A. POTTER, History and English.
CHARLES R. BURGER, Mathematics.
ALONZO M. COLLETT, Biology.
LORA. A. SMITH, English and Latin.
RALPH. S. PITTS, Greek and Latin. &
MRS. AMELIA N. SCHUETZE, Spanish and German.
THYRZA COHEN, Mechanical Drawing.
LUCY D. DENISON, Free Hand Drawing.
ORTHA. B. FIELDER, History and English.
CLASSICAL COURSE.
Numerals indicate the number of exercises in a study each week.
MATHEMATICs
SCIENCE
HISTORY AND ENGLISH
FOREIGN LANGUAGES
MISCELLANEOUS
FIRST YEAR. Same as General Same as General Same as General Same as General Same as General §
Fourth Class. Course. Course. Course. Course. Course. s
SS
5 f4 *4 5 S-
** e - 3.
*** same as General Same as General Rhetoric. Latin. ‘i same as General Q
Third Class, Course. Course. Greek. 4 Course. Sº,
- g 4 #5 2
------ Sº
Latin. 5 || Music. 1 s
THIRD YEAR. d Greek º CO
Roman and Gree Greek. 5 Calisthenics. 1 &
Second Class. History. e
4 French (optional). [5] Military Drill. . 1 S.
F Y Latin. 5 || Music. - 1. %
OURTH YEAR. e o ſº
Review of Algebra English, as required • . * * * S-
First Class. and Plane Geometry. by ieading colleges. Greek. 5 | Calisthenics. 1 ‘s
3 3 French (optional). 5 | Military Drill. 1
The Classical Course and the Scientific Department of the General Course are intended to fit students for the University of Colorado
and for the best colleges and schools in the country. Attention is called to the fact that certain colleges require the same preparation in
Latin of those entering their Department in Sciences as of those entering upon a full Classical Course.
*One unprepared or laboratory hour each week.
tTwo unprepared or laboratory hours each week.
#Students for any colle
may elect.
ge offering several courses may join such classes as will prepare them for the particular course which they
GENERAL COURSE.
Numerals indicate the number of exercises in a study each week.
MATHEMATICS SCIENCE HISTORY AND ENGLISH FOREIGN LANGUAGEE MISCELLANEOUS
- Greek History until Drawing 2
FIRST YEAR. Zoology until Febru- January. ... .
ary. Study of Selections. Music. 1
Algebra. Latin or German. Xalistheni 1
Fourth Class. Botany. Brief History of Amer- Calisthenics.
ican Literature. Military Drill. 1
5 #4 :* 5
* Roman History. Drawing. 2
SECOND YEAR. English History. • Musi 1
e lections * llSIC,
Plane Geometry. Physics. Study of Selec º Latin or German. Calistheni
Third Class. *ś alisthenics. 1
ngllSn Llterature. * - ſº e
4 #5 +4 ° 4 Military Drill. 1
#'s...} Drawing 2
Third year | Sºetry until tºº Latin or German. *4 || Music. 1
Chemistry. and Constitutional g º
Second Class, Arithmetic and Book- Development). French or Spanish. {4 Calisthenics. 1
- Keeping. | History or English, Military Drill. 1
4 f5 (optional). f4
Plane T (Gºss until Janu. | Psychºlogy until Jan. Drawing 2
t ane Trigonometry • e Ulary. t g
Fourth YEAR, . Älgebra.” | Astronomy until 4 || Study of Selections. Latin or German. 4 Musis. 1
and Reviews. Píº Third History of Periods of Cali *
6TIOle History or English, Military Drill 1
*One unprepared or laboratory hour each week.
iTwo unprepared or laboratory hours each week.
#Those who contemplate an advanced Scientific Course may substitute French for History and English, or Science in the third and
fourth years. Others, by permission of the home and the ɺgº; may substitute French or Spanish for Mathematics, History or
English for Latin or German, in the last two years; and German for Science in the first year.
|By permission of the Principal, Biology may be substituted for Geology, Astronomy, and Physiology.
REQUIRETIENTS FOR ADTIISSION.
Pupils who have completed the work of the public grammar
schools are admitted on certificate of their principal; other Can-
didates must pass a satisfactory examination in Arithmetic,
Geography, English Grammar, United States History, Elements
of Physiology, Spelling.
Pupils who have had German in the grades below the High
School enter an advanced division.
The following list of text books will serve to suggest the
character and amount of preparation:
Arithmetic, White's New Complete (finished); Eclectic Geog-
raphy, New Complete; Green’s English Grammar (ability to ana-
lyze well); Anderson’s U. S. History; Hutchinson's Physiology;
Spelling (ability to write passages correctly from dictation).
Courses of Study: Notes and Explanations.
T1ATHENIATICS.
In all mathematical work the following points are steadily
kept in view: The development of power on the part of the pupil
to reason logically; to exercise good judgment; to make accurate
calculations; to apply known principles to the solution of new
problems; to understand the meaning and use of generalization.
Great stress is laid upon precision of statement and upon beauty
of form in written presentation.
First Year.
ALGEBRA-First Term, to Fractions. Second Term, to the
theory of Exponents. Third Term, to the Progressions.
Many additional examples used for drill. Oral demonstra-
tions especially emphasized as a class exercise. Cultivation of
concise and accurate language by means of discussion and devel-
opment of rules and definitions.
Second Year.
PLANE GEOMETRY-First Term, to Prop. XI., Bk. II.
Second Term, to Bk. IV. Third Term, finish Plane Geometry.
‘Many original demonstrations and many applications of prin-
ciples to practical problems required. Occasional demonstrations,
using a “mental” diagram. Pupils often required to dictate
Constructions.
Third Year.
SOLID GEOMETRY-First Term, to Book VIII. First half
of Second Term, finish Solid Geometry.
ARITHMETIC–Second half of Second Term, Review of
Arithmetic: Rapid Addition; Decimal Fractions; Metric Meas-
ures; Metric and Common Measures; Interest and Discount.
BOOKKEETING—Third Term, Theory and Practice of Sin-
gle and Double Entry; practice in business between pupils, with
books kept in double entry.
Fourth Year.
TRIGONOMETRY-First Term—Deduction of fundamental
formulas; Solution of plane triangles and regular polygons; some
practical applications to surveying.
8 High School Courses of Study.
ADVANCED ALGEBRA-Second and Third Terms—Algebra
reviewed, special attention being paid to deduction of formulas
and to topics omitted in first year’s work.
SCIENCE.
The study of natural history and of natural phenomena is,
so far as practicable, from specimens or phenomena before each
pupil, that each may obtain clear ideas and learn to express them
exactly by words and by drawings.
The zoological cabinet contains Several thousand inverte-
brate specimens, fair collections of Colorado insects, birds, nests
and eggs, a Collection of skeletons and models of human organs.
A geological collection of 2,000 specimens and a working cabinet
of botanical specimens are growing rapidly. Projection of stere-
Opticon and microscopical slides accompanies the work in Science.
The “Eastwood Botanical Collection” was made by Miss Alice
Eastwood, a graduate of the High School, class of ’79, and for
nine years a teacher in the school. The collection already num-
bers some 3,000 native and foreign Specimens. The chemical and
physical laboratories are ample and completely furnished.
First Year.
ZOOLOGY until February—Training in methods of observa-
tional study, text books and reference books being used to confirm,
correct or supplement results of laboratory work. Collections
made by pupils. Outline drawings of specimens. Dissection and
mounting of simple forms. Use of note books. Simple micro-
scopic work. Elements of classification. Study of typical forms.
Use of zoölogical cabinet. Special recitations upon anatomy,
physiology, homes and habits of animals, biography of noted
naturalistS.
BOTANY remainder of year—Methods as in Zoology. Anat-
omy and physiology of Organs of flowering plants. Outline of
the Cryptogamia. Herbarium of twenty species of Colorado wild
flowering plants, and five species of flowerless, accurately de-
scribed and determined. Field work in observing and collecting
plants. Botanic terminology acquired by abundant plant de-
scription.
Second Year.
PHYSICs—First Term—Matter and its properties; Dynamics.
Second Term—Heat; Electricity and Magnetism. Third Term—
High School Courses of Study. 9
Lectures on Sound; Light. Five periods per week, two of Which
at least are devoted to laboratory practice.
Method inductive. Individual experiments in the laboratory,
during which notes are taken and from which inferences are
drawn by the pupils. Note book examined by teacher each week.
Pupils preparing for scientific work in college are assigned extra
experiments.
Third Year.
CHEMISTRY-First Term—Fifteen chapters. Second Term—
Finish text. Third Term—Principles of Qualitative Analysis. The
course includes the reactions Of the bases and acids; the separa-
tion and identification of all the common elements; and the an-
alysis of simple and complex Solutions and alloys. No text book
or analytical tables are used in this work, the general character
of the course being outlined by the instructor, while the schemes
of separation are devised by the individual students.
Most experiments are performed by each pupil, and labora-
tory notes are discussed at the Succeeding recitation. Principles Of
Qualitative Analysis the last term, such tests being employed as
are used in determining the Composition of Common minerals.
Fourth Year.
GEOILOGY—I’irst Term—Identification and description of
lithological Specimens. Study of geologic maps and sections.
Origin of topographic forms. Study of the phenomena of veins
and methods of mining and Smelting, including nomenclature of
these industries. Visits to fossil beds, quarries, coal mines, brick
yards, lime kilns and Smelters. Observations of the Archaean
and Mesozoic formations at Morrison, Golden, and of the Quater-
nary formations at Denver. Reports upon the same.
ASTRONOMY—Second Term—Study of the winter constella-
tions. Limited use of telescope. Maps of prominent constella-
tions, from memory.
BIOLOGY-The prominent laws of organic life receive
marked emphasis in connection with Zoology, Botany and Geol-
ogy. For the convenience of students looking forward to the
medical profession, and of those who may desire to meet the
higher requirements, in this subject, of some of our universities,
a full year's course in technical biology is offered. The following
type forms are carefully dissected and described by accurate
... drawings and written descriptions: Amoeba, paramoecium,
Sponge, hydra, starfish, earthworm, fresh-water mussel, grass-
hopper or crayfish, river perch, frog, pigeon and rabbit, proto-
10 High School Courses of Study.
COCCus, yeast plant, spirogyra, Vaucheria, chara, mOSS, fern, a gym-
InoSperm, and an angiosperm.
PHYSICAI, GEOGRAPHY AND PHYSIOGRAPHY-Sub-
ject matter treated in connection with the science work of first,
Second and fourth years. - -
PHYSIOLOGY-The comparative study of the human body
receives especial emphasis in all the biological work of the school.
In the spring term of the fourth year, a review is given of the
essentials of the biological sciences, especially those phases that
pertain to the anatomy, physiology and hygiene of the human
being.
HISTORY.
The advance or retrogression of nations in civilization is
noted both in the development of their political, social and religi
ous, institutions, and in the evidence afforded by their arts, lit-
erature and philosophy.
First Year.
GREEK HISTORY-First Term—Religion, customs and man-
ners. Plutarch's Lives of Solon and Themistocles. Special assign-
ments in mythology and biography. Class exercises in English
composition throughout the year. Maps, from memory. Constant
use of maps. Topical outlines, made by pupils, used in review.
Second Year.
ROMAN HISTORY-First Term (three months)—Plutarch’s
Lives Of Fabius, the Gracchi, Cicero, Caesar. Poems, speeches,
descriptions, etc., read in class. Written sketches of important
men. Maps, from memory. Maps to show growth of Empire.
Recitations, largely topical. Generalizations. Topical outlines,
made by pupils, used in review.
ENGLISH HISTORY-First Term (last month) and Second
Term—The progress of English literature and the development
of the English constitution especially noted. Special topics fre-
quently assigned requiring investigation of other authorities.
Biographical sketches and vivid descriptions of battles and
events assigned for reading in and out of class. Characteristics
of certain periods assigned for special recitation before the class,
the class taking notes. Independent thought and research en-
couraged in every Way.
High School Courses of Study. 11
Third Year.
MODERN HISTORY-First Term—Selected topics. Refer-
ence to standard histories, all references being made subject for
Special recitations by different pupils in class, and all references
being read by each pupil. Additional matter presented by
teacher, and notes taken by pupils. Many topical outlines re-
Quired, especially in review. *
UNITED STATES HISTORY, GENERAL AND CONSTI-
TUTIONAL–Second and Third Terms—-A careful study of the
industrial and commercial growth of the United States, and of
the origin and development of national, State and municipal
governments.
POLITICAL ECONOMY—Special discussion of topics of
present interest, as tariffs, Subsidies, trusts, trades unions, Strikes,
bimetallism, nationalization of land, Coöperation, in Connection
with English, American and Modern History.
ROMAN AND GREEK HISTORY-Special course for those
presenting this subject for college entrance. Basis of the work,
Allen's Short History of the Roman . People and Oman's Greek
History.
ENGLISH.
The English work is planned with a view to the student’s
growth in power (1) to appreciate good literature, and (2) to give
his own thoughts clear and concise expression. It is also borne
in mind that, in securing the latter result, the instructor in each
subject, by critical oversight of his pupils' English, both oral and
Written, is the most important factor. -
The study of selections at different times in the course will
cover the following points; Reading aloud, memorizing passages,
compositions upon topics suggested by the Selections, description
of character, analysis of sentences, paraphrasing, derivation and
formation of words, diction, structure of Sentences, figures of
rhetoric, allusions, verse, criticism.
Pupils are guided in the selection of books for general or
auxiliary reading, and written reports upon books are required. '
Compositions are required at least once each month. These
are Written sometimes in and sometimes out of School; Subjects
are assigned by the teacher; compositions are short and accom-
panied by an outline; are carefully corrected and re-written, if
necessary; typical errors are corrected before the class. The prin-
ciples of rhetoric are acquired mainly by practice in carefully
3
12 High School Courses of Study.
arranged composition exercises. In the first two years One un-
prepared hour each week is used at the teacher's discretion for
practice in the application of these principles.
GENERAL COURSE.
First Year.
ENGLISH LITERATURE–Second and Third Terms—Irving,
Sketch Book; Longfellow, Selected Poems; Whittier, Snow-Bound;
Scott, Ivanhoe; Brief History of American Literature; Notes on
the Period. -
Among other things in this year, special attention to prefixes
and Suffixes and analysis of Sentences.
Second Year.
ENGLISH LITERATURE–Third Term—Dickens, Christmas
Carol; Scott, Lady of the Lake, Canto I.; Shakespeare, Julius
Caesar; Brief History of English Literature during Nineteenth
Century.
In this year, emphasis upon figures of rhetoric, versification.
Fourth Year.
ENGLISH LITERATURE-Second Term—Macaulay, Essay
on Addison; Addison, Sir Roger de Coverley; Webster, One Ora-
tion; Goldsmith, Deserted Village; Milton, L'Allegro and other
lyrics; Lowell, Vision of Sir Launfal; Bryant, Forest Hymn;
Shakespeare, As You Like It, or The Merchant of Venice; Brief
History of English Literature, Seventeenth and Eighteenth Cen-
turies. -
In this year, special attention to style, the nature of poetry,
review of figures of rhetoric. - -
Third Term—History of Literature, to Shakespeare's time.
Chaucer, Prologue to the Canterbury Tales; Shakespeare, Ham-
let. Emphasis upon history of the language, philosophy of the
growth of literature, study of Hamlet, essays. Review of Eng-
lish Grammar and Analysis. -
PSYCHOLOGY.
Fourth Year.
First Term—In addition to regular text-book work, references
to various authors, original illustrations, themes for original
thought and investigation, illustrative work in the various meth-
ods of Psychological research. The subject is taught with special
reference to its value for those who intend to teach. -
High School Courses of Study. . 13
ENGLISH.
Classical Course.
Pupils of the Classical Course, read, during the second, third
and fourth years, the works of authors adopted by the ASSO-
ciated Colleges. *.
The requirements for the two parts of the examination agreed
upon by this Commission are as follows:
I. R.E.ADING AND PRACTICE—A certain number of books
will be set for reading. The form of examination will usually
be the writing of a paragraph or two on each of several
topics, to be chosen by the candidate from a COnsiderable num-
ber—perhaps ten or fifteen—set before him in the examination
paper. The treatment of these topics is designed to test the
candidate’s power of clear and accurate expression, and will call
for only a general knowledge of the substance of the books.
In place of a part or whole of this test, the candidate may be
allowed to present an exercise book, properly certified by his
instructor, containing compositions or other written work done
in connection with the reading of the books.
The candidate is expected to read intelligently all the books
prescribed. He should read them as he reads other books; he
is expected, not to know them minutely, but to have freshly
in mind their most important parts. The examiner Will regard
knowledge of the book as of less importance than ability to write
English. -
The works prescribed for this part of the examination in
1899, 1900, 1901 and 1902 are as follows:
For 1899—Dryden’s Palamon and Arcite; Pope's Iliad, Books
I., VI., XXII. and XXIV.; Sir Roger de Coverley Papers in the
Spectator; Goldsmith's Vicar of Wakefield; Coleridge's Ancient
Mariner; De Quincey’s Flight of a Tartar Tribe; Cooper's Last
of the Mohicans; Lowell's Vision of Sir Launfal; Hawthorne's
House of Seven Gables.
For 1900—Dryden’s Palamon and Arcite; Pope’s Iliad, Books
I., VI., XXII. and XXIV.; The Sir Roger de Coverly Papers in
the Spectator; Goldsmith’s Vicar of Wakefield; Scott’s Ivanhoe;
De Quincey’s Flight of a Tartar Tribe; Cooper’s Last of the
Mohicans; Tennyson’s Princess; Lowell’s Vision of Sir Launfal.
For 1901 and 1902—Shakespeare’s Merchant of Venice; Pope’s
Iliad, Books I., VI., XXII., XXIV.; The Sir Roger de Coverly
Papers in the Spectator; Goldsmith's Vicar of Wakefield; Cole-
ridge’s Ancient Mariner; Scott's Ivanhoe; Cooper's Last of the
14 High School Courses of Study.
Mohicans; Tennyson’s Princess; Lowell's Vision of Sir Launfal;
George Eliot's Silas Marner.
II. STUDY AND PRACTICE—This part of the examina-
tion presupposes more careful study of each of the works named
below. The examination will be upon the subject matter, literary
form, and logical structure, and will also test the candidate's
ability to express his knowledge with clearness and accuracy.
The books prescribed for this part of the examination are:
For 1899—Shakespeare's Macbeth; Milton's Paradise Lost,
Books I. and II.; Burke's Speech on Conciliation with America;
Carlyle’s Essay on Burns.
For 1900—Shakespeare’s Macbeth; Milton’s Paradise Lost,
Books I. and II.; Burke's Speech on Conciliation. With America;
Macaulay’s Essays on Milton and Addison.
For 1901 and 1902—Shakespeare's Macbeth; Milton's Lycidas,
Comus, L’Allegro, Il Penseroso; Burke’s Speech on Conciliation
With America; Macaulay’s Essays On Milton and Addison.
LATIN AND GREEK.
The main purpose of all instruction is to secure direct com-
prehension of the spoken or written word of either language in its
native order. For this reason, the greatest importance is attached
to the training of the ear through reading aloud, with proper
modulation, passages, where the thought has been made clear by
previous translation; to sight-reading of all passages, where the
thought is easy of COmprehension, and to Continued practice in
writing exercises based on and concurrent with the reading of all
prose. The course gives thorough preparation for meeting the
more advanced requirements of the colleges. -
First Year.
LATIN–Bennett'S Ilatin Grammar, with Scudder’s Grad-
atim, throughout the year.
First and Second Terms—Stress laid on pronunciation, de-
clensions, conjugations, and Vocabulary.
4. Third Term—Irregular verbs, elementary uses of subjunctive,
infinitive and participle. Composition based on Gradatim through-
out the year. Much memoriter re-translation of daily reading
lessOn. -
Second Year.
LATIN–First, Sceond and Third Terms—Caesar, Books I.-IV.
Composition based on Caesar; sight reading, Eutropius’ Roman
PHistory and Nepos.
High School Courses of Study. 15
GREEK–First and Second Terms—Moss' Greek Reader, with
Goodwin's Greek Grammar. Stress laid on declensions, Conju-
gations and accent. -
Third Term—Grammar continued; Anabasis begun. Composi-
tion and sight-reading, based upon Moss’ Greek Reader or the
Anabasis, throughout the year.
Third Year.
LATIN–First, Second and Third Terms—Cicero, seven ora-
tions; composition based on daily reading throughout the year.
Selections from Cicero for sight reading.
GREEK–First, Second and Third Terms—Anabasis, with
Woodworth's Greek Prose Composition. Selections from other
Attic prose writers. Continued practice in sight-reading.
Fourth Year.
LATIN–First, Second and Third Terms—Virgil's Aeneid,
Books I. to VI. Selections from Ovid. Cicero, One Oration; re-
view of grammar and Composition. -
GREEK–First and Second Terms—Iliad, Books I. to III.;
Odyssey, Book IV.
Third Term—Selections from the Hellenica and Other Attic
prose; review of one book of the Anabasis, grammar, and composi-
tion. Sight-reading, average passages from the Iliad and Odyssey.
MODERN LANGUAGES.
1. The Spoken Language—Pupils are taught from the begin-
ning to understand the spoken language, and encouraged to use it
for themselves. The language studied is made the language of the
class room.
2. Vocabulary—The effort is made to render the acquisition
Of new Words systematic, so that a pupil may gradually build up
a good working vocabulary.
3. Memorizing—Stress is laid on the thorough Imemorizing
Of model sentences exemplifying characteristic constructions; of
idioms and proverbial phrases; of passages selected for beauty of
thought and form.
4. Composition—The composition work includes exercises in
re-translation based on the texts read; paraphrasing; condensation
of Inarrative; writing of letters; original compositions.
5. Reading Aloud—Reading aloud is a part of almost every
recitation. Emphasis and expression are accounted as important
as correct pronunciation.
16 High School Courses of Study.
6. Dictation—Exercises in dictation are frequently given,
especially in the French classes.
7. Conversation—Practice in conversation is afforded by dis-
cussion arising out of the reading in hand; by the assignment of
topics for preparation; by unprepared topics presented for brief
discussion; by the reproduction of stories read by the class or
related by the teacher, and in other ways incidentally arising.
These exercises are made brief and informal. The aim is to
bring pupils to express themselves voluntarily and With confi-
dence.
8. Translation—F3ald Word-by-word translation is not toler-
ated. Pupils are taught to grasp the thought Of the passage and
to render it accurately into equivalent expression in idiomatic
English. It is anticipated that an interested pupil will, as the
mechanical difficulties of the language are surmounted, cease to
regard a German or French book merely as something to translate,
and begin to appreciate its literary quality. Sight-translation is
constantly practiced in all the classes.
9. Grammar—While the tediousness of prolonged mechanical
grammar-drill is avoided, a thorough mastery of the forms of the -
language and the principles of its syntax is regarded as absolutely
essential. The grammar is therefore kept under review, by vari-
ous methods, throughout the courses.
GERMAN.
Two courses in German are presented, each extending
through four years. Course A for pupils who have passed
through the German classes in the grades preceding the ninth,
and Course B for those who begin the study in the High School.
Pupils taking Course A are able at the outset to take up
easier Selections from modern German literature. The Work Of
this course includes a Wider range of reading, more sight transla-
tion, and lmore advanced composition. The two courses remain
distinct throughout the four years of the High School.
A (advanced). First Year—Bernhardt’s Im Zwielicht; Auer-
bach’s Brigitta; Whitney's German Reader; composition, based
On authors read. -
Second Year—Anderson’s Die Eisjungfrau; Bernhardt’s Now-
eletten Bibliothek, Vol. I. or II.; Konig Rene's Tochter, Hertz;
Composition.
Third Year—Memorizing of German Lyrics; Schiller's Lied
von der Glocke; Schiller’s Wilhelm Tell; composition.
High School Courses of Study. 17
Fourth Year—Lessing’s Nathan der Weise; Heine's Harzreise;
Goethe's Hermann und Dorothea; two German novels; studies in
German Literature from Hentschel und Lincke's and Kluge's
Literaturgeschichte; composition.
B (beginning). First Year—Dreyspring’s Easy German Les-
Sons; Collar's Shorter Eysenbach (21 lessons); Niehbuhr's Heroen-
geschichten. - -
Second Year—Collar's Shorter Eysenbach (completed); Bern-
hardt’s Im Zwielicht; Auerbach’s Brigitta; Anderson’s Die Eis-
jungfrau; composition. 'w
Third Year—Memorizing of German Lyrics; Schiller's Lied
Von der Glocke; Konig Rene's Tochter, Hertz; composition.
Fourth Year—Schillor’s Wilhelm Tell; Heine’s Hartzreise;
Goethe's Hermann and Dorothea; one German novel; Literature
as in Course A ; Composition.
The list of works given above is intended to suggest amount
and character of the work done from year to year. Standard
works of similar grade may be substituted at any time. The
Same remark applies to the French Course.
FRENCH.
French is studied during the third and fourth years. At
the end of this period, students are expected to understand the
Spoken language; to read ordinary prose without difficulty; to
translate easy English prose into grammatical French, and to
have Some facility in speaking.
Third Year—Fontaine’s Livre de Lecture et de Conversation
(39 lessons). Sight-reading of easy prose.
Fourth Year—Fontaine's Livre de Lecture et de Conversation
(completed). Standard modern prose works read aloud and trans-
lated. Morceaux Choisis, D'Alphonse Daudet; Tartarin de Taras-
con; La Mule du Pape; Le Siege de Berlin; La Derniere Classe;
La Belle Nivernaise. Grandgent’s composition based on the above
texts. Berthet's Le Pacte de Famine; Sand's La Famille de Ger-
mande. Prose and verse selections memorized; frequent exercises
in sight-translation. The formal study of grammar is continued
from a French text book, La deuxieme Annee de Grammaire, by
Larive et Fleury.
DRAWING.
Drawing in the High School is both mechanical and free-
hand, the time being equally divided between the two. Drawing
is required of all for three years, two exercises per week. For
18 High School Courses of Study.
the Classical Course, the requirement is one year. The best set.
of drawings in each class is retained by the school. One sheet
made by any student may be retained.
The art room contains everything desirable to forward the
study of drawing in all its branches. The list includes casts and
models of various sorts for free-hand drawing, machine models,
reference plates of design, historic ornament and building con-
Struction. -
The drawing Work of the school may be classified under three
heads: Constructive, representative, and decorative work.
. Constructive Drawing—Includes all drawing relating to the
facts of form, such as free-hand and mechanical working draw-
ings, geometric problems, surface developments, projections, inter-
Section of Solids, and drawings relating to machine and building
COInStruction. -
Representative Drawing—Drawings dealing with the appear-
ance of form, such as drawing from cast and object with charcoal,
pencil, and pen and ink. Perspective problems.
Decorative Drawing—Includes work relating to the decora-
tion of form, viz.: Elementary design, historic Ornament, decora-
tive design in color. -
First Year.
Plane geometry (problems). Orthographic projection and de-
velopment of surfaces. Elementary machine-drawing and build-
ing-construction. Historic Ornament and design. Free-hand draw-
ing with charcoal, from object and cast. -
Second Year.
Advanced geometrical problems. Orthographic projection;
intersection of Solids and developments. Machine-drawing (Screws,
belts, pulleys and details of machinery in elevation and section).
Isometric projection. Plans, elevations and structural details in
building construction. Free-hand drawing from casts and objects,
with charcoal. Color. Ç •
Third Year. -
- Descriptive geometry. Shadows. Original designs in build-
ing construction, with structural details. Historical ornament and
design. Free-hand drawing from cast or object, in charcoal.
All mechanical drawings to be on paper of imperial size
(22x30 incries).
Fourth Year.
Drawing elective, either mechanical or free-hand.
High School Courses of Study. 19
MISCELLANEOUS NOTES.
THE PURPOSE of this School is to furnish a liberal ele-
mentary education, suitable not only for those who contemplate
a higher education later, but especially for those pupils who, upon
leaving school, must enter at once upon the active duties of life.
The course of study gives ample preparation to meet the re-
quirements for entralnce to universities and technical schools, and
there is nothing in which the school takes greater pride than in
the marked success of its graduates in business and in college
life. Graduates Of the School are admitted by Certificate to all.
higher institutions of learning in Colorado, and also to the State
University of Michigan, the University of Chicago, Leland Stan-
ford, Jr. University, Vassar, Smith, and Wellesley. -
ELECTION OF COURSES-Those who intend to prepare
for college should choose the institution which they desire to
enter at the beginning of their High School course. Experience
has shown that the student With the clearest and most specific
object in view holds most securely that which he acquires, labors
naost steadily, and grapples most Courageously With his daily
difficulties. This is the only way in which to prepare for active
duty in life or college. While but two courses, the General and
the Classical, are offered, yet within these there are possibilities
of election of studies to meet the varying needs of individual
students, which deserve careful consideration by the student
and his home. Cloice of studies is in all cases subject to the
approval of the home and the consent of the principal of the
School. -
EIECTIVES-First Year—The work in Mathematics, Science,
History and English is the same for all students; choice, however,
is allowed between Latin and German, and either study may
then be pursued for four years. Those who have done good
work in German in the lower grades may continue the study in
an advanced division. Many Colleges now require a modern lan-
guage in addition to Latin. Sºudents likely to prepare for such
colleges are advised to substitute German for Science. Able
students may take the regular Course, including Latin, and also
German, as an extra study.
Second Year—Choice lies between the Classical and the Gen-
eral Course. Those preparing for general academic Work beyond
the High School, who have given proof the first year of con-
sideralle power in language study, may take the Classical
4
20 High School Courses of Study.
Course, the major subjects of which for the three Succeeding
years are Latin, Greek and Mathematics. Certain colleges allow
an equivalent for Greek in Modern Language and Science Work.
Girls preparing for Wellesley, Vassar and colleges of similar
standing should note this at this time. Those preparing for tech-
nical and Scientific Schools should take the General Course, noting
Carefully the requirements of their respective Schools in Latin
Or Modern Ilanguages. -
Third Year—Spanish or French may be elected in place of
Solid Geometry, Bookkeeping, Trigonometry, and Advanced Al-
gebra, the Mathematics of the last two years. History Or Eng-
lish may be elected instead of Latin or German. This should
not, however, be done by any who intend to teach or to con-
tinue general academic work beyond the High School. Those
who contemplate an advanced scientific course may elect French
instead of History and English, or Science. Strong students will
not find it difficult, however, to carry a modern language in ad-
dition to the regular Work of the Classical Or General Course in
the last two years. -
Fourth Year—French or Spanish may be elected in place of
Mathematics; FIistory or English in place of Latin or German;
and Biology in place of the Science of the General Course. The
last elective is offered for the convenience of students looking
forward to the medical profession, and who desire to meet the
advanced requirements in this Subject of Some Of the universities.
HOME WORK–The attention of parents and guardians is
invited to the fact that some lessons must be prepared out of
school. This will require, for students of ordinary ability, from
two to three bours daily; pupils are urged to adopt systematic
programmes for work each day, never allowing work to accumulate
from day to day. - -
SCHOOL HOURS–The daily school hours are from 9 a. m.
to 2:35 p. m., five days each week, with an intermission of thirty
minutes for luncheon.
TUITION.—Tuition for non-resident pupils is $8 per month,
in advance. The School is free to residents Of School District
No. 1, Arapahoe county, Colorado. •
MUSIC–Voice culture, including exercises in breathing,
vowel sounds, articulation, pitch, purity of tone. Sight-singing.
Three-part and four-part Songs. Terminology. Short Outline lec-
tures On musical SubjectS. General Chorus Work once each week.
The High School Chorus Club is a volunteer organization,
meeting for practice regularly once each week. It numbers about
forty members, and is conducted by. Mr. Arundel.
High School Courses of Study. 21
CALISTHENICS.–Girls exercise every Monday about thirty
minutes. Voluntary exercises, marching, drill with Indian clubs,
two afternoons each week.
CADETS-The High School Cadets is a volunteer military
organization, with constitution and by-laws subject to the ap-
proval of the Principal. The Cadets drill one additional day
each Week. They are required to purchase cap, blouse and trous-
ers. The armory contains enough rifles for all the companies.
Part of these are owned by the school; the rest are loaned by the
State.
The Girls' Cadet Company is organized for purposes of
calisthenic drill, and is voluntary.
PRIZE CONTESTS-The following important regulation,
governing all prize Contests, Was adopted by the Board of Educa-
tion, November 24, 1893, and amended, November 22, 1895: No
pupil may compete for any of the prizes offered for eaccellence in
declamation, reading, debate, essay writing, or Oratory, eaccept his
scholarship at the time of the preliminary contest be at or above
the average required for promotion, as determined by his rank for
the preceding portion of the current year. No student shall com-
pete unless he pursues the regular courses required for graduation
—or at least four full studies.
Declamations for the “Woodbury Medal,” at the end of the
fall term. Contestants are chosen by each class during the first
Week Of the third School month.
Historical essays for the “Phelps Prize,” written in the fall
term; subjects announced the second Monday of the first school
month; essays handed in the first Monday of the sixth school
month; competition limited to the First Class.
“Stevens' Prize” for original orations, patriotic in character;
contestants chosen by the Literary Societies of the High Schools
of District No. One, one from each Society, before the close of
the fall term; contest the evening before Washington’s Birthday.
Readings for the “Wolcott Medal,” at the close of the winter
term; contestants chosen by each class, first week of the sixth
School month.
• Prize debate for the “Baker Medal,” between members of
the Lyceum and members of the Attic Society, the second Tuesday
in May; debaters chosen, three from each Society, before the close
Of the fall term.
SOCIETIES-The High School Lyceum and the Attic Society
are organized for practice in debate, reading, declamation, essay-
writing, rules of order, etc. Private meetings once each alternate
Week. Each Society holds one public meeting each term. The
22 High School Courses of Study.
Wednesday Musical is organized for the encouragement of those
interested in either vocal or instrumental music, and for the cul-
tivation of musical taste. It meets on alternate Wednesdays.
PROMOTION−Written tests upon some part of the month's
Work required at least once each week, or daily written tests upon
Current Work. These tests, combined in some studies With marks
On Oral work, determine the month's rank. Special examinations
may be employed on completing a given subject. Annual reviews
are tested in the same manner as each month's work, and the re-
sults help to determine the final standing. The minimum for pro-
motion is sixty per cent. in each branch of study, and an average
of seventy in all branches.
HONORS AT GRADUATION.—The class honors are ten in
number; the assignment of the Valedictory and the Salutatory is
determined by rank in Scholarship; an Orator, an essayist, a
declaimer and a reader are elected by the class, While the fol-
lowing assignments are made by the teachers: an Oration, two
essays and the class ode. In 1893 the Phelps historical essay
Was for the first time made a part upon the grogramme. The
ten names of students highest in rank are printed in the gradua-
tion programime.
No student can compete for honors who has not been pres-
ent two full years, and received two full years' record in this
school. The following rule is observed to determine relative posi-
tions of students competing for honors: When the final average of
a student who has attended the School four or three years is less
than that of a student who has attended the school but three or
two years, the final average of corresponding series of years shall
be compared. I'or example, when one student has been present
tWO years and another three, the last two years’ averages of the
latter are compared with the last two years of the former, instead
of the last three years of the former with the last two of the
latter. -
Honors are assigned at the close of the winter term.
The class ode is assigned by competition; and the odes are
handed in the first Monday of the seventh school month.
REFERENCE LIBRARY-The reference library contains
about 1,700 carefully selected volumes. Additions are made each
year, by proceeds of an entertainment given by the literary soci-
eties. A valuable collection of photographs and stereopticon
Slides, for illustrating the history of literature and art, has been
made. There are Complete sets of wall maps and charts for each
department requiring them.
Teact Books Used in High School. 23
LIST OF TEXT BOOKS.
MATHEMATICS.
Wentworth’s School Algebra—Ginn & Co.
Wentworth’s New Plane and Solid Geometry—Ginn & Co.
Tablet System of Bookkeeping, Introductory Course—Ellis
Publishing Co.
Wentworth's Plane and Spherical Trigonometry (revised edi-
tion, 1895)—Ginn & Co.
SCIENCE.
Zoology, Syllabus and Note Book.
Botany, Bergen’s Elements of Botany—Ginn & Co.
Carhart and Chute's Physics—Allyn & Bacon.
Chute's Physical Laboratory Manual—D. C. Heath & Co.
Remsen's Introduction to the Study of Chemistry—Henry
Holt & CO. -
William's Laboratory Manual of General Chemistry—Ginn &
CO. - *
LeConte's Compend of Geology—Anherican Book Co.
Steele's New Descriptive Astronomy—American Book Co.
Coulter's Manual of Rocky Mountain Botany—American
Book Co.
HISTORY AND ENGLISH.
Myer's General History—Ginn & Co.
Fiske's Civil Government—Houghton, Mifflin & Co.
Myers' Mediaeval and Modern History—Ginn & Co.
Allen's History of the Roman People—Ginn & Co.
Oman’s History of Greece—Longmans, Green & Co.
Genung's Outlines of Rhetoric—Ginn & Co.
Jevon’s Political Economy—Science-Primer Series—American
Book Co. -
Baker’s Elementary Psychology, with Outline of Logic—May-
nard, Merrill & Co.
SELECTIONS, LITERATURE.
First Year.
Irving, Sketch Book, No. 31, English Classic Series—May-
nard, Merrill & Co..
Scott, Ivanhoe, No. 28—Seaside Ilibrary.
24 Teact Books Used in High School.
Whittier, Snow-Bound, No. 4, Riverside Series—Houghton,
Mifflin & Co.
Longfellow, Selections by Miss Hodgdon, No. F, Riverside
Series. -
- Second Year.
Dickens, Christmas Carol, No. 51—Cassell’s National Library.
Scott, Lady of the Lake, No. 20, English Classic Series.
Shakespeare, Julius Caesar, Hudson's School Edition—Ginn
& Co. - -
Fourth Year.
Macaulay, Essay on Bacon, No. 61, English Classic Series.
Addison, Sir Roger de Coverley, No. 18, English Classic
Series.
Webster, Orations, No. 44, English Classic Series.
Goldsmith, The Deserted Village, No. 6, English Classic
Series.
Milton, L’Allegro, No. 2, English Classic Series.
Lowell, The Vision of Sir Launfal, No. 30, Riverside Series.
Shakespeare, As You Like It, or Merchant of Venice, Hud-
son’s School Edition.
Chaucer, Prologue, English Classic Series.
Shakespeare, Hamlet, Hudson’s School Edition.
FOREIGN LANGUAGES.
Latin.
Allen & Greenough’s Latin Grammar (revised edition, 1889)—
Ginn & Co. -
Bennett’s [atin Grammar—Allyn & Bacon.
Scudder’s Gradatirn—Allyn & Bacon.
D'Ooge's Viri Romae—Ginn & Co.
Allen & Greenough's Caesar–Ginn & Co.
Allen & Greenough’s Cicero–Ginn & Co.
Greenough’s Virgil (revised, 1894)—Ginn & Co.
Collar’s Practical Latin Composition—Ginn & Co.
Smith's Smaller Classical Dictionary.
Longmans’ Classical Atlas–Longmans, Green & Co.
Lewis' Latin Dictionary for Schools—Harper & Brothers.
Greek.
Goodwin’s Greek Grammar (revised, 1892)—Ginn & Co.
Moss' Greek Reader—Allyn & Bacon.
Goodwin’s Anabasis (revised edition, 1894)—Ginn & Co.
Teact Books Used in High School. 25
Woodruff's Greek Prose Composition—Leach, Shewell & San-
born.
Keep’s Iliad—Allyn & Bacon. -
Autenrieth’s Homeric Dictionary—Harper & Brothers.
Liddell & Scott's Greek Lexicon—Barper & Brothers.
German.
Dreyspring’s Easy Lessons in German–American Book Co.
German Lessons, Collar's Shorter Eysenbach–Ginn & Co.
Dr. Bernhardt’s Im ZWielicht—Schoenhof.
Auerbach’s Brigitta—Ginn & Co.
Eisjungfrau—Henry Holt & Co.
Hertz’s IKonig Rene's Tochter.
Schiller's Das Lied von der Glocke—Henry Holt & Co.
Goethe’s Hermann and Dorothea, Hart's Edition—G. P. Put-
nam’s Sons.
Schiller's William Tell—Henry Holt & Co.
Heine's Harzreise—D. C. Heath & Co.
Cassell’s German Dictionary—CaSSell & Co.
French.
Fontaine’s Livre de Lecture et Conversation—D. C. Heath
& Co. -
Daudet's Morceaux Choisis—Ginn & Co.
Berthet’s Le Pacte de Famine—D. C. Heath & Co.
George Sand’s La Famille de Germande–Ginn & Co.
Grandgent's Materials for French Composition—D. C.
Heath & Co.. --
Cassell's French Dictionary—Cassell & Co.
MISCELLANEOUS.
Grigg's Beacon Song Collection—Silver, Burdett & Co.
Graduates of the High School, School
District Number One, Denver.
NAMES, RESIDENCE AND OCCUPATION.
1877.
Mortimer P. Arnold, Abbott, Pasco County, Fla.; fruit grower.
Irving Hale, Denver, 1263 Columbine; U. S. Military Academy,
’84; instructor in Engineering at U. S. Military Academy, '88-
'89; Colorado State School of Mines, honorary, degree of
EE.; manager Denver office, General Electric Company;
colonel, First Colorado Volunteers.
Robert W. Steele, Denver, 1079 Washington avenue; Columbian
University, law department; Judge County Court, Arapahoe
. COunty.
Frank S. Woodbury, Denver, 2733 Colfax avenue; bookkeeper,
First National bank.
Flora E. Bishop (Mrs. W. L. Stevens), Išansas City, Mo., 2317
East Seventeenth.
Seraphine Eppstein (Mrs. Pisco), Denver, 2155 Franklin.
Mary L. Peabody (Mrs. A. C. Dickinson), Denver,.625 Seventeenth
3.VéIllié.
1878.
Harry L. Baldwin, Washington, D. C., 648 Acker street, N. E.;
Princeton, '84; topographer, U. S. Geological Survey.
Hattie C. Arnold (Mrs. Lea Febiger), Denver, 1419 Welton.
M. Adella Condit, Denver, 1961 Grant avenue; teaching.
*Ada. P. Lockwood. Died, July 24, 1881.
Josephine Williams (Mrs. F. B. Bernard), Denver, 2501 Olive
3.Well U16.
1879.
Ezra M. Cornell, Salt Lake City, Utah, 236 Iowa avenue; chief
draftsman, City Engineer’s office.
Frank H. Dimock, Lieutenant U. S. Revenue Marine Division,
Treasury Department, Washington, D. C.
William Holt, Ouray, Colo.; hotel.
Clarence Phillips, Denver, 1508 Emerson avenue; secretary, Den-
wer White Lead Co.
5
28 List of Graduates of High School.
Lillian U. Arnold, Denver, 1419 Welton; teaching.
Nellie C. Brown (Mrs. S. H. Nesmith), Denver, 1445 Downing
à...Venue.
M. Grace Brown, Denver, 1541 Race; medical student.
M. Jessie Cooper (Mrs. F. S. Woodbury), Denver, 2733 E. Colfax
a. Weill 16. &
Mary Crater, Denver, 1635 Downing avenue; teaching.
Alice Eastwood, San Francisco, California, 819 Market; Academy
of Sciences, Curator of Herbarium; nine year's teacher in
Denver High School; specialty, botany.
Lou Ella. Herbert (Mrs. W. C. Stiles), Denver; farming.
Kate P. Mace, Denver, 2238 California; Deputy Clerk, County
Court of Arapahoe county. *
Florence E. McCune, Denver, 2145 Welton; Clerk in County Treas-
urer’s Office.
Carrie E. Oatman (Mrs. Wm. H. Kistler), Denver, 1430 Franklin.
Emily F. Thompson (Mrs. R. E. Adams), Denver, 1453 Humboldt.
1880.
Elias M. Ammons, Iittleton, Colo., box 183; stock raising.
Louis F. Bartels, Denver, 677 Emerson; Michigan University,
LL. B., '82; real estate broker; member of the City Council,
Denver, President Board of Aldermen, 1895-96.
Charles M. Clinton, Denver, 765 Grant avenue; mining.
Edward A. Durbin, Denver, 1751 Franklin; manager, J. Durbin
Dental and Surgical Depot.
John Hipp, Denver, 1255 Columbine: University of Denver, A. B.,
’84; LL. B., '94; lawyer. * e
George Sinsabaugh, Los Angeles, Cal., 225 Loma Drive; Uni-
versity of California, Ph. M., '85; broker.
*Jerome A. Vickers. Died March 20, 1897.
Julia Alderman (Mrs. David J. Tintle), Greenland, Colo.; farming.
Lina E. Bartels (Mrs. J. H. Blood), Denver, 1300 Columbine.
Helen M. Brown, Denver, 1541 Race; Philadelphia School of De-
sign; National School of Elocution and Oratory; principal,
Sheridan School, Denver.
Elizabeth B. Gillétte (Mrs. Chas. R. Pierce), Denver, 1415 Welton.
Annie N. Haskell, Denver, 1651 Emerson; teaching.
*Luella E. Henderson. Died, February 26, 1896.
*Mary E. Herr. Died, January 5, 1885.
Kate P. Lennon (Mrs. Wm. H. Sharpley), Denver, 1720 Pearl.
Elizabeth D. Mace, Denver, 2238 California; Western Female
Seminary, Ohio, ‘85; teaching.
List of Graduates of High School. 29
Eva J. McBroom, Fort Logan, Colo.; teaching.
Emma A. McGowan, Denver, 2633 W. Thirty-seventh avenue.
Emily H. Miles, Denver, 2432 Lincoln avenue; Supervisor of
Drawing, District No. One.
Martha A. Morrison, Denver, 1218 Logan avenue; stenographer.
Celia F. Osgood, Denver, 765 Grant avenue; teaching.
M. Alice Ramstein, Denver, 2227 Gilpin; teaching.
*Fannie A. Simonton. Died, June 15, 1882.
Lizzie A. White (Mrs. David McD. Graham), Denver, 1827. Sher-
Iſla, Il a, WeIll]62.
1881.
Hiram P. Bennett, Jr., Denver, 520 Marion; Columbian University,
law department; attorney at law.
Earl M. Cranston, Denver, 901 Emerson; University of Denver,
A. B., '85; Cincinnati Law School; A. M., L.L. B., '87; lawyer,
Cranston, Pitkin & Moore.
Alfred G. Ebert, Denver, P. O. box 905; Denver University; farm
ing and stock raising.
Worthen Hood, San Francisco, Cal., 703 Taylor; Oberlin College,
two years; clerk, H. S. Crocker & Co.
Edward B. Morgan, Denver, Metropole hotel; Yale, A. B., '86;
Harvard Law School; lawyer, Teller, Orahood & Morgan.
Robert J. Pitkin, Denver, 957 Ogden; Yale, B. A., '85; Yale Law
School, LIL. B., '88; lawyer, Cranston, Pitkin & Moore.
Sidney H. Schroter, Denver, 1435 So. Fourteenth; mining.
*James F. Wanless. Died, July 19, 1891.
Joseph B. Warner, Denver, 525 South Pearl; assayer, Sanford &
Warner.
*Laura L. Baxter (Mrs. C. A. Rendrick). Died, 1890.
Mary A. Clark (Mrs. J. H. Brown), Denver, 1331 Sherman avenue.
Martha E. Cline (Mrs. H. M. Short), Denver, 1535 Gilpin.
Minnie E. Clinton (Mrs. M. E. Minty), Denver, 1322 So. Four-
teenth; clerk, Bartels Bros. & Bishop.
Jessie L. Colby (Mrs. Hedges), Salt Lake City, Utah, 757 South
West Temple; teaching.
Rate G. Eastwood (Mrs. G. H. Phelps), Cripple Creek, Colo., box
143.
Fannie B. Eppstein (Mrs. Gerson Meyer), Dallas, Tex.
J. Adele Gillette (Mrs. A. L. Chase), Glenwood, Colo.
Lottie Hoskins (Mrs. P. H. Hanus), Cambridge, Mass., 5 Walker.
Georgie A. Skinner (Mrs. Alfred Doerner), Denver, 2951 Curtis.
30 List of Graduates of High School.
1882.
Frank L. Bishop, Denver, 2811 Marion; insurance and real estate.
Edwin H. Davis, Denver, 146 Irvington Place; contractor and
builder.
Francis J. Hangs, Cripple Creek, Colo., 318 Golden avenue; at-
torney at law.
Joshua W. Hart, Brooklyn, N. Y.; Cambridge University, Eng-
land, '86; editor.
Willis B. Herr, Denver, 1734 Broadway; Sheffield Scientific
School, Ph. B., '86; Columbian Law School, L.L. B., '87; at-
torney at law.
*William P. Macon. Died, February 11, 1896.
Albert Sechrist, Denver, 2361 Vine; electrical engineer.
Clara M. Beardsley (Mrs. R. H. Beggs), Denver, 2427 Ogden.
*M. Josephine Cooper (Mrs. Richard Holme, Jr.). Died, January
6, 1889.
Carrie L. Crandall (Mrs. Louis F. Bartels), Denver, 677 Emerson.
*Olive Dickinson (Mrs. Alfred I. Hodder). Died January 8, 1890.
Cora E. Everett, Norwood, Mass.; Boston School of Expression,
’88; teacher of Elocution, Wellesley College.
Etta B. McClelland (Mrs. R. H. Malone), Denver, 950 Lafayette.
Mary H. Mills, Denver, 1339 So. Fifteenth; New England Con-
servatory of Music, 'S5; teacher of music.
Lizette L. Tomlinson (Mrs. C. A. Freeman), Denver, 2534 Gay-
lord.
1883.
Edwin M. Ewing, Denver, 2252 Pennsylvania; clerk.
Fred E. Griffin, Denver, 1627 Tremont; clerk.
*Louis C. Shreve. Died, May 1, 1889.
Frederick W. Standart, Denver, 1347 Lafayette; treasurer, C. S.
Morey Mercantile Co.
Edmond C. Van Diest, San Luis, Costilla county, Colo.; Colorado
School of Mines, ’86; engineer of mines; manager, Costilla.
eState.
Theodosia G. Ammons, Fort Collins, Colo.; professor, Domestic
Economy, State Agricultural College.
Anna S. Bishop, New York, N. Y., 128 W. Seventieth; Vocalist.
M. Jane Conklin, Denver, 2834 Champa.
Elizabeth L. Dawson (Mrs. Green), Denyer, 2715 Gilpin.
Jeannette K. Donaldson (Mrs. C. N. Guyer), Denver, 2134 Wil-
liams.
Elsbeth F. Eilers, Brooklyn, N. Y., 751 St. Mark’s avenue.
List of Graduates of High School. 31
*Pattie H. Field (Mrs. I. C. Van Meter). Died, February 24, 1893.
Pauline Harris, Chicago, Ill., 3556 Prairie avenue.
Adaline M. Havens, Denver, 1821 Lincoln avenue; teaching.
Stella M. Ish.
A. Gertrude Miller (Mrs. Fred C. Schrader), Denver, 1275 Frank-
lin.
J. Belle Osgood (Mrs. C. M. Clinton), Denver, 765 Grant avenue.
Fannie Rice (Mrs. C. C. Bassett), Washington, D. C., 1729 Nine-
teenth, N. W. - -
Lilian M. Salomon (Mrs. J. G. McMurray), Denver, 1410 Grant
3.VéIllie. -
Lillah L. Watkins (Mrs. C. N. Hotchkiss), Denver, 1920 Emerson.
Mary C. Whitehead, Denver, 127 Archer. º
Ida M. Wormington (Mrs. Archibald Cambridge), San Francisco,
Cal., 713 Post.
1884.
Charles K. Durbin, Denver, Denver Athletic Club; Denver Uni-
versity, A. B., '88; superintendent Consolidated Tramway Co.
Frank E. Gove, Denver, 2045 Grant avenue; Dartmouth, A. B.,
’88; Georgetown Law School, '91; lawyer.
Frederick W. Herbert, Denver, 1565 Pearl; cashier, Denver. Con-
Solidated Gas CO. -
Verne A. Lewis, Denver, 1860 Marion; clerk with Denver agency,
National Cash Register Co.
Hugo R. Meyer, Cambridge, Mass., 1716 Cambridge; Harvard,
A. B., '92; Harvard, A. M., '93; instructor in Political Econ-
omy, Harvard University.
Clark H. Rice, Ottawa, Ohio; banker.
Charles A. Stokes, Denver, 1470 Columbine; Dartmouth, A. B., '88;
lawyer.
Frank L. Thompson, Montrose, Colo., box 74; Yale, A. B., '88;
bee keeper.
Frank L. Woodward, Denver, 1347 Williams; Yale, A. B., '88;
law department, LL. B., '90; lawyer.
Annie A. Best (Mrs. F. H. Leonard), Denver, 1735 Emerson
3.Ventle.
Hattie A. Brooks (Mrs. W. H. Decker), Morrison, Colo.
Mabel G. Cassiday (Mrs. F. E. A. Kimball), Coronado, Cal., F
avenue, between Seventh and Eighth streets.
Cora M. Cunningham (Mrs. L. B. Meek), Denver, 1336 Goss.
Emma J. Harris, Denver, 1130 Washington avenue; teaching.
Grace W. Johnson (Mrs. William P. Gulick), Abilene, Kan.
32 List of Graduates of High School.
Minnie Kennedy, Denver, 513 Thirteenth; clerk, insurance de-
partment, State Capitol. e
*Sallie A. Knifton. Died, January 26, 1885.
Mary P. Lees, Denver, 2325 Williams; teaching.
Hattie C. Overton (Mrs. Geo. C. Otto), Oak Park, Chicago, 106
Home avenue.
Mary E. Page (Mrs. Wm. G. Brown), Denver, 2231 California.
Grace Pomeroy (Mrs. Chas. A. Stokes), Denver, 1470 Columbine.
Jennie E. Shiland (Mrs. J. I. Glendinning), Denver, 3928 Bert.
Mary S. Smith, Denver, 1230 Clarkson; Central Business College,
'92. *
Georgiana Stebbins, Darlington, Oklahoma; matron in Indian
School. tº
*Emma E. Thompson. Died, October 9, 1888.
*Mary R. Woodson. Died, January 19, 1890.
©
1885.
Frank N. Bancroft, Denver, 1615 Race; lawyer. 8
John E. Field, Denver, 1539 Milwaukee; Sheffield Scientific
School, '88; State engineer.
Dana C. Irish, Guadalupe y Calvo, Chihuahua, Mexico; State
School of Mines; mining engineer.
*Benjamin W. Jacobs; Yale, '89; Yale Law School, A. B., '89-'90.
Died, May 24, 1894.
William H. Keough, Kansas City, Mo., 1914 E. Sixteenth; Ann
Arbor, '89; lawyer.
Otis A. Rooney, Morrison, Colo.; mining.
Winfield S. Tarbell, Cripple Creek, Colo.; journalist.
John N. Vroom, Denver, 1804 Grant avenue; Rush Medical Col-
lege, ’90; physician.
F. Hazeltine Ammons (Mrs. Alonzo F. Polhamus), Daffodil, Colo.
Hattie K. Babcock (Mrs. Albert Sechrist), Denver, 2361 Wine;
State University of Nebraska.
*Nina Brown. Died, November 26, 1885.
Carrie M. Clough (Mrs. Fred W. Standart), Denver, 1347 Lafay-
ette.
Helen F. Cooper (Mrs. R. W. Pike), Chicago, Ill.; Woman’s Medi-
cal College, New York City.
Amelia, L. Glaser (Mrs. G. P. Taylor), Chicago, 429 Winthrop
avenue, Argyle Park; teaching.
Emeroy A. Havens, Denver, 1821 Lincoln avenue; art student,
Paris, France, 1896–97; teaching.
List of Graduates of High School. 33
Anna E. Herr (Mrs. J. W. Clise), Seattle, Wash., 803 Queen Anne
a WeIllie.
Harriet Landon (Mrs. H. E. Sims), Denver, 2214 Curtis.
Mabel A. Laundon (Mrs. W. C. Arundel), Denver, 3224 Newton;
Young Ladies’ Institute, Granville, Ohio, '86.
Delia Miles, Denver, 2432 Lincoln avenue. ſº
Henrietta Schayer (Mrs. S. Friedenthal), Denver, 12 La Veta
Place. t
Annie D. Schroter (Mrs. E. G. Patterson), Denver, 1331 Humboldt.
Anna Skinner (Mrs. J. S. Kinkead), Salt Lake City, Utah, 63 E.
Fifth.
Susie G. Stokes, Salt Lake City, Utah, 839 Lincoln avenue; Le-
land Stanford, Jr., University, '96; teacher of Biology, Salt
Lake High School.
Rosalie G. Stokes (Mrs. F. N. Bancroft), Denver, 1615 Race.
1886.
John B. Bennett; U. S. Military Academy, '92; Lieutenant, U. S.
Infantry.
Theodore T. Chave, Denver, 2921 Marion.
Robert G. Dill, New York, N. Y., Tribune office; journalist.
George G. Griswold, Golden, Colo.; mailing clerk, P. O.; State
School of Mines, B. S., '96.
D. Herbert Heywood, Boston, Mass.; journalist.
Edwin S. Kassler, Denver, 1136 Logan avenue; loans and in-
WestmentS.
F. Austin Kerr, Chicago, Ill., 3650 Wabash avenue.
Allan B. MacNeill, Ridgefield Park, N. J.; Amherst, '90; Union
Theological Seminary; minister.
Charles A. Rogers, Denver, 37 Lincoln avenue; undertaker.
Philip S. Stebbins, Denver, with Talbot & Denison, 51-54 Patter-
Son & Thomas Block.
Alice Bliss (Mrs. F. L. Shaw), Denver, 3107 Newton.
Elsie J. Collier, Denver, 23 SO. Grant Avenue; teaching.
Gertrude O. Gaylord (Mrs. Lieut. Sedgwick Rice), Ft. Grant,
Ariz.
Carrie A. Harter (Mrs. T. E. McClelland), Denver, 231 W. Ells-
Worth.
Mary E. Parker (Mrs. C. F. Barker), Central, Colo., Nevada street.
Margaret M. Patterson (Mrs. R. C. Campbell), Denver, 1075 Penn-
sylvania avenue; Bryn Mawr College, A. B., '90.
Lillian L. Pike (Mrs. E. C. Everest), Plattsburgh, N. Y.; Scott
Saxton College of Oratory, '92; Posse Gymnasium, Boston,
’95.
34 List of Graduates of High School.
M. Francis Strock, Grand Junction, Colo., 1131 Grand avenue;
teaching.
Florence J. Taussig, Denver, 1543 High; teacher of music.
Carrie Turner (Mrs. John Hipp), Denver, 1255 Columbine; Uni-
versity of Denver; C. L. S. course.
1887.
Frank D. Aller, Silverton, Colo.; State School of Mines, M. E., '92;
Ore Sampling.
Frank R. Ashley, Denver, 1460 Grant avenue; University of
Michigan, B. S., '91; secretary and treasurer, The Western
Chemical Co.
Charles F. Black, Highlands, Colo.; real estate.
Dennie L. Blakely, Denver, 3829 Irving; clerk, Denver Union
Water CO. - -
Arthur H. Buck, Bacerac, Sonora, Mexico; State School of Mines,
’97; mining engineer. ---
Ralph W. Butler, Denver, 1337 Marion; Denver Evening Post.
Howard F. Crocker, Denver, 1121 Josephine; receiving teller,
First National Bank. ;
Charles H. Hanington, Denver, 1080 Grant avenue; Massachusetts
Institute Technology; mining.
George Henry, Denver, 2808 Humboldt; deputy surveyor of cus-
toms, Pueblo, Colo. s
Henry B. Hobart, Chicago, Ill., 501-504 Home Insurance build-
ing; wholesale paper dealer.
H. Hugo Kruse, Central City, Colo. ; merchant.
S. Major Liddell, Boise, Idaho; Massachusetts Institute of Tech-
nology, '91; electrician.
Harry J. McGowan, Denver, 2436 W. Thirty-seventh avenue;
clerk, Union Pacific freight office.
Norris MOOre.
. Horace Phelps, Denver, 1269 Vine; Northwestern University, B.
S., '91; Yale Iaw School, L.L. B., '93; lawyer.
Frank C. Schroter, Denver, 1435 So. Fourteenth; with Colorado
Mortgage and Investment Co.
Charles I. Slattery, Faribault, Minn.; Harvard, A. B., '91; Epis-
copal Theological School, D. B., '94; Dean of Faribault Ca-
thedral.
Charles D. Smith, Monterey, Mexico, Apartado 101; Colorado
School of Mines, M. E., '91; with La Gran Fundicion Nacional
Mexicana.
Ralph Smith, Denver, 2918 Lafayette; transfer clerk, U. S. mail.
List of Graduates of High School. 35
Annie J. Ammons, Denver, 2345 Franklin; teaching.
Maggie J. Banta, Denver, 2535 Lincoln avenue.
Laura E. Bates (Mrs. Emilio D. De Soto), Denver, 1545 Pearl.
*Anna S. Blake. Died, June 8, 1890.
Clara V. Clemens, Denver, 3002 Marion; teaching.
*Myra A. Clinton (Mrs. F. G. Higgin). Died, February 22, 1891.
Mary D. Cobb (Mrs. H. F. Stebbins), Denver, 712 Twenty-ninth.
M. Janette Conine, Denver, 2835 Gray, P. O. box 121; teacher of
drawing, High School, District No. 17.
M. Evalyn Corwin (Mrs. E. C. Kline), Denver, 655 So. Pennsyl-
Vânia, avenue.
Helen T. Creswell (Mrs. L. M. Bogue), Denver, 1234 Grant
a, WeIllie. *
Ada Dwelle, Denver, 2332 Race; stenographer.
Elizabeth M. Farrar (Mrs. Aaron M. Gove), Denver, 2045 Grant
a WeIllue.
Louise A. Fisher, Denver, 1250 So. Fifteenth.
Minnie A. Fitzgerald, Denver, 17 E. Tenth avenue; teacher of
China painting.
*Emma Hansen (Mrs. Fred Conine). Died, July 12, 1894.
Kate Hardy (Mrs. G. M. Scott), Denver, 1630 Ogden.
Clara A. Illius (Mrs. J. S. Brisben), Denver, 977 Ogden.
Irene B. Landon (Mrs. F. C. Strickland), Denver, 3409 Gilpin;
teaching.
Lenore Lemen (Mrs. P. L. Thorsen), Cripple Creek, Colo.
Georgena I. Maxwell, Golden, Colo.
Lillie A. Rafert, Denver, 1212 Evans; teaching.
Caroline A. Rice (Mrs. R. H. Reid), Denver, 1620 York.
Alice Rooney, Morrison, Colo.; teaching.
Hattie U. Roworth (Mrs. J. M. Ermerins).
Marguerite A. Sampson (Mrs. A. W. Chamberlin), Denver, Met-
ropole hotel.
Elizabeth A. Shotwell (Mrs. B. F. Nevins), Salt Lake City, Utah,
82 J.
Caroline A. Smith, Denver, 35 Lincoln avenue; teaching.
A. Belle Sopris (Mrs. H. M. Felix), Denver, 1828 Clarkson.
Constance A. Van Diest (Mrs. F. H. Collins), Glenville, Fairfield
county, Conn., box 106; three years, art schools of Holland
and Paris. *
Minnie H. Vickers (Mrs. W. W. Griswold), Buffalo, N. Y., 247 W.
|Utica.
Mary H. Wanless, Denver, 1837 Pearl.
Eleeta E. Webb (Mrs. J. H. Carson), Denver, 1201 Vine.
Katherine L. Woodruff, Denver, 1025 Corona.
36 List of Graduates of High School.
1838.
Fred S. Brown, Denver, 1406 Stout; treasurer, J. S. Brown &
Bros. Mercantile Co.
George P. Costigan, Jr., Salt Lake City, Utah, 244 Sixth East; Har
vard, A. B. '92; Harvard, A. M., L.L. B., '94; lawyer.
James R. Donaldson, Denver, 22.18 Emerson; D. D. S., University
of Denver; Baltimore College of Dental Surgery, '92; dentist.
John S. Donaldson, Denver, 1910 Humboldt; D. D. S., University
of Denver; Baltimore College of Dental Surgery, '92; dentist.
Ralph R. Gillette, Denver, 2840 Gray; salesman, J. S. Brown
& Bros. Mercantile Co.
Charles A. Graham, Denver, Metropole Hotel; Yale, '93; student
of medicine, medical department, University of Pennsylvania.
Newell M. Hayden, Denver, 1637. Sherman avenue; student, Pa-
cific Theological Seminary.
Edward B. Krueger, Denver, 2734 Williams; money clerk, D. &
R. G. Express Co.
*Victor C. Kruse. Died, October 17, 1894.
William B. Lewis, Denver, 2206 Grant avenue; Colorado School
of Mines, '92; treasurer and manager, The Denver Sulphite
Fibre Co.
William J. Nicholl, Denver, 2721 Curtis; cashier, The Queen City
Coal Co.
Theodore G. Smith, Denver, 3209 Eliot; receiving teller, First
National Bank.
Frank W. Stahl, Denver, 1272 Columbine; with firm of J. S.
Stahl & Co.; medical student.
George A. Stahl, Denver, 1272 Columbine; cashier, Western Bank.
John R. Sumner, Hartford, Conn., 29 Wadsworth.
Will F. Wanless, Chicago, Ill., 221 So. Paulina; Michigan Uni-
versity, L.L. B., '91; LL. M., '92; lawyer.
Allan W. Wright, Denver, 3038 California; bookkeeper.
Anna, B. Baker (Mrs. C. JameySOn), La Junta, Colo.
Anna M. Ballard (Mrs. Wm. W. Ballard), Watkins, Colo.
Katharine F. Barrows, Denver, 1223 So. Fifteenth; stenographer
and typewriter.
Martha H. Best (Mrs. J. M. Terry), Denver, 1446 Fillmore.
Hattie B. Bliss (Mrs. Liddell), Highlands, Colo., 1060 Hayward
3.VeLllie.
Sallie Bomberger (Mrs. H. L. Taylor), Denver, 1828 Marion.
S. Ella Brown, Denver, 1473 Clayton avenue; teaching.
Ratherine M. Connelly, Denver, 612 Colfax avenue; teaching.
List of Graduates of High School. 37
Laura E. Cornell, Denver, 36 W. Third avenue; Wellesley; teach-
lD.g.
Hannah M. Curnow. Denver, 509 W. Seventh avenue; teaching.
Marion W. Goddard (Mrs. Harry H. Lee), Denver, 1443 Marion.
Ethel P. Hamer, Denver, 1565 Milwaukee; teaching.
Mary E. Haskell, 1651 Emerson; teaching, Denver High School.
Iona Haughey (Mrs. W. H. Chandler), Denver, 435 W. Eighth
a VeLllie.
*Dora M. Heckendorf. Died July 4, 1896.
Jennie F. Hendrie, Denver, 930 Washington avenue; Smith Col-
lege.
Emily M. Herman (Mrs. Ed. Bachemohle), Ellinwood, Iºan.
Anna M. Hoag, Denver, 528 Twenty-second avenue.
Dora L. Ish (Mrs. G. F. H. Hicks), Chicago, Ill., 5537 Jefferson
3.VéIll]é.
Evelyn M. Jacobs, Denver, 1646 Clarkson; teaching.
Theophila A. Kallemberg, Denver, 1155 So. Thirteenth; P. O.
clerk.
Marian Knight, Denver, 4025 Bell avenue; teaching.
Rosa C. Kruse (Mrs. P. N. Sonne), Central City, Colo.
M. Beatrice Miller, Denver, Colo., 1633 Boulevard; stenographer.
E. Pleasance Miller, Denver, Colo., 1633 Boulevard; singer.
Mabel Pa. Delford (Mrs. C. Fred. Best), Denver, 376 Broadway;
Colorado Kindergarten Normal School, '93.
Isabel Phipps (Mrs. Edward Webster), Denver, 1117 So. Four-
teenth.
Anna E. Scovill, Denver, 2520 Lawrence; teaching.
Ada M. Shrock (Mrs. L. C. McClure), Denver, 2104 Lincoln ave-
Illie.
Bessie O. Simmons, Denver, 3112 Lafayette; teaching.
Zula A. Simmons (Mrs. Ralph Bowen), Gillette, Colo.
Mary E. Sims.
Ena L. Stone (Mrs. Geo. A. Stahl), Denver, 1272 Columbine.
Margaret J. Taylor (Mrs. Wm. Small), Denver, 833 Broadway.
Marie I. Warnecke, Denver, 1741 High; teaching.
Fannie R. Whittlesey, Denver, 1200 So. Fourteenth; teaching.
Alice M. Wood, Denver, 1958 Logan avenue; teaching.
1889.
Henry C. Anfenger, Denver, 2230 Champa; Stenographer and
clerk to manager, D. &. R. G. Express.
John Atcheson, Lamar, Colo.; Receiver of Lamar Canal Co.
D. Albert Bancroft, Denver, 1361 Lafayette; bookkeeper.
38 List of Graduates of High School.
Frank E. Carstarphen, Denver, 1466 Washington avenue; Colum-
bian Law School, '91; lawyer.
Forest E. Fulwider, Denver, 2004 Downing avenue; clerk.
Henry Hannington, Jr., Denver, 1466 Columbine; agent of Bos-
ton building.
Samuel A. Harsh, Denver, care J. S. Cary, 1415 E. Colfax ave-
nue; Sheffield Scientific School, '92; mining and milling.
Roy W. Hoisington, Denver, 2037 Lincoln avenue; clerk to audi-
tor, D. & R. G. Express Co.
Seymour T. Jarecki, Denver, 1738 Larimer; Gross Medical Col-
lege, '93; College Physicians and Surgeons, N. Y., '94; physi-
Cian and Surgeon.
Charles M. Kassler, Denver, 1421 Clayton avenue; clerk, First
National bank.
Charles H. Murray, Denver, 1147 Washington avenue; book-
keeper.
Joseph B. Newman, Denver, 2943 Arapahoe; Scott Saxton Col-
lege, '88; Post Graduate Course, '92; song writer; music pub-
lisher.
Thomas J. Raber, Junction, N. J.; assistant foreman, railroad re-
pair shops.
Edward A. Smith, Denver, 1770 Marion; civil engineer.
Wallace A. Stephens, Denver, 1361 Logan avenue; State School
of Mines, '93; milling, Bingham Canon, Utah.
W. A. Edward Stutt, Denver, 714 So. Tremont; clerk at gas office.
Arnold S. Taussig, Denver, 1543 High; Gross Medical College, '91.
Post Graduate, St. Louis. Medical College, '93; University of
Berlin, '96; physician.
*Hattie Amter. Died, April 1, 1895.
N. Winnettie Anders (Mrs. A. L. Donaldson).
Jennie F. Bailey (Mrs. Robert W. Wallace), Denver, 220 So. Four-
teenth.
Daisey C. Basey (Mrs. G. M. Cushing), Denver, 2211 W. Thirty-
third avenue.
Allie V. Blake (Mrs. George Manley), Denver, 2 Tuxedo Place.
Grace E. Butler (Mrs. W. S. Tarbell), Cripple Creek, Colo.
Lucia M. Cassell, Lenver, 2357 Clarkson.
Ida Clark (Mrs. Richard DePriest), Denver, 2516 Lafayette.
*Sallie Clark, Denver. Died, September 29, 1890.
Annette Colmar, Denver, 632 Thirteenth; stenographer and type-
Writer.
Jennie C. Creswell (Mrs. Everett Brown), Denver, 1284 Race.
Eleanor W. Draper, Denver, 2926 W. Thirty-seventh avenue;
teaching *
List of Graduates of High School. 39
Minnie Eggleston (Mrs. A. A. Malum), Austin, Ill., 412 So. Wal-
ler avenue.
Helena C. Fisher, Denver, 1021 Ogden.
Jennie Fisher, Denver, 1278 Marion.
Gussie Goldberg (Mrs. Louis Simon), Salt Lake, Utah, 64 F Street.
Ellen S. Gove (Mrs. Henry Hanington, Jr.), Denver, 1466 Colum-
bine.
Fannie L. Hall; traveling in Europe.
Clara L. Hamilton, Louisville, Colo.; teaching.
Mary F. Harker, Denver, 1363 Evans.
Eleanor A. Havens (Mrs. Herbert H. Smith), Denver, 1821 I.in-
Coln avenue.
Lydia S. Headburg, Denver, 1736 Downing avenue; clerk.
Bertha. C. Herman, Denver, 482 SO. Pearl; teaching.
Carrie M. Hunter (Mrs. G. Neher), Albuquerque, N. M., 403
N. Second.
Frances M. Jones, Denver, 829 Emerson avenue.
Jessie Kimble (Mrs. J. Lee Harman), Bloomsburg, Pa., 410 Iron.
Irma Levy (Mrs. C. E. Cohen), Denver, 1111 Corona.
Lottie J. Lewis (Mrs. E. W. Davis), Central City, Colo.; State
Normal School, B. P., '94.
Corinne M. Mackenzie, Denver, 622 Twenty-eighth avenue; State
Normal School.
*Nellie M. Millsap (Mrs. Harry Wood). Died, January 3, 1896.
Frances M. Morrison (Mrs. J. C. Combs), Denver, 2332 N. Fif-
teenth.
*Annie E. Neville. Died June 30, 1897.
N. I.Ouada, Newton, Denver, 1027 Twentieth avenue; teaching.
Antoinette T. Pels (Mrs. Chas. A. Fox), El Paso, Tex., 931 Myrtle
3.Venlie.
Annie M. Ragland, Denver, 1658 High; teaching, High School,
District No. 2.
Fannie F. Robinson, Denver, 46 So. Lincoln avenue; State Normal
School, B. P., '92. *
Alice Roeschlaub, Denver, 1461 So. Thirteenth.
*Z. Adele Ruter (Mrs. D. W. Osgood). Died, March 9, 1893.
JOSephine L. Shevnin, Denver, 1361 Pennsylvania avenue; con-
vent of the Blessed Sacrament, Paris, France.
Rosetta E. Sides, Denver, 1221 Twentieth; restaurant.
Anna K. Sloan (Mrs. Frank W. Broad), Chama, N. M.
Jennie C. Sloan (Mrs. C. C. Campbell), Durango, Colo.
*Alice J. Smith (Mrs. E. S. Fernald). Died March 10, 1897.
Gertrude M. Stone, Denver, 221 W. Fourteenth avenue; teaching
DOlli SIC.
40 List of Graduates of High School.
Grace M. Stone (Mrs. C. M. Kassler), Denver, 1421 Clayton ave-
Illie.
Jane I. Travelli (Mrs. J. J. Humphreys), Denver, 1760 Grant ave-
Ill]e.
