This image depicts another of the clubs that was organized under the Lyceum constitution, the Athenaeum Society. All four of the literary societies had a limit of 60 members, and membership was usually full. According to the 1893 Aurora, the Atheneum was “the most conveniently and finely furnished of the societies, and out of debt.” This student organization prided itself on its weekly programs. In 1893, when this photograph was taken, five out of the eight Normal students who were given commencement honors were members of the Atheneum Society (pg.81).
This image depicts a meeting of the Olympic Society, which was one of four literary societies referred to as the “Lyceum Societies.” The Olympic Society was the successor to the Riceonian Literary Society which was started by a group of twelve students in the summer of 1875. The original motto of the Riceonian was “True culture, self-culture,” and the society’s constitution declared that its purpose was to reflect true culture by means of “contact with the thought of the good and the great” (Putnam, 227). The name was changed to the “Olympic” society shortly after 1880 when the Lyceum was reorganized into four literary societies under a single constitution (228).
This image depicts a class being taught in the Conservatory Recitation and Lecture room by the Director of the Conservatory Frederic Pease. Music was a required course for graduation. While the Music course offered by the Normal was free, students who wished to receive advanced voice or instrument training had to pay to take courses in the Conservatory. Students who wanted to join the Normal Choir were required to have passed the music course, in which they were taught how to read music and cultivate their voices.
This image depicts a group of female students participating in the Physiology and Hygiene Course that was developed by Lucy Osband in 1886. Osband taught this course in addition to Natural Science courses, but received no extra pay for doing so. In the basement room in the Old Main, Osband’s program included military marching, pulley weights, and “Swedish Routine Movements,” which involved the use of the dumbbells depicted in the photograph. Physical Culture classes had to be held in the basement due to the fact that the campus gymnasium had burned down in 1873. (Pedersen. Article in photo sheets).
This image depicts a group of male students participating in a Physical Training session, which was held in the basement of the Old Main building. In the winter of 1892-93, when this image would have been taken, Austin George urged the State Legislature to appropriate funding for a gymnasium building. After Professors Sill, Barbour, and George took several trips to Lansing to pitch their idea to the Legislature, $20,000 was appropriated for the construction of the building which was dedicated on May 18, 1894 (Putnam). The Normal School was the first college in the country to offer teacher training in physical education courses.
This image depicts a Literature class being taught by the head of the English Language and Literature department, Florus Barbour. When Barbour began his teaching career, he viewed teaching only as a stepping stone to his desired career path of preaching from behind the pulpit. Eventually, however, Barbour grew to understand the importance of public school work and the teaching profession, and grew deeply loyal to the Michigan State Normal School. The English Department head never fully departed from his theological interests, as he impressed upon his students the “value and importance of moral and religious character in teachers” (Putnam).
This image depicts a History class being taught by Mary Putnam, who is sitting behind the desk at the head of the room. The History curriculum at the Normal school focused heavily on the history of the Western world, with American and English history being prioritized. The Normal’s General History coursework focused heavily on Greek and Roman history, and the extent to which the history of non-Western cultures were covered is not discussed in the course description. Much of the discussion relating to non-Western societies appears to have been relegated to the Geography department.
This image depicts a Literature class. There is a prominent quote on the chalkboard that reads, “Truth is the highest thing a man may keep.” Literature played a prominent role in the lives of many students at the Normal, as the four largest clubs at the Normal were literary societies. Additionally the English Language and Literature Department was one of the largest departments at the Normal in 1893 which, along with the Mathematics Department, had four staff members (some departments only had one staff member at the time).
This image depicts a 9th grade class, and despite the caption reading “Training School 9th grade”, this grade was not technically part of the training school, but was created to ease the transition between the Training School and Normal School coursework. As such, there was no specific instructor for 9th grade and students were taught by the same instructors as Normal School students. Additionally, ninth grade students were required to choose either the Classical or the English and Scientific Course in order to determine what classes they would be taking, and when. The main difference between the two courses was that Classical students took Latin or German throughout the year, and English and Science students took English classes.
This image depicts a Second grade Training School class which was taught by Maude Ball, who is likely the woman standing near the piano at the front of the room. The director of the Training School, Austin George, can also be seen in this image standing next to the door. Second graders had a similar curriculum to First graders, and was the last grade to have a “Home Knowledge, etc.” section. “Home Knowledge” introduced students to a variety of subjects that would be explored in greater depth in future grades.
This image depicts a math lesson being given to a group of 3rd grade Training School students. The woman standing next to the math equations is likely Harriet Plunkett who taught 3rd grade at the Normal in 1892. Third grade arithmetic consisted of learning numeration to 1,000,000, subtraction, addition, and basic multiplication and division. Students also were also taught about healthy vs. unhealthy foods, and positive eating habits in this grade, as a part of the “General Lessons” curriculum.
This image depicts a higher physics classroom full of scientific instruments but void of people. Physics and Chemistry were the two main subjects taught in the Physical Sciences department, and both of these subjects involved a lot of hands-on experimentation in the Normal School’s laboratory rooms. The Normal offered five courses relating to the subject of Physics, all of which prepared students to go on to teach physics at the high school level. The Normal register notes that to be a successful Physics student one had to not only experiment, but also “make a special study of apparatus and manipulation and have some practice in demonstration in the presence of a class” (p.55).
