DOCSLIB.ORG

Student Membership Awards for 1957 Selected by the A.O.U

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Student Membership Awards for 1957 Selected by the A.O.U 286 A.O.U. Committees [Vol.[ Auk74 COMMITTEEON PROGRAil. Thomas R. Howell, Chairman. Harold Mayfield, James T. Tanner, Harrison B. Tordoff. ComvaTTEEON PUBLICATIONS.The Editor of 'The Auk' (Robert W. Storer), Chairman. The President, the Secretary, the Treasurer, the Editor of the Ten- Year Index to 'The Auk' (L. R. Wolfe). COmaITTEEON I•SE•CH. Donald S. Farner, Chairman. Andrew J. Berger, John T. Emlen, Jr., S. CharlesKendeigh, Ralph S. Palmer,Harrison B. Tordoff, Mil- ton B. Trautman, M.D. F. Udvardy. COMMITTEEON STUDENTAWARDS. William H. Behle, Chairman. Joseph C. Howell, Robert T. Orr, Raymond A. Paynter, Jr., Harrison B. Tordoff. LOCAL COl•t•IITTEE ON ARRANGEM•ENTSFOR THE SEVENTY-FIFTH STATED MEETING. M. Albert Linton and Philip A. Livingston, Co-chairmen. STUDENT MEMBERSHIP AWARDS FOR 1957 SELECTED BY THE A.O.U. COMMITTEE ON STUDENT MEMBERSHIP AWARDS Gene Doyle Amman, Colorado A. and M. College, Ft. Collins, Colorado Robert Jack Badaraeeo, San Francisco State College, San Francisco, California Gerald Joseph Bakus, Montana State University, Missoula Harold Arthur Bantly, Harvard University, Cambridge, Massachusetts Jackie David Batson, University of Tennessee,Knoxville JosephVern Beekerr, Kent State University, Kent, Ohio George Bennett, Stillwater Cove Ranch School,Jenner, California Delwyn Green Berrett, Brigham Young University, Provo, Utah Arthur Charles Borror, Ohio State University, Columbus Van A. Bradley, Niles Township High School,Lincolnwood, Illinois Dilford Campbell Carter, Texas A. and M. College, College Station Helen Virginia Carter, University of Wisconsin, Madison Roger Barnum Clapp, Cornell University, Ithaca, New York Dean G. Dillery, Ohio State University, Columbus Robert J. Drake, University of Arizona, Tucson Jay Newton Eisenhart, Cornell University, Ithaca, New York David Earle Foster, Bowdoin College,Brunswick, Maine Richard Cullen Funk, Colorado A. and M. College, Ft. Collins William Gordon George, University of Arizona, Tucson Jack Hensley, University of Arizona, Tucson J. Alan Holman, University of Florida, Gainesville Elden James, Walla Walla College,Walla Walla, Washington Warren Jones, University of Washington, Seattle Harvey Charles Kirk, Johns Hopkins University, Baltimore, Maryland Peter Klopfer, Yale University, New Haven, Connecticut Frederick Frank Knowitoh, Cornell University, Ithaca, New York Alice Lois MeCollough, Judson College, Marion, Alabama Leonard Jan Mook, MeMaster University, Hamilton, Ontario, Canada Temple A. Reynolds, University of Utah, Salt Lake City John Salyer, San Diego State College, California Sanford David Schemnitz, Oklahoma A. and M. College, Stillwater Stella Marie Schmitther, Colorado College, ColoradoSprings Robert Wayne Schneider, Colorado A. and M. College, Ft. Collins Ralph Walter Schreiber, Wooster High School, Wooster, Ohio April• 1957J StudentMembership Awards 287 Lucy Jane Sharp, Southern Illinois University, Carbondale Gerald Ray Smith, University of Utah, Salt Lake City Thomas Kay Soulen, University of Wisconsin, Madison Karl Stecher, Jr., Harvard University, Cambridge, Massachusetts Stanley Melvin Teepie, SydenhamCollege, Ontario, Canada Max Clyde Thompson, SouthwesternCollege, Winfield, Kansas Terry Alfred Vaughan, University of Kansas, Lawrence GeorgeElder Watson, Yale University, New Haven, Connecticut Robert Barton Weedon, University of British Columbia, Vancouver, Canada James RussellWerner, Phoenix College,Arizona John Ogden Whitaker, Cornell University, Ithaca, New York Lovett Edward Williams, Jr., Florida State University, Tallahassee Robert G. Yoder, University of Arizona, Tucson TREASURER'S REPORT FOR THE PERIOD OCTOBER 1, 1955--SEPTEMBER 30, 1956 INCOMI• TO ACTIVe, FUND ACCOUNT Dues Fellows ......................................... $ 306.00 Elective Members ................................ 822.50 Members ....................................... 9,084.86 $10,213.36 Subscriptions.................................................. 1,764.01 Sale of back issues of 'The Auk'. ................................. 194.00 From authors for reprints ....................................... 6.59 Royalty on microfilms of 'The Auk'. ............................. 1.97 Miscellaneous sales ............................................. 156.68 Advertising .................................................... 267.50 Donations to Active Publication Ftmd ............................ 374.00 Committee on Arrangements, Boston Meeting, 1955................ 721.47 Income from General Endowment .......................................... 2,825.76 Ruthyen Deane Ftmd ........................................ 479.67 Balance in Active Account, 1955 ............................... 1,370.77 Total Income, 1956........................................... $18,375.78 SPECIAL FUNDS Brewster Memorial Fund Income from investments ......................... $ 776.17 Cost of 1955 medal ........................................... $ 283.03 Honorarium to Frank M. ChapmanFund per request of W. H. Phelps ........................................... 493.14 $ 776.17 $ 776.17 Educational Endowment Fund Income from investments ......................... $ 143.11 Debit for 1955 ............................................... • 27.31 .