Luella Tupper, Denver, 1926 Lincoln avenue; Rindergarten Nor-
mal Training School of Colorado, '92; kindergartner.
Jessie Walker, Denver, 1337 California; teaching.
Grace Weinmeyer, Denver, 2648 Marion; mailing clerk, County
Treasurer’s Office.
Caroline W. Wells (Mrs. H. S. Brodt), Rawlins, Wyo.
Pauline M. Williams (Mrs. Harry C. Davis), Denver, 612 Twenty-
Sixth avenue.
1890.
William H. Andre, Denver, 3138 Humboldt; bookkeeper.
Milton E. Blake, Denver, 2516 Woodbury Place; University of
Michigan, LL. B., '94; lawyer.
J. Franklin Dane, Denver, 105 E. Florida; clerk, postoffice.
George O. Dostal, Denver, 2550 Stout; teller, Denver National
Bank.
Elmer E. Dunn, Highlands, 1132 Arkins avenue (P. O. box 1163,
Denver); mining.
Willis V. Elliott, Denver, 2119 Curtis; Mansfield State Normal
School, Pennsylvania, ’91; Michigan University, '94; lawyer.
Herbert L. Emerson, Denver, 2514 California; lawyer.
Leon Goldsmith, Chicago, Ill.; University of Michigan; with
Chicago Edison Co.
Harry C. James, Denver, 1459 Ogden; University of Michigan;
chemist, Omaha and Grant Smelter.
Charles A. Moore, Washington, D. C., 313 E. Capitol; State
School of Mines, '95; clerk, P. O. department.
*J. Irving Mosier. Died, May 13, 1890.
A. Wilson Parrott, Denver, 1740 Lawrence; cashier and commis-
Sion clerk, D. & R. G. Ry.
William B. Robinson, Denver, 46 So. Lincoln avenue; brick manu-
facturer. $
Ulrich W. Sprague, Denver, 1343 Champa; secretary, Sprague In-
Westment Co.
Charles B. Witter, Denver, 2711 Hazel Court; clerk.
Jennie F. Andre, Denver, 3138 Humboldt.
S. Ethel Andrews, Denver, 2234 Homer Boulevard; stenographer,
Ella M. Apple (Mrs. W. A. Butchart), Denver, 737 Sixteenth
a WeIllié.
Mary G. Bailey (Mrs. W. A. Hart), Denver, 2947 Williams.
List of Graduates of High School. 41
Caroline N. Ballard (Mrs. J. A. Talbot), Denver, 2510 Clarkson.
Edith M. Banta, Denver, 2535 Lincoln avenue; teaching.
Jennie E. Beardsley (Mrs. P. Murray), Lucerne, Colo.
Medora Brooks, Denver, 1421 Arapahoe; bookkeeper.
Sally F. Buck, Denver, 2822 Arapahoe.
Maude J. Collins, Denver, 2605 Lafayette; teacher of music.
Laura S. Cory (Mrs. Jere B. Stott), Denver, 3263 Perry, High-
lands.
Nellie E. Dailey (Mrs. F. J. Egan), Silverton, Colo.
Zitella E. Ebert, Denver, 1073 Downing avenue; Emerson Col-
lege of Oratory.
Saidee E. Edwards, Highlands, 848 Clyde avenue; teaching.
Belle Elliott (Mrs. F. D. Bickford), Ogden, Utah, 2333 Adams
avenue; Ogden Normal School, one year.
Julia G. Emanuel (Mrs. Max Morris), Denver, 2346 Marion.
Bertha W. Feldwisch, Denver, 1560 Washington avenue; teacling.
IFrances B. Fulham, Denver, 1254 Pennsylvania avenue; teaching.
Ilena M. Giers (Mrs. W. I. Bangs), Denver, 3136 Fairview Place.
Ilucy E. Greene, Denver, 1256 Washington avenue; teaching.
Alice M. Guibor (Mrs. C. E. Curtis), Denver, 3029 Marion.
Fannie Hall, Denver, 2077 Emerson.
Kate. Hall, Denver, 2077 Emerson.
Cora, L. Hughes (Mrs. C. A. Moore), Washington, D. C., 313 E.
Capitol.
Edith H. Jones, Denver, 1615 Humboldt; State Normal School,
B. P., '92; teaching.
Winifred Jones, Denver, 1615 Humboldt; State Normal School,
B. P., '92; teaching.
Louise M. I.Gavanagh, Denver, 1157 Columbine.
Susie Keith (Mrs. Herbert C. Bailey), Denver, 1336 Twentieth
3.WeIllle.
Marguerite L. Mays (Mrs. Harry Maloney), Denver, 713 Lincoln
avenue.
Mattie M. McLene, Denver, 516 Eighteenth avenue.
A. Florence Miller, Denver, 1236 Gaylord.
Mary J. Minton, Denver, 772 So. Grant avenue; stenographer and
bookkeeper.
Minnie F. Moore (Mrs. A. D. Wall), Denver, 3205 Lake Place;
State Normal School, B. P., '92.
Lottie Morse, Denver, 1323 Corona.
Josephine Nichols, Denver, 12 Nichols Block,Twentieth and Lari-
Iſleſ.
Gertrude E. Orahood, Denver, 1611 Pearl; Mary Willard's School,
Berlin, Germany, one year.
42 List of Graduates of High School.
Barbara G. Probst (Mrs. G. B. Larimer), Denver, 1317 Evans.
Fannie Shayer, Denver, 3233 Marion; State Normal School; teach-
Ing
Louise P. Sherwin (Mrs. A. E. Lowe), Denver, 1234 Columbine.
Annette Sherwin (Mrs. W. H. Blackburn), Goldfield, Colo.; Wel-
lesley, two years; University of Chicago.
Laura P. Stewart, Denver, 2823 W. Thirty-third avenue; medical
Student.
Esther Walker, Denver, 1337 California; teaching.
Frances E. Wilkins (Mrs. Warren Andrews), Syracuse, Neb.
Halle D. Woods, Denver, 1353 Gaylord.
Harriet A. Woods (Mrs. James R. Donaldson), Denver, 2218
Emerson.
1891.
Arthur E. Bonesteel, Denver, 105 W. Alameda; Denver Uni-
versity, M. D., '94; physician and surgeon.
Jesse E. Bostwick, Denver, 905 So. Fifteenth.
Warwick M. Downing, 1359 Humboldt; Michigan University, LL.
B., '95; lawyer. op
Albert I. Eaton, ILeadville, Colo.; State School of Mines, ’95;
assayer and chemist.
Frank W. Frueauff, Denver, 2237 Stout; cashier, Denver Con-
solidated Electric Company.
Harry T. Hamer, Denver, 1225 Josephine; postoffice clerk.
John E. Havens, Denver, 1115 Broadway; bookkeeper.
William E. Hutton, Cambridge, Mass., 16 Stoughton Hall; Har-
ward, A. B., '95; law student.
Jesse J. May, Aspen, Colo.; bookkeeper.
Frederick B. Mechling, Denver, 1277 Logan avenue; Sheffield
Scientific School, '94.
Walter S. Morrill, Jennings, Mont.; agent International Trans-
portation Co.
Herber M. Munroe, Denver, 3116 California; lawyer.
William E. Newnam, Aguas Calientes, Mexico; State School of
Mines, B. S., '96; metallurgist with La Gran Fundicion.
W. Henry Paul, Central, Colo.; State School of Mines, M. E.,
’96; assayer.
Charles E. Roe, Denver, 1624 Grant avenue; University Acad-
emy, Illinois, two years; collector City Transfer Co.
James D. Skinner, Denver, 1401 High; Yale, '94; machinery.
Henry C. Smither, Denver, 1064 Gaylord; U. S. Military Acad-
emy, '97. gº -
Jay W. Steves, Parker, Douglas county, Colo.; farmer.
List of Graduates of High School. 43
Otto H. Suhr; State School of Mines, ’96.
Chauncey Thomas, Denver, box 855; editor Mining Reporter.
Bethuel M. Webster, Denver, 745 Marion; University of Colorado,
LL. B., '94; lawyer.
Charles B. Whitehead, Denver, 1373 Franklin; banker.
Ella Bailey (Mrs. J. S. Donaldson), Denver, 1910 Humboldt.
Minnie M. Bell, Petersburg, Colo.; teaching.
Ella W. Blair (Mrs. W. H. Mastin), Delta, Colo.
Ada H. Burchard, Denver, 2330 Washington avenue; State Nor-
mal School, One year.
Maud L. Calkins, Denver, 2061 Grant avenue; teacher of draw-
ing.
Christine A. M. Cameron, Brooklyn, N. Y., 357 Halsey; Scott
Saxton School of Oratory, '93.
Susan H. Clark (Mrs. J. E. Havens), 1115 Broadway.
Mariza. A. Clay, Aspen, Colo., 928 E. Cooper avenue; teaching.
Gillian Coffey, Denver, 736 Clark; State Normal School, B. P., '94;
teaching.
Mary Dace, Denver, 2252 Lincoln 'avenue; State Normal School,
'93; teaching.
Alexandra P. Fay, Anaheim, Orange County, Cal.; Leland Stan-
ford, Jr., University, '98. -
Ella L. Fisher, Denver, 1250 So. Fifteenth.
Jennie T. Garbarsky, Denver, 1359 Evans.
Maude B. Gass, Denver, 2020 Clarkson; State Normal School, '94;
teaching.
Adeline L. Goodnow, Denver, 1839 Lafayette; Denver University,
One year.
Minnie GOOdnow, Las Vegas Hot Springs, N. M.; Denver Uni-
Versity, One year; nurse.
Katharine B. Hail (Mrs. Harry M. Cowell), Denver, 1757 Gilpin.
Mary Hardy (Mrs. J. N. Grace), Woodhaven, Long Island, N. Y.,
Ethel M. Haskell, Denver, 1507 Lafayette.
Maude L. Hendricks (Mrs. H. T. Craig), Golden, Colo.
Lucy O. Hoag (Mrs. A. G. Burton), Cripple Creek, Colo.
M. Gillie Hobson, Loveland, Colo.
Julia K. Honnet, Denver, 2155 Franklin.
Marguerite T. Hurst, Denver, 2161 Tremont; principal of Milton
School.
Vassie W. Ingersoll, Denver, 1843 Stout; designer.
COrnelia I. Kline, Denver; cashier.
Annie Laurie, Denver, 2242 Ogden; stenographer.
Carrie L. Leimer (Mrs. C. F. Vote), Denver, 737 Lincoln avenue.
44 List of Graduates of High School.
S. Georgina Miller, Denver, 1633 Boulevard.
Frances R. Orr (Mrs. E. McCrimmon), Denver, 2926 Gilpin.
Georgia Phipps (Mrs. Eugene D. Richards), Denver, 25 W.
Eleventh avenue.
IKatie Putman, Denver, 1225 So. Pearl; State Normal School, B.
P., '92; teacher. w
Bertha L. Scobey (Mrs. George Tritch, Jr.), Denver, 1260 Sher-
Iſla [], a V6XIllié.
Ella M. Seavey, Denver, 1766 Pearl; teaching.
Birdie Sedam, Denver, 2431 California.
*Luella M. Sikes. Died, January 12, 1896.
Dollie S. Simmons, Denver, 3112 Lafayette; toaching.
Hitty H. Smith (Mrs. Geo. M. White), Longmont, Colo.; State
tº Normal School, one year.
Lillie Sobolewski (Mrs. John S. Peterson), Loveland, Colo.
Frances A. Sopris, Denver, 1828 Clarkson; Colorado Kindergarten
Normal School, '93; kindergartner.
Jessie Southworth, Denver, 2335 Lafayette; Denver Normal and
Preparatory School, '98.
Beatrice S. Thompson, Denver, 2837 Stout; assistant bookkeeper,
County Treasurer's office.
Maude M. Thompson; teaching.
M. Fedora, Tucker (Mrs. Lowden), Denver, 1330 Gaylord.
Lila E. Van, Denver, 200 Twenty-third; Denver Public Library.
*Sadie Williams. Died, March 27, 1896.
1892.
Harry L. Aldrich, Denver, 3729 W. Thirty-second avenue; book-
keeper, Colorado Fuel and Iron Co.
Milton L. Anfenger, Denver, 2900 Champa; I.eland Stanford, Jr.
TJniversity, A. B., '96; lawyer.
Arthur C. Bartels, Denver, 1360 Columbine; Princeton, one year;
University of Michigan, '95; lawyer.
Frank S. Bayley, Boston, Mass., 524 Tremont; Colorado College,
three years; Harvard, A. B., '97.
Samuel W. Belford, Denver, 803 E. Colfax avenue; Leland Stan-
ford, Jr. University, one year; law department, Denver Uni-
versity; captain and assistant adjutant general of Volunteers.
J. Albert Blake, Denver, 2516 Woodbury Place; clerk.
William C. Borst, Denver, 1900 Emerson avenue; University of
Michigan, B. S., '96; instructor, Denver Manual Training High
School. ºp
Lucian M. Brinker, Denver, 1933 Logan avenue; cashier.
List of Graduates of High School. 45
Norman M. Cameron, Boston, Mass., 73 Tremont; University Of
Chicago, one year; University of Michigan, two years; lawyer.
Omar H. Carrington, Philadelphia, Pa., 933 Spruce; bookkeeper.
Oney R. Carstarphen, Denver, 1466 Washington avenue; collector,
Denver Times.
Frank D. Clark, Denver, 3620 W. Thirty-Second avenue; book-
keeper.
J. Welbie Cline, Hazeltine, Colo.; University of Colorado, medical
department, '96.
Edward P. Costigan, Salt Lake City, Utah; law student.
James Henry Fisher, Denver, 1278 Marion; Harvard, one year;
Harvard Law School, '98.
David E. Fryer, Ogden, Utah, 356 Twenty-fifth; University of
Colorado, LL. B., '94; lawyer.
James N. Hamill, 'Telluride, Colo.; University of Colorado, '95;
lawyer.
Frank R. Hamilton, Denver, 913 W. Sixth avenue; State School
of mines, ’98; assayer, Camp Bird mine, Ouray, Colo.
Harry M. Hastings, Denver, 2421 Welton; bookkeeper, Metro-
politan Stock Exchange.
Thomas M. Hopkins, Denver, 1135 Filmore; medical student.
William A. Kelley, Brighton, Colo.; State School of Mines, ’97;
mining engineer.
Gilbert W. Lawrence, Denver, 247 So. Fourteenth; book and
Stationery business.
Andrew R. Mackey, Orchard, Morgan county, Colo.; University
of Colorado, One year.
Wm. H. Nance, Denver, 114 E. Twenty-eighth avenue; State
School of Mines, ’96.
George B. Niblock, Leadville, Colo., 135 E. Sixth; clerk, Niblock
& Tweed Mercantile CO.
George F. Ober; State School of Mines, ’96; assayer.
Jesse P. Richards, Orleans, Neb., P. O. box 14; dealer in grain
and live stock.
Harvey E. Rockwell, Berthoud, Colo.; stock raising.
Frederic T. N. Shorey, Denver, 1108 E. Seventeenth avenue;
journalist.
Edward S. Smith, Denver, 1658 Lincoln avenue; milling superin-
tendent.
Leo. J. Smith, Denver, 1455 Glenarm; clerk, B. L. James.
Thos. G. Smith, Denver, 1415 Thirty-Fifth; State School of Mines,
two years.
T. Henry Williams, Denver, 1221 Clarkson; Leland Stanford, Jr.
University, '96.
46 List of Graduates of High School.
W. Rolla Wilson, Denver, 1075 Lafayette; University of New
Jersey, '96; Wilson & Collier, sewing machine agents.
Louis A. Witney, Denver, 2525 Champa; dental department,
Denver University, two years; dentist.
Thomas H. Woods, Ouray, Colo., box 518; State School of Mines,
E. M., '97; mining engineer.
Sara Amter, Denver, 2418 Champa; Stenographer.
Ivah L. Anderson, Denver, 2957 Williams.
Charlotte E. Ballard, Boulder, Colo., 1245 Bluff; University of
Colorado, '98.
K. Belle Bayless, Denver, 454 Washington avenue; teaching.
Maude M. Bingner (Mrs. Harry Williams), 1221 Clarkson.
*Mary L. Blessing (Mrs. Walter S. Taylor). Died October 8, 1896.
Lucy M. Butler, Denver, 1337 Marion.
Minnette Butterfield (Mrs. Theodore G. Smith), Denver, 3209
Eliot; Wellesley, one year.
Lulu Clark, Denver, 1136 York.
Helen W. Cleaveland, Denver, 1600 Downing avenue; Lasell Sem-
inary, One year.
Rosa Cohen, Denver, 1239 Welton; teaching.
Thyrza. Cohen, Denver, 1239 Welton; University of Colorado, '96;
teaching.
*Myrtle C. Cole (Mrs. J. M. Dillon). Died January 30, 1898.
Mabel G. Cory, Denver, 3338 Tennyson; Denver Normal and
Preparatory School; kindergartner.
Grace E. Cox (Mrs. King).
Grace G. Currier, Denver, 1313 Stout.
Ratherine A. Detrick, Denver, 1421 Broadway; teaching.
Susie D. Emanuel, Denver, 2807 Champa; saleswoman.
Mabel Essington, Denver, 3927 Forest.
Belle S. Fallis, Denver, 1400 So. Fifteenth.
Ethel L. Finding, Highlands, Colo., 420 T lirview avenue; teach-
ing. *
Alice L. Fulham, Denver, 1254 Pennsylvania avenue; teaching.
Julia H. Gardiner, Denver, 1661 Lincoln avenue; State Normal
School, B. P., '94; teaching.
Elizabeth E. Gregory (Mrs. E. C. Lightner), Durango, Colo.,
box 360.
Evelyn Griffin, Two Rivers, Wis.; Wisconsin State Normal
School, '95; teaching.
Jessie L. Hastings (Mrs. S. W. Wheelock), Denver, 1755 Clark .
Son; Denver Normal and Preparatory School.
List of Graduates of High School. 47
Lutie E. Haynes (Mrs. G. S. Frantz), Denver, 1824 Clarkson; Col-
orado Kindergarten Normal School, '95; kindergartner.
Edith E. Herbert, Wellesley, Mass.; Wellesley College, ’99.
Georgie I. Hewison, Denver, 2239 Lincoln avenue.
Cecelia B. Hooper, Denver, 417 Downing avenue; bookkeeper.
Lotta Johnson, Denver; teaching.
Annie M. King (Mrs. W. L. Freeman), Salem, Ill.; Denver College
of Oratory, '93. &
M. Lillian Kinzie, Denver, 1439 Evans.
Emma A. Leet (Mrs. W. M. Downing), Denver, 1359 Humboldt;
Wellesley, two years.
Olivia. C. Liddell, Denver, 1549 Logan avenue; Randolph School,
Baltimore, one year.
Minnie P. Mackey, Orchard, Morgan county, Colo.
Frances M. McCarthy, Denver, 1575 Pennsylvania avenue; teach-
ing.
Florence A. McElheny, Denver, 835 Lincoln avenue; Stenographer.
Harriette P. Melvin; State Normal School, B. P., '94.
Edna F. Messinger, Denver, 1177 Vine; State Normal School,
B. P., '94; teacher of Sloyd.
Evaline P. Moore, Denver, 2317 DOWning avenue; teaching.
Minnie T. Morey (Mrs. C. H. Howard), St. Louis, Mo., 5531 Clem-
eIlS a Wexllie.
Gertrude Morris, Denver, 2531 Clarkson; teaching.
Lue E. Oatman (Mrs. R. O. Wandercook), Evanston, Ill., 713
Church.
S. Mabel Patton, Denver, 1279 Pearl; State Normal School, B.
P., '96.
Clara A. Peterson, Denver, 3774 Franklin; teaching.
Rachel E. Peters, EIarman, Colo.; cashier Joslin D. G. Co.
Myrtle L. Ruble, Denver, 2101 Downing avenue.
Elizabeth Russell (Mrs. Alvin M. Hendee), Cowgill, Mo.; Nebraska
State University, one year.
Eugenia. F. Scanlan (Mrs. W. A. Woodworth), Denver, 1824 Race.
Iva M. Shepard, Denver, 1437 Washington avenue.
Alice M. Sherart (Mrs. A. L. Scott), Denver, 3634 Lafayette.
Clara C. Sprague (Mrs. Robt. Brown, 336 East Twenty-fourth
8. WeITUI6.
Helen M. Thomas (Mrs. Samuel W. Belford), Denver, 803 E.
Colfax avenue.
Mary S. Vaughan, Denver, 3930 Bert; teaching.
Edith M. Vickers, Denver, 1329 Eighteenth avenue; kindergart-
DeP.
§
48 List of Graduates of High School.
Elizabeth C. Warnecke (Mrs. H. G. Harvey), Denver, 235 Thirty-
first avenue.
Genevra D. Waters, Denver, 2143 Logan avenue; Scharwenka
Conservatory of Music, one year; violinist.
Gertrude Webber, Denver, 2203 Clarkson.
Eunice Wells, Ahmedabad, Guzerat, India; Christian Alliance
Missionary Training Institute, '96; missionary.
Florence N. Whitsell, Denver, 3010 Larimer; copyist, county clerk
and recorder’s Office.
Florence S. Witkowski (Mrs. Harry L. Aldrich), Denver, 3729
W. Thirty-second avenue.
Daisie L. Yelton (Mrs. Lucian M. Brinker), Denver, 1933 Logan
3.VéIll]6.
1893.
Bayard H. Ames, Highlands, 2422 Boulevard; University of
Michigan, '97; student, Columbia College, N. Y., Law De-
partment.
George M. Andrews, Denver, 2552 Clarkson; State School of
Mines, two years; a SSaying. -
J. Walter Best, Denver, 1919 Logan Avenue; State School of
Mines; Sheffield Scientific School, '98.
Nathaniel C. Brooks, Denver, 1828 Lincoin avenue; with United
Coal CO.
Louis Cohen, Telluride, Colo.; State School of Mines, ’97; as-
Sayer at Nellie mill.
Albert Dakan, Perry Park, Colo.; University of Colorado.
Horace W. Danforth, Denver, 1551 Wazee; University of Michi-
gan, '97.
Eugene S. Foljambe, Boston, Mass., 134 Huntington avenue;
Massachusetts Institute of Technology.
Philip L. Frick, Denver, 2312 Franklin; Denver University, '97;
teacher, Pueblo High School.
Charles T. Eſale, Central City, Colo.: bookkeeper.
William B. Hardcastle, Pueblo, Colo., 938 E. Evans; University
of Colorado, one year; bookkeeper.
Richard H. Hart, Denver, corner Eighth avenue and Pearl; Har-
vard, '97; reporter.
Lewis A. Hayden, Denver, 1637 Sherman avenue; Massachusetts
Institute of Technology, '98.
Frederick W. Heckendorf, Denver, 2046 Emerson; bookkeeper.
Horace H. Hindry; Ileland Stanford, Jr. University, '97.
William P. Ravanaugh, Denver, 1157 Columbine; University of
Michigan, '97.
List of Graduates of High School. 49
H. Murray Lee, Denver, 2653 W. Thirty-second avenue; State
School of Mines, '98; clerk, Lee-Rinsey Implement Co.
Richard C. McGregor, Palo Alto, Cal.; Leland Stanford, Jr. Uni-
versity, '97.
Eben B. Mills, Denver, 1149 So. Thirteenth.
Lynn H. Marsh, Kansas City, Mo.; special agent, land depart-
ment K. C., P. & G. Ry.
Charles J. Rice, Denver, 914 Corona.
Louis Shaefer, Denver, 2215 Marion.
Albert Silverstein, Denver, 1721 Emerson avenue; Yale, A. B.,
’97; Gross Medical College, one year; hospital corps, First
Colorado Volunteers.
Leonard K. Smith, Golden, Colo.; Harvard, A. B., '97; teacher.
Charles M. Sumner, Rico, Colo.; University of Colorado, two
years; lawyer.
Claude M. Taussig, Denver, 1543 High; University of Colorado,
LL. B., '97; lawyer.
Alfred W. Weil. Denver, 1046 So. Fifteenth; law department,
Denver University, '95; lawyer.
Frederick W. Whiteside, Denver, 1415 Sixteenth avenue; Uni-
versity of Colorado, B. S. (C. E.), '97; civil engineer.
Alice E. Adams, Denver, 43 Sherman avenue.
M. Margaret Allen (Mrs. Arthur Hoskin), Pueblo, Colo., 1117 E.
Eighth. *
Grace E. Aspell (Mrs. Dunn), Fort Plain, N. Y.; Emerson Col-
lege of Oratory, two years.
J. Fannie Bayley, Denver, 1325 Franklin; Colorado College, A.
B., '97.
Henrietta, Benning, Farmington, N. M.
Barbara H. Bramkamp (Mrs. G. W. Maloney), Barr, Colo.
M. Gertrude Bucknum, Denver, 1253 Broadway; Lasell Seminary,
’95.
Alta M. Chambers, Denver, 144 W. Ellsworth; stenographer and
bookkeeper.
Ruth M. Clark, Denver, 1356 Downing avenue; State Normal
School, '95; kindergartner.
Gertrude C. Clinton, Los Angeles, Cal., 1801 So. Hope; stenog-
rapher.
*Hattie C. Colby. Died April 19, 1898.
Josephine Creswell (Mrs. G. P. Schumacker), Denver, 1244 Grant
avenue; VaSSar, One year.
Maude Duling (Mrs. Wm. B. Weisser), Denver, 716 Twenty-first
a Verlule.
50 List of Graduates of High School.
Alice M. Emmons (Mrs. Samuel L. Jenkins), Denver, 1108 Seven-
teenth avenue.
Ethel M. Fillius, Idabo Springs, Colo; teacher of music.
Caroline Goldman, Denver, 232 W. First avenue.
L. Louise Green (Mrs. J. G. Steiner), Denver, The Elmore, 1320
Stout. -
L. Jessie Hale, Denver, 9 La Veta Place; Denver Normal and
Preparatory School; kindergartner.
E. Myrtle Harrington (Mrs. W. C. Steele), Denver, 829 Twelfth.
Ellen Harris (Mrs. N. C. Brooks), Denver, 1828 Lincoln avenue.
Carrie Hart, Chicago, Ill., 3310 Rhodes avenue; Cook county Nor-
mal School.
Jessie G. Haynes, Denver, 1824 Clarkson; teaching.
*Anna, J. B. Heath. Died, March 22, 1896.
Carrie M. Hill, St. Petersburg, Russia; student.
Besmath A. Houghton, Denver, 523 Fourteenth avenue; clerk
Arapahoe County Abstract Co. &
Alice R. Hubbard (Mrs. McLeod), Ransas City, Mo., 1523 Holmes.
Gertrude Hyman, Cincinnati O., Hotel Alms, Walnut Hills; Uni-
versity of Cincinnati. #
E. Maud Kay (Mrs. C. W. Allebaugh), Denver, 232 So. Thirteenth.
Lydia M. Kilby, Denver, 2447 Lafayette.
Caroline M. Knudsen, Denver, 2736 California; teaching.
Grace A. Ladd, Denver, 2724 Curtis; teaching.
Rose M. Laurie, Denver, 2242 Ogden.
Jessie M. McIntosh, Denver, 6 Smith's Terrace, Twenty-sixth and
Curtis; Stenographer.
Clara L. McLeod (Mrs. Philip I. Hon), Denver, 2525 Emerson.
Berenice Megrue, Denver, 1110 Clayton avenue.
Estelle Mosier (Mrs. J. C. Hutchison), Florissant, Colo.
Marie C. Mott, Denver, 1338 Grant avenue.
Mary E. Newmeyer, Denver, 2658 Williams.
Estelle L. Schlereth, Denver, 911 So. Ninth; teaching.
Eva L. Simmons, Denver, 3112 Lafayette; assistant, Denver Pub-
lic Library.
Bertha, S. Smith, Denver, 1455 Glenarm.
F. Eleanor Smith, Denver, 1609 Franklin.
Josephine A. Smith, Denver, 829 Thirty-first; teaching.
Gertrude Stahl, Denver, 1272 Columbine.
Bertha Steinhauer, Denver, 1065 Clarkson.
Theresa. Suess, Denver, 1634 Downing avenue; stenographer.
Elizabeth S. Suhr. &
Alice M. Thompson, Denver, 1764 So. Washington avenue; teach-
1Ing.
List of Graduates of High School. 51
Helen S. Thompson, Denver, 2462 California.
Laura S. Thompson (Mrs. E. P. Gallup), Denver, 2009 Race; State
Normal School, '95. -
Mary M. Thompson, Denver, 2430 Lafayette; teaching.
Lucy L. Wheeler (Mrs. W. B. Mayham), Denver, 1330 Elizabeth.
Sara R. Whitehead, Denver, 517 Eighteenth avenue; teaching.
Leonie Wilson (Mrs. L. W. Leighton), Denver, 1641 Franklin;
teaching.
Edna L. Wood.
Mabel I. Woodruff, Denver, 1025 Corona. Tomlins Musical In-
stitute; supervisor of music.
Etta, Zimmerman (Mrs. E. B. Cronkhite), Denver, 78 W. Cedar.
1894.
Elbert W. Bailey, Denver, 1600 Emerson; Colorado College.
William F. Baldwin, Aspen, Colo., P. O. box. 413; working in
Mollie Gibson mine.
Stuart Bellows, Denver; University of Colorado.
Frederick C. Borst, Denver, 1900 Emerson; University of Michi-
gan, '98; mechanical engineer.
George F. W. Brierley, Denver, 1664 Humboldt; musician.
Nealy H. Chapin, Denver, 1832 Lafayette; clerk, purchasing de-
partment, D. & R. G. R. R.
Henry J. Chavez, Denver, 22.45 Arapahoe.
Charles W. Cuno, Denver, 2943 Champa; weighmaster at Globe
Smelting and Refining Co. *
Edward F. Dean, Denver, 1438 So. Water; University of Den-
ver, '97; physician. &
Wallace P. Doty, Denver, 1659 Lafayette; sergeant, Second U. S.
Volunteer Cavalry. g
G. Dana Emerson, Boston, Mass., box 43; State University, three
years; Institute of Technology.
Benjamin B. Frankle, Denver, 1630 E. Thirteenth avenue; Colum-
bia College of Physicians and Surgeons, '98.
Harry D. Frueaufº, Florence, Colo.; Imanager, Florence Book and
Stationery Co.
Charles Gammon, Pueblo, Colo., Federal building; assayer U. S.
Custom House.
Walstien N. Eſaas.
Charles T. Henderson, Denver, 1428 Court Place; letter carrier.
P. Hagner Holme, Denver, 1908 Grant avenue; Yale, '98.
James H. Jordan, Jr., Denver, 547 Clarkson; assistant teller,
First National Bank.
52 List of Graduates of High School.
Claud V. Logan, Denver, 3311 Franklin.
Clarence W. Lothrop, Denver, 1811 Franklin; University of Den-
ver, law department, '96; lawyer; first lieutenant, Company
E, First Colorado Volunteers. g
Richard W. Lucy, Denver, 1127. So. Fourteenth; State School of
Mines, ’98; civil engineer.
T. Matteson Mallory; University of Colorado, one year.
G. Hamlin Mann, Cripple Creek, Colo., P. O. box 209; Surveyor.
Milton Metzler, Denver, 1279 Wine; law student.
Arthur M. Nye, Denver, 311 Sixteenth; University of Colorado,
LL. B., '98; lawyer.
Edward L. Oakes, Denver, 44 W. Maple; Leland Stanford, Jr.
University; Denver Law School, '97.
IXyle Rucker, Fort Logan, Colo.; captain, First Colorado Volun-
teel'S.
FIerbert M. Sammis, Denver, 2543 Fifteenth; clerk, National Bank
of Commerce.
Eugene Y. Sayre, Palo Alto, Cal.; Leland Stanford, Jr. Univer-
sity, '98.
William B. Shattuc, Denver, 1544 Lafayette; Oberlin College, '98.
W. Chester Smith, Denver, 1770 Marion; clerk.
Harry C. Smith, Denver, 1046 Corona; State School of Mines, '98.
J. Henry Stahl, Denver, 125 Thirty-fourth avenue; University of
Colorado, '98.
William R. Thomas, Jr., De Lamar, Idaho; chief assayer for
De Lamar Mining and Milling Co.
William N. Waile, 1610 Emerson avenue; Yale, '98; Battery A.,
Connecticut Light Artillery, Yale platoon.
Frederick R. Wanless, Denver, 1837 Pearl.
Walter E. White, Denver, 1108 So. Fourteenth; University of
Colorado, '97; with H. J. Mayham Investment Co.
N. Clarence Williams, Denver, 2033 Clarkson; University of
Michigan.
Olive Acres, Denver, 2336 Logan avenile.
M. Gertrude Banta, Denver, 2535 Lincoln avenue.
Charlotte E. Batchellor, Denver, 1825 Emerson; clerk, Denver,
Tramway Co.
Adelaide R. Beardsley, Denver, 2721 Lawrence; musician.
Marguerite C. Bell, Petersburg, Colo.; teaching.
Elizabeth R. Blessing (Mrs. Luplow), ICiowa, Elbert county, Colo.
Eda L. Braun, Denver, 1724 Gilpin. g
Ada B. Brown (Mrs. E. H. Talbot), New York, 100 Broadway.
Minnie M. D. Buirgy, Denver, 1245 Downing avenue; teaching.
List of Graduates of High School. 53
Fannie Burlingame (Mrs. D. L. Mechling), Denver, 2067 Ogden.
Edith R. Chase, Denver, 11 La Veta Place; teaching.
F. Rebekah Clark, Denver, 1356 DOWning avenue.
Ruth A. Cleaveland, Denver, 1600 Downing avenue; Lasell Semi-
nary, One year.
Edith A. C. Cline (Mrs. Herbert Van Every), Hazeltine, Colo.
Phoebe Cohen (Mrs. M. Sommers), Salt Lake City, Utah, P. O.
bOX 264.
Rossie R. Cox, Denver, 1444 Gaylord.
Edna M. Curtis, Denver, 847 Seventeenth avenue.
Mabel A. Cutshaw, Denver, 2759 Gilpin.
Eleanor M. Denison, Denver, 1257 Clarkson; teaching.
Madge Eldridge, Denver, 3341 Lawrence; teaching.
Georgia. Ellingham (Mrs. H. J. Sears), Central City, Colo.; Le-
land Stanford, Jr. University, one year.
Genevieve Frederick (Mrs. O. C. Reitze), Denver, 2233 Franklin.
Helen Fullman, Denver, Josephine, between Fifth and Sixth ave-
nues; teaching.
Bessie M. George (Mrs. W. R. Thomas), De Lamar, Idaho.
Minnie P. Hall, Denver, 5 Smith Place, Twenty-sixth and Curtis;
clerk; society editress of Denver Times.
Clara M. Heath, Denver, 1341 York; Lasell Seminary, one year.
Carrie W. Heitler, Denver, 1527 High.
Nettie E. Hindry, I’alo Alto, Cal.; Leland Stanford, Jr. Univer-
sity, '97.
Mary N. Howard, Denver, 1812 So. Lincoln avenue; teaching.
Jessie W. Izett, St. Louis, Mo., Imperial theatre; actress.
Crisley A. Jenkins (Mrs. Edwin A. Kistler), Denver, 500 E. Ells-
WOrth.
Florence M. Johnson, Denver, 1664 Marion; Mary Hemenway
Gymnasium, Boston, Mass., '98.
Georgia M. Johnson (Mrs. D. D. Dewey), Idaho Springs, Colo.
B. Ida Jones, Denver, 2705 Gilpin; State Normal School, '97;
teaching.
E. Caroline IKettle, Westcliffe, Custer county, Colo.; University
of Colorado. One year.
Sarah I. IRettle, Westcliffe, Custer county, Colo.; University of
Colorado, One year.
Martha N. Rimball, Denver, 222 Twentieth avenue; University of
Denver, '98.
Laura M. Larsh (Mrs. E. W. Maxson), Denver, 1452 Josephine.
Etta Lewis (Mrs. Will Fulton), Denver, 236 So. Sherman avenue.
Harriet A. Lounsbury, Denver, 232 W. Thirteenth avenue.
Nellie Lunt, Denver; Smith College, one year.
54 List of Graduates of High School.
Myrtle I. McKissick, Denver, 2318 Ogden.
Maude M. Merchant, Denver, 1818 California.
Caroline Miles, Denver, 2432 Lincoln avenue.
Elisabeth W. Miller, Denver, 1236 Gaylord.
C. Maude Murray (Mrs. A. B. Blainey), Telluride, Colo., box 714.
Bertha L. Nye (Mrs. S. T. Ambler), Monte Vista, Colo.
Cora G. Parmelee, Denver, 1613 Franklin; Bradford Academy,
One year. *
Edna B. Patch, Cripple Creek, Colo., P. O. box 414.
S. Isabel Paul, Denver, P. O. box 596; State Normal School,
B. P., '96.
Edith M. Perry, Denver, 1651 Ogden.
Emma A. Probst, Denver, 1317 Evans; State Normal School,
B. P., '96; teaching.
Rose Probst, Denver, 1317 Evans; State Normal School, one
year; Stenographer. *
Marguerite B. Reid, Denver, 2237 Emerson; Denver Normal and
Preparatory School; kindergartner.
Nora Rooney, Morrison, Colo.; University of Colorado, two years.
Josephine S. Rosenzweig, Denver, 1129 Seventeenth avenue.
Orrissie F. Sanders (Mrs. Harry F. Pearson), Trinidad, Colo., 323
Bacca.
Mary C. Sloan, Durango, Colo.; University of Colorado, 1900.
Lona E. Stevens, Denver, 3422 Conejos Place: Northwestern Uni-
versity, '98.
M. Eleanor Stevenson, Denver, 656 Pearl.
Anna W. Stuart, Denver, 1435 Race.
Helen I. Sumner, Denver, 1258 Grant avenue; Wellesley, '98.
Kathryn P. Thomas, Greeley, Colo.; State Normal School, '98.
Amy Thompson, Denver, 930 Logan avenue.
Julia. Thompson, Denver, 2430 Lafayette.
Irene F. Viancourt (Mrs. H. T. Herr), Denver, 2726 Stout; Lyceum
School of Acting, New York.
Edith B. Wallace, Denver, 1536 Emerson; University of Denver,
B. A., '98.
Lena, Webb. Denver, 2105 Lincoln avenue.
Pearl B. Wheeler, Denver, 2622 Gilpin; Denver Homeopathic
Medical College, '97.
Mary Williams, Denver, 3307 W. Thirty-first avenue.
C. May Wood, Denver, 1350 Williams.
Marie L. Woodson. Denver, 238 W. Second avenue; draughting.
List of Graduates of High School. 55
1895. e
Ralph Barney, Denver, 1312 Welton street; Denver University
Law School, '98.
Edward J. Boughton, Denver, 1307 Josephine street; University of
Colorado, two years; law student.
Arthur N. Cantril, Denver, 1333 Evans street; with Denver Con-
solidated Gas Co.
John B. Davis, Denver, 2835 Franklin; University of Colorado,
’99.
Guy A. Deuel, Denver, 2118 Grant avenue; clerk in freight office.
E. Paul Dillon, Denver, 2638 Williams; University of Colorado,
’99.
Herbert T. Herr, Denver, 2726 Stout; Yale ,two years.
Haughton Hilliard, Denver, 1419 Elizabeth; University of Den-
ver, '99.
William V. Hodges, Denver, 1112 Pearl; student, Columbia Uni-
versity Law School.
I,eland E. Howard, Denver, 1007 Twenty-third.
Carl J. Hurd, Denver, 2646 Humboldt; clerk in treasurer’s office,
D. & R. G. It. R.
Elmer T. Johnson, Denver, 2218 Lafayette.
A. Edgar Jones, Jr., New Haven, Conn., 223 York street; Yale,
’99. º
Samuel Koch. Denver, 12 La Veta Place; University of Cincin-
nati, '99; Hebrew Union College, 1902.
Emmet D. Lalmont, Harman, CClo.
Glen G. Latimer, Victor, Colo., 310 Sixth avenue; Superintendent
M. O. Division, Victor P. O.
Royal J. Leach, Littleton, Colo.; clerk with Morey Mercantile Co.
John R. Lewis, Denver, 1459 Lafayette; University of Colorado,
two years.
Lester McLean, Jr., Colorado Springs, Colo., Hagerman Hall;
Colorado College, ’99. &
Gordon B. Meldrum, Denver, 1221 Raichen, near Montclair; Uni-
versity of Colorado, Medical School.
John Moore, Denver, 2317 Downing avenue; clerk.
Arthur T. Morey; Columbia University, N. Y.; student.
Robert G. Morrison, Denver, 2218 California; pharmacist.
Willard A. Price, Denver, 1370 Race; Massachusetts Institute of
Technology. '99.
Ernest D. Pritchard, Denver, 76 Lincoln avenue; electrician, Colo-
rado Telephone Co.
56 List of Graduates of High School.
William H. Rothwell, Denver, 2073 Ogden; University of Colo-
rado, '99; Hospital Corps, First Colorado Volunteers.
Frederick T. Rubidge, Denver, 1670 Clarkson; University of Colo-
rado, '99.
Charles G. Smith, Denver, 1658 Lincoln avenue; superintendent
Smith concentrator, Idaho Springs.
L. Carl Smith, Denver, 701 Santa Fe avenue; University of Den-
ver, '99. g
Frederick C. Steinhauer, Denver, 1065 Clarkson; State School
of Mines, ’99.
William G. Stirman, Denver; 1826 Lincoln avenue; clerk.
Robert S. H. Sumner, Denver, 1639 Race; civil engineer.
Luther B. Thomas, Denver, 2405 Welton.
Chauncey B. Tinker, New Haven, Conn., 62 Lake Place; Yale, '99.
Sidney B. Tyler, Denver, 1625 Franklin; State School of Mines,
’99.
Harry E. Wagner, Denver, 1609 Downing avenue; University of
Colorado, '99.
Arthur C. Werden, Denver, 259 Sherman avenue; State School of
Mines.
Wilber W. Wiswall, Denver, 2116 Welton street; student, Colo-
rado College.
Charles M. Woods, Denver, 1353 Gaylord.
Charles H. Wyman, Colorado Springs, Colo., 5 So. Tejon; Uni-
versity of Pennsylvania; Harvard University.
Mary C. Abbott, Littleton, Colo.
Mayme E. Alkire (Mrs. R. E. Bell), Denver, 1124 Evans.
Elizabeth N. Alley, Denver, The Lothrop, 1755 Lawrence; teach-
ing.
Edith M. Ashton, Valverde, Colo., Mississippi and So. Tenth;
teaching.
M. Lindsey Barbee, Denver, 917 Corona; Denver University, '99.
Nellie L. Beckwith, Montelair, Colo.; teaching.
Margaret H. Beeler, Denver, 1153 York; Denver Homeopathic
Medical College, ’99.
Dorothea K. Beggs, Denver, 2427 Ogden; Illinois State Normal
School, '98.
H. Orlena. Beggs, Denver, 2427 Ogden; University of Denver, two
years.
Edna M. Blake, Denver, 2516 Woodbury Place.
Zella A. Boott, Weatherford, Tex., 212 E. Lee avenue.
Mary Brinker, Denver, 1313 So. Fifteenth.
Ratherine J. Bucknum, Denver, 1253 Broadway; Lasell Seminary.
List of Graduates of High School. 57
Iºstelle M. Byrne, St. Louis, Mo., 3121 Park avenue; kindergart-
Ile1".
Olga Y. Clark, Globeville, Colo.; teaching.
Mabel Collins, Denver, 2605 Lafayette.
Florence E. Cook, Denver, Thirty-fifth avenue and Madison,
Cook’s Addition; music teacher.
Viletta Crow, Denver, 1256 Lafayette.
*M. Louise Eppich. Died August, 1896.
Lilian S. Eppstein, Denver, 2155 Franklin; stenographer.
Edwina. H. Fallis, Denver, 1400 So. Fifteenth; Denver Normal
and Preparatory School, '98; kindergartner.
Adelaide A. French, Denver Mills, Colo.; teaching.
Edith Gallup, Denver, 2129 Lafayette.
M. Frances Gilligan, Denver, 1120 York; bookkeeper.
Wanda E. Gottesleben, Denver, 1901 Sherman avenue.
*Alice I. Hall. Died, May 2, 1896.
Lotta. H. Hansen, Denver, 2825 Curtis.
Carrie E. Heckendorf, Denver, 2046 Emerson avenue.
Della M. Hill (Mrs. C. F. Keeling), Denver, 3234 Downing avenue.
Ethel Hughes, Denver, 1200 Grant avenue.
Forrestine Hughes, Hichmond, Mo., 102 So. College street.
Agnes D. Ivers, Denver, 1112 Evans.
Eva C. Jacobs (Mrs. F. L. Peters), 1440 New Mexico, P. O. ad-
dress, E. & C. building.
D. Ione Jenner (Mrs. A. C. Hitzler), Denver, 2831 Lafayette.
Ollea L. Kriege (Mrs. Ernest Schonian), 3016 Gallup avenue.
Zenaida Lemmon, Denver, 2210 Franklin.
M. Mabelle Leonard, Denver, 1160 Race.
Alice M. Littlefield, Denver, 932 Corona.
J. Helen M. Lonsdale, Denver, 2222 Welton; assistant, City Li-
brary.
Ida M. Lydon, Denver, 2418 Stout.
Estelle H. Macfarlane, Denver, 1773 Williams.
Jessie M. Maclear (Mrs. C. J. Kindel), Denver, 1346 S. Eighth.
Kate McIntosh (Mrs. C. A. Clark), Longmont, Colo.
Jenny M. L. Moore (Mrs. C. M. Kirk), Eastonville, Colo.
Helen Morse, Denver, 1323 Corona; stenographer and type-
Writer.
Eugenie W. Nathan, Denver, Sixteenth avenue and Broadway.
Astrea. T. Nickerson, Denver, 148 So. Lincoln avenue.
Mildred K. Pantlind, Cleveland, Ohio, 508 Prospect.
Carrie E. Reed, Denver, 1819 Lafayette; pianist.
Camilla B. Roberts, Denver, 1851 Sherman avenue.
Matilda M. Rosenfeld.
58 List of Graduates of High School.
Katherine E. Sale, Denver, 2312 Marion; teacher of Sloyd.
Nellie E. Sammis, Denver, 2543 Fifteenth.
Reva Sapp, Denver, 1137 Josephine; reporter.
Florence B. Sayre, Denver, 1835 Williams.
Cecile F. Schoppe, Denver, 2222 Welton.
Clara V. C. Sears, Denver, 1327 Clayton avenue.
Edith Sindlinger, Denver, 623 Twenty-fifth; violinist.
Jennie C. Sloan, Denver, 2507 Clarkson.
Margaret A. Smith, Denver, 1341 Evans; teaching.
Mabel M. Spearin, Petersburg, Colo.; teaching.
Isa M. Stearns (Mrs. Nathan Gregg, Jr.), Denver, 2115 Lafayette.
Pauline A. Walbrach, Denver, 1959 Sherman avenue.
Elma Warwick, Oak Park, Ill., 115 N. Oak Park avenue; Ar-
mour Institute, '97; cataloguer, Scoville Institute Library.
A. Grace White, Denver, 1117 E. Alameda avenue; teacher of
music.
Laura E. White, Denver, 1108 So. Fourteenth.
Lucy L. Williams.
Louisa J. Wolpert, Denver, 1563 Blake; Western College, Toledo,
Iowa, ’98.
1896.
Walter M. Appel, Denver, 1439 St. Charles; University of Colo-
rado, 1900.
Frederick W. Billings, Glencoe, N. Y.
Charles R. Borst, Denver, 1900 Emerson avenue; store keeper,
School Dist. No. One. -
Shirley F. Bridge, Denver, 319 Twenty-third; University of Colo-
rado, two years.
Arthur C. Brinker, Denver, 1313 So. Fifteenth; State School of
MineS.
Henry S. Canby, Denver, 1576 Lincoln avenue; medical student,
University of Colorado.
Edwin Fette, Victor, Colo., box 240; cigar manufacturer.
Julius W. Fields, Denver, 1849 Marion; clerk in P. O.
Junius W. Johnson, Denver, 1953 Logan avenue.
James F. Lanagan, Denver, 1354 Race; Leland Stanford, Jr. Uni-
Versity, two years. -
F. Forest Latimer, Victor, Colo., 310 Sixth avenue; general man-
ager Big Wind gold mine.
William T. Lawrence, Denver, 247 So. Fourteenth; clerk.
George J. W. Mabee, Jr., Denver, 1413 Pearl; student, Yale, 1900.
Rudolph Manns, Denver, 1131 Elizabeth; Gross Medical College,
1900.
List of Graduates of High School. 59
Elwood M. Neff, Leavick, Colo.; stationary engineer.
William B. Rhodes, Denver, 1319 Lincoln avenue; miner.
Matthew T. Rothwell, Denver, 2073 Ogden; collector.
Edward Ryan, Jr., Hancock, Mich.; merchant.
Walter R. Sprague, Denver, 1343 Champa.
Albert F. Swan, Denver, 1070 So. Fifteenth; postoffice clerk.
Harris E. Timerman, Denver, 1320 Stout.
John H. Tucker, Denver, 206 Twenty-fourth; clerk, freight office
D. & R. G. Ry. -
Maxwell E. Vincent, Denver, Weir building, corner W. Thirty-
second and Gallup avenues.
George P. Woodhall, Denver, P. O. box 596; State School of
Ill IléS.
S. Agnes Adams, Denver, 1141 Broadway; teacher of Sloyd.
Marion W. Anderson, Denver, 1226 Pennsylvania avenue.
Millicent Bastin, Denver, County Hospital; nurse.
Ruth A. Boring, Denver, 648 So. Grant avenue.
Mabelle L. Boucher, Denver, 1859 Lafayette.
Eva L. Bowen, Denver, 1617 Humboldt.
Jennie R. D. Boyd, Alcott, Colo.; teaching.
Sarah L. Bramkamp, Denver, 2441 Lafayette.
Anna Brinker, Denver, 1313 So. Fifteenth.
Louise M. Burrage, Denver, 479 Emerson; teaching.
Elsie A. Carstens, Denver, 1459 Lafayette; teaching.
May L. Cassidy, Denver, 81 S. Sherman avenue.
Jessie J. G. B. Clarke, Denver, 4707 Hayward Place.
Estelle L. Coleman, Denver, 1420 Logan avenue.
Rose H. Emerson, Denver, box 1047.
Maida. Finding, Denver, care, Dr. Ross, corner GOSS and I'airview
2, WeIllie.
Stella Furchgott, Denver, 1035 Downing avenue.
Jeanette L. Gillis, Denver, 1821 Pennsylvania avenue; book-
keeper.
Agnes A. Glasgow, Denver, 1333 Lafayette; University of Den-
ver, two years.
Irene K. Goddard (Mrs. W. C. Boynton), Denver, 2658 Humboldt.
Anna E. Gregor, Denver, 1827 Pearl.
Helen M. Gregor, Denver, 1827 Pearl.
Nellie L. Hamilton, Denver, 703 E. Thirty-fourth avenue.
G. Louise Hanington, Denver, 1444 Josephine.
Lillian S. Hart (Mrs. J. R. Lewis), Denver, 1459 Lafayette.
Alice L. Havens, Denver, 1821 Lincoln avenue; Vassar College,
1900.
60 List of Graduates of High School.
Bertha M. Hill (Mrs. O. M. Andrews), Denver, 3234 Downing
3.Venlle.
Maud F. Jones, Denver, 2705 Gilpin.
Almina Killgore, Denver, 1135 E. Sixteenth avenue; University
of Colorado, 1900.
Barbara C. Knudsen, Denver, 2736 California; teaching.
Evelyn K. Larsh, Denver, 914 Twentieth avenue.
Helen A. Leimer, Denver, 2957 Curtis.
Caroline Leppel, Leadville, Colo., 214 E. Chestnut; teaching.
Daisy O. A. Logan, Denver, 2449 Lincoln avenue.
Gertrude M. Lord, Denver, 2247 Grant avenue; teaching.
Cora E. MacCabe, Denver, 1849 Emerson avenue.
Christine E. Marre, Denver, 3454 Lafayette; clerk, Denver
Tramway Co.
Sadie L. McKee, Denver, 1142 Clayton avenue; teaching.
Symonette A. Meskill, Denver, 525 Twenty-ninth avenue.
Alice D. Miller, Denver, 2257 Logan avenue.
Pearl Miller, Denver, 2257 Logan avenue; dentist’s assistant.
M. Vida Mitchell, Denver, 336 Twentieth avenue.
Sara Newell, Denver, 1565 Marion; clerk in Secretary of State's
Office.
I'lorence E. Norman, Denver, 1343 High.
Lulu R. Nye, Denver, 1443 Champa.
M. Louise Perrin, Denver, County Hospital; nurse.
Emma C. Peterson, Littleton, Colo.
M. Elizabeth Pierce, Denver, 3544 Humboldt.
I'lorence D. Ragland, Denver, 1658 High.
Lillian Reser, Denver, 1645 Race; artist.
Alice N. Richardson, Argo, Golo., 4405 Converse; teaching.
Irma L. Rose (Mrs. D. M. Barnett), Denver, 1245 Vine.
Myra. Sinclair, Denver, 2359 Stout; Denver Normal School, '98.
Lavinia A. Small, Denver, care B. L. James, 1247 Clarkson; Colo-
rado State Normal School, one year.
Alice M. Smith, Denver, 1429 So. Fourteeluth.
May E. Smith, Denver, 1341 Evans.
Mary M. Sprague, Denver, 1343 Champa.
Mima K. Stuart, Denver, 1435 Race.
Clara L. Sweet, Denver, 1460 Humboldt; christian scientist.
Josie W. Taylor, Denver, 2161 Grant avenue.
Gertrude Vaile, Denver, 1610 Emerson avenue; Vassar College,
1900.
Ethel P. Van Wagenen, Denver, 1508 Fillmore; Colorado College.
Cecilia. J. Veniere, Denver, 2263 Blake; Denver Normal School,
'98.
List of Graduates of High School. 61
F. Edna Walker, Los Angeles, Cal., 416 W. Sixth.
Wilma V. Wallace, Denver, 1536 Emerson avenue.
Jessie L. Weed, Denver, 863 Emerson avenue.
Esther H. Weiner, Denver, 1106 Seventeenth avenue; elocutionist.
Kathryn White, Denver, P. O. box 391.
E. Adele Williams, Denver, 2123 High.
June K. C. Willits, Denver, 628. Thirtieth avenue.
Natalie C. Wilson, Denver, 918 Nineteenth avenue.
Ethel M. Wright, Denver, 1945 Logan avenue; University of
Colorado, 1900.
Ina G. Zint, Denver, 2829 Lafayette.
1897.
Isadore Amter, Denver, 24.18 Champa; wholesale cigar business.
Norman S. Ballantine, Denver, 1361 Pearl; weighmaster, Union
Stock Yards. -
Walter E. Burlingame, Denver, 1259 York; State School of
Mines, 1901.
C. McNeil Burpee, Denver, 1050 So. Fifteenth.
J. Fred Cleaveland, Denver, 1600 Downing avenue; University
Of Colorado.
Harry L. Frank, Denver, 1626 Washington avenue; State School
of Mines, 1901.
Charles A. Frueauff, Denver, 2237 Stout.
Robert C. Gass, Orient, Colo.; clerk.
Donald V. Harker, Denver, 1363 Evans.
Willard P. Hatch, Denver, 1401 Broadway; University of Colo-
rado, 1901.
Samuel Hornbein, Denver, 2341 Arapahoe; druggist.
Lamar H. Humphreville, River Forest, Ill.
Edward W. Lazelle, Denver, 2223 Marion; Gross Medical College;
Hospital Corps, First Colorado Volunteers.
Richard E. Leach, Hanover, N. H.; Dartmouth College, 1901.
Donald M. I_iddell, Denver, 1549 Logan avenue; Johns Hopkins
University, 1900. *
John E. Maider, Denver, 525 Emerson avenue.
William T. MacDonald, Denver, 3251 Williams; chemist.
James A. McLaughlin, Denver, 1641 California; clerk.
Hugh McLean, Colorado Springs, Colo., Hagerman Hall; Colo-
rado College, 1901.
Adelbert C. Mitchell, Denver, 2343 Wine.
Aaron G. Morse, Denver, 1323 Corona; clerk, May Clothing Co.
62 List of Graduates of High School.
W. Percival Nash, Colorado Springs, 221 Uintah; Colorado Col-
lege, 1901.
Alfred J. Nicholls, Denver, 1843 Clarkson; merchandise broker.
Charles G. Patrick, Cripple Creek, Colo., 329 May avenue; First
Colorado Volunteers.
Russell P. Raynolds, Denver, 1352 Lincoln avenue; with J. Wil-
liams & Co., fire insurance agents.
Rudolf F. Rohlfing.
Hugh Rose, Denver, 1418 Evans; Leland Stanford, Jr. University,
1901.
Ira C. Rothgerber, Denver, 1660 Downing avenue; University
of Colorado, 1901.
Christian W. Schaefer, Denver, 1545 Blake; insurance agent.
George M. Spangler, Denver, 1444 Stewart.
Carl F. Stahl, Denver, 125 Thirty-fourth avenue; University of
Colorado, 1901.
Arthur J. Strong, Brighton, Colo.; bookkeeper.
David Wallace, Golden, Colo.; State School of Mines, 1901.
Hugh C. Watson, Denver, 1700 Welton; State School of Mines,
1901.
Alice E. Bailey, Denver, 1767 Ogden.
Mary C. Baldwin, Denver, 117 Twenty-third avenue; teaching.
Laura E. Besser, Denver, 1746 Pennsylvania avenue.
F. Agnes L. Bigler, Denver, 2855 Curtis.
Ethel G. Blake, Denver, 2516 Woodbury Place.
Adeline E. Brown, Buena Vista, Colo.
Clara L. Brown, Denver, 2321 Gilpin.
Jennie A. Brownell, Denver, 2154 Welton; University of Colo-
rado, 1901.
Lila Buell, Denver, 441 So. Grant avenue.
Mary F. Burke, Denver, 3970 High; milliner.
Lucile C. Cady, Denver, 904 Twentieth avenue; clerk.
Evelyn Campbell, Nelson, Neb.; teaching.
Mirta A. Carter, Denver, 1922 Grant avenue; dentist's assistant.
Edna M. Case, Denver, 1519 Stout.
Nellye J. Case, Denver, 1453 High.
Ena. W. Cornell, Denver, 2840 Champa; teaching.
C. Anna Curran, Denver, 2733 Arapahoe; teaching.
Flora L. Frick, Denver, 2312 Franklin.
Noma. Geist, Denver, 1324 Washington avenue.
Genevieve Ghost, Denver, 1868 Gaylord.
Josie E. Greathouse, Denver, 1277 Broadway.
List of Graduates of High School. 63
Mabel W. Hagerman (Mrs. H. M. Beatty), Denver, corner Ala-
meda and Broadway.
LuVerne E. Hall, Denver, Twenty-sixth and Curtis, No. 5, Smith
Place; Emerson School of Oratory.
Helene Hanigan (Mrs. Frank Denham), Denver, 2754 Welton.
Mary J. Henry, Denver, 1433 Thirty-sixth.
M. Lillian Hutton, Denver, 2223 Gilpin.
Georgia. R. Jackson, Denver, 1066 Pennsylvania avenue.
Edith L. Jones, Denver, 1136 Ogden; student, Denver University,
One year.
May S. Judkins, Denver, 1230 Ogden; N. E. Conservatory of
Music.
Ada H. Kuhlenbeck, Denver, 2035 Marion.
Genevieve La Due, Denver, 1900 Washington avenue.
IKatherine J. Leonard, Parkersburg, W. Va., 314 Juliana; student.
Dora E. Lessley, Denver, 35.16 EHumboldt; teaching.
Maud J. Long, Denver, 1439 So. Twelfth.
Rose M. Longan, Denver, 1820 Lafayette; University of Colo-
rado, One year.
Mary M. McCallin, Denver, 1434 Welton.
Minnie T. McDowell, Denver, 825 Twenty-third avenue.
Alice G. McVey, Denver, 2521 Lincoln avenue.
Mildred J. W. Moore (Mrs. Sam Palmer), Bennett, Colo.
Carrie E. Orton, Denver, 800 Fourteenth; teaching.
Sadie R. Pratt, Denver, 3012 S. Sherman avenue; teaching.
Edith S. Putnam, Denver, 1136 So. Fifteenth.
Sara I. Recker, Denver, 904 Twentieth avenue.
Bertha D. Rollo, Denver, 19 "Twenty-eighth avenue; teaching.
Mabel C. Rollo, Denver, 19 Twenty-eighth avenue; teaching.
Frances A. Shepherd, Denver, 2811 Welton; teacher's college,
N. Y.
Fanny B. Slocum, Denver, 2081 Ogden.
Winifred C. Stahl, Denver, 1272 Columbine.
Elsie M. Wheeler, Denver, 1330 Elizabeth.
Clara F. Williams, Denver, 1445 Welton; University of Colorado,
1901.
Nellie H. Woodard, Denver, 2511 Dunkeld Place.
1898.
Clarence H. Adams, Denver, 840 Logan avenue.
Caleb B. Ament, Denver, 1445 Washington avenue.
Philip H. Argall, Cyanide, Colo.
Gustaf Askling, Denver, 1213 Stout.
64 List of Graduates of High School.
John H. Ballantine, Denver, 1361 Pearl.
Harold Baxter, Denver, 1340 High.
George D. Begole, Ouray, Colo.
Alfred E. Block, Denver, 2325 Pennsylvania avenue.
Harold O. Bosworth, Denver, 1331 Gilpin.
Emile Breitenbucher, Atlanta, Ga.
James H. Byrd, Denver, 2131 Curtis.
Albert H. Cantril, Denver, 1333 Evans.
Harry C. Carter, Ohio City, Gunnison county, Colo.
R. Prewitt Coleman, Denver, 1420 ILogan avenue.
Francis W. Collins, Denver, 27.14 E. Twelfth avenue.
Richard M. Crane, Jr., Denver, 221 W. Fourteenth avenue.
Edgar J. Downey, Denver, 1054 So. Fourteenth.
Warren H. M. Drescher, Denver, 1358 Williams.
Fred A. Fair, Denver, 3339 W. Thirty-second avenue.
J. Frederic Farrar, Denver, 1921. Sherman avenue.
. Manuel Finkelstein, Denver, 1348 Glenarm,
Frank Fitch, Denver, Ironton School.
George S. Gildersleeve, Denver, 1410 Gilpin.
Charles F. Haywood, Denver, 1263 Marion.
Edwin H. Jacobs, Brighton, Colo., care E. A. Fowler.
Charles W. Jones, Denver, 1433 Logan avenue.
Tracy R. Ilove, Denver, 1628 Broadway.
Howard G. Morris, Denver, 1822 Lincoln avenue.
Robert F. McElvenny, Denver, 1414 Arapahoe.
J. B. Noble, Denver, 439 Twenty-ninth.
Harry W. Olney, Denver; 2350 Gilpin.
Samuel Oppenstein, Denver, 1915 Pennsylvania avenue.
William M. Parkin, Palo Alto, Cal., S. A. E. House; Ileland
Stanford, Jr. University, 1901.
Myron A. Pattison, Denver, 1360 Wine.
Russell B. Paul, Denver, P. O. box. 596.
Arthur E. Sawyer, New York, N. Y., care Mrs. W. D. Goodwin,
250 W. Eighty-eighth.
Henry H. Schaefer, Deuel, Colo.
Joseph A. Schaefer, Denver, 1653 Humboldt.
Frederick C. Scobey, Denver, 1430 Clarkson.
Charles W. Sell, Denver, 514 Sixteenth.
Allen B. Simmonds, Seattle, Wash., 613 Bailey building.
Gunder E. Tuft, Denver, 1601 So. Broadway.
Charles H. Ungemach, Denver, 1647 Emerson.
Henry G. S. Wallace, Denver, 1536 Emerson.
William C. Wattles, Denver, 1432 So. Thirteenth.
Jay A. Wigton, Denver, 523 Eighteenth avenue.
List of Graduates of High School. 65
Ellen Anderson, Denver, 1560 Fillmore.
Madge C. Beal, Denver, 2844 California.
Jennie M. Becker, Denver, 1100 Twenty-fourth avenue.
Agnes N. Berg, Denver, 1917 Wewatta.
Eva G. Bertolin, Denver, 1027 Twenty-sixth.
Aimee P. Blessing, Denver, 2223 Grant avenue.
Fanny Borst, Denver, 1900 Emerson.
Edith J. Boughton, Denver, 1307 Josephine.
Isabelle A. Bradbury, Denver, 1440 Race.
Bessie M. Braham, Denver, 1605 Franklin.
Chrissie M. Bramley, Denver, 1031 Emerson.
Caroline B. Brown, Denver, 1773 Williams.
Emma M. Brown, Denver, 1760 Pennsylvania avenue.
Eva M. Buell, Denver, 906 Twentieth avenue.
Lucy T. Burfford, Hamilton, Mo.
Giorgia P. Byers, Denver, 2930 Arapahoe.
Ida M. Callahan, Denver, 3144 Lawrence.
Bessie B. Canaday, Denver, 1150 Evans.
Margaret W. Cockins, Denver, 1309 So. Thirteenth.
Evelyn S. Crawford, Denver, 721 Gilpin.
Rachel R. Crown, Denver, 2614 Arapahoe.
Eva G. P. Dace, Denver, 2252 Lincoln avenue.
Mary E. Davis, Denver, 3011 Curtis.
Maggie DeHarport, Denver, 2235 Humboldt.
Alice Dougan, Denver, 1333 Court Place.
Alice F. Eldred, Denver, 1135 Pearl.
L. Fern Evans, Denver, 2352 Lincoln avenue.
Frederica, Lvans, Fort Benton, Mont.
Clara Fair, Denver, 3339 W. Twenty-third avenue.
Amalie L. Ferlen, Denver, 1531 Washington avenue.
Vivian A. Fluke, Denver, 11 La Veta Place
Marguerite J. Foresman, Denver, 1925 Stout.
Elizabeth France, Denver, 107 Sherman avenue.
Daisy A. Frick, Audubon, Iowa.
Laura M. V. Ganley, Denver, 1401 So. Tremont.
Edna S. Hardeman, Denver, 1243 Evans.
Hallie M. Harper, Denver, 1536 Wine.
Helen Harrington, Denver, 1650 Grant avenue.
Ella R. Herman, Denver, 1266 Lafayette.
Josephine M. Hewitt, Denver, 2021 Welton.
Dora F. Holzman, Denver, 1772 Grant avenue.
Carrie L. Jacobs, Denver, 1440 New Mexico.
Alys S. Johnson, Denver, 1664 Marion.
C. Adele Johnson, Creston. Iowa.
66 List of Graduates of High School.
Nellie A. Johnson, Creston, Iowa.
Alice F. E. Knoch, Denver, 1366 Evans.
Irma M. Kroger, Denver, 2751 Lafayette.
Zina G. Kroger, Denver, 2751 Lafayette.
Jessie C. Kunkely, Denver, 1812 Lafayette.
Elvira L. Lamb, Denver, 2924 California.
Margaret E. Lyman, I&noxville, Tenn., 841 N. Fourth avenue.
Ella E. C. Matty, Denver, 1457 Ogden.
Edna M. Meyer, Denver, 2734 Franklin.
Mable M. Mills, Denver, 604 Twentieth.
Stella M. Moberly, Denver, 2136 California.
Esther M. McCabe, Denver, 1849 Emerson.
Sarah A. McDowell, Denver, 825 Twenty-third avenue.
Anna B. Macfarlane, Denver, 1773 Williams.
Aurora E. Olney, Denver, 31 Equitable building.
Ethel DeW. Pitcaithly, Denver, 2201 Marion.
Marguerite E. Ponder, Denver, 1123 So. Fourteenth.
Blanch E. Reed, Denver, 3449 Gilpin.
Charlotte B. Robbins, Denver, 1 La Veta Place.
Kate E. Rothwell, Denver, 3021 Lawrence.
S. Alice Russell, Denver, 318 Twenty-third.
Ella J. Shaefer, Denver, 2136 Vine.
Lydia M. Shaefer, Denver, 2136 Wine. *
Clara G. Shreve, Denver, 2959 California.
Carolyn B. Smith, Denver, 2828 Lafayette.
Harriet M. Spruance, Denver, 1961 Logan avenue.
Mabel L. Stearns, Denver, 2115 Lafayette.
Mary A. Stevenson, Denver, 1529 York.
Harriet W. Vaille, Denver, 1401 Franklin.
Anna H. Wade, Denver, 1442 Welton.
Maude B. Walker, Pine Ridge, S. D.
Lena Weiner, Denver, 3256 Curtis.
Lizzie L. White, Denver, 1734 Broadway.
Jessie M. Wybro, Denver, 1557 Pennsylvania avenue.
Ruth A. Young, Denver, 1324 So. Tremont.

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JULY, 1900
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NORTH SIDE PUBLIC SCHOOLS,
Dist rict No. Seventeen,
Denver, Colorado.
Twenty-fourth Annual Report
OF THE
BOARD OF DIRECTORS.
FOR THE
School Year Ending June 30, 1900.
FIRST SCHOOL Hous E IN DISTRICT 17.
Erected in 1872 at the southeast corner of Fifteenth and Central streets.

BOARD OF EDUCATION.
Term Expires
WILLIAM SMEDLEY, President. . . . . . . . . . . . . . . . . . . . . 1902
RUTH E. FOOTE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1901
S. S. KENNEDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1903
GEO. W. CURFMAN, Secretary . . . . . . . . . . . . . . . . . . . . . . 1904
BEN.J. C. HILLIARD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1905
W. P. HERRICK. Treasurer (Not a director.)
STANDING COMMITTEES.
Teachers and Text Books.
& S. S. KENNEDY and GEO. W. CURFMAN.
Finance.
BENJ. C. HILLIARD and RUTH E. FOOTE.
Library.
RUTH E. Foot F and BEN.J. C. HILLIARD.
Buildings and Girounds.
GEO. W. CURFMAN and BENJ. C. HILLIARD.
Supplies.
S. S. KENNEDY and RUTH E. FOOTE.
CHARLEs E. CHADSEY, Superintendent.
First Board of Directors, 1872.
DEXTER SOGGs sº * *
H. B. BEARCE sº ess - 4-8
J. E. LAMPHERE tº- tº- gºs
Second Board of Directors, 1873.
J. E. AYERs º * sº tº-
C. W. WRIGHT tº-º º *
G.
F. OPPENLANDER º - -
Third Board of Directors, 1874.
J. E. Ayers gº *-*. *
C. W. WRIGHT cº sº * sº
G. F. OPPENLANDER - - *
Fourth Board of Directors, 1875.
W. H. WIGHTMAN *-* tº- gº
S. H. HASTINGS - º
G. F. OPPENLANDER tº-> 4- 4-
Fifth Board of Directors, 1876.
W. H. WIGHTMAN tºº * wº-º
JAMES H. PORTER wº sº jº
G. F. OPPENLANDER - sº 3-
Sixth Board of Directors, 1877.
W. H. WIGHTMAN <-, gºs -
JAMES H. PORTER 3- gº Eº
G. F. OPPENLANDER * sº *
Seventh Board of Directors, 1878.
W. H. WIGHTMAN tº tº sº
JAMES H. PORTER sº- * * -º
G. F. OPPENLANDER - tº- * =
Eighth Board of Directors, 1879.
W. H. WIGHTMAN sº * .
J. H. PORTER tº- dº -:
G. F. OPPENLANDER tº- sº tº-
President
Treasurer
Secretary
President
Secretary
Treasurer
President
Secretary
Treasurer
President
Secretary
Treasurer
President
Secretary
T & * tº
I'éâSU11'6]
President
Secretary
Treasurer
President
Secretary
Treasurer
President
Secretary
Treasurer
Ninth Board of Directors, 1880.
W. H. WIGHTMAN
JAMES H. Port ER - - -
G. F. OPPENIANDER - - -
* t- *
Tenth Board of Directors, 1881.
W. H. WIGHTMAN - - +-
J. M. CLARK * == *
G. F. OPPENLANDER - - -
Eleventh Board of Directors, 1882.
W. H. WIGHTMAN == --> -
J. M. CLARK -> - -
G. F. OPPENIANDER - -* º
Twelfth Board of Directors, 1883.
W. H. WIGHTMAN º - -
J. M. CLARK -: - -
G. F. OPPENLANDER - *- -
Thirteenth Board of Directors, 1884.
W. H. WIGHTMAN * - -
H. C. KING - -º- -
G. F. OPPENLANDER - - -
Fourteenth Board of Directors, 1885.
WM. SMEDLEY - - º -
H. C. KING - *- -
G. F. OPPENLANDER * *- -
Fifteenth Board of Directors, 1886.
WM. SMEDLEY - se -
H. C. KING tº- - - -
G. F. OPPENLANDER
GEORGE ANSTEE * - -
H. C. RICE - - -
A. S. WHITAKER - - -
E. O. LACKNER (Not a Director) -
President
Secretary
Treasurer
President
Secretary
Treasurer
*. *
President
Secretary
Treasurer
President
Secretary
Treasurer
President
Secretary
Treasurer
President
Secretary
Treasurer
President
Secretary
Treasurer
t;
Sixteenth Board of Directors, 1887.
W.M. SMEDLEY * tº- *
H. C. KING gºe gº gº
G. F. OPPENLANDER tº-3 * *º
GEORGE ANSTEE tº sº sº tºº
A. S. WHITAKER # = tº- sº *
GILBERT JOHNSON (Not a Director)
seventeenth Board of Directors, 1888.
WM. SMEDLEY *g * * sº
H. C. KING &º tº- * * — `
G. F. OPPENLANDER * -: tº-
GEORGE ANSTEE sº * *s º
A. S. WHITAKER - sº &-> e-
GILBERT Johnson (Not a Director) e-
Eighteenth Board of Directors, 1889.
WM. SMEDLEY tº-> * * {-º
A. S. WHITAKER {-, º * *
G. F. OPPENLANDER sº sº sº º
GEORGE ANSTEE &E-8 *- sº wº
H. C. KING tº-º wº gº sº- tº e
GILBERT JoHNSON (Not a Director) gº
Nineteenth Board of Directors, 1890.
WM. SMEDLEY º * sº :-
A. S. WHITAKER *- º tº->
(+EORGE ANSTEE | *- - gº
HENRI R. FOSTER sº sº Eº
G. F. OPPENLANDER * sº e-
FRANK P. ARBUCKLE - tºº gº * *
GILBERT JOHNSON (Not a Director) s
Twentieth Board of Directors, 1891.