This image depicts a 1st Grade Training School class led by Lillian Crawford, who is likely the adult woman seated at the front of the lines of students. In the 1st grade, students were taught to read and write and given basic arithmetic lessons where they learned how to count up to 100. The curriculum also included a section called, “Home Knowledge Preparatory to Geography, Botany, Zoology, etc.”, which explains that first graders were exposed to these subjects through observation lessons relating to natural phenomena, plants, and animals. In addition to standard school subjects, 1st graders were also given lessons in morals and manners to teach them proper school etiquette.
This image depicts a Kindergarten Training School class, which was considered to be a precursor to the “Primary Grades” beginning in first grade. Students as young as four were admitted into the Kindergarten class. The coursework for kindergarteners at the Normal School was rather craft-centric as the register book notes that the children were instructed in over eight different types of crafting from clay-modeling to mat-weaving. Student teachers who wished to work with the Kindergarteners were required to have the ability to sing simple tunes correctly as well as possess “knowledge of pianoforte playing as is required to render the songs and marches of the Kindergarten” in order to graduate.
This image depicts an 8th grade Training School class, being led by student teacher K. Maude Cady, who is likely the woman standing behind the podium. Mathematics instruction expanded to cover Algebra in this year, and Geometry lessons were given daily (7th graders only received one lesson a week). U.S. History was also added to the curriculum for eighth graders in the latter half of the year, and the lessons focused on discovery, colonization/settlement, wars, and the overall development of the United States. There was still no organized science curriculum for Training School students in 8th grade, but students were taught about astronomy and meteorology as a part of their “General Lessons” work.
This image depicts a Physiology Lecture being given by the head of the Natural Sciences (Systematic Botany and Physiology) department, Lucy Osband. One of the main things that this academic department hoped to achieve was instilling a love for scientific truth within Normal students through the help of lessons that focused on utilizing logical reasoning and implementation of the scientific method. Physiology was considered to be an advanced course for senior study, with students having been expected to have learned the basics of the subject in high school. The chalkboard contains evidence that students are being taught about nerves, which indicates that this class is occurring early in the semester when the Physiology curriculum focused on rapid review of the subject with an emphasis on nutrition and the nervous system.
This image depicts a class of 7th grade Training School students, many of whom have their faces buried in their books. This was the first grade to move on from solely focusing on arithmetic, as students had Geometry lessons one day per week. Additionally, Seventh grade was also the first year students learned about the world outside of the Americas in Geography class, as the curriculum focused on “Old World studies” which included the study of Europe, Asia, Polynesia, and Africa. There was no history in the curriculum for Training School students until 8th grade.
This image depicts a 4th grade Training School class taught by student teacher Mary Blount, who is likely the woman standing in the back of the classroom. Fourth grade was the last of the “Primary Grades” before moving into the “Grammar Grades” which began at grade 5. Fourth graders in 1892 studied similar subjects to those taught in modern elementary schools, such as reading and writing, spelling, math, art, and music. While there was no science curriculum for 4th grade students, students in this grade learned about personal hygiene and were given oral lessons in physiology.
This image depicts a Latin language class being taught by Helen B. Muir, who acted as Benjamin D’Ooge’s assistant in the Ancient Languages Department. Due to the fact that “Caesar” can be seen on the chalkboard, it is likely that this was a second year Latin class as the curriculum focused heavily on Caesar’s commentaries. According to the 1892-93 Normal register, “the reading of some good biography of Caesar” was also required. Four years of Latin lessons were offered to all Normal students, but advanced courses were only offered to students pursuing the advanced courses leading to the degree of Bachelor of Pedagogics.
This image depicts students working in one of the Michigan State Normal School physical science laboratories. Due to the presence of vials, beakers, and other jars containing labeled liquids, the students are likely participating in a standard Chemistry class. Within this class, students gained experience with chemical manipulation and experimentation, while being instructed in the properties of carbon compounds. The Advanced Chemistry course also involved the use of the laboratory, but took “the form of individual practice in Chemical Analysis”.
This image depicts a math class being taught by the head of the Mathematics department, David E. Smith, with Principal Sill (the man seated) observing. The academic work in the Mathematics course included all the standard math courses one would have generally taken in high school, with more advanced courses such as Trigonometry, Calculus, Analytical Geometry, etc. generally being offered as electives. Students entering the Normal were only required to have completed Arithmetic and have some familiarity with simple algebraic equations. The reason for the Normal heavily focusing on arithmetic and elementary-level mathematics was due to the fact that the school existed to teach future educators who would likely end up teaching in the elementary - high school levels.
This image depicts a lecture being given by William H. Sherzer, who taught courses relating to Structural Botany, Zoology, and Geology. While this room is identified as the “biological lecture room”, the only course with “biology” or “biological” in its name was Biological Technics, a laboratory course that taught students how to properly handle animal and plant specimens “for purposes of study and illustration.” This class also taught students how to skin and mount birds and small mammals, as well as, clean and articulate skeletons, evidence of which can be seen in and on top of the cabinets in the back of the room. In the late 19th century, the Normal had a collection of over 1000 animal specimens and 2000+ insect specimens.