Load more

Recommended publications
  • Trinity County 3-Year Integrated Plan 2017- 2020
    Trinity County 3 -year Integrated Plan 2017- 2020 Noel O’Neill, LMFT Director of Trinity County Behavioral Health- Marlinda Butler, MSW MHSA Coordinator Trinity County Behavioral Health. Trinity County’s plan to implement and evaluate beneficial and effective Mental Health Services Act programming throughout the county. Trinity County 3-year Integrated Plan 2017-2020 Introduction Trinity County is a rural frontier county located in the far northwest corner of the State. It is known for its rugged beauty and mountainous terrain. The county is roughly the size of Rhode Island but is occupied by only approximately 13,000 individuals. According to U.S. Census Bureau Statistics the population of the county has decreased slightly as of July 1, 2016. There are now 12,782 residents of the county. Communities in the county are widely spaced and the two most populated townships are Weaverville with 3,500 residents and Hayfork with approximately 2,300 residents. Travel through the county is done on two 2- lane highways: Hwy. 299 that runs East and West; and, Hwy. 3 that runs North and South. Travel in the winter is sometimes hazardous due to snow storms; and, often during the summer and early fall, the county can be plagued with wildfires that inundate the air with smoke. Historically, Trinity County was a destination for prospectors and gold miners; and, later home to a booming logging industry. The economy of the county has never recovered after two mill closings and a significant reduction of timber jobs. Currently, tourism is a key source of revenue for the county and more recently the marijuana industry.
    [Show full text]
  • !US PRICE Vf01/Pco3 Plus Postage
    DOCUMENT RESUME ED 211 243 MC C13 C47 AUTHOR Rankin, Dorothy, Ed. TITLE Country School Legacy: Humanities on the Frontier. INSTITUTION Mountain Plains Library Association, Silt, Colo. Country School Legaty Project. SPONS AGENCY National Endowment for the Huaanities (NFAN), Washington, D.C. PUB DATE 81 NOTE 70p.: For related documents, see RC C1.3 048-058 and RC 013 070-084. Photographs will not reproduce clearly. !US PRICE vF01/pCO3 Plus Postage. DESCRIPTORS Acculturation: Community Centers; Community Schools; Cultural Backgrounds Cultural Education; Curriculum; *Educational History; Elementary Secondary IducOion; Ethnic Groups; *One Teacher Schools; Oral History: *Rural Education; *Rural Schools; School Buildings: *School Community Relationship; *Small schools; State History; Teacher Batkground; Teacher Education; Teacher Qualifications; Teacher Role; United States History IDENTIFIERS Colorado; *Country School Legacy Project; Historic Sites; Kansas; Nebraska; Nevada; North Dakota; South Dakota; Utah: Wyoming j ABSTRICT As late as 1938 there were 200,000 cue -zoos schools scattered throughout the United States. By 1978 there were little more than 1,000 in operation. Primary-source research cz rural education has now been conducted by 23 researchers in Colorado, Kansas, Nebragka, Nevada, North Dakota, South Dakota, Utah, and Wyoming, sponsored by the Mountain Plains Library Association and funded by the National Endowment for the Husanities. Using information from oral histories, treasured msentoes, speeches, newspapers and other published
    [Show full text]
  • July 2021 Communicator