WM. SMEDLEY gº- - tºº e-e
A. S. WHITAKER * -º - º
G. F. OPPENLANDER - #º tº- * -->
E. S. DEGRAFF tº } = tº e-e
FRANK P. ARBUCKLE – - * * *
C. I. HAys (Not a Director) sº e-
President
Secretary
Treasurer
President
Secretary
Treasurer
President
Secretary
y Y
Treasurer
President
Secretary
Resigned
To Fill Vacancy
Treasurer
President
Secretary
Treasurer
Twenty-first Board of Directors, 1892.
WM. SMEDLEY {-> tº- tº-3 President
A. S. WHITAKER =-º :--> sº Secretary
E. S. DEGRAFF sº * wº-ºº: dº gº
FRANK P. ARBUCKLE - ---, tº sº -
G. F. OPPENLANDER sº e-º *-
C. I. HAYs (Not a Director) - * Treasurer
Twenty-second Board of Directors, 1893.
WM. SMEDLEY sº - - gº President
GEORGE F. LEWIS g- * e &Eº Secretary
FRANK P. ARBUCKLE º *º º tº
W. H. DAVIS * tº sº {-º ->
E. S. DEGRAFF * * 4-> * &-
S. S. KENNEDY (Not a Director) * - Treasurer
Twenty-third Board of Directors, 1894.
WM. SMEDLEY tº- * *-> :- President
GEORGE F. LEWIS * * tº- Secretary
W. H. DAVIS <--> - tº * tº-
FRANK P. ARBUCKLE * {- gº º sº
E. S. DEGRAFF tº- tº- -º- * gº
A. M. FERGUSON (Not a Director) * - Treasurer
Twenty-fourth Board of Directors, 1895.
WM. SMEDLEY gº 4-? {-º sº President
GEORGE F. LEWIS sº -> º Secretary
FRANK P. ARBUCKLE º * gº tº
W. H. DAVIS sº {-r g= es * º
O. E. DATESMAN -º tº- 4-> º sº
A. M. FERGUsoN (Not a Director) º Treasurer
Twenty-fifth Board of Directors, 1896.
Wm. SMEDLEY * - e- gº * President
GEORGE F. LEWIS º º-> *...* Secretary
W. H. DAVIS - e- tº- sº &=
HUTH E. Foot'E *E. *-*. <- º
O. E. DATESMAN * * * * *
A. M. FERGUsox (Not a Director) e- Treasurer
Twenty-sixtlı Board of Directors, 1897.
Wm. SMEDLEY - - * º President
W. H. DAVIS * -> - - Secretary
HUTH E, FOOTE – – -> - *
GEORGE F. l IEWIS * * $º -
O. E. DATESMAN sº $º
A. M. FERGUSON (Not a Director) - Treasurer
Twenty-seventh Board of Directors, 1898.
WM. SMEDLEY * -º *-* º- <--> President
RUTH E. FOOTE sº- -- gº Secretary
S. S. KENNEDY sº- --> ºs sº *
. O. E. DATESMAN * e- & * ºs
W. H. DAVIS * -s - * * <-º
W. P. HERRICK (Not a Director) e- Treasurer
Twenty-eighth Board of Directors, 1899.
WM. SMEDLEY * * * -º President
O. E. DATESMAN * - tº-º Secretary
RUTH E. FOOTE - º gº ſº E- ſº
S. S. KENNEDY +-º gº wºm tº- §º *
GEORGE W. CURFMAN tº- gº - * &
W. P. HERRICK (Not a Director) tºº Treasurer
"WOOÀI ĐNIMAWłICI "IVAL NGHINI 18I LSNI

Superintendent's Report.
Superintendent’s Report.
To the Board of Directors of the North Side Schools,
District No. 17, Denver, Colo.
I here with submit my Ninth Annual Report which
forms the twenty-fourth in the series of reports of the
Superintendent of Schools of this district:
Financial Condition.
The assessed value of property in the three principal
school districts of this city in 1899 was, approximately,
$60,000,000. In District No. 17 it was slightly less than
$4,000,000. The number of children enrolled in school
in the three districts was 24,000, of which District No. 17
furnished 4,800 or one-fifth. This means that School Dis-
trict No. 17 is educating one-fifth of all the children of
the city of Denver on an income derived from one-fifteenth
of the taxable property. All of the valuable business
property is on the other side of the river.
The two chief sources of income for the schools are a
county tax, the proceeds of which are distributed accord-
ing to the number of children between the ages of 6 and
21 years residing in each school district of the county on
the 10th day of April of each year, and a special tax levied
upon the property of the district. In order to maintain
the schools at a satisfactory standard it has been necessary
to make a gradual increase in the special levy. In 1892
the rate was 10 mills. It is now 20 mills, and yet so great
has been the depreciation of property as shown by the
assessor's tables that the income derived from the larger
rate is but little more than was formerly produced by a 10-
mill levy. It has seemed to many that their school taxes
14 Superintendent’s Report.
are larger than formerly, but a study of the following
table and an examination of tax receipts will show that
the special school tax has really not advanced:—
Assessed Special No. of A’s. A's
Year. valuation. tax levy. Income. Enrollm't. teachers, prop’ty. tax
1892. . . . . . $7,479,650.... 10 mills ..... $74,796...... 3,568 . . . . .65 . . . . . . $1,000. . . . . . $10.00
1893...... 7,763,200... .08 mills...... 62,105. . . . . . 3,556. . . . . . 65. . . . . . 1,037 . . . . . . 8,29
1894. . . . . . 6,444,25')... .08 mills...... 51,556. . . . . . 4,726. . . . . 67 . . . . . . 861 . . . . . 6.88
1895. . . . . . 5,899,690.... 12% mills.... 73,746. . . . . . 4,051. . . . . 69...... 788. . . . . . 9.85
1896. . . . . . 5,058,395. . . . 15 mills... .. 75,876. . . . . . 4,324. . . . .76 ..... 676. . . . . . 10.14
1897 . . . . . 4,406,180. ... 15 mills...... 66,092...... 4,667 . . . . . . 84...... 590. . . . . . 8.85
1898 . . . .. 3,910,200.... 17 mills...... 66,473. . . . . . 4,800...... 90. . . . . . 522. . . . . . 8.87
1899 . . . . 3,895.125.... 20 mills...... 77,902. . . . . . 5,248. . . . . 100. . . . . . 520 . . . . ... 10.40
This shows a decrease of 47.7 per cent since 1892 in the assessed value of
property; it also shows, contrary to the general idea, that in dollars and cents
the school tax has been reduced 11 per sent since 1892; and that this reduction in
cost has been accomplished while the enrollment has increased 35 per cent, and
the number of teachers 38 per cent.
The owner of a given piece of property paid but a few
cents more in 1899 than he paid on the same property in 1892.
This circumstance has been possible only by ceasing to
build. The children in excess of our accommodations
have been housed in rented rooms till now we have fifteen
in use. Seven of these in the old Highlands City Hall
are quite satisfactory and another can be added with very
little expense. The other rented rooms are all more or
less undesirable because of imperfect shape, lighting,
heating and lack of ventilation. The building of additions
to schools now crowded can not much longer be delayed.
The most urgent demand at present is at the Edison
school. Here a twelve-room building is needed. Only
seven rooms are now provided and in these seven rooms
are ten schools. The double session plan used this year
at the Edison Annex, corner of Osceola and West 32nd
avenue, ought not to be continued. Two schools
occupy the rooms in the forenoon from 8 a.m. to 12:25
p. m., and two other schools from 12:35 p.m. to 5 p. m.
If used at all this building should be put in better sani-
tary condition.
It ought not to be forgotten that District No. 17
shares to some extent the income derived from the tax on
Superintendent's Report. 15
ſº
the more valuable property in District No. 1. The revenue
from the county tax, being divided on the basis of the
school census connes, to us according to our needs and
from the entire city. If the present 5-mill limit could be
removed the County Commissioners would have it in their
power to raise the levy to such a point that as just a dis-
tribution of the burdens of taxation for school purposes
would prevail as if the districts were consolidated.
The present conditions are growing yearly more bur-
densome. The injustice of such a state of things is
apparent. -
Reports.
Parents are kept fully informed of the progress of
their children. Various means are employed. The form
of report most interesting to parents, and at the same time
most satisfactory, is made by sending home samples of the
child’s work. This, of course, does not afford a complete
view, so we supplement it by as many written statements
as may be desired by the parent. During the second
month a written report is sent whether requested or not.
In addition to an estimate of the child's work it contains
the information that the teacher will be pleased to furnish
such a report at any time upon request, and that in case
the child's work becomes unsatisfactory the parents will
be duly notified. “No report is a good report.” The child
is encouraged to talk with the teacher about his work.
There is no reason for making these matters formal.
Under the old plan a report card was made out and at the
end of each month sent home for the parent's signature.
It was, in fact, the means of communication with the cliild
as well as with the parent, but it served as a wet blanket
upon inquiry. Why should any one, child or parent, ask,
when such an array of figures was at hand? As a matter
of fact, they did not ask and did not know. The cards
were, as a rule, hastily examined, signed and returned,
little impression being made, except that the public
school was a very formal and complicated machine without
16 Superintendent’s Report.
much of the human element in it. When the parent says
to the child, “I want you to ask your teacher for a report
today,” the report thus obtained carries weight, because
it has back of it the parent's expressed interest. The
parent cared enough to ask, hence the importance of the
report is vastly enhanced in the eyes of the child. This
sort of co-operation between home and school has been
most satisfactory.
Marking.
For many years there has been no marking of daily
recitations. The evils of daily marking are, perhaps, too
evident to need mention. Under that system there is
always the tendency for teaching to degenerate into test-
ing; for the recitation to become a period during which
the pupil shows how much he has remembered of a task
previously set. Testing is an important part of a recita-
tion, and memory tasks of a certain order are useful, but
these are not all. A recitation to be of most service must
be treated as a working period during which the teacher
contributes as occasion requires. Then pupils are not
waiting in turn each for the brief moment when the ques-
tion comes to him the answer to which is to fix his rank in
that study for the day. The period, on the contrary, is
one in which all, teacher and pupils together, are co-
operating in efforts toward a common goal. All interested,
because each needs what the others give; all free from
fear or restraint, because the method is informal and con-
versational and the purpose not so much to test as to
teach. The pupil is not adjudged unfaithful because in
his questions freely asked he diseloses ignorance,
for this attitude of mind indicates interest, teach-
ableness and an active state of mind without which
no true teaching can be done.
The pupil’s fitness for promotion is judged by his
success in daily work together with various examinations
and tests, usually occupying the time of a single recitation,
and given chiefly as teaching exercises. The teacher
Superintendent’s Report. 17
knows or should know without any such aid just how
proficient the pupil is, but as a teaching exercise such
an opportunity for concentration of effort, for marshalling
all the resources at one's command as an examination
affords has great value, particularly if the questions set
appeal to the constructive powers rather than to the
memory.
Class books are furnished in which teachers record
from two to four times a month their estimate of a pupil’s
work in each subject which he is studying. This record
is intended more for the use of principal and superintend-
ent than for the teacher herself. The markings in these
books and on written work are eaccellent, good, fair and
poor. There is a yet more rational method of dealing
with written work. In trying to get away from the old
and pernicious per cent system we seem to have stopped
half way. Work is either acceptable or it is not. It may
be acceptable from one pupil because it is his best, while
work marred by fewer errors in the case of another pupil
should be rejected, because it is not his best. So the only
terms really needed are satisfactory and not satisfactory.
When the recitation and written work used to be
valued on a per cent scale the emphasis was unconsciously,
though necessarily, placed by the teacher and pupil upon
results measurable in such terms. The best educational
results, however, do not lend themselves to numerical
measurement. Growth in character, in breadth of view,
diversity of interests, politeness, truth tulness, gentleness,
helpfulness; these, and others, because they do not seem
to count toward promotion, not being among the subjects
in which one may get 100, are, by the per cent system,
made to seem of little worth; only those things seem
worth striving for that carry the advertised reward.
We have no right to place before children so low an ideal.
The intensity of the struggle for marks is lessened by the
use of the words Eaccellent, Good, Fair and Poor; so
also are offensive comparisons, but the evil is still present.
Are we not now ready for the next step, by which
LS Superintendent's Report.
attention may be as nearly as possible withdrawn from
the market value of recitation and examination wares, so
that the pupil may be led more and more to enjoy his work
and take pride in it without too many visions of what he
is going to get for it? The terms satisfactory and unscut-
isfactory should be sufficient. A pupil's effort is either
the one or the other. If unsatisfactory he either has not
come up to his own ideal of good work or his ideal was
not high enough. In both cases we defer acceptance. In
the latter case, however, we are careful to give the pupil a
standard to go by in his second attempt. It is natural for
a child to wal. t. to do things as well as he can. We impair
the natural desire and lower the child's own standard
when we let him find out that we are willing to accept a
poorer article even at a lower price in marks. Marks of
all sorts are useless, except as they serve to call attention
to errors to be corrected or avoided. This is true because
the exercises to be marked are given for the purposes of
instruction. The statement does not apply to civil service
examinations or competitive examinations of any sort.
* Grading and Promotion.
No department of school administration has for the
past few years been studied more carefully. In the earliest
development of the school system the interval between
classes was one year. This long interval operated to the
disadvantage of both the slow and the quick. All had to
finish the work of a grade in a year or spend another whole
year upon it. Those more able learned to be satisfied with
far less than their best efforts since it was not possible for
them to advance any faster than others, no matter how
hard they tried.
The plan used in these schools for the past six years
was described in a paper read by me before the Depart-
ment of Superintendence of the National Educational
Association in 1898. Since the plan has passed the
experimental stage, and it has not before appeared in any
of our reports, it is here reproduced in part:
Superintendent's Report. 19
GRADING AND PROMOTION WITH REFERENCE TO THE
INDIVIDUAL NEEDS OF PUPILS.
Ilocal conditions cannot be ignored in a scheme of promotion.
Conditions affecting the problem in North Denver are as fol-
lows: Targe, Centrally located buildings, enrolling eight grades;
buildings of four to six rooms tributary to the large buildings for
the convenience of Small children for whom the long walk would
be a hardship.
The Chicago plan (each building a law unto itself in the mat-
ter of promotions) could not be applied where such an interdepen-
dence exists all along from third to sixth grade. The Cambridge
double track, or long-and-short-course plan, would unduly com-
plicate the machinery. The separation of a class into small, in-
dependent groups with separate lessons involves a loss in the
scattering of the teacher’s effort for which the rapid movement of
the strongest group is no adequate compensation.
Our circumstances permit promotion in lower primary grades
without regard to fixed dates, but about the third grade we find it
best to work toward fixed dates. The half-year interval between
classes has proved most serviceable after the fourth grade. We
admit two classes to the high school each year. As far as possi-
ble, adjustments needed between September and June are made
within the room, so that a change of teacher may not be necessi-
tated. The classes or divisions in a room vary in number and rel-
ative size. They change in both these respects from time to
time according to circumstances.
It will be seen that this plan, so far, is practically the plan
recommended in Circular of Information No. 7, published by the
Bureau of Education in 1891.
After an exhaustive discussion of the class intervals used in
seventy cities, we find on p. 20 of this circular this statement: “Of
the three class intervals above considered (the year, the half year,
and the term or quarter), the half year seems to possess the most
advantages and the fewest objections, and this is specially true
in grades below the high school, possibly excepting the first and
second grades, where a shorter interval may be desirable. This
interval is sufficiently short to permit needed promotions of indi-
vidual pupils, and it is sufficiently long to prevent a too frequent
readjustment of classes and class Work.”
This plan is easily understood and easily administered, and
therefore likely to be handled with greater effectiveness than a
more complicated one. A class interval So long as to prevent fre-
quent reclassifications and irregular promotions and brief reviews
is not now generally defended.
20 Superintendent's Report.
The short and varying interval in the primary grades, with
the half-year interval in the grades above, is a sufficient (levelop-
ment of the mechanism of gradation to safeguard individual in-
terests, so far as any mechanism can safeguard them. Instead of
introducing further complications into the machinery of school
Organization, we shall find a more hopeful field for effort in
devising plans for greater flexibility in class management, espe-
Cially in the grammar grades.
Even if the members of a class could have at a given time
equal knowledge, which is impossible, they would still differ
greatly in quickness of comprehension and in working power.
This Would be equally true of a class of fifteen and a class of
fifty. These differences would manifest themselves in varying
degrees according to the changing order of studies during the day.
The child who is strong in arithmetic may show less strength in
language, While another good in both may need more time in
geography or history, and so on in infinite variety; while the av-
erage Strength of the individuals composing the class may not
Vary greatly. No matter how carefully we grade, we find these
differences.
A recitation, as Ordinarily conducted, attempts to secure the
attention of all individuals in the reciting class during the entire
twenty or thirty or forty minutes assigned to it on the program.
All members of the class attend to the same thing at the same
time; though often badly mated in point of speed, they must
move at the same pace; the quick wait patiently for the
slow; if the pace is rapid enough to keep up the keen edge of in-
terest in the quick, the slow are fairly dragged over the ground;
so a compromise is arranged Which fits neither. At the first
subtle signs of lessening interest the teacher redoubles her exer-
tions in Order to Chain the Wandering eye and check the budding
yawn. If she is a teacher of ability, she generally succeeds in
this, but at too great a cost in vital force, for the energy put
forth by the teacher is out of all proportion to that put forth by
the pupils. The pupils are kept in motion too much by the will
power of the teacher; the force is external and temporary, rather
than internal and permanent; it tends to produce fitful and spas-
modic effort. The pupils attend Out of respect for the teacher,
and from a desire to conform rather than from any feeling of
need. Those naturally Quick easily become Satisfied with an ef-
fort far less than their best. Their time might be employed to
better advantage than in listening to repetitions of what they
already understand, Or in spending thirty minutes on What they
might do in twenty. Such management makes dawdlers.
The individual plan does not offer an altogether satisfactory
g
Superintendent’s Report. 21
remedy, even in schools with a smaller assignment of pupils to
a teacher than is possible with us. Is it not possible to retain
the manifest advantages of the Class recitation so often set forth
by Dr. Harris. and yet, as the recitation progresses, allow indi-
viduals to drop out and do other work more profitable than simply
maintaining the semblance of attention?
Feeling that We Ought not to put a premium upon the mere
act of Sitting through a recitation, I have Watched with some care
for the past three years an experiment in this direction tried in
tWO of Our larger buildings. It is an effort to do in a systematic
Way What a few good teachers here and there have done occa-
Sioually. It is, therefore, not an invention, but an adaptation.
Some of the purposes kept clearly in view are these: to secure
better use of time; to fit each pupil to rely upon his own judg-
lment by Often allowing him to share with the teacher the
responsibility of deciding What he had better do at a given
time; to secure, by means of this individual responsibility, willing
effort even on the less agreeable studies, thus keeping the pupil
fairly even in his work; to secure more study time in school,
Where conditions favor concentration, and thus to do away with
the necessity of “keeping after school” (Staying after school is
quite a different matter); to enable a pupil to demonstrate his fit-
ness for special promotion; to Secure conditions favorable to en-
thusiasm in the pursuit of efficiency and knowledge by empha-
sizing these as ends, instead of placing emphasis upon marks,
special seats, or rewards of any kind. The central thought is
individual responsibility.
While no two teachers work in exactly the same manner, the
plan followed may be stated in a general way as follows: All
pupils are held for definite minimum requirements. (In order to
afford facilities for greater attainment, each room is provided
with its sets of supplementary books and a Carefully selected ref-
erence library of from fifty to seventy-five volumes.) While
those pupils for Whom the minimum requirement in a given Sub-
ject is sufficient are mastering a given assignment in that sub-
ject, others capable of doing more, though not yet strong enough
in all Studies to be able to skip a half year, are, by a process of
natural selection, detaching themselves temporarily from the class
in order to work on some study in which they are Weak, or for
broader or deeper study of the topic by means of the reference
books, gathering illustrative material, or following out some line
of interest approved by the teacher. Those excused may at any
time be required to rejoin the recitation to give needed help to
others. They are thus continually held responsible for the Work
in hand. Failure to respond satisfactorily at any time, either in
2
2 Superintendent’s ſeeport.
advance or review, is understood to be evidence that the pupil in
Question had not attained that degree of proficiency Which would
Warrant diverting his attention from the minimum requirement
from which he had been temporarily released, and his release is
Canceled. A few experiences of this kind improve his judgment
and make him Cautious. He strives to make his acquisitions
permanent, not merely for the day. He had better make mis-
takes early in his estimate of himself, and correct them, than to
be acting so wholly under prescription that there is no chance for
a mistake in this respect. Without this opportunity for self-
measurement there is danger that some will develop vanity and
COnceit, and others excessive timidity, rather than self-respect
and confidence. The pupil is in the truest sense educated through
OCCaSiOnS for Choice.
A pupil may at a given time find the work in arithmetic and
geography all that he can do, while at the same time he is mak-
ing fuller study, than some of the rest, of a period in history.
This he considers a privilege which he works energetically to se-
Cure. Another, not so able in history, may get this liberty in
some other subject. There will come a time when he may give
to the class the benefit of his skill or of his research; thus he has
an immediate motive, partly selfish, but not Wholly so. He is
giving to others. His success awakens a desire in others to be
able to make creditable contributions of the same kind; thus all
are stimulated to do independent Work in spare moments and to
find Spare moments for independent Work. They learn how to
find things in books. This is perhaps the most useful single ac-
complishment that we can cultivate in a child. Books must al-
ways be his chief reliance after leaving school.
In a class fairly Well graded each pupil Will have some study
from which it will be safe to release him partially now and then.
Thus all get some encouragement from the plan. It Secures en-
ergetic Work without stimulating a hothouse growth. The mo-
tive it holds out is a permanent motive and a worthy Olle.
It is not a plan for hurrying pupils through the grades. The
class presents an even front when entering upon a new division
or lesson unit of any study. The development work is done with
the whole class. One goes no faster than another, but he gets
more. One describes a larger circle than another, or, to use an
agricultural eXpression, Cuts a Wider SWath. It is not so much to
the pupil’s advantage to go through the grades rapidly as to get
all that he is capable of getting while he is going through.
The plan tends to even up the pupil in the various studies,
since making pleasant excursions in favorite studies is condition.
ed upon fair attainment in all Studies.
Superintendent's Report. 23
2
It secures for the pupil so much additional study time in
school that much less Work needs to be carried home, and thus
it helps to do away with the idea, prevalent in many homes, that
the parents are expected to do the teaching, and that the only
duty assumed by the teacher is to check up the work and pass
judgment upon its quality.
It allows the teacher to devote time to the less able pupils
without robbing the others. The less the brighter pupils depend
upon the teacher, the better. The aim should be, as rapidly as
Dossible, to make all pupils self-reliant. *
It affords opportunity for the development of latent strength,
and gives the teacher a safe basis for determining the fitness of
individuals for Working With the division a half year in advance.
We find that the child irregularly promoted invariably makes an
enviable record in the higher class. One lunded and forty-two
Such promotions have been made in Our Schools in the last five
months, or 4% per cent. Of all promotions. Five and three-tenths
per cent. of all pupils no W in the grammar grades are where they
are by Special promotion.
In the eighth-grade Class this year, four have finished, or will
have finished, the eight-year course in less than six years, seven
in six and one-half years, twenty-One in seven years, and twenty-
four in seven and one-half years. Able pupils are not kept
marking time, but are advanced whenever they show the requisite
strength. The half-year interval does not prevent this. The
year interval would add materially to the difficulty.
I do not mention any of these figures as showing progress at
all remarkable, for by force of circumstances, in these
buildings the school day is cut short for all first-year pupils,
each child attending but One-half day. Thus a reasonable allow-
ance would be eight and one-half years to complete the course.
It is not denied that this plan requires more thought and
broader preparation on the part of the teacher than the Ordinary
class plan. But a teacher Whose attention is thus directed con-
stantly toward individual needs inevitably gains so much in skill
that after a time, all things considered, the Work seems easier
than before. There is ample compensation for the energy spent
in planning work for those temporarily excused from recitation.
These are the active spirits who ordinarily find means to divert
themselves at the expense of the good order of the room. Kept
fully occupied with self-imposed tasks, they cease to be a dis-,
turbing factor. The spirit of the room soon comes to be one of
self-control and industry. Repression is no longer needed—only
direction. A difficult pupil, new to the plan, soon learns that he
24 Superintendent's Report.
Cannot afford to go counter to public opinion. It is not the teach-
er, but the spirit of the room, that causes him to settle down to
earneSt Work.
TOO often teachers are hampered by their own training. They
have not been accustomed as pupils to any freedom in these direc-
tions; hence it does not occur to them that it is possible to give
their pupils any freedom. They have little faith in the ability
Of the pupil to use wisely any freedom.
If, as we glance into a schoolroom, it seems to be in perfect
Order, every child looking at his book, no one whispering, faces
all to the front, teacher's desk and pupils' desks models of neat-
Iless, We are pleasantly impressed, and we are inclined to say to
Ourselves: “That is a good school.” Whether it is a good school
Or not depends upon how these appearances are secured. If
every choice of occupation and every movement are dictated by
the teacher, the school is a very poor school. The pupils must
necessarily grow less and less self-reliant.
Unfortunately, We superintendents, by commending these
surface indications, and pronouncing those Schools good Which
llave them and little else, have encouraged a Vast amount of for-
malism that absolutely prevents freedom to do the best thing pos-
sible for the individual. We thus oblige teachers to cultivate
that whole brood of artificial incentives so common everywhere,
instead of natural and worthy ones.
In the evolution Of Our Schools, those teachers who most care-
fully observed these outward forms were counted most success-
ful; they were, therefore, most in demand, and hence the type
has persisted. Most of us, and most of the teachers associated
With llS, have been brought up under the System; hence it is hard
to break away from it. It is so easy to measure a teacher by
this standard, so hard to take less tangible things into account.
THE HIGH SCHOOIL.
I regard it important that the class interval used in the gram-
mar grades shall be used at least in the earlier years of the high-
scluool course. . If the grammar-grade interval is one-half year,
and yet pupils are admitted to the high school only in Septem-
her, a large number must be held back at a time when it is very
important that they should move forward. A larger number of
those promoted in January enter the high school than of those
promoted in June. They leave the eighth grade on Friday, and
begin the work of the ninth on the following Monday. No long
vacation, with its many opportunities for a change of purpose,
intervenes. Ninety-five per cent. of those promoted last January
Superintendent’s Report. 25
at Once took up the high-school work. Only 80 per cent. of
those promoted last June registered in the high school in Septem-
ber. We find the plan no more expensive than the plan of annual
admission, since the classes are so large as to require division.
Fewer Lupils drop out through discouragement, since failure in
any Study means Only a reasonable review of that one study.
Besides carrying the llalf-year interval through the twelve
grades, We attempt to care for the interests of the individual in the
high school by unaking a large number of studies optional. Any
pupil not a candidate for graduation may study any subject which
the (laily program will permit. All pupils, to quite an extent, Imake
their own courses. Certain studies are required of all pupils
alike if they wish the diploma of the school. Aside from this
list, Which is relatively small, pupils may choose, with the advice
of parents and teachers, those studies which appear best suited
to their several needs.
Fixed courses, in which all must do the same amount of work
in the same time, do not take account of differences in mental
and physical strength. Those who can carry all of the work
stay in school; others, becoming discouraged, drop out. We aim
to provide for all: “the mentally strong and the mentally weak,
the physically strong and the physically weak, the permanent
and the transient.” Those who cannot carry four studies may
take three; those who cannot carry three may, without the slight-
est loss of Self-respect, limit themselves to two.
The ofticial course of study is an inventory of the studies au-
thorized to be taught, with a statement of the aims of the school,
Suggestions as to the amount of Work a pupil should undertake,
the subjects characteristic of certain Courses, and the proper
grouping of Studies.
At the close of each half year the pupil receives a certificate
showing the studies successfully pursued and the number of
periods per week devoted to each. When he gets enough of
these certificates to show that the official requirements have been
met, he receives the diploma of the school, which bears a record
of the subjects pursued and the time devoted to each.
Each pupil may Work according to his strength by choosing
just the number of studies that his physical and mental ability
permits. He may take as long a time to earn his diploma as he
needs—five years if necessary; or if possessed of sufficient phys-
ical and mental vigor, he may earn it in three and One-half or
three years.
The aim of the pupil's effort is the mastery of distinct sub-
jects of study rather than the maintenance of a general average.
The pupil does his work more enthusiastically since the Studies
26 Superintendent's Report.
are largely of his own choosing. His course may not differ ma-
terially from one that would be chosen for him by his teachers,
but it makes a vital difference in the Spirit With Which he under-
takes it whether he loads himself with Work or is loaded by
another. We have noted that the pupils do more Work and better
work than formerly. More pupils remain in school to complete a
course. The development of natural talent is encouraged.
SUMMARY.
A class interval less than a half year is desirable in the lower
grades.
The class interval may be longer as the pupils become older
and able to work more independently.
In the grammar grades and in the high school the half-year
interval is satisfactory.
As the mechanism grows more rigid, OWing to the necessity
of consolidating classes at fixed dates, freedom to make class
management flexible steps in to the rescue of the individual.
The pupil is educated by a gradual increase of responsibility,
and the accompanying necessity of Choice, till finally a most im-
portant choice, that of his high-school course, is intrusted to hilm
ill Dart.
Nature Study. -
Our schools are happily located for all kinds of nature
work. The country is at hand. Out door lessons with a
whole class are encouraged. Often each child selects some
object of interest, a plant, a bird with its nest, etc., and
makes a series of observations with notes and sketches
from which an essay is written. This essay is illustrated
by drawings or water color sketches.
Often the microscope is used. The pupils of the sixth
grade at one of our buildings have made a map of the
subdistrict, and on this map have shown every bird’s nest
occupied this spring. They have made notes as to kind of
bird, date of appearance of eggs, of young, etc. There is
no robbing of bird’s nests in that district. Proper ideas
as to treatment of animals and ethical ideas generally are
never so effectively aroused by talk as by sympathetic
contact and study. -
The thought in this work is not so much to teach
number of set facts as to touch and awaken the interest of
pupils in things about them. This must enrich the lives
Superintendent’s Report. 27
of all and it would not be surprising if here and there a
child should become a life-long student of entomology,
botany, ornithology or scientific microscopy. Our schools
are useful to society in proportion to the number of differ-
ent interests aroused and followed.
In the Primary and Gramar Grades this work furn-
ishes the basis for much of the composition work. It is
easy to secure needed improvement in form when the
child has something which he wishes to say. There is less
set composition writing than formerly, but much more
effective practice in composing.
Professional Spirit.
The ambition of many of our teachers to improve in
knowledge and skill can not be too highly commended.
As a rule, the teachers of the district are not resting upon
past attainment lºor satisfied with their present measure of
success. Many have taken extension courses offered by
the State University and the University of Denver. Oth-
ers have attended summer schools, some at home and
others in distant cities and at great expense. In several
cases teachers have asked and received leave of absence
for a whole year of study. The effect of this spirit upon
the schools has been marked, and I take pleasure in re-
cording the fact. -
The High School.
The high school has had a prosperous year. Both
teachers and students have carried on the work with a
high degree of enthusiasm. It is gratifying to observe
the spirit of sympathy and personal interest which has de-
veloped between the teaching force and the student body.
This feature has for some years been marked, but the
change from one study room with teachers alternating in
charge to the present plan under which from fifty to
seventy pupils are assigned permanently to a given teacher
to whom they are in most matters responsible has been
a decided advantage.
The plan of the school takes account of differences in
28 Superintendent’s Report.
tastes and aptitudes as well as in physical and mental
powers of individuals. In another part of this report I
have spoken more at length upon this subject. It only re-
mains to call attention to the report of the efficient princi-
pal, Mr. Edward L. Brown.
Subjects under Special Supervision.
Drawing includes the manual training or constructive
work of the first three years and is closely correlated
with manual training in all grades. The director of draw-
ing loses no opportunity to acquaint himself with the best
thought of the world upon his subject. At the present
time he is in Paris making an examination of the art
exhibits of all countries. We are honored by his appoint-
ment to read a paper before the International Art Congress.
Mr. Carter's report appears on another page.
Miss. Hall deserves great credit for the excellence of
thework in Music. The highest standard has so far been
maintained in spite of the shortening of the time which
was till last year devoted to its supervision. If music is
to receive the attention in the high School which its im-
portance warrants the former schedule of five days for
the supervisor would give no more than adequate time.
Manual training was first introduced in the primary
grades in connection with drawing under the term con-
structive work. Later, when rooms could be spared in the
high school, manual training was added to the high school
course as an elective. The same rooms and equipment
serve for the boys of the sixth, seventh and eighth grades
throughout the district. For several years past the
pupils of the fourth and fifth grades have also had the be-
nefit of constructive work. A course has been provided
which, like that in the grades below, is carried on by the
regular teacher in the ordinary school room, so that now
there is in the schools a fairly well developed course in
manual training covering twelve years. -
In the sixth, seventh and eighth years the girls follow
out a course in sewing while the boys are in the shop. In
both cases there is one lesson an hour and a half in
Superintendent’s Report. 29
length each week. If the girls could devote one half of
this time in the eighth year to lessons in cooking it would
be to their advantage. Those who go to the high school
should have an opportunity to take up the subject again in
connection with chemistry. One room with comparatively
inexpensive equipment would answer for the high school
and all eighth grades of the district. Argument is no
longer needed as to the benefit of manual training. It is
conceded to be also mind training of a high order.
Much credit is due the North Side Woman’s Club for
disseminating correct views upon this subject and for
creating a public sentiment favorable to this and other
progressive work which the schools were attempting and
which it would have been well nigh impossible to carry out
without their aid. In school room decoration we are
under especial obligation for their in erest.
The present conditions of manual training together
with the outline of work in grades and high school will be
found in Mr. Ulauser's report.
In Gymnastics as in music the work is hampered by
the limited time at the command of the supervisor. The
greater part of her time is occupied in teaching high
school classes. She is able to see each teacher at work
only once in three weeks. The teachers have, however,
with few exceptions, become so competent that excellent
results are obtained. Mrs. Stocks makes some suggestions
in her report to which I wish to call attention.
School Room Libraries.
For several years three libraries were maintained in
the district, one at the Bryant School, one at the Ashland
school and one in the High School. They were moderately
serviceable, but seemed not to attract as many readers as
might reasonably be expected. This was especially true
in the Grammar Schools. The books were kept in a case in
the Principal's office, and were given out on certain days.
The children seemed to know very little about the books.
The smaller children from the first floor rooms seldom
made a second attempt to secure one of them. When
30 Superintendent's Report.
other buildings were erected it was decided to try a
different plan. The books were placed on Open shelves in
each school room where the children could have free access
to them. So much did this plan increase the interest in
the books and the demand for them that the collections in
the other buildings were scattered, till now throughout the
district, including the High School, the room library is
everywhere found.
Our district is credited with being one of the first in the
United States to systematically arrange a library for each
school room and to maintain it as an essential part of the
educational scheme. The description of our plan has been
accorded a place in one of the volumes of the National
Educational Association. .
The following descriptive article is copied from
page 79 of the Report of the Committee on the Relations
of Public Libraries to Public Schools, National Educa-
tional Association, 1899:-
BY CIA RISSA S. NEW COMB, LIBRARIAN, NORTH SIDE
- SCHOOLS, DENVER, COLO.
[First published in the Colorado School Journal. Added to the
N. E. A. report at the request of the chairman.]
To one who knows how to use books a well-selected library is
one of the most valuable means of education. The training of
children in the choice and use of books is therefore an important
subject to all teachers. An early beginning is necessary, or else
the great majority—those who leave school before the higher
grades are reached—wholly escape this training.
Hut how shall this training be given, is the question. How
shall we bring the child in touch with good books? Our experi-
enco in district No. 17, Denver, leads us to believe that each
schoolroom should have its library. We have found that a col-
lection of fifty books in a room, chosen with reference to the age
and ability of the pupils in that room, is the most satisfactory
means of forming a taste for good literature. We have tried
other methods—the central library, the library in the principal’s
office, and the plan of moving books from one room to another.
The room library— that is, a certain number of books which are
the permanent property of the room—has proved the best, because
it acts as a training school for the use of the larger public li-
brary. We favor the room library for the purpose of getting the
Superintendent’s Report. 31
little folks accustomed to the use of the books and for the im-
mediate use of the pupils in the upper grades. The more ex-
pensive books which can not be afforded for each room are kept
in the principal's office. Thus the pupils are led to the public li-
brary, for the use of which these small collections have well
trained them. That this room-library plan increases the demand
for books from the public library has been demonstrated to us
by the greater number of cards now held by the pupils.
Reginning With the second grade, each room in the district
has its own collection of books, which remain there from year to
year. As the children go from grade to grade they are each year
brought in Contact With another set of books new to them. In-
Stead Of Inoving the books, We move the Children. Each room
has its reference-books and its books for lending. When not III
use, these are on a table or on shelves accessible to the children
at all times. The pupil thus becomes acquainted with the books
and feels a personal pride of OWnership, and the close contact of
the Child With the books teaches him to IOWe and respect them.
He becomes interested in reading and familiar with his own
stmall library. -
I'ewer disappointments occur in the selection of books than
where the collection is larger; hence fewer obstacles are present-
ed in the formation of a love for reading. The range of choice
is narrowed, and the teacher feels the responsibility of directing
the children’s reading, for the library is but another tool with
which to mold the character of her pupils. All become readers
if the teacher is skullful and tactful and enters sufficiently into
child life to appeal to the pupils. Many teachers have found the
library an effective means of reaching and interesting dull or in-
different pupils. -
The teacher can influence and largely control the children in
their choice of reading. A reference to a book little used is
enough to commend it to someone in the room, and its reputation
is established. Or some pupil may be asked to give an extract
from a book he has lately read. That will interest the other
children, who will wish to learn more about it. The recitation is
made brighter, and that book goes into the homes and keeps the
children from the Street.
Each book is selected, not alone because of its intrinsic merit,
but also because it has proved interesting to several children of
like age and grade. No mistakes have been made when We have
left the matter to the children. They know what they enjoy.
When we find any attractive book, we try it in a room. If it is
approved by those relentless little judges, the children, We buy a
copy for each room of that grade. In the case of a very popular
:32 Superintendent’s Report.
book We sometimes place two or more copies on the shelves.
We do not attempt to force upon the children books that are
highlv instructive. Or which we think they ought to like. We try
to supplant the trashy stuff by providing them with good, yet in-
teresting books. Our aim is to give them a love for good litera-
ture; for when they have acquired that, we need have no fear
that their education will stop when they leave school.
No child should be expected to read every book in the room
library. The reason is obvious: tastes differ among children, as
among adults. Out of the fifty books, representing history, biog-
laphy, adventure, fairy stories, etc., each child will no doubt find
some which he will enjoy. Within the room list we let the child
Select for himself. Any book which is really enjoyed, which
enlarges the range of thought, which makes him happier, is
worth the reading, even though it has no visible purpose as a part
Of his school education.
In the death of Frederick M. Shaw, late principal
of the Columbian school, the district has suffered the loss
of a school officer of unusual merit. Mr. Shaw exemplified
in character, in training and in special skill the highest
type of the teacher. His influence in the community in
which he worked will long be felt. He had a particularly
strong hold upon the young people, who revered him as a
model and followed his leadership unquestioningly. His
opinions on various topics under discusion at principals'
meetings and at our teachers' institutes were influential.
In geography and science he was regarded as an author-
ity second to none in the state. His last work was the
reading of the proof of the State Course of Study in Ge-
ography which he had been asked to prepare. In his
death the cause of education has suffered a severe loss.
In conclusion I beg leave to congratulate you upon
the excellent progress made in the schools during the year
just past, and to thank you individually and collectively
for your uniform courtesy and support.
Respectfully submitted,
JAMES H. WAN SICKLE,
July 1st, 1900. Superintendent.
TABLES OF STATISTICS
ACC0MPANYING
SUPERINTENDENT'S REPORT.
TABLE I.
(a) PopULATION. 1890 1891 1892 | 1893 1894 | 1895 1896 || 1897 | 1898 || 1899 || 1900
Number of children in district of legal school age.. 3 470 || 4 729 || 5 769 || 6 894 | 4 844 || 5 290 5 157 || 5 532 || 5 540 6 727 | 7 106
Number enrolled in the public schools.............. 2 195 || 2 964 || 3 331 || 3 568 || 3 656 || 3 726 || 4 051 || 4 324 || 4 667 || 4 830 5&248
(b) SoHoo Ls. 1890 | 1891 | 1892 | 1893 1894 | 1895 1896 | 1897 | 1898 1899 || 1900
High Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1. 1 1 1 1 1
Grammar Schools. . . . . . . . a & s e < * a s is s is tº e s a tº # * * * * * 10 16 13 12 20 20 25 24 27 29 32
Primary Schools.................... . . . . . . . . . . . . . . . . . . 10 17 22 38 38 34 , . 29 33 36 40 42
|
First Primary Schools—having half-day sessions. . . . 5 7 8 6 6 7 9 8 8 8 9
Second Primary Schools—having half-day sessions. . * * * * * * * * ! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 6
Ungraded Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 ! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * g e
(c) TEACHERs. 1890 1891 | 1892 1893 1894 1895 189 i 1897 | 1898 || 1899 || 1900
Number of principals .................. . . . . . . . . . . . . . & 8 5 5 9 9 | . 8 8 8 8 8 7
Number of assistants in high School. . . . . . . . . . . . . . . . . 5 2 2 3 4 6 8 11 13 13 12
Number of assistants in grammar schools . . . . . . . . . . 13 \ 14 12 12 14 16 21 22 23 30 30
Number of assistants in primary schools... . . . . . . . . . 12 21 30 38 34 34 29 31 | 36 38 42
Number of supervisors . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 2 3 3 3 3 4 4 4 4
Number of teachers in uugraded schools . . . . . . . . . . 1 1 1 2 3 . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * & e º & © a e
Totals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 45 52 67 67 67 69 76 84 93 95
Superintendent’s Report.
35
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TABLE ||.
SUMMARy of ATTENDANCE, ETC. FOR THE YEARS FROM JUNE 1887 To JUNE 1900.
1886–87 | 1887–88 ** 1889–90, 1890–91 * 1892–93] 1893–94 1894–95| 1895–96|| 1896–97 | 1897–98| 1898-99| 1899–00
Enrollment for the year. . . . . . . . . , 928 || 1 077 || 1 832 2 195 || 2 964 || 3 331 || 8 568 || 3 656 || 3 726 || 4 051 || 4 324 || 4 667 || 4 830 || 5 024
Average daily attendance....... 542 539 864 || 1 250 || 1 759 || 2 072 2 339 || 2 450 2 591 || 2 806 || 3 118 || 3 223 || 3 455 || 3 649
Average daily membership . . . . . . . 590 694 944 || 1 400 1964 || 2 252 2 492 || 2 672 || 2 770 || 3 008 || 3 316 || 3 529 || 3 712 || 3 969
Average per cent of attendance .. 93 92 92 91 90 92 93 92 94 93 94 92 93 93
Number cases tardiness ... . . . . . . . 1 110 963 || 1 334 2 027 | 3 465 || 3 269 || 3 809 || 4 204 || 3 600 || 4 196 || 4 892 || 5 527 || 6 845 6 700
No. cases corporal punishment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 65 53 49 49 44 85 105 144 115
Number cases suspension . . . . . . . . 8 18 5 15 15 19 26 26 6 16 21 22 36 26
Number half days absence . . . . . . . . . . . . . . . 8 245 24 565 || 36 617 || 51 240 || 51 495 || 59 289 || 54 442 || 51 287 || 62 981 | 68 096 || 91 098 || 82 551 82 840
Visits by members of School B'd, 41 7 28 40 111 85 77 32 128 || 192 138 382 204 || 337
Visits by parents and others......] 535 576 676 679 || 1 310 || 2 950 || 3 440 || 2 555 || 4 058 || 4 149 || 5 392 || 5 375 || 11 147 || 5 214
Number days of school........... [.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 184 | 183 | 183 182 | 183 | 181 | 180%; 176


LIST OF B00KS
IN THE
R00M LIBRARIES.
:
Books in the Room Libraries.
Title. Awthor. Grade.
A Boy I Knew . . . . . . . . . . . . . . . . . . . . . . . . Hutton . . . . . . . . . . . . . 6
Abraham Lincoln. . . . . . . . . . . . . . . . . . . . . . Scudder. . . . . . . . . . . . 8
A Child's Garden of Verses. . . . . . . . . . . . . Stevenson . . . . . . . . 3, 6
Adventures of a Brownie. . . . . . . . . . . . . . . Craik . . . . . . . . . . . . . . .3
Adventures of Hajji Baba . . . . . . . . . . . . . . Morier . . . . . . . . . . . . . . 6
AEsop's Fables. . . . . . . . . . . . . . . . . . . . . . . . . Stickney (Ed.) . . . . . . 3
Age of Chivalry. . . . . . . . . . . . . . . . . . . . . . . Bulfinch . . . . . . . . . . . . 8
Age of Fable. . . . . . . . . . . . . . . . . . . . . . . . . Bulfinch . . . . . . . . . . . . 8
Ages Ago. . . . . . . . . . . . . . . . . . . . . . . . . . . . Carrington . . . . . . . . .6
Alice's Adventures in Wonderland . . . . . . Carrol . . . . . . . . . . . 4
All Among the Lighthouses. . . . . . . . . . . . . Crowinshield . . . . . . . . 4
All the Year Around, 3 vols. . . . . . . . . . . . . Strong . . . . . . . . . . . . . 3
American Explorers. . . . . . . . . . . . . . . . . . . . .Higginson . . . . . . . . . . 7
Arabian Nights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Arne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bjornsen . . . . . . . . . . . . 4
A Short History of the U. S. . . . . . . . . . . . Scudder. . . . . . . . . . . . . 4
Astoria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Irving . . . . . . . . . . . . . . 7
At the Back of the North Wind. . . . . . . . . MacDonald. . . . . . . . . . 3
Aunt Martha's Corner Cupboard . . . . . . . . Kirby. . . . . . . . . . . . . . . 3
Autobiography . . . . . . . . . . . . . . . . . . . . . . . . Franklin . . . . . . . . . . . . 4
A White Heron . . . . . . . . . . . . . . . . . . . . . . . . Jewett . . . . . . . . . . . . . . 5
Beautiful Joe . . . . . . . . . . . . . . . . . . . . . . . . . . Saunders . . . . . . . 3, 4, 5
Publishers.
Harper Bros.
Houghton, Mifflin & Co.
Scribner.'
Harper.
MacMillan Co.
Ginn & Co.
Lee & Shepard.
Lee & Shepard.
A. C. McClurg Co.
MacMillan Co.
D. Lathrop & Co.
Ginn & Co.
Longmans, Green & Co.
Houghton, Mifflin & Co.
McMillan.
Donalıue Brothers.
Butler, Sheldon & Co.
A. L. Burt & Co.
Thomas Nelson & Sons.
Houghton, Mifflin & Co.
Houghton, Mifflin & Co.
Baptist Publishing Co.
§
Beginners of a Nation . . . . . . . . . . . . . . . . . . Eggleston . . . . . . . . . . . 7 Appleton.
13eginning of New England. . . . . . . . . . . . . Fiske . . . . . . . . . . . . . . . 7 Houghton, Mifflin & Co.
Being a Boy. . . . . . . . . . . . . . . . . . . . . . . . . . . Warner . . . . . . . . . . . . . 6 Houghton, Mifflin & Co.
Ben-Hur . . . . . . . . . . . . . . .... • - - - - - - - - - - - - - - Wallace . . . . . . . . . . . . . 8 Harper.
lłimbi Stories. . . . . . . . . . . . . . . . . . . . . . . . . . De la Rame . . . . . . . . . 6 Lippincott.
Birds' Christmas Carol . . . . . . . . . . . . . . . . . Wiggin . . . . . . . . . . . 3, 4 Houghton, Mifflin & Co.
13irds and Bees . . . . . . . . . . . . . . . . . . . . . . . . Burrows. . . . . . . . . . . . . 5 Houghton, Mifflin & Co.
13|ack Beauty. . . . . . . . . . . . . . . . . . . . . . . . . . Sewell . . . . . . . . . . 3, 4, 5 American Humane Society.
Blue Fairy Book. . . . . . . . . . . . . . . . . . . . . . . Lang . . . . . . . . . . . . . . . 4 Longmans, Green & Co.
13ook of l'ables. . . . . . . . . . . . . . . . . . . . . . . . Scudder. . . . . . . . . . . . . 3 Houghton, Mifflin & Co.
Boots and Saddles . . . . . . . . . . . . . . . . . . . . . Custer . . . . . . . . . . . . . . 8 McClurg.
13oston Teaparty. . . . . . . . . . . . . . . . . . . . . . . Watson . . . . . . . . . . . . . 4 Lee & Shepard.
Boy Farmers . . . . . . . . . . . . . . . . . . . . . . . . . . Kellogg. . . . . . . . . . . . . 6 Lee & Shepard.
13oy Travelers in Africa. . . . . . . . . . . . . . . . . Knox . . . . . . . . . . . . . . . 6 Harper Bros.
Boy Travelers in China. . . . . . . . . . . . . . . . . Knox . . . . . . . . . . . . . . . 6 Harper Bros.
boys of Greenway Court. . . . . . . . . . . . . . . Butterworth . . . . . . . 5, 7 Appleton.
Boys of '76 . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. . . . . . . . . . . . . . . 7 Harper.
Boys of Other Countries. . . . . . . . . . . . . . . . Taylor . . . . . . . . . . . . . . 7 Putnam.
Boys Who Decame Famous . . . . . . . . . . . . . Bolton. . . . . . . . . . . . . . 6 Crowell.
Bºys' Town . . . . . . . . . . . . . . . . . . . . . . . . . . . Howells. . . . . . . . . . . . . 5 Harper Bros.
Boy With an Idea. . . . . . . . . . . . . . . . . . . . . . Eiolart. . . . . . . . . . . . . . 6 Putnam.
Boy of the First Empire. . . . . . . . . . . . . . . . Brooks. . . . . . . . . . . . . . 8 Century.
Boys of '61. . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. . . . . . . . . . . . . . . 8 Harper Bros.
l3rave Little Holland. . . . . . . . . . . . . . . . . . . Griffis . . . . . . . . . . . . . . 7 Houghton, Mifflin & Co.
Bubbling Teapot. . . . . . . . . . . . . . . . . . . . . . . Champney . . . . . . . . 3, 4 Lathrop.
s
Books in the Room Libraries. == Continued.
Title. Awthor. Grade. Publishers.
Building the Nation . . . . . . . . . . . . . . . . . . . . Coffin. . . . . . . . . . . . . . . 5 Harper Bros.
Captains Courageous. . . . . . . . . . . . . . . . . . . Kipling . . . . . . . . . . . . .7 Century.
Captain January. . . . . . . . . . . . . . . . . . . . . . . Richards . . . . . . . . . . . . 4 Estes & Lauriat.
Cat Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . Jackson (“H. H.”) ... 3 Roberts Bros.
Century Book for Young Americans. . . . . Brooks. . . . . . . . . . . . . . 8 Century.
Century Book of Famous Americans. . . . . Brooks . . . . . . . . . . . 7, 8 Century.
Children of the Cold . . . . . . . . . . . . . . . . . . . Schwatka . . . . . . . . . 3, 4 Cassel.
Childrens' Book . . . . . . . . . . . . . . . . . . . . . . . . Scudder (Ed.).3, 4, 5, 6 Houghton, Mifflin & Co.
Chemical History of a Candle . . . . . . . . . . . Faraday. . . . . . . . . . . . . 6 Harper & Bros.
Choice Literature, Primary . . . . . . . . . . . . . Williams (Sel.) . . . . . .3 McClurg.
Citizen Bird. . . . . . . . . . . . . . . . . . . . . . . . . . . Wright . . . . . . . . . . . . . 5 MacMillan Co.
Conquest of Mexico. . . . . . . . . . . . . . . . . . . . Prescott. . . . . . . . . . . . . 7 David McKay.
Cortez and Montezuma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Educational Publishing Co.
Count of Monte Cristo. . . . . . . . . . . . . . . . . . Dumas. . . . . . . . . . . . . . 8 Donahue Brothers.
Conspiracy of Pontiac . . . . . . . . . . . . . . . . . . Parkman . . . . . . . . . . . . 8 Little, Brown & Co.
David Copperfield. . . . . . . . . . . . . . . . . . . . . Dickers. . . . . . . . . . . 6, 8 Burt.
Decisive Battles of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 A. L. Burt & Co.
De Soto, Marduette, La Salle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Educational Publishing Co.
Discovery of America. . . . . . . . . . . . . . . . . . . Fiske . . . . . . . . . . . . . . . 7 Houghton, Mifflin & Co.
T)og of Flanders . . . . . . . . . . . . . . . . . . . . . . . De la Rame. . . . . . . . . . 4 Caldwell.
Donald and Dorathy . . . . . . . . . . . . . . . . . . . Dodge. . . . . . . . . . . . . . . 5 Century.
Don Quixote. . . . . . . . . . . . . . . . . . . . . . . . . . . Cervantes . . . . . . . . . . . 7 Ginn & Co.
=
Dream Children . . . . . . . . . . . . . . . . . . . . . . . Scudder . . . . . . . . . . . . . 4
Each and Ail. . . . . . . . . . . . . . . . . ... • - - - - - - - - - 4Andrews . . . . . . . . . . . . 4
Earth in Past Ages. . . . . . . . . . . . . . . . . . . . Herrick . . . . . . . . . . . . . 8
Editha's Burglar. . . . . . . . . . . . . . . . . . . . . . . Burnett . . . . . . . . . . . . . 3
Eight Cousins . . . . . . . . . . . . . . . . . . . . . . . . . Alcott . . . . . . . . . . 4, 5, 6
England, Short History of . . . . . . . . . . . . . . Ransom . . . . . . . . . . . . . 8
Ethics, Stories for Home and School . . . . . . . . . . . . . . . . . . . . . . . . . 4
Fairyland of Flowers. . . . . . . . . . . . . . . . . . . Pratt . . . . . . . . . . . . . . . 6
Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . Anderson. . . . . . . . . . . . 3
Famous American Statesmen . . . . . . . . . . . Bolton . . . . . . . . . . . . . . 8
Famous American Authors . . . . . . . . . . . . . Bolton . . . . . . . . . . . . . . 7
Fanciful Tales. . . . . . . . . . . . . . . . . . . . . . . . . Stockton . . . . . . . . . . . . 5
Farmer Boy. . . . . . . . . . . . . . . . . . . . . . . . . . . Thayer. . . . . . . . . . . . . . 8
l'ifty l'amous Stories Retold . . . . . . . . . . . . Baldwin . . . . . . . . . . . . . 3
Fisherman's Luck. . . . . . . . . . • - - - - - - - - - - - Van Dyck . . . . . . . . . . . 8
Flashlights on Nature . . . . . . . . . . . . . . . . . . Allen . . . . . . . . - - - - - - - 6
Four American Patriots . . . . . . . . . . . . . . . . Burton. . . . . . . . . . . . . . 8
l'riends in Feathers and Furs. . . . . . ... • * * * * Johonnot. . . . . . & e • * * * 3
Friends Worth Knowing . . . . . . . . . . . . . . . . Ingersoll . . . . . . . . . . . . 7
Franklin's Autobiography . . . . . . . . . . . . . . (Rv. Lt. Nos. 19.20... 7
From Log Cabin to White House . . . . . . . . Thayer. . . . . . . . . . . . . . 8
Geological Sketches . . . . . . . . . . . . . . . . . . . Winchell . . . . . . . . . . . . 8
Giraffe Hunters . . . . . . . . . . . . . . . . . . . . . . . Reid . . . . . . . . . . . . . . . . 6
Girls Who Become Famous. . . . . . . . . . . . . Bolton . . . . . . . . . . . . . . 7
Houghton, Mifflin & Co.
Ginn & Co.
Harper.
Jordan Marsh & Co.
Roberts Bros.
Longmans, Green & Co.
Educational Publishing Co.
Educational Publishing Co.
George Routlege.
Crowell.
Crowell.
Scribner.
Crowell.
American Book Co.
Charles Scribner's Sons.
Doubleday.
Werner Co.
American Book Co.
Harper.
Houghton, Mifflin & Co.
James H. Earle.
Harper & Brothers.
George Routledge.
Crowell.
£
Books in the Room Libraries. ==Continued.
Title. Author. Grade.
Great West . . . . . . . . . . . . . . . . . . . . . . . . . . . Pratt ... 5
Gutta Percha Willie . . . . . . . . . . . . . . . . . . . MacDonald . . . . . . . . . . 4
Half Dozen Boys . . . . . . . . . . . . . . . . . . . . . . Ray . . . . . . . . . . . . . . . . 5
Half Dozen Girls . . . . . . . . . . . . . . . . . . . . . . Ray . . . . . . . . . . . . . . . . 5
Hans Brinker . . . . . . . . . . . . . . . . . . . . . . . . . Dodge . . . . . . . . . . . . 4, 6
Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bulwer-Lytton . . . . . . . 8
Hector. . . . . . .. . . . . . . . . . . . .. . . . . . . . . . . . . Shaw . . . . . . . . . . . . . . . 5
Hero Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . Lodge & Roosevelt .5, 7
Historic Boys . . . . . . . . . . . . . . . . . . . . . . . . . Brooks . . . . . . . . . . . . . .6
Historic Girls . . . . . . . . . . . . . . . . . . . . . . . . . Brooks. . . . . . . . . . . . . . 6
Historical Tales, American . . . . . . . . . . . . . . Morris. . . . . . . . . . . . . . 6
Historical Tales, English . . . . . . . . . . . . . . . Morris . . . . . . . . . . . . . . 6
History of England. . . . . . . . . . . . . . . . . . . . Cook. . . . . . . . . . . . . . . . 7
History of France (small). . . . . . . . . . . . . . Kirkland . . . . . . . . . . . . 7
History, General. . . . . . . . . . . . . . . . . . . . . . . Myers . . . . . . . . . 6, 7, 8
History of United States, Household . . . . Eggleston . . . . . . . . . . . 7
History of United States, Political . . . . . . Smith . . . . . . . . . . . . . . . 8
History of United States, Vol. I. . . . . . . . . Andrews . . . . . . . . . . . . 7
History of United States, Vol. II. . . . . . . . Andrews . . . . . . . . . . . . 8
History Stories, American (4 Vols). . . . . . Pratt . . . . . . . . . . . . . . . 3
Hoosier School Boy . . . . . . . . . . . . . . . . . . . . Eggleston . . . . . . . . . . . 7
Hoosier Schoolmaster . . . . . . . . . . . . . . . . . . Eggleston . . . . . . . . . . . 8
Publishers.
Educational Publishing Co.
Bradley & Woodruff.
Crowell.
Crowell.
Scribner.
(S. Lit. No. 12) Univ. Pub. Co.
Roberts Brothers.
The Century Co.
Putnam.
Putnam.
Lippincott.
Lippincott.
Appleton.
McClurg.
Ginn & Co.
Appleton & Co.
MacMillan Co.
Scribner.
Scribner.
Educational Publishing Co.
Scribner.
Judd,
$:
House of the Wolf. . . . . . . . . . . . . . . . . . . . . Weyman . . . . . . . . . . . . 7
Hugh Wynne . . . . . . . . . . . . . . . . . . . . . . . . . Mitchell. . . . . . . . . . . . . 8
Ice Queen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ingersoll . . . . . . . . . . . . 4
Ivanhoe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seott . . . . . . . . . . . . . . . 7
Jack and Jill . . . . . . . . . . . . . . . . . . . . . . . . . . Alcott. . . . . . . . . . . . . . . 5
Jean Valjean . . . . . . . . . . . . . . . . . . . . . . . . . . Hugo . . . . . . . . . . . . . . . 7
John Halifax, Gentleman . . . . . . . . . . . . . . . Craik . . . . . . . . . . . . . . . 8
Jo's boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alcott. . . . . . . . . . . . . . . 6
Jungle Book . . . . . . . . . . . . . . . . . . . . . . . . . Kipling . . . . . . . . . . . . . 6
Jungle Book, Second . . . . . . . . . . . . . . . . . . . Kipling . . . . . . . . . . . . . 7
King of the Golden River . . . . . . . . . . . . . . Ruskin. . . . . . . . . . . . . . 3
Kenilworth . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott. . . . . . . . . . . . . . . . 8
Lady Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jameson . . . . . . . . . . . . 4
I last of the Mohicans . . . . . . . . . . . . . . . . . . Cooper. . . . . . . . . . . . 6, 8
Leaves from Nature's Story Book, Vol.I . . Kelly . . . . . . . . . . . . . . . 3
Leaves from Nature's Story Book, Vol. II. . Kelley . . . . . . . . . . . . . . 4.
Leaves from Nature's Story Book, Wol. III. . Kelly . . . . . . . . . , º e º e º & 5
Legends of Red Children . . . . . . . . . . . . . . . Pratt . . . . . . . . . . . . . . . 4
Life of General Marion . . . . . . . . . . . . . . . . Weems. . . . . . . . . . . . . . 5
Life of Napoleon . . . . . . . . . . . . . . . . . . . . . . Tarbell . . . . . . . . . . . . . 8
Lincoln, Children's Life of . . . . . . . . . . . . . Putnam . . . . . . . . . . . . . 6
Literature, American, Introduction to . . . . Matthews . . . . . . . . . . . 8
Little Folks of Other Lands
* * * * * * * e º º ºs e tº
Chaplin & Humphrey. 3
Longmans, Green & Co.
Century.
Harper.
(S. Lit. No. 24) Univ. Pub.Co.
Roberts Bros.
Ginn.
Harper.
Roberts Bros.
Century.
Century.
Ginn & Co. -
(S. Lit. No. 7) Univ. Pub. Co.
Century.
Houghton, Mifflin & Co.
Educational Pub. Co.
Educational Pub. Co.
Educational Pub Co.
Werner.
McClurg.
McClure.
McClurg.
American Book Co.
Lothrop. -
t
Books in the Room Libraries.--Continued.
Title. - - Author. Grade. Publishers.
Little Lame Prince. . . . . . . . . . . . . . . . . . . . . Craik . . . . . . . . . . . . . . . 3 Harper.
Little Lord Fountleroy. . . . . . . . . . . . . . . . . Burnett . . . . . . . . . . . . . 3 Scribner.
Tittle Men . . . . . . . . . . . . • * * * * * * * * * * * * * * * Alcott . . . . . . . . 3, 4, 5, 6 Roberts Bros.
Little Nell . . . . . . . . . . . . . • * * * * * * * * * * * * * * Dickens. . . . . . . . . . . . . 5 (S. Lit. No, 22) Univ. Pub. Co.
Little Women . . . . . . . . . . . . . . • • * * * * * * * * * Alcott . . . . . . 4, 5, 6, 7, 8 Roberts Bros.
Little Folk Lyrics . . . . . . . . . . . . . . . . . . . . . Sherman . . . . . . . . . . . . 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Madam How and Lady Why . . . . . . . . . . . . Kingsley . . . . . . . . . . . . 4 MacMillan.
Making of New England . . . . . . . . . . . . . . . Drake. . . . . . . . . . . . . . . 6 Scribner.
Making of the Great West . . . . . . . . . . . . . . Drake. . . . . . . . . . . . . . . 8 Scribner.
Marse Chan . . . . . . . . . . . . . . . . . . . . . . . . . . . Page. . . . . . . . . . . . . . .8 Charles Scribner's Sons.
Marvels of Animal Lite . . . . . . . . . . . . . . . . Holder. . . . . . . . . . . . . . 6 Scribner.
Men and Manners in America 100 Years Ago. Scudder . . . . . . . . . . . . 7 Scribner. -
Micah Clarke . . . . . . . . . . . . . . . . . . . . . . . . . Doyle. . . . . . . . . . . . . . . 6 (School Ed.) L., Green & Co.
Montcalm & Wolfe. . . . . . . . . . . . . . . . . . . . . Parkman . . . . . . . . . . . . 8 Little, Brown & Co.
Natural History Readers (Nos. 1 and 2). . Wood. . . . . . . . . . . . . . . 3 Boston School Supply Co.
Nature Myths . . . . . . . . . . . . . . . . . . . . . . . . . Cooke. . . . . . . . . . . . . . . 3 Flanagan.
Neighbors With Wings and Fins . . . . . . . . Johonnot. . . . . . . . . . . . 3 American Book Co.
Nellie's Silver Mine . . . . . . . . . . . . . . . . . . . . Jackson (“H. H.”). . . 4. Roberts Bros.
New Bedtime Stories. . . . . . . . . . . . . . . . . . . Moulton. . . . . . . . . . . . . 5 Roberts Bros.
New England Girlhood. . . . . . . . . . . . . . . . . Larcom . . . . . . . . . . . . . 7 Houghton, Mifflin & Co.
Noble Deeds of Our Fathers. . . . . . . . . . . . . Watson . . . . . . . . . . . . . 5
Old Fashioned Girl . . . . . . . . . . . . . . . . . . . . Alcott . . . . . . . . . . . . 6, 7
Old Greek Stories. . . . . . . . . . . . . . . . . . . . . . Baldwin . . . . . . . . . . . . . 4
Old South Leaflets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Old Stories of the East. . . . . . . . . . . . . . . . . Baldwin . . . . . . . . . . . 3, 4
Old Times in the Colonies . . . . . . . . . . . . . . Coffin . . . . . . . . . . . . . . . 7
On the Banks of the Amazon. . . . . . . . . . . . Kingston. . . . . . . . . . . . 6
One Hundred Famous Americans. . . . . . . . Smith . . . . . . . . . . . . . . . 8
Open Sesame, Vol. I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 4
Open Sesame, Vol. II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 6
Open Sesame, Vol. III. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 8
Oregon Trail . . . . . . . ... e. e. e. e. , s e º e a e º e s e e e. e. e. e. Parkman . . . . . . . . . . . . 7
Our Goldmine at Hollyhurst . . . . . . . . . ... • * * * * * * * * * * * * * * * * * * * * 4, 5
Paul Dombey . . . . . . . . . . . . . . . . . . . . . . . . . . Dickens. . . . . . . . . . . . . 6
Pepaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Burroughs. . . . . . . . . . . 5
Pictures and Stories of Animals . . . . . . ... Tenney. . . . . . . . . . . . . . 4
Pictures and Stories of Birds. . . . . . . . . . . . Tenney . . . . . . . . . . . . . 4
Pioneer History Stories. . . . . . . . . . . . . . . . . MacMurray . . . . . . . . . 6
Pioneers of France in the New World . . . . Parkman . . . . . . . . . . . . 7
Pioneers of the Revolution . . . . . . . . . . . . . . . . . ,” “ . . . . . . . . . . . . . . . 5
Pizarro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bryant. . . . . . . . 5, 6, 7, 8
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alice Cary. . . . . . . . . . . 3
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holmes. . . . . . . 5, 6, 7, 8
Lee & Shepard.
Roberts Bros.
American Book Co.
Houghton, Mifflin & Co.
American Book Co.
Harper.
Thos. Nelson.
Routledge.
Ginn & Co.
Ginn & Co.
Ginn & Co.
Little, Brown & Co.
American Humane Society.
(S. Lit. No. 14) Univ. Pub. Co.
Houghton, Mifflin & Co.
Lee & Shepard.
Lee & Shepard. &
Public School Publishing Co.
Little, Brown & Co.
Public School Publishing Co.
Educational Publishing Co.
Houghton, Mifflin & Co.
Houghton, Mifflin & Co.
Houghton, Mifflin & Co.
#
Books in the Room Libraries. ==Continued.
Title. Author. Grade. Publishers.
Poems . . . . . . . . . . . . . . . . ... • * * * * * * * * * * * * * * * Jackson (“H. H.”) ...4 Houghton, Mifflin & Co.
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lowell. . . . . . . . 5, 6, 7, 8 Houghton, Mifflin & Co.
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow . . . .5, 6, 7, 8 Houghton, Mifflin & Co.
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tennyson. . . . . 5, 6, 7, 8 Houghton, Mifflin & Co.
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . ". . . . . . Thaxter . . . . . . . . . . . . . 3 Houghton, Mifflin & Co.
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saxe . . . . . . . . . . . . . . . . 7 Houghton, Mifflin & Co.
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier . . . . . . 5, 6, 7, 8 Houghton, Mifflin & Co.
Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wordsworth . . . . . . . . . 5 T. Y. Crowell.
Poems for Children . . . . . . . . . . . . . . . . . . . . Eliot (Ed.) . . . . . . . . . . 4 Houghton, Mifflin & Co. -
Polly Oliver's Problem . . . . . . . . . . . . . . . . . Wiggin . . . . . . . . . . . . . 6 Scribner.
Prince and Pauper . . . . . . . . . . . . . . . . . . . . . Clemens. . . . . . . . . . . . . 5 Harper.
Ramona. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Jackson (“H. H.”) ... 8 Roberts Bros.
Rhymes of Childhood. . . . . . . . . . . . . . . . . . Riley . . . . . . . . . . . . . . . 7 Bowen.
Riverby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Burroughs . . . . . . . . . . . 5 Houghton, Mifflin & Co.
Riverside, No. 54 . . . . . . . . . . . . . . . . . . . . . . Bryant. . . . . . . . . . . . 3, 4 Houghton, Mifflin & Co.
Riverside, No. F. . . . . . . . . . . . . . . . . . . . . . . Longfellow . . . . . . . . 3, 4 Houghton, Mifflin & Co.
Riverside, No. 4 . . . . . . . . . . . . . . . . . . . . . . . Whittier . . . . . . . . . . 3, 4 Houghton, Mifflin & Co.
Robinson Crusoe. . . . . . . . . . . . . . . . . . . . . . . DeFoe(MacMurray,) 3 Public School Publishing Co.
Robinson Crusoe . . . . . . . . . . . . . . . . . . . . . . DeFoe . . . . . . . . . . 5, 6, 8 (S. Lit. No. 25) Univ. Pub. Co.
Rob Roy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott . . . . . . . . . . . . . . . 8 (S. Lit. No. 3) Univ. Pub. Co.
Round the Year in Myth and Song. . . . . . Holbrook. . . . . . . . . . . . 5 American Book Co.
5,
Selections, Graded. . . . . . . . . . . . . . . . . . . . . Peaslee. . .3, 4, 5, 6, 7, 8
Sesame and Lilies . . . . . . . . . . . . . . . . . . . . . Ruskin. . . . . . . . . . . . . . 8
Seven Little Sisters. . . . . . . . . . . . . . . . . . . . Andrews . . . . . . . . . . . . 3
Short Stories of Our Shy Neighbors. . . . . Kelly . . . . . . . . . . . . . . . 4
Stories of Greek Gods, Heroes and Men . . Harding. . . . . . . . . . . . . 3
Stories of American Life and Adventure . Eggleston . . . . . . . . . 3, 4
Stories of Australasia . . . . . . . . . . . . . . . . . . Pratt... . . . . . . . . . . . . . 5
Stories of Industry, Vol. I . . . . . . . . . . . . . . Chase & Clow . . . . . . . . 5
Stories of Industry, Vol. II . . . . . . . . . . . . . Chase & Ciow . . . . . . . . 6
Stories of China . . . . . . . . . . . . . . . . . . . . . . . Pratt . . . . . . . . . . . . . . . 6
Stories of India. . . . . . . . . . . . . . . . . . . . . . . . Pratt . . . . . . . . . . . . . . . 6
Stories of Northern Europe. . . . . . . . . . . . . Pratt . . . . . . . . . . . . . . . 5
Stories of Heroic Deeds . . . . . . . . . . . . . . . . Johonnot. . . . . . . . . . . . 4
Stories of Indian Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Stories of Our Country . . . . . . . . . . . . . . . . . Johonnot. . . . . . . . . . . . 4
Stories of Great Americans . . . . . . . . . . . . . Eggleston . . . . . . . . . . . 3
Stories Mother Nature Told . . . . . . . . . . . . . Andrews . . . . . . . . . . . . 3
Stories Retold by Children . . . . . . . . . . . . . . Smythe . . . . . . . . . . . . . .
Story of a Bad Boy . . . . . . . . . . . . . . . . . . . . Aldrich . . . . . . . . . . . . . 7
Story of Patsy . . . . . . . . . . . . . . . . . . . . . . . . Wiggin . . . . . . . . . . . . . 5
Story of the Greeks . . . . . . . . . . . . . . . . . . . . Guerber. . . . . . . . . . . . . 6
Story of the Romans. . . . . . . . . . . . . . . . . . . Guerber . . . . . . . . . . . . . 7
Story of Japan . . . . . . . . . . . . . . . . . . . . . . . . Van Bergen . . . . . . . . . 7
Story of Oliver Twist . . . . . . . . . . . . . . . . . . Dickens (Kirke Ed.).7
Story of Liberty . . . . . . . . . . . . . . . . . . . . . . . Coffin . . . . . . . . . . . . . . . 6
Ginn & Co.
McClurg.
Ginn & Co.
American Book Co.
Scott, Foresman & Co.
American Book Co.
Educational Publishing Co.
Educational Publishing Co.
Educational Publishing Co.
Educational Publishing Co.
Educational Publishing Co.
Educational Publishing Co.
American Book Co.
Public School Publishing Co.
American Book Co.
American Book Co.
Ginn & Co.
Werner School Book Co.
Houghton, Mifflin & Co.
Houghton, Mifflin & Co.
American Book Co.
American Book Co.
American Book Co.
Appleton.
Harper.
#
Books in the Room Libraries. ==Continued.
Title. Author. Grade.
Story of Our Country . . . . . . . . . . . . . . . . . . Burton. . . . . . . . . . . . . . 5
Storyland of Stars. . . . . . . . . . . . . . . . ". . . . . . Pratt . . . . . . . . . . . . . . . 5
Stories of Our Country . . . . . . . . . . . . . . . . . Guerber. . . . . . . . . . . . . 6
Story of the Thirteen Colonies . . . . . . . . . . Guerber. . . . . . . . . . . . . 4
Story Hour. . . . . . . . . . . . . . . . . . . . . . . . . . . . Wiggin . . . . . . . . . . . . . 3
Spanish Pioneers . . . . . . . . . . . . . . . . . . . . . . Lummis. . . . . . . . . . . . . 7
Strike at Shanes' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Spy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cooper. . . . . . . . . . . . . . 8.
Sonny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Steuart. . . . . . . . . . . . . . 8
Summer in a Canon. . . . . . . . . . . . . . . . . . . . Wiggin . . . . . . . . . . . . .7
Tales of the North . . . . . . . . . . . . . . . . . . . . . Asbjornsen . . . . . . . . . .4
Tales from Scottish History. . . . . . . . . . . . . Rolfe . . . . . . . . . . . . . . . 8
Tales from Shakespeare . . . . . . . . . . . . . . . . Lamb . . . . . . . . . . . . 7, 8
Tanglewood Tales. . . . . . . . . . . . . . . . . . . . . . Hawthorne . . . . . . . . . .6
Tenants of an Old Farm . . . . . . . . . . . . . . . . McCook . . . . . . . . . . . . . 7
Ten Great Events in History. . . . . . . . . . . . Johonnot . . . . . . . . . . . 8
Ten Boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andrews . . . . . . . . . . . . 5
The City of the Seven Hills. . . . . . . . . . . . . Hardy . . . . . . . . . . . . . . 4
The Fairyland of France . . . . . . . . . . . . . . . . Buckley . . . . . . . . . . . . . 4
The Cricket on the Hearth . . . . . . . . . . . . . . Dickens. . . . . . . . . . . . . 6
Through the Looking Glass. . . . . . . . . . . . . Carroll. . . . . . . . . . . . . . 4
Publishers.
Werner School Book Co.
Educational Publishing Co.
American Book Co.
American Book Co.
Houghton, Mifflin & Co.
McClurg.
American Humane Society.
(S. Lit. No. 1) Univ. Pub. Co.
Century. &
Houghton, Mifflin & Co.
Houghton, Mifflin & Co.
Harper.
Houghton, Mifflin & Co.
Houghton, Mifflin & Co.
Geo. W. Jacobs.
American Book Co.
Ginn & Co.
Scott, Foresman & Co.
Donahue & Bros.
Houghton, Mifflin & Co.
Educational Publishing Co.
*
|
Timothy's Quest . . . . . . . . . . . . . . . . . . . . . . . Wiggin . . . . . . . . . . . . . 5
Tom Brown's School Days. . . . . . . . . . . . . . Hughes . . . . . . . . . . . . . 8
Tom Brown at Oxford . . . . . . . . . . . . . . . . . . Hughes . . . . . . . . . . . . . .
Tom Sawyer. . . . . . . . . . . . . . . . . . . . . . . . . . . Clemens. . . . . . . . . . . . . 6
Treasure Island. . . . . . . . . . . . . . . . . . . . . . . . Stevenson . . . . . . . . . . 6
True Story Book. . . . . . . . . . . . . . . . . . . . . . . Lang. . . . . . . . . . . . . . . . 5
Two Years Before the Mast . . . . . . . . . . . ... Dana . . . . . . . . . . . . . . . S
Twilight Stories . . . . . . . . . . . . . . . . . . . . . . . Foulke . . . . . . . . . . . . . . 3
Uncle Tom's Cabin. . . . . . . . . . . . . . . . . . . . Stowe . . . . . . . . 5, 6, 7, 8
Views Afoot . . . . . . . . . . . . . . . . . . . . . . . . . . . Taylor . . . . . . . . . . . . . . 7
War of Independence . . . . . . . . . . . . . . . . . . Fiske . . . . . . . . . . . . . . . 7
Water Babies. . . . . . . . . . . . . . . . . . . . . . . . . . Kingsley (Stickey ed).5
Washington . . . . . . * * * * * * * * * * * * * * * * * * * * * Scudder . . . . . . . . . . . . . 5
Washington and His Country . . . . . . . . . . . Fiske . . . . . . . . . . . . . . . 8
Ways of Wood Folk . . . . . . . . . . . . . . . . . . . . Long . . . . . . . . . . . . . . . 5
What Darwin Saw. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Wild Life Under the Equator. . . . . . . . . . . DuChaillan . . . . . . . . . . 7
Westward Ho (School Edition). . . . . . . . . . Kingsley . . . . . . . . . . . . 8
Winning of the West ... . . . . . . . . . . . . . . . Roosevelt . . . . . . . . . . . 8
Wonder Book . . . . . . . . . . . . . . . . . . . . . . . . . . Hawthorne . . . . . . . . . . 5
World and its People, Vol. I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
World and its People, Vol. II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Houghton, Mifflin & Co.
Houghton, Mifflin & Co.
A. L. Burt.
Webster.
Roberts Bros.
Longmans, Green & Co.
(S. Lit. No. 19) Univ. Pub. Co.
Silver, Burdette & Co.
Houghton, Mifflin & Co.
Putnam.
Houghton, Mifflin & Co.
Ginn & Co.
Houghton, Mifflin & Co.
Ginn & Co.
Ginn & Co.
Harper.
Hope.
MacMillan Co.
Putnam.
(S. Lit. No. 10) Univ. Pub. Co.
Silver, Burdette & Co.
Silver, Burdette & Co.
Books in the Room Libraries.--Continued.
Title. Author. Grade.
World and its People, Vol. III. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
World and its People, Wols. IV. and W . . . . . . . . . . . . . . . . . . . . . . . 6
ZigZag Journeys . . . . . . . . . . . . . . . . . . . . . . . Butterworth . . . . . . . . . 5
Reference Books.
Cyclopedia of Common Things . . . . . . . . . . Champlin . . .4, 5, 6, 7, 8
Cyclopedia of Persons and Places. . . . . . . . Champlin . . .4, 5, 6, 7, 8
Dictionary, High School. . . . . . . . . . . . . . . . Webster... 3, 4, 5, 6, 7, 8
Dictionary, International . . . . . . . . . . . . . . . Webster . . . . . . 5, 6, 7, 8
Dictionary, Commercial . . . . . . . . . . . . . . . . Tilden. . . . . . . . . . 6, 7, 8
Dictionary, Comparative Ritter. . . . . . . . . . . . . . . 7
• * * * * * * * * * * * * * * *
Publishers.
Silver, Burdette & Co.
Silver, Burdette & Co.
Estes & Lauriat.
Henry Holt & Co.
Henry Holt & Co.
American Book Co.
The Merriam Co.
Leach, Shewell & Sanborn.
American Book Co.
| _
|-
K|-
，
：
NoRTH SIDE OF DRAWING ROOM.

Report of Principal of High School. 51
Report of the Principal of the High School.
To James H. Van Sickle, Superintendent of Schools,
District No. 17, Denver, Colo.
DEAR SIR:—I take pleasure in submitting the follow-
ing report of the North Side High School. *
EDW. L. BROWN.
The school year is divided into two terms of equal
length. Classes are admitted from the eighth grade on
the first week of September and on the fourth week of
January. At the close of each half year each pupil re-
ceives a statement showing the subjects pursued and the
credits earned. The quality of the work is indicated as
excellent (E), good (G), fair (F) or poor (P). Work rated
poor on this half-yearly statement is considered a failure.
At the middle of each term a report with coupon for signa-
ture is sent to each parent. Thus there are furnished four
carefully made reports each year.
The course is partly elective. Certain constants are
required of all (see E.) Beyond these the pupil will, with
the advice of parents and teachers, and subject to the limi-
tations of the daily program, choose those studies from the
list for his grade that seem best adapted to his powers and
purposes. He may take studies in grades below his own—
not in advance, except by special permission. Since the
requirements for admission to different colleges vary
greatly, it is important that pupils intending to go to
college should ascertain the requirements for admission
to their chosen institutions early in the course; at the
latest by the beginning of the second year.
The program includes the following groups of studies:
1 Foreign Language— Amonnt Offered
LATIN . . . . . . . . . . . . . . . . . . . . . . . . . . . . • - - - - - - - - 4 years
GERMAN. . . . . . . . . . . . . . . . . . . . . . . . e e g tº e is e e 4 years
FRENCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 years
GREEK (When desired by a class of 15 pupils). . . .3 years
52 Report of Principal of High School.
2 English—
AMERICAN LITERATURE,
ENGLISH LITERATURE, l
COMPOSITION AND RELETo RIC, y
3 Mathematics–
4 History and Economics—
GRECIAN . . . . . . . . . • e • * * * * * * * * * * > . . s • * * * : * * * *
5 Science—
BotANY . . . . . . . . . . . . . . . . . . . . . . . .
ASTRONOMY . . . . . . . . . . . tº º ſº tº º e º e º e º ºs e e s is º º is s
PsyCHOLOGY... . . . . . . . . . . . . . . . . . . . . . tº dº º dº º is tº
6 Miscellaneous—
READING . . . . . . . . . . . . . . . . . & ſº e e º dº ſº º sº e º 'º gº tº º º
. . 4 years
1 year
1 year
% year
% year
% year
% year
% year
% year
% year
% year
% year
% year
% year
... }, year
% year
. . .1 year
. . . 1 year
. 3% year
% year
% year
...4 years
4 years
Except in the Miscellaneous group, recitations occur
five times each week. Number of recitations in Reading,
3; Music, 1; Drawing, 2; Gymnastics, 2; Manual Train-
ing, 2.
In estimating credits two periods in unprepared work
(Drawing, Gymnastics, Manual Training) are counted as
one. In Reading, two credits are given for three recita-
tions. One recitation per week for a half-year entitles a
Report of Principal of High School. 53
pupil to one credit; two recitations per week for a half-
year, to two credits, etc.
The diploma of graduation shows all the subjects suc-
cessfully pursued and the time given to each. It will
hereafter show also the quality of the work.
Requirements for Graduation.
As revised by the Board of Directors, February 3, 1900.
(a) Good Conduct.
(b) 130 credits in the first five groups of studies;
20 credits in the Miscellaneous group.
Pupils are not limited to this minimum requirement.
Credits in excess of the requirement will be recorded on
the Diploma.
(c) An average not lower than G in all subjects.
The prepared and the unprepared work are to be averaged
separately. In making an average of the marks in prepared work,
E or G plus five points in excess of the number required for gradua-
tion may balance an F. . In making an average of the marks in un-
prepared work, E or G plus one point in excess of the number
required for graduation may balance an F. A. G. may not bal-
ance an F.
(d) In the requirements for a diploma no credit is
given in Algebra, Geometry, Physics and Chemistry for
less than a full year's work; nor in Latin, Greek, French
and German for less than two years' work, except in the
case of pupils preparing for college who take one
year of French or German in the last year of the course.
(e) Every pupil who is a candidate for a diploma
must present at least ten credits in each of the following
subjects: English and American Literature, Composition,
History, Mathematics, Science. Those who do not study
a foreign language are required to take three years' work
in the group known as Literature and English.
Literature and Composition are closely connected, Composition
predominating in the earlier part of the course and Literature in
the later; therefore, one year's work designated on the Daily
Program as Composition and Literature or as Literature and Com-
position will count as one half-year in each subject.
54 Report of Principal of High School.
Pupils may not take less work than will amount to 18
credits in a half-year nor more than will amount to 23
credits in a half-year without special permission. Such
permission, if given, will be based upon considerations of
health and the scholastic record of the pupil for the pre-
vious half-year.
If the pupil is not a candidate for graduation, he may
choose any of the subjects on the program at the request
of parent or guardian and with the approval of the
principal. -
The elective system has been in operation during the
past five years. As a result of the plan, we have noticed
that the pupils do more and better work. The attitude of
pupils towards study has changed noticeably since they
have had some voice in the selection of subjects. The
tasks being self imposed are undertaken cheerfully.
There seems to be developed some genuine enthusiasm for
knowledge. In fact one-third of the graduating class of
last year had complied with the conditions for graduation
one-half year before they claimed their diplomas.
The pupils do not elect the easier subjects to the
neglect of the more difficult. They fully realize the
responsibility devolved upon them in making out their
own programs, and they freely seek the advice of their
parents, teachers and friends. The educative effect of
this responsibility is very valuable, and affords the best
kind of training and preparation for the complex problems
encountered in later life.
The elective system, with no time limit prescribed for
graduation, seems to be one step in the solution of the
problem of how to keep our young people in the High
School. By giving greater freedom, it allows expression
of individuality, it makes provision for the pupil of
marked ability and industry, and at the same time avoids
hurrying the pupil who is unable to keep pace with others.
For these reasons there are pupils in the High School who
would not otherwise have entered, and more remain to
complete a curriculum and receive a diploma.
Report of Principal of High School. 55
FACULTY OF HIGH SCHOOL, 1899-1900.
EDWARD L. BROWN, Principal,
Mathematics.
CHARLES I. HAYS,
Physics, Chemistry, Astronomy, Geology.
EMMA E. MAXWELL,
History and Political Economy.
MARY A. B. WITTER,
Composition, Literature, English.
FRANCES C. M'CLURE,
German.
DAISY H. METZLER,
Latin.
HELEN. B. SPAULDING,
French and Latin.
ALVA. H. FELGER.
Algebra, Botany, Zoology.
ESTHER D. HUNT,
Literature and Composition.
GRACE E. SHOE,
Mathematics and Language.
ALICE L. MOORE,
Reading.
CHARLES M. CARTER (2 days),
Drawing.
LUELLA. S. STOCKS (4 days),
Gymnastics.
F. JEANNETTE HALL (1 day),
Music.
MILTON CLAUSER (4 days),
Manual Training.
FRANK A. FOSTER,
Printing.
CLARISSA S. NEW COMB,
Librarian and Office Assistant.
56 Report of Principal of High School.
Following are lists of principals, teachers in order of
enroliment, enrollment of pupils and graduates since the
organization of the High School:
LIST OF PRINCIPALS.
JAMEs H. WAN SICKLE . . . . September, 1883, to June, 1884
ALVA C. CourTNEy. . . . . . . September, 1884, to June, 1885
MARY A. B. WITTER. . . . . . September, 1885, to June, 1887
CHARLES I. HAYS. . . . . . . . . September, 1887, to June, 1894
EDGAR R. DOWNS. . . . . . . . September, 1894, to June, 1898
ROBERT W. Hugh ES. . . . . . September, 1898, to June, 1899
u e º 'º a m e º e g º e º ºs e º ºs & . . . . . . . September, 1899, to May, 1900
EDWARD L. BROWN . . . . . . . May, 1900 . . . . . . . . . . . . . . . . . .
LIST OF TEACHERS IN ORDER OF EMPLOYMENT.
NAME. ENTERED. LEFT.
Frank A. Allen . . ......... . . . . . . . . . . . . . . . . ] September, 1883. June, 1884,
James H. Wan Sickle. ... . . . . . . . . . ...... September, 1883. June, 1884.
Alva C. Courtney......... . . . . . . . . . . . . . . . . September, 1884. June, 1885.
Mary A. B. Witter ........ . . . . . . . . . . . . . . . ś. #. June, is. * * * * g e º ſº ºr
Charles I. Hays........................... September, 1885. ....................
Emily A. Hayward. . . . . . . . September, 1887. June, 1891.
Frances M. Lawrence . . . . . . . . . . . . . . . . . . . . September, 1888. April, 1889.
Ralph W. Strong. . . . . . . . . . . . . . . . . . . . . . . April, 1889. October, 1890,
Matilda A. Johnstone ... . . . . . . . . . . . . . . . . . September, 1888. June, 1889.
Emma E. Maxwell........................ October, 1889. . . . . . . . . . . . . . . . . . . . . .
Sidney F. Smith........ . . . . . . . . . . . . . . . . . . October, 1889. June, 1890
Charles M. Carter. . . . . . . . . . . . . . . September, 1889. ....................
Fauny J. Hall ............................ September, 1889. . . . . . . . . . . . . . . . . . . . . .
Fred E. Phillips. . . . . . . . . . . . . . . . . . . . . . . . . September, 1890. June, 1892
Frances C. McClure ... . . . . . . . . . . . . . . . . . . September, 1892. . . . . . . . . . . . . . . . . . . . .
Lillian L. Pike. . . . . . . . . . . . . . . . . . . . . . . . . . . September, 1892. June, 1897.
Edgar R. Downs........ . . . . . . . . . . . . . . . . . . . September, 1894. June, 1898.
Gertrude H. Beggs ........... . . . . . . . . . . . . April, 1894. June, 1898.
Giles F. Roosevelt......................
January, 1895.
June, 1899.
Benjamin B. Wheeler ... . . . . . . . .......... September, 1895. June, 1896.
Frank A. Foster .......................... December, 1895. ............ ........
Charles A. Burbank ...................... September, 1896. June, 1897.
Luella S. Stocks... . . . . . . . . . . . . . . . . . . . . . . . September, 1896. ....................
Milton Clauser............................] September, 1896.
Report of Principal of High School.
57
LIST of TEACHERS IN ORDER OF EMPLOYMENT.
Continued.

NAME.
ENTEHED.
LEFT.
Ralph C. Wells................ ..........
Millicent C. Kaltenbach..................
Enos L. Doan ... . . . . . . . . . . . . . . . . . . . . . . . . .
Alva H. Felger. . . . . . . . . . . . . . . . . . . . . . . . . . .
Mary L. Dransfield......................
Helen B. Spaulding ... . . . . . . . . . . . . ......
Wilson A. Hnnt ... . . . . . . . . . . . . . . . . . . . . . . .
Alice L. Moore.................... .......
Robert W. Hughes. . . . . . . . . . . . . . . . . . . . . . . .
Daisy D. Metzler . . . . . . . . . . . . . . . . . . . . . . . . .
Charles H. Polhemus. . . . . . . . . . . . . . . . . . . .
Sarah W. Dow........ . . . . . . . ............
Edward L. Brown . . . . . . . . . . . .
David Owen . .
Esther D. Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . .
Grace E. Shoe ............................
September, 1896.
January, 1897.
January, 1897.
September, 1897.
September, 1897.
September, 1897.
September, 1897.
September, 1897.
September, 1898.
September, 1898.
September, 1898.
January, 1899,
September, 1898.
January, 1899.
September, 1898.
January, 1900.
January, 1900.
June, 1897.
June, 1897.
June, 1897,
tº gº tº º $ tº º sº gº tº º & Cº º º e º 'º sº º
June, 1898.
June, 1898.
June, 1899.
January, 1899.
June, 1899.
June, 1899.
June, 1899.
58 Report of Principal of High School.
TABLE OF ENROLLMENT FROM 1883 TO 1900.
In 1895-6 and each year thereafter pupils entered the
High School from the highest grammar grade in January
as well as in September. Those who entered in September
were credited to the High School enrollment. Those en-
tering in January had already been enrolled as 8th grade
pupils but are included in the table so as to show the
actual High School enrollment. Below is the table
showing the enrollment:
tº smºs-
Year Boys Girls Total
1883–4 . . . . . . . . . . . . . 2 4 6
1884-5. . . . . . . . . . . . . . . . 4 8 12
1885–6. . . . . . . . . . . . . . . . . . 7 14 21
1886–7 . . . . . . . 17 16 33
1887–8 9 20 29
1888–9 ... 10 23 33
1889–10 . . . . . . . . . . . . . . 25 42 67
1890–1. . . . . . . . . . . . . . . . . 26 60 86
1891-2 . . . . . . 38 73 111
1892–3 X 37 99 136
1893-4 . . . . . . . . . . . . . . . 58 119 177
1894-5. . . . . . . . . . . . . . . . . . 80 138 218
#15 #28 $43
1895–6. . . . . . . . . . . . . . . . . 93 151 244
#29 #35 *64
1896-7 . . . . . . . . . . . . . . . 94 171 265
#52 #58 *110
1897–8. . . . . . . . . . . . . . . . . . 131 218 349
#33 #50 +83
1898–9........ • gº tº tº C G tº º e ºs 140 268 408
#37 *48 #85
1899-'0 . . . . . . . . . . . . . . . . . 169 304 473
*Received by Transfer in January.
Report of Principal of High School.
GRADUATES FROM 1886 TO 1900.
Year Boys Girls Total
1886. . . . . . . . . . . . . . . . . . . . . . . 6 6
1887 . . . . . . . . . . . . . . . . . . . . 3 1 4
1888. . . . . . . . . . . . . . . . . . . . 1 4 5
*1889
1890, 3
1891. . . . . . . . . . . . . . . . . . . . . . 3
1892 . 4 13
1893. . . . . . . . . . . . . . . . . . . 3 14 17
1894 . 2 11 13
1895 . . . . . . . . . . . . . . . . . . 8 15 23
1896 . . . . . . . . . . . . . . . . . . . 10 21 31.
1897. . . . . . . . . . . . . . . . . . . . 6 21 27
1898 17 26 43
1899. . . . . . . . . . . . . . . . . . . . 11 37 48
1900 Jan..... . . . . . . . . . . . 2 2
1900 June . . . . . . . . . . . . . 13 26 39
Totals . . . . . . . . . so 197 27
* Course changed from three to four years.
60 Report of Principal of High School.
LIST OF GRADUATEs.
*º-emº ºm-º-º-º:
1886. •
Millie AIIen. Carrie Grimes.
Ella Gilmore. Mary Flynn.
Clara' Chandler. Carrie Palmer.
1887.
Fred Crosley. William Lansdown.
Ernst Giesecke. $ Maude Wilbur.
1888.
Clara Clark. Herbert Merriman.
May Flynn. Nellie Robinson.
Maude Southworth.
1889.
No Graduates. Course changed from three to four years.
1890.
Gertrude Anne Holman. Lillian Hortense Landon.
Agnes May Laughlin.
1891.
Clarissa Sayre Newcomb. Clare Anna Meyer.
Grace Fannie Phillips.
1892.
Susie Armstrong. Anna M. Hicks.
Julia P. Cadwell. Elsie Ward.
Lee Haffey. Gertrude M. Bussey.
Ella Lawhead. Olive Farnsworth.
Edwin Bussey. Dot Hopkins.
Ida M. Dickinson. John T. Ward.
Lucius Wightman.
Report of Principal of High School. 61
1893.
Josephine Burchard. Lulie Horn.
Lucia Goodykoontz. Walter King.
Eva Hicks. Etta Simpson.
Grace Jackson. Lulu M. Farthing.
Louis Springsteen. Grace Hickey.
Minnie M. Welch. Mary Hunt.
Fannie E. Crews. Bertha Murray.
Leontine Harger. Malvern R, Valentine,
Una Wheeler.
1894.
Hattie B. Boyles. Edgar A. Howell.
Lena Collins. Wm. P. Smedley.
Anna C. Hinkley. Eva Campbell.
Bessie Nancarrow. Grace Glascoe.
Julia M. Butterfield. Elizabeth McIntosh,
Edna Felt. June Slocum.
Beatrice Wescott,
1895.
Elizabeth L. Blake. Mary S. Osborne.
Emma B. Ecker. Anna Smith.
Gilbert Johnson Jr. Bertha M. St John,
Eliza J. Kyte. Mary E. Witter.
Chester E. Smedley. Iva B. Duer.
Mary E. Stephens. Eva I. Jackson.
Ella A. Todd. Edwin M. Kent.
Edward S. Zell. Beatrice Simpson.
W. Stuart Booth. Arthur B. Stark.
Rosa M. Hersey. Cora E. Taylor.
Clara J. Kavanaugh. Robert J. Wolfe,
Walter F. Zell.
62 Report of Principal of High School.
George A. Aicher.
Pearl D. Bacon.
Rozeltha M. Buckingham.
Laura H. Eberley.
Minnie G. Keogh.
Charles A. Lewis.
Wm. P. Namcarrow.
Ralph E. Powers.
Hermine Scheidenmantle.
Nanaruth Taggart.
Clara J. Anderson.
Margaret H. Baughman.
Stella H. Cochran.
Gail W. Holmes.
Elizabeth J. A. Kurtz.
1896.
Agnes Mapel.
Mary J. O’Brien.
Harry G. Roberts.
IFrances Shiland.
Lulu G. Trimble.
Mabel F. Augustine.
Georgia E. Bense.
Metta L. Collins.
Mabel C. Kennedy.
Jessie Lee.
Elizabeth D. McArthur.
Jared B. Pike.
Thomas E. Rust.
Maude E. Swain.
Robert T. Walker.
Ralph C. Wells.
Katherine B. Booth.
Ida M. Butler.
Wales S. Collins.
Siewers Fincher.
Celia E. Holley.
Murray MacNeill.
Florence Naylor.
Laura B. Scott.
Mary F. Wheeler.
Angenette E. Bovier.
Raymond S. Chase.
Anna C. Ecker.
Eda O. EIanson.
1897. |
Marion L. Kent.
George O. Marrs.
Myrtle F. O'Brien.
Margaret A. Toohey.
Edith G. Woodmansee.
Mary A. Brines.
Elizabeth V. Collins.
Bernice M. Eidt.
Nellie R. Hersey.
Eunice M. Langley.
Etta McGuire.
Mabel O. Rabb.
Nellie L. Vincent.
Philip R. Wright.
Report of Principal of High School. 63
Alice A. Amsden.
Merton O. Blakeslee.
Adelaide L. Corbin.
Katie J. Ferry.
Nina B. Grover.
Leonard R. Ingersoll.
Tena M. Macdonald.
Claude Miller.
Vera M. Phelps.
Edward M. Rabb.
Harry G. Saunders.
Constance E. Sharpe.
Mary E. Webster.
Jessie M. Wolff.
Emma A. Ballard.
Curry Brines.
Mary E. DeSpain.
Ethel Fowler.
Louisa Holderer.
Roy S. Kent.
Alice B. McGee.
1898.
Emma Musselman.
Elizabeth D. Porter.
Irmengarde P. Reed.
Una K. Saunders.
Elizabeth M. Stevens.
HOWard P. Tweed.
Chalmers P. Wells.
Mathilde S. Zulch.
Maude E. Berger.
Katherine C. Coleman.
Lena E. Eberley.
Grace M. Grant.
Frederick B. Hyder.
Joseph W. LeFever.
Hugo C. Meyer.
Wenona. V. Osborne.
Jennie I. Porter.
Lamont H. Roberts.
Peter N. Schmidt.
Earl A. Taylor.
William F. Ward.
Theodore S. Wickham.
Madeline Estelle Allen.
Robert A. Armstrong.
Marian Rose Bartow.
Allan Hubert Blake.
Emily Louise Bornand.
Grace Ferris Bovier.
Frieda Agusta Braun.
Hannah May Crawford.
Minnie Julia Crose.
Anna Wintrode Crum.
Jessie Lepha Drake.
Harry Girardet Ferguson.
1899.
Adella May Kiely.
Hugh M. McArthur.
Jessie Camille McBreen.
Florence Helen Morris.
Mabel Agnes Nancarrow.
Antonie Helen Nell.
Rhoda Estelle O’Brien.
Sallie Estelle Peabody.
Lewis Edward Perrin.
Frank Andrews Pettibone.
Mary Card Porter.
Laura Cornelia Pratt.
64 Report of Principal of High School.
Ruth Adele Haffey.
Alice Gertrude Hall.
Helen Maude Harter.
Francesca Hodge.
Laura Wilda EIowe.
Thacher Rodney Hunt.
Laura Mandana Hussey.
Fred Jewett.
Rose Marie Johnson.
Salva Catherine Kaveny.
Merta Susan Keister.
Carroll Simmons Kellison.
Clara Louisa Rank.
Flora Matilda Richards.
Therese Augusta Schuette.
Herbert Henry Sess.
Barbara Ethel Smeigh.
Henry Chandler Smiley.
Elsa Strawbridge.
Florence Rachel Stubbs.
Flora Gladys Taub.
ICatherine Sharrard Todd.
Louise Rebecca Vaughan.
Marie Clarissa Williams.
1900.
Louisa Daketa Allen.
William Cash Anderson.
Frances Mabel Bates.
Diana Rebecca Bovier.
Edith Raymond Bruce.
William O. Chamberlain.
Viva Espy.
James Adolphus Force.”
Max Giesecke.
Frederick Addison Harvey.
Carl Hauser.
J. Irvin Hauser.
Dessa May Hitchens.
Marion Jackson Hodge.
Gena Adelaide Holmes.
Beulah Rudd Hood.
Myrtle Ramsdell Lessley.
Charles Benson Lewis.
Donald Macf}regor.
Adeline M. Maloney.
Lola Mabel Moore.
Mabel M. Morris.
Grace Reeve.
Tracy Reeve.
Eugene Harold Root.
Winifred Edna Root.
Pearl Belle Scott.
Charles Irving Simpson.
Genevieve E. Simpson.
Arthur Cooper Smiley.
Edith Harriet Smith.
Annie Smithee.
Anna Marie Snyder.
Ethel Florence Taylor.
Žessie Vivian.
Ina Evelyn Wallace.
Ralph Talbot Ward.
John Washburn.”
Anna Louise Wheeler.
Lillian Scholl Ziegenfuss.
Henrietta Wilmett Zulch. t
*Received diplomas January 19, 1900.
North Side High School--Teathers' Daily Programme.
January 22 to June
8, 1900.
Recitation Mr. Brown. Room A. Mr Hays, Room I, Miss Maxwell. Room G. Miss Witter. Room H.
Perlod. Mathematics Science History. Composition, Lit., English
1st. Trigonometry 11, S-12, 12. Chemistry S-11. Grecian and Roman S-9 C. Mythology R-9.
2nd. | Georoetry S-10 A. Astronomy, Geology 12. Grecian and Roman S-9 B. Logic S-31 and 11.
3rd. Algebra 9 C. Physics S-10 A. Grecian and Roman S-9 A, Composition and Lit. S-10.
4th. Study Room Physics 11. Mediaeval S-11. Ancient Literature 12.
5th. Geometry 10 B. Physics S-10 B. | Egyptian, English S 10. Composition and Lit, 10,
6th. Geometry 10 A. Geology S-12. Study Room. Psychology 12.
7th. Office. ( "hemistry 10. United States 12. Grammar S-10 and 10.
Recitation | Miss McClure. Room F. Miss Metzler. Room F. Miss Spaulding. Room L. Mr. Felger. Room K.
Period. German. Latin. French and Latin. Science and Mathematics.
18t. Lehrbuch 9 B. Collar and Daniel 9-B. Caesar 10 B. Algebra 9 A.
2nd. Lehrbuch 9 A. Collar and Daniel 9-A. French S-10. Algebra S-9 A.
3rd. Grammar and Stores 10. (Xicero S-11. Caesar 10 A. Algebra S-9 C.
4th. Grammar and Stories S-10. Caesar S-10, French S-12. Botany S-9 B.
5th. ('lassics S-12. Vergil 12. French S-11. Botany S-9 A.
6th. Classics S-11, 11. Cicero and Ovid 11. French 10. Algebra 9-B.
7th. Study Boom. Latin S 9 A. French 11. Zoology
Recitation Miss Hunt Room J Miss Shoe, Room (". Miss Moore. Room D. Mr. Carter. Drawing R.
Period. Literature and Composition|Mathematics and Language Reading Drawing
18t. Lit. and Composition, 11-2. Bookkeeping 11. Reading S-10, Historic Design S-10,
2nd. Lit. and Composition S-12. Arithmetic S-11. Reading 11. Modern Design 11.
3rd. Composition and Lit. 9 B. Algebra S-9 B. Heading S-12, 12. Adv, Free Hand S-12, 12.
4th. |----------------------------- German S-9 A. Reading 10. Adv. Free Hand 10.
5th. Lit. and Composition 11-1, German S-9 B. Reading 9. Elementary Instrumental 9.
6th. Composition and Lit 9-C. Latin S-9 B. Reading S-9. Elementary Free Hand S-9.
7th. Composition and Lit, 9-A. | Geometry S-10 B. Reading S-11. Machine Drawing S-11, 12.
Recitation Mrs. Stocks. Gymnasium. Miss Hall. Auditorium. Mr. Clauser. Basement. Mr. Foster, Basement.
Period. Gymnastics Music Manual Training Tianual Training
18t, –––––––––––––––––––––––––– ------------------ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Printing each period except
e - Wednesday 6 and 7.
2nd Gymnastics 10. Music 10. Mannual Training 10.
-- gº Each pupil twice a week.
3rd Gymnastics S-11 and 11. Music S-11 and 11. Manual Training S-11, 11.
- e No division of classes ac-
4th Gymnastics 9. Music 9. Manual Training 9. cording to grades.
5th Gymnastics S-12 and 12. Mu ic S-12 and 12. Manual Training S. 12, 12.
6th Gymnastics S-10, Music S-10, Manual Training S-10.
7th Gymnastics S-9. Music S-9. Manual Training. S-9.

Sub-9 Algebra and History divisions: (A) to G inclusive;
(B) H to M inclusive; (C) N to Z inclusive,
Sub-9 Latin, German and Botany divisions:
inclusive;
(B) M to Z inclusive.
(A) A to L
9 Algebra and Composition divisions: (A) A to G: (B) H to
M:
(C) N to Z.
9 Latin and German divisions: (A) A to L;
(B) M to Z;
Reading: Monday, Tuesday and Wednesday.
Drawing: Thursday and Friday.
Geometry Sub-10 and 10 divisions: (A) those not taking
French.
(B) all taking French.
Entering pupils should take Latin, German, or English,
Algebra, History, or Botany or one or more of the fol-
lowing: Reading, Gymnastics, Drawing, Manual Tr.
Next year Astronomy will be given in the first half of the
year, Geology in the second half.
Pupils wishing to take Composition second half may €nter
either 10 or Sub-10 class,
History Sub-10 includes Sub-10 and 10 work.
Gymnastics: boys, Monday and Tuesday; girls, Thursday
and Friday.
Music: Wednesday.
Manual Training; boys, Thursday and Friday; girls, Mon-
day and Tuesday.
Report of Principal of High School. 67
COURSES OF INSTRUCTION.
sm-m-m-m-m-m-m-
LATIN.
Sub IX.
First Latin Book, Collar and Daniell. To Lesson
XLV. -
IX
First Latin Book, Collar and Daniell. Completed.
Junior Latin Book, Rolfe and Dennison, Roman
History. (Iast month.)
Sub X.
Junior Latin Book, Rolfe and Dennison, Viri
Romae. (First seven weeks.) -
Junior Latin Book, Rolfe and Dennison. Nepos.
(Seven weeks.) -
Daesar's Gallic War, Kelsey. To Book I, Chap. 12.
Prose Composition, In Latinum. (Caesar.) Riggs.
Grammar, Bennett.
X
Jaesar's Gallic War, Kelsey. To Book III.
Prose Composition, In Latinum. (Caesar.) Riggs.
Grammar, Bennett.
Sub XI. -
Cicero's Orations and Letters, Kelsey. Four Ora-
tions against Cataline. ‘. .
Prose Composition, In Latinum. (Cicero.) Riggs.
Grammar, Allen and Greenough.
XI.
Cicero’s Orations and Letters, Kelsey. Archias
and Selected Letters. ©
Prose Composition, In Latinum. (Cicero.) Riggs.
Grammar, Allen and Greenough.
Ovid's Metamorphoses, Bond & Walpole. (Last
month.)
Sub XII.
Vergil's AEneid. Greenough and Kittredge. To
Book IV. -
Grammar, Allen and Greenough.
68 Report of Principal of High School.
XII.
Vergil's AEneid, Greenough and Kittredge,
Through Book VI.
Grammar, Allen and Greenough.
Essays and Metrical Translations.
Review of Prose Composition.
- GERMAN.
Sub IX.
Lehrbuch der Deutschen Sprache. Spanhoofd.
Kleine Erzahlungen.
German Conversation.
IX
Iehrbuch der Deutschen Sprache. Spanhoofd.
Kleine Erzahlungen. ... -
German Conversation.
Memory Selections from Standard Authors.
Sub X.
Collar's Shorter Eysenbach.
Preparatory German Reader, Van Daell.
Andersen’s Maerchen.
German Conversation.
Memory Selections from Standard Authors.
X.
Collar's Shorter Eysenbach.
Unter dem Christbaum, Helene Stökl, Bernhardt.
Immensee, Storm.
Composition based on Immensee.
German Conversation.
Memory Selections from Standard Authors.
Sub XI.
Der zerbrochene Krug, Zschokke.
Jungfrau von Orleans, Schiller.
Wilhem Tell, Schiller.
Minna von Barnhelm, Lessing.
Sight Reading.
Composition based upon texts read.
German Conversation.
Memory Selections from Standard Authors.
Report of Principal of High School. 69
XI.
Hermann und Dorothea, Goethe.
Geschichten aus der Tonne, Storm, Brusie.
Sight Reading.
Composition based upon texts read.
German Conversation.
Memory Selections from Standard Authors.
Sub XII.
Soll und Haben, Freytag, Bultman.
Die Harzreise, Heine.
Sight Reading.
Composition based upon text read.
German Conversation.
Memory Selections from Standard Authors.
XII.
Nathan der Weise, Lessing.
Dichtung und Wahrheit, Goethe. Books I, II, III.
Review of Grammar.
Sight Reading.
Composition based upon texts read.
German Conversation.
Memory Selections from Standard Authors.
GREEK.*
Sub X.
First Greek Book, White. To Lesson XLI.
X
First Greek Book, White. Completed.
Sub XI.
Xenophon’s Anabasis, Goodwin. To Book II.
Prose Composition, Harper and Castle.
Grammar, Goodwin.
XI.
Xenophon’s Anabasis, Goodwin. Through Book IV.
Prose Composition, Harper and Castle.
Grammar, Goodwin.
Sub XII.
Homer's Iliad, Seymour. To Book III.
Grammar. Goodwin.
XII.
Homer's Iliad, Seymour. Through Book III.
Grammar, Goodwin.
Essays and Metrical Translations.
Review of Prose Composition.
*When desired by a class of fifteen pupils.
f
70 Report of Principal of High School.
FRENCEI.
Sub X. *
French Reader, Super.
Chardenal, 39 lessons. Avoir, etre and regular
verbs. -
Memorizing, Fables Choisies de La Fontaine.
Dictes.
X.
French Reader, Super. Completed.
Composition based on La Derniere Classe, Grand-
gent.
Chardenal, 40-75. Fifteen irregular verbs.
Memorizing, Fables Choises de La Fontaine.
Le Tour du Monde en Quatre-vingts Jours. Verne.
Dictes.
Sub XI.
La Belle Nivernaise, Daudet.
Historiettes Modernes, Fontaine.
Every-Day French, Bronson.
Chardenal.
Dictes et Citations.
XI.
L’Abbé Constantin, Halevy.
La Mare au Diable, Sand.
Composition based on Abbé Constantin, Grand-
gent.
Grammar Review.
Every-day French, Brorison.
Sub XII.
Jeanne d'Arc, Lamartine.
Le Maitre de Forges, Ohnet.
French Composition, Grandgent. Parts III, IV
and V.
- Precienses Ridicules. Moliere.
Grammar, Deuxieme Annee de Grammaire, Larive
et Fleury.
Advanced French Syntax, Meras.
Memorizing, Modern French Lyrics, Bowen.
XII.
Polyeucte, Corneille.
Pecheur d’Islande, Loti.
French Composition, Grandgent. Parts VI and
Report of Principal of High School. 71
VII.
Grammar, Deuxieme Annee de Grammaire, Larive
et Fleury.
Advanced French Syntax, Meras.
Memorizing, Modern French Lyrics, Bowen.
MATHEMATICS.
Sub IX.
Secondary Algebra, Fisher & Schwatt. Through
Fractional Equations.
IX. -
Secondary Algebra, Fisher & Schwatt. Through
Quadratic Equations.
Sub X. .
Plane Geometry, Wentworth. Through Book II.
X. -
Plane Geometry, Wentworth. Through Book V.
Sub XI. -
Higher Arithmetic, Beman & Smith.
XI.
Introductive Book-Keeping, Williams & Rogers.
Sub XII.
Solid Geometry, Fisher & Phillips.
XII.
Plane Trigonometry, Wentworth.
Higher Algebra, including a review.
EHISTORY.
Sub IX,
Grecian History, Botsford.
Note Books.
Reading; Home Life of the Ancient Greeks, Blum-
IT16I’.
Iliad, Homer.
Battles of Marathon and Arbela, Creasy.
Topics, Debates, Maps, Pantern Slides.
IX.
General History, Sheldon. Roman History.
Ancient History, Myers. & 4 & 4
Note Books.
Reading; Day in Ancient Rome, Shumway.
Private Life of the Romans, Preston & Dodge.
Business Life of the Romans, Herbermann.
Battle of the Metaurus, Creasy.
Topics, Debates, Maps, Lantern Slides.
72 Report of Principal of High School.
X.
English History, Montgomery.
Special Topics and Debates.
Outlines and Maps prepared by Pupils.
Sub XI.
Mediaeval and Modern History, Myers. A. D. 479
to A. D. 1492.
Reading; Holy Roman Empire, Bryce.
Introduction to Middle Ages, Emerton.
Topical Outlines and Maps prepared by Pupils.
Debates.
XI.
Mediaeval and Modern History, Myers. A. D. 1492
to A. D. 1789.
Outlines and Special Topics prepared by Pupils.
Character Studies.
Sub XII.
European History. Library Method. A. D. 1789
to date.
XII.
American History. Channing.
Political Economy, Thompson.
ENGLISH.
(Two years' work required for graduation; three if
no foreign language be taken.)
Sub IX. -
Text-Book—Rhetoric, Style and Diction.
Literature—Sharp Eyes, Sketch Book.
Composition—Sentences, Paragraphs, Essays.
Two books read and reported upon, one formally
in writing. - -
IX. - -
Text Book—Rhetoric, Paragraphs and Figures.
Literature–Twice Told Tales, Marmion or Lady of
the Lake. .
Composition—-Sentences, Paragraphs, Letters,
Essays. - -
Two books of standard authorship read and re-
ported upon, one formally in writing.
Report of Principal of High School. 73
Sub X.
Text-Pook—Rhetoric, Study of Oration.
Literature—De Coverly Papers, Bunker Hill Ora-
tion. . .
Composition—Essay Work, Description, Persua-
sion. .
Two books of standard authorship read, and re-
ported upon, one formally in writing.
X.
Text-Book—Rhetoric, Criticism.
Literature—Julius Caesar, Silas Marner.
Composition—Essays, Descriptive and Narrative.
Two books of standard authorship read and re-
ported upon, one formally in writing.
Sub XI.
(Text-Book for reference.)
Literature—Development and growth of fiction.
Study of English fiction: Scott, Dickens, Thackery,
George Eliot, Hawthorne, Howells.
Composition—Essays, Reviews, Biography.
Two books of standard authorship read and re-
ported upon, one formally in writing.
YI.
(Text-Book for reference.) -
Literature—English Essayists: Bacon, Addison,
Lamb, Macauley, Carlyle, Ruskin, Emerson.
Nineteenth Century Poets: Wordsworth, Coleridge,
Scott, Byron, Shelly, Keats, Tennyson, Brown-
1Ing.
Composition—Essays, Reviews, Character Study.
Two books of standard authorship read and re-
ported upon, one formally in writing.
Sub XII.
(Text-Book for reference.)
Literature—The history of literature from Chaucer
to the 17th century, especial attention being
given to the rise and development of the
drama.
Chaucer—Prologue; The Knight’s Tale.
Spenser—-First book of the Faerie Queen.
Shakespeare—Merchant of Venice, Macbeth, Ham-
let.
74 Report of Principal of High School.
Composition—Essays, Character Study, Original
Writing. Two books of standard authorship
read and reported upon, one formally in writ-
ing.
XII.
(Text-Book for reference.)
Literature—The history of literature in the 17th
and 18th centuries.
Milton–First two books of Paradise Lost; Lyci-
das; L'Allegro and II Pensoroso.
Selections from the writings of Dryden, Pope,
Gray, Cowper, Burns, Southey.
Late Works. -
Composition—Essays. Reviews, Theses.
Two books of standard authorship read and report-
ed upon, one formally in writing.
SCUENCE.
Sub IX.
Animal Life, Jordan & Kellogg.
Lessons in Zoology, Needham.
Dissection of Typical Forms.
Drawings from Microscopic Observations.
Supplementary Reading.
IX.
Elements of Botany, Bergen.
Analysis and Mounting of the Local Flora.
Drawing from Microscopic Observations.
Supplementary Reading.
Sub X.
Physics, Carhart & Chute.
Study of the Metric System.
General Principles of Mechanics. Solids, Fluids,
Heat, Sound, Light, Electricity and Magnetism.
Illustrative Experiments.
X.
Chemistry, Shepard.
Chemism, Atomic Theory, Study of Acids, Salts,
Bases.
Elementary 1 aboratory Work.
Sub XI. -
Chemistry, Shepard.
Study of Chemical Combinations, Precipitates,
Group Reagents, Metals. Qualitative Analysis
of Simple Compounds.
Report of Principal of High School. 75
XI.
Physics, Carhart & Chute. Reviewed,
Problems involving a knowledge of Physical Laws.
Qualitative and Quantitative Laboratory Work.
Suh YII. -
Geology, Scott.
1)eterminative Mineralogy and Lithology, by Tabor-
atory Work. g
Field Work and Excursions.
YII.
Astronomy, Young’s Lessons.
Location of North and South Line.
Study of Movements of Chief Planets,
Observations of Chief Constellations.
Astronomical Problems.
Psychology, Baker.
DRAWING,
Suły IX.
Elementary Light and Shade; Objects and Casts,
[X.
I’rojection; Elementary Building Construction.
Suh X.
Design; Historic Ornament.
Advanced Light and Shade; Casts. Q
Suh YI.
Machine Drawing.
XI.
Design; Modern Ornament.
Suh YII.
Advanced Work in preceding Subjects.
XII.
Advanced Work in preceding Subjects.
MANUAL TRAINING.
Sub UNC.
Printing. Typesetting of straight matter from
printed copy. Taking and correcting proofs.
Turning and Pattern Making. (Boys). Turning
between two centers. Patterns requiring no
lathe-work.
Benchwork. (Girls.) Theory and practice in
care and use of tools,
76 Report of Principal of High School.
IX.
Printing. Practice in work of the preceding
grade with addition of setting tabular matter
and job press feeding.
Turning and Pattern Making. (Boys.) Face plate,
chuck and mandrel turning. Patterns involving
turned work.
Carving. (Girls.) Indenting and stamping and
groove carving.
Sub X. - -
Printing. Typesetting from manuscript copy.
Press-work.
Moulding and Casting. (Boys.) The moulding is
done in sand and the casting with Plaster of
Paris.
Modeling in Clay and Casting in Plaster. (Girls)
X.
Printing. Duplication of miscellaneous printed
forms necessitating learning of job and triple
Cà SéS.
Pattern Making. (Boys.) Core and other com.
plex patterns.
Carving and Turning. (Girls.) Chip and flat
carving. Turning between centers.
Sub XI and XI.
Printing. Composition and making ready of job
forms from manuscript.
Relief Carving.
Sub XII and XII.
Printing. Practice in work of preceding grades.
Making ready of forms containing cuts, elec.
trotypes and halftones.
Turning and Carving. Carving turned objects.
finishing.
Printing. Continuation of preceding work. Mak.
ing ready of forms containing cuts, electro-
types, zinc-etchings and half tones.
Report of Principal of High School. 77
GYMNASTICS.
Sub IX. & IX.
1. Introductory exercises.
2. Arch-flexions.
General. : 3. Heaving movements.
4. Balance movements.
Marching and running.
5. Shoulder-blade movements.
Special. 6. Abdominal exercises.
Lateral trunk movements.
8. Slow leg movements.
General. 9. Jumping and vaulting.
10. Respiratory exercises. -
Progression according to pupil’s development.
Wands and games properly graded on scientific
principles and used according to pupil's phys-
ical development.
Sub X. & X.
1
. Introductory exercises.
( 2. Arch-flexions.
General. | 3. Heaving movements.
4. Balance movements.
5. Shoulder-blade movements,
Special. X 6. Abdominal exercises. -
Lateral trunk movements.
8. Slow leg movements.
Feneral. 4 9. Jumping and vaulting.
10. Respiratory exercises.
Marching and running.
Progression according to pupil’s development.
Dumb-bells and games properly graded on scientific
principles, and used according to pupil’s physi-
cal development.
78 Report of Principal of High School.
Sub XI. & XI. , y”
1. Introductory exercises.
2. Arch-flexions.
General. ( 3. Heaving movements.
4. Balance movements.
Marching and running.
5. Shoulder-blade movements.
Special. & 6. Abdominal exercises.
7. Lateral trunk movements.
8. Show beg movements.
General. 9. Jumping and vaulting.
10. Respiratory exercises.
Progression according to pupil’s development.
Indian clubs and games properly graded on scien-
tific principles, and used according to pupil's
physical development.
Sub XII. & XII.
1. Introductory exercises.
| 2. Arch-flexions.
General. 3. Heaving movements.
4. Balance movements.
Marching and running.
5. Shoulder-blade movements.
Special. 6. Abdominal exercises.
7. Lateral trunk movements.
| 8. Slow Ieg movements.
General. (9. Jumping and vaulting.
10. Respiratory exercises.
Progression according to pupil's development.
AEsthetic gymnastics and games properly graded
on scientific principles, and used according to
pupil’s physical development. -
Report of Principal of High School. 79
READING.
Sub IX.
Evolution of Expression. Vol. I. Chapters 1 and 2.
The Egyption, the Colossal Period in Art. Period
Of the Whole.
1. Animation of Voice and Body. Attention.
2. Smoothness of Voice. Retention.
IX.
£volution of Expression. Vol I. Chapters 3 and 4.
3. Volume of Voice. Extension.
4. Forming the Elements. Presentation.
Sub X.
Evolution of Expression, Vol. II. Chapters 1 and 2.
Assyrian Period of Art. Period of the Parts.
1. Slide. Distinctive Parts.
2. Vital Slide. Living Parts,
Y.
Evolution of Expression. Vol II. Chapters 3 and 4,
3. Slide in Volume. Valuable Parts.
4. Forming pictures. Effective Parts.
Evolution of Expression. Vol. III. Chapter 1.
1. Literary Analysis. Logical Service.
Sub XI. -
Evolution of Expression. Vol. III. Chapters 2, 3
and 4.
First Greek Period in Art. Useful Period or Parts
in Relation to the Whole.
2. Vitalized or Animated Pictures. Living Service,
3. Taste. Beautiful Service.
4. Relation of Values. Truthful Service,
XI.
Evolution of Expression. Vol IV. Chapters 1 and 2.
Second Greek Period in Art.
Suggestive Period or Parts in Relation to Each
Other.
1. Ellipse. Philosophical Relationship.
2. Magnanimity of Atmosphere. Magnanimous
Relationship.
80 Report of Principal of High School.
Sub XII.
Evolution of Expression. Vol. IV. Chapters 3 and 4.
3. Creative. Benevolent Relationship.
4. Obedience the Keystone of Purpose. Obedient
Relationship.
XII.
Study and Dramatic Presentation of one of Shakes.
peare's Plays.
MUSIC,
Sub IX.
Simple Chord Formations.
Singing of Solfeggio and Part Songs.
IX.
Chords. Construction of Simple Melody.
Singing of Solfeggio and Part Songs.
Sub X.
Chords and Melodic Forms Continued.
Part Singing.
X.
Analysis of the Simple Works of Great Composers,
Part Songs.
Sub XI. .
Analysis Continued with Musical History.
Part Songs.
XI.
Writing from Figured Base.
Musical History.
Part Songs.
Sub XII.
Composition of Four Part Chorals.
Part Songs.
XII.
Study of Composition.
Report of Principal of High School. S1
TEXT BOOKS
Since September, 1894, the district has furnished all
text books free of expense for use of the pupils.
LATIN.
First Latin Book, Collar and IDaniell.
Junior Latin Iłook, ICelsey.
Caesar's Gallic War, Riggs.
In Latinum (Caesar), Kelsey.
Cicero, Selected Orations and LeſRiggs.
In Iatinum (Cicero), Greenough and Kittrid
Vergil's AEeneid, Bond and Walpole.
Ovid, Stories from the Metamorphobennet.
Latin Grammar, Allen and Greenough.
Latin Grammar,
GERMAN,
Lehrbuch der Deutschen Sprache, Spanhoofd.
Shorter Eysenbach, Collar.
German Reader, Van Daell,
Unter dem Christbaum, Stökl.
Immensee, Storm.
Jungfrau von Orleans, Schiller.
Wilhelm Tell, Schiller.
Minna von Barnhelm, Lessing.
Hermann und Dorothea, Goethe.
Geschichten uns der Tonne, Storm.
Soll und Haben, Freytag.
Die Harzreise, Heine.
Maerchen, Anderson,
Der zerbrochene Krug, Zschokke.
Nathan der Weise, Lessing.
Dichtung und Wahrheit, Goethe.
German Dictionary, Weir,
82 Report of Prvncipal of High School.
GREEK.
First Greek Hook, White.
The Beginner's Greek Book, White.
Xenophon's Anabasis, Goodwin.
Gate to the Anabasis, Gleason.
Prose Composition, Harper and Castle.
Homer's Iliad, Seymour.
Greek Grammar. Goodwin.
FRENCH.
Complete French Course, Chardereal.
French Reader, Super.
Materials for French Composition, Grandgent.
French Composition, Grandgent.
La Belle Nivernaise, Daudet.
Historiettes Moderns, Fontaine.
Every-day French, Pronson.
L’Abbe Constantin, Halevy.
La Maitre au Diable, Land.
Jeanne d'Arc, Lamartine.
Le Maitre de Forges, Ohnet.
Deuxieme Annee de Grammaire, Larive et Fleury.
Advanced French Syntax, Meras.
Modern French Lyrics, Bowen.
Polyeucte, Corneille.
Les Precieuses Ridicules. Moliere.
Pechuer d’Islande. Loti.
French Dictionary, Rouband.
* MATHEMATICS.
Secondary Algebra, Fisher & Schwatt.
Higher Arithmetic, Beman and Smith.
Introductive Book-Keeping, Williams and Rogers.
Solid Geometry, Phillips and Fisher.
Plane Trigonometry, Wentworth.
School Algebra, Fisher & Schwatt.
Report of Principal of High School. S3
General History,
Grecian History,
Roman History.
English History,
Mediaeval and Modern History,
American History,
Political Economy,
EIISTORY.
Sheldon.
Botsford.
Montgomery.
Myers.
Channing.
Thompson.
ENGLISH COMPOSITION ANL) LITERATURE,
Outlines of Rhetoric,
Elements of Rhetoric,
Common School Literature,
...Animal Life,
Comparative Zoology,
Elements of Botany,
Elements of Physics,
Elements of Chemistry,
Introduction to Geology,
Lessons in Astronomy,
Elementary Psychology,
SCIENCE.
Genung.
Hill.
Westlake,
Jordan and Kellogg,
Needham.
Bergen,
Carhart and Chute,
Shepard.
Scott,
Young.
Haker.
Cecilian Series of Study and Song, Tufts.
Beacon Song Collection, Griggs,
ELOOUTION.
Evolution of Expression, Emerson.
84 Report of the Director of Drawing.
Report of the Director of Drawing.
To James H. Van Sickle, Superintendent of Schools, Dis-
frict No. 17, Denver, Colo.
I}ear Sir:-In response to your request to make a
report on drawing and connected interests in the North
Side schools, I would say that I am placed at a very great
disadvantage on account of my not having access to the
material I have been collecting for the purpose during the
past two years. Such a report would cover several very
important years of development. Under the circumstances
it will be impossible for me to present the subject in the
manner that it deserves. I con only indicate some of
the features that might be described and illustrated had I
the proper data at hand.
The rebuilding of the high school and the addition
of an art department, consisting of a drawing room and
an art room, was one of the most important moves in the
direction of providing better facilities for study. The
rooms, although constructed in a former garret, have
proved themselves admirably adapted to the needs of the
school, while their artistic furnishing has received much
favorable comment. Illustrated articles on the same have
appeared in “Art Education,” New York, and in the “Art
Teachers’ Monthly” of London, England. The latter pre-
sented the features of the art department in a very flatter.
ing manner. I have also other published opinions of ex-
perts tending to class this department among the best
in the United States. A few years ago the art depart-
ment of the National Educational Association met at this
place, the only time when the department has met where
work is carried on to which it particularly refers. The
occasion was notable from the fact that an entire session
was devoted to school room decoration, a subject at that
time but little considered in Denver; also because of a de-
bate between Colonel Francis Parker of Chicago and Mr.
John S. Clark of Boston.

Report of the Director of Drawing. 85
The art department of the high school is also a means
of interesting and instructing the lower grades. Any
teacher may visit the department with her pupils on mak-
ing arrangements with the superintendent. Several teach-
ers have availed themselves of this privilege, the pupils
making notes and sketches. This department has also
received many visitors interested in the instruction, and
in viewing our collection of art objects. Thus the school
has provided in a modest way the beginning of an art
museum instructive to the general public as well as to
pupils of the schools.
The course of instruction has seen constant develop.
ments. The tendency has been more and more towards
rational methods suggested by the study of children’s nat-
ural inclinations. Greater freedom has been allowed, re-
sulting, apparently, in greatly increased interest. No
longer are pupils confined to a limited number of mediums
of expression, but are allowed to use the one best suited
to the subject to be represented; thus it is that charcoal,
colored chalks, colored pencils and water colors have come
into extensive use. They have not been obligatory, but
the natural tendency of children towards expression by
color has secured their considerable use in all grades.
These mediums have helped in the development of some
subjects before little considered, as in drawing and paint.
ing from life, which are now one of the regular exercises.
To interest pupils in this kind of work the director of
drawing made in black and white, and sometimes in color
sketches on a large scale from children. These sketches
were made before nearly every class in the district. Af.
terwards they were exhibited at the Ashland school build-
ing. It was my intention to have work of this kind illus-
trated in this report.
A more recent subject has been the making of imita-
tion stained glass windows. This work has been optional
and done outside of regular school work. The beautiful
results have made enthusiastic workers of the children.
Their artistic taste has been cultivated, and their minds,
86 Report of the Director of Drawing.
hands and eyes exercised as in the best manual training.
Illustrations in connections with other studies have
increased in frequency and excellence. This shows partic.
ularly in connection with work sent to the Paris Expo-
sition of 1900. The covers of note books used in connec.
tion with written work are arranged for decoration by the
pupils.
Another subject I would like to present by illustra-
tions is that of school room decoration. This district was
one of the first to recognize the value of such decoration
and for a time the art department of the high school stood
practically alone as an example. Now, however, great
attention is given to this important subject. Several art
leagues have been started in our district. There are also
many in other districts of the city. While the Artists’
Club and a Central Art League have all had an important
influence in carrying on this work. During the past winter
several entertainments were given to raise funds for dec-
Orations.
Denver is one of a few cities in the United States
now making an exhibit at the Paris Exposition. A careful
examination and comparison shows that the work in
drawing in the North Side schools is quite in harmony
with the most advanced ideas of other parts of the United
States.
As it may not be noted elsewhere, it should be stated
that your director of drawing, in connection with the di.
rector of manual training, prepared, in 1898, an illustrated
pamphlet on “Manual Training for Eight Years,” which
was published for general distribution by the state super.
intendent of public instruction. At that time it was, as
far as known, the only published course covering in a
connected manner the primary and grammar grades.
These pamphlets were sent to all state superintendents
and by request to many other persons throughout the
United States. Respectfully submitted,
CHARLES M. CARTER,
Paris, June 18, 1900. , Director of Drawing.
Report of the Supervisor of Music. S7
Report of the Supervisor of Music.
To James H. Van Sickle, Saperintendent of Schools, Dis-
trict No. 17, Denver, Colo.
Dear Sir:-With the present year closes the eleventh
season of the teaching of music in the schools of our dis-
trict and we are now able to form a just opinion of its
great value to our pupils. In the lower grades it occu-
pies fifteen minutes of the daily program, with twenty
minutes in the grammar grades. The first six months of
the child's school life are devoted to note singing, prac.
ticing the scale and intervals, the staff notation not being
introduced until the last part of the first year. Of late,
greater stress has been laid upon ear training than be.
fore. It is very gratifying to see how quickly and easily
the ear of a little child can learn to recognize all varieties
of pitch and to analyze harmonies.
In the past two years we have also done a good deal
of work in visualizing, finding it to be as valuable in the
music lessons as in other departments. We are trying,
too, to have our children use musical forms as a mode of
expression, encouraging them to write simple melodies
expressive of any poetic thought which they may have,
This practice is continued in the upper grades, together
with the introduction of the rudiments of theory, minor
scales and simple chord formations.
In the high school, those students who elect music as
part of their course, have opportunity for one recitation
of thirty-five minutes each week, while the whole school
meets on one morning of the week for thirty minutes of
chorus singing. We have found this singing period to be
a very valuable part of high school life.
The study of composition is begun in the high school,
together with musical history and biography. Of course
there is not opportunity, with our limited time, for mak-
ing a thorough study of these subjects. Our aim is only
to lay a foundation of some general intelligence for all our
88 Report of Director of Manual Training.
students and to furnish a good starting point for those
who desire to continue special work after leaving school.
A number of our graduates have distinguished themselves
in this line, of late, holding responsible positions as super-
visors and special teachers. We have seen numerous illus-
trations of the fact that our students have not only found
their lives greatly broadened by their study of music, but
have been very materially and practically aided in their
life work.
We feel that our community is fully alive to the fact,
which the American nation is just beginning to realize,
that music is a tremendous influence for good. The sense
through which the emotional nature is most quickly and
powerfully swayed is certainly the one to be most care-
fully and conscientiously trained. Respectfully sub-
mitted, JEANNETTE HALL,
Supervisor of Music.
Report of Director of Manual Training.
To James H. Van Sickle, Superintendent of Schools,
District No. 17, Denver, Colorado:
Dear Sir:-Manual training was put in the public
schools to supply the modern demand for a broader educa-
tion. The abstract education of a generation ago neg-
lected “all the powers of some minds and some of the
powers of all minds.” Education has come to mean an
altogether different thing from what it did. It does no
more mean “the harmonious development of the powers of
the mind,” but of the man. Interest has come to be an
important factor and utility a worthy incentive.
In following out these ideas we find that we can
neither follow the Russian nor the Sloyd system. The
Russian system is the natural offspring of the abstract
classical education. It makes only abstract joints and
exercises, parts of things that are hardly comprehensible
Report of Director of Manual Training. 89
and utterly devoid of interest when separated from the
whole.
We differ with the advocates of Sloyd from the fact
that the system does not do what it claims to do. They
say that “A Sloyd model is a finished object of use which
the pupil is interested to make”; that “Models should be
simple but pleasing in appearance,” and again, that “The
models should be serviceable for home use, suited to local
requirements.” I have never seen a Sloyd teacher who
was able to tell me how to use the thread winder. It is
hardly safe to say the window stick is useful and suited to
local requirements, in cities where there is not one out of
every hundred windows but is hung on cords. The same
might be said of the butter paddle; and the mats, round,
pentagonal and clover leaf, flower labels, thread winders,
key tags, pin trays, etc., are as useful and “pleasing in ap-
pearance” as a Mexican plow on an American farm. One
cm go through the whole list of Sloyd models and not find
more than twenty or thirty per cent. of the models that
fulfill the above conditions.
We realize, as much as any one, that it is not an easy
matter to get up a well-graded course of increasingly in-
teresting models; nor do we claim to have a course satis-
factory even to ourselves: for if we did we should have
ceased to be progressive. But we are aiming to make
models that the pupil wants, either for himself or as pres-
ents for his friends. Our object is not so much a set of
models with names tied to them that they may be known,
as to have an interesting set. In fact, in the high school
we hardly ever have two models that are alike. Our course
there depends not upon models, but exercises. The pupil
may make any model he chooses, just so that it involves
the exercise which we wish him to learn.
Ol]TI,INE OF THE WORK IN THE GRADES.
CARD BOARD WORK.
In the Fourth Grade the pupils are led to make their
drawings by copying them from a drawing on a larger
90 Report of Director of Manual Training.
scale; which, together with the model, is hung before the
class. e
The teacher makes this drawing on Manila cardboard
24x36 before recitation takes place, so that she can give
her entire attention to the class.
The pupil uses his own drawing as a guide in putting
the drawing on the cardboard. He should examine the
model carefully before beginning to cut it out.
WHITTLING.
In the Fifth Grade the teacher does not employ a
ready made drawing, but leads the pupils to see how to
make a drawing from a model by making a drawing on
the blackboard before the class. In this grade she makes
a special effort to point out the reasons for making the
drawings the way they are made; why we make two views
or three instead of one; why we draw a sectional view in
some cases; how to proceed to get a drawing of two or
three views in the middle of the sheet; how to get a draw-
ing in the middle of the sheet if it has center lines, etc.
After the drawing is completed the pupil makes his
model from his drawing and from the model made by the
teacher. -
In this grade we introduce indenting and stamping,
which is the first stage in carving.
In the Fourth and Fifth Grades the boys and girls do
the same work. It is conducted by the regular teacher
in her own room for One hour each Week.
TOOLS.
Fourth Grade One for every pupil.
One for every pupil. Pencil
Pencil Eraser
Eraser Huler
Rule Triangle
45° triangle - ECnife
One for two pupils, One for two pupils
Knife Compass
Pair Scissors Indenter
Compass Stamp
Fifth Grade - Try Square
Bench Work.
Report of Director of Manual Training. 91
In the Sixth Grade the pupil makes his drawing from
the model with as little help from the teacher as possible.
The teacher should not be compelled to make a complete
drawing of any model in this grade. In fact, she should
not even put a part of the drawing on the board if by the
use of the model she can explain to the pupils how it is
made.
When the drawing is completed the pupil makes his
model from his drawing. He must not go back to the
model to see how any part was made. If his drawing does
not tell all about it, it is not made correctly. In this grade
we introduce knife carving.
In the Seventh Grade the pupil makes his drawing
from the model and the model from the drawing. In this
grade we give them some groove carving.
In the Eighth Grade the pupil makes no drawing him-
self, but works from a drawing made for him. He now
uses the metric system only. He ornaments some of the
models with chip-carving.
In the Sixth, Seventh and Eighth Grades the regular
teacher instructs the girls in sewing, while the boys take
their lesson in manual training in the . shop. In these
grades they take an hour and a half's work each week.
Aside from a large number of extra tools intended for
general use, each pupil is provided with the following set
of tools:
Hammer Jack Plane
Back Saw Hlock Plane
Screw Driver Knife
Dividers Five Chisels
Bevel Two-Foot Rule
Gauge Pencil
Try Square Compass
Spok Shave Eraser
Oil Stone Drawing Board
Oil Carl T Square
Mallet 45° Triangle
60°
Triangle.
92 Report of Director of Manual Training.
HIGH SCHOOL MANUAL TRAINING.
The manual training in the high school might be
classed under three heads: 1–Turning and Pattern Mak-
ing. 2–Carving, and 3–Casting in Plaster From Moulds
Made in Sand and From Models Made in Clay.
The course in turning does not consist of a set of ab-
stract models, but of a well-graded course of models, each
of which is afterwards used in pattern making. This
saves the pupil fully a year's time in his manual training
work, for when he comes to pattern-making, instead of
going back to making simple exercises in turning that he
then needs in pattern-making, he can go on with his pat-
terns, as he has made those parts in his turning course.
When turning, the boy will not come up with “Won't that
do? it is all right but that corner.” He sees that the
model must be of the proper size and shape or else he can.
not use it in pattern-making. He now sees the reason
for being exact. This course also proves to be of financial
benefit to the school in that it saves an outlay of money in
lathes and room space for the pattern-makers.
In pattern-making the pupil makes all the patterns for
a complete lathe. This involves all the elementary as well
as a number of the more difficult principles of pattern-
making.
In the course in carving we have no fixed set of mod-
els, though the course is as well graded as if we had a
fixed set. We proceed from the easy to the more difficult
by taking up the different kinds of carving in the follow.
ing order: Indenting and stamping, groove or gouge
carving, chip or geometrical carving, flat carving, low
relief, high relief and carving in the round.
Each pupil makes his own design. We explain to
him and show him by old specimens what designs are suit.
able for the particular kind of carving and what designs
are not suitable. Then he decides, first, what he is going
to make, next what size and shape it shall have, and lastly
what parts are to be ornamented. Now that he knows the
Report of the Supervisor of Gymnastics. 93
size of the place to be ornamented, he proceeds to make
the design, and later on to work it out.
The casting in plaster is done by the boys by making
moulds in the sand from patterns made in pattern-mak-
ing, and by the girls from objects modeled in clay.
In the high school, during the first two years, the boys
take one kind of work and the girls another. The reasons
for this are three fold: First, to make the time conform
to other parts of the program; second, to give the girls
a chance to take some bench work before taking up carv-
ing, and third, to give the boys an opportunity to take up
work not so suitable for the girls.
MILTON CLAUSER,
I)irector of Manual Training,
Report of the Supervisor of Gymnastics.
To James H. Van Sickle, Superintendent of Schools, Dis-
trict No. 17, Denver, Colo.
Dear Sir:—In the present day it is unnecessary to
enter arguments as to the benefits of physical training.
Man is experienced and realizes the failure of the well-
developed mind unless it be supported by the well-trained
body.
The aim of physical training in the schools is prima-
rily health, though skill is an outgrowth.
The aim is to strengthen all of the vital organs of the
body and to increase their functional power; to develop
each part in relation to the whole; to consider the physio-
logical effect first and to encourage normal activity.
It is not our aim to train athletes, but to give to each
pupil a knowledge of the muscular life; to help him tone
up the body and get it under the perfect control of the
Will. -
94. Report of Supervisor of Gymnastics.
To make him thoroughly acquainted with his whole
being and to feel that repression is as great a factor in
life as expression.
Make a pupil conscious of his body, its strength and
his power to use it, and you give him a consciousness of
self which will forget self-consciousness.
Give him the power to inhibit and he soon realizes
that it is not necessary to make every movement possible
in life, but having the muscle educated and under the
dictation of the will, only those actions which further the
development of life will be brought into play. There will
be less wasted power and better directed energy.
The aim is to poise the pupil—to free the body, make
it strong and responsive, giving a physical basis that will
aid a strong thought and good expression.
Physical training was introduced into the North Side
schools in 1892, free-standing exercises being used in all
- grades and in the high school.
Continued and growing interest and improvements
in the work find us to-day with a well-equipped gymna-
sium in the high school and some increase of benefits in
the lower grades.
In the grades the work is free-standing, with some
use of desks as apparatus.
A lesson of fifteen minutes in length is given daily by
the class teacher.
Tables of exercise made out by the supervisor of gym-
nastics are furnished the teacher of each grade.
Gymnastics meaning systematic exercise, the tables
are most carefully arranged according to physiological
effects and the condition of the pupil’s using them. A pro-
gression is observed, not only from lesson to lesson, week
to week, etc., but from exercise to exercise in each lesson.
Every grade is supplied with one table per week
throughout the year, but progression is made according to
the ability of the class.
It is recommended that the lesson be given out of
doors when the weather is suitable, and the larger halls
Report of Supervisor of Gymnastics. 95
of the buildings used, when possible, for the exercise in
marching and running.
Not forgetting that play is a means of educating and
helping life to grow in good principle, games, on gymnas-
tic rules, are introduced as an aid to the cheer and good
will in the class, and to bring into the room that har-
mony and unity so necessary to the successful working
together.
The supervisor meets the grade teachers once in two
weeks for theoretical and practical instruction, and visits
each room once in three weeks, giving or observing lesson,
as may be required, to assist the teacher in doing the best
for her class.
The work for the coming year has been so arranged
that more supervision of the grades will be possible, thus
giving more assistance in corrective gymnastics, while
the pupil is young, preventing, if possible, some of the
faults so difficult to correct in the high school grades.
Every room has struggled with the drooping head,
the compressed chest, etc., and children have been
brought up on such commands as “Hold up your chin,”
“Throw back your shoulders,” etc., only to take, if possi-
ble, a worse position.
The fact is work should be given that would contract
and extend such muscles as would hold the body in the
correct poise, even to the freedom of the mind.
In the high school two days of the week are given
to the boys, each class receiving two lessons forty minutes
long per week.
In connection with the gymnasium is a dressing room,
where coats are removed and boots changed for rubber-
soled shoes.
The lessons are conducted by the supervisor of gym-
nastics and consist of free-standing exercise and appara-
tus work, with a careful progression as needed by the class
Working.
The same amount of instruction is given to the girls
of the high school, they providing themselves with gym-
nasium dress and shoes.
96 Report of School Atlendance Officer.
Games on gymnastic principles are used in the gym.
nasium with fine results, bringing out the courage and
judgment of the pupil, and helping him not only to decide
Quickly, but also to execute promptly, gaining self-control,
a sense of responsibility and appreciation of law.
Although the work in the high school is optional, it
is elected by a large majority of the pupils.
I would suggest that the work would be aided greatly
if the classes could be arranged according to the physical
development of the pupils, rather than by the grades of the
School.
In the whole, there is a very perceptible improve-
ment throughout the district in the general bearing and
ability of the pupils since physical training was brought
into the schools, and teachers have reported it a strong
aid to good mental work, helping the pupil to concentrate
and learn how to study. Respectfully submitted,
LUELLA. S. STOCKS,
Supervisor of Gymnastics.
Report of School Attendance Officer.
To James H. Tan Sickle, Superintendent of Schools,
District No. 17, Denver, Colorado:
Denver, Colo., June 5, 1900.
Dear Sir:-The following report is respectfully sub-
mitted of the work of the school attendance officer ap-
pointed by the Boards of Education of School Districts
Nos. One, Two and Seventeen, and charged with the exe-
cution of the law concerning the compulsory education
and attendance of children at school.
The past school term of 1899-1900 has experienced for
the first time in the history of the state of Colorado an
attempt legally to enforce the law and have the penalty
imposed. The experince of the past few months has
shown defects in the new law, but it has been the aim
Report of School Attendance Officer. 97
and object of all those interested in the legal proceedings
attending its enforcement, to feel as near as possible the
Spirit of the law and not to bring upon any one any cruel
or harsh injustice.
Previous to the passage of the law your officer had
been doing this work with only moral force to carry it
through. Beginning with January 2, 1900, I began to
serve legal warning notices upon truants and their pa-
rents or legal guardians, and up to the present time nearly
One hundred notices have been served.
In the month of February complaints were lodged in
Arapahoe County Court (Judge Steele presiding) against
truants and their parents, who had failed to respect the
warning notice; and up to the present time, June 1, 1900,
twenty-eight cases have been taken into court, and nearly
one-half sentenced to the State Industrial School. Com-
plaints are still being lodged as occasion requires.
The district attorney (Honorable B. M. Malone) hav.
ing accepted the responsibility of being the legal repre-
sentative of the three school districts, complaints were
drawn up in his office by the Honorable A. W. Wistrom,
the school officer being the prosecutor. The principal of
the school and others were subpoenaed to give their evi-
dence.
A representative from the district attorney’s office,
Mr. S. S. Abbott, conducted the prosecution.
Judge Steele has upheld the law, and the boys who
have had a criminal record have been sent to the State
Industrial School at Golden, Colorado. Other boys have
been given another chance by the judge in suspending
the sentence, if they attended school regularly.
In some cases the truant has not kept his promise and
the boy has been taken into court again and been sen-
tenced to the State Industrial School.
The State Industrial School at Golden has been in the
past and is at the present time, a criminal reform institu-
tion and is the reform school used to carry out the pro-
98 Feport of School Attendance Officer.
visions of this law of compulsory education and attend.
ance of children at school.
The State Reformatory at Buena Vista, Colorado, is
a criminal reform school for adult criminals, sixteen years
of age and over.
We have no Truancy School.