    Grenada School District Education, Training, Dreams Communicator Information for the Grenada School District Community July 19, 2021 Community 2020/2021 Teacher of the Year ed to the challenging start of skill!” Celebration the 2020-21 school year. With Conley has taught for six her classroom decorated and years with four of those at ready for students, Conley was GES 4-5. She attended the Superintendent's asked to make a last-minute University of Southern Mis- Message switch to virtual instruction. sissippi, where she earned a Tharpe was impressed by degree in tourism manage- Dr. David Daigneault her willingness to change ment, before completing her gears at the last minute. “Mrs. elementary education degree Conley put in countless hours at William Carey University. Back in January, in this space, of research, even taking an I wrote about how we planned to available online class to pre- Conley is married to Steven rebound from the pandemic by pare herself for this daunting Conley, with whom she has coming together with the com- task of virtual instruction,” three children. Triston and munity to work for and with each Tharpe said. “As she does Sims are in third and first other. I wrote about our support in all aspects of her job, she grade respectively at GES, and from Grenada businesses, which went above and beyond by Eliza is two years old. comes in many forms, and the networking with other virtual “I am really thankful for programs we’re building to train the teachers across the state to the opportunity to work in next generation of workers for local ensure she could provide our this district, especially at the industry.
    [Show full text]
  • The Free Learner: a Survey of Experiments in Education. PUB DATE Mar 70 NOTE 34P
    DOCUMENT RESUME ED 044 048 EM 008 542 AUTHOR Woulf, Constance TITLE The Free Learner: A Survey of Experiments in Education. PUB DATE Mar 70 NOTE 34p. EDRS PRICE EDRS Price MF-$0.25 HC-$1.80 DESCRIPTORS Educational Innovation, Educational Philosophy, *Experimental Schools, Nonauthoritarian Classes, *Permissive Environment, Relevance (Education) ABSTRACT As an alternative to the traditional public school, some educators recommend an environment rich in .academic, artistic, and athletic stimuli, from which the child can take what he wants when he wants it. This survey represents the observations of visitors to classrooms in the San Francisco Bay Area which are run on the free learner principle. Twenty private schools, two experimental programs in public schools, and two public schools which are working within the framework et compulsory education are described. As a preface to the descriptions of the actual schools, a fictitious "Hill School" is described which embodies much of the philosophy and practice of the free school ideal.A table of data is also presented which gives information about the student and teacher population and financial status of each of the schools described. This document previously announced as ED 041 480. (JY) U.S. DEPARTMENT Of HEALTH. EDUCATION & WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY THE FREE LEARNER a survey of experiments in education conducted by CONSTANCE WOULF MARCH 4970 The inspiration for this survey was a book and its author: George Leonard's Education and Ecsta and Leonard's course given at the University of California in Summer 1969.
    [Show full text]
  • FACILITIES MASTER PLAN Lead, Inspire, Achieve
    EUREKA UNION SCHOOL DISTRICT 2019 FACILITIES MASTER PLAN Lead, Inspire, Achieve The school facility is much more than a passive container of the educational process; it is, rather, an integral component of the conditions of learning. Lawrence O. Picus, Richard T. and Mary Catherine Cooper Chair in Public School Administration at the USC Rossier School of Education “ + + EUREKA UNION SCHOOL DISTRICT 2019 FACILITIES MASTER PLAN i This page is intentionally left blank. Board of Trustees EUREKA UNION SCHOOL DISTRICT Andy Sheehy, President 5455 Eureka Road, Granite Bay, CA 95746 Renee Nash, Clerk Jeffrey Conklin, Trustee 916.791.4939 | eurekausd.org Ryan Jones, Trustee Melissa F. MacDonald, Ph.D., Trustee Superintendent Tom Janis This page is intentionally left blank. TABLE OF CONTENTS Superintendent’s Message ................................................................. 1 District-Wide Facilities Master Plan 1 | Introduction .................................................................................. 5 Why Does Eureka Union School District Need a Facilities Master Plan? A. Why Now? B. How? C. Taking Eureka Union SD to the Next Level 2 | History of Eureka Union School District ..................................... 13 A. How it All Began B. History of Partnerships 3 | Key Steps in the Creation of the Facilities Master Plan ............. 21 A. Comprehensive Demographic Studies & Enrollement Projections B. Facility Needs Assessment C. Number of Students Does Not Tell the Whole Story D. Current Makeup of the District E. Vision & Pathways 4 | Goals & Funding Priorities .......................................................... 29 A. Current Programs Supporting Vision & Pathways Plus Facility Needs To Maintain & Grow Critical Academic Programs B. Overview of District’s Needs & Options + EUREKA UNION SCHOOL DISTRICT 2019 FACILITIES MASTER PLAN 5 | Priority Areas for Repair, Upgrade, Modernization & Construction ..................................................................................... 35 A.
    [Show full text]
  • Historic School Buildings in the Evolution of the Fifth Supervision School District, Nevada
    NPS Form 10-900-b OMB No. 1024-0018 (Jan. 1987) United States Department of the Interior ^^ National Park Service [ .;^ j National Register of Historic Places Multiple Property Documentation Form WAIlOwm, This form is for use in documenting multiple property groups relating to one or several historic contexts. See instruc^n"sWi©l®feftr?es for Completing National Register Forms (National Register Bulletin 16). Complete each item by marking "x" in the appropriate box or by entering the requested information. For additional space use continuation sheets (Form 10-900-a). Type all entries. A. Name of Multiple Property Listing Historic School Buildings in the Evolution of the Fifth Supervision School District, Nevada B. Associated Historic Contexts Education in Southern Nevada and the Evolution of the Fifth Supervision School District, 1861-1942 Schoolhouse Architecture in Southern Nevada's Fifth Supervision School District. 1870 to 1942 C. Geographical Data__________________________________________________ The boundaries of the multiple property listing are the jurisdictional boundaries of Nevada's Fifth Supervision School District which existed from 1907 to 1956. This area includes the counties of Clark, Lincoln, Nye, and Esmeralda in southern Nevada. LJ See continuation sheet D. Certification As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this documentation form meets the National Register documentation standards and sets forth requirements for the listing of related properties consistent with the National Register criteria. This submission meets the procedural and professional requirements set forth in 36 CFR Part 60 and the Secretary of the Interior's Standards for Planning and Evaluation.
    [Show full text]
  • Public School Buildings in Michigan
    An Honor and an Ornament: Public School Buildings in Michigan State Historic Preservation Offi ce Michigan Historical Center Michigan Department of History, Arts and Libraries September 2003 1 An Honor and an Ornament: Public School Buildings in Michigan Credits Client: State Historic Preservation Offi ce, Michigan Historical Center, Department of History, Arts and Libraries, Lansing, Michigan www.michiganhistory.org Consultant: ICON architecture, inc., Boston, Massachusetts Jonathan Lane, AIA, AICP, Principal-in Charge Rita Walsh, Senior Preservation Planner Beatrice Bernier, Associate and Interpretive Planner Richard Perkins, Graphic Designer Ahmed Kaddoum, Graphics Assistance Roy Strickland New American School Design Project, Taubman College of Art and Architecture, University of Michigan, Ann Arbor Printing by Inland Press, Detroit Special appreciation to Douglas LaFerle of French Associates, Kathryn Eckert, William Kane of the Kane Group, Inc., Robert Janson, and Suzanne Daniel of the Michigan One-Room School- “A new [school] house is to be built the ensuing house Association. Many thanks to the numerous school district summer…that will be an honor and an orna- administrators and other individuals who shared information about ment to the town.” their buildings. John H. Palmer, Barry County Superintendent, in the 1870 The activity that is the subject of this project has been fi nanced Annual Report of the Michigan Superintendent of Public completely with Federal funds from the National Park Service, Instruction U.S. Department of the Interior, through the Michigan Depart- ment of History, Arts and Libraries. However, the contents and opinions herein do not necessarily refl ect the views or policies of the Department of the Interior or the Department of History, Arts and Libraries, nor does the mention of trade names or commercial products herein constitute endorsement or recommendation by the Department of the Interior or the Michigan Department of History, Arts and Libraries.