The names of juveniles brought into court, including
the names of truants, are sent to the chairman of the Vis-
iting and Advisory Board (Mr. O. S. Storrs), who inves-
tigates the characters of the boys, their home surround-
ings, etc., and advises the judge or recommends what
should be done with the transgressor.
In taking cases of truancy into court, boys have been
selected who have been more or less under arrest for
crimes, and who are not strangers to the inside of a jail.
And when a boy is sentenced to the State Industrial
School some street gang has lost a leader or a member,
and neither public nor parent can complain of sending
such an incorrigible to the Industrial School. That habit-
ual truancy is the budding of a criminal, is the opinion
from the past experience of the school attendance officer,
and the future enforcement of the compulsory education
and attendance school law will change, I think, the char-
acter of our industrial school at Golden into a school
where incorrigible truants can be sent and the develop-
ment of the juvenile criminal prevented. In the enforce-
ment of this law the incorrigible receives his first lesson
in respect for authority, and he also learns the penalty by
not heeding the authority. The parents have, in a number
of instances, learned that the laws must be respected,
and they have been educated up to a higher standard of
parental responsibility than they have hitherto accepted
or recognized in the past.
All cases of non-attendance at school are reported
to the office upon cards issued specially for that purpose
by the Board of Education. Parents are also notified by
mail of the child’s absence from school, and in case of
truancy parent or principal punishes or corrects the child.
Report of School Attendance Officer. 99
The school officer visits the home and interviews the
parents and child, and warns the parents and child of the
consequences if such conduct is continued. In prosecut,
ing the work the school officer is a frequent visitor to the
city and county jails to investigate records of the matron's
office of both institutions relative to juveniles under ar.
reSt.
In case of lack of shoes, clothing, etc., the school offi-
cer being in touch with teachers, principals, charity organ.
izations and relief societies has generally found that aid
was given. But to meet the demand for shoes for chil.
dren, especially during rough weather, is a problem to be
solved. Whenever aid or assistance is given the children
are expected to be prompt and regular in attendance at
School.
The school officer has the work of enforcing the law
relating to child labor. I have not—up to the present
time—had occasion to take any case of employment of
children into court. In September, 1900, I visited every
establishment in the city where young children are em-
ployed; interviewed the proprietors and presented them
with a copy of the law, principally calling their attention
to Section 2, Page 2, the spirit of which is this: “The
employer must keep a record of the child’s age and its
educational standard.” After several visits I inspected
what records they had. In the meantime I had, through
the principals and teachers, impressed upon all children
who were going to seek employment, to ask their teach-
ers for their “dismissal cards” from the school; because
all employers would ask for them before they would be
employed. At the same time I had endeavored to get the
employers to adopt this “dismissal card” and accept it as
official, which I am glad to say they are doing.
You have to proceed in this work along educational
lines, with children, parents and employers. The law does
not designate what kind of record, or who shall make the
statement as regards age and educational standard. Right
here in all child labor, the world over, the difficulty is in
100 Report of School Attendance Officer.
getting at the right age of the child. I do not attempt to
say the parents tell an untruth, but the public school is
the agency of the government to train citizens, and when
the child presents itself for admission to the public school,
the parents are called upon to give the age of the child.
There is no thought at this time of pecuniary gain or ad-
vantage. The age is given by the parent and becomes part
of school records; nothing more simple or truthful than
to give this same information to the child on his next
step as a member of society endeavoring to earn his living.
Employers of labor are really more interested in see-
ing that our public schools turn out a better quality of ma-
terial than is turned out from any other public school sys-
tem in the world. It is to the advantage of both adult
employer and employe, every improvement in mechanical
contrivance for the saving of labor and the economy of
waste is hailed with delight by the man of capital. Why
not endeavor to bring delight to the labor seller and also
the labor buyer, mutual delight and advantage to both,
by raising the standard of intelligence of seventy-five per
cent. of the children who leave school before they have
the benefits of a grammar grade school?
In closing this report, I wish to express my apprecia-
tion of the services tendered by the district attorney (Hon.
B. M. Malone) and his staff of colleagues to your officer in
the legal work of presenting cases into court and legal
advice and opinion given at any time when called for.
Respectfully, JOHN J. SMITH,
School Attending Officer.
Report of the Secretary,
Report of the Secretary.
To the Board of Education of School District No. 17,
Denver, Colorado.
GENTLEMEN:—I here with submit my annual report as
Secretary of the School Board of District No. 17, Denver,
Colorado:—
The receipts of the District for the year beginning
July 1, 1839, and ending June 30, 1900, were as follows:–
From Special tax levy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 69,425.40
From general fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53,816.00
From miscellaneous receipts. . . . . . . . . . . . . . . . . . . . . . . . . 267.80
From Overdraft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98.2.12
From balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5,370.64
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $129,861.96
The disbursements during the year were:—-
For Water . . . . . . . . . . . . . . . . . . . : - - - - - - - - - - - $1,504.95
For light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143.35
For telephones . . . . . . . . . . . . . . . . . . . . . . . . . . 220.25
For books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,834.42
For supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,124.53
For rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,860.77
For insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . 825.00
For furniture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 690.30
For fuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,501.24
For repairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,930.56
For Secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . 600.00
For janitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6,731.25
For teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79,671.00
For permanent improvements............. 726.00
For miscellaneous . . . . . . . . . . . . . . . . . . . . . . . 2,134.44–$106.498.06
For Warrants issued in 1899. . . . . . . . . . . . . . . 7,634.85
For OVerdraft . . . . . . . . . . . . . . . . . . . . . . . . . . . 515.02
For interest on bonds. . . . . . . . . . . . . . . . . . . . . 9,110.00
For refund, taxes and fees. . . . . . . . . . . . . . . . 906.61
For cash in hands of county treasurer. . . . . 5,197.42— 27,042.77
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $129,861.96
104 x, Report of the Secretary.
ITEſ 117.ED ACCOUNTS.
WATER.
Ashland School—
1,203 pupils at 20 cents each . . . . . . . . . . . . . . . . . $240.60
Lawn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123.40
TWO boilers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400.00
Janitor’s residerice . . . . . . . . . . . . . . . . . . . . . . . . . . 2.50
$ 766.50
Alcott School—
12 cents per pupil. . . . . . . . . . . . . . . . . . . . . . . . . . . $ 23.70
LaWn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40.70
$ 64.40
Boulevard School—
20 cents per pupil. . . . . . . . . . . . . . . . . . . . . . . . . . . $123.50
LaWn . . . . . . . . . . . . . . . . . . e s s & e s w is a s • * * * * * * * * 51.05
$ 174.55
13ryant School—
12 cents per pupil. . . . . * . . . . . . . . . . . . . . . . . . . . . $ 96.30
$ 96.30
Columbian Sehool—
s & s e s a e e a e s a s e e s e e º a s s e & e º e s & s e s s 4 & e º e s s a s s $145.00
From May 1, 1899, to Nov. 1, 1899. . . . . . . . . . S0.00
$ 225.00
Edison School—
20 cents per pupil . . . . . . . . . . . . . . . . . . 4 * * * * * * g e $ 74.80
LaWn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48.30
$ 123.10
Webster School— |
12 cents per pupil. . . . . . . . . . . . . & & 6 s e & e e 4 e o e s e $37.20
LaWn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.00
$ 49.20
Janitor’s residence at Bryant School. . . . . . . . . . . . . . . . . . . 5.90
$1,504.95
Report of the Secretary. 105
BOOKS.
The entire cost of new books was . . . . . . . . . . . . . . . . . . . . . $1,834.42
SUPPLIES.
Stationer’s supplies, blanks, etc. . . . . . . . . . . . . . . . . . . . . . . . $1,220.00
Manual training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260.00
Hose, brushes, brooms, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . 369.00
Kerosene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66.00
Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209,53
$2,124.53
RENT
Van Camp block, 2 rooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 300.00
Janitor's residence, Bryant. . . . . . . . . . . . . . . . . . . . . . . . . . . . 144.00
G. A. Barrows, Eddison Annex. . . . . . . . . . . . . . . . . . . . . . . 200.00
Highlands TOWn Hall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 800.00
Bruehne block . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165.00
Webster Annex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150.00
Janitor's residence, Webster. . . . . . . . . . . . . . . . . . . . . . . . . . . 84.00
Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17.77
$1,860.77
INSURANCE.
Amount of insurance renewed during the year, $55,000, at a
cost of $825.
We now carry insurance as follows:
Ashland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 65,000.00
Alcott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,000.00
Boulevard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20,000.00
Columbian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,000.00
Edison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,000.00
Webster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,000.00
Old Bryant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,000.00
NeW Bryant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20,000.00
$175,000.00
FURNITURE.
Desks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $552.00
Tables, chairs, clocks, etc. . . . . . . . . . . . . . . . . . . . . . . . 138.30
$690.30
106
Report of the Secretary.
FUEL.
POundS Coal. CoSt.
Ashland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 817,950 $1,194.54
Alcott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138,600 263.65
Bryant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338,370 651.20
Boulevard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226,125 435.43
Columbian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176,175 255.58
Edison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123,300 233.81
Webster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128,100 245.80
TOWn Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67,750 128.56
Platte Street . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16,125 31.05
Alcott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WOOd 22.75
Bryant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WOOd 18.00
Edison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WOOd 5.50
Columbian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WOOd 3.00
Webster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WOOd 20.87
Platte Street . . . . . . . . . . . . . . . . . . . . . . . . . . . . WOOd 2.50
$3,501.24
At the Ashland and Columbian Brookside Screened nut Was
used at $2.90 per ton, and at all other buildings Brookside lump
at $3.85 per ton.
REPAIRS.
TOWn Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1,422.20
Plumbing for all other buildings. . . . . . . . . . . . . . . . . . . . . . 889.97
Carpenter Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642.34
Papering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44.06
Plastering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57.00
Painting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96.25
Electrical Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36.90
All other repairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236.63
$3,930.56
SALARIES
High School instructors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $14,545.00
Principals and Superintendents. . . . . . . . . . . . . . . . . . . . . . . 9,600.00
Grade teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53,276.00
Special instructors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,250.00
Janitors' Salaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6,731.25
Report of the Secretary. - 107
PERMANENT IMPROVEMENTS.
A new hallway in the Ashland building, the completion of
the payment on the new heating system, and a few
minor improvements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $726.00
MISCELLANEOUS.
Secretary’s Salary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 600.00
Truant officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170.00
Attorney fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180.00
Apportionment to State Home. . . . . . . . . . . . . . . . . . . . . . . . . 480.00
Sewer tax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137.48
Census . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284.25
Freight on books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111.35
Cartage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80.00
Hauling ashes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63.48
TOWel Service . . . . . . e < * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 46.93
Interest . . . . . . . . . . . . . . . . . . . * - - - - - - - - - - - - - - - - - - - - - - - - - 300.00
All other expenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280.95
$2,734.44
CENSU.S.
The total number of persons 6 years old and under 21 in
the district on April 30, 1900, was . . . . . . . . . . . . . . . . . . . . . 7,106
Number enrolled in public schools. . . . . . . . . . . . . . . . . . . . . . . . 5,248
Number enrolled in St. Patrick's school. . . . . . . . . . . . . . . . . . . . 224
Number enrolled in St. Dominic’s school. . . . . . . . . . . . . . . . . . 135
Number enrolled in Jesuit College. . . . . . . . . . . . . . . . . . . . . . . . . 12
Number in State Home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Number blind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Number mute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Number married . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Number in all other institutions. . . . . . . . . . . . . . . . . . . . . . . . . . 152
Number not attending any school. . . . . . . . . . . . . . . . . . . . . . . . . 1,248
108 Report of the Secretary.
RECEIPTS AND DISBURSEMENTS
Summarized by years since 1883-4.
RECEIPTS-1883-84.
Amount on hand September 1, 1883. . . . . . . . $. . . . . . . . .
From General County Fund. . . . . . . . . . . . . . . . 6,697.90
I'rom Special County Fund. . . . . . . . . . . . . . . . 10,288.02
From Special Tax (Building Fund). . . . . . . . . . 8,000.00
From temporary loans. . . . . . . . . . . . . . . . . . . . . . 25,000.00
$ 49,985.92
DISBURSEMENTS_1883-84.
Teachers’ salaries . . . . . . . . . . . . . . . . . . . . . . . . . $11,825.00
Current expenses, fuel, rent, insurance, fees
and interest . . . . . . . . . . . . . . . . . . . . . & s is e s e 3,272.70
Permanent improvements, sites, buildings
and furniture . . . . . . . . . . . . . . . . . . . . . . . . . . 32,000.00
Temporary loans . . . . . . . . . . . . . . . . . . . . . . . . . . 600.00
Overdrafts County Treasurer. . . . . . . . . . * * * * * 835.17
Cash on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,453.05
$ 49,985.92
T&ECEIPTS-1884-85.
Cash on hand September 1, 1884. . . . . . . . . . . . $ 1,453.05
From General County Fund . . . . . . . . . . . . . . . . 8,114.49
From Special Tax. . . . . . . . . . . . . . . . . . . . . . . . . . 16,773.30
From temporary loan . . . . . . . . . . . . . . . . . . . . . . . 4,500.00
$ 30,840.84
DISBURSEMENTS-1884-85.
Teachers' Salaries . . . . . . . . . . . . . . . . . . . . . . . . . $10,613.60
Current expenses, fuel, rent, insurance, fees
and interest . . . . . . . . . . . . . . . . . . . . . . . . . . . 6,000.00
Permanent improvements, sites, buildings
and furniture . . . . . . . . . . . . . . . . . . . . . . . . . . 6,889.50
Temporary loans . . . . . . . . . . . . . . . . . . . . . . . . . . 4,500.00
Cash on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,837.74
$ 30,840.84
Report of the Secretary. 109
RECEIPTS-1885-86.
Cash on hand September 1, 1885. . . . . . . . . . . . $ 2,837.74
From General County Fund . . . . . . . . . . . . . . . . 8,730.78
From Special Tax. . . . . . . . . . . . . . . . . . . . . . . . . . 18,476.11
From sale of furniture. . . . . . . . . . . . . . . . . . . . . 40.00
$ 30,084.63
e DISBURSEMENTS-1885-86.
Teachers Salaries . . . . . . . . . . . . . . . . . . . . . . . . . . $14,830.00
Current expenses, fuel, rent and insurance. . 3,892.36
I’ermanent improvements, buildings and
furniture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,300.00
Fees and interest. . . . . . . . . . . . . . . . . . . . . . . . . . 2,310.00
Cash on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5,752.27
IRECEIPTS-1886–87.
Cash on hand September 1, 1886. . . . . . . . . . . . $ 5,752.27
Prom General Fund. . . . . . . . . . . . . . . . . . . . . . . . 9,064.85
Special Tax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15,379.19
$ 30,196.31
IDISBURSEMENTS_1886–87.
Teachers’ salaries . . . . . . . . . . . . . . . . . . . . . . . . . $15,287.46
Current expenses, fuel, rent. . . . . . . . . . . . . . . . 1,925.38
Permanent improvements . . . . . . . . . . . . . . . . . . 3,250.50
Temporary loans . . . . . . . . . . . . . . . . . . . . . . . . . . 2,220.00
Cash on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,512.97
$ 30,196.31
RECEIPTS-1887-88.
Cash on hand September 1, 1887. . . . . . . . . . . $ 7,512.97
From General County Fund. . . . . . . . . . . . . . . . 12,131.85
From Special Tax. . . . . . . . . . . . . . . . . . . . . . . . . . 20,030.48
Overdraft County Treasurer. . . . . . . . . . . . . . . . 2,185.07
$ 41,860.37
DISBURSEMENTS-1887–88.
Teachers’ salaries . . . . . . . . . . . . . . . . . . . . . . . . . $15,953.21
Rent, fuel, insurance and all Current ex-
DeLlSeS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,404.84
Permanent improvements, furniture and
library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8,617.04
Fees, interest and delinquent taxes. . . . . . . . . . 3,718.55
Cash on hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,166.73
$ 41,860.37
110 Report of the Secretary.
RECEIPTS-1888-89.
Cash on hand September 1, 1889. . . . . . . . . . . . $10,166.73
From General County Fund. . . . . . . . . . . . . . . . 18,149.65
From Special Tax. . . . . . . . . . . . . . . . . . . . . . . . . . 30,584.43
From Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66,660.00
From other sources. . . . . . . . . . . . . . . . . . . . . . . . 165.60
From overdraft County Treasurer. . . . . . . . . . . 1,541.40
$127,267.81
DISBURSEMENTS_1888–89.
Teachers' salaries . . . . . . . . . . . . . . . . . . . . . . . . . $19,980.86
Fuel, rent, insurance and all current expenses 6,954.15
Sites, buildings and permanent improvements. 71,949.32
Fees, delinquent taxes, etc. . . . . . . . . . . . . . . . . . 3,371.17
Cash on hand. . . . . . . . . . . s' s sº e º sº ºf a s e º & e e . . . . . 25,012.31
$127,267.81
RECEIPTS-1889-90,
Cash on hand September 1, 1890. . . . . . . . . . . . $25,012.31
From General County Fund. . . . . . . . . . . . . . . . 21,906.37
From Special Tax. . . . . . . . . . . . : • * * - - - - - - - - - 37,346.75
From Sale Of lands. . . . . . . . . . . . . . . . . . . . . . . . . 8,632.92
From Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40,400.00
From temporary loans. . . . . . . . . . . . . . . . . . . . . . 22,805.86
From Overdraft County Treasurer. . . . . . . . . . . 1,927.96
sº-º-º:
$158,032.17
DISBURSEMENTS-1889-90.
Teachers’ salaries . . . . . . . . . . . . . . . . . . . . . . . . . $26,011.16
Fuel, insurance and all current expenses. . . . 10,715.21
Sites, buildings, furniture, permanent im-
proVements . . . . . . . . . . . . . . . . . . . . . . . . . . . 62,830.21
Fees, interest, delinquent taxes. . . . . . . . . . . . . 8,233.40
Temporary loans . . . . . . . . . . . . . . . . . . . . . . . . . . 20,165.86
Overdraft County Treasurer. . . . . . . . . . . . . . . . 1,541.40
Cash on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28,534.93
$158,032.17
Report of the Secretary. 111
RECEIPTS-1890–91.
Cash on hand July 1, 1890. . . . . . . . . . . . . . . . . . $28,534.63
Cash from General Fund. . . . . . . . . . . . . . . . . . 26,572.56
Cash from Special Fund. . . . . . . . . . . . . . . . . . . . 37,478.37
Real estate Sold. . . . . . . . . . . . . . . . . . . . . . . . . . . 3,735.00
Iłollins Investment CO . . . . . . . . . . . . . . . . . . . . . 1,145.95
Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300.00
$ 97,766.51
DISBURSEMENTS-1890–91.
Teachers' Salaries . . . . . . . . . . . . . . . . . . . . . . . . . 37,493.43
Fuel, insurance and all current expenses. ... 11,472.00
Sites, buildings, furniture and improvements. 35,621.33
Overdrafts on County Treasurer. . . . . . . . . . . . 1,927.96
Fees, interest and delinquent taxes. . . . . . . . . . 11,219.82
Cash on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31.97
$ 97,766.51
O
RECEIPTS-1891-92.
Cash on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 3,032.14
General Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35,467.50
Special Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72,000.00
Delinquent taxes . . . . . . . . . . . . . . . . . . . . . . . . . . 15,030.61
$125,530.25
IDISBURSEMENTS-1891-92.
Teachers’ salaries . . . . . . . . . . . . . . . . . . . . . . . . . $65,357.85
Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8,682.70
Refunds and fees. . . . . . . . . . . . . . . . . . . . . . . . . . 640.94
Delinquent taxes . . . . . . . . . . . . . . . . . . . . . . . . . . 33,078.13
Current expenses . . . . . . . . . . . . . . . . . . . . . . . . . . 17,770.63
$125,530.25
112 Report of the Secretary.
RECEIPTS-1892–93. *
Cash on hand July 1, 1892. . . . . . . . . . . . . . . . . . $ 7,938.35
General Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54,805.50
Special tax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68,771.85
Sale of bonds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69,950.00
OVerdraft to Rollins & Sons. . . . . . . . . . . . . . . . 9.48
$201,475.18
DISBURSEMENTS_1892-93.
Teachers’ salaries . . . . . . . . . . . . . . . . . . . . . . . . $51,631.33
Current expenses . . . . . . . . . . . . . . . . . . . . . . . . . . 18,773.54
Permanent improvements . . . . . . . . . . . . . . . . . . 89,147.89
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 548.96
Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9,870.00
Rebate fees, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . 408.31
Cash in hands of County Treasurer. . . . . . . . . 31,095.15
$201,475.18
IRIECEIPTS-1893–94.
Balance County Treasurer. . . . . . . . . . . . . . . . . . $31,095.15
Special Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60,169.14
General Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58,599.00
Other Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78.99
Warrants issued and not paid. . . . . . . . . . . . . . 786.72
$150,729.00
1) ISBDRSEMENTS-1893–94.
Teachers’ salaries . . . . . . . . . . . . . . . . . . . . . . . . . $55,642.71
Fuel, rent and Current expenSeS. . . . . . . . . . . . 18,217.26
Sites, buildings and furniture. . . . . . . . . . . . . . 102.60
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 898.96
Interest On bonds. . . . . . . . . . . . . . . . . . . . . . . . . . 11,770.00
Abatement and fees. . . . . . . . . . . . . . . . . . . . . . . . 513.61
Balance County Treasurer. . . . . . . . . . . . • - - - - 63,583.86
$150,729.00,
Report of the Secretary. 113
RECEIPTS-1894-95.
Cash on hand July 1, 1894. . . . . . . . . . . . . . . . . . $64,964.90
Apportionment . . . . . . . . . . . . . . . . . . . . . . . . . . . 43,596.00
Tax collections . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59,003.00
Librarian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 562.94
Overdraft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,882.00
+ $173,008.84
DISBURSEMENTS-1894–95.
Teachers' salaries . . . . . . . . . . . . . . . . . . . . . . . . . $57,464.43
Fuel, rent and all current expenses. . . . . . . . . . 36,571.55
Sites, buildings and furniture. . . . . . . . . . . . . . . 64,937.16
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351.49
Interest on bonds. . . . . . . . . . . . . . . . . . . . . . . . . . 11,650.00
Abatements and fees. . . . . . . . . . . . . . . . . . . . . . . 316.22
Balance in Special Fund. . . . . . . . . . . . . . . . . . . 1,717.99
$173,008.84
RECEIPTS-1895-96.
Cash on hand July 1, 1895. . . . . . . . . . . . . . . . . . $ 1,717.99
General Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42,320.00
Special Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63,881.92
Library . . . . . . . . 's e º 'º a ¥ a s a s \ is e s \ a, e s e e s w e s a e 91.11
$108,011.02
* DISBURSEMENTS_1895–96.
Teachers' Salaries . . . . . . . . . . . . . . . . . . . . . . . . . $62,364.72
Current expenses . . . . . . . . . . . . . . . . . . . . . . . . . 21,095.82
Improvements . . . . . . . . . . . . , a * * * * * * * * * * * * * * * 779.64
Interest on bonds. . . . . . . . . . . . . . . . . . . . . . . . . . 11,500.00
Overdraft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,882.00
Rebates and fees. . . . . . . . . . . . . . . . . . . . . . . . . . º 320.66
Transferred from General to Special Fund. . 596.87
Balance in General Fund. . . . . . . . . . . . . . . . . . . 4,147.06
Balance in Special Fund. . . . . . . . . . . . . . . . . . 2,100.60
Tuibrarian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223.65
$108,011.02
114 Report of the Secretary. {}
RECEIPTS_1896–97.
Balance General Fund
tº e º g º 'º tº º ºſ e g º ºr tº ſº tº º ſº $ tº º $ 4,147.06
Balance Special Fund. . . . . . . . . . . . . . . . . . . . . . 2,100.60
Apportionment . . . . . . . . . . . . . . . . . . . . . . . . . . . 36,099.00
Tax collections . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75,652.38
$117,999.04
DISBURSEMENTS_1896–97.
Salaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $65,235.15
Current expenses . . . . . . . . . . . . . . . . . . . . . . . . . . 23,229.99
Permanent improvements, sites and furni-
ture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,335.38
Interest on bonds. . . . . . . . . . . . . . . . . . . . . . . . . . 11,860.00
Fees and refunds. . . . . ., - - - - - - - - - - - - - - - - - - - - 456.46
Balance General Fund. . . . . . . . . . . . . . . . . . . . . 12,628.73
Balance Special Fund. . . . . . . . . . . . . . . . . . . . . . 3,253.33
$117,999.04
RECEIPTs—1897-98.
Balance General Fund. . . . . . . . . . . . . . . . . . . . . . $12,628.73
Balance Special Fund. . . . . . . . . . . . . . . . . . . . . . 3,253.33
Apportionment . . . . . . . . . . . . . . . . . . . . . . . . . . . 44,256.00
Tax Collections . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68,639.00
$128,777.06
DISBURSEMENTS-1897-98.
Teachers’ salaries . . . . . . * * * * * * * * * * * * * * * * * * s $74,083.80
Current expenses . . . . . . . . . . . . . & s e s e e s s & e s e e 27,865.73
Permanent improvements . . . . . . . . . . . . . . . . . 589.74
Bonds redeemed . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,000.00
Interest, fees, refunds, etc. . . . . . . . . . . . . . . . . . 11,472.27
Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,766.52
$128,777.06
Report of the Secretary. 115
RECEIPTS-1899-00.
Amount on hand July 1, 1899. . . . . . . . . . . . . . $ 5,370.64
From General Fund. . . . . . . . . . . . . . . . . . . . . . . . 53,816.00
From Special Tax I./evy. . . . . . . . . . . . . . . . . . . . 69,425.40
From miscellaneous receipts. . . . . . . . . . . . . . . . 267.80
From Overdraft . . . . . . . . . . . . . . . . . . . . . . . . . . . 982.12
$129,861.96
DISBURSEMENTS-1899-00.
Teachers' salaries . . . . . . . . . . . . . . . . . . . . . . . . . $86,808.94
Current expenses . . . . . . . . . . . . . . . . . . . . . . . . . . 25,874.47
Improvements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,449.50
Loans . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * * * * * 515.02
Coupons paid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9,110.00
Refund taxes and fees. . . . . . . . . . . . . . . . . . . . . 906.61
Cash in hands of County Treasurer. . . . . . . . 5,197.42.
$129,861.96
RECEIPTS-1898-99,
Cash on hand July 1, 1898. . . . . . . . . . . . . . . . . . $ 3,784.11
General Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38,780.00
Special Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66,590.00
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,593.13
Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515.02
Sale of bonds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,000.00
$114,262.86
DISBURSEMENTs—1898-99.
Teachers' salaries . . . . . . . . . . . . . . . . . . . . . . . . . 69,464.29
Current expenses . . . . . . . . . . . . . . . . . . . . . . . . . . 20,314.00
Permanent improvements . . . . . . . . . . . . . . . . . . 2,571.02
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,330.76
Temporary loans . . . . . . . . . . . . . . . . . . . . . . . . . . 2,017.59
IRedemption of bonds. . . . . . . . . . . . . . . . . . . . . . . 3,000.00
Interest on bonds. . . . . . . . . . . . . . . . . . . . . . . . . . 9,516.16
Abatement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.49
County Treasurer fees. . . . . . . . . . . . . . . . . . . . . 665.91
Balance Special Fund. . . . . . . . . . . . . . . . . . . . . . 1,502.97
Balance Sinking Fund. . . . . . . . . . . . . . . . . . . . . . 3,605.30
Balance librarian . . . . . . . . . . . . . . . . . . . . . . . . . . 262.37
$114,262.86
116 Report of the Secretary.
BONDED DEBT STATEMENT.
BATE
WHEN AMOUNT OF REDEEMABLE AT WHEN
ISSUED. ISSUED. INTEREST. PLEASURE OF DISTRICT. PAYABLE.
March 5, 1874. . . . $15,000 12 March 5, 1879, to May 1, 1884 || May 1, 1884
May 1, 1883. . . . . . 22,000 6 May 1, 1888, to May 1 1898 || May 1, 1898
May 1, 1884...... 15,000 6 May 1, 1889, to May 1, 1899 || May 1, 1899
Aug. 1, 1888...... 35,000 6 Aug. 1, 1893, to Aug. 1, 1903 || Aug 1, 1908
Dec. 1, 1888... . . . 31,000 t; Dec. 1, 1893, to Dec. 1, 1903 || Dec 1, 1903
July 1, 1890. . . . . . 40,000 5 July 1, 1895, to July 1, 1905 || July 1, 1905
July 1, 1892. . . . . 70,000 5 July 1, 1897, to July 1, 1907 July 1, 1907
Redeemed l)ecember 15, 1897. . . . . . . . . . $13,000
Refunded December 15, 1897. . . . . . . . . . $183,000
Remaining . . . . . . . . . . . . . . . . . . . . . . . . . . . 17,000
Total bonded debt . . . . . . . . . . . . . . . . $200,000
BUILDINGS AND GROUNDs.
ASHILAND BIJILDING.
Site, comprising 3.6 acres, donated by the
Highland Park Company, with restrictions
to school purposes. Cost of first building, 5
rooms, erected in 1874. . . . . . . . . . . . . . . . . . . . $15,000.00
This building was succeeded by the North
Side High School, erected in 1888, at a
cost of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $65,091.00
Remodeled and more than doubled in capacity
in 1894 at a cost of . . . . . . . . . . . . . . . . . . . . . . . $59,000.00
Report of the Secretary. 117
BRYANT BUILDING.
Arlington street and W. 36th avenue. Cost of
site, 275x150 feet. . . . . . . . . . . . . . . . . . . . . . . . . $2,950.00
Cost of old Bryant building, erected in 1883 . . $12,728.00
Cost of new Bryant building, 8 rooms, erected
in 1890. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $34,277.00
BOULEV ARD BUILDING,
Boulevard and W. 23rd avenue. Cost of site,
about 4 acres . . . . . . . . . . . . . . . . . . . . . . . . . . . $4,000.00
The west half and 100 feet of southeast corner
since sold for . . . . . . . . . . . . . . . . . . . $11,800.00
Cost of old building, 4 rooms, erected in 1883. . $12,350.00
Cost of new building, 4 rooms, erected in 1891 . . $13,592.00
ED ISON BUILDING.
Cost of site, 225x135 feet. . . . . . . . . . . . . . . . . . . . $3,840.00
Cost of 4-room building and basement, erected
in 1890. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $25,632.00
Cost of 5-room addition, erected in 1900. . . . . . $. . . . . . . .
LOUISA. M. ALCOTT BUILDING,
Cost of site, 12 lots, Berkeley . . . . . . . . . . . . . . . . $4,500.00
Cost of building, 4 rooms, erected in 1892. . . . . $22,975.00
COLUMBIAN BUILDING.
Boulevard and W. 41st avenue. Cost of site,
One àCTê . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4,000.00
Cost of building, 4 rooms, erected in 1892. . . . . $22,250.00
WEBSTER BUILDING.
Justina and W. 36th avenue. Cost of site, 8 lots $4,500.00
Cost of building, 4 rooms, erected in 1892. . . . . $21,995.00
These buildings at present are being supplemented as
follows: The Webster with one additional room in base-
ment and one rented room at Justina street and W. 37th
avenue. The Bryant with one basement room and two
118 Report of the Secretary,
rented rooms at Goss street and W. 41st avenue. The
Ashland with one rented room on Platte street. The
Boulevard has been relieved by renting of the city of Denver
the Highlands Town Hall at Boulevard and W. 27th ave-
Inue, which, when subdivided, will be practically an 8-room
building.
Respectfully submitted,
O. E. DATESMAN, Secretary.
July 1, 1900.
President’s Report.
To the Patrons of School District No. 17.
Since no extended report of this District has been
issued since 1891, and since the annual leaflet reports
have necessarily been meagre, the Board here presents for
the information of those interested the history of the Dis-
trict since that year, giving in reasonable detail its pro-
gress, its various changes and its present condition.
The steady growth of the District has necessitated
extensive improvements in school facilities.
In 1892 so great had been the increase in school popu-
lation, especially in parts remote from the buildings then
existing that three new buildings were demanded. To
this end, in June of that year bonds to the amount of
$80,000.00 were voted by the District, though $70,000.00
only were ever issued. For statement of cost and equip-
ment of these buildings—the Webster, the Columbian,
and the Louisa M. Alcott—I refer to the Secretary’s
report, to which I refer also for other valuable infor-
mation.
In 1894 the Ashland building had become so over-
crowded and the High School so inconvenienced that pro-
vision for relief was necessary; hence an addition was
built, giving eight additional rooms for grammar grades,
an entire floor of both old and new portions for High
School and an extensive attic to be utilized when needed;
we presumed in the far distant future. At the same time
the attic of the old portion was so remodeled as to give an
extensive auditorium, two rooms for art purposes and other
smaller rooms. Three years later three recitation rooms
were finished off in the new attic.
After a respite of but two years the Boulevard district
demanded greater additional accommodations than the
available store rooms could ſurnish, so a five-year lease
120 Report of the President.
of the Highlands town hall was secured which, when sub-
divided, will be equal to an eight room building. At
present date the most overcrowded location is the Edison
district, and it is important that immediate steps be taken
for its relief.
In almost every district of the city, outside of No. 1,
the bonded debt is a devastating scourge, a debt occasioned
by the excessive proportion of pupils to the taxable
property. f
In 1897 the bonded debt of this District had grown to
$213,000 00, drawing 5 and 6 per cent interest. The bonds
were aiready redeemable, but the Board, feeling that a
Special tax for that purpose within the specified time
could not be endured by the taxpayers, deemed it ad-
visable to refund the greater portion of them; hence the
amount of $183,000.00 was exchanged for refunding bonds
bearing interest at 4% per cent. These, under the statute,
are redeemable at pleasure of the District after ten years
and payable in twenty years. Of the remaining $30,000.00
$13,000.00 were redeemed, leaving $17,000.00 that must be
provided for within the next five years.
The financial outlook of the District is not encourag-
ing. There is no hope that future developments will ever
improve the relative proportion of pupils and property in
suburban districts. From the nature of things it must
grow worse. The only hope for their perpetuity is in
some method of equalizing throughout the city the dis-
tribution of the school revenue in proportion to the de-
mand for school purposes. One method, for years under
consideration, the most practicable and most desirable, is
to unite in one the various districts of the city so far as
their lines can be made co-extensive, either under the pro-
visions of the present charter of District No. 1, or under
the provision of a general law.
The method set forth by Superintendent Van Sickle
in his report is worthy of consideration: “If the present
five-mill limit could be removed the County Commission-
ers would have it in their power to raise the levy to such
Report of the President. wº 121
a point that as just a distribution of the burdens of taxa-
tion for School purposes would prevail as if the districts
were consolidated.” Such method would enable the dis-
tricts of the city to maintain a separate existence, would
enlarge the educational facilities of all the districts of the
county, though it would be at the increased expense of the
business center of the city.
The present high standing of the schools of District
No. 17, of which every good citizen is justly proud, has
been attained through the earnest efforts, the progressive
spirit and the efficiency of our Superintendent, supported
by a corps of earnest, faithful and efficient instructors;
but it has been a financial strain upon the District that
can be endured only for a limited time. That limit is
about reached and we hope a remedy is near at hand.
It is with sincere regret that we now part with the
services of Superintendent J. H. Wan Sickle so valued in
this District for the past nine years.
I most heartily commend to the District his successor,
Charles E Chadsey, whose education, experience and
natural qualifications eminently fit him to go forward with
the good work, and assure for him a highly successful
Cà, Tee I’.
For information upon the condition and manage-
ment of the schools I would refer to the comprehensive
and instructive reports of the Superintendent, the Prin-
cipal of the High School and the Directors of the various
departments.
I would extend to my co-workers upon this and former
Boards my heartfelt gratitude for their universal courtesy,
their kindly co-operation and their faithful devotion to
the interests of the District.
To the good citizens of this District I return my
sincere thanks for their courtesy through the past fifteen
years, for their encouraging support, their patient endur-
ance of the financial burden and the pride and interest
they have at all times manifested in the schools.
WILLIAM SMEDLEY, President.
General Index.
Page.
Absence, number of half days . . . . . . . . . . . . . . . . . . 36
Attendance, average daily, by years. . . . . . . . . . . . . 36
Statistics of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Boards of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 3–10
Books—See Text Books.
Books, cost of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Books, list of in Room Libraries. . . . . . . . . . . . . . . . 37-50
Bonded Debt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116,120
Buildings, cost of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116-117
Census . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * 107
Coal—See Fuel. &
Committees, Standing . . . . . . . . . . . . . . . . . . . . . . . . . 5
Consolidation of Districts. . . . . . . . . . . . . . . . . . . . . . 15, 120
Corporal Punishment. . . . . . . . . . . . . . . . . . . . . . . . . . 36
Courses of Instruction. . . . . . . . . . . . . . . . . . . . . . 51-52, 67–83
Condition of Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Debt – See Bonds.
Drawing, Report of Director . . . . . . . . . . . . . . . . . . . 84–86
Course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Elective System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Enrollment by years—Statistics. . . . . . . . . . . . . . . . . 35
of High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
English, course in . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 72, 73, 74
Expenditures (Secretary's Report). . . . . . . . . . . . . . 108-115
Faculty of High School . . . . . . . . . . . . . . . . . . . . . . . . 55
Financial Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 14, 15, 120
French, course in . . . . . . . . . . . . • • • • - - - - - - - - - - - - - - 70
Fuel, amount and cost of . . . . . . . . . . . . . . . . . . . . . . 106
Furniture, cost of 105
§ º ºs º is tº & © tº e º e º ºs e º e º e º º ºs e s is sº s s e is
General Indea. 123
German, course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Gymnastics, Report of Supervisor . . . . . . . . . . . . . . 93-96
—Course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77-78
Graduation, Requirements for . . . . . . . . . . . . . . . . . . 53
Graduates, List of . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60–64
- Number of, 1886 to 1900 . . . . . . . . . . . . . . . . . . . 59
Grading and Promotion . . . . . . . . . . . . . . . . . . . . . . . . 18–26
Greek, Course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Grounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116–118
High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
——Report of Principal . . . . . . . . . . . . . . . . . . . . . . . . 57–83
History, Course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 71
Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - 105
Income of District. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Increase of Special Tax Levy . . . . . . . . . . . . . . . . . . . 13
Improvements, permanent. . . . . . . . . . . . . . . . . . . . . . 107
Interest on bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Libraries—See Room Libraries.
Latin, Course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Manual Training, Report of Director . . . . . . . . . . . 88–93
Course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75–76
Marking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 17, 18
Mathematics, Course in . . . . . . . . . . . . . . . . . . . . . . . . 71
Music, Report of Supervisor . . . . . . . . . . . . . . . . . . . 87–88
Course in . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . 80
Nature Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
President, Report of . . . . . . . . . . . . . . . . . . . . . . . . . . . 119-121
Primary Schools, Statistics of . . . . . . . . . . . . . . . . . . . 34
Principals of High Schools, List of . . . . . . . . . . . . . 56
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Professional Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Program, Teachers Daily. . . . . . . . . . . . . . . . . . . . . . . 65–66
Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
124 General Indear.
Report of Superintendent of Schools. . . . . . . . . . . . 11–50
— of Principal of High School . . . . . . . . . . . . . . . . 51-83
of Director of Drawing . . . . . . . . . . . . . . . . . . . . . 84–86
—of Supervisor of Music. . . . . . . . . . . . . . . . . . . . . 87-88
of Director of Manual Training . . . . . . . . . . . . 88-96
of Attendance Officer . . . . . . . . . . . . . . . . . . . . . . 96–100
— of Secretary of Board of Education . . . . . . . . . . 101-118
—of President of Board of Education . . . . . . . . . 119-121
Reports to Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 5 |
Reading, Course in . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79–80
Receipts and disbursements by years. . . . . . . . . . . . 108–115
Rent, Cost of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Repairs, Cost of... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Room Libraries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29–32
Salaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
School accommodations must be increased . . . . . . . 14
School Buildings. . . . . . . . . . . . . . . . . . . . . . . . .‘. . . . 116-117
Science, Course in . . . . . . . . . . . . . . . . . . . . . . . . , . . . 74–75
Shaw, Frederick M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Special Supervision . . . . . . • - - - - - - - - - - - - - - - - - - - - - 28
Standing Committees. . . . . . . . . . . . . . . . . . . . . . . . . . 5
Statistical Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33–36
Studies. Program of . . . . . . . . . . . . . . . . . . . . . . . . . . . 51-52
Supplies, Cost of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Tardiness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Tax Levy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Teachers, High School . . . . . . . . . . e º e s - e e s is tº e - e. e. 56-57
Number employed. . . . . . . . . . . . . . . . . . . . . . . . . 34
Salaries paid, 1899-00 . . . . . . . . . . . . . . . . . . . . . . 103
Text Books, furnished by District. . . . . . . . . . . . . . . 81
List of . . . . . . . . . . . . . . • e º 'º e e º ºs e º s e e º 'º e e º s s a 81–83
Truant Officer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96–100
Visitors, Number of . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Water, Cost of . . . . . . . . . . . . . . . . . . . . . . . . * e º e º - - - 104
FREEHAND DRAWING ROOM,

MANUAL TRAINING
HIGH SCHOOL:
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DENVER

MANUAL TRAINING
HIGH SCHOOL.

SCHOOL DISTRICT NO. ONE,
ARAPAHOE COUNTY, COLORADO. .
COURSES OF STUDY,
REQUIREMENTS FOR ADMISSION,
GENERAL AND SPECIAL INFORMATION.
TWENTY-SEVENTH AVENUE AND
FRANKLIN STREET.
19 O 2.
TEACHERS–1902–1903.
CHARLES A. BRADLEY, Principal . . . . . . . . . . . . . . . . . . . . . . . . . . Mathematics.
United States Military Academy, 1877.
HELEN. L. ATKINS, B. A. . . . . . . . . . . . . . . . . . . . . . . . . Mathematics and Latin.
Wellesley College, 1897.
WILLIAM C. BORST, B. S.,
Mechanical Drawing, Mathematics, Electricity and Magnetism.
University of Michigan, 1896. -
*AMY L. DANIELS. . . . . . . . . . . . . . . . . . . . . . . . . Cooking and Domestic Science.
Boston Normal School of Household Arts, 1897.
HERBERT GRIGGS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Music.
Two Years in Leipsic,
ROBERTA HAMILTON, B. A. . . . . . . . . . . . ‘. . . History and English Literature.
Drake University, 1894; University of Chicago, one year,
post graduate Work. -
JOHN R. HENDERSON . . . . . . . . . . . . . Wood Work, Clay Modeling, and Design.
Cooper Institute
EDDAH HILLIER, B. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Freehand Drawing.
Vassar, 1895; Cincinnati Art Academy, 1897–98.
NONIE W. JONES. . . . . . . . . . . . . . . . . . . . . . . . . . Cooking and Domestic Science.
Boston Cooking School, 1899.
HARRY V. KEPNER, M. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chemistry.
Ohio Wesleyan University, 1890.
C. VALENTINE KIRBY . . . . . . . . . . . . . . . . . . . Wood Carving, Modeling, Design.
Five years’ special work in Art and Manual Training in
Schools of New York; member of Art League of N. Y.
CLARENCE A. LAWTON. . . . . . . . . . . . . . . . . . . . . . . . . Second Year Shop Work.
Franklin Institute, Philadelphia.
CHARLES J. LING, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Physics.
Cornell University, B. S., 1890; University of Denver, M. A., 1900,
Ph. D., 1902.
J. WILLIAM MAHIN, B. S. . . . . . . . . . . . . . . . . . . . Physical Geography, Botany.
De Pauw University, 1895.
JOSEPH Y. PARCE. J.R., B. S., t
Third Year Shop Work, Mechanism and Mechanical Drawing.
Massachusetts Institute of Technology, I893.
* On leave of absence.
6 Manual Training High School.
MARY H. PECK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sewing.
Pratt Institute, special Student.
LTHELYN M. PRICE, B. A. . . . . . . . . . . . . . . . . . . . . . . . . English, Mathematics.
Wellesley College, 1897. -
WELLINGTON P. RHODES, B. A. . . . . . . . . . . . . . . . . . . . . . . . . . History, Civics.
TJniversity of Nebraska; B. D., Garrett Biblical Institute;
One year of special study in University of Boston.
GILES F. ROOSEVELT, M. D. . . . . . . . . . . . . Wood Work, Mechanical Drawing.
Denver Homeopathic College, 1902; two years’ course in Me-
chanical Engineering, Purdue University, 1892-3.
ALICE B. SAVILLE, B. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin.
JAKOB SCHMITT................................ Director of Calisthenics.
JAMES H. STEELE, E. M. . . . . . . . . . . . . . . . Mathematics, Mechanical Drawing.
State School of Mines, Colorado, 1900.
BERTHA STEINHAUER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant in Sewing.
Denver High School, 1893.
SARAH STINSON . . . . . . . . . . . . . . . . . . . . .... Wood carving, Modeling, Design.
Salem Academy; One year each in Cincinnati Art Academy,
Woman’s Art School, New York, and with Julian
Dupree in Paris.
*GEORGE L. TENNEY, M. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin and Music.
TJniversity of Denver, 1894–99.
IDA. B. TENNEY, M. A. . . . . . . . . . . . . . . . . . . . . . . . . Latin, History and English.
University of Michigan, B. A., 1897; University of Denver, M. A., 1899.
ELEANOR. T. VAUGHAN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Calisthenics.
MARIE L. WARNECKE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . German.
Denver High School, 1888; special student in Germany and
VINA L. WARR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mathematics and English.
Wellesley College, special student, 1890-92.
Switzerland, 1891-92. -
ISABELLE D. WHITE, B. A. . . . . . . . . . . . . . . . . . . . . . . . . . French and German.
Boston University, 1894. -
MARY H. G. WINTON . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretary and Librarian.
* On leave of absence.
Manual Training High School. 7
MANUAL TRAINING HIGH SCHOOL,
- DENVER.
*
HE PURPOSE of this school is to furnish a liberal elementary education,
suitable not only for those who contemplate a higher education later, but
especially for those pupils who upon leaving school must enter at once
upon the active duties of life. The course of study is three years in length, and
prepares students for the B. S. course in the State University or for entrance to
technical schools. -
The daily school hours are from 9 a.m. to 2:40 p.m., five days each week,
with an intermission of thirty minutes for luncheon. A warm lunch may be
purchased at the lunch counter in the school.
The attention of parents and guardians is invited to the fact that lessons
must be prepared out of school; this will require about three hours daily. Pu-
pils are urged to adopt systematic programs for work each day, never allowing
work to accumulate from day to day. This applies especially to written work,
assignments in which frequently are made several days in advance.
Tools are furnished by the school, and also materials, except for exercises
which become the property of the pupil.
The diploma of the school is granted to students who satisfactorily com-
plete the three years course.
TUITION.—Tuition for non-resident pupils is $11 per month, in advance.
The school is free to residents of School District Number One, Arapahoe County,
Colorado. -
GRADUATION HONORS.—The assignments upon the graduation program are
determined at the close of the winter term, and in number are made equally
by the teachers and the members of the graduating class. No member of the
class who is conditioned in any school work at the time the assignments are
made is eligible to appointment, or may vote with the class in selecting its rep-
resentatives. *
Four grades of scholarship, P, F, G, E, are recognized in the school. Grade
P is unsatisfactory; F and G represent Fair and Good. The grade of E, when
attained as a final estimate for any one year’s work in a study (three years
each in the case of Freehand and Mechanical Drawing), is to be regarded as an
honor. Upon the graduation program the names of the studies in which
“honors” have been attained are printed after the name of each graduate.
CADETs.-The Manual Training High School Cadets is a volunteer military
organization, with constitution and by-laws subject to the approval of the Prin-
cipal. The organization has a regular drill on Thursday of each week.
CADET OFFICERs.-The Board of Education, at its meeting June 8, 1900,
adopted a resolution establishing the same scholarship requirements for eligibil-
ity to appointment as officers and non-commissioned officers in the cadet organi-
zations of School District Number One as obtained in the case of contestants in
any of the prize contests. (See Prize Contests.)
8 Manual Training High School.
LITERARY SOCIETIES.—The Morey and Franklin Societies hold private meet-
ings once each alternate week, for practice in debate, declamation, reading,
essay writing, etc. Two public meetings may be held each school year by each
society. :
PRIZE CONTESTs.-The following important regulation, governing all prize
contests, was adopted by the Board of Education, November 24, 1893, and
amended November 22, 1895: “No pupil may compete for any of the prizes of.
fered for excellence in declamation, reading, debate, essay writing, or oratory,
except his scholarship at the time of the preliminary contest be at or above the
average required for promotion, as determined by his rank for the preceding
portion of the current year. No student shall compete unless he pursues the
regular courses required for graduation—or at least four full studies.”
The “Stevens Prize” is awarded annually at a public contest, the evening
of Washington’s Birthday, for the best original patriotic oration. Competition
is limited to two representatives from each of the regularly established literary
societies in the high schools of District Number One, in the city of Denver.
The “Morey Prize” was established in 1896, by Mr. C. S. Morey. It is to
be awarded annually for excellence in sight reading. Competition is open to
the girls of the Manual Training High School of District Number One, Denver.
The contest occurs at the end of the winter term.
REFERENCE LIBRARY-The Reference Library of the school contains about
two thousand carefully selected volumes. The books are catalogued by the
“Dewey” system, three sets of card catalogues, Subject, Title, and Author, being
used. ſº
Students are taught to make practical use of the library in their every
day work.
SCOPE AND PURPOSE OF MANUAL TRAINING.
Jº Jºº
The following brief statement is offered here, for the information of par-
ints and patrons of the school:
The object of manual training, as introduced into the public schools, is to
develop the faculties through the education of the hand and eye; to familiarize
the pupil with tools, materials, and processes; to cultivate habits of thoughtful,
intelligent and accurate work, and thus to bring into close relationship, know-
ing and doing. *
The shop exercises are carefully planned to embody many constructive prin-
ciples, and to bring into use, one after another, all of the more common and
typical tools of modern handicraft.
The articles made in the shops are not offered for sale, and indeed often
have no. intrinsic value, save as illustrations of certain forms and principles.
Since the whole object of this training is educational in character, the
student, as soon as he has mastered the principle or process involved in a cer-
Manual Training High School. 9
tain exercise, is set to work upon another. Mere mechanical dexterity is re-
garded as of secondary importance; thorough mastery of the principles, compre-
hension of the logical steps of the process, together with intelligent execution
of the same, is all that we demand. Further repetition would doubtless result
in greater mechanical dexterity, but as an educational process it would be of
questionable value. Movements that have become automatic, that is, which no
longer require the active supervision of the mind, can not be regarded as highly -
educational in character. When this point is reached, therefore, it is time for
the student to take up a new exercise.
Notice that we said “intelligent” execution of the exercise is demanded.
This is the key to the whole plan. Students must know how to do certain
things, and also why certain processes are employed. They do not blindly copy
a piece of work, but trace the logical steps of a process to its legitimate result.
This kind of training produces thoughtful, intelligent workers; and of these the
world always has need.
It is unreasonable to expect that all our graduates will become mechanics.
Some of them, doubtless, will, and we confidently expect a good account of
them. Others will find that their natural abilities lead them in other direc-
tions, and they will turn aside into business channels, or push onward through
the higher technical school or college toward the professions and the various
occupations requiring extended scientific training. It is predicted with entire
confidence, however, that each and every student will be benefited and strength-
ened by his manual training work. He will go forth into the world with a
mental training, the vigor and practical worth of which could not have been
obtained in any other way than by personal contact with tools and materials.
It will be observed that while no specific trades are taught, we do teach
the underlying mechanical principles of many trades; and that the possible
economic applications of these acquired principles is almost limitless in number.
Each pupil will be helped by his school work to discover his natural capa-
bilities and aptitudes, and to make an intelligent choice of occupation.
Visitors to the school sometimes carry away a false impression of its char-
acter, because the manual training departments from their novelty, attract an
undue amount of their attention. It must be borne in mind that manual train-
ing work, although important, is not intended to supersede legitimate literary
work. It will be found upon investigation that the academic work required of
pupils is superior in character. An outline of each year’s work will be found
herein.
It will also be found that the Manual Training High School is no asylum
for lazy boys and girls; on the contrary, they will be as sadly out of place here
as in any other place where activity and industry is demanded.
10 Manual Training High School.
COURSE OF STUDY.
Jº Jº
NOTE—The figures after the studies indicate the number of school hours per week devoted
to each subject.
FIRST YEAR.
MATHEMATICS (5).--Algebra and Plane Geometry.
SCIENCE (4) —Physical Geography until February; Botany.
HISTORY AND ENGLISH (3).-American Literature and Rhetoric until Feb-
ruary; Greek History. .
LANGUAGE (4) —Latin or German, or English.
DRAWING (4).-Freehand (2) ; Mechanical (2).
MANUAL WORK (10).-For Boys: Joinery, Clay Modeling, Design, Wood-
Carving, Wood-Turning. For Girls: Plain Sewing; Wood-Carving, Design,
and Clay Modeling on alternate days.
MUSIC (1).-Chorus Singing.
PHYSICAL CULTURE (1).
SECOND YEAR.
MATHEMATICs (4).-Algebra ; Plane Geometry.
SCIENCE (5).--Physics with laboratory practice.
HISTORY AND ENGLISH (3).—Roman History until February; Rhetoric ;
English and American Literature.
LANGUAGE (4).-Latin or English, or German.
DRAWING (4).-Freehand (2) ; Mechanical (2).
MANUAL WORK (10).-For Boys: Pattern-making and moulding, 20
weeks; forging, 18 weeks; lessons in brazing and soldering. For Girls: Draft-
ing patterns; cutting and fitting undergarments; machine-sewing; wood-carv-
ing on alternate days from February to June.
MUSIC (1).-Chorus singing.
PHYSICAL CULTURE (1).
TH | RD YEAR.
MATHEMATICS (4).—Algebra, ; Plane Trigonometry; Solid Geometry or
Book-keeping. e
SCIENCE (7).-Chemistry with laboratory practice (5); Steam; Electric-
ity and Magnetism * (2).
HISTORY AND ENGLISH (57).-English History; English Literature; Civil
Government. - -
LANGUAGE (4) —Tatin or English, or German; French.Ş
DRAWING (4) —Freehand (2); Mechanical (2).
MANUAL WORK.—For Boys: Wise work; machine tool work: construction.
For Girls: Cooking; domestic science. The manual work of this year occupies
eight hours per week for twenty weeks, and six hours per week for eighteen
weeks.
MUSIC (1).-Chorus singing.
PHYSICAL CULTURE (1).
with the approval of the Principal, shop work may be substituted for this work.
f Three for the first five months.
§ French may be substituted for Mathematics in the third year.
H
COURSES OF STUDY.
HISTORY -
LANGUAGE MATHEMATICS SCIENCE E AND DRAWING | MUSIC | MANUAL TRAINING SCIENCE
NGLISH
I II | III IV V WI WII VIII IX. X XI XII XIII
TV's - Algebra. Physical Rhetoric. | Freehand 2 #; • Sewing.
First German Latin or Latin Same Geography Anci Music uº.g. | Modeling,
English Plane ncient Mechanical Modeling, Carvi
Year SingllSI) Geometry. àS Botany. History echanical 2 Carving. arving.
------------- - - - 4_ 4 ---- 4 5 4 3 4 - - 1__ 10 - 10
g Pattern
Second Algebra. Mediaeval Modeling. Making. Sewing.
* German | English Latin Plane º Ph ysics. History. Freehand. | Music Fº y Carving
Year Geometry. Rhetoric. |Mechanical. Forging -
--------------> __4__ - 4 - - 4. - - - - - 4 5 3 -- - - - 4 - ------- 1 - 10 10
Algebra. Modern • - . . Mechan-
Third Trigonometry. History. | Freehand 2 Metal Cºns Eleºcity
German | English | Latin |French Book-keeping Chemistry | Civi tº ge Music | Fitting | Domestic Il
Civil d
or Solid ivil Goy- Mechanical 2 E and .
Year Geometry ernment. Conomy |Magnetism
4 4 4 4 5 5* 4 1 8+ 8+ 2.
Figures underneath the name of the study indicate the number of periods per week.
* Three for the first term. t After the first term, six hours for those who elect Course XIII.
Required for graduation: Course I, or II, or III, V, or VI and IV, VII, VIII, IX, X, XI or XII, and XIII or its equivalent,
Pupils having chosen a certain study and entered upon the work, will not be permitted to change to another except for weighty reasons;
provided, however, that pupils preparing for entrance to universities may make such division of their language work, with the approval of the
Principal, as will aid them in meeting the entrance requirements of such institutions:
12 Manual Training High School.
REQUIREMENTS FOR ADMISSION.
Pupils who have completed the work of the public grammar schools are ad-
mitted on certificate of their principal; other candidates must pass a satisfac-
tory examination in Arithmetic, Geography, English Grammar, United States
History, Elements of Physiology, Spelling.
NOTES AND EXPLANATIONS.
MATHEMATICS.
.5% .2%
In all mathematical work the following points are steadily kept in view:
The development of power on the part of the pupil to reason logically; to exer-
cise good judgment; to make accurate calculations and concise statements; to
apply known principles to the solution of new problems; to understand the
meaning and use of generalization.
FIRST YEAR.
Algebra is studied for the first half of the year; and Plane Geometry for
the second half. It is believed that this arangement gives the pupil a better
preparation for the study of Physics in the second year than Algebra alone
would give.
SECOND YEAR.
Algebra and Plane Geometry continued until the former has embraced the
subjects of Quadratics and Higher Equations solved as Quadratics, and the lat-
ter has been finished.
THIRD YEAR.
Algebra rapidly reviewed, special attention being paid to the deduction of
formulas. The following new topics are then studied: Properties of Quadratics,
Progressions, Properties of Series, Binomial Theorem.
Plane Trigonometry; deduction of fundamental formulas; solution of plane
triangles and regular polygons; some practical applications to surveying. The
use of Logarithms is taught in connection with this work.
The course in Book-keeping is a short one, with practice in business with
books kept in double entry.
Solid Geometry may be elected in place of Book-keeping.
SCIENCE.
Jº Jºº
Throughout the work of the school the individual laboratory work of the
pupil forms an important factor. He must see, handle, manipulate, reach con-
clusions for himself and record the same in a neat and accurate manner.
Manual Training High School. 13
FIRST YEAR.
The subject-matter of Physical Geography, treating as it does of the com-
mon natural phenomena observable at the earth’s surface, seems a fitting start-
ing-point for the work of the Science Course.
The first half of the year is devoted to the subject, using Davis’ Physical
Geography as a text-book. On account of favorable local conditions, the subject
of Geology receives special attention in this connection.
The second half of the year is devoted to the study of Botany, using Ber-
gen’s Elements of Botany as a text-book. The laboratory method is employed.
The room equipment consists of thirty-five simple dissecting microscopes, and
one compound microscope with all necessary accessories for examining minute
cell and tissue structure. A suitable laboratory note book is kept by each
pupil, illustrated by original drawings from the object, and accompanied by a
written record of observations.
SECOND YEAR.
PHYSICs:-The course extends through the year, five periods per week, two
of which are devoted to laboratory practice.
The work in the laboratory is usually assigned to the pupils individually.
Each student is provided with apparatus and performs his own experiments,
which, with a few exceptions, are of a quantitative nature and lead to numer-
ical results. The importance of observing carefully every detail, and preserv-
ing accurate and independent record of each experiment, is constantly held be.
fore the student. The experiments are selected so that some phase of the sub-
ject under investigation is revealed to him by the experiment.
The class work and laboratory work run nearly parallel. The following
outline indicates the character of the work:
Fall Term.—Mechanics. Measurements and weighing, mechanical powers,
falling bodies, pendulum, simple machines, hydrostatics, specific gravity, capil-
larity, pneumatics.
Winter Term.—Heat; Sound. Thermometry, diffusion of heat, expansion,
artificial cold, latent and specific heat. Fundamental principles of wave mo-
tion; elementary laws of sound vibrations; simple acoustic instruments.
Spring Term.—Light, Electricity and Magnetism. Reflection, refraction
and absorption of light; foci of mirrors and lenses; photometry; color; optical
instruments. Magnetic polarity, induction and field; static electricity, elec-
trical distribution, induction; electrical machines; galvanometers, batteries,
local action, polarization; electrolysis; electrical units; the telegraph, tele-
phone, dynamo and motor.
THIRD YEAR.
CHEMISTRY.-The course extends through the year, five periods each week,
two of which at least are employed in laboratory work.
The purpose of the course is to familiarize the pupil with the fundamental
principles of the science and their important applications in every day life,
such as combustion, cleansing, disinfection, fermentation, and industrial proc-
esses. Visits are made to manufacturing plants where chemical processes are
employed, and also to smelting and reduction works.
14 Manual Training High School.
Fall Term.—Fundamentals of the science, chemical nomenclature, methods
of manipulation, the study of a few characteristic non-metallic elements, with
special reference to oxidization and reduction.
Winter Term.—The study of the elements as grouped by the Periodic Law.
Spring Term.—The principles of Qualitative Analysis.
ELECTRICITY AND MAGNETISM.–This course consists principally of labo-
ratory work and shop work, two periods per week, supplemented by illustrated
lectures, and references to standard works on the subject.
One of the objects of this course is to familiarize the student with the de-
tails of construction of simple types of electrical machines, and with the use
of instruments employed in measuring electrical energy.
MECHANISM (Steam).-This course is intended for the boys. Instruction
is given principally by means of illustrative talks upon matters concerning the
machine shop course and the third year mechanical drawing.
Ordinary devices for transmitting motion, such as the screw, friction cyl-
inders and cones, belting, gearing, cams, link motions, etc., are first discussed,
and their design, construction, and operation explained.
The remainder of the time is spent in studying the essential details of the
power plant in the basement of the school building. The boilers, with their
various attachments, are examined and a few general rules given in regard to
their design and care. The simple steam engine is then studied, the action of
slide and Corliss valve motions considered, and the method of ascertaining the
work done by means of the indicator explained and illustrated.
Near the end of the year, trips are made to machine shops and power
plants in the city, each student being required to take notes and hand in a writ-
ten account of his observations.
HISTORY AND ENGLISH.
.* .2% *
In this work History and English are united to form one course, which
extends through the three years of the High School, occupying three periods a
week. Half of each year is given to the study of History, and half to the
study of English. -
The required English readings for entrance to colleges are presented in
connection with the English of this course.
In History, attention is given to the epoch-making periods, with reference
to cause and result. There is made a careful study of the social life of the
nation.
The composition of the term grows out of the History study.
The work in English is to give the student enjoyment in good literature,
and to cultivate self-expression. -
The simpler laws governing prose and poetry are taught. Careful and
original work is insisted upon. Memory work in verse and composition supple-
ment the outlined course.
Manual Training High School. 15
FIRST YEAR. - -
First Half of Year.—Maxwell and Smith's Writing in English, to Chap-
ter VIII.
Second Half of Year.—Ancient History, through the decline of the Greek
nation.
SECOND YEAR.
First Half of Year.—Roman and Mediaeval History.
Second Half of Year.—Maxwell and Smith’s Writing in English, completed.
The principles presented in the text-book are studied through the literature
which is a part of this course.
TH | RD YEAR.
First Half of Year.—Coman and Kendall’s History of English.
Second Half of Year.— (a) English Literature, three periods a week. (b)
Civil Government, two periods a week.
A study is made of the Constitution of the United States, and the National,
State and Municipal governments, giving special attention to their origin and
development.
LANGUAGES.
Jº Jº
By referring to the outline of the courses of study on page 11, it will be
seen that there are three choices presented, viz., German, Latin, English.
For those who do not desire to study German, it is recommended that they
begin with Latin, even if they do not intend to pursue the subject beyond the
first year. The study for even this short time of a highly inflected language
like Latin will give the pupil a keener appreciation for the niceties of gram-
matical construction and a better comprehension of his mother tongue, as well
as facility in its use, than the same time employed in the exclusive study of
English.
For the benefit of those who are opposed to the study of any foreign lan-
guage, there is an English course beginning with the first year. At the end
of the first year, those pupils who have completed one year of Latin and who do
not desire to continue the study, enter the second year of the English course.
The English course must not be confounded with the “History and Eng-
lish,” which is a required course; the English is an elective.
LATIN.
.* .2%
The course in Latin is planned with a view to the student’s progressive de-
velopment, the principles of the Latin language being introduced by a series of
graded lessons, thus familiarizing him with the rudiments of Latin grammar
and syntax.
Correct pronunciation, with special attention to quantity of vowels, is in-
sisted upon from the beginning.
1 (j Manual Training High School.
Reading aloud constitutes an essential part of the work, as in this way
students come to an appreciation of Latin idioms and Latin order.
Translation from English into Latin, based upon the Latin read, brings
before the student’s mind the proper application of all rules of syntax, and thus
the committing of rules in the abstract is reduced to a minimum. This exer-
cise tests and develops the accuracy of the student, and as much attention is
paid thereto, throughout the course, as is consistent with the time given.
First Year.—Smart’s Gradatim ; Bennett’s Latin Grammar.
In the acquisition of a vocabulary special emphasis is laid upon the group-
ing of related words.
Second Year.—Caesar, Books I–IV.
Composition based upon Caesar throughout the year, using Mellick’s Latin
Composition as guide during first part of year.
Special attention is paid to the pronunciation and reading of the Latin
text. Sight translation is regarded as a most important exercise, and students
are encouraged to do the greatest amount possible.
Third Year.—Cicero, six orations, including “Pompey’s Military Com-
mand.” Riggs’ In Latinum, Latin composition. Sight reading from Viri Roma
and Cicero. Papers on conditions and classes of Roman society, Roman living,
etc. ſº .
Throughout the course effort is made to facilitate translation from sound
as well as from sight.
ENGLISH.
Jº Jº
FIRST YEAR.
First Half of Year.—A study of Grammar.
Second Half of Year.—Composition twice a week. Literature twice a week.
Gray’s Elegy; Tennyson’s Dora, Morte D’Arthur; Goldsmith’s The Deserted Vil-
lage; Nature Studies from Burroughs, Bryant, and Wordsworth; Franklin’s
Autobiography.
SECOND YEAR.
AMERICAN LITERATURE.-This course is designed with the idea of making
the student acquainted with the movements in American Literature, and caus-
ing him to become somewhat familiar with the leading writings.
A survey is made of the literature of the present day. A somewhat care-
ful study is given the following:
Irving's Sketch Book.
Poe’s Poems and Prose Tales.
Bryant's Thanatopsis and other poems.
Longfellow’s Hiawatha, The Building of the Ship, Short Lyrics.
Whittier; Whitman; Holmes.
Lowell: Studies from The Biglow Papers and short poems.
Emerson: Compensation, Self-Reliance, Circles, Friendship.
Hawthorne: Twice-Told Tales. -
THIRD YEAR.
ENGLISH LITERATURE.—George's Chaucer to Arnold. Two of Shakespeare's
plays.
Manual Training High School. 17
MODERN LANGUAGES.
Jº Jº
1. THE SPOKEN LANGUAGE.-The pupils are taught from the beginning to
understand the spoken language, and encouraged to use it for themselves. The
language studied is made, as far as possible, the language of the class room.
2. WOCABULARY.-The effort is made to render the acquisition of new
words systematic, so that the pupil may gradually build up a good working
vocabulary.
3. MEMORIZING-Stress is laid on the thorough memorizing: of model
sentences exemplifying characteristic constructions; of idioms and proverbial
phrases; of passages selected for beauty of thought and form.
4. COMPOSITION.—The composition work includes exercises in re-transla-
tion based on the text read; paraphrasing; condensation of narrative; writing
of letters; some original composition.
5. READING ALOUD.—Reading aloud is a part of almost every recitation.
Emphasis and expression are accounted as important as correct pronunciation.
6. DICTATION.—Exercises in dictation frequently are given, especially in
the French classes.
7. CONVERSATION.—Practice in conversation is afforded by discussion aris-
ing out of the reading in hand; by the assignment of topics for preparation;
by unprepared topics presented for brief discussion; by the reproduction of
stories read by the class or related by the teacher, and in other ways inci-
dentally arising. These exercises are made brief and informal, the aim being to
bring pupils to express themselves voluntarily and with confidence.
8. TRANSLATION.—Bald, word for word translation is not tolerated. Pupils
are taught to grasp the thought of the passage and to render it accurately into
equivalent expression in idiomatic English. It is anticipated that an interested
pupil will, as the mechanical difficulties of the language are surmounted, cease
to regard a German or French book merely as something to translate, and begin
to appreciate its literary quality. Sight translation is constantly practiced in
all classes.
9. GRAMMAR.—A thorough mastering of the forms of the language and
the principles of its syntax is regarded as absolutely essential. The grammar
is, therefore, kept under review by various methods, throughout the course.
GERMAN.
.* .2%
Two courses in German are presented: Course A for pupils who have
passed through the German classes in the grades preceding the ninth, and
Course B for those who begin the study in the High School.
Pupils taking Course A are able at the outset to take up easy selections
from modern German literature. The work of this course includes a wider
range of reading, more sight translation, and more advanced composition. The
two courses remain distinct throughout the three years of the High School.
A. (advanced) First Year.—Thomas’ Practical German Grammar, Part I,
18 Manual Training High School.
with supplementary exercises in composition. Whitney’s Introductory German
Reader. Memorizing of short colloquies and poems.
Second Year.—Thomas’ German Grammar, Part II, Whitney’s Reader, com-
pleted by December. Höher als die Kirche, Hillern, with composition based on
the same. Der Bibliothekar, Moser. Der Neffe als Onkel, Schiller. Der Zer-
brochene Krug, Zschooke. Dictation work. Reproducing stories. Harris' Com-
position. -
Third Year.—Gerstacker’s Irrfahrten, composition based upon the same.
Wilhelm Tell, Schiller. Lichtenstein, Hauff. Der Trompeter von Säkkingen.
Roenig Rene's Tochter. Composition work. Short essays. Harris’ Composition.
GERMAN B.
.2% .2%
First Year—Grammar, Collar and Eysenbach (complete). Reading,
Glück Auf.
Scoond Year.—Grammar, Collar and Eysenbach (completed). Storm’s Im-
mensee. Bernhardt’s Im Zwielicht. Composition, Harris’. Höher als die
Rirche, Hillern. Leberechthiihnchen. Memorizing poems and quotations.
Third Year.—Auerbach’s Brigitta. Moser’s Der Bibliothekar. Freytag's
Die Journalisten. Schiller's Der Neffe als Onkel. Topical review of Grammar.
Harris' Composition Work. Germelshausen, Gerstaecker. Die Braune Erica.
Wilhelm Tell, Schiller. Studies in German Literature. tº
The list of works given above is intended to suggest amount and character
of the work done from year to year. Standard works of similar grade may be
substituted at any time. The same remark applies to the French course.
FRENCH.
.2% .2%
After completing the first two years of Mathematics (Algebra and Plane
Geometry), French may be substituted for Mathematics in the third year.
Chardenal’s Complete French Course is the text used. The following stories
are read in the class: Daudet's Trois Contes, and Labiche et Martin’s Le Voy-
age of Monsieur Perrichon.
DRAWING.
Jº Jºº
Drawing underlies all industrial work. Its importance can scarcely be
overestimated. It should be regarded as a mode of expressing thought, an
universal language, rather than simply an accomplishment. Drawing culti-
vates neatness, order, good taste, and appreciation of art, as well as habits of
close observation and attention to details.
The drawing work for boys and girls is varied somewhat to suit their
respective needs, but it may all be classified under three heads,-constructive,
representative, and decorative. The time, four hours per week, is equally
Manual Training High School. 19
divided between freehand and mechanical work, the two continuing side by side
throughout the entire course. -
The technical work in freehand drawing is supplemented by a course of
lectures on the Theory of Art and the History and Development of Painting,
Sculpture and Illustration. These talks are freely illustrated by means of the
stereopticon.
The equipment of the drawing room includes a good assortment of models,
casts and studies.
FIRST YEAR.
FREEHAND.—Elementary perspective; water coloring in flat washes; char-
coal and pencil drawings from object and cast, first from single objects and
later from groups.
MECHANICAL-Instruction in the use and construction of drawing instru-
ments; thorough practice in their use, involving both accuracy and neatness;
lettering and borders; orthographic projection of points, lines, areas and solids
having plane surfaces; simple plan and elevation working drawings made to
scale; title page.
SECOND YEAR.
FREEHAND.—Study of light and shade from cast and still-life with charcoal
and pencil.
MECHANICAL-Orthographic projection of solids with curved surfaces;
intersection of solids and development of surfaces; isometric drawing; work-
ing drawings of patterns and parts of machinery, measurements to be made by
the pupil; tracing and blue-printing; freehand lettering; title page.
THIRD YEAR.
FREEHAND.—Drawing from more advanced casts and groups of objects with
charcoal, pencil, and pen and ink. Pupils who show marked ability may join a
life-sketching class.
MECHANICAL.—(For Girls.) Linear perspective; architectural drawing,
including plans, elevations and perspectives of residences.
(For Boys.) Working drawings; complete detail and assembly drawings
Of one or more of the machines in the shop.
MUSIC.
Jº Jºº
Voice culture, including exercises in breathing, vowel sounds, articulation,
pitch, purity of tone. Sight singing. Three and four part songs. Short out-
line lectures on musical subjects. General chorus work once each week.
The M. T. H. S. Glee Club is a volunteer organization composed of boys
of the school, meeting regularly for practice once each week. It numbers about
twenty members.
The Girls’ Chorus Club is a similar organization numbering about thirty
members. It meets for practice once each week.
The M. T. H. S. Chorus Club is a volunteer organization, numbering about
sixty members, both boys and girls. -
20 Manual Training High School.
CALISTHENICS.
.5% º
The girls exercise every Tuesday and Thursday for about twenty minutes.
The work consisting of calisthenics, marching, drill with Indian clubs, wands
and dumb-bells, all under the immediate supervision of an experienced special
teacher.
MANUAL WORK.
Jº Jº
In disciplinary value, the manual work rises to the dignity of laboratory
work, and holds equal rank with the regular academic studies. It embodies a
training in habits of careful, patient, systematic, intelligent labor.
The pupil is made to feel from the beginning, the necessity for planning
his work with the utmost care and exactness, in order to secure accurate re-
sults. All exercises made in the shop must agree precisely in form and dimen-
sions with the drawing, usually in the form of a “blue-print,” with which each
pupil is provided.
Each exercise is carefully planned to embody some definite mechanical
principle, and to bring into use one after another, the various shop tools. The
shop teacher explains the construction and use of each tool as it is needed, and
gives directions for its care. Then in the presence of the class he shows ex-
actly how to perform the work, and also occasionally by way of a caution,
“How not to do it.” -
Economy of time, labor and material is taught and enforced by careful
supervision. Special attention is given to the formation of habits of neatness
and order, and to the employment of workmanlike methods.