    [Show full text]
  • Ctds School Name District Or Charter Holder 108731101 a Child's View
    CTDS SCHOOL NAME DISTRICT OR CHARTER HOLDER 108731101 A CHILD'S VIEW SCHOOL-CLOSED UNAVAILABLE 120201114 A J MITCHELL ELEMENTARY SCHOOL NOGALES UNIFIED DISTRICT 100206038 A. C. E. MARANA UNIFIED DISTRICT 078707202 AAEC - PARADISE VALLEY ARIZONA AGRIBUSINESS & EQUINE CENTER, INC. 078993201 AAEC - SMCC CAMPUS ARIZONA AGRIBUSINESS & EQUINE CENTER, INC. 130201016 ABIA JUDD ELEMENTARY SCHOOL PRESCOTT UNIFIED DISTRICT 078689101 ABRAHAM LINCOLN PREPARATORY SCHOOL: A CHALLENGE FOUNDATION ACADEMY UNAVAILABLE 070406167 ABRAHAM LINCOLN TRADITIONAL SCHOOL WASHINGTON ELEMENTARY SCHOOL DISTRICT 100220119 ACACIA ELEMENTARY SCHOOL VAIL UNIFIED DISTRICT 070406114 ACACIA ELEMENTARY SCHOOL WASHINGTON ELEMENTARY SCHOOL DISTRICT 108506101 ACADEMY ADVENTURES MIDTOWN ED AHEAD 108717103 ACADEMY ADVENTURES MID-TOWN EDUCATIONAL IMPACT, INC. 108717101 ACADEMY ADVENTURES PRIMARY SCHOOL EDUCATIONAL IMPACT, INC. 108734001 ACADEMY DEL SOL ACADEMY DEL SOL, INC. 108734002 ACADEMY DEL SOL - HOPE ACADEMY DEL SOL, INC. 088704201 ACADEMY OF BUILDING INDUSTRIES ACADEMY OF BUILDING INDUSTRIES, INC. 078604101 ACADEMY OF EXCELLENCE UNAVAILABLE 078604004 ACADEMY OF EXCELLENCE - CENTRAL ARIZONA-CLOSED UNAVAILABLE 108713101 ACADEMY OF MATH AND SCIENCE ACADEMY OF MATHEMATICS AND SCIENCE, INC. 078270001 ACADEMY OF MATH AND SCIENCE CAMELBACK ACADEMY OF MATHEMATICS AND SCIENCE, INC. 078242002 ACADEMY OF MATH AND SCIENCE DESERT SKY ACADEMY OF MATHEMATICS AND SCIENCE SOUTH, INC. 078242001 ACADEMY OF MATHEMATICS AND SCIENCE SOUTH ACADEMY OF MATHEMATICS AND SCIENCE SOUTH, INC. 108665102
    [Show full text]
  • District Offered Programs A+ School of Excellence PRESCHOOL Preschool Is Available for Students Age Three to Five Years Old at Select Sites
    District Offered Programs A+ School of Excellence PRESCHOOL Preschool is available for students age three to five years old at select sites.. Certified teachers Arizona Educational teach the academics –based program to prepare children for kindergarten. Preschool programs are Foundation designed to provide developmentally appropriate social, educational, and physical experiences that enhance the child as a whole. Preschool is tuition-based. www.laveenschools.org/preschool FULL DAY KINDERGARTEN 4th Place, Students who are five years old by August 31 of each year may enroll in Full Day Kindergarten. Chil- National Competition dren who reach age five by December 31 may be tested and accepted based on level of readiness. Math Engineering There is no fee to attend. www.laveenschools.org/kindergarten Science Achievement BEFORE/ AFTER SCHOOL PROGRAMS Kids Club offers carefully planned, well-supervised activities for children in Grades K-6. Activities are designed to not only interest your child, but also foster his/her emotional well-being and social, Silver Achievement Award physical, and critical thinking skills. Activities include games, sports, hands-on science, arts and crafts, and music. Time is set aside for homework assistance and snacks are provided. Kids Club is Positive Behavior licensed by the Arizona Department of Health Services. Camps during school breaks are also availa- Interventions & Supports ble. www.laveenschools.org/kids-club CHILD NUTRITION Proper nutrition is important for growing bodies and growing minds. As part of the National School Lunch program, students are guaranteed a healthful breakfast and lunch that are rich in whole grains, fruits, and vegetables. Breakfast is provided at no charge before school to all students.
    [Show full text]
  • Utah System of Technical Collegescat DATA DICTIONARY July 1, 20167 Through June 30, 20178
    Utah System of Technical CollegesCAT DATA DICTIONARY July 1, 20167 through June 30, 20178 File Descriptions: ds The UCAT USTC Utah System of Technical Colleges (USTC) Data Submission contains course records for all students enrolled during a temporal “snapshot.” The USTCCAT Completers File likewise lists all certificates issued during a temporal snapshot. Both files are submitted quarterly and adhere to the following capture dates: Report Capture Dates Due Date Quarter 1 submissions July 1 – September 30 October 15 Quarter 2 submissions July 1 – December 31 January 15 Quarter 3 submissions July 1 – March 31 April 15 Quarter 4 submissions July 1 – June 30 July 31 In addition, a follow-up USTCCAT Data Submission is due after the COE reporting deadline in December (see Policy 205.110.2). The USTCCAT Data Submission and Completers File will be used for reporting student headcounts, membership hours accrued, and certificates issued. This data will be loaded into the Utah Data and Research Center Alliance data warehouse upon its validation by the collegesampuses and acceptance by the USTCCAT Board of Trustees. The Perkins Student Submission lists all students enrolledidentified as “participants” during the reporting year. “Participants” are students who have completed at least 30 membership hours in a Perkins-approved program. Theseis data areis submitted to the Office of the Commissioner of Technical Education by October 1, then forwarded to the Utah State Office of EducationUtah State Board of Education by October 15 for evaluation of Perkins indicators (e.g., 3P1 – Retention). Lastly, Custom Fit reports #1 and #2 contain information on the companies contracting with the various applied technology technical colleges for employee training and the individuals receiving said training.
    [Show full text]
  • Disciplinary Problem in the Western Ranch School. Harry L
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1942 Disciplinary problem in the western ranch school. Harry L. Coderre University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Coderre, Harry L., "Disciplinary problem in the western ranch school." (1942). Masters Theses 1911 - February 2014. 2668. Retrieved from https://scholarworks.umass.edu/theses/2668 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. D1SClPLIN ARY PRO BLEM IN THE WESTERN RANCH SCHOOL rIODEFRE LD 3234 M2 68 1943 0669 DISCIPLINARY PROBLEM in the WESTERN RANCH SCHOOL Harry L. Coderre Problem submitted for degree of Master of Science Massachusetts State College, Amherst July 14, 1942 TABLE OF CONTENTS CHAPTFHS PAGE I INTRODUCTION 1 11 PROCEDURE 2 Origin of the ranch school 2 Development of the ranch school 2 Present status of the school 3 Definition of discipline 3 Discipline not dependent on tradition 4 Discipline and development of character 4 , » f Discipline through appeal of social approval 5 Stimulus through rewards 5 Discipline through punishment 6 Choice of behavior pattern 6 Use of rewards in the ranch school 7 Difficulties in ranch school operation 7 Gaining of clientele 8 Competition among schools 9 Results of strong competition
    [Show full text]
  • Evans School (Tucson, Ariz.) Photographs, Ca
    ARIZONA HISTORICAL SOCIETY 949 East Second Street Library and Archives Tucson, AZ 85719 (520) 617-1157 [email protected] PC 283 Evans School (Tucson, Ariz.) Photographs, ca. 1940s DESCRIPTION This small collection consists of photographs depicting ranch activities, facilities, and students at the Evans Ranch School. Images show boys in athletic activities including tennis, football and swimming. Other photos feature student cabins, horses, barns, and riding activities. Nine images highlight student participation in the Tucson Mid-Winter Rodeo activities. 1 Folder, .25 linear ft. HISTORICAL NOTE H. David Evans started a college-preparatory school for fourteen to eighteen year old boys in 1902 located near Mesa, Arizona. In 1921 Evans purchased the 3R Ranch near Tucson and started a second school. In 1922 – 1923 the Mesa school was closed and operations centered at the Tucson location. The ranch had horses, a swimming pool, and tennis courts. And was nearly self-sufficient with the raising of alfalfa for the livestock. The instructors were generally young Ivy League men and well educated. The tuition in the 1930s was $1600 annually and that covered board and room. Each student was assigned a horse and had the responsibility for its care and feeding as well as ranch tasks. ACQUISITION Donated by The Mountain Oyster Club of Tucson in 2010. ACCESS There are no restrictions on access to this collection. COPYRIGHT Requests for permission to publish material from this collection should be addressed to the Arizona Historical Society, Tucson, Archives Department. PROCESSING The collection was processed by Dave Tackenberg in January 2011. .
    [Show full text]