For boys the work is as follows:
Fi RST YEAR.
JoſNERY, MoDELING, CARVING, TURNING.-In the joinery course only hand
tools are employed. The object of the course being to give practice in the use
of the principal wood-working tools, and teach the elementary principles of
construction. Modeling in clay and the making of original designs in pencil,
ink and color accompany this work.
The course in wood carving affords instruction in the use of wood-carving
tools, and a further training in appreciation of beauty of form in design.
After the work at the bench, wood-turning is taught. No kind of shop
work is more fascinating to the student, or presents a greater opportunity for
developing an appreciation of grace, symmetry and beauty in form.
Throughout the year frequent talks are given by the instructors upon
such topics as these: Distribution of forests; processes of lumbering; the
principal varieties of wood and their leading uses; physical properties of wood;
its behavior under various conditions; its proper distribution in construction;.
preservation of timber, etc.
Manual Training High School. 21
SECOND YEAR.
TATTERN MAKING, MoULDING, FORGING.—Some foundry work precedes the
pattern making, in order that the student may better understand the construc-
tion of patterns.
The course in pattern making will consist of plain work; pulley, pipe,
gear and core work. In the foundry the students are taught to make moulds
and cores; each student pouring for himself into the moulds that he has made.
Forg1NG.—Exercises in drawing, upsetting, shaping, bending, welding,
punching and cutting, hardening and tempering of steel.
During the course each student forges and tempers a set of steel lathe
tools, to be used in the shop work of the following year. Instruction is also
given in soldering and brazing.
A short course in ornamental iron work closes the year’s work.
In order to give a general knowledge of tools and materials, talks are given
by the instructor on the different grades of iron and steel, how they are pro-
duced, and why certain kinds are selected for various purposes.
Shop methods are taught; the students are encouraged to become self-
reliant, to study their drawings carefully, make detail sketches from them and
originate methods of doing the work. The importance of accuracy when it is
required, is shown, and that the lack of it makes the difference between poor
and good workmanship.
This instruction is further impressed upon the students by visits to the
best local shops and foundries.
THIRD YEAR.
VISE-VWork AND MACHINE TooD-WoRK.—The vise-work includes chipping,
filing, fitting, scraping and finishing.
The machine tool-work is designed to teach the uses of the most common
machine tools, and elementary principles of machine construction.
It consists of a series of graded exercises involving the uses of the lathe,
drill, planer, shaper, milling, and grinding machines, and includes work in cast
and wrought iron, steel, and brass. -
The ground covered may be summarized as follows:
Lathe Work, consisting of centering, drilling, and countersinking, straight
and taper turning, thread cutting, boring, and chuck work; also metal spinning,
hand turning, filing, and polishing.
Planing, including the formation of both plane and curved surfaces, and
key seating.
Plane and Spiral Milling, including key seating, gear cutting, and the flut-
ing of taps, drills, and reamers.
Plane and Cylindrical Grinding, including the sharpening of taps, reamers,
and milling cutters, and the grinding of hardened steel arbors and gauges.
Hardening and Tempering of finished tools.
During the year some project such as a small motor, dynamo, steam en-
gine or machine tool is constructed. -
22 Manual Training High School.
Systematic work and accurate results are insisted upon. Many of the ex-
ercises are fitted to standard gauges or the micrometer calipers.
THREE YEARS' COURSE OF MANUAL TRAINING FOR GIRLS,
TAKEN IN CONNECTION WITH THE REGULAR
ACADEMIC STUDIES.
*SEWING.
Jº Jºº
FIRST YEAR.
This course is devoted to hand and machine sewing. The work is given to
train the will power and to teach accuracy, economy, patience, judgment and
perseverance. The eye is trained to recognize and the hand to produce correct
lines, angles and forms.
Hygienic dress taught. -
True economy is taught in the right use of the right material in the right
place. Meanwhile the pupil has acquired the ability to do all the various
stitches used in hand sewing which she applies later in garment making.
Care and use of different kinds of sewing machines.
Making small exercises by machine.
Instruction in choice of materials, most suitable qualities to buy.
Measuring and draughting patterns begun, each pupil for herself. The
making of the simplest under garments, materials furnished by pupil.
* Wood carving alternates with sewing.
SECOND YEAR.
Instruction in the use of various patterns. Waist cut, basted, fitted and
made, then a shirt-waist.
Patterns draughted for wash dress.
Making of a cloth skirt.
Talk on proportion of the human figure.
Talk on the purchase of materials measuring for proper amount, suitable
trimmings, shrinking and setting colors in wash goods.
. History of costume.
The additional study of beautiful form, color and texture, in relation to
the clothing of the body and the intimate connection between the laws of beauty
and the laws of health.
* Wood carving alternates with sewing from February to June.
THIRD YEAR.
- TWO PERIODS A. WEEK.
A short course in the making and trimming of hats is given, to develop
that lightness of touch and skillful handling which the delicate materials
demand.
Manual Training High School. 28
The imagination must be trained to picture results so clearly and the
hand to execute so unerringly that no unnecessary handling of material need be
required.
Talk on color and textiles.
Instruction in choice of materials.
Wiring hats.
Making folds.
Talks on the manufacture of straw and felt hats, and of ribbon.
Making varieties of bows in paper.
Trimming hats with tissue paper for practice in handling carefully the
delicate materials, and the study of color.
Binding, fitted facings and full facings.
Plain covered hats.
Talk on form and line.
Making of buckram frames.
Principles applied to a hat of nice materials. #
Careful attention given to combination of colors, that the color effect may
be either in harmony or a pleasing contrast. The whole course is designed to
cultivate a love and appreciation for the artistic and beautiful both in color,
form and texture. e
WOODWORK, MODELING AND DESIGN.
Jº Jº
FIRST YEAR.
This work is manual training of a high order, and the same disciplinary
results are attained as in the boys’ work in their shops. The wood-work for
the girls is especially adapted to their strength and physical endurance. Their
first wood-work is with the bench tools of the joinery shop, and is intended to
familiarize them with elementary constructive principles, and to serve as a
basis for future wood-carving work.
The final model is some piece of hard-wood construction which the pupi
is allowed to take home. -
Lessons in design and in modeling in clay accompany the work, and talks
on the growth and structure of trees and the characteristics of common and
rare woods are given from time to time.
SECOND YEAR.
From February to June, wood carving alternates with sewing. Particular
attention is paid to the principles of applied design for relief ornament. A
variety of woods from soft to hard is employed.
Some thought is given to the styles of furniture and the cultivation of
taste in the selection thereof.
24 Manual Training High School.
DOMESTIC SCIENCE.
Jº Jº
TH I RD YEAR.
The foundation for this work is the instruction received from the seventeen
lessons given the girls while in the eighth grade.
Laboratory methods are employed. The work being individual as far as
possible. Habits of neatness, order, economy and systematic work are encour-
aged and cultivated.
The course is designed to give instruction upon the subjects of foods, their
constituents, comparative values, and proper methods of cooking.
Foods are studied in relation to the demands of the body, with attention
to physiological subjects. Special study is given to the food questions in
household economy, such as the production of the most nutritious foods from
the cheapest materials, the best methods of cooking, and the advantageous use
of food remnants.
The equipment of the cooking laboratory includes a coal range, a gas
range, an Aladdin oven, and twelve small gas heaters. The room fittings are
designed to accommodate class sections of twenty-four at one time.
The arrangement of the subject matter of the course for the year is as
follows:
Fall Term.—Fruit cookery, water, starch, milk, eggs, fish, meats, soups,
and simple desserts. All principles of cookery reviewed. Individual work and
responsibility. Marketing. Classification of foods, and hygienic value.
Winter Term.—Baking powder, yeast, batters, doughs, and advanced cook-
ing; physiology of digestion.
Spring Term.—-Care of the dining room, table laying and serving, sanita-
tion, ventilation, invalid cookery, chemistry of cleaning.
Adjoining the laboratory is the dining room, which is furnished with the
necessary equipment, including linen, china and silver. Instruction is given in
table laying and serving, and each group of four pupils, on the completion of
the course, prepares and serves a luncheon or dinner with a limited sum of
money, which demonstrates their skill in preparation as well as in application
of the principles of economy.
EQUIPMENTS OF THE SHOPS, ETC.
Jº Jº
THE JOINERY SHOP is 32x51 feet. It has thirteen double cabinet-maker’s
benches, with set of tools for each bench ; each bench has six locked drawers,
in which are kept the individual sets of edge-tools of the pupils working at the
bench.
THE PATTERN SHOP is 32x60 feet. It is furnished with twelve double cab-
inet-maker’s benches, with set of tools for each bench; the same provisions for
individual edge-tools are made here as in the joinery shop, with the addition
Manual Training High School. 25
of a set of turning gouges and chisels. The equipment also includes twenty-
five wood lathes, a band saw, and two grindstones.
THE CARVING SHOP is 32x51 feet. It has twenty-five single carving
benches, and is furnished with all necessary tools and appliances for class sec-
tions of twenty-five.
THE FORGE SHOP is 35x58 feet. It is located on the ground floor, and is
equipped with twenty-five Buffalo Forge Co.'s improved down-draft forges.
The blast is furnished by a fan located in the engine room. The equipment
also includes twenty-five anvils and sets of hand tools, a tool rack containing
a complete assortment of special tools, a post drill, a powerful hand punching
and shearing machine, and five vises mounted on the benches which surround
the room. In the benches are locked drawers which contain the pupil’s work
aprons and unfinished work.
THE MACHINE SHOP is 32x60 feet. It is equipped with the following ma-
chine tools:
Six Reed engine lathes, 14-inch swing, 5-foot bed.
Eight Putnam engine lathes, 14-inch swing, 5-foot bed.
One Pratt & Whitney engine lathe, 16-inch swing, 7-foot bed.
One T’utnam engine lathe, 20-inch swing, 7-foot bed.
Two Pratt & Whitney hand lathes, 9-inch swing, 30-inch bed.
One Brown & Sharpe 9-inch universal hand lathe.
One Pratt & Whitney hand lathe, 14-inch swing, 5-foot bed.
One 13-inch Slate sensitive upright drill.
One 22%-inch Barnes upright drill.
One grindstone.
One Diamond Machine Co. wet emery grinder.
One Cincinnati Milling Machine Co. universal cutter and reamer grinder.
One Cincinnati Milling Machine Co. No. 1 universal milling machine.
One Gould & Eberhardt 12-inch shaper.
One Gray planer, 22-inch x 6-foot bed.
One gas furnace for hardening, tempering, and brazing.
Two sides of the room are lined with benches on which are mounted eight-
een Prentiss vises, for work in chipping and filing. Underneath each vise is a
drawer containing steel scale, try square, hand vise, dividers, chipping ham-
mer, etc. In addition to these, each student has a separate drawer in which to
keep his assortment of files, chisels, and lathe tools, as well as his unfinished
work. -
The tool room, which occupies a space 9x16 feet in one corner of the shop,
contains a complete assortment of necessary appliances, such as chucks, drills,
reamers, taps, dies, gauges, surface plates, micrometer calipers, etc.
A small reference library, consisting of text-books, periodicals and trade
catalogues. has also been placed in the shop.
THE ENGINE Roost is situated directly under the machine shop, and con-
tains a 60-horse power Reynolds Corliss engine, “1890” frame, fitted with indi-
cator pipe and reducing motion.
A Crosby indicator, an Amsler polar planimeter, and a 10-horse power
Prony brake (the latter made by the class of '96) are used in connection with
the study of the steam engine.
\
26 Manual Training High School.
LIST OF TEXT BOOKS.
Jº Jº
MATHEMATICS.
Wentworth’s New School Algebra, Ginn & Co.
Wentworth’s New Plane and Solid Geometry, Revised Edition (1899),
Ginn & Co. -
Wentworth’s New Plane Trigonometry with tables, Ginn & Co.
Goodyear's Sixty Lessons in Business, Shorter Course, Goodyear-Marshall
Publishing Co.
SCIENCE,
Lavis’ Physical Geography, Ginn & Co.
Bergen’s Elements of Botany, Ginn & Co.
Carhart & Chute's High School Physics, Allyn & Bacon.
Chute's Physical Laboratory Manual, D. C. Heath & Co.
Remsen's Introduction to the Study of Chemistry, Henry Holt & Co.
HISTORY AND ENGLISH.
Myer’s General History, Ginn & Co.
Coman & Kendall’s History of England, Macmillan & Co.
Maxwell & Smith’s Writing in English, American Book Co.
Fiske’s Civil Government, Houghton, Mifflin & Co.
George’s From Chaucer to Arnold, Macmillan & Co.
SELECTIONS, LITERATURE.
Jº Jºº
FIRST YEAR.
Shakespeare, Julius Caesar, Pocket Series, Macmillan & Co.
Addison, Sir Roger de Coverley, English Classic Series, Maynard & Merrill.
Lowell, Vision of Sir Launfal, English Classic Series, Maynard & Merrill.
Scott, Ivanhoe. (To be read out of the class.)
Coleridge, Rime of the Ancient Mariner, English Classic Series, Maynard
& Merrill.
SECON D YEAR.
Milton, L’Allegro, Il Penseroso, Comus, Lycidas, Riverside Series.
Tennyson, The Princess, Pocket Series, Macmillan & Co.
Macaulay, Essay on Addison, Pocket Series, Macmillan & Co.
Goldsmith, Vicar of Wakefield. (To be read out of the class.)
THI RD YEAR.
Shakespeare, Merchant of Venice, Pocket Series, Macmillan & Co.
Shakespeare, Macbeth, Pocket Series, Macmillan & Co.
Carlyle, Essay on Burns, Lakeside Series, Ainsworth & Co.
Burke, Conciliation with the Colonies, Allyn & Bacon, Academy Series.
Eliot, Silas Marner. (To be read out of the class.)
Macaulay, Essay on Milton, Pocket Series, Macmillan & Co.
Manual Training High School. 27
FOREIGN LANGUAGES.
Jº Jºk
LATIN.
Bennett’s Latin Grammar, Allyn & Bacon.
Smart’s Gradatim, Benjamin H. Sanborn & Co.
Kelsey’s Caesar, Allyn & Bacon.
Kelsey’s Cicero, Allyn & Bacon.
Latin Composition, Mellick (Caesar), American Book Co.
Latin Composition, Riggs’ In Latinum (Cicero), Scott, Foresman & Co.
Lewis’ Latin Dictionary for Schools, Harper & Brothers.
GERMAN.
German Lessons, Collar’s Eysenbach, Ginn & Co.
Harris’ German Composition, D. C. Heath & Co.
Thomas’ Practical German Grammar, with supplementary exercises in com-
position, Henry Holt & Co.
Whitney’s Introductory German Reader, Henry Holt & Co.
Wenckebach’s German Reader, Glück Auf, Ginn & Co.
Hillern's Höher als die Kirche, D. C. Heath & Co.
Auerbach’s Brigitta, Ginn & Co.
Schiller’s Der Neffe als Onkel, D. C. Heath & Co.
Der Zerbrochene Krug, Zschooke, D. C. Heath & Co.
Lichtenstein, Hauff, D. C. Heath & Co.
Bernhardt’s Im Zwielicht, American Book Co.
Hewitt’s German Reader, Macmillan & Co.
Gerstacker’s Irrfahrten, Henry Holt & Co.
Schiller's William Tell, Henry Holt & Co.
Goethe’s Hermann und Dorothea, G. P. Putnam & Co.
Moser’s Der Bibliothekar, D. C. Heath & Co.
Hertz's König Rene's Tochter.
Freytag's Die Journalisten, American Book Co.
Cassell’s German Dictionary, Cassell & Co.
FRENCH.
Chardenal’s Complete French Course, Allyn & Bacon.
Daudet's Trois Contes, D. C. Heath & Co. J
Labiche et Martin’s Le Voyage de Monsieur Perrichon, D. C. Heath & Co.
Cassell’s French Dictionary, Cassell & Co.
MISCELLANEOUS.
Jº Jº
Griggs’ Beacon Song Collection, Nos. One and Two, Silver, Burdett & Co.
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1923
|MAY 2
* --
DENVER PUBLIC SCHOOL MONOGRAPHS
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NUMBER FIVE
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SALARY SCHEDULES
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DENVER PUBLIC SCHOOL MONOGRAPHS
NUMBER FIVE
SALARY SCHEDULES
Adopted by the Board of Education,
November 10, 1920, and February 9, 1921
ISSUED BY THE
BOARD OF EDUCATION, DENVER PUBLIC SCHOOLS
JANUARY, 1923
THE DEN v ER SCHOOL PRESS
DENVER, COLORADo
1-23-2M M-186-6357
* No flower attracts more at-
tention than the blue columbine,
the Colorado State flower, chosen
by the school children.

SALARY SCHEDULES
Adopted by the Board of Education November 10, 1920
Effective December 1, 1920
Completed Schedules Finally Adopted February 9, 1921
These schedules are as amended by the Board of Educa-
tion as follows:
Additions—
Definition of continuous years of service, April 13, 1921.
Teachers entitled to annual salary increase, April 13, 1921.
Substitutions—
Oath of allegiance, April 13, 1921. -
Recognition of experience, December 14, 1921.
Time of salary increases, December 14, 1921.
The State Tenure Law, enacted April 28, 1921, made nec-
essary amendments to sections regarding period of proba-
tion and annual reelection of teachers.
A. PURPOSE OF THE SALARY SCHEDULES
The teacher is by far the most important factor in build-
ing up a school system. Professional training is as necessary
in the teaching profession as in any other.
These salary schedules have been constructed and adopted
by the Board of Education for the purpose of securing and
holding the best available teachers for the Denver schools.
First, they are intended to offer salaries sufficient to at-
tract the best teachers to the schools.
Second, definite requirements as to professional training
are set up, in order that the city may be assured that the
teachers of its children will have made a professional prep-
aration for their work equal to that required of those who
would engage in any other profession demanding both tech-
nical skill and learning.
Finally, the teachers’ schedule is a single schedule. In
the past a distinction has been made in the salaries paid in
the elementary or junior high schools on the one hand and
in the high schools on the other, with the result that the
teachers in the elementary schools as a group have not
made the professional preparation necessary for their work.
This schedule will attract and hold as good talent for the
elementary schools as for the high schools, for it puts a
—3—
requirement as to professional training into the qualifica-
tions alike demanded of both high school and elementary
school teachers.
Through these means the Board of Education hopes to
secure the best teachers for the Denver schools.
B. FIRST APPOINTMENTS
In making a first appointment to a position in the Denver
schools, the Superintendent of Schools and his associates
will consider only the welfare of the boys and girls in the
schools. From the list of available candidates, including
any who may have formerly taught in the Denver schools,
the best fitted person will be chosen,_training, experience,
character, and personality considered. The sole purpose
will be to serve the schools.
C. TEACHERs SALARY SCHEDULE
I. A Single Schedule— -
1. The provisions of this schedule apply to all grades in
the schools. In other words, it is a single schedule. By a
single salary schedule is meant a schedule under which
teachers with equivalent training and experience are paid
the same salaries, whether they teach in the high school,
junior high school, elementary school or special school.
II. The Salary Schedule for Teachers—
Mini- Maxi- Yearly
1. Minimum training (normal mum 171 UI ITT In Creases
School graduation Or equiva-
lent—high school plus two ſ $1200 $20 40 7x1 20
years) J
2. Minimum training plus One | | 2x120
year (high School plus º 12 () () * 2280 above $2040
years) - | maximum
Minimum training plus two
years (high school plus four
years). For teachers with four | . . | 2x120
years of professional ºf 12 () () 2520 above $2280
|
3
not Organized so as to obtain a | maximum
degree from a standard college
Or university J
4. A. B. degree from standard ſ 9x150
college or university | 1350 288 0 and
J 1X180
| 2x100
5. A. M. degree 1350 3.080 above A. B.
| maximum
6. Teachers who began their serv-
ice subsequent to September 4,
1917, and who have less than } 18 () () 6x100
the minimum requirement as
to preparation
—4—
III. Recognition of Experience—
1. Approved experience in other school systems up to six
years will be recognized in bringing teachers into the Denver
schools. -
2. Under the schedule this plan will operate as follows:
a. for teachers who do not have the A. B. degree:
| No previous experience,
First year teaching in Denver 3 or one year’s approved
experience elsewhere . . . $1200
| Two, three or four years'
First year teaching in Denver { a p p r oved experience
| elsewhere . . . . . . . . . . . . 132 ()
ſ Five or more years' ap-
First year teaching in Denver 3 proved experience else-
| where . . . . . . . . . . . . . . 1440
b. For college graduates, A. B. degree:
| No previous experience,
First year teaching in Denver { or one year's approved
| experience elsewhere . . . 1350
ſ Two or three years' ap-
First year teaching in Denver 3 proved experience else-
| where . . . . . . . . . . . . . . . 1500
- ſ Four or five years' ap-
First year teaching in Denver { proved experience else-
| where . . . . . . . . . . . . . . . 1650
[Six or more years' ap-
First year teaching in Denver { proved experience else- -
| where . . . . . . . . . . . . . . . . 1800
3. A year's approved experience, under this schedule,
means a year’s experience in a fully graded public school
maintaining at least a nine month term. The Superinten-
dent of Schools will determine whether or not the school is
so graded and so organized as to represent experience equiv-
alent to experience in the Denver schools. Less than full
credit may be given at the discretion of the Superintendent
for experience gained in rural schools or schools not fully
graded.
4. Experience as a permanent supply in the Denver
Schools will be recognized, provided:
a. That the teacher serving as a supply has the mini-
mum professional training, and
b. That less than a continuous semester’s work will
not be recognized.
5. In general, experience in private schools will not be
recognized. Experience in colleges, normal schools, uni-
versities, or secondary schools of national standing may be
—5—
recognized, provided such schools are on the accredited list
of the North Central Association or of some other standard
accrediting agency whose lists are interchangeable with the
North Central Association list.
6. Only experience gained within eight years imme-
diately preceding the beginning of service in the Denver
schools will be recognized.
IV. Transfer to the A. B. Degree Schedule—
Whenever a teacher in the service receives his A. B.
degree he will be placed on the A. B. schedule under the rule
relating to the recognition of approved experience. If he
has served two or three years, his salary at the time of the
next annual salary adjustment will be made $1500; if four
or five years, $1650; if six or more years, $1800. If his
salary is already the minimum for one of his experience or
more than the minimum, he will receive no special salary
increase on account of the degree but will be advanced to-
ward the maximum for the A. B. degree by the yearly in-
creases of $150 each.
V. Annual Salary Increase—
1. Salary increases provided for by the schedule will be .
granted only once each year, the beginning of the budget
year, December 1. All statements of credits earned must
be filed not later than September 15 of each year for the
consideration of the Superintendent of Schools in the class-
ification of teachers under the schedule and in making rec-
ommendations for salary increases to the Board of Edu-
cation.
2. Only those teachers will be entitled to the annual in-
crease in salary on December 1 who have taught the previous
twelve months, except that any teacher who has taught one-
half or more of the previous year may be given the regular
annual increase as per schedule on the recommendation of
the Superintendent for especially meritorious service.
VI. Leaves of Absence—
1. Leaves of absence will be granted for definite periods
of time for advanced study in approved schools or for sick-
ness, and any exceptions to this rule will be made only by
special action of the Board on recommendation of the Su-
perintendent. A certificate from a licensed physician ap-
proved by the State Board of Health will be required of
teachers making application for leave of absence on account
of ill health.
—6—
2. A teacher on leave of absence who is not engaged
during the period of leave in educational work approved by
the Board of Education will return to the schools at the
same salary which he would have received at the beginning
of his leave of absence.
3. The time devoted to study by a teacher on leave may,
with the approval of the Superintendent, be accredited to
the teacher as experience in determining the teacher’s sal-
ary advancement.
4. A teacher will be expected to make application for
leave of absence at least one month in advance of the date
of the beginning of the leave. This will apply to applica-
tions for extensions of leaves.
5. The Superintendent may grant teachers permission to
visit other school systems or to attend educational meetings
on pay, but permission to be absent for more than four weeks
in any one year will be granted only by the Board of Edu-
cation on the recommendation of the Superintendent. A
record of the conditions of each permission will be kept on
file in the office of the Superintendent.
VII. Probationary Period—
All teachers must serve a probationary period of three
years before being placed permanently on this salary
schedule.
VIII. Regulations in Regard to Professional Training—
1. The minimum professional training required for ap-
pointment to a position in the elementary schools is gradua-
tion from a standard two-year normal school course (two
years above the high school) or its equivalent.
2. The minimum training required for appointment to a
position in the senior high schools is graduation from an ap-
proved standard college or university or state normal school
conferring an A. B. degree which represents four years of
collegiate training. This standard will also be maintained
for appointments to the junior high schools, subject to pos-
sible exceptions while new junior high schools are being
organized.
3. A two-year course, as prescribed in Paragraph 1, to be
the equivalent of graduation from a standard two-year nor-
mal school course, must include strictly professional train-
ing, including courses in psychology, principles of education,
history of education, methods of teaching, and practice
teaching, equivalent to those required in the two-year
courses in standard state normal schools.
—7—
4. Teachers who are graduates of two-year normal school
courses including thirty semester hours of professional
training will not be required to take additional professional
training in completing the two remaining years of the col-
legiate course required for the A. B. degree, but such
teachers will be expected to obtain their degrees in courses
that will better prepare them for the work which they are
doing in the schools.
a. Teachers in the elementary school, kindergarten to
sixth grade inclusive, should choose majors in the fields
of English, history, sociology, economics, philosophy,
psychology, art or other subjects approved by the Super-
intendent of Schools.
b. Teachers in the junior or senior high schools
should choose their majors in the subject matter of the
departments in which they are teaching or expect to
teach.
c. Teachers preparing to teach special subjects, such
as art, home economics, manual training and physical
education, will be expected to prepare especially in the
subject matter of the courses which they are to teach,
but so far as possible, minors should be chosen from the
lists named in “a.” Teachers of these special subjects
must have the required professional training.
5. Graduates of standard colleges and universities em-
ployed subsequent to the adoption of this schedule must pre-
sent the equivalent of thirty semester hours of professional
training, including courses in psychology, methods of teach-
ing, principles and history of education, and, wherever possi-
ble, practice teaching. A college graduate may be employed
who has had less than the required thirty hours' professional
training, but such a teacher may not receive more than two
annual increases in salary until such deficiency is made up.
6. A Master’s degree will be recognized for advance in
maximum under the following conditions:
a. For the teacher in the junior or senior high school,
this degree must represent special preparation for teach-
ing the courses which he is giving in the schools. For
the teacher employed subsequent to the adoption of this
schedule, such degree must represent a major or minor
in education.
b. For the teacher in the elementary school, kinder-
garten to sixth grade inclusive, a Master’s degree must
represent study which better prepares him for the work
which he is doing in the elementary school. For the
—8—
teacher employed subsequent to the adoption of this
schedule, a Master’s degree must represent a major in
education involving study of the problems of the ele-
mentary school, and a minor selected from the general
field named in 4-a.
7. An A. M. degree obtained before the teacher has had
three years’ experience as a teacher in approved schools
will not be accepted as meeting the requirements of this
schedule until the teacher has presented an additional half
year of college or university credits in education.
8. For the purpose of administering this schedule, the
approved or standard colleges, universities, and normal
schools of the north central region will consist of those col-
leges, universities and normal schools on the accredited list
of the North Central Association of Colleges and Secondary
Schools. Any college, university or normal school located
outside of the territory of the North Central Association
will be recognized as standard provided that the North Cen-
tral Association recognizes it as standard. Work done in
city normal schools maintaining the standards of state nor-
mal schools on the approved list of the North Central Asso-
ciation and by state supported institutions maintaining the
standards of the University of Colorado will be recognized.
IX. Application of Schedule to Teachers of Music and Art—
1. The Superintendent of Schools will evaluate the pro-
fessional training of teachers of music and art who have
made preparation for their work in special schools of art or
music, or under private instruction, to determine under what
classification they shall be placed on the salary schedule.
2. If the Superintendent regards the training of a
teacher of one of these subjects as equivalent to the work
required for an A. B. degree in an approved college, uni-
versity or normal school, he may place such teacher upon
the schedule for college graduates. This exception to the
schedule is made by reason of the fact that the colleges and
universities have not always provided the best instruction
of collegiate rank in these subjects.
3. Teachers of these subjects must meet the same re-
quirements as to professional training as the teachers of
other subjects, and in the employment of such teachers a
strong preference will be given to the graduates of standard
schools of art or conservatories of music, or departments of
music and art in approved colleges and universities.
—9—
X. Schedule for Manual Training Teachers—
1. Approved experience in other school systems up to
two years will be recognized in bringing manual training
teachers into the Denver schools.
2. Under the schedule this plan will operate as follows:
a. For teachers who do not have the A. B. degree:
- Minimum
First year teaching in Denver No previous experience. $1200
First year teaching in Denver One year’s approved ex-
perience elsewhere. . . . . 1320
First year teaching in Denver Two years' approved ex-
perience elsewhere . . . . 1440
b. For college graduates—A. B. degree:
First year teaching in Denver No previous experience. 1 500
First year teaching in Denver One year’s approved ex-
perience elsewhere . . . . . 1650
First year teaching in Denver TWO years’ approved ex-
perience elsewhere. . . . . 1800
3. One year or more of approved practical trade expe-
rience may be accepted in lieu of one year of technical train-
ing, so that one year of professional training above the high
school and one year of approved practical trade experience
may be considered the equivalent of the minimum profes-
sional training required under the schedule.
4. Four years of teaching experience may be recognized
in bringing manual training teachers into the system in the
case of teachers who do not have the A. B. degree, and three
years in the case of teachers who have the A. B. degree.
Approved trade experience may be accepted in lieu of two
years of teaching experience.
5. Teachers with superior technical training, obtained in
technical schools of superior grade maintaining courses espe-
cially for the preparation of teachers of industrial arts, sub-
ject to approval of the Superintendent of Schools, may be
brought into the system One step in advance of the regular
schedule, provided that no teacher without the A. B. degree
may be brought in at a salary higher than $1680, and no
teacher with the A. B. degree at a salary higher than $1950.
6. When necessary to secure a highly trained artisan to
teach trade subjects, he may be paid at a rate approximately
equal to the prevailing wage schedule of his trade. None of
the provisions of the salary schedule as to preparation or
increase in salary shall apply to teachers of this class.
—10—
XI. Salaries of Teachers of Physical Education—
The regular salary schedule will apply to teachers of
physical education except that for positions requiring spe-
cial training and fitness, or for which the available supply
of trained instructors is very limited, the salary may be
fixed by the Board of Education on the recommendation of
the Superintendent.
XII. Salaries and Training of Librarians—
1. Librarians will be paid on the same schedule as
teachers and the provisions of this schedule will apply to
librarians, except that training in library methods may be
accepted in lieu of the courses in education.
2. The minimum technical training required for appoint-
ment as a librarian in a senior high school will be gradua-
tion from an approved college or university with library
methods as the major subject.
XIII. Schedule for Supply Teachers—
1. Supply teachers will be paid $5.00 or $5.50 per day at
the discretion of the Superintendent.
2. Supply teachers receive pay for actual days of service.
XIV. Rules Relating to Extension Work—
1. Full time teachers will be permitted to earn in exten-
sion classes, including correspondence courses, four semester
hours, or six quarter hours, during any semester.
2. In very exceptional cases, on special request, the Su-
perintendent may grant permission to take a larger number
of hours.
XV. Marriage—
Marriage in itself will in no way affect the status of the
teacher in the schools.
XVI. Private Tutoring—
1. Teachers engaged in private tutoring will report to
the Superintendent of Schools in writing the amount and
character of the work being done.
2. No teacher will be permitted to tutor for pay a pupil
in his class.
3. No assistant superintendent, director, Supervisor or
principal will be permitted to give lessons for pay to any
teacher whose rating is in any way dependent on the judg-
ment of such supervising officer. This rule will not be con-
strued to prevent members of the instructional staff from
giving courses as members of a college or university faculty.
—11—
XVII. Teachers Reappointed After Resignation—
1. A teacher reappointed after an absence of over five
years from the system will be reappointed on the conditions
applying to teachers receiving their first appointment.
2. A teacher who has been absent not over five years may
be reappointed at the salary to which he was entitled at the
time of his resignation.
3. A resignation will be considered as breaking continu-
ity of service.
XVIII. Annual Election and Assignment of Teachers—
1. Reelection of probationary teachers will occur an-
nually not later than the regular board meeting of the month
of April.
2. Assignments will be made under the direction of the
Superintendent of Schools as soon after the elections as
practicable.
3. A teacher accepting a position in the schools agrees to
accept the assignment made by the Superintendent of
Schools. Assignments may be changed during the school
year whenever the best interests of the schools will be
served.
XIX. Appointments—
1. Very few appointments will be made without a per-
sonal interview of the applicant by the Superintendent, or
the Board of Examiners. Those who are seriously consid-
ering making application for a position in the Denver public
schools, and have at least the minimum professional train-
ing, should write to the Superintendent of Schools, 620 Com-
monwealth Building, requesting the form for written ap-
plication.
2. Only in exceptional cases will a teacher whose age is
more than thirty be appointed.
3. Because Denver is a health center special precautions
are taken concerning the health of applicants. All teachers,
before appointment, are required to furnish a certificate of
good health from a licensed physician approved by the Colo-
rado State Board of Health, but a certificate of good health
at the time of appointment will not necessarily be considered
sufficient evidence of satisfactory physical condition. Health
will be carefully considered in confirming the appointment
of a teacher at the end of the probationary period and ill
health during the probationary period may be considered
cause for dropping such teacher from the corps.
—12—
4. Teachers must present a Colorado State diploma or
certificate, or a first grade certificate good in Denver County,
or they must pass a city examination. Teachers receiving
appointment with a license other than that secured by pass-
ing the city examination may be required to pass an exam-
ination at any time before the close of the probationary
period.
5. Applicants who have not a Colorado State certificate
or diploma or a first grade certificate good in Denver County
must secure their license to teach in Colorado by passing the
city examination.
Examination questions are not sent to other places.
Applicants for positions as teachers of special subjects in
junior and senior high schools take an examination in Eng-
lish and in their special subject.
Grade teachers take an examination in the common
branches.
Both groups are questioned on the psychology of the
branches they teach. -
6. Examination of teachers may be held at any time dur-
ing the year for the purpose of placing on the eligible list
names of supply teachers who have been eminently success-
ful in service, and others who are especially well prepared
to fill vacancies.
7. An eligible list is made from the names of applicants
who present satisfactory evidence of the highest qualifica-
tions, or who pass the examination. Vacancies in the School
corps are filled from this list.
8. The schools are in session for not less than thirty-eight
weeks of the year.
9. Application for work as supply teacher should be
made to the secretary in charge of supply teachers. Teachers
who have a Denver County or a Colorado State certificate Or
whose certificates are endorsed by the County Superinten-
dent of Denver County, may be placed on the list of Supply
teachers upon filling out the proper form. They will then
be called to duty as occasion demands.
—13—
XX. Acceptance of Appointment—
Each teacher will sign the following acceptance of ap-
pointment:
ACCEPTANCE OF AP POINTMENT
Rate of Salary---------------- Dollars annually.
Secretary of School District No. One in the City and
County of Denver and State of Colorado.
I hereby accept appointment to a position in the schools of School
District Number One in the City and County of Denver in the State
Of Colorado, at a salary at the rate of — — — — — — — — — * -- ~- - - - - - Dollars per
annum, as per notice dated.---------------------- , 19.----, and
Date
agree to perform such duties and services as may lawfully be required
Of me, and to comply with all laws of the State and rules and regula-
tions made by the Board of Education of said School District.
Denver, Colorado------------------ 192----
*-* - - *-* *- - - - - - - - - - - - - - - - - * * - - - - - - - - - -ºma - - - - - - - - - - - - - - m a- - * *
* - - - - - - - - - * * - - - * - - - - - - - - - * *s- - - - - - - - - - - - - - smºs - - * =
XXI. Oath of Allegiance—
As prescribed by law, each teacher will take the follow-
ing oath of allegiance:
OATH OF ALLEGIANCE
State of Colorado,
City and County of Denver \
I solemnly swear or affirm that I will support the con-
stitution of the State of Colorado and of the United States
of America and the laws of the State of Colorado and of
the United States, and will teach, by precept and example,
respect for the flags of the United States and of the State
of Colorado, reverence for law and Order and undivided
allegiance to the government of one country, the United
States of America.
SS.
- - - - - - - - - - * * * - - - * * * * * - - - = * * - - - - - - - - - - as as * - - - - - - - - - - * * * * - * * * * * - - - * * * * - - - as sº * *
Notary Public.
XXII. Period of Appointment—
The period of a probational appointment is for One year,
or, in the case of an appointment made after the beginning
of a school year, for the remainder of the school year.
—14—
XXIII. Pay Rolls and Salary Adjustments—
1. All regular appointments are made “at a salary at the
rate of $.................... per annum, payable in twelve monthly
installments.”
2. Members of the corps are paid each year a sum
amounting to one thirty-eighth of the annual salary for
each week of service during the school year. All computa-
tions relating to adjustments, therefore, are made on the
basis of thirty-eight weeks of service.
3. The pay roll is made the twenty-fifth of each month
and includes that date. Deductions and additions on ac-
count of irregular service during any school month are
made for the period from the twenty-sixth to the twenty-
fifth inclusive. Final adjustments of irregularities in sal-
aries are made on the July pay check, payable August 1.
4. Checks are mailed the first day of each month to all
members of the corps at their home addresses. Extra pay
for extra work such as supervision of playgrounds and
direction of athletics is included in the check for the last
month of each semester.
XXIV. Sick Leave—
1. Five days' sick leave with full pay are allowed each
year. These are cumulative, and may also be used for ill-
ness or death in the family or of near relatives or friends.
2. When the number of days’ leave allowed for reasons
above given are exhausted, the amount of the supply
teacher’s salary is deducted for fifteen days more, after
which the teacher’s name is dropped from the pay roll.
D. APPLICATION OF THE SALARY SCHEDULE TO
TEACHERS OF THREE OR MORE YEARS’ EXPE-
RIENCE IN THE DENVER SCHOOLS WHO
DO NOT HAVE THE A. B. DEGREE
I. Teachers of from 3 to 10, Inclusive, Continuous Years of
Experience Immediately Prior to August 30, 1920;
Training Minimum or Less—
1. Maximum for all teachers in this group. . . . . . . . $2040
2. To go beyond this maximum all teachers in this group
must meet the requirements of the schedule.
—15–
II. Teachers of from 11 to 14, Inclusive, Years of Continuous
Experience Immediately Prior to August 30, 1920;
Training Minimum Plus One Year or Less—
1. Maximum for all teachers in this group. . . . . . . . $2280
2. To go beyond this maximum all teachers in this group
must meet the requirements of the schedule.
III. Teachers of 15 or More Years of Experience Who
Taught Continuously in the Denver Schools from 1905
to August 30, 1920–
Maximum Sellester Maximum
Schedule fºr This Credits in With
Maximum Group Education 1 ("redits
1. Less than minimum train-
ing (less than high school
plus two years)
a. 15 to 24 years Of ex-
perience . . . . . . . . . . . . $2040 $2400 24 $2640.
b. 25 or more years of -— S-L --> *
experience . . . . . . . . . . 204 0 2 5 20 12 2 640
2. Minimum training (high
School plus two years)
a. 15 or more years of ex-
perience . . . . . . . . . . . . 2040 2 5 20 12 26 40
3. Minimum training p 1 u S
One year (high School plus
three years)
a. 15 Or more years of ex-
perience . . . . . . . . . . . . 22.80 2 5 20 6 264 ()
4. Minimum training plus
two years (high school
plus four years)
a. 15 Or more years of ex-
perience . . . . . . . . . . . . 25.20 2 5 20 6 264 ()
IV. Increase in Maximums for Further Study—
For every six semester credits in education earned in
an approved normal school, college or university, subsequent
to December 1, 1920, by any teacher in Group D-III, such
teacher’s maximum salary will be increased $60, provided
that no teacher without the A. B. degree or its equivalent,
as defined in this schedule, may attain to a salary higher
than $2640, and provided that a teacher whose maximum
under the regular schedule is $2280 or $2520 will be re-
Quired to earn only six semester credits to attain to the max-
imum of $2640.
—16—
W. Annual Increase—
The increase in salary for all teachers of fifteen or
more years of experience and who taught in the Denver
schools continuously from 1905 to August 30, 1920, will be
$180 per year until their maximums are reached.
VI. Definition of Continuous Years of Service—
Referring only to teachers in the District prior to August
30, 1920, a leave of absence does not break the continuity of
service contemplated in this section of the schedule, but
the period of absence shall not count as experience in the
Denver schools, save as prescribed in the salary schedule.
VII. The Equivalent of an A. M. Degree— i
Any teacher of ten or more years of experience who
is a graduate of an approved college or university, who has
taught continuously in the Denver schools from 1910 to
1920, and who presents evidence of a year or more of grad-
uate study, may attain to the maximum set for teachers
holding the A. M. degree, provided the Superintendent of
Schools evaluates such graduate study as equivalent to an
A. M. degree.
E. SALARY SCHEDULE FOR ELEMENTARY
SCHOOL PRINCIPALS
I. Minimum Professional Training—
1. The minimum professional training required for ap-
pointment to a position as elementary School principal is
graduation from an approved college or university. All
rules concerning the professional training of teachers will
apply to principals. A principal taking the work for the
A. M. degree after appointment as principal will be expected
to major in the field of educational administration.
2. During the next five years, a teacher of superior merit
who does not have the A. B. degree may be appointed as
an acting principal pending the completion of the minimum
requirement as to professional training, and the appointment
will become permanent when this requirement is met and
if his work as acting principal is satisfactory.
II. Classification of Schools—
1. For the purpose of this schedule elementary schools
are classified into three groups:
Group I, 3 to 10 rooms.
Group II, 11 to 20 rooms.
Group III, 21 or more rooms.
2. The number of rooms is determined by the number of
teachers doing full time work in a building.
—17—
III. The Salary Schedule—
1. Group I, 3 to 10 rooms, inclusive:
A principal of a school in this group will receive a
salary $200 in excess of the salary he would re-
ceive as a teacher under the teachers’ salary
schedule.
2. Group II, 11 to 20 rooms, inclusive:
Yearly
Minimum Increase Maximulian
For a principal with the A.B. degree . . . . . $2500 6X 150 $3500
1x100
For a principal with the A. M. or Ph.D.
degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 500 8X 150 3700
3. Group III, 21 rooms or over:
For a principal with the A.B. degree . . . . . 2700 6x150 3700
1X100
For a principal with the A.M. or Ph.D.
degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 00 8X1 50 39 00
4. Whenever a teacher who is receiving a salary within
$200 of the minimum for either Group II or Group III, or
a salary equal to or higher than the minimum salary in
either of these groups, is appointed principal of a School in
either of these groups, he will receive an increase in salary
of $200 per year on account of his appointment as principal.
5. When a school by addition of full time teachers is
transferred from Group II to Group III, the principal will
at the time of the next annual salary adjustment be placed
on the minimum salary of Group III, if he has not already
attained that salary.
IV. Application of Schedule to Principals Now in System—
1. The difference between the maximum which a prin-
cipal who does not have the minimum training for principals
may attain and the maximum which a principal who has
the minimum training and is principal of a building of the
same class as to number of rooms may attain will be the
difference in maximums attainable by these principals were
they serving as teachers under the salary schedule for
teachers.
2. The rules relating to schedule increases for teachers
of fifteen or more years of service will apply to principals.
In applying this rule to a principal, the total years of service
in the system as teacher and principal will be counted.
—18—
F. SALARIES OF JUNIOR AND SENIOR HIGH
SCHOOL PRINCIPALS
I. Professional Training—
The professional training required for appointment as
principal of a junior high school or a senior high school is
the same as that for elementary school principalships, ex-
cept that special preparation and aptitude for secondary
school administration will be required.
II. Salaries—
The salaries of principals of junior and senior high
schools will be fixed by the Board of Education on recom-
mendation of the Superintendent.
G. SALARIES OF PRINCIPALS OF SPECIAL SCHOOLS
The qualifications and salaries of principals of special
schools will be determined by the Board of Education on
recommendation of the Superintendent.
H. SALARIES OF ASSISTANT SUPERINTENDENTS,
DIRECTORS AND SUPERVISORS
I. Professional Training—
The professional training required for assistant super-
intendents, directors, and supervisors of instruction is the
same as that required of principals.
II. Salaries—
The salaries of assistant superintendents, directors, and
supervisors will be fixed by the Board of Education on
recommendation of the Superintendent.
—19—
D ENV ER PU B LIC SCHOOLS
MONOGRAPH NUMBER TWELVE
THE
DENVER PROGRAM
OF
CURRICULUNM REVISION
Wysſä R. A.
źS. $g 0.
DENVER, COLORADO
1927

DENVER PUBLIC SCHOOLS
MONOGRAPH NUMBER TWELVE
THE
DENVER PROGRAM OF
CURRICULUN/ſ
REVISION
DENVER, COLORADO
1927

DENVER PUBLIC SCHOOLS
THE BOARD OF EDUCATION
1926-1927
Members Term Expires
F. M. Taylor............................................................................ May 6, 1929
E. W. Robinson................................................. --------------------- May 6, 1929
C. M. Schenck.......................................................................... May 6, 1929
Arthur Weiss.......................................................................... May 4, 1931
Minnie C. T. Love, M. D....................................................... May 4, 1931
Margaret P. Taussig.............................................................. May 1, 1933
Harold O. Bosworth.............................................................. May 1, 1933
Officers Position
F. M. Taylor.....…....…... President
E. W. Robinson.................................................................... Vice President
C. M. Schenck............................................................................ ..Treasurer
W. A. E. Stutt...........................…................................................ Secretary
Herbert M. Munroe...................................................................... Attorney
William R. Howland...................................................................... Auditor
Jesse H. Newlon................................................................ Superintendent
William H. Smiley.......................................... Superintendent Emeritus
A. L. Threlkeld.................................................... Deputy Superintendent
Homer W. Anderson...................................... Assistant Superintendent
E. L. Brown...................................................... Assistant Superintendent
James J. Ball................................ Chief Engineer (Business Manager)
R. H. Palmer.................................... Director of Elementary Education
&0.
\\º, & ****
4 - 4 -> * &
DENVER PUBLIC SCHOOLS
Jesse H. Newlon, Superintendent
DEPARTMENT OF CURRICULUM REVISION
A. L. Threlkeld, Deputy Superintendent, in Charge
A. K. Loomis, Director of Department
cuRRICULUM SPECIALISTS
The following currieulum specialists supervised the work of
the curriculum revision committees prior to the organization of a
definite department and the appointment of Mr. A. K. Loomis as
director of this department:
W. D. Armentrout, Professor of Education and Director of Train-
ing School, Colorado State Teachers College, Greeley, Colorado,
1923–1924
L. Thomas Hopkins, Professor of Education, University of Colo-
rado, Boulder, Colorado, 1923-1925 -
Frederick L. Whitney, Director of Educational Research, Colorado
State Teachers College, Greeley, Colorado, 1924-1925
To the Honorable Board of Education
School District Number One
City and County of Denver
State of Colorado
Ladies and Gentlemen:
It affords me especial pleasure to transmit to you herein a compre-
hensive report on the progress of the Denver curriculum revision
program during the past four years and the methods which have
been employed in curriculum reconstruction. This monograph has
been prepared by my successor, the superintendent-elect, Mr. A. L.
Threlkeld, who as assistant superintendent and later as deputy Super-
intendent has most ably directed this program since its inception.
. In my annual reports to the Board in 1923 and 1927, I have dis-
cussed the problems of curriculum revision and reported briefly on
the progress of the work in Denver. In this monograph Mr. Threl-
keld reports on this work in a more extensive and detailed way.
Next to the teacher, the curriculum is the most important factor in
making a good school. Curriculum revision must, therefore, ever
be one of the vital problems of school administration. Continuous
revision is necessary if the schools are to be kept abreast of the best
thought and practice in education. We have proceeded on the assump-
tion that teachers as well as members of the administrative staff and
curriculum specialists have invaluable contributions to make in the
construction of courses of study. It is for this reason, then, that we
have endeavored to make the curriculum revision program a coopera-
tive enterprise.
The appropriation of funds for this work specifically and in 1925
the establishment of a curriculum department as a permanent feature
of the Denver schools constitute, in my judgment, one of the most
important steps ever taken in public education in this city or in any
other. We hope that in the work of curriculum revision during the
past four years we have taken the first steps in a program that will
be continued in a cooperative way as long as the Denver schools
exist.
- Sincerely yours,
Jesse H. Newlon
Superintendent
August 16, 1927
FOREW ORD
In preparing this monograph it became necessary for me to involve
the cooperation of other members of the staff to such an extent as to
call for certain acknowledgments which I want here to make.
Mr. A. K. Loomis has now been director of the curriculum revision
program for more than two years. This monograph, therefore, could
hardly be prepared without his active cooperation. He has prepared
Chapter IV, basing it upon reports from committee chairmen. He
has written Chapter VI in its entirety, and many of his suggestions
have been incorporated throughout other chapters. The form in which
the monograph is organized is due mainly to Mr. Loomis.
Chapter V was prepared by Mr. Charles E. Greene, director of
measurements. I believe that Mr. Greene has here presented the most
significant use that can be made of the new-type tests in any school
system. This chapter goes rather extensively into the technique of
testing in order to indicate to the specialist in this field as well as to
others the part that new-type tests have had in the Denver curriculum
revision program. -
Miss Eleanor M. Witmer, supervisor of libraries, prepared the
bibliography.
As indicated by the letter of transmittal, this report belongs to the
administration of my predecessor, Mr. Jesse H. Newlon. It was
planned and mostly prepared under his direction. Mr. Newlon read
the first draft and made many suggestions which were incorporated in
the final copy. It is a report of progress made in realizing one of
the major objectives of his administration.
A. L. Threlkeld
- - Superintendent
December 31, 1927
CONTENTS
CHAPTER I. BRIEF HISTORY OF THE DENVER PROGRAM OF
Page
CURRICULUM REVISION 11
Work done during 1922-1923 11
Recommendations to the Board of Education in June, 1923.............. 11
Later changes in the Organization 13
Courses of study and research monographs published to date........ 14
Some results of the program 14
CHAPTER II. PHILOSOPHY OF THE DENVER PROGRAM OF
CURRICULUM REVISION 17
Never a final Solution 17
Education not something to be mechanized 17
Objectives have emerged from cooperative study 19
Objectives are definitely but tentatively stated in the Denver
courses of study - 21
CHAPTER III. ORGANIZATION AND ADMINISTRATION OF THE
DENVER PROGRAM OF CTJRRICULUM REVISION........................ 23
Committee organization 23
Subject matter committees 23
Central Organization committees 24
Committees Work on School time 25
Administration and supervision.... 25
One person in general charge 26
Curriculum Specialist in direct charge of the Committee Work 26
Coordination of the Work of the committees 26
Clerical Staff x 27
Professional library - 27
Department of measurements 27
Service of outside Specialists 28
Relationship of principals to the work of subject matter
committees 28
Directors and special teachers 29
Director of elementary education and general Supervisors................ 29
Assistant superintendent in charge of high Schools............................ 30
Installation of new Courses 30
CHAPTER IV. TYPICAL PROCEDURES USED BY CTJRRICULUM
REVISION COMMITTEES IN DENVER 33
No set plan of procedure followed by all committees 33
Survey of professional literature and research 33
Formulation of Objectives 33
Home economics in junior and senior high schools.................... 33
Language in the elementary School 34
Present objectives in English 35
Other committees 35
Statement of guiding principles 36
Mathematics in the junior high school 36
Selection and organization of subject matter 37
Social science in the elementary school 37
Social science in the junior high school 37
Social science in the senior high school -- 37
Music in the elementary school - 38
French in the junior and senior high schools 38
Consultation with specialists 39
Preparation of bibliography 39
Preparation of table of contents and index . 39
CONTENTS -- 7
Page
Continuous revision 39
English in junior high school 39
English in senior high school - 40
Some courses revised a second time 40
Participation of teachers not on curriculum Committees.................. 41
Science in junior high school 41
Social science in senior high School 41
Suggestions for revision 43
Reduction in content 45
Arithmetic in elementary School 45
Summary 45
CHAPTER V. CONSTRUCTION AND USE OF CURRICULUM
TESTS IN DENVER - 47
Objectives in using curriculum tests 47
First curriculum tests prepared 47
Results of using curriculum tests.... - 47
Some specific questions answered 47
Other values of curriculum tests 48
Procedure used in test construction....... 48
Selection of material 48
Types of tests used 49
Batteries of tests 50
Editing and trying out the tests - 50
Typical form for first page of a test 50
Time of giving tests 51
Administering the tests 51
Scoring the tests and tabulating the results 52
City norms 52
. Relative difficulties of questions and parts of tests.............................. 52
Reports of results and their interpretations............................................ 53
Study of relative difficulties 53
How reports are made to principals and teachers 54
Reliability of Denver curriculum tests 55
Tests and the learning process................--------------------------------.................. 56
Tests as aids in administration, supervision, and curriculum
making ...! 57
Analysis of typical procedures in testing 58
Procedure of testing in junior high school English, grammar
and punctuation 58
Procedure of testing in senior high School social science............ 59
Procedure of testing in elementary school arithmetic................ 59
Summary 60
Objectives in using curriculum tests 60
Other values of curriculum tests 61
Selection of material and types of tests to be used.................... 61
Giving the tests and interpreting the results 61
Reliability of the tests 61
Cooperative use of tests 61
CHAPTER VI. A LOOK AHEAD 63
First revision of all courses probably completed during 1927-1928 63
Curriculum revision a continuous program 63
Complete appraisal as a basis for future revision 63
Educational “generalists” needed 63
Improved technique of curriculum making 63
Tentative plans for the appraisal of some aspects of the curriculum
revision program in Denver 64
Some fundamental questions 65
Made-in-advance curriculum 66
Resynthesis of knowledge - 66
8 - CONTENTS
Page
Nature of subject matter 66
Nothing in the present curriculum is final 67
APPENDIX A. DESCRIPTIONS OF CIJRRICULUM TESTS WITH
MEDIANS 69
Elementary school arithmetic tests 69
Tests in commerce 71
Typewriting I test 71
BOOkkeeping I test 71
Tests in English 72
Diagnostic reading tests, Grades 3B-6A, inclusive........................ 72
Sentence structure test, Grades 7, 8, and 9 72
Composition and grammar test, Grades 7, 8, and 9........................ 72
Literature comprehension test, Grades 7, 8, and 9........................ 73
Reading and literature tests, Grades 7B, 7A, 8B, 8A, 9B, and
9A 73
Minimum essentials of grammar and punctuation, classification
test for Grade 10B - 73
Grammar and punctuation, Grade 10B, end of semester test.......... 74
Grammar, rhetoric, and punctuation test, Grade 12.... .............. 74
Test in junior high School home economics 74
Food in relation to health, Grade 7B 74
Kindergarten achievement test 74
Latin comprehension test, Grades 9A-12A 75
Tests in library practice for the junior high school 75
Library information test, Grade 7B 75
Dictionary test, Grade 7A 75
Junior high school mathematics tests, Grades 7B, 7A, 8B, 8A, 9B,
and 9A 75
Tests in junior high school general science * 76
General Science vocabulary test, Grade 7B 76
General Science Semester test on air, water, heat, Grade 7B...... 76
General Science Semester test on weather and climate, time
and Seasons, Science of familiar things, heavenly bodies, crust
of the earth, science of the household, Grade 7A 76
General science Semester test on work of the world, light and
Sound, life upon the earth, Grade 8A 77
Biology semester test on plant and animal life, Grade 9............ 77
Junior high School Science unit tests - 77
Tests in junior high school social science - 77
Junior high School social science semester tests, Grades 7B,
7A, 8B, 8A, 9B, and 9A - - - 77
Junior high school social science unit tests 78
Tests in Senior high school social science 78
Senior high School social science semester tests, Grades 10
and 11 78
Senior high school social science unit tests 79
APPENDIX B. CURRICULUM COMMITTEE MEMBERS, 1927-1928 81
APPENDIX C. FORMER COMMITTEE MEMBERS 91
BIBLIOGRAPHY OF MATERIALS RELATING TO CURRICULUM
CONSTRUCTION IN DENVER 99
Table I. Comma Errors in Junior High School . 54
Table II. Reliability Coefficients 55
Table III. Medians for Curriculum Tests in Arithmetic, Grades
2A-3A 69
Table IV. Medians for Curriculum Tests in Arithmetic, Grades
• * 4B-6A * - - +. 70
CONTENTS 9
Table V. Medians for Curriculum Tests in Arithmetic, Grades Page
7B-8A 70
Table VI. Medians for Typewriting I Test - 71
Table VII. Medians for Bookkeeping I Test 72
Table VIII. Medians for Diagnostic Reading Tests, Grades 3B-6A-... 72
Table IX. Medians for Sentence Structure Test, Grades 7, 8, and 9 72
Table X. Medians for Composition and Grammar Test, Grades 7,
8, and 9 73
Table XI. Medians for Literature Comprehension Test, Grades 7,
8, and 9 - 73
Table XII. Medians for Reading and Literature Test, Grades 7, 8,
and 9 73
Table XIII. Medians for Minimum Essentials of Grammar and Punc-
tuation (Classification Test for Grade 10B).----------------------- 74
Table XIV. Medians for Grammar and Punctuation, Grade 10B–
End of Semester Test - 74
Table XV. Median for Grammar, Rhetoric, and Punctuation Test,
Grade 12 74
Table XVI. Median for Food in Relation to Health, Grade 7B............ 74
Table XVII. Medians for Latin Comprehension Test, Grades 9A-12A. 75
Table XVIII. Medians for Library Information Test, Grade 7B............ 75
Table XIX. Median for Dictionary Test, Grade 7A 75
Table XX. Medians for Junior High School Mathematics Tests,
Grades 7, 8, and 9 76
Table XXI. Median for General Science Vocabulary Test, Grade 7B 76
Table XXII. Median for General Science Test on Air, Water, Heat,
Grade 7B 76
Table XXIII. Median for General Science Semester Test on Weather
and Climate, Time and Seasons, Science of Familiar
Things, Heavenly Bodies, Crust of the Earth, Science of
the Household, Grade 7A 77
Table XXIV. Median for General Science Semester Test on Work of
the World, Light and Sound, Life Upon the Earth,
Grade 8A 77
Table XXV. Median for Biology Semester Test on Plant and Animal
Life, Grade 9 77
Table XXVI. Medians for Junior High School Social Science Semes-
ter Tests, Grades 7B, 7A, 8B, 8A, 9B, 9A 78
Table XXVII. Medians for Senior High School Social Science, Grades
10 and 11 79
THE DENVER PROGRAM OF CURRICULUM
REVISION
CHAPTER I
BRIEF HISTORY OF THE DENIVER, PROGRAM OF
CURRICULUM REVISION
Work done during 1922-1923. The present program of curriculum
revision in the Denver schools began with the school year 1922-1923.
At the beginning of that year the committee organization, which will
be discussed in detail later, was set up. It was suggested to the com-
mittees that they spend the year in a general study of their several
fields with particular emphasis on the reading and discussion of the
available professional literature. It was not expected that the actual
work of writing courses of study would be begun but that some back-
ground for more definite work in curriculum making would be
developed. No definite plan of supervising the work of the committees
was established though the assistant superintendent in charge of
instruction was expected to give the committees as much attention as
possible. Many committees did a great deal of reading and held Sev-
eral meetings after school for the purpose of informally discussing
their problems.
Recommendations to the Board of Education in June, 1923. At the
close of the year the superintendent became convinced that more effec-
tive organization would be necessary if a thorough-going program of
curriculum revision were to be carried out. On June 6, 1923, the Board
of Education approved the recommendation of the superintendent that
an organization for curriculum revision be adopted for the following
year based upon the conditions set forth in the following statement:
Curriculum making is a first consideration in the successful administra-
tion of any school system. This is true because it has to do directly with
instruction, and appropriations made for school support are in the last
analysis for this purpose. It is, therefore, extremely wasteful and Short-
sighted for a community to spend large sums of money on its schools and
at the same time fail to concentrate in an effective Way on the problem of
making appropriate courses of study. Just as one of many considerations
attention is herein called to the fact that if ten per cent of the teacher’s time
is spent on nonessentials and misplaced materials in courses of study it
represents an annual waste to the Denver taxpayers of $315,000 when calcu-
lated on the cost Of the instruction item alone.
Inasmuch as all appropriations for general control, coordinate activi-
ties, auxiliary agencies, Operation of school plant, maintenance of school
plant, capital outlay, and debt service are for the purpose of being applied to
instruction, it is legitimate to say that if ten per cent of the teacher’s time
is spent as above indicated, it actually represents an annual loss to the
Denver taxpayers of $478,000 on the basis of the present budget. To say
that a thorough-going revision of Our Curriculums would mean a saving of at
least ten per cent, due to elimination of nonessentials and misplaced mate-
rials and the substitution therefor of carefully selected and graded materials
in the light of extensive studies that have been made, is putting it mildly. In
all probability the saving would be much more than ten per cent. This is
speaking in terms of dollars and cents.
12 DENVER PROGRAM OF CURRICULUM REVISION
But bigger values than the saving of dollars would come about through
a thorough-going revision of our courses of study. It is the purpose of the
schools to serve the state by raising each individual as nearly as possible
to the maximum of his capacity for functioning as a citizen. This cannot
be done by teaching such poorly selected lists of words in the spelling classes
that pupils do not learn to spell. It cannot be done through a program which
fails to develop habits of accuracy, industry, and Sound thinking, because
materials of study have not been properly adjusted to the needs of the indi-
vidual pupil. It is a tremendous waste to have pupils varying Widely in
mental capacity studying the same subject in the same class. Such a Con-
dition discourages the pupil of comparatively low capacity and tends to
produce shiftlessness and indifference in the pupil of high capacity, because
he has not found it necessary to develop industry in order to keep up. To
work out the courses of study that will meet these varying conditions and
place each pupil where materials and methods will be properly adjusted to
him is a tremendous task, and it requires the highest type of engineering
yet brought into operation in the process of civilization. We cannot afford
to spend millions of dollars upon school buildings and upon School teachers
and then have misplaced materials in the courses of study so that it is
impossible to realize effectively upon this large investment. This is the most
difficult of all problems for the public mind to grasp, because so many
phases of it are intangible and the economies possible in it are only in a
few cases visible to the naked eye. But, instead of Subtracting, this fact
adds to the significance of the problem. The time has come in Denver
when practically every program necessary for the foundation of the highest
type of school system now conceived of has been approved by the people
under the leadership of the present Board. This particular and culminating
step remains. It is the purpose of this communication to recommend to the
Board certain measures to be pursued during the coming year, which
measures would be very effective in bringing our courses of study into such
shape as is necessary to realize upon all else that has been done. The
proposed plan is based on the following principles:
1. No program of studies will Operate that has not evolved to some extent
out of the thinking of the teachers who are to apply it. It is therefore
necessary to continue the committees of teachers at present engaged
in each of the fields represented in the program. But this work is now
at a stage which calls urgently for the application of the next two prin-
ciples if the most is to be made of that already accomplished.
2. It is necessary for these committees to be stimulated in their work and
coordinated and continually directed in their activities by local super-
Vision.
3. The universities all over the country for several years have been carry-
ing on very valuable curriculum revision programs in their research
departments. All discoveries made by these laboratories should be
appropriated as far as possible. Any course of study put into operation
in Denver should represent the last word of investigation in its par-
ticular field.
Pursuant to the three principles just mentioned the following specific
recommendations are made:
With respect to Nuºmber 1. It is impracticable to expect teachers to carry
on all of this work after school hours. This is so because if a teacher has
done a full day's work he cannot do justice to such a big task as studying on
a problem of curriculum revision. If the teachers therefore are to contribute
adequately to this problem, it will be necessary for each committee member
to have a few days of relief from regular classroom work during the year,
which time will be given altogether to the work of the committee to which
he belongs.
BRIEF HISTORY OF THE DENVER PROGRAM 13
With respect to Number 2. The assistant superintendent in charge of
instruction should be in charge of the whole program of curriculum revision
(and be held responsible to the superintendent for it. He should give the
program his general supervision but it is physically impossible for him to
meet with each committee as often as necessity requires. If thorough Work
is to be done, it is hereby recommended that Professor W. D. Armentrout,
of the Colorado State Teachers College, Greeley, and Professor L. Thomas
Hopkins, of the University of Colorado, Boulder, be employed on a half-time
basis during the regular school year, their responsibilities to consist mainly
of meeting with the committees, and directing and editing their work. Each
of these men is a student of modern curriculum problems and when employed
on this basis could meet Often enough with each committee to keep the
work going in an economical way. This presupposes that the Board would
pay the salaries of these men for the time given to the Denver schools and
that their respective institutions would, of course, pay their salaries for the
rest of the time. These two men would work under the direction of the
assistant Superintendent in charge of instruction.
With respect to Number 3. Educational specialists over the country should
be called in toward the latter part of the year to meet With the committees
in their fields and with the supervisory officers concerned to criticize and
make suggestions. This is exactly the same thing in this field as calling in
an engineer to look over heating and ventilating equipment with respect
to the building program.
Cost:
It is estimated that the cost of this program would be as follows:
1. Teacher relief (wages to supply teachers) $16,000
2. Supervision (Armentrout-Hopkins part time).......................... 4,000
3. Consulting specialists (engineers of education).................... 8,000
4. Stenographic help 2,500
Total $30,500
It is absolutely necessary to spend at least this amount of money in order
to realize economically on the big investment which is now being made in
education in Denver. This proposal is presented absolutely as a matter
of efficiency in education and economy in finance.
Later changes in the organization. The organization based upon
this statement went into effect in September, 1923. It was followed
throughout the school year of 1923-1924 and then approved for con-
tinuance during the year 1924-1925 with slight modifications. Pro-
fessor Armentrout of the Colorado State Teachers College could not
continue with the program due to the fact that all of his time was
required at the college. An arrangement was made with Professor
Hopkins whereby he gave more of his time to the program than during
the previous year, and Professor Frederick L. Whitney of the Colo-
rado State Teachers College was employed to supervise the work of the
committees in the fields of music and industrial arts.
An appropriation was made by the Board of Education sufficient
to carry the program forward on this basis and the committee work
was continued along the same general lines as during the preceding
year.
At the conclusion of the school year 1924-1925 the superintendent
recommended to the Board of Education that a department of curricu-
14 DENVER PROGRAM OF CURRICULUM REVISION
lum revision be established with a full-time director in charge. The
Board approved this recommendation. Mr. A. K. Loomis, who had
just completed the work for his doctorate at Teachers College, Colum-
bia University, and who had broad and thorough experience in the
field of education, was employed as director of the curriculum depart-
ment. Mr. Loomis took up his work at the beginning of school in
September, 1925, and has continued since then in immediate charge
of the program of curriculum revision. The deputy superintendent
is expected to keep in touch with the program and be responsible for
it to the superintendent, but the immediate direction and supervision
of the work of the committees is in charge of the director of the depart-
ment.
Courses of study and research monographs published to date. Up
to the time of the publishing of this monograph, thirty-seven com-
mittees have completed the first revision of courses of study. Courses
of study have been completed in arithmetic, health education, kinder-
garten, language, music, physical education, practical arts, science,
and social science for the elementary school; in art, commerce, English,
French, health education, home economics, industrial arts, Latin,
library, mathematics, physical education for boys and girls, science,
social science, and Spanish for the junior high school; and in art,
biology, chemistry, commerce, English, French, home economics, Latin,
mathematics, physical education for boys and girls, and social science
for the senior high school. A course in Americanization has been
developed for use in citizenship classes for foreign-born adults.
Research monographs dealing with the following subjects have been
completed: arithmetic for the elementary school, home economics and
industrial arts for the junior and senior high schools, and new-type
tests.
Some results of the program. Far more important than the publica-
tion of these courses of study is the fact that the professional staff of
the schools—teachers, principals, supervisors, administrators—has
been tremendously stimulated in the professional study of its problems.
The big result is in terms of teacher growth. This will be discussed
more at length in Chapter II. It is merely mentioned here as an
outcome, perhaps the most important outcome next to the growth of
the pupils, which the program of curriculum revision has brought
about.
The new courses of study and the ways in which the teachers have
used them have resulted in increased interest and a better type of
work on the part of the pupils. Parents and the public in general
have become very much interested in the schools through the vitaliza-
tion that has occurred in the work of the classroom. The curriculum
revision program has functioned to give the citizen greater pride in
the schools. Numerous requests for the new courses of study made it
necessary to place a price upon each course to protect the interests
of the local taxpayers. Several hundred extra copies of each course
are printed in order to meet these requests. The first printing of
BRIEF HISTORY OF THE DENVER PROGRAM 15
some courses has been exhausted and it has been necessary to reprint
in these cases. Thousands of orders have been received from all parts
of the United States and from many foreign countries. The demand
for the Denver courses is now larger than at any time in the past and
seems to be growing. Many communities have adopted one or more
of the courses of study made in Denver.
CHAPTER II
PHILOSOPHY OF THE DENVER PROGRAM OF CURRICULUM
REVISION
Never a final solution. There is never a final solution of the prob-
ſem of the curriculum, therefore a curriculum revision program must
be continuous. Educational research workers are continually making
discoveries. If the need for revision is ignored year after year, the
time finally comes when far-reaching changes must be made. Great
harm may come from such periods of reorganization. Education
should be a process of continuous reconstruction and growth. Far-
seeing business men are afraid of boom periods. They prefer a
program of steady and consistent growth. This should be the aim in
education. A well organized department of curriculum revision work-
ing year in and year out at the task of reconstructing courses of study
in the light of the results of educational research should be able to
keep the program of education abreast of the best enlightenment of
the time without severe stress and strain. Normal growth and develop-
ment are not painful. They are the means of keeping alive. Barring
extraordinary upheavals in society as a whole, such as may be illus-
trated by the recent World War, it should be possible to keep the
schools in step with the advance of research or, in other words, it
should be possible to keep education and life moving along together
without the necessity for periods of complete reorganization. The
Denver program of curriculum revision is based upon this belief.
Education not something to be mechanized. The classroom teacher
must be something more than a mechanic. . No one should be misled by
observing that certain items of subject matter can be very definitely
organized and presented through drill processes in the same way in
every classroom as far as the subject matter itself is concerned. Were
one to think entirely from this point of view he could logically con-
clude that education can be so thoroughly mechanized as to make the
skillful teacher merely an artisan. While the teacher must be familiar
with subject matter, yet far more important than such familiarity is
the recognition that no organization of subject matter is significant
from the point of view of teaching except as it is organized from a
consideration of the demands made for it by the pupil’s experience;
moreover, since no two pupils have exactly the same experience it
follows that pupil life cannot be completely stereotyped or standard-
ized. No two pupils will learn the same arithmetical fact in the same
way. This is an old story but it does not lose any of its importance
as curriculum making receives more and more attention. Teachers
must be something far bigger and more significant than artisans in
the use of subject matter as this term is generally used. They must
be highly intelligent with regard to the life needs of the individual
pupils, of the various groups of pupils, of the association of groups
18 DENVER PROGRAM OF CURRICULUM REVISION
which make up the school, and, indeed, of society as a whole. Educa-
tion dealing with life itself can never be so thoroughly mechanized
as to make it possible to furnish a classroom mechanic with recipes
and specific methods of procedure appropriate to every situation. No
intelligent person would trust a physician who prescribes medicine
blindly by the book. An intelligent physician must understand the
principles involved and be able to direct the operation of these prin-
ciples in terms of the characteristics of the individual patient. The
classroom teacher is the educational practitioner who should not be
trusted to deal with the growth needs of boys and girls without the
broadest and deepest possible background of understanding with
reference to these needs.
Especially is this true in a democracy. A democracy rests upon the
intelligence of its citizens, using the term “intelligence” broadly
enough to include the socialization of character. Democracy is not
based upon the theory that the masses are to perform mechanically
as directed by a superior few at the top. It assumes that there shall
be a superior few but that their superiority will not be something
separate and apart from the intelligence of the rest of the group. In
fact it assumes that their superiority will evolve from the whole
scheme of intelligence in which all participate, each to the extent of
his capacity. Intelligent leadership based upon intelligent “follower-
ship” is the idea. This implies that it requires intelligence to choose
and follow leaders in a democracy. There is no place in a democracy
for that philosophy of education which would divide society into castes
in an artificial way. Any educational philosophy which implies that
the teachers are not to think for themselves but are merely to take
orders from a few at the top is entirely antithetical to the spirit of
democracy, which is the dominant spirit of America. This issue must
be squarely faced, and those tendencies which would take America
back to the rejected philosophy of older civilizations should not be
allowed to operate unchallenged. Those who do not believe in the
fundamental principles upon which American civilization is based
should frankly state their position.
The Denver program of curriculum revision is based upon the belief
that democracy is a sound principle and that most people can be
greatly benefited by proper educational opportunities. Likewise, the
Denver program is based upon the belief that the classroom teacher
is a capable person and that a program of curriculum revision cannot
be a success without receiving the contribution which the classroom
teacher can make. Furthermore, several years of experience show
that participation in a program of curriculum revision is the most
direct way to stimulate the professional growth of teachers, principals,
Supervisors, and all concerned. The Denver classroom teacher is
regarded as an intelligent director or leader of boys and girls. This
real responsibility of the classroom teacher can be met only by a highly
intelligent person, and intelligence comes from participation in the
PHILOSOPHY OF THE DENVER PROGRAM 19
solution of important problems or, as should be stated in this con-
nection, it comes from participation in curriculum making with all
which that implies.
Objectives have emerged from cooperative study. One of the promi-
nent characteristics of the Denver program of curriculum revision is
that it has at no time set forth a definite list of objectives as a means
of directing the activities of the various committees. There are those
who seem to think that there can be no such thing as a curriculum
revision program which does not start with a definite presentation of
such a list of objectives. This contention fails to carry conviction for
several reasons, which are discussed in the following paragraphs.
When it comes to the general objectives of education, there is
uniformity neither of practice nor belief, even after a statement of
these objectives has been made. People do not interpret them alike
and courses of study supposedly based on the same general objectives
frequently differ as greatly as though no common objectives had been
set up. Health, for example, is given as the first of the seven cardinal
principles of secondary education, but one has only to note the differ-
ences of opinion as to what constitutes health education to see how
little specific guidance is provided by such general objectives. It has
been the point of view of the Denver program that when a committee
goes to work to make a course of study in health any fundamental
principles or points of view that actually exist will emerge if the
best sources of information in this field are drawn upon. In other
words, a program of curriculum revision which makes available to
each committee the results of research with regard to its problem
practically insures that the essentials both in philosophy and the appli-
cation of it through content and method will emerge from the
committee’s work.
Furthermore, a program of curriculum revision which does not
require that everything must be referred to a definitely stated set of
objectives before it is retained will be more dynamic and more con-
sistent with the idea of continuous revision. This is true because
objectives themselves have to be modified and improved in the light
of experience. No theory of curriculum revision should be adopted
which by its very nature tends to fix and establish a status quo.
Objectives, criteria, and courses of study should evolve together as
the program proceeds. This does not mean that there will be no unity
in a program carried out along this line. If certain principles of
education are sound, it is not at all necessary to present them in a
ready-made form to those who are about to go to work on the problem
of curriculum making. If the entire program is based on the best avail-
able research, it may be taken as a certainty that those principles
which are sound will tend to emerge. The only way to know whether
a principle is a good one to follow is by consideration of the experience
which led to its emergence. Therefore it follows that a committee
working out a course of study will base it on sound principles if the
committee does a good job of analyzing the background of experience.
20 DENVER PROGRAM OF CURRICULUM REVISION
It may be said that principles, objectives, criteria, and the like
might as well be stated at the beginning as to emerge at the end, but
this criticism fails to take account of two facts: first, the process of
arriving at principles, objectives, criteria, and the like from a study
of experience better carries out the idea of continuous reconstruction
of the objectives themselves; second, it carries a better guarantee
that the teachers who are to teach these courses of study and upon
whose success in teaching them depends the success of the program
will have a better understanding of the principles and objectives
involved and will therefore work toward them much more effectively.
Perhaps it has been at least indicated by this time that the issue
here being discussed is not whether objectives are essential in a pro-
gram of curriculum revision, but that the issue is rather with respect
to the method by which they should be set up and the attitude which
should be taken toward them.
Familiarity with the work of the committees in the Denver program
shows very clearly that certain principles have definitely emerged
and are in the consciousness of those who are working from year to
year on the problem of curriculum making. This does not mean that
all people would be found committed to these principles in the same
degree. It does not mean that they would all have the same notion
as to what was meant by the statement of a certain principle, but
certain tendencies are clearly discernible. For example, it could be
pointed out that the principle of purposeful activity on the part of the
pupils themselves has been a growing idea among the Denver com-
mittees. Many of the committees have attempted to present the
social inheritance in terms of purposes which skillful teaching will
cause the pupil to accept as his own, in order that pupil growth in
ability to use the social inheritance may be most effective. Motivation
of the pupil’s work from this point of view then has been more and
more widely attempted by the committees. This implies that the social
inheritance must be presented through life situations; that is, situa-
tions which it is possible for the pupil to accept as such.
Techniques are not available at this time by which this principle
of purposeful pupil activity can be fully carried out in any field, and
the extent to which it can be carried out varies with the type of subject
matter. The point here is that this point of view has been a dominant
one in the work of the committees and yet no definite demand was
made that this be the case as the committees set about their work.
The emergence of the purposeful-activity-in-life-situations point of
view above referred to perhaps cannot be seen as clearly in the
published work of the committees as it can be discerned in their dis-
cussions and their individual expressions of belief. The curriculum
revision program that is to be sufficiently practical in its idealism to
succeed must take into account the force of tradition as it exists in
the minds of the lay public and among certain elements in the educa-
tional corps; it must reckon with the conservatism of the colleges to
PHILOSOPHY OF THE DENVER PROGRAM 21
which the graduates of the high schools go in ever larger numbers; it
must make allowance for the background in which teachers have been
trained. When these things are all taken into consideration it is not
considered wise to make changes too rapidly, especially in fields where
scientific proof of the right way has not been worked out. But on the
whole the dominant note in the philosophy of the Denver committees
undoubtedly has been that of pupil growth through purposeful activity
in life situations, looking toward the acquisition of the best that the
social inheritance has to give with reference to full and complete living
in the world today.
Objectives are definitely but tentatively stated in the Denver
courses of study. This discussion should not lead to the impression
that the Denver committees make no statements of a definite character
with regard to objectives. Examination of any one of the printed
courses would immediately correct any misunderstanding on this point.
Very extensive statements of objectives, general and specific, ultimate
and immediate, will be found. The statements of aims in the various
courses will not conform to a set scheme for all, but the point of view
stated in the concluding sentence of the preceding paragraph will be
found running throughout all of them.
CHAPTER III
ORGANIZATION AND ADMINISTRATION OF THE DENVER
PROGRAM OF CURRICULUM REVISION
Committee organization. The Denver program is based upon the
point of view that no course of study is any more effective than the
extent to which it is actually taught in the classroom. Its value cannot
be determined merely by an examination of the printed contents as
they appear between the covers of the published course, for after all
education is the end in view and that does not occur except in terms of
pupil growth and development. Getting proper content and technique
into a printed course of study is only part of the problem. The teacher
must be prepared to see the significance of it all. Or, in other words,
the teacher must have an intelligent attitude toward the teaching for
which he is held responsible.
The Denver program takes the point of view that the best way to
get this result is to involve the teacher’s cooperation in making the
courses of study which he is to teach. Consequently the Denver organ-
ization includes a large number of committees. These committees are
in the main of two types, commonly referred to as subject matter com-
mittees and central organization committees.
Subject matter committees. The subject matter committees are
those which are appointed to cover particular subject matter fields,
such as English, mathematics, science, kindergarten, social Science,
Latin, modern languages, and the like.
There are three sets of these committees, one for the elementary
schools, one for the junior high schools, and one for the senior high
schools. This division is made upon the theory that such a plan will
better insure complete participation. In covering all twelve grades
by one committee in a given subject matter field there is more like-
lihood of certain parts of the school system dominating other parts.
The same principle holds if one subject matter committee is appointed
in each field to cover both junior and senior high schools. The elemen-
tary school teachers should make their contributions in an unrestricted
manner from the point of view of elementary school education. The
same should be the case with the teachers of the junior high schools
and with the senior high schools. Three committees in each subject
matter field, provided of course it is a field that extends through all
twelve grades, will no doubt provide the best possible setting for getting
this freedom of participation. Just how the problem of coordination
of effort is attacked will be presented at a later point.
In making up the membership of subject matter committees the pri-
mary consideration is to make the participation of the classroom
teacher the starting point. This means that the committees should be
so constituted as to offer the maximum inducement to the classroom
24 DENVER PROGRAM OF CURRICULUM REVISION
teacher to enter into the discussions unreservedly. This is not always
an easy thing to do if the committees are presided over by administra-
tive officers whose aggressiveness has been highly developed by the
nature of their work. On account of this fact and also for other
reasons which will be presented later, principals, directors, and Super-
visors in the main have not been assigned to membership on these
subject matter committees. Exceptions to this principle have been made
where there was a particular reason for doing so. Only a few such
exceptions have been made. Nearly the entire membership of these
committees is made up of classroom teachers. Furthermore, the chair-
man of every subject matter committee is a classroom teacher.
The committee membership is distributed among the Schools as far
as it is practicable. Of course it would be impossible to represent each
elementary school on each committee, but an attempt has been made
to see that each school is represented on some committee. Each junior
high school has a representative on each junior high school committee,
and the same plan prevails among the senior high Schools.
Each committee member is expected to interest his School in the
work of his committee and bring to his committee as many contribu-
tions from his associates as possible. In some instances the principal
has based his faculty meetings upon this idea and has had committee
members report to all of the teachers of the school concerning the
work of their several committees. Merely to mention this is sufficient
to suggest the possibilities along this line.
The rotation of committee membership among the teachers of the
entire system as far as it is consistent with efficient committee work
is a fundamental policy of the program. In Appendix A the com-
mittee membership for 1927-1928 is given. Three hundred seventy-six
different persons are serving on the committees at present. In Appen-
dix B the list of former committee members is given. After the
elimination of all duplicates there are two hundred fifty persons who
have formerly served on committees in addition to the present member-
ship. This makes a total of six hundred twenty-six who have served or
are serving on committees.
Some committees have been entirely discontinued, as, for example,
the committee on athletics, the one on normal training, and the one
on visual education. Other committees have been replaced by new
committees, as in the case of art and industrial arts and home eco-
nomics in the elementary schools. Sometimes committees have been
combined; for example, the geography committee and the social science
committee. In other cases committees have been divided into separate
committees; as, for example, the science committee and the modern
language committee in the senior high schools. A number of new com-
mittees have been formed, such as the three health committees and the
three library committees.
Central organization committees. Until the year 1927-1928
these were three in number and were as follows: committee on con-
ORGANIZATION AND ADMINISTRATION OF DENVER PROGRAM 25
stants in the high schools, committee on organization of program of
studies in the high schools, and committee on classification and guid-
ance. The first two of these committees have been replaced by three
new central committees dealing with the program of studies, one for
the elementary schools, one for the junior high schools, and one for
the senior high schools. The committee on classification and guidance
has been replaced by two new committees on counseling, one for the
junior high schools and one for the senior high schools. Contrary to
the policy with respect to subject matter committees, the membership
of these central committees is composed of administrators.
The function of the committee on constants in the high schools was
to recommend a program of required courses which must be completed
by all who receive the senior high school diploma. .
The committee on organization of program of studies in the high
schools was responsible for working out a plan to govern the pupils’
selection of courses, such as the organization of the program of studies
into curricula, majors and minors, and the like. •
The three new committees on the elementary, junior high, and senior
high programs of studies will be responsible for grade placement of
large units, time allotments, constants and electives, organization of
special curriculums, and determination of promotion and graduation
requirements.
Committees work on school time. The committees are not expected
to do their work after having taught a full day in the classroom.
This work is anything but a side issue. Several rooms in the Admin-
istration Building are given over to committee work and in accordance
with a definite schedule committee members come to these rooms and
work during the regular school day with substitute teachers in their
classrooms. Curriculum revision is fundamental to all else and cer-
tainly it should not be done at odd times, nor by those who have used
up their best energies by teaching a full day in the classroom. All who
have the curriculum revision work to do should be relieved from class-
room duties while they are so engaged.
In the Denver situation a whole committee sometimes works on full
time for several consecutive days. After the work of a committee gets
to a certain point, the chairman is the only one who will work full
time, or the chairman and one assistant may thus proceed. The whole
committee is then called in for half-day or full-day sessions at inter-
vals. The committee and chairman then go over the work together and
the chairman starts in on another section of the work. Several chair-
men have worked full time for months under this plan.
A more detailed discussion of committee procedure will be given
in Chapter IV. -
Administration and supervision. It is obvious that such an exten-
sive committee system must be carefully supervised. This requires
definite organization.
26 DENVER PROGRAM OF CURRICULUM REVISION
One person in general charge. It should be the special responsi-
bility of one person to direct the administration and supervision of
such a program as this. Because of the extent to which such a pro-
gram works into the whole life of a school system it is important that
this person be one having administrative duties covering the entire
system. He is then in a proper position to weigh all values in making
decisions and recommending policies of procedure in the curriculum
work itself. In Denver the superintendent delegates this responsi-
bility to the deputy superintendent. Through conferences with the
deputy the superintendent keeps in touch with the main aspects of
the program and gives it direction as to fundamental policies.
Curriculum specialist in direct charge of the committee work.
No one having the general duties of an administrator can give the defi-
nite supervision to committees working on curriculum revision which
they need. This is a service which must be performed by some per-
son or persons specializing in the problems of curriculum revision.
As reported in Chapter I of this monograph, during the first two
years the supervisory work with the Denver committees was given
over to Professor L. Thomas Hopkins, University of Colorado, Pro-
fessor W. D. Armentrout of the Colorado State Teachers College, and
Professor Frederick L. Whitney, Colorado State Teachers College. The
committees were divided among these three men in accordance with
their special interests. Then, as reported in Chapter I, Mr. A. K.
Loomis took over the combined functions of these men, giving his entire
time to the work. -
Coordination of the work of the committees. During the two
years that Professors Armentrout, Hopkins, and Whitney were directly
supervising the work of the committees, coordination was effected by
having one of these men in charge of all three committees in a par-
ticular field; for example, mathematics. This arrangement provided
the opportunity for coordination. With all three committees of a
particular subject matter field under the leadership of one super-
visor, he could call joint meetings of the committees or joint meetings
of the chairmen as he saw need for doing so. With one director
in charge since that time this same plan is followed. The director
calls joint meetings as he sees the need for them.
One of the advantages of this plan is that it combines coordination
and unity with maximum freedom of expression. More important still
is the fact that it offers a chance to unite the work of two or three
committees upon the level established by the most progressive one of
them if there happens to be variation in points of view. In other
words, with the type of committees here mentioned working in the
same subject matter field, one committee may immediately take a
progressive point of view and proceed to get its materials ready accord-
ingly. When the results of such a progressive attitude begin to show
in the work of the committee, it is practically certain that the work of
the other committees in that field will immediately be influenced in the
direction of progress.
ORGANIZATION AND ADMINISTRATION OF DENVER PROGRAM 27
If anyone assumes that, because the Denver plan has one set of
committees for the elementary field, one for the junior high, and
another for the senior high, the principle of coordination and unity
of effort is being overlooked, he is making a false inference. This
principle is being definitely recognized in such way as to secure this
coordination and unity upon the level established by the most pro-
gressive elements of the local staff.
Clerical staff. A program such as the one here being described
calls for a great deal of stenographic work, typing, mimeographing, and
clerical work of all kinds. The Denver program provides a secretary
to have charge of this phase of the program. This secretary has from
two to six or more assistants who give all of their time to taking care
of this work. In addition to what this staff can do, much clerical work
is done by the regular clerical staff in the Administration Building.
Committee members are not expected to type their own reports. They
hand in rough drafts which are typed and in many cases mimeo-
graphed for distribution among committee members and for various
purposes. Stenographic notes are taken in committee conferences
with specialists and as far as possible the committee member is relieved
of the burden of clerical work.
Professional library. An organized method of getting all of the
available reports of research and recent books and articles dealing
with curriculum revision and problems of teaching which must be
studied in such a program as is here being described is exceedingly
important. In Denver this need is met by a professional library in
the Administration Building, in charge of a person who is highly
trained in education and in library administration and who occupies
the position in the school system of supervisor of school libraries. All
such materials as have just been referred to are purchased through
this library as needs arise. They are administered according to library
methods so that committee members have only to go to the library and
call for the reports or articles which they may want to use and the
librarian provides them. This library is indispensable in the program.
It would be extremely wasteful of energy and time if there were not
a definite way of providing the committees with the materials which
are necessary for their work.
Department of measurements. City-wide standard achievement
tests are given before old courses of study are displaced, and then the
new courses are checked up later by the same method. Perhaps the
most significant contribution from the department of measurements
lies in the preparation, administration, and interpretation of the
results of curriculum tests based upon the new courses of study. The
director of measurements, in cooperation with the committees, is
working out a series of tests for each of the new courses. These tests
are prepared in the light of what the courses actually attempt to do.
Their purpose is to offer definite means for checking up on content
and method and also to enable the teacher better to analyze the teach-
ing problem.
28 DENVER PROGRAM OF CURRICULUM REVISION
A complete statement of how the new-type tests have been used
in the curriculum revision program constitutes Chapter V of this
monograph. This subject is felt to be of such vital importance as to
justify a much more extended statement than would fit in at this point.
Service of outside specialists. The local staff, with the special type
of Supervision that has already been described, is able to utilize the
results of the research work which has been carried out in many col-
leges, universities, and experimental schools. The committees become
familiar with the best articles dealing with educational method and
the like. A relatively high point in the assimilation of the best the
profession has to offer up to date can be reached through the initiative
of such a local organization. But there comes a time in the work of
a committee when it is extremely helpful to have present in person
Some outstanding specialist in the particular field of that committee's
work. This idea is carried out by bringing many of the leading
research specialists of the country to Denver for definite work with the
committees. They do not come for general lectures nor for general
discussions, but they come when the committees have their problems
defined, and are able to state issues clearly and to ask definite ques-
tions about them. The outside specialist does not have to establish
himself in this situation for the need for his services has already been.
recognized, and those with whom he is to work are looking to him for
specific assistance. As a rule he stays several days, depending upon
the particular needs of the committee with which he is working.
Before his coming he is informed of the progress of the committee up
to date and after he leaves manuscripts go back and forth through
the mail in a process of criticism and development toward the point
where the first printing will be deemed advisable. Since the program
was organized the following specialists have been brought to Denver
for this service: Ernest Horn, C. E. Seashore, F. B. Knight, and
Frances Zuill, University of Iowa; F. G. Nichols, Harvard University;
John C. Stone, State Normal School, Upper Montclair, New Jersey;
H. O. Rugg, Lincoln School, Thomas H. Briggs, Otis W. Caldwell,
F. G. Bonser, Thomas D. Wood, E. K. Fretwell, Lois Coffey Mossman,
H. B. Bruner, Teachers College, Columbia University; John R. Clark,
New York University; Raleigh Schorling, University of Michigan;
Howard C. Hill, University High School, and W. W. Charters, R. M.
Tryon, W. S. Gray, and Frank N. Freeman, University of Chicago;
Mason D. Gray, East High School, Rochester, New York; J. O. Frank,
Oshkosh Normal School, Oshkosh, Wisconsin; Will Earhart, director
of music, Pittsburgh Public Schools; K. F. Muenzinger, University
of Colorado; F. C. Jean and Edith M. Selberg, Colorado State Teachers
College; F. H. Bair, superintendent of schools, Shaker Heights, Ohio;
James L. Barker, University of Utah; George W. Eggers, director, Art
Museum, Worcester, Massachusetts; Francis Ramaley and John B.
Ekeley, University of Colorado; G. H. Whiteford, Colorado Agricul-
tural College; W. D. Engle, University of Denver. . 3r;
Relationship of principals to the work of subject matter committees.
As has been pointed out, the subject matter committees are essentially
ORGANIZATION AND ADMINISTRATION OF DENVER PROGRAM 29
committees of classroom teachers. In some cases, as previously ex-
plained, certain principals are assigned to committee membership, but,
in general, it has been the policy to consider that principals have
responsibility toward the whole program rather than special responsi-
bility to particular committees. A principal is responsible for all of the
teaching that occurs in his school; consequently, it is not his function
to be particularly interested in one subject matter field. He should be
interested in all of them. It is difficult to maintain this feeling of
general interest and responsibility if he is assigned to a curriculum
revision committee working in one subject matter field. Such an
assignment might cause him to tend to lose sight of his responsibility
in other fields. The principal should keep in touch with the work of
every committee included in his field. Furthermore, he should feel
the responsibility for being of assistance to any committee member
under his supervision. This responsibility, while general, is quite
important. It may seem to be a big task for any one principal, but to
the extent that he is responsible for instruction in more than one field
he should be in a position to help the committee members involved.
Several of the principals serve as members of the various committees
on program of studies discussed earlier in this chapter. All principals
have a very definite responsibility with regard to the installation of
Iſle W COULI'SéS. -
Directors and special teachers. The directors of art, home eco-
nomics, industrial arts, music, and physical education and the super-
visor of school libraries play a very important part in the work of
subject matter committees in their several fields. Not only do they
serve as ex officio members of these committees, but they also act as
expert advisers at every stage of the work. Usually the special
teachers in these fields are regular members of the various committees.
As is indicated later in this chapter, the directors and special teachers
render valuable assistance to principals and teachers in the installation
of new courses.
Director of elementary education and general supervisors. The
director of elementary education and the general supervisors give a
great deal of assistance in guiding the work of the subject matter com-
mittees. Through frequent conferences and careful reading of the
successive tentative drafts prepared by the committees they function
as a reviewing committee. In all of this work great care is taken to
avoid any appearance of dictating to the teacher committees. The
result is a spirit of cooperation in the work of revising courses of
study which goes far to account for the measure of success which
has been attained. Through the new committee on program of studies
in the elementary schools, the director of elementary education as
chairman and the general supervisors as members, together with sev-
eral principals, will take up such problems as those involved in grade
placement of the major units and time allotments to the various sub-
jects. In the discussion of the installation of new courses the
important work done by the director of elementary education and the
general supervisors is described in some detail.
30 DENVER PROGRAM OF CURRICULUM REVISION
Assistant superintendent in charge of high schools. Through his
work as chairman of the committee on constants and of the committee
on program of studies the assistant superintendent in charge of high
Schools has been closely connected with the work of the subject matter
committees. This same relationship will be maintained through the
work of the new committees on program of studies in the junior and
senior high schools. In addition, all courses of study for junior and
senior high schools are read and approved by him before they are
printed.
Installation of new courses. In the installation of new courses the
principal must be the leader in his school. This places a big respon-
sibility upon him, but if this function were performed by supervisors
working out of the Administration Building it would tend to disinte-
grate the life of the individual school and to deprive the principal of
the position of chief educational leader in his school. Therefore the
responsibility for the installation of a new course in any school rests
primarily upon the principal. The supervisors, directors, and special
teachers are available to assist the principal in this work. It can
hardly be expected that the principals will be sufficiently conversant
with each course as it comes from the press to install it immediately
in their schools. They must study it in detail and discuss it with those
who have been directly involved in writing it. Consequently, the
first step in the installation of a new course is to present it in detail to
the principals for study and discussion. This is done by special meet-
ings with principals in Small groups. It is not necessary to divide
the junior and senior high school principals into groups since each
of these groups is small enough to make division unnecessary. The
group of elementary school principals is too large to make a detailed
study of a course of study when meeting as an entire group; conse-
quently, the elementary school principals are divided into small
groups for the purpose of carefully studying the new courses with
those who have prepared them.
The director of elementary education calls one of these group meet-
ings for the purpose of considering the course of study that has just
been printed and is ready to go into the classroom. He calls into the
meeting the director of curriculum revision and any supervisors who
are directly concerned with the new course. The chairman of the
committee who wrote the course, assisted by one or more members
of the committee, meets with the group and presents the course from
the point of view of the committee. By bringing all of these people
together, after each principal has studied the printed course, it does
not take long for each principal to become thoroughly familiar with
the course. He is then ready to take it up with the teachers of his
school.
It is true that many teachers will have a fairly definite knowledge
of the course of study by the time it goes to the printer. Those who
have worked directly on the committee or with the committee are
thoroughly familiar with it. Others are familiar in varying degrees.
ORGANIZATION AND ADMINISTRATION OF DENVER PROGRAM 31
And yet it cannot be expected that every teacher will be ready to
go ahead with the new course as soon as it is published; consequently,
the principal must conduct a program of study and discussion of the
new course before it is ready to go into the classrooms of his school.
The principal may call for further assistance from the director of
curriculum revision, committee members, supervisors, and directors,
and such assistance will be given to any extent that is practicable and
consistent with the idea that the principal must be held responsible
for the installation and supervision of the teaching of the new courses
in his school. In general it may be said that if a principal cannot
install a course he cannot supervise it, and yet he must be held pri-
marily responsible for the supervision of instruction in his school.
In some cases no definite time is set for the installation of new
courses of study throughout the city. Each principal is told that
he may determine that matter for his own school in the light of
conditions existing in that school. In other words, each principal must
be certain that the ground is well prepared before the course goes into
effect, and this requires a longer time in some schools than in others.
Each principal takes the time that he thinks is necessary to install
the course in his own school. It is assumed that if a principal takes
an unusually long time to get a new course into classroom use he
will be able to give good reasons for such delay. Usually new courses
of study go into effect at the same time in all schools. It is only in
exceptional cases that some schools are late in installing new courses.
After the installation of a course, the department of measurements
cooperates with the principal in the giving of tests which are designed
to measure accomplishment from the point of view of the purposes of
the course. While it is impossible to measure all values in any course
of study and perhaps it is impossible to measure some of the most
important values, yet those which can be measured must not be over-
looked. The department of measurements renders a very important
service in this particular. As before stated, the particulars of this
service are presented in Chapter V of this monograph.
It should also be pointed out that teachers are not requested to take
up the teaching of a new course of study until the school has been
supplied with the equipment that the course assumes is in the hands
of the teachers. This equipment, whether it is maps, charts, flash
cards, supplementary reading, or reference books, is bought and
placed in the schools prior to the installation of the course. Adjust-
ments in the amount and type of equipment are made in the light
of experience gained from the teaching of the new course.
CHAPTER IV
TYPICAL PROCEDURES USED BY CURRICULUM REVISION
COMMITTEES IN DENVER
No set plan of procedure followed by all committees. Committees
have not been asked to conform to a stereotyped plan of procedure.
Each committee has been directed in its work from the point of view
of conditions peculiar to its problem with reference to such factors
as results of research available, research to be performed by the com-
mittee, general reading to be done, type of personnel on the committee,
and the like. In the supervision of the work of each committee all
of these matters have been taken into account and the work of the
committee directed accordingly. But certain practices have been
more or less common and a brief description of these will be given in
this chapter.
Survey of professional literature and research. Each committee
has been encouraged to spend a good deal of time in becoming familiar
with the professional literature relating to its field. As a rule the
committees began with the reading of books on general educational
theory and proceeded from this type of reading to the study of special
types of research. Reports of objectives based on research as well as
such reports of objectives as that of the Commission on the Reorgani-
zation of Secondary Education were studied. Analyses of life situations
as typified by the study made by Ernest Horn and his associates of
the University of Iowa with reference to aims in English for elemen-
tary schools were carefully studied and in some cases adopted for use
with the consent of the author. Investigations having to do with the
determination of minimum essentials in the light of social needs, as in
the case of elementary arithmetic, have been found very helpful.
Formulation of objectives. Following the careful study of all
research relating to objectives each committee has set up a tentative
formulation of general and specific objectives. In some cases com-
mittees have supplemented the research carried on elsewhere by local
investigations in order to determine objectives for Denver courses
of study. *
Home economics in junior and senior high schools. Typical
of this kind of study as a basis for setting up aims is the report on
home activities and responsibilities of junior and senior high school
girls given in Research Monograph Number One of the Denver Public
Schools. This study, made under the direction of L. Thomas Hopkins,
professor of education, University of Colorado, and Kate W. Kinyon,
director of home economics, Denver Public Schools, provided the basis
for determining objectives in home economics courses in junior and
senior high schools.
34 DENVER PROGRAM OF CURRICULUM REVISION
The objectives in home economics education must be an outgrowth
of studies concerning what a girl should know about the activities of
the home. The effectiveness of this procedure depends upon how far
such objectives are removed from the present activities of the girls.
The main function of home economics is to contribute to worthy home
membership. This objective is analyzed into the following specific
elements:
Proper health habits and attitudes
Right attitudes toward home and family life
A working knowledge of the processes carried on in the home
A degree of skill commensurate with the present needs and age of
the individual
Recognition of the importance of the family group in society
The ability to save and spend the family income or individual earn-
ings efficiently and intelligently
Ability and inclination to participate in a variety of unspecialized,
enjoyable, and fruitful spare time activities
Language in the elementary school. The first objectives set up
by the elementary English committee were of a general nature and
tended toward the old type. They were teacher objectives and not
child objectives, and they were stated so indefinitely that their service
to the teacher was limited. Since the evolution of the objectives is
best appreciated by contrasting the original ones which were accepted
for two years with those that are now accepted, the original ones
will here be reproduced. Free, correct, and effective communication
of ideas based upon a variety of life situations and development of
taste and appreciation for the best in literature were the objectives
as originally stated. Stimulation of thought and self-expression, auto-
matic use of properly constructed sentences and phrases, and enlarged
and refined vocabulary were the means of attaining these objectives.
In the statement of the first objective there is an evident attempt to
base the course on natural life situations. But this objective did not
prove to be effective due to the fact that no one was prepared to say just
what language situations were included in the life of the child or the
adult and what their relative significance was. All realized that con-
versation, reports, stories, and letters were life situations in which
language was required, but no one had a comprehensive picture of the
whole field; and besides there had been no scientific investigations to
determine which situations should receive major emphasis and which
ones deserved only minor attention. It was Ernest Horn who assisted
in solving this problem by giving the committee a complete picture
of the life situations in which language is used by adults, and a
detailed formulation of the desirable outcomes of English instruc-
tion, which included the information and knowledge, habits and skills, .
TYPICAL PROCEDURE USED BY COMMITTEES 35
attitudes and appreciations necessary to the successful use of English
in some of these situations. With this assistance, the committee
analyzed all of the situations and determined what abilities were neces-
2 sary to meet them effectively. From this detailed analysis of desirable
outcomes, the grade by grade placement was made.
Present objectives in English. The present objectives as con-
trasted with the original ones are simpler, more functional, and more
effective. How much better it is to tell the child just what he must
do to become a good speaker or writer; in other words, to make it clear
to him what information and knowledge, habits and skills, attitudes
and appreciations are necessary to insure free, correct, and effective
communication of ideas. For example, when the child is confronted
with the need to tell a short story, he must recognize the many specific
abilities needed in reaching his goal, the telling of the story in an
entertaining manner. In planning and preparing the story, these
abilities are called for: the selection of an appropriate story, a begin-
ning that arouses interest, clear-cut pertinent sentences, and a
satisfactory closing sentence. There is another group of abilities
required in presenting the story effectively to the audience: the pleas-
ing quality of voice, clear enunciation, distinct pronunciation, and the
adjustment of the voice to the size of the room, to the mood of the
audience, and to the dramatic demands of the situation. Each of
these abilities is an immediate end at different stages in the prepara-
tion and presentation of the story. Goals defined in such detail as this
are more serviceable to the pupil and teacher than those stated in
vague, general terms. The original objectives were addressed to the
teacher, imposing the responsibility of teaching the child how to tell
a story effectively; the present objectives are directed to the child,
guiding him in acquiring all the specific abilities involved in tellin
the story effectively. *
Another feature of the improved objectives is the provision for
growth in abilities from grade to grade rather than for complete
mastery in any one grade. Therefore, in stating the desirable outcomes,
grade by grade, provision is made for acquiring information about a
given ability, for organizing this information into knowledge, and
for conscious practice to develop habits which in turn must have
sufficient attention to attain skill. Along with this training come
the attitudes and appreciations which are associated with each par- .
ticular ability. Consideration for the feelings of others engaged in a
conversation is as important a part of language training as using the
correct verb forms. - . . . . . . . .
Other committees. The elementary language committee is not the
only committee which has attempted to state objectives in such form
that pupils could be led to accept them as defining their own purposes. . .
While some committees have stated objectives from the teacher point .
of view to the exclusion of the pupil point of view, the more common
procedure recently has been for the committees to state the specific
objectives, or the desirable outcomes as they are sometimes called, in -
36 DENVER PROGRAM OF CURRICULUM REVISION
such form that pupil purposing may be encouraged by the very form
of statement used in formulating the objectives. In some cases Com-
mittees have made use of actual pupil statements of objectives as a
basis for setting up the definite goals of instruction. This whole
tendency may be traced to the growing recognition of the significance
of purposeful activity as opposed to a regime based on teacher assign-
ments. To state objectives from the pupil point of view is obviously
no guarantee that pupil purposing will result in the classrooms. The
skillful teacher who seeks to encourage purposeful activity will, how-
ever, find objectives stated as pupils might state them suggestive and
helpful in developing purposeful activity.
Statement of guiding principles. The guiding principles and
assumptions to be followed in the selection and organization of sub-
ject matter have usually been definitely stated at this stage of the
committee work.
Mathematics in the junior high school. An example of the sort
of guiding principles which have been used may be taken from the
work of the junior high school mathematics committee. This com-
mittee selected the subject matter for the course of study in accordance
with these principles:
Each subject and each item in the subject must justify itself.
Each year of the junior high school should give emphasis to the
subject matter that is most valuable for the pupil at that period of
his work with little consideration for later courses.
The content of each course must be selected to meet the social needs
of the children. -
The course should enable the child to compare mentally with a
fair degree of accuracy quantities, sizes, distances, and forms.
The idea of relationship or of the dependence of one quantity upon
another should be emphasized throughout.
With reference to the extent of their need for mathematics the
committee considered three groups:
Engineers, whose technical work requires much practical mathe-
matics. - - -
Mechanics or tradesmen, whose work requires some mathematical
knowledge, such as the surveyor’s use of his tables and the mechanic’s
use of formulas.
Other citizens, who should understand modern business practice;
who should be informed about public utilities, the expenditure of
public money, and the world’s commerce and industries; and who
should have some intelligent idea of how the surveyor calculates dis-
tances, the navigator finds his position at sea, or the aviator deter-
mines his elevation. - -
TYPICAL PROCEDURE USED BY COMMITTEES 37
Selection and organization of subject matter. Many of the com-
mittees have selected and organized subject matter in the form of
units, sometimes using problems and suggested activities. As examples
of this step in the procedure, quotations from the special reports of
several of the committees are given in the following paragraphs.
Social science in the elementary school. The definite statement
of objectives indicated that a large part of the material which had
formerly been included in the course because the child might need
it sometime in the future was unsuitable to the development and
accomplishment of the definite objectives. After various attempts
and failures it became evident that the best avenue for the successful
attainment of the objectives was through the experiences of the child
himself—the problems he meets, the situations he encounters, the
adjustments he makes to the world of which he is a part. -
Selection was then made of situations, problems, and experiences
that would probably confront the great majority of children in their
everyday life. The selection of subject matter was governed by the
question, “Will this material help the child in meeting these situations,
in solving these problems, or in benefiting by these experiences?”
Social science in the junior high school. A preliminary survey
of materials available for children’s use was made. Theoretically
this may appear to be unsound procedure, but practically it is use-
less to put anything into a course of study if there is no material
available from which to teach it. The survey showed that the desired
material was available if a large number of books were used. The
available material was then tabulated and checked with the purpose
of meeting the objectives as stated. -
The content was then checked with what the meager investigations
in the field had shown to be essential. Place locations, dates, names,
and the like, were listed according to importance as shown by studies
made up to that time. In the second revision the committee was able
to do this in a much better way because of the publication of the
Rugg-Hockett study on place locations. .
After the content had been selected, the arrangement of content
was made with the idea of meeting the other guiding principle which
applied principally to method; namely, pupils should be trained
in the type of thinking most utilized in everyday life.
Social science in the senior high school. The idea that there
should be a continuous, unified course to train for better citizenship
in every school year led to combined meetings of all social science com-
mittees which resulted in a better understanding of the problem as
a whole and in doing away with the water-tight compartment type
of social science course.
The idea of more active social-civic participation on the part of
the pupil was responsible for the introduction of problems and projects
38 DENVER PROGRAM OF CURRICULUM REVISION
and for the use of the question form in the outline. In addition the
use of reference books was recommended as furnishing opportunity
for comparison of authorities and exercise of judgment.
In the world history course the attempt to develop an appreciation
of the contributions to civilization of the various peoples and periods
caused a very decided addition of social, economic, religious, artistic,
literary, and scientific material which has affected the civilization of
today.
The notion that history and geography must go hand in hand
resulted in assigning definite map work for each unit and encouraging
pupils to see that geography and world power may be cause and effect.
The pupil is encouraged to bring to class concrete, interesting
material which he may find in his outside reading of books, magazines,
newspapers, and even advertisements. Thus he unconsciously develops
the attitude of mind that history is not finished when he finishes a
specific course but that it is intimately related to his everyday life.
Music in the elementary school. In order to give every child the
use of his singing voice and pleasure in singing as a means of expres-
sion, the committee suggested that all songs be taught by rote in the
kindergarten, Grade 1, and Grade 2B. The beginning of sight reading
was deferred until Grade 2A.
The suggestions relating to discriminative listening were determined
by the objective which stated that every child should be taught to
enjoy music as something heard as well as something expressed. The
development of the appreciation of charm of design determined the
type of study of form given in the succeeding grades.
Ear-training work in the course was suggested by the objective of
developing in every child ability to know by sound that which he
knows by sight, and vice versa. The method of procedure in teaching
sight singing was determined by the objective, which stated that
children in upper grades should be able to sing at sight, using words,
a unison song of hymn-tune grade.
French in the junior and senior high schools. The immediate
aim is to develop ability to speak, read, and write the French language.
In order to help in attaining accurate pronunciation the course of
study contains a thorough treatment of the physical aspect of phonetics
and gives careful directions for diagnosing mistakes and the correct
physiological position for a given sound, thus making it possible to
eliminate brogue accent. It was decided to base the course on the
direct method as a surer means of mastery of a practical vocabulary,
thus making French a live language from the beginning. The choice
of textbooks was made on the basis that the vocabulary should be that
of current conversational French.
The course provides for a careful study of the history of the growth
and development of language as a basis for the development of
TYPICAL PROCEDURE USED BY COMMITTEES 39
language sense. The realia work provides material for the increased
comprehension and appreciation of the contribution of the French
to the civilization of the world. The research work for this material
was based upon the study of books on French life and current maga-
zine articles and upon personal experiences of committee members who
had traveled and lived in France. This work is carefully outlined for
each grade and is written up in convenient form for classroom use.
Consultation with specialists. At this stage of the work many of
the committees have felt the need for advice from specialists as indi-
cated in another section of this monograph. Such specialists have
played a very important part in the development of the program in
Denver. In some cases the specialist has pointed out such important
defects in organization or in grade placement of the content as to
necessitate a complete rewriting of the committee report. In other
cases only minor changes have been proposed by the consulting
specialists.
Preparation of bibliography. Work on the bibliography was begun
in the first step of the procedure, the survey of the professional litera-
ture in the field. As the work of each committee progressed, further
work was done on the bibliography, but it was necessary to make a
careful selection of items to be included in the final bibliography.
There has been no attempt to make the bibliographies complete and
exhaustive, but rather the purpose has been to include only such
material as had actually been helpful to the committees in their work.
Preparation of table of contents and index. Some of the earlier
courses of study included no indexes. It has been found that an index
is practically an indispensable aid to the teacher in using any course
of study. With a complete index the table of contents is not usually
given in analytical form.
Continuous revision. In accordance with the belief that curriculum
revision is a continuing problem, the acceptance of a committee report
for mimeographing or printing has in no case released the committee
from further responsibility.
English in junior high school. As an example of the type of
work which is carried on by a committee after its report has been
approved for use in the schools, some of the work of the junior high
School English committee since its course of study was printed is here
briefly described.
The junior high school English course of study was printed in
October, 1925, and put into use at the beginning of the following
semester. It soon became apparent that the functional treatment of
English grammar and the mechanics of form as proposed in the course
of study was not definite enough to guide teachers in planning the
teaching units. The result was that in some cases teachers depended
entirely on the textbook, although it did not entirely agree with the
point of view developed in the course of study. In other cases teachers
40 DENVER PROGRAM OF CURRICULUM REVISION
returned to the old type of formal grammar with which they had been
familiar with the result that the functional concept was not actually
being carried out in many of the English classrooms. To correct this
deficiency in the course of study, the committee has prepared mimeo-
graphed outlines giving very definite suggestions as to the types of
drill material to be used in developing English grammar on a func-
tional basis. These outlines have utilized all the material found in the
textbook which is in harmony with the point of view developed in the
course of study, and have supplemented the textbook whenever neces-
Sary.
English in senior high school. The work of the senior high
school English committee furnishes another example of continuous
revision. Soon after the printed course of study was put into use it
became evident that the work in composition, grammar, and mechanics
of English outlined for the first half of the tenth grade ought to be
adapted to take care of individual differences. The proportion of
failures in the work of this semester in all the senior high schools was
found to be very high. In attempting to meet this problem the com-
mittee is now experimenting along two different lines.
In one senior high school the work as outlined for this half-year
is being divided into units in order to allow the slow groups to pro-
gress only as rapidly as the material can be mastered, using perhaps
as much as two semesters for the work originally planned for one
semester. This plan eliminates failures but increases the time allowed
for the completion of the work. -
In another senior high school modified content is being developed
On the assumption that the life needs of students who are extremely
deficient in English will probably be different from the life needs of
those who have practically mastered the minimum essentials of com-
position, grammar, and the mechanics of English. The emphasis in
this modified course will be placed on correct usage in spoken English
and in the simpler forms of written English, particularly in letter
writing. Some attention will also be given to remedial work in reading
since some of the group are seriously handicapped through poor read-
ing habits.
The Second plan is obviously based on entirely different assumptions
than the first plan. The English committee approaches the problem
with an open-minded attitude, being willing to face the facts as they
may be determined through experimental procedure.
Some courses revised a second time. In some cases printed
courses have already been revised. The junior social science course
and the elementary arithmetic course have both been completely revised
a second time in the light of experience. The printed course in general
Science for the junior high schools has been replaced by a mimeo-
graphed course which is being still further revised by the subcommittees
described later. Several other committees are desirous of making
TYPICAL PROCEDURE USED BY COMMITTEES 41
complete revisions of the courses now in print, but the granting of
such requests has been impossible until other committees shall have
finished their first revisions.
Participation of teachers not on curriculum committees. In several
cases many teachers not on curriculum committees have been invited
to participate in the work of revision.
Science in junior high school. An interesting procedure has been
followed by the junior high school science committee during the past
year. This committee printed its first tentative course of study in
September, 1924. After using this course for two years the committee
made a complete revision, which was ready for use in mimeographed
form in September, 1926. Early in the year all teachers of science
in the junior high schools were invited to meet with the curriculum
committee. At this meeting it was proposed that all teachers take
a part in the further revision of the course of study. To this
end, subcommittees were set up dealing with the different semesters
in the course of study. During the year the subcommittees met
regularly for the criticism of the mimeographed course in the light
of experience in its use and for planning experimental modifications
of the course to be tried out in the classrooms. The subcommittees
requested at the end of the year that at least another half-year be
allowed for their work before the curriculum committee should make
its next revision with a view to printing.
While the organization of subcommittees has not been attempted
by other curriculum committees, in several other cases through the use
of criticism blanks and through departmental meetings in the different
buildings practically every teacher in a given field has been encour-
aged to contribute to the revision of the tentative courses of study.
Social science in senior high school. As an example of the use
of criticism blanks the procedure of the senior high school social science
committee is here described. After the first tentative course of study
for world history had been mimeographed and placed in the schools
for experimental use, the committee prepared for each unit a criticism
blank, which was mimeographed and sent to each teacher. As a sample
of these criticism blanks the form used for Unit I is here reproduced:
CRITICISM BLANK
WORLD HISTORY COURSE
UNIT I, PRIMITIVE AND ORIENTAL
I. THINGS TO THINK ABOUT (INTEREST QUESTIONS)
1. Is the idea helpful ? ----------------
2. Individual questions
a. To omit
b. To change
c. To add
42
DENVER PROGRAM OF CURRICULUM REVISION
II. PRIMITIVE MAN
1.
Please suggest changes, omissions, or additions under each of the
following:
a. Government
b. Way of living
C. Religion
d. Literature
e. Art
Time: Was 3 days too much, or too little?................
References
a. Is 34 pages in Breasted too much for them to read in 3 days if
there were enough books?................
b. Would it be better to select certain pages and hold all pupils
for them?................ If so, how many?................
c. Do you get better results by assigning individual readings?............
d. What results, if any, did you get from the following:
(1) Osgood
(2) SeignobOS
(3) Wells
III. ORIENTAL PEOPLES
1.
Please suggest changes, omissions, or additions under the following:
a. GOvernment
b. Way of living
c. Religion
d. Literature
e. Art
f. Summary of contributions
Map work: geographical names
a. To add
b. To Omit
Time: Was 8 days too much, or too little?................
References. Breasted should be starred and begin with p. 35.
Osgood reference should read, History of Industry, pp. 34-63.
Breasted, Herrick, and Seignobos are too long to require all
pupils to read all of each one.
a. How many pages a week should be the minimum expected of
all pupils?............----
b. Should the particular pages to be read be specified in the
Syllabus?................ Or left to each teacher?................ Or left to the
C. If definitely specified, should they all be in one book (if enough
Copies could be provided)?........................ Or the best pages from
d. Suggestions concerning readings for superior pupils
TYPICAL PROCEDURE USED BY COMMITTEES 43
IV. STANDARDS OF ATTAINMENT wº
1. Are they too definite?................ or too indefinite?................
2. Changes in the word list, p. 6
a. Add
b. Omit
3. Changes in the date list, p. 6
a. Add
b. Omit
V. USE OF COURSE OF STUDY
1. As a review, after text has been studied?
2. Dictated to pupils as guide to study of text?
3. Main points underlined in map book?
4
Other uses
VI. GENERAL SUGGESTIONS
1. Can the work be cut down to ten days?................
2. If so, what should be cut from the syllabus?
3. Other suggestions
Senior Social Science Committee
September 23, 1924
Suggestions for revision. After the criticism blanks had all been
returned the suggested changes were tabulated and sent to the teachers
with a request that they indicate their reactions to the proposed
changes. The summary of suggestions for revision made for Unit I
was as follows:
With a view to printing the world history course, the committee would
like to have the teachers vote on the suggestions made on the criticism
blanks of last year. You will note that the additions proposed about balance
the proposed omissions. Even if all omissions are approved and all additions
voted down, the course will not be cut materially.
A new suggestion is that We print in Small type certain parts of the Out-
line which would be optional with the teachers and which would not be
included in the standards of attainment or in the testing program. All sug-
gested omissions might be so printed. This material in small type could be
used with the better classes or more apt individual pupils. Would this plan
meet with your approval rather than to omit the material entirely?........----
A wish for fewer and more definite references has been expressed by a
number of teachers. Should the readings be grouped as minimum and
Special?................
Below are the tabulated changes suggested for Unit I. Will you kindly
vote “yes” or “no” in the spaces provided?
44
DENVER PROGRAM OF CURRICULUM REVISION
II.
III.
IV.
THINGS TO THINK ABOUT (INTEREST QUESTIONS)
Should the following questions be omitted:
Should the following questions be added:
“Under what Pharaoh were the Israelites oppressed in Egypt?”................
“How is Egypt governed today?”................
PRIMITIVE MAN
Should a question on geological time be added?................
ORIENTAL PEOPLES
Should the following be omitted from the map Work:
Aegean Sea---------------. Babylonians.............. Persians.............. Hindus..............
Should the following be added to map work:
Crete---------------- Ur----------......
Should topics 4 , 5 , and 6................ be Omitted from
literature?
Should Rameses II---------------- and Darius................ be omitted under gov-
ernment?
Should the following be added to the unit:
More of the Persian government.-----......
ASSyrian and Chaldean empires................
Weights and measures to Babylonian................
Colonization and trade to Phoenician................
STANDARDS OF ATTAINMENT
Should the following be omitted from the word list:
Cheops, or ................ English of Antiquity ................
Khufu ................ potter's Wheel ................
Occident ................ Behistun Rock ................
Menes ................ Sennacherib ................
Castes ---------------- Fall of Babylon ----------------
Osiris ................ Croesus ................
Calendar ---------------- barbarism ................
Cuneiform ................ Civilization ................
tradition ................ despotism ................
SavageTy ---------------- autocracy ................
TYPICAL PROCEDURE USED BY COMMITTEES 45
Should the following be added to the date list:
Moses, 1500 B.C. (?) ..............-- Zoroaster, 1000 B.C.---------.......
Cheops, 3000 B.C. (?) ................ Confucius, 500 B.C.-...............
Buddha, 480 B.C. (?)................
V. ADDITIONAL SUGGESTIONS (If you have any further suggestions for
a general plan for reducing the work of this unit, kindly note them on
this sheet, using the other side of the page, if necessary.)
Reduction in content. The outstanding difficulty with the first
draft of the world history course of study as revealed by the reports
from the teachers was the fact that it seemed to include about fifty
per cent more material than could be successfully covered in a one-year
course. In the light of the definite suggestions made by the teachers
the committee was able to reduce the content enough to make it pos-
sible to complete the course as outlined with most classes.
Arithmetic in elementary school. The elementary school
arithmetic committee very early in its work felt the need of holding
conferences with other teachers in grade groups. These conferences
were limited to fifteen representatives from each grade chosen rather
carefully to include those teachers most capable of giving assistance.
The first and second grade teachers met with the curriculum com-
mittee at the first meeting, at the next meeting the second and third
grade teachers, then the third and fourth grade teachers, and so on.
Prior to these meetings the chairman, with the help of other members
of the committee, prepared topics for discussion which were mimeo-
graphed and sent to the teachers who had been invited to attend. At
the beginning of each meeting a special committee was appointed to
formulate the results of the conference in the light of a study of the
literature of the field. Some of the topics which were discussed in these
conferences are here given:
1. The amount of arithmetic to be taught in the second grade
2. Additive method of subtraction versus subtractive method
3. Methods of teaching long division
4. Introduction of fractions
5. The extent to which percentage should be taught in the sixth
grade
6. The use of games and other forms of motivation
Summary. While no set plan of procedure has been followed by all
committees, certain practices which have been more or less common
have been described in this chapter.
1. All committees have been encouraged to become thoroughly
familiar with the professional literature including the reports of com-
46 DENVER PROGRAM OF CURRICULUM REVISION
pleted research before attempting to formulate objectives in their
several fields.
2. Some committees have found an adequate basis for setting up
objectives in the research which has been carried on elsewhere. Other
committees have found it necessary to supplement such research by
investigations carried on in Denver. There is an increasing tendency
to stress the pupil point of view in stating objectives to the end that
purposeful activity resulting from pupil acceptance of objectives may
be encouraged.
3. Most of the committees have found it necessary to set up cer-
tain guiding principles and assumptions as a basis for the selection
and organization of subject matter.
4. Many of the committees have selected and organized subject
matter in the form of units, using problems and giving many suggested
activities.
5. At this stage specialists have usually been brought to Denver
for consultation with the committees. In some cases the committee
reports have been completely rewritten following the visits of the
specialists. - -
6. Preparation of bibliographies begins with the survey of profes-
sional literature, but the final bibliographies are the result of careful
selection of the items to be included.
7. Experience in using the courses of study indicates that a table
of contents even in analytical form is not adequate. The courses of
study are now being provided with indexes.
8. Every course of study is regarded as tentative. The committees
are not discharged and the process of revision is continuous.
9. Some committees have made use of special procedures in order
to secure a wide participation by other teachers in the work of the
committees. Some of these special procedures have been described in
this section. One junior high school committee has secured the par-
ticipation of every teacher of that subject in the junior high schools
through organizing subcommittees for the critical consideration of
the tentative courses of study. Other committees have requested all
teachers to fill out criticism blanks. In still other cases meetings of
teachers not on the curriculum committees have been held with the
curriculum committees. - -
CHAPTER V
CONSTRUCTION AND USE OF CURRICULUM TESTS
IN DENVER,
Objectives in using curriculum tests. With the installation of the
first of the revised courses of study in the schools, the problem of
measuring the results arose. The standardized tests which were avail-
able on the market were prepared to meet the needs of many school
systems over the country. Consequently they did not contain material
exactly fitted to measure the work under the new courses. In some
cases the discrepancy was great. In spelling, for example, a test of
fifty words given in a particular grade contained only three words
that had been taught in that grade. In arithmetic they were found
inadequate, since they did not contain enough types of good examples
and often included some that were not considered of much value in
the new course of study. Similar conditions were found in other
subjects. It was, therefore, felt to be necessary to construct new-type
tests based on the Denver courses of study. Up to the present time
about one hundred twenty such tests have been prepared and used.
First curriculum tests prepared. The first curriculum tests were
prepared in January, 1925, in order to measure results under the
new courses of study in world history for Grade 10 and arithmetic
for elementary schools. The new courses had been in use for one
semester. Subject matter had been carefully selected to meet the
objectives agreed upon for the courses. In the case of arithmetic, this
content had been placed in the various grades according to the best
information available as to the difficulty of the material. Definite but
tentative standards of achievement had been set up in both courses.
Results of using curriculum tests. Some of the specific ques-
tions to which answers were sought through the use of tests are briefly .
discussed in the following paragraphs. More detailed descriptions of
individual tests together with medians are given in Appendix A.
Some specific questions answered. In the case of the world his-
tory it was found that the content included in the new course was
well within the ability of Denver pupils. The standards of achieve-
ment were found to be attainable but somewhat too heavy. In fact
the course was found to be requiring too much time from the students
at the expense of work in other subjects. While the content was not
too difficult, it was found to be too extensive. As a result of the use
of the tests, the content of the course was reduced one-third.
In addition to such questions as were answered for the world history
course, the curriculum tests in arithmetic were used to determine
whether the material was properly graded as to difficulty, whether
certain topics were attempted too soon, and whether enough drill on
certain fundamental number facts was being given. As a result of
48 DENVER PROGRAM OF CURRICULUM REVISION
the use of the tests, the grade placement of several parts of the course
was changed in the second revision, and additional drill materials
were prepared for the use of the teachers.
Other values of curriculum tests. The tests have now been used
in many different subjects with very significant results for the guidance
of the committees in making further revisions. But the tests have also
served many other important purposes which are not so directly
related to the problems of curriculum revision. It is impossible to
discuss these results in detail in this chapter, but some of these values
are stated in the following list.
1. Tests have been used in several subjects in order to make
inventories of pupil abilities before teaching begins.
2. In practically every case the results of the testing program have
provided valuable guidance to teachers and principals for the improve-
ment of instruction.
3. The comparison of test scores from semester to semester has
provided a measure of pupil progress.
4. Experiments with various methods have been evaluated by using
the curriculum tests.
5. In some cases pupils have been classified into homogeneous
groups for instructional purposes according to test results.
6. In several subjects which are taught both in the junior and
the senior high schools, such as first-year Latin, typewriting I, and
bookkeeping I, test results have been used to secure better articulation
between the junior and senior high schools.
7. The results of all tests are interpreted to give school mark
equivalents in order to aid the teachers in giving final marks to
pupils. Test scores alone do not determine the marks.
Procedure used in test construction. Curriculum tests are usually
written by curriculum committee chairmen and members, but in some
cases they are written by the supervisors and the director of measure-
ments. The tests are made because curriculum committees see definite
needs, which usually have to do with measuring the degree of success
in attaining the specific objectives of the courses of study. While
some of these objectives are of the sort for which no satisfactory
techniques of measurement have as yet been devised, many others are
easily amenable to measurement. - . *
Selection of material. Since tests are generally written by the
chairmen and members of curriculum committees, the selection of
material is not often a difficult problem. Such procedures as are
sometimes necessary in making standard tests for use in many different
cities are seldom found useful. Analysis of textbooks and courses
of study as a basis for selection of material is not attempted. The
CURRICULUM TESTS 49
authors of the tests are thoroughly familiar with the courses which
they have prepared. In some subjects, notably elementary school
arithmetic and junior high school social science, an attempt has been
made to list the abilities involved in learning. Such abilities listed in
definite form are large in number. They furnish good material for
tests. For example, all the types of examples and exercises that need
to be taught in fundamentals in integers, fractions, and decimals have
been listed in Part II of Research Monograph Number Two. All
examples of arithmetic tests are taken from the types of examples
and exercises listed here. In junior high school social science all
abilities necessary to secure the specific objectives of the course are
listed. These abilities furnish most of the material for the tests in
social science.
Types of tests used. The first kind of new-type test constructed
for city-wide use was the true-false test. After a few of these had
been made it was felt that they were usually too factual in character.
The best answer multiple choice type was next used. An attempt was
made to construct questions that would require thinking. The best
answer to the following item taken from one of the world history tests
will illustrate:
“The science of navigation was encouraged by
a. the perfection of ships
b. the increase in the number of sailors
c. the perfection of the compass and astrolabe”
The first alternative states one factor that encouraged the science of
navigation; the second is definitely incorrect; the third is the best
3.11SWer.
Whether a pupil thinks or merely repeats a memorized answer de-
pends on how he has been taught and on other factors that will not be
discussed here. It is often possible in the use of the best answer type
of test to present in an incorrect alternative a popular misconception
which has been brought out in class work. When this is possible it
gives the teacher an opportunity to correct wrong impressions.
When the testing program was well under way it was found that
different types of tests were adapted to the measurement of different
abilities. Large use has been made of matching, word answer, com-
pletion (when the correct responses are supplied in a separate list),
multiple choice with two correct answers from five alternatives,
multiple choice with various numbers of correct answers for different
questions, multiple choice with two alternatives in language usage
followed by three choices for the correct rule applying to the usage.
Use has also been made of what was called an organization test. This
consisted of a list of sentences or phrases relating to some problem.
The pupil was instructed to make the eight or ten best choices out
of the list of sixteen or twenty items. In a vocabulary test opposites
and Synonyms were used. Naturally the tests in arithmetic are made
50 DENVER PROGRAM OF CURRICULUM REVISION
up of examples and written problems to be solved by the pupils. The
type of test to be used depends upon the character of the abilities to
be measured. -
Batteries of tests. A battery of tests is often used. The test for
typewriting I is an example. It is composed of two parts. Part I has
to do mainly with knowledges concerning the machine. Part II is con-
cerned with accuracy of copy. Each part includes four tests. Test I
of Part I deals with knowledge of keyboard and correct fingering, and
is again subdivided into a matching test in which the pupils write on
a keyboard chart the correct letters and other symbols for each key,
a recognition test relating to the fingers used for each key, and a
multiple choice test indicating the fingers used in writing certain
words. Test II of Part I is a matching test regarding parts of the
machine. Test III is a multiple choice test with various numbers of
correct answers regarding correct use and spacing of punctuation
marks. Test IV is a test in proof reading typewritten material. Part II
of the test is broken into four tests giving different problems in
copying on the machine.
Many other tests are prepared in battery form. The test in sentence
structure in the junior high school is a battery of five tests.
Editing and trying out the tests. When the first draft of a test is
completed it is typed and read by the director of curriculum and the
director of measurements. After a satisfactory form has been reached
the director of measurements writes the directions for giving and the
writer of the test prepares a score key. Before the test is ready to
go to press one or more teachers of the subject are called in to check
the adequacy and accuracy of the score key. In some cases the test
is mimeographed and tried out with two or more groups of pupils, but
in many cases the type is set and proofed copies are used for the tryout
and for the timing. As most of the tests are not intended to measure
speed the tests are so timed that eighty-five to ninety per cent of the
pupils are allowed to finish. If typographical errors occur, if some
guestions are not clear, or if other defects are found in the tryout, the
test is revised to correct the deficiencies.
The tests are edited before printing by the one who edits all publica-
tions of the Denver schools, and later the printed proof is read by the
same person for correct form and English. It is read by the director
of measurements for organization, arrangement, size of type, and
general effectiveness.
Typical form for first page of a test. Tests are printed in the
form of booklets with spaces for name of child, school, grade, and so
forth at the top of the first page. The remainder of the first page is
devoted to directions. If the test includes more than one type of test,
directions are again printed at the top of each test. In many cases
a practice exercise is given. The following example illustrates the
typical form for the first page of a test.
CURRICULUM TESTS 51
CURRICULUM TEST IN READING
RECREATIONAL FORM I
GRADES 3B TO 6A, INCLUSIVE
Total Score.......-----------------
Name ................ School
Teacher Grade ...
Age in years and months Date
After the pupils have filled in the blanks, read the following paragraphs
aloud while the pupils read them silently:
“This is a test to find out how well you can read stories and poems. This
is the kind of reading you do for pleasure or enjoyment. This test is made
up of many paragraphs and stanzas. After each paragraph or Stanza are
one or more questions; you have five choices for the correct answer. One,
and only one, is right. You are to draw a line under the correct answer.
“Read this paragraph:
“There was once a child who was untidy. He left his books on the floor
and his muddy shoes on the table; he put his fingers in the jam pots and
spilled ink on his best pinafore; there was really no end to his untidiness.
“Which word best describes this child 2
(a) rude (b) careless (c) mischievous (d) lazy (e) selfish
“The correct answer is (b) careless. Draw a line under ‘careless.”
“As soon as you finish one page, do the next. If you cannot an SWer a
question, skip it and go on to the next. Work as fast and as carefully as
you can.”
When the second hand of your watch reaches almost 60, say, “Ready,
begin.” After exactly 8 minutes say, “Stop. Pencils up.” Collect the papers.
Time of giving tests. Tests are given at the beginning or end of
units of the course of study. For the first two years of the work a
separate test was made to cover each unit of certain courses. In some
cases the units were short, being six weeks or less. It was later decided
to send no tests from the administrative offices that covered a shorter
teaching period than a semester. The result is that all tests come near
the beginning or end of a semester.
When the time approaches for giving a test a bulletin is sent to each
principal concerned announcing the time at which the tests will be
delivered to his building, the date of giving the tests, the scoring and
tabulation to be made by teachers, and the date for the return of tabu-
lations or tests or both to the administrative offices.
Administering the tests. All curriculum tests are administered
under the direction of the principals and are generally given by
teachers. Since the directions for giving are printed on the first page
where both the examiners and pupils may read, and since both teachers
and pupils are accustomed to tests, there is usually no difficulty or
52 DENVER PROGRAM OF CURRICULUM REVISION
misunderstanding in following directions. Practically all schoolrooms
are equipped with clocks with second hands so that accurate timing is
made easy.
Scoring the tests and tabulating the results. All curriculum tests
are scored by teachers, except in some junior and senior high schools
where papers are exchanged within rooms, or where entire rooms
exchange papers and pupils score them. Usually pupils are permitted
to see their own papers. After papers have been scored and teachers
have copied such information about individual pupils as they desire,
the tests are arranged in order of scores by half grades with the
highest scores on top and are then returned to the department of classi-
fication and statistics for tabulation and other studies. The chief
objective in testing is to use the results for the improvement of instruc-
tion. The use that is to be made of results governs the tabulations
made.
An exception to the usual procedure exists in elementary school
arithmetic. These tests are scored and tabulated by teachers. The
papers are then stored in the principal’s storeroom adjacent to his
office, and then tabulation sheets are sent to the department of classifi-
cation and statistics. Since most test forms are used more than once
the test papers do not remain in the teacher’s room.
City norms. The first study to be made is in terms of city norms.
These are presented in various ways. Medians by grades for the city
and for buildings are first computed. The twenty-five percentile and
seventy-five percentile are then computed. In many cases the per-
centile ranks of all scores are computed. In ari'hmetic in the
elementary school point scores are computed by a method adapted from
Courtis’ method of reporting norms in the Detroit public schools. A
division of the distribution for the city and by schools giving school
mark equivalents also gives a good method of comparing the results in
a building with the city norms. The division used is as follows:
Lowest 7 per cent = a grade of E or 5, next 24 per cent = a grade
of D or 4, middle 38 per cent = a grade of C or 3, next highest 24
per cent = a grade of B or 2, and highest 7 per cent = a grade of
A or 1. -
Relative difficulties of questions and parts of tests. The best way to
improve instruction by the use of tests is to discover the difficulty of
various types of learning in our courses of study for pupils of a given
grade, both for the city as a whole and for pupils in the various
schools. A tabulation that shows the relative difficulty of each ques-
tion or example or of different parts of a test aids in doing this.
Practically all tests are tabulated to show the per cent missing each
question or part of the particular test. In some cases questions are
combined to make possible the computation of the per cent missing
various parts of tests. For example, in the test in composition and
grammar in the junior high school several sentences were presented
to measure knowledge of various uses of the comma. In tabulating
CURRICULUM TESTS 53
results all sentences that had to do with a particular use of the comma
were assembled and the average per cent missing on all computed.
Reports of results and their interpretations. Two types of reports
are sent out to give the results of curriculum tests. The first type
reports norms as indicated above. This is all that is done in report-
ing certain check-up tests at the end of the semester where further
analysis does not seem necessary. .
Study of relative difficulties. The second type of report treats
relative difficulties of parts of the tests and other matters that are
believed to have value for teachers. For example, in 1927 a test was
given to all pupils in typewriting I in both junior and senior high
schools to determine whether the same results were being secured under
all conditions and types of curricula and organization used. In the
junior high schools some pupils begin typewriting in Grade 8 in
connection with a course in junior business training. Other junior
high school pupils begin typewriting in Grade 9 and finish typewrit-
ing I in one semester. In senior high schools pupils from Grades
10, 11, and 12 take typewriting I together in one semester. In the
report on the test in typewriting I the relative standing of pupils
under all of these conditions was given. -
In many of the reports not only are figures given to show conditions
found but the significance of the analysis is pointed out and sugges-
tions made for remedial work. This type of report is considered the
most important part of the testing program. For example, in report-
ing the results of tests in the mechanical processes in arithmetic the
per cent missing each example is given and summaries of difficulties
are made giving references to Research Monograph Number Two
where the abilities involved in each example are listed, and to the
course of study for suggestions for remedial teaching. A similar type
of treatment is given for the results in problem solving.
In the report on the junior high school tests in composition and
grammar the importance for instructional purposes of various per
cents missing was given. The test was administered on two different
occasions and the results in grammar and punctuation were organized
for instructional purposes. This plan had two advantages. In the
first place enough measurements were given on each item of grammar
or punctuation so that the results were valid not only for the time the
test was given but to serve as permanent norms as to the relative
difficulty of the items when taught under Denver conditions. Teachers
may thus know which items require greater emphasis if all are to be
taught for the same degree of efficiency. In the second place the
organization of the items was made in a logical way that makes their
use easy. An excerpt from the report follows:
54
DENVER PROGRAM OF CURRICULUM REVISION
TABLE I. CoMMA ERRORS IN JUNIOR HIGH SCHOOL
I. Total Comma errorS
A. Rules involved in the use of the COmma
1.
10.
To separate words in a Series.
“For breakfast we had oatmeal,
bacon, eggs, and honey.”
To set off words or phrases in
apposition. “We arrived in Den-
ver, the capital of Colorado.”
To set off nouns of address.
“Write soon, Mary, and tell us the
news.”
After the complimentary close of
a letter, “Yours sincerely, Robert
Dunn.”
To set off geographical names
which explain other names, and
to set off dates which explain
other dates. “The convention
met at Chicago, Illinois, on April
27, 1920.”
Between clauses joined by but,
for, and, or any other coordinat-
ing conjunction. “The hour ar-
rived, but Johnson did not ap-
pear.”
After an introductory or an in-
verted clause. “While I have much
confidence in him, I question his
decision.”
After yes and no. “Yes, we shall
be there.”
To set off parenthetical elements.
“His father, they say, was fruga
and industrious.” -
In numerals to indicate periods.
“He owned a 2,000 acre farm and
had an income of $10,000 a year.”
Per Cent Missing Each Type
City Per Cent
7B
33
21
33
28%
15%
39%
41
35
30
48
30%
7A.
30
18
29
23
13
30
34
33
29
50
31%
8B
25
12%
23
20
11
27
39%
27%
24%
42%
22
8A
23
12
19%
23
26
30
24
12
40
27
9E
25
14
18
24
34
27
30
22
46
23
9A.
19
32
18
24
11
32
22
*A star indicates that a definite study of the point involved was begun in the
grade indicated.
How reports are made to principals and teachers. Reports of all .
tests are sent to principals. All reports that give analyses of difficulties
and suggestions for remedial work are also placed in the hands of
teachers. In the case of the latter type of report a meeting of princi-
pals concerned is called and the report is given together with sugges-
tions for making use of it.
In the junior and senior high schools
CURRICULUM TESTS 55
similar meetings of curriculum committees are called. In all cases,
however, the responsibility lies with principals to see that teachers
understand the reports and make use of them. Supervisors and
directors from the administrative offices aid, however, in checking up
on the way in which the reports affect teaching and give additional
suggestions and demonstrations of how best to deal with the problems
discovered by the tests. It should be clear to those who read this
that testing in the Denver schools is a cooperative undertaking in which
all who are concerned with instruction take part.
Reliability of Denver curriculum tests. It has not been possible to
make correlations for reliability of all the new-type tests given in the
Denver schools. The following tabulations give some information
regarding reliabilities. They were computed for chance halves by the
Pearson product moment formula and corrected by Brown's formula.
TABLE II. RELIABILITY COEFFICIENTS
No. Time in
Test Cases Grades r P. E. Minutes
Sentence Structure
Part I 200 7-8 .81 .016 30
Part II A 200 7-8 .95 .005
Part II B 200 7-8 .95 .005
Part III 200 7-8 .81 .016
Part IV 200 7-8 .57 .032
Part V 200 7-8 .90 .009
Total Sentence Structure 200 8B .84 .014 30
Part I 200 8B .88 .010
Part II A 200 8B .92 .007
Part II B 200 8B .97 .003
Part III 200 8B .73 .022
Part IV 200 8B .63 .028
Part V 200 8B' .63 .028
Diagnostic Reading
Total 220 6B .87 .011 28
Part I 220 6B .61 .034 8
Part II 220 6B .87 .011 10
Part III 220 6B .82 .036 10
General Science 119 8A .87 .015 30
General Science Vocabulary 200 7B .87 .006 30
Mathematics 200 8A .76 .019 34
Mathematics 200 9A .84 .014 47
Reading and Literature 200 7A .73 .022 35
Bookkeeping I 100 9, 10, 11 .91 .011 40
Typewriting I (Part I) 100 9, 10, 11, 12 .78 .026 43
Social Science 200 7B .83 .015 30
Latin Comprehension 200 10 .77 .029 35
World History II 200 10A .83 .015 30
Composition and Grammar 200 7, 8, 9 .85 .013 40
Arithmetic -
Fundamentals in Integers 190 4, 5, 6 .94 .005 27
56 DENVER PROGRAM OF CURRICULUM REVISION
Tests and the learning process. The chief value of curriculum tests
is the help that they give pupils and teachers, who are the ones most
intimately involved in the learning process and who are in a position
to profit most from measures of ability and the discovery of difficulties.
Of chief importance in testing is the way in which teachers and pupils
apply the test results in everyday situations. Logically, the best time
to remedy a defect or to attack a difficult problem is when it arises
naturally in regular school work.
A normal condition of affairs in a schoolroom is one in which both
pupils and teachers are intensely interested in the work they are doing
because they see its value in terms of its application in life situations
in school and out of school. Cooperatively they are looking for
methods and devices that will improve pupil abilities. They seek to
understand the causes of the difficulties they may meet. Any informa-
tion that will throw light on difficult spots in their work is welcome
because knowledge of the cause of a difficulty is half the battle in over-
coming it. When tests are intended primarily for the benefit of pupils
and teachers who are conscious of the need of clearing up difficult mat-
ters and of knowing how near perfection their abilities are, then tests
are welcome. Those primarily concerned feel the need and are willing
and ready to measure their own abilities. -
It is under these conditions that the best results are secured. Pupils
have set their minds to the task, and their interest in the task and will-
ingness to do it release all their energies. Pupils under these conditions
have a distinct advantage over those who have been threatened to the
effect that unless they do better daily work they will fail in the test.
The latter situation brings nervousness, uncertainty, and fear. It is
generally because of some false situation set up in the schoolroom that
pupils fail to work at their best when taking a test.
Under normal or natural conditions the test is eagerly anticipated
and the taking of the test gives satisfaction. When pupils come to
examine their scores and test results it is with the expectation that they
will be able to segregate the unlearned from the already achieved and
to plan their work for the immediate future so as to conquer the hard
things still left to be done. In such a situation it is unnecessary to
describe the point of view of the teacher separate from that of the
pupils. They are cooperating toward the accomplishment of the same
end.
The above discussion is not an imagined or theoretical one. It may
be seen in many schoolrooms in Denver.
Neither does an eagerness for tests on the part of pupils necessarily
mean that too much emphasis is being placed on the types of school
work that are measured. This is not often the case. The teacher who
looks upon tests as an integral part of the work usually sees the
other values in School work and places each in its proper place.
The chief reason why an unnatural and abnormal attitude exists
toward tests in some schoolrooms is that administrators in the past
CURRICULUM TESTS 57
have too often given tests without the willing cooperation of pupils and
teachers, who did not see a vital relationship between the tests and
themselves or the work in which they were engaged. Those who pro-
vide for the tests are generally the ones chiefly to blame for anything
but a normal interested attitude toward tests.
Tests as aids in administration, supervision, and curriculum making.
To some it may seem difficult to reconcile the above with the use of
tests for the aid of the administrator, supervisor, and curriculum
maker. One might infer that if teachers and pupils are to use tests
under the best conditions they should be given only at the request of
teachers who have the consent and approval of pupils and that the
tests should be given on varying occasions as needed in different schools
and rooms. On the other hand those working in the administrative
offices need to have data presenting results for the entire city. Tests
to give comparable results must be given at the same time and under
the same conditions.
To give tests always under the best conditions requires a close
cooperation and understanding between those in the administrative
offices and those who work in the schools. Such an understanding is
brought about in Denver in many ways. Two of these methods will be
briefly discussed here because of their integral relationship to the
problem.
The most important method of insuring a sympathetic understand-
ing among all concerned with curriculum tests is the Denver curriculum
organization. As indicated elsewhere in this monograph, curriculum
committees in a given subject in the junior and senior high Schools
represent all buildings. In elementary schools they represent several
buildings. In all schools principals are charged with the responsibility
of introducing new courses of study and have available the assistance
of all supervisors, directors, and curriculum committee members.
Through committee members and principals there is a constant report-
ing back and forth from teachers to the administrative offices of the
way in which courses of study are functioning. This reporting is done
very much in earnest but without personal antagonism. Because of
the high morale of teachers and principals and because all have a part
in the modification of plans, courses of study, and instructional
methods, teachers and pupils are in accord with the plans of city-wide
curriculum tests. Teachers may thus give city-wide curriculum tests
without the feeling that they are imposed from without or from above.
When teachers in this frame of mind set to work to try out new courses
of study and give curriculum tests their interests are real, their initia-
tive is active, and a natural teaching situation is not only possible but
is also relatively easy to secure.
Another significant method used to give teachers a part in the test-
ing program is the encouragement given to teachers to construct new-
type tests to measure results in the various units of the courses. As
stated above, the administrative offices at first set out to construct
58 DENVER PROGRAM OF CURRICULUM REVISION
tests for all units of new courses. Later it was decided to send out
tests only at the beginning and end of the semester and to encourage
teachers to make tests for the shorter units. To aid in this a research
monograph was prepared on the construction of new-type tests. Copies
of this were furnished to all teachers. The director of measurements
goes to many building meetings to discuss new-type tests, and aids in
their construction. The result is that many teachers have become
adept in the construction of new-type tests and the treatment of results.
The tests sent out at the end of the semester from the administrative
offices are then the natural consummation of the semester’s testing
program.
Analysis of typical procedures in testing. As a summary of the
procedures used in preparing and using curriculum tests, the detailed
steps in the procedure followed in three typical cases will be given.
Procedure of testing in junior high school English, grammar,
and punctuation. The detailed steps in the procedure were:
1. Content prepared by chairman of curriculum committee
2. Types of tests to be used selected by chairman of committee in
conference with director of measurements
Test written by chairman and criticised by committee members
Judged by director of curriculum for content
Judged by director of measurements for form and English
Score key prepared by chairman
Test checked with key by members of committee
Test given by English teachers under carefully controlled
conditions
Test scored by teachers and returned to director of measure-
mentS
10. Tabulations made by director of measurements
a. Medians for city and for schools
b. School mark equivalents for scores for city and for schools
c. Per cent missing each question by schools and for city
i
9.
11. Giving the test a second time to secure more reliable figures
regarding errors of various types
12. Summary of tabulations. Collecting under each head the test
items referring to it and giving an example of each. Prepared
by chairman of committee
13. Averaging of per cents missing under the summary of tabula-
tions by director of measurements
14. Preparation of report showing for the city and for each school
by grades the relative difficulty of each type of error, together
with suggestions as to their significance and remedial measures
15. Presentation of report to principals and curriculum committee
CURRICULUM TESTS 59
Procedure of testing in senior high school social Science.
The detailed steps in the procedure were:
1.
:
10.
11.
12.
13.
director of measurements
Material selected by chairman of committee with the aid of one
member
Type of test to be used selected by chairman of committee an
Test written by chairman of committee and sometimes read
and criticised by committee members
Judged by director of curriculum for content
Judged by director of measurements for form and English
Score key prepared by chairman
Test checked carefully with score key by a member of committee
Test given in schools by social science teachers under carefully
controlled conditions
Test scored by teachers and returned to director of measure-
ments
Tabulations made by director of measurements
a. Median for city and for schools
b. School mark equivalents for scores for city and for schools
c. Per cent missing each question by schools and for the city
Criticisms of test by teachers of social science sent to chair-
man of committee
Course of study modified according to results as shown by
studies made by director of measurements and criticisms of test
results made by teachers
Form of test modified according to criticisms before being
reprinted
Procedure of testing in elemetary school arithmetic. The de-
tailed steps in the procedure were:
1.
4.
Content at first selected by chairman of committee, supervisors,
and director of measurements; later by supervisors and director
of measurements
Tests at first prepared by chairman of committee, supervisors,
and director of measurements; later by supervisors and director
of measurements
Tests checked by director of measurements, a principal, and a
teacher
Decision by schools whether or not they wished to give the tests
60
DENVER PROGRAM OF CURRICULUM REVISION
5. Tests given by teachers
10.
11.
12.
Tests scored by teachers
Scores tabulated by teachers as follows:
a. Tabulation Number 1—Scores distributed into five groups
b. Tabulation Number 2— (Optional) Showing individual
problems missed by each child
c. Tabulation Number 3—Per cent missing each problem by
grades
City tabulations made by director of measurements as follows:
a. Medians, twenty-five percentiles, seventy-five percentiles for
city
b. Percentile ranks for all tests
c. Per cent missing each problem for the city by grades
Report prepared showing tabulations of scores and norms, with
analysis of difficulties and suggestions for remedial treatment
Research Monograph Number Two prepared by listing the types
of examples that are significant in the mechanical processes
together with the mental processes involved in working them
and citations to the pages in the course of study showing the
methods of reteaching or remedial work -
Presentation of report and research monograph to principals
of elementary schools -
Supervision of instruction, making use of facts discovered as
the basis for work needed -
Summary. In order to secure as adequate measures as possible of
results obtained under new courses of study, about one hundred twenty
new-type tests have been constructed up to date. The tests cover the
content taught in certain units of the courses.
Objectives in using curriculum tests. The definite purpose in
using the tests from the standpoint of curriculum revision was to
secure evidence on the following questions: -
1.
:
Is the content included within the ability of the pupils?
Is the content sufficient in amount but not excessive?
Are the standards of achievement attainable and reasonable?
Is the material properly graded as to difficulty?
Are any topics attempted too soon ?
Is adequate drill provided?
CURRICULUM TESTS 61
Other values of curriculum tests. The tests have served many
other important purposes not discussed in detail in this chapter. Some
of these values are stated below.
1. Tests have been used to make inventories of pupil abilities
before teaching begins.
2. The results of the testing program have provided valuable
guidance to teachers and principals for the improvement of
instruction.
3. Comparison of test scores from semester to semester has pro-
vided a measure of pupil progress.
4. Various methods have been experimentally evaluated by using
curriculum tests.
5. Pupils have been classified into homogeneous groups for instruc-
tional purposes according to test results.
6. Test results have been used to secure better articulation between
the junior and senior high schools.
7. The results of all tests have been interpreted to give school
mark equivalents. -- -
Selection of material and types of tests to be used. The tests
were generally written by curriculum chairmen assisted by com-
mittee members under the supervision of the director of curriculum
and the director of measurements. Since committee members are
familiar with the definite objectives of the courses the material for
the tests was selected without difficulty. Various kinds of new-type
tests suited to the particular needs of the different situations were
used. The tests were carefully checked and generally tried out on
one or two classes before they were printed.
Giving the tests and interpreting the results. Curriculum tests
are usually given at the beginning or at the close of a semester by the
principals or teachers. They are scored by teachers and tabulated by
the department of classification and statistics. They are tabulated to
afford city norms and studies are frequently made of the relative diffi-
culties of questions, examples, or parts of the tests. After such
studies have been made the analyses are presented to principals and
curriculum committees and remedial measures suggested. Such studies
often result in modifications in teaching procedures and sometimes in
changes in the courses of study.
Reliability of the tests. A tabulation of reliability coefficients of
several of the tests indicates that the tests are as accurate for measur-
ing purposes as most standardized tests.
Cooperative use of tests. The use of curriculum tests is a cooper-
ative enterprise in which pupils, teachers, principals, supervisors,
62. DENVER PROGRAM OF CURRICULUM REVISION
curriculum committees, and administrators take part. Testing is an
integral part of the learning and teaching process. When adminis-
tered under proper conditions a testing program fills needs recognized
by all concerned and is welcomed by pupils and teachers.
CHAPTER VI
A LOOK AHEAD
First revision of all courses probably completed during 1927-1928.
During the year 1927-1928, which is the fifth year of the program
under a definite budget for curriculum revision, it seems probable that
the first revisions of all courses of study will be completed. Several
committees have not yet finished work on the first revisions, and these -
committees will be given the opportunity of completing their work.
Curriculum revision a continuous program. Many committees have
been actively engaged in the further revision of courses of study in
printed or mimeographed form as indicated in Chapter IV. Two
courses have been printed in a second revision based on experience
with the first revision. A number of mimeographed supplements
have been issued by various committees as the need for revision has
been apparent. The use of curriculum tests as described in Chapter V
has helped to make the need for further revision evident in many cases.
The appraisal and evaluation of the work which has been done has
been going on constantly.
Complete appraisal as a basis for future revision. Plans are being
made for a careful evaluation, during the year 1927-1928, of the work
which has been done by all committees. The purpose is to see the
problem in the large. Up to this point each committee has been pri-
marily concerned with its own particular field. Of course much
attention has been given to the correlation of the work of the various
committees. But the problem of still better coordination and integra-
tion of the whole program is to constitute the major objective for all
committees during the coming year.
Educational “generalists” needed. In the Twenty-Sixth Year-
book of the National Society for the Study of Education, Bobbitt has
used the term generalist as opposed to specialist. By an educational
generalist Bobbitt means one who sees the whole field of education
as a unit rather than a limited part of the field without much concern
for other parts of it. It is probable that much use will be made during
the year of such educational generalists. The whole program for each
grade of the entire twelve years beyond kindergarten should be evalu-
ated to determine whether the different parts have been adequately
integrated. This analysis of the courses of study at the various grade
levels does not preclude the appraisal of the work done in the different
subjects throughout the twelve years. In fact the proper coordina-
tion of the work in each field of subject matter must be kept in mind
constantly as the closer integration of the work at various levels is
undertaken.
Improved technique of curriculum making. The inductive method
of determining what procedures are best in curriculum making has
64 DENVER PROGRAM OF CURRICULUM REVISION
been followed in the Denver program. So far the committees have
been encouraged to attack their problems in as many different Ways
as possible. No standard procedures have been prescribed for the
work. The time seems ripe for making some careful generalizations
based on the experience of the past four years. It should be possible
to evaluate the various methods that have been used by the committees
so as to reach some definite basis for improving the technique of curric-
ulum making. It may be that a handbook for curriculum committees
can be prepared to guide in the rather intricate processes involved in
making courses of study.
Tentative plans for the appraisal of some aspects of the curriculum
revision program in Denver. While no definite plans have been
decided on, some of the possible procedures are given in the list below.
These proposals are subject to modification or complete change as may
seem wise.
1. Appraisal of the several curriculum approaches now suggested
by various curriculum students in relation to the approaches
used by the various course of study committees in Denver
Examples: The child experience approach and a c tivity
analysis approach -
2. Formulation of guiding principles based on the most generally
accepted conclusions of psychology, sociology, philosophy, and
educational administration. These are to be derived from a
study of the principles that have been followed in the con-
struction of the Denver courses of study and the statements
of such principles by leaders of educational thought everywhere.
Example: The laws of learning
3. Statement of general aims of education in Denver formulated
by methods similar to those proposed for the second step
Example: To assist the pupil in becoming a more worthy mem-
ber of the home -
4. Statement of the functions chiefly characteristic of the elemen-
tary, junior high, and senior high schools derived by methods
similar to those proposed for the second step
Example in the junior high school: To explore the interests,
aptitudes, and capacities of the individual pupils -
5. Preparation of statements that will interpret and apply the
above mentioned guiding principles, general aims, and charac-
teristic functions to each subject matter field
6. Formulation of general subject matter objectives in each subject
matter field -
Example in arithmetic : To assist the pupil to acquire those
skills in computation needed now and later - -
7. Collection and interpretation of the constructive criticisms of
all Denver teachers and principals
A LOOK AHEAD 65
10.
11.
12.
Construction of criteria for judging the various courses of study
in the light of the results of the work done in steps 1 to 7. These
criteria will consider objectives, selection and organization of
content, articulation and integration of courses, methods, and
mechanical form.
Actual evaluation of the courses of study by applying the
criteria
A check on local evaluations by having an outside appraisal
made of a few type courses
Use of tests now and later to measure the effectiveness of the
courses of study in the classrooms
Through the use of existing curriculum tests and others to be
constructed later -
Through the repetition in certain grades of standard tests
administered before any new courses were installed
Through the use in certain grades of the best standard tests
now available
Through a check by outside agencies on the technique of mak-
ing curriculum tests
Formulation of plans for continuous curriculum revision, con-
struction, and appraisal in the light of the comparatively
intensive appraisal program suggested in the eleven items above
Some fundamental questions. Concerning the many questions that
are now pressing for a solution, it should be possible to gather some
evidence to guide in the immediate future. Among such questions now
being studied by the committees are the following:
1.
5.
Is a unified course in social studies in the elementary school
better than separate courses in geography, history, civics, and
practical arts?
What are the social objectives for English in the various grades
for different ability levels?
How can teachers evaluate their work in developing health
habits and attitudes?
Is an activities program in grades one and two superior to a
subjects program *
What time allotment is desirable in the elementary grades
under a subjects program
Is the teaching of arithmetic in grade two worth the time and
effort required ?
Does the plan of using two years in grades eight and nine to
complete the work usually done in the first year’s study of a
foreign language produce results that justify the cost?
66 DENVER PROGRAM OF CURRICULUM REVISION
8. Should content be modified for different ability levels in the
junior and senior high schools, or should time required for
mastery be the variable?
9. What should be included in the list of constants for each year
of the junior and senior high schools?
Made-in-advance curriculum. One of the most significant issues
raised in the Twenty-Sixth Yearbook of the National Society for the
Study of Education is whether the curriculum should be made in
advance. If the answer there given is accepted, the printed courses of
study would include only a graded statement of objectives, suggestive
lists of materials to be used in instruction, and suggestions as to
methods and devices. Such a question as this ought to receive careful
consideration as a part of the general program for mapping out the
program for curriculum making during the next three years.
Resynthesis of knowledge. Some of the leaders in American educa-
tion are now proposing that there needs to be a complete redepart-
mentalization of the materials of instruction. The present subject
matter divisions seem to hinder rather than to facilitate the learning
process. Some very interesting trends are now apparent which look
in the direction of a complete reorganization of the main outlines of
the course of studies for the elementary schools. Similar tendencies
have appeared in the junior high school program, but the senior high
school program seems to be harder to change in any fundamental man-
ner. It is true that many new subjects are now appearing on the
senior high school program, but these newcomers usually represent no
resynthesis of knowledge. The feeble attempts to develop the so-called
general courses have hardly affected the senior high school, but they
have materially changed the program of the junior high school.
Nature of subject matter. Dewey's philosophy of education and
Kilpatrick’s anaylsis of the nature of subject matter are definitely
leading to a new conception of the place and function of the printed
course of study. Under this relatively new conception the curriculum
becomes the series of child experiences that contribute to growth. It is
essentially an individual affair in the sense that it must vary for every
child, but this conception of the curriculum does not sacrifice the
values found in the race experience. From this point of view a printed
course of study can set up the objectives of education by taking account
of the race experience and present life needs graded to the capacity
of the child. It can give in some detail a statement of experiences
that have been found valuable in attaining certain of the objectives
of growth. These selections from the social heritage as recorded in the
printed course of study may be considered potential subject matter
which becomes real or intrinsic subject matter to the child upon his
identifying it with his own growth processes. The tendency of this
conception of subject matter is to encourage the introduction of a
much wider range of experiences. It seeks to discover and free the
creative impulse in every child.
A LOOK AHEAD 67
Nothing in the present curriculum is final. The whole program of
studies from the kindergarten through the senior high school is subject
to constructive criticism. From this point of view the entire program
is now being appraised. This does not mean that the next step will
be taken as though nothing had been done. Rather it means that the
next step will be taken in the direction of the most progressive tend-
encies of the present courses of study. Such an evaluation of the past
is the surest basis for constructive thinking with regard to the future.
As long as life is dynamic curriculum construction must be continuous.
APPENDIX A
DESCRIPTIONS OF CURRICULUM TESTS WITH MEDIANS
Elementary school arithmetic tests. In elementary school arithmetic five
tests were constructed in Forms 1, 2, and 3, as follows: Fundamentals in
Integers, for Grades 2A, 3B, and 3A, Fundamentals in Integers, for Grades
4B, 4A, 5B, 5A, 6B, 6A, 7B, 7A, 8R, and 8A; Problem Solving, for Grades
2A, 3B, and 3A; Problem Solving, for Grades 4B, 4A, and 5B; Problem
Solving for Grades 5A, 6B, 6A, 7B, 7A, 8B, and 8A ; and Fractions and
Decimals, for Grades 5B, 5A, 6B, 6A, 7B, 7A, 8B, and 8A. Forms 4, 5, and
6 are prepared for the same grades as Forms 1, 2, and 3 in Fundamentals
in Integers and Fractions and Decimals. The number of cases on which
the medians are based vary from 1500 to 3500.
The examples for the tests in Fundamentals in Integers and Fractions
and Decimals are taken from the types listed in Part II of Research Mono-
graph Number Two in Arithmetic, where all types needed for fixing skills in
the mechanical processes are listed. In the treatment of results the per cent
missing each example is computed and in the case of the examples missed
by a large per cent the types of examples and abilities involved are pointed
out in the monograph, together with citations to the pages of the course of
study where remedial measures are suggested.
The table below gives the city medians on the arithmetic tests. Time
required for giving each test:
Fundamentals in Integers, Grades 2A-3A 22 Minutes
Fundamentals in Integers, Grades 4B-8A 27 Minutes
Problem Solving, Grades 2A-3A 20 Minutes
Problem Solving, Grades 4B-5B 22 Minutes
Problem Solving, Grades 5A-8A 28 Minutes
Fractions and Decimals 28 Minutes
The table shows the names of tests, dates of giving, and form used.
TABLE III. MEDLANS FOR CURRICULUM TESTS IN ARITHMETIC
GRADES 2A-3A
Pºe Grade
O. -
Name of Test Test Form 2A 3B 3A
Fundamentals in
Integers 1-254 1 14.26 20.84 31.19
5-25* 2 20.71 33.46 42.82
Possible Score: 9-25b 3 11.37 18.67 25.47
Grades 2A, 3B, 1-26a 4 19.92 32.51 42.11
3A 5-26* 5 19.05 29.54 42.80
52 9-265 5 10.90 18.91 26.89
1-27a 4 19.29 29.24 40.13
5–27a 6 20.02 30.28 42.33
Problem Solving 1–25* 1 3.35 4.39 5.65
5-25a 2 5.2.1 6.36 8.18
Possible Score: 9-25b 3 1.54 3.33 4.77
Grades 2A, 3B 1-26* 2 4.53 6.30 & 7.98
3A 5-26* 4 4.98 7.42 10.27
15 9-265 5 2.19 3.18 4.58
1-27a 4 5.07 7.79 10.21
5-27s 6 4.77 7.25 10.68
*Given at the end of the semester
bCiven at the beginning of the semester
70 DENVER PROGRAM OF CURRICULUM REVISION
TABLE IV. MEDIANS FOR CURRICULUM TESTS IN ARITHMETIC
GRADES 4B-6A
Date Grade
f
Name of Test ºst Form 4E 4A 5B 5A 6B 6A
Fundamentals in
Integers 1-254 1. 14.11 21.43 26.41 27.95 31.28 33.20
5-25A 2 23.82 29.22 31.45 32.85 34.87 35.85
Possible Score: 9-25b 3 9.31 15.42 20.47 25.52 27.10 29.77
Grades 4B-6A 1-26* 4 22.80 29.64 31.36 33.28 35.15 35.58
41 5-26a 5 26.19 32.48 33.45 35.28 36.49 37.66
9-26b 5 14.39 20.87 26.33 29.57 32.17 34.76
1-27a 4 25.64 31.45 33.92 35.15 36.92 38.09
5-27a 6 26.15 31.61 33.76 35.23 36.66 37.59
Problem Solving 1–25* 1 2.66 3.84 5.00 631 7.00 9.36
5-25% 2 4.18 5.72 6.92 8.40 10.58 11.53
Possible Score: 9-25b 3 .97 2.46 4.16 6.50 6.54 7.99
Grades 4B-5B 1-26a 2 4.33 6.52 8.12 9.40 10.72 12.03
15 5–26* 4 5.34 7.17 9.24 6.27 7.61 8.82
9-269 5 2.69 4.15 5.47 2.52 3.66 4.18
Grades 5A-6A 1-27a 4 5.18 6.66 9.19 6.26 7.95 9.59
20 5-27a 6 5.07 7.03 9.58 5.32 6.78 8.55
Fractions and -
Decimals 1–25° 1 3.09 6.82 12.81 16.60
5-25% 2 10.84 20.21 25.63 27.61
Possible Score: 9-25b 3 1.22 5.00 9.15 15.75
Grades 5B-6A 1-26* 4 10.27 19.70 25.51 27.70
5–26* 5 11.99 20.05 25.81 29.18
41 9-26b 5 3.11 8.64 14.74 21.22
1-27a 4 11.90 19.66 26.90 30.18
5–27a 6 12.18 23.32. 30.67 33.31
*Given at the end of the semester
bCiven at the beginning of the semester
TABLE V. MEDIANS FOR CURRICULUM TESTs IN ARITHMETIC
GRADES 7B-8A
Pºe Grade
O
Name of Test Test Form 7B 7A. 8E 8A
Fundamentals in
Integers 1-254 1 32.43 54.77 36.44 36.59
5-25a 2 35.50 36.51 37.47 37.62
Possible Score: 9-25b 3 31.61 32.97 34.49 35.78
Grades 7B-8A 1-26* 4 35.55 36.68 37.85 38.05
5-26* 5 37.17 37.96 38.99 39.41
41 9-26b 5 34.52 35.96 36.54 37.52
& 1-27a 4 37.38 39.02 38.87 39.42
Problem Solving 1-26* 2 13.17 14.58 16.44 16.88
5-26* 4 9.25 10.13 11.02 12.55
Possible Score: 9-26h 5 6.27 9.74 9.84 11.27
Grades 7B-8A 1-27a 4 10.15 11.20 12.24 13.33
20
APPENDIX A 71
Pºe Grade
Name of Test Tºst Form 7B 7A. 8B 8A
Fractions and
Decimals
Possible Score :
Grades 7B-8A 1-26a 4 27.93 32.14 29.44 33.79
41 5-26a 5 28.27 28.73 32.02 33.76
9-26b 5 23.15 25.83 28.77 30.73
1-27a 4 31.33 31.97 34.01 35.68
5-27a 6
a Given at the end of the semester
bCiven at the beginning of the Semester
Tests in commerce. In the field of commerce tests in typewriting I and
bookkeeping I have been developed.
Typewriting I test. The test in typewriting I is described elsewhere
in this monograph in considerable detail. It is divided into two parts: Parts I
and II. Part I was intended to measure knowledge of the keyboard and other
phases of typewriting; Part II measures accuracy in use of the typewriter.
Part I was subdivided into four tests; Part II was subdivided into four tests.
The purposes of the typewriting test were to discover whether the same
course of study secured the same achievements in junior and senior high.
schools and in Grades 9, 10, 11, and 12, and whether the students who had
some previous work in typewriting in the eighth grade made the same
achievements as those who had not had such work.
Time required for giving:
Part I — 43 minutes
Part II — 30 minutes
POSSible score = 350
Test given in January, 1927, and June, 1927
TABLE VI. MEDIANS FOR TYPEWRITING I TEST
Grades 9 10 11 12
January 167.50 191.39 212.50 231.00
June 157.50 206.25 230.50 255.83
Bookkeeping I test. The test in bookkeeping I is a battery of six tests
covering the course of study in the first semester of bookkeeping. It was
constructed to discover whether the course of study in bookkeeping I secured
the same results when taught in junior and senior high schools.
Time required for giving—40 minutes
Possible score = 160
Test given in June, 1927
72 DENVER PROGRAM OF CURRICULUM REVISION
TABLE VII. MEDIANS FOR BOOKKEEPING I TEST
Grades 9B 9A 10B 10A 11B 11A 12B 12A
Medians 108 107 127 119 124 132 113 150
Tests in English. In the field of English tests for the elementary, junior
high, and senior high schools have been developed.
Diagnostic reading tests, Grades 3B-6A, inclusive. Form 1 of the diag-
nostic tests in reading was given in January, 1927; form 2 was given in June,
1927. The tests are divided into three parts: recreational reading, informa-
tional reading, and understanding directions. They were prepared from read-
ing material used in Grades 3 to 6 inclusive in the Denver schools. Norms
are available for Grades 6B and 6A.
Time required for giving:
Part I — 8 minutes
Part II — 10 minutes
Part III — 10 minutes
Possible score = 210
TABLE VIII. MEDIANS FOR DIAGNOSTIC READING TESTS
Grades 6B 6A
Parts I II III Total I II III TOtal
Form 1 43.9 54.7 47.5 146.1 45.9 57.8 51.0 154.8
Form 2 54.5 45.9 54.6 155.0 60.0 48.3 57.7 162.2
Sentence structure test, Grades 7, 8, and 9. The purpose of the test in
sentence Structure Was to make possible a more complete analysis of children’s
difficulties in recognizing and understanding various types of sentences. The
test is described elsewhere in this chapter. A complete mimeographed
report was prepared describing the results in detail.
Time required for giving — 30 minutes
Possible score = 500
Test given in December, 1925
TABLE IX. MEDIANS FOR SENTENCE STRUCTURE TEST
Grades 7B 7A 8B 8A 9B
Medians 338 346 371 373 392
3.
Composition and gram mar test, Grades 7, 8, and 9. This test relates
chiefly to language usage and grammar. A complete mimeographed report
was prepared describing the results in detail.
Time required for giving — 30 minutes
Possible score = 200
APPENDIX A 73
*
TABLE X: MEDIANS FOR COMPosition AND GRAMMAR TEST
Grades 7B 7A. 8B 8A 9|B 9A
May, 1926 99.47 107.58 115.03 124.92 139.29 147.82
January, 1927 102.25 116.39 120.40 130.09 147.43 160.81
June, 1927 105.96 123.82 133.32 139.89 150.17 161.92
Literature comprehension test, Grades 7, 8, and 9. This is a reading test
measuring the ability of students to comprehend the type of literature taught
in junior high Schools.
Time required for giving — 40 minutes
Possible score = 50
Test given in May, 1926
TABLE XI. MEDLANS FOR LITERATURE CoMPREHENSION TEST
Grades 7B 7A 8B 8A 9B 9A.
Medians 22.96 24.54 27.58 28.19 31.96 34.35
Reading and literature tests, Grades 7B, 7A, 8B, 8A, 9B, and 9A. This is
a Series of six tests, one for each half grade of junior high school. Each test
contains a true-false test on newspapers and magazines and a test of appre-
ciation of new material not taught in the grade. In addition there are other
tests measuring facts learned and appreciation of material read in the
schools.
Time required for giving:
Grade 7B — 30 minutes
Grade 7A — 35 minutes
Grade 8B — 35 minutes
Grade 8A – 35 minutes
Grade 9B — 35 minutes
Grade 9A — 35 minutes
Possible Score = 50
Test given in June, 1927
TABLE XII. MEDIANS FOR READING AND LITERATURE TEST
Grades 7B 7A 8B 8A 9B 9A
Medians 37.85 37.65 42.30 42.10 40.72 39.07
Minimum essentials of grammar and punctuation, classification test for
Grade 10B. This test is available in Forms I, II, and III.
Time required for giving — 30 minutes
Possible Score = 121
74 DENVER PROGRAM OF CURRICULUM REVISION
TABLE XIII. MEDIANS FOR MINIMUM EssBNTIALs of GRAMMAR AND
PUNCTUATION, CLASSIFICATION TEST FOR GRADE 10B
Form Date of Test Median
I September, 1925 73.00
I December, 1925 74.00
II May, 1926 85.58
II t December, 1926 92.80
III June, 1927 77.74
Gram/mar and punctuation, Grade 101B, end of semester test. The pur-
pose of this test was to measure results in the course in grammar and
language usage in Grade 10B.
Time required for giving — 40 minutes
Possible score = 190
TABLE XIV. MEDIANS FOR GRAMMAR AND PUNCTUATION, GRADE 10B,
END OF SEMESTER TEST
Date of Test Form Median
January, 1926 I 123.70
May, 1926 I 132.27
June, 1927 II 121.00
Gram/mar, rhetoric, and punctuation test, Grade 12. This is a checkup
test on the course in language usage and grammar in Grade 12.
Time required for giving — 40 minutes
Possible score = 225
TABLE XV. MEDIAN FoR GRAMMAR, RHEToRIC, AND PUNCTUATION TEST,
GRADE 12
June, 1927 153.62
Test in junior high school home economics. One test in the field of
home economics has been developed. -
Food in relation to health, Grade 7B.
Time required for giving — 40 minutes
Possible Score = 133
TABLE XVI. MEDIAN FOR FooD IN RELATION TO HEALTH, GRADE 7B
June, 1926 66.82
Kindergarten achievement test. The kindergarten test was given in two
parts. Part I, Group Test, measured achievements under the new course
of study in Such material as can be given to the group. Part II consisted
of five individual tests.
APPENDIX A. 75
Time required for giving:
Part I — Time 15 minutes
Part II—Time as yet unstandardized
Test given in June, 1927. Norms not yet available.
Latin comprehension test, Grades 9A-12A. The immediate objective in
learning Latin is ability to comprehend the material read. This test samples
material for Grades 9A to 12A, inclusive.
Time required for giving — 35 minutes
Possible Score = 37
Test given in June, 1927
TABLE XVII. MEDIANS FOR LATIN COMPREHENSION TEST, GRADES 9A-12A
Semesters
in Latin 1. 2 3 4 5 6 7 8
Medians 10.71 18.61. 20.50 22.60 24.79 26.43 27.50 32.89
Tests in library practice for the junior high school. Two tests in the
field of library practice have been developed.
Library information test, Grade 7B. This test follows a course in the
library in Grade 7B. -
Time required for giving — 15 minutes
Possible Score = 35
TABLE XVIII. MEDIANS FOR LIBRARY INFORMATION TEST, GRADE 71B
Date of Test Median
June, 1926 17.92
January, 1927 19.24
June, 1927 21.78
Dictionary test, Grade 7A. This is a test on the use of the dictionary based
On Webster’s Secondary Dictionary. It is an inventory test to measure the
ability of the Students to use the dictionary and precedes the course in
Grade 7A in the proper use of the dictionary.
Time required for giving — 30 minutes
Possible score = 73
TABLE XIX. MEDIAN FOR DICTIONARY TEST, GRADE 7A
March, 1927 58.99
Junior high school mathematics tests, Grades 7B, 7A, 8B, 8A, 9B, and 9A.
The purpose of these tests was to measure those phases of junior high school
mathematics which are not commonly included in seventh and eighth grade
arithmetic and ninth grade algebra. The tests are chiefly of the new type,
such as true-false, recognition, and completion.
76 DENVER PROGRAM OF CURRICULUM REVISION
Time required for giving:
Grade 7B — 36 minutes
Grade 7A — 37 minutes
Grade 8B — 35 minutes
Grade 8A — 34 minutes
Grade 9B — 25 minutes
Grade 9A — 47 minutes
Tests given in June, 1927
TABLE XX. MEDIANS FOR JUNIOR HIGH SCHOOL MATHEMATICS TESTS
Grades 7B 7A. 8B 8A 9B 9A
Possible
SCOres 100 100 50 50 50 50
Medians 49.61 58.52 23.57 30.92 28.41 30.32
Tests in junior high school general sciences. A Vocabulary test, Semester
tests, and unit tests in the field of general science in the junior high school.
have been developed. -
General Science vocabulary test, Grade 7B. Because of the difficulty in
learning technical terms in science a test was given in Grade 7B to inventory
the ability of pupils finishing the sixth grade to understand the vocabulary
of general Science.
Time required for giving — 30 minutes
Possible Score = 100
TABLE XXI. MEDIANS FOR GENERAL SCIENCE WOCABULARY TEST, GRADE 71B
May, 1927 66.16
General science semester test on air, water, heat, Grade 7B.
Possible score = 100
TABLE XXII. MEDIAN FoR GENERAL SciENCE TEST on AIR, WATER, HEAT,
GRADE 71B
June, 1926 48.26
General science semester test on weather and climate, time and seasons,
science of familiar things, heavenly bodies, crust of the earth, science of the
household, Grade 7A.
Possible score — 100
APPENDIX A 3. 77
TABLE XXIII. MEDIAN FOR GENERAL SCIENCE SEMESTER TEST ON WEATHER
AND CLIMATE, TIME AND SEASONS, SCIENCE OF FAMILIAR THINGS,
HEAVENLY BoDIES, CRUST OF THE EARTH, SCIENCE OF
THE HOUSEHOLD, GRADE 7A
June, 1926 58.68
General science semester test on work of the world, light and sound, life
wpon the earth, Grade 8A.
Possible score = 100
TABLE XXIV. MEDIAN FOR GENERAL SCIENCE SEMESTER TEST ON WORK OF
THE WORLD, LIGHT AND SOUND, LIFE UPON THE EARTH, GRADE 8A
June, 1926 57.28
Biology semester test on plant and animal life, Grade 9.
POSSible Score = 70
TABLE XXV. MEDLAN FOR BIOLOGY SEMESTER TEST ON PLANT
AND ANIMAL LIFE, GRADE 9
June, 1926 47.00
Junior high school science unit tests. The following unit tests were given
in 1925 and 1926 but are no longer available:
Test on The Sun's Gift of Heat for Grade 7B
Test on Air for Grade 7B
Test on Water for Grade 7B
Test On Heavenly Bodies and Time and Seasons for Grade 7A
Test On Weather and Climate for Grade 7A.
Test on Science in the Household for Grade 7A
Test on Life Upon the Earth for Grade 8A
Test on Work of the World for Grade 8A
Test On Light and Sound for Grade 8A
Test On Crust of the Earth for Grade 8A
Test On Plant Life for Grade 91B
Tests in junior high school social science. Semester tests and unit tests
in the field of social science in the junior high school have been developed.
Junior high school social science semester tests, Grades 7B, 7A, 8B, 8A,
9B, and 94. Semester tests in junior high school social science were pre:
pared in May, 1927, to measure results under the course of study.
78 DENVER PROGRAM OF CURRICULUM REVISION
Time required for giving:
Grade 7B — 37 minutes
Grade 7A — 39 minutes
Grade 8B – 41 minutes .
Grade 8A — 40 minutes
Grade 9H — 41 minutes
Grade 9A — 40 minutes
Possible Scores = 140 for all except 8A, 100
Tests given in June, 1927
TABLE XXVI. MEDIANS FOR JUNIOR HIGH SCHOOL SoCIAL SCIENCE
SEMESTER TESTS
Grades 7B 7A 8B 8A 9B 9A.
Medians 83.27 88.59 92.24 86.43 107.50 104.13
Junior high school social science unit tests. The following unit tests were
given in 1925 and 1926 but are no longer available:
Test on Community Life for Grade 7B
Test on The Industrial Life of the American People for Grade 7B
Test on The Interdependence of Modern Industrial Nations for Grade 7A.
Test on The Changing Agricultural Nations for Grade 7A
Test on The Westward Movement and the Growth of Transportation for
Grade 8B
Test on The History of the Industrial Revolution for Grade 8B
Test on The Growth of American Democracy, Part I, for Grade 8A
Test On Immigration and Americanization for Grade 9B -
Test on Waste and Conservation of America's Resources for Grade 9B
Test on International Relations, Part I, for Grade 9A
Test on International Relations, Part II, for Grade 9A
Tests in senior high school social science. Semester tests and unit tests
in the field of social science in the senior high school have been developed.
Senior high school social science semester tests, Grades 10 and 11. Tests
in Senior high School social science cover each semester’s work in world
history and each Semester's work in American history. These tests are
available in Forms A and B. -
Time required for giving:
World History I — 30 minutes
World History II — 30 minutes
American History I — 30 minutes
American History II — 30 minutes
APPENDIX A
79
TABLE XXVII. MEDIANs FoR SENIOR HIGH SCHOOL SoCIAL SCIENCE,
GRADES 10 AND 11
- Possible
Date of Test Name of Test Form Score Median
June, 1926 World History I A. 60 45.21
January, 1927 World History I A 60 45.95
June, 1927 World History I B 60 46.53
June, 1926 World History II A 60 48.68
January, 1927 World History II A. 60 48.80
June, 1927 World History II B 60 48.75
June, 1926 American History I A. 60 44.27
January, 1927 American History I A 60 45.23
June, 1927 American History I E 60 43.99
June, 1926 American History II A 60 46.20
January, 1927 American History II A 60 47.12
June, 1927 American History II B 60 44.09
Senior high School social science unit tests. The following unit tests
given in 1925 and 1926 but are no longer available:
Tests in World History I
Period. I–Primitive and Oriental
Period II—Greek
Period III—Roman
Period IV—Medieval
Period V-Protestant Revolt
Tests in World History II
Period VI—Revolutions
Period VII—Democracy
Period VIII—Our World Today, and Review
Tests on United States History and Government I
Unit I—The Establishment of the English in America
Unit II—Establishing an Independent, Constitutional Government
Were
APPENDIX B
CURRICULUM COMMITTEE MEMBERS 1927–1928
The committee membership for the year 1927-1928 includes three hun-
dred seventy-six teachers and principals as shown in the following lists.
This number does not include duplicates where some people may be Serving
on more than One committee.
ELEMENTARY SCHOOLS
Jesse, Adeline
Eoge, Ethel
Gordon, Ethel
Bunn, Lina
Queen, Mary
Lort, Lydia
Adams, Elsie
Sacra, Mabel
Americanization
Griffith, Emily, principal, chairman........... Opportunity
Ashland-Bryant
Gard, Clara, principal........................................................... Fairview
Globeville
Cunningham, Daisy L. Opportunity
Switzer, Ella, principal Smedley
English
Noar, Frances, chairman Stevens
Alameda
Ashland
Barnum
Fairmont
m * * * * * * * * * * * * * * * * * * * * * - © º º Gilpin
McMichael, Belle, principal McKinley
Webster
Health Education
Johnson, Helen Bolles, chairman Ebert
Doyle, Helen
McLaughlin, Edna
Gavin, Mary F
Case, Bertha
Thompson, Charlotte
Staub, Isabelle
Barnum-Villa, Park
Evans
Franklin
LaWrence Street
Logan
McKinley
Park Hill
Ellis, Elizabeth, principal.......................................
Embury, Edith
St. Clair, Carolyn
Kindergarten
Daniels, Winifred J., chairman
Administration Building
Administration Building
Ashland
Cheltenham
Balaban, Bessie
Norton, Olive
Godley, Sophie
Corona
Edison
Roberts, Grace B
Hyde Park
Fallis, Edwina
Lincoln
Stedman
Lind, Nellie V., principal
82 DENVER PROGRAM OF CURRICULUM REVISION
Library
Lort, Lydia, chairman ....Fairmont
• Keller, Louise S Ashland
Thornberry, Blanda.------------...................................------------------------------------------------- Edison
Ketner, Sarah P., principal.....................----------------------------------------- Washington Park
Cadle, Jessie.......----------------------------------------------------------------------------------------------------Webster
Mathematics
Mosher, Abbie, chairman......................------------------------------------------------------------ Berkeley
Taub, Bertha--------------------...........----------------------------------------------------------------------- Poulevard
Malins, Edith....---------------------…------------------------------------------------ Elyria
Hall, Grace B = -- ~ * = … = * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * EmerSOn
Will, Marion B Mitchell
Ogden, Margaret--...---------.................... Rosedale
White, Julia, M., principal Steele
Schuler, Martha-------------------......................------------- - - - - Teller
Pottle, Bertha ----------------------------------------- Twenty-fourth Street
Burgess, Grace----------------------------------------------------------------------------------- Washington Park
Music
Griffith, Jenet, chairman
Englehardt, Josephine......
Bumgarner, Opal D
Thompson, Anna
Administration Building
Ashland
Bromwell
Central
Merryweather, Julia
Haener, Ethel Virginia
Fairmont
Garden Place
Campbell, Hazel
Physical Education
St. Clair, Carolyn, chairman
Stevens-Wyman
Administration Building
Hughes, Mary
Corona-SWanSea.
Lyon, Gladys
Gay, Ada
Hudson, Helen E Edison
Boyd, Nellie - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Fairmont
Acuff, Lucia--------------------…-------------------------. Alcott-Smedley
- - - - Montclair-Albion
Practical Arts
Heabler, Grace, chairman Columbian
Queree, Pearl Adams Street
Clark, Margaret B Ashland
Romick, Nell, principal Columbine
Eagleton, Maud - Fairmont
Thatcher
Diddel, Marguerite Webster
Hunter, Margaret J
Stannard, Florence H...
Administration Building
Administration Building
Roberts, Helen
Johnson, Anna.
Science
Putnam, Lucia, chairman Garfield
Richardson, Hattie E., principal Garfield
...Columbian
Ebert
Johnson, Bernice Leota, Morey
Myers, Cora
Washington Park
APPENDIX B 83
Social Science
Lowe, Anna F., chairman, Grades 1, 2, and 3 Columbian
Slavens, Leon E., principal Elmwood
Farrell, Hazel Fairmont
LeVan, Atlanta Wyman
Lyon, Florence E., chairman, Grades 4, 5, and 6 Reynolds
Shaw, Edna Alcott
Robinson, Agnes ------------…---------------------------------------------- Garden Place
Keller, Elizabeth, principal Rosedale
Remley, Frances...................................-------------------…------------------------------- Valverde
Special Classes
Maclin, Gladys, chairman.................................................................................. Whittier
Watts, Lillie E., principal.......................... * * ~ * Asbury
Green, Mary - Fairview
Wallace, Grace - * * is ºn - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Lincoln
Rishel, John B., principal.................................................................................. Whittier
Program of Studies
Palmer, R. H., director of elementary education,
chairman Administration Building
Carson, Mary G., principal Ashland
Klein, Louise, principal...... Columbian
Weymouth, Edith M., principal Fairmont
University Park
Walters, R. J., principal
Gumlick, Helen R., Supervisor kindergarten, first, second,
and third grades Administration Building
Allphin, Helen, supervisor, fourth, fifth, and sixth
grades
Administration Building
JUNIOR HIGH SCHOOL
Art
Rodgers, Helen W., chairman Gove
Schreyer, Florence--------------....................................... ................Baker
COneSny, Hero L. Byers
Fisher, Laura E Cole
Wilson, May M................................................................ Grant
Hon, Clyde Ellen................................................................... Lake
Fauquier, Virginia - * * * * * * - - - - * * * * * - - - - - ºr me • Morey
Carey, Nina............….............................…........................................ ------------------- Skinner
Commerce
King, Lulu M., chairman.................................................................... Take
Boroughs, Mary - - - Baker
Roland, Elizabeth.......................................................... Byers
McCulley, Francis - - - Cole
Rotehouse, Marguerite................ Garden Place
McClintock, Mildred................................ Gove
Jacobson, Elizabeth........................................................... Grant
Dyer, Josephine..................................................... ....Morey
Eirwan, Ida......................................... Skinner
84 DENVER PROGRAM OF CURRICULUM REVISION
Counseling
Grigs, Edgar W., chairman.......... Skinner
Bennet, A. T Taker
Houston, Nelle P Byers
Kurtz, Raymond L Cole
Austin, Muriel A ...Garden Place
Hobson, Ralph GOWe
Dale, George Grant
Gruenler, Arthur Lake
Pendleton, Claud Morey
Murchison, Mina, Opportunity
Woody, Wilford Administration Building
English
Holmes, Ethel E., chairman...... Skinner
Clancy, Agnes Baker
Miller, Noble Byers
Morgan, Grace Cole
McKibben, Ruth Garden Place
Detmoyer, Mary S GOWe
Garrison, Elizabeth Grant
Carney, Elizabeth Lake
Addleman, Minnie Morey
Stillwagon, Nell Opportunity
French
Girardot, Augustine, chairman Skinner
McCandliss, Maybelle Byers
Biggs, Mary E GOVe
Phelps, Aimee Weichsel ....Lake
Mallonee, Gwendolyn Morey
Health Education
Schenck, Mary E., chairman Morey
Stearns, Virginia Baker
Moore, Alice Byers
Kenney, Bernice Cole
Holmes, G. A Garden Place
Brinker, Olivia. GOve
Hobson, Ila May Grant
Loughran, Loretto Lake
Helms, Albert Skinner
Home Economics
Williams, Mary, chairman Baker
Hayes, Helen Byers
Livesey, Mary M Cole
Winkler, Pauline Garden Place
Greenawalt, Irma GOve
Porter, Iva Grant
Redford, Helen D Lake
Dolezal, Nina May Morey
Currie, Mamie Skinner
APPENDIX B
85
Industrial Arts
Sievers, T. G., chairman Byers
McClure, Ivan.------------------------------------------------------------- Baker
Brainard, Fay E Cole
Brainard, Omar Garden Place
Snyder, S. S Gove
Herrmann, Lewis ---Grant
Miller, Waldo S Take
Bryan, Paul Morey
Bullen, Benjamin Skinner
Latin
White, Willmette, chairman Morey
Snodgrass, Ruth - Raker
Packard, Ruth E Byers
Coon, Inis Cole
Cordingly, Margaret E Gove
Candor, Ethel Grant
Baum, Jessie...... Take
Clinton, Margaret Skinner
Library
Campbell, Vera. V., chairman Skinner
Berner, Elsa Baker
Mayer, Kathryn Byers
Parks, Martha Cole
Wisherd, Margaret Garden Place
Strong, Elizabeth Gove
Riegel, Erma M Urant
Bibby, Edna M Take
Lewis, Florence K..... Morey
Mathematics
Stevens, Maud Lafferty, chairman Gove
McChesney, Bessie Baker
Rephart, Alice ---Byers
Sinclair, Myra A Cole
Norris, Lillian Garden Place
Mott, Irene Grant
Sieg, Elizabeth Take
Campbell, Della. Morey
Wolter, Ophelia............ Skinner
Music
Jones, Faye, chairman Byers
Adams, Harriet TRaker
Taylor, Harry Cole
Austin, Muriel A Garden Place
Hottinger, Norma-......... Gove
Cage, Arthur E Grant
Maloney, Mary E. Lake
Cleverly, Susan Morey
Mather, Ethel S Skinner
Lowell, Florence
Administration Building
86 DENVER PROGRAM OF CURRICULUM REVISION
Physical Education for Boys
Williams, Walter, chairman............................................................----------------------
Campbell, LeRoy..........................................-----------------------------------------------------------
McGlone, Roy............................................ - - -
Cole
Tisdel, Wendell.......................................................................-------------------------------------
Garden Place
Wenz, Leonard.................................................................….......
Golder, Harold M....... GOve
Stone, Garnett Grant
White, C. M. Lake
Mumma, Clarence Skinner
Physical Education for Girls
Moore, Alice, chairman. Byers
Brooks, Dorothy Baker
Aymer, Anna Eichel Cole
Roe, Miriam............................ Garden Place
Whipple, Emily Garden GOve
Burt, Mabel Grant
Goodier, Florence-...-------------...................................-----------------................................. Lake
Schenck, Mary E. - Morey
Strand, Audrey..........….......................................................................... Skinner
Science
Carson, Myra, A., chairman GOve
Bradley, Edith Baker
Gernon, Ellen E. Byers
St. John, Farnum Cole
Holmes, G. A Garden Place
Watkins, Hazel Brown Grant
Strauss, Elsie Lake
Herrington, Eugene................................................................................................ Morey
Gebhardt, Glenn L • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * = * * * * * * * = s. * * = < a. s. s. 2. ~ * = ~ * * * = - Skinner
Social Science
Bunger, Berness, chairman Cole
Harper, Florence......-------......................................................................................... Baker
Ferris, Lillah A Byers
Steuland, L. A Garden Place
Toby, Emma GOve
McCartney, Helen M Grant
Svenson, Clarence Lake
Foster, Lucy B • - Morey
Zorn, Grace Skinner
Spanish
Quirk, Anna, chairman Morey
Boring, Marion Hope ...Baker
Canning, Ann B Byers
Paul, Dorothy Cole
Blake, Helen ..............GOve
Candor, Ethel Grant
Phelps, Aimee Weichsel Take
Utterback, Rachel Skinner
APPENDIX B 87
Student Social-Civic Organizations
Brinker, Olivia, chairman........ Gove
Walker, Eugenia. TRaker
Seubert, Leo Byers
Miller, Mabel Cole
Hall, Charles D., principal Garden Place
Pfrimmer, Edmonia - - - - Grant
Chase, Sedelia GaSS Take
Hoop, Edith I Morey
Holmes, Ethel E Skinner
Program of Studies
Morris, Mary E., principal.................................................................................... Baker
Merrill, Louise A., principal Byers
Smith, Alwyn C., principal Cole
Hall, Charles D., principal Garden Place
Philips, H. S., principal - - - - Gove
Hill, Sam R., principal ...Grant
Force, Anna Laura, principal Take
Hamilton, Jessie M., principal...................................... - - - - Morey
Brown, Emma M., principal............................................................................... Skinner
SENIOR HIGH SCHOOLS
Art
Hillier, Eddah, Chairman........................................................................................ North
Stinchfield, Estelle East
Stinson, Sarah Manual Training
Conine, M. Janette South
Longan, Rose M .." West
Biology
Bruderlin, Katharine M., chairman.... East
Jones, Olive M East
Bostwick, Prudence Manual Training
Culton, Edith M............................................. North
Morris, R. L. South
Bennett, Flora. A West
Light, Nellie E - - - - Opportunity
Chemistry
Toby, Ethel L., Chairman.................................................................. East
Powell, Glenn E - - * * * * * * * * * * * * * * * * * * * * * * * * * * * * Manual Training
Twieg, William C North
Collier, Robert, Jr South
Beatty, J. EWing........... - West
88
DENVER PROGRAM OF CURRICULUM REVISION
Croasdale, Dorothy, chairman
Mulroy, Elizabeth L.....
McGetrick, Ada
Commerce
Manual Training
Manual Training
East
Wheeler, Mary F
Nelson, Eloise
North
South
West
Huchingson, James E
McCombs, Curtis
Opportunity
Fitch, Philip, chairman
Spitler, Clark H
Steele, James H
Schoder, Rosa M.
Sweet, Hildegard
Counseling
NOrth
East
Manual Training
South
West
..Opportunity
-- * * * * * *
Miller, Mary F
Greene, Charles E
Administration Building
West
Dodds, Mary, chairman
Fynn, Rose Curry
Reed, Helen F.
Graham, Marion W
Newton, Louada
Tillotson, Helen
Whitney, Leon K
East
Manual Training
North
NOrth
South
South
Opportunity
Norton, Winona.
Combs, Odette, chairman
Mohr, Wilhelmina,
Dupree, Therese F
Hoover, Clara
Peck, Louise
French
East
Manual Training
North
South
West
Health Education
West
Holaday, Hester S., chairman
Crispin, George A
West
Moore, Mary
Smith, Margaret A.
Carter, Hallie L.
East
East
Manual Training
Manual Training
Atkins, Helen L.
Menke, Alice
Brittain, Edith M
Frantz, Eleanor M
Wray, Charles L.
Cole, Rose H., chairman
Peck, Mary H.
North
North
South
South
Home Economics
East
Manual Training
North
Hiestand, Grace E
Burnham, Helen A
Bartosch, Josephine
South
West
Opportunity
Hawthorne, Bessie M.
APPENDIX B 89
Industrial Arts
Wilson, George H., chairman North
Nicholson, M. F East
Willsea, C. Fletcher Manual Training
Kendig, Hal D South
Watson, Edward West
Latin
Langley, Myrna, chairman North
Ingersoll, Jean North
Badgley, Annette East
Putnam, R. B East
Morrison, Halcyone J Manual Training
Harrison, Eva South
MotherWell, James S West
Library
Higgins, Nellie, chairman South
Ward, Louisa A East
Pegan, Patience Manual Training
Hamer, Irene North
Terry, Marion C West
Mathematics
Odell, Letitia R., chairman North
Cummings, Elbert A - North
Sabin, Mary S }a St
Grimsley, Frances H. Manual Training
Alenius, Alfhild South
Fergus, Lewis V .. -: West
Craven, Marie M Opportunity
Music
Turner, J. Warren, chairman West
Moorhead, Fareeda East
McKelvey, Eva Manual Training
White, La Dora. North
Nelson, Loraine South
Markey, Helen Administration Building
Physical Education for Boys
Moles, Burwell O., chairman South
Julsrud, Kenneth East
Jones, A. D Manual Training
Des Combes, Donald North
Crispin, George A West
90 DENVER PROGRAM OF CURRICULUM REVISION
Physical Education for Girls
Smith, Margaret A., chairman East
Carter, Hallie L ....Manual Training
Brittain, Edith M --------. North
Hoyt, Maisie - South
Randall, Mabel S West
Physics
Ltterback, Carl P., chairman.......... North
Fitch, Philip - North
Bliss, Frederick V East
Mahin, William............................................................................ Manual Training
Heagney, William H. - = = = a- - - - - - - - - - - - - - - - - - - a s m = * * * - - - - - - - - - - - - - - - * * * * * * - - - - - - - - - - - - - * * * * * * - - - - - - - - - - - - - * * * * South
Aylard, Carlton - - West
Social Science
Mitchell, Nellie M., chairman.... South
Borst, Ella. H - EaSt
Welpton, Eveleen.... Manual Training
Christy, Mary E - NOrth
Ecker, Emma B North
Stone, Clark. West
Wolff, Jessica M Opportunity
Spanish
Blanck, Agnes L., chairman - Manual Training
Clifford, William H. - - - East
Campbell, Myrtie T. - North
Dimm, Florence L - - - - -- ...-South
Knecht, Amanda...….---------------------------------------....................................................... West
Student Social-Civic Organizations
Atkins, Helen L., chairman Manual Training
Porter, Myrta B - East
Smith, Grace E. Shoe North
Curtis, Rex V South
Hook, George E West
Program of Studies
Brown, E. L., assistant Superintendent, chairman........ Administration Building
Hill, Roscoe C., principal East
Bradley, Charles A., principal Manual Training
Borst, W. C., principal North
Cory, John J., principal South
Kepner, H. V., principal West
Griffith, Emily, principal - Opportunity
APPENDIX C
FORMER COMMITTEE MEMBERS
In accordance with the plan of rotating committee memberships, two
hundred fifty members have served on the committees for One Or more years
prior to 1927-1928.
ELEMENTARY SCHOOLS
Acker, Katherine (Visual education)
Ames, Florence (art)
Andrew, Winona F. (industrial arts and home economics for Grades 5 and 6
and practical arts)
Baerresen, Edna (art)
Bare, Orlena (physical education)
Bettes, Laura J. (English)
Bliss, Lillian (former chairman art)
Boring, Estella (art)
Boyer, Monta J., principal (kindergarten)
Brownfield, Mary L. (former chairman mathematics)
Bruderlin, Katharine M. (science)
Carey, Nina (art)
Carnall, Daisy G. (kindergarten)
Carson, Myra A. (science)
Clarke, P. L. (Science)
Combs, Ethel L. (music)
Condit, Adella (social science)
Crane, Phyllis (physical education)
Daggett, Ellen R. (visual education)
Davidson, Eleanor (former chairman English)
Desmond, Margaret (social science and visual education)
Diddel, Marguerite M. (art) .
Doble, Flora, principal (Americanization)
Dolan, Magdalene (physical education)
Drumm, Ruth (physical education)
Duboff, Sara B. (kindergarten)
Duray, Minnie (social science)
Egan, Agnes (art)
Ellermeier, Alma M. (science)
Ellis, Elizabeth, principal (visual education)
Erwin, Joseph, principal (visual education)
Fallis, Edwina (practical arts)
Feltner, Elizabeth, principal (mathematics)
France, Eleanor W. (music)
Frye, Mary (music)
Fynn, A. J., principal (social science)
Gardner, Ada E. (Social science)
Garnett, Ursula (physical education)
Gier8, Florence (health education)
Godley, Lois Sophie (visual education)
Godsman, Charlotte J., principal (art)
Gordon, Winifred M. (practical arts)
92 DENVER PROGRAM OF CURRICULUM REVISION
Grace, Alice (English)
Grace, Mamie G. (social Science)
Greer, Ethel (physical education)
Gust, Katharine (industrial arts and home economics for Grades 5 and 6)
Hahn, Pauline B. (industrial arts and home economics for Grades 5 and 6)
Hall, Ratharine (kindergarten)
Hansen, Christine (art)
Harper, Pauline (music)
Harrington, Mary Lyons (English)
Hausing, Emma (home economics)
Herstrom, Angela G., principal (English)
Holmes, Anna (Americanization)
Hunt, Carra M. (practical arts and visual education)
Hunter, Margaret (visual education)
Huntington, Alice (home economics)
Hutchison, Jessie (English)
Jackson, Effie (social Science)
Jennings, Vera (music)
Johnson, Helen Bolles (physical education)
Johnstone, Bertha M. (music)
Joseph, Fern M. (practical arts)
Jung, Roberta (kindergarten)
Relly, Julia A. (English)
Kenehan, Katherine (former chairman English)
Rendig, Hal D. (practical arts)
Rlein, Louise, principal (Social Science)
Lane, Theresa Stanhope (kindergarten)
Latronico, Philoman (practical arts)
Lewis, Elizabeth E. (English)
Lind, Nellie V., principal (music)
Lumsden, Helen (social science)
MacDonald, Myra M. (English)
Maher, Catherine W. (former chairman industrial arts and home economics
for Grades 5 and 6)
Mahoney, Nano E. (mathematics)
Mather, Ethel Sims (music)
McCrum, Frieda (Americanization)
McGroarty, Margaret (music)
Ms.Michael, Belle, principal (social science)
McMeen, George, principal (English)
McNaught, Grace (mathematics)
Miles, Cornelia S., principal (science)
Mills, Ruth Esther (English)
Montgomery, F. M., principal (mathematics)
Morris, Mary E., principal (art and mathematics)
Myers, Cora M. (mathematics)
Noce, Lillian, principal (home economics)
O’Bannon, Catherine (visual education)
O Boyle, Lila M., principal (Americanization)
O'Brien, Mary (social science)
Odgers, Ethel (former chairman visual education)
Osborne, Bertha (practical arts)
Tacal, Lillian (social science)
Peavey, Mary C. (English)
Pond, Laura S. (social science)
APPENDIX C 93
Queree, Pearl (visual education)
Redford, Helen (visual education)
Reid, Florence C. (music)
Reno, Eva L. (practical arts)
Roberts, Addie W. (social science)
Romick, Edna (art)
Romick, Nell, principal (Americanization)
Sawyer, Eldora (social Science)
Schenck, Mary (physical education)
Simpson, Genevieve, principal (English)
Sims, Louise (practical arts)
Skow, Eva Fiske (physical education)
Smith, Margaret M., principal (visual education and social Science)
St. Clair, Carolyn (visual education) -
Stannard, Florence H. (industrial arts and home economics for Grades 5
and 6)
Stillman, Genia H. (Science)
Stockton, Roscoe, principal (industrial arts and home economics for Grades
5 and 6)
Storrie, Robina C. (social science)
Sweet, Mayme (Social Science)
Towle, Elizabeth N. (music)
Tredway, Jessie (former chairman English)
Trehearne, Frances B. (social science)
Truog, Frances (kindergarten)
Walsh, Eva M. (visual education)
Walter, Anna Laura (physical education)
Webster, Gertrude (kindergarten)
Weymouth, Edith M., principal (kindergarten)
Whitehead, Josephine (former chairman music)
Wilson, Helen (former chairman home economics)
Wyatt, George W., principal (physical education)
Youngclaus, Emma (former chairman mathematics)
JUNIOR HIGH SCHOOLS
Alden, Ruth V. (science)
Allphin, Helen (former chairman mathematics)
Ashley, Kate Wood (student social-civic organizations)
Babcock, Elizabeth C. (English)
Becker, Lillie (social science)
Belser, Ernestine (mathematics)
Block, Ernestine (former chairman art)
Boroughs, Mary (health education)
Bowdler, C. Leslie (physical education for boys)
Bowman, Inda (social science)
Boyce, Nell E. (student social-civic organizations)
Brown, Emily Virginia (music)
Bruderlin, Katharine (science)
Buck, Christine (mathematics)
Bullen, Ethel Young (former chairman Spanish)
Burnham, Helen (home economics)
Caldwell, Pattie (art)
Candor, Ethel (French)
Carr, Tessie (commerce)
94 DENVER PROGRAM OF CURRICULUM REVISION
Chase, Sedelia Gass (former chairman English)
Chiappini, Dora M. (Spanish)
Clarke, P. L. (social science)
Couch, Gertrude T. (home economics)
Crawford, Lucille (home economics)
Crispin, George A. (physical education for boys)
Cusic, May (social science)
DesJardins, May (former chairman French)
Dusterdick, Pearl Norfolk (physical education for girls)
Dyke, Mary S. (former chairman music)
Edwards, M. J. (industrial arts)
Erskine, Grace H. (French)
Evans, Walter R. (physical education for boys)
Facto, Leo R. (physical education for boys)
Fauquier, Nina (former chairman Spanish)
Fletcher, Lida E. (English and former chairman student social-civic
organizations)
Fowler, Hattie-May Brown (English)
Fowler, Roy (industrial arts)
Funk, Ruth K. (art)
Goebel, Pearl (mathematics)
Graff, Fannie C. (art)
Grigs, Edgar (student social-civic organizations)
Grill, Hilda (social science) -
Gruenler, Arthur (science and student social-civic organizations)
Heaton, Genevieve (music)
Helms, Albert F. (physical education for boys)
Hobson, Ila May (home economics)
Hobson, Ralph S. (industrial arts)
Holderer, Louise (social science)
Holm, Dorothy (English)
Hoop, Edith I. (music)
Howell, Elsa (former chairman home economics)
Irving, Amelie D. (social science)
Jamieson, Margaret (social science)
Jones, Bea (Social Science)
Johnson, Bernice Leota (science)
Kendig, Hal D. (industrial arts)
Knight, Helen E. (music)
Law, Joseph (physical education for boys)
Lawrenson, Za Eson (physical education for girls)
London, Irene Anson (English)
Loughran, Loretto (English)
Marron, Bernice (former chairman art)
McBreen, Barbara (mathematics)
McVay, Esther (mathematics)
Meyer, Harriet L. (former chairman commerce)
Miller, Mabel (science)
Moles, Burwell O. (physical education for boys)
Moles, Jennie Thomas (physical education for girls
Murphy, Marie (English) -
Murphy, Marie S. (music)
APPENDIX C 95
Neff, Helen L. (mathematics)
Nelson, Loraine (music)
Ormond, Annie L. (commerce)
O’Toole, Clara E. (former chairman mathematics)
Peck, Ruby L. (art)
Perry, Helen (art)
Pfrimmer, Edmonia (former chairman geography)
Phelps, Helen B. (social Science)
Philpott, Sarah (student social-civic organizations)
Pigott, Gladys C. (art)
Preble, Loretto (music)
Pribyl, Otto J. (physical education for boys)
Price, Margaret A. (Latin)
Prince, Harriett K. (Latin)
Quimby, J. C. (industrial arts)
Rector, Ruth Sanford (physical education for girls)
Reed, Lyndall Monroe (Spanish)
Richardson, Alice M. (physical education for girls)
Roberts, G. H. (industrial arts)
Schatz, Laura B. (commerce)
Schmidt, Alto M. (home economics)
Sellinghausen, Irene M. (home economics)
Smiley, Flora Freseman (music)
Smith, Florence H. (science)
Stailey, Margaret Knox (student social-civic organizations)
Strauss, Elsie M. (social science)
Strong, Lela (home economics)
Sweeney, Frances (former chairman social science)
Taylor, Mary P. C. (home economics)
Thompson, Amy Brown (mathematics)
Tripler, Grace (commerce)
Ure, Frances (English)
Watson, Edith B. (home economics)
Weber, Albert H. (physical education for boys)
Wells, Gladys (art)
Werrell, Angus J. (industrial arts)
Whipple, Clarence H. (former chairman physical education for boys)
Whyte, Lucile (science)
Wickham, Esther (art)
Wise, Howard D. (industrial arts and Spanish)
Woods, Ruth (home economics)
SENIOR HIGH SCHOOLS
Atkins, Helen L. (mathematics)
Axtens, Edith (home economics)
Bache, Francis (music)
Barnard, Elizabeth E. (physical education for girls)
Beatty, J. Ewing (former chairman athletics)
Berger, Evangeline (English)
Bingham, Glen A. (physical education for boys)
Borst, W. C., principal (student social-civic organizations)
96 DENVER PROGRAM OF CURRICULUM REVISION
Bookwalter, Karl W. (health education and former chairman physical
education for boys)
Brooks, Irene G. (biology) -
Bruderlin, Katharine (health education)
Carretero, Isabel Reid (French)
Carroll, Henry (social science)
Chambers, Stella (English)
Chandler, Mary Rice (former chairman social science)
Collier, Robert, Jr. (physical education for boys)
ConeSny, Hero L. (art)
Daly, Bernadetta. M. (English)
Dyke, Mary S. (former chairman music)
Elder, E. Waite (former chairman physics)
Evans, Walter R. (physical education for boys)
Fisher, Irene (commerce)
Fitch, Philip (athletics and student social-civic organizations)
Flaniken, William (commerce)
Gardiner, Julia (mathematics)
Girault, Thomas L. (Social Science)
Hall, Charles D., principal (chemistry) -
Hill, Sam R. (student social-civic organizations and former chairman
COmmerce)
Hocking, Lorena W. (English)
Holm, Peter C. (athletics)
Irwin, Laura E. (Social science) ©
Jones, Evelyn (home economics)
Rendig, Hal D. (health education)
Kenyon, Elmer (physics)
Kimball, Martha (Social Science)
Lawrenson, Za. Eson (physical education for girls)
Livesey, Mary M. (home economics)
Maxwell, Emma E. (Social Science)
McClure, Ivan B. (athletics)
McGovern, Grace (Spanish)
Meany, Katharine (Spanish)
Megenity, Logan Lee (physical education for boys)
Menke, Alice (home economics)
Millar, Lida, Alice (former chairman commerce)
Miller, Belle (Latin)
Moles, Jennie Thomas (physical education for girls)
Moore, Max T. (commerce)
Morris, A. J. (commerce)
Morris, Ruth Holland (physical education for girls)
Orton, Carrie Elizabeth (English)
Pendleton, Claud B. (social science)
Perry, Helen (art) -
Pesman, Elizabeth Hyde (English)
Porter, Myrta (normal training and student social-civic organizations)
Puffer, Mildred Nulton (music)
APPENDIX C 97
Reed, Walter S. (social science)
Rudolph, Jennie Stark (English)
Schoder, Rosa (Spanish and student social-civic Organizations)
Sess, Herbert H. (industrial arts)
Sheldon, Elizabeth E. (physical education for girls)
Shute, William C. (mathematics and former chairman athletics)
Smith, Grace E. Shoe (former chairman normal training)
Spivak, David (art)
Steele, James H. (student social-civic organizations)
Sweet, Hildegard (student social-science organizations)
Tallman, Ethel Caldwell (student social-civic organizations)
Tenney, Ida Bell (Latin)
Van Landingham, Demetrius (mathematics)
Watson, George L. (athletics)
Webber, Ila Frances (commerce)
Westhaver, Cora T. (normal training)
Wheatley, George (athletics)
Whitaker, Clara W. (former chairman French)
Whiteman, W. J. (music)
BIBLIOGRAPHY OF MATERIALS RELATING
TO CURRICULUM CONSTRUCTION IN DENVER
Special Descriptive Articles
ARMENTROUT, W. D., HOPKINS, L. THOMAS, AND KINYON, KATE
W. Curriculum Making in Home Economics. Vocational Education
Magazine, 2:990-993, October, 1924.
BRIM, O. G. The Denver Course of Study for the Elementary School.
Ohio State University Educational Research Bulletin, Volume VI,
No. 1, pp. 12-17, January 5, 1927.
FINEGAN, THOMAS E. A description of the Denver program of Cur-
riculum building, in the article on Education in the Americana Annual,
1925, pp. 234-236. Encyclopedia Americana, New York, 1925.
GEBHARDT, GLENN L. Use of Pupil Lesson Sheets in the Teaching of
General Science. Fifth Yearbook of the National Education ASSocia-
tion, Department of Superintendence, pp. 173-178, 1927.
GUMLICK, HELEN R. Curriculum Revision in Denver. Childhood Edu-
cation, 3:328-331, 373-377, March, April, 1927.
HOPKINS, L. THOMAS. Curriculum Making. American Education 28:
156-163, December, 1924.
HOPKINS, L. THOMAS. Methods of Evaluating Curriculum Content.
American Educational Digest, 43: 483-485, 511-512, July, 1924.
HOPKINS, L. THOMAS. A Study of Magazine and Newspaper Science
Articles with Relation to Courses in Science for High Schools. School
Science and Mathematics, 25:793-800, November, 1925, and American
Educational Digest, 45: 55-57, October, 1925.
HOPKINS, L. T., AND WHITNEY, F. L. Curriculum Revision Based
on Social Needs. Industrial Arts Magazine, 14:403-405, November,
1925.
KENDEL, J. C., AND WHITNEY, F. L. Testing a City’s Musical Capac-
ity. The Musician, Vol. XXX, No. 10, October, 1925, pp. 12-13.
RINYON, KATE W. Child Care and Child Training in the Home Eco-
nomics Curriculum. School Life, Volume XI, No. 10, pp. 198-199, June,
1926.
KINYON, KATE W. Curriculum Making in Home Economics in the
Denver Schools. Journal of Home Economics, 17: 148-150, March, 1925.
LOOMS, GEORGE. Reprints of articles concerning the curriculum re-
vision program Of the Denver Public Schools. . . . . . from the Rocky
Mountain News and the Denver Times, 1924.
MILLER, W. S., AND SIEVERS, T. G. A Unit Course of Study in
Electricity. Fifth Yearbook of the National Education Association,
Department of Superintendence, pp. 412-419, 1927.
NEWLON, JESSE H. The Claims of Music in the Present Movement for
Curriculum Revision. National Education Association, Department
of Superintendence, Official report, p. 258, Dallas, Texas, February 26
to March 3, 1927. The Association, 1927.
100 DENVER PROGRAM OF CURRICULUM REVISION
NEWLON, JESSE H. Curriculum Revision in Denver. Journal of Educa-
tional Research, 9:262-263, March, 1924.
NEWLON, JESSE H. Outcomes of Our Curriculum Program. National
Education Association Proceedings, 63:802-803, 1925.
NEWLON, JESSE H. Practical Curriculum Revision in the High School.
North Central Association Quarterly, 1:254-264, September, 1926.
NEWLON, JESSE H., AND THRELKELD, A. L. Denver Curriculum
Revision Program. Twenty-Sixth Yearbook of the National Society
for the Study of Education, Curriculum Making: Past and Present,
pp. 229-241, 1926.
NEWLON, JESSE H., AND THRELKELD, A. L. Kindergarten Curricu-
lum; the Denver Public Schools
Kindergarten and First Grade
11:7-12, September, 1925
11:26-9, October, 1925
11:24-26, November, 1925
11:30-32, December, 1925
11:16-20, January, 1926
11:11-16, March, 1926
American Childhood
11:25-27, April, 1926
11:21-24, May, 1926
RICE, C. D., AND DECHERD, MARY E. Denver Public Schools (A re-
view of the mathematics courses for junior and senior high Schools).
TJniversity of Texas Bulletin No. 2706, pp. 38-39, February 8, 1927,
Austin, Texas. (The Texas Mathematics Teachers’ Bulletin, Volume
XI, No. 2)
School Review, official publication of the Denver Public Schools. Articles
concerning the Curriculum revision program appeared as follows:
Curriculum Revision Program, October, 1923
A Changing Curriculum for Changing Needs, December, 1923
Curriculum Revision Progress, April, 1924
Curriculum Revision, October, 1924
Curriculum Revision, January, 1925
Denver Program of Curriculum Revision Gains Wide Recognition,
June, 1925
Curriculum Progress; Continuous Program Being Developed by
New Director, February, 1926
Testing as Related to Curriculum Revision, May, 1926
SWEENEY, FRANCES G. Denver Social Science Course of Study, Fifth
Yearbook of the National Education Association, Department of Super-
intendence, pp. 255-261, 1927 -
BIBLIOGRAPHY - 101
THAYER, V. T. The Denver Courses of Study in Secondary School.
Ohio State University Educational Research Bulletin, Volume VI, No.
1, pp. 17-19, January 5, 1927.
THRELKELD, A. L. Curriculum Revision: How a Particular City May
Attack the Problem.
Elementary School Journal, 25: 573-582, April, 1925
National Education Association Proceedings, 63:826-833, 1925.
THRELKELD, A. L. Guiding Objectives in the Making of Curricula in
the Junior High School. Colorado School Journal, Volume 39, No. 7,
pp. 15-19, March, 1924.
THRELKELD, A. L. Language and Composition. Fourth Yearbook of
the National Education Association, Department of Superintendence,
pp. 239-288, 1926.
THRELKELD, A. L. What Denver Has Done in Two Years to Remake
Its Course of Study. Teachers Journal and Abstract 1:37-41, January,
1926. Colorado State Teachers College, Greeley, Colorado.
THRELKELD, A. L. Who Shall Make the Course of Study and How 7
Second Yearbook of the National Education Association, Department
of Superintendence, pp. 110-118, 1924.
Printed Courses of Study Published to Date
Monograph No. 1. Kindergarten, 106 pages. Printed September, 1924.
Monograph No. 2. General Science and Biology, Junior High School,
77 pages. Printed September, 1924 (Out of print).
Monograph No. 3. Social Science, Junior High School, 317 pages. Printed
1924, revised October, 1926. -
Monograph No. 4. Arithmetic, Elementary School, 376 pages. Printed 1924,
revised October, 1926.
Monograph No. 5. Latin, Junior High School, 85 pages. Printed Sep-
tember, 1924.
Monograph No. 6. Commerce, Junior High School, 92 pages. Printed Sep-
tember, 1924.
Monograph No. 7. Art, Junior High School, 97 pages. Printed July, 1925.
Monograph No. 8. Commerce, Senior High School, 155 pages. Printed
August, 1925.
Monograph No. 9. English, Junior High School, 241 pages. Printed Sep-
tember, 1925.
Monograph No. 10. English, Senior High School, 237 pages. Printed Sep-
tember, 1925.
Monograph No. 11. Spanish, Junior High School, 154 pages. Printed No-
vember, 1925.
Monograph No. 12. Home Economics, Junior High School, 135 pages.
Printed October, 1925.
102 DENVER PROGRAM OF CURRICULUM REVISION
Monograph No. 13. Home Economics, Senior High School, 139 pages.
Printed November, 1925.
Monograph No. 14. Art, Senior High School, 236 pages. Printed March,
1926.
Monograph No. 15. French, Junior and Senior High School, 276 pages.
Printed March, 1926.
Monograph No. 16. Music, Elementary School, 52 pages. Printed Feb-
ruary, 1926.
Monograph No. 17. Mathematics, Junior High School, 101 pages. Printed
May, 1926.
Monograph No. 18. Language, Elementary School, 178 pages. Printed
July, 1926.
Monograph No. 19. Social Science, Senior High School, 182 pages. Printed
June, 1926.
Monograph No. 20. Social Science, Elementary School, 365 pages. Printed
September, 1926. * -
Monograph No. 21. Science, Elementary School, 135 pages. Print ed
August, 1927. - - --
Monograph No. 22. Physical Education, Elementary School, 156 pages.
Printed August, 1927.
Monograph No. 23. Physical Education, Junior High School, 152 pages.
Printed August, 1927.
Monograph No. 24. Biology, Senior High School, 128 pages. Printed
August, 1927. *
Monograph No. 25. Mathematics, Senior High School. In press.
Research Monographs Published to Date
Research Monograph No. 1. Home Economics, 71 pages. Printed July,
Research Monograph No. 2. Arithmetic, Elementary School, 91 pages.
Printed November, 1926.
Research Monograph No. 3. New-Type Tests, 36 pages. Printed, April,
1926.
Research Monograph No. 4. Industrial Arts, Junior and Senior High
School. In press.
Mimeographed Courses of Study Published to Date (Americanization only
one available for distribution)
Americanization: Part I, English for Foreigners; Part II, American
Citizenship, 52 pages. Mimeographed, 1926.
Practical Arts, Elementary School, 213 pages. Mimeographed 1927.
Health Education, Elementary School, 87 pages. Mimeographed 1927.
BIBLIOGRAPHY 103
Health Education, Junior High School, 57 pages. Mimeographed 1927.
Industrial Arts, Junior High School, 102 pages. Mimeographed 1927.
Instruction in the Use of Books and Libraries, Junior High School, 25
pages. Mimeographed 1925.
. Science, Junior High School, 140 pages. Mimeographed 1926. Revision
Of printed monograph.
Chemistry, Senior High School, 125 pages. Mimeographed 1927.
Latin, Senior High School, 77 pages. Mimeographed 1925.
Physical Education, Senior High School, 120 pages. Mimeographed 1927.