International Correspondence Schools.

Register of International correspondence schools, containing names and addresses of 107,239 students who have completed their courses or have made considerable progress therein online

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Online LibraryInternational Correspondence SchoolsRegister of International correspondence schools, containing names and addresses of 107,239 students who have completed their courses or have made considerable progress therein → online text (page 1 of 273)
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International Correspondence


Containing names and addresses of 107,239 students who

have completed their courses or have made

considerable progress therein, v^^ith

an explanation of the

I. C. S. System of Instruction by Mail


Correspondence Schools

International Textbook Co., Props.


I wo CODies Keceive4

JUL 3 iyo8

JuJ?3 /^t»-g

cuss A XXc. N'.,



Sec. Page

Africa 4 283

Alabama 3 1

Alaska Territory 3 11

Arizona 3 13

Arkansas 3 19

Asia 4 301

Australia 4 317

California 3 25

Central America. . '. 4 2.89

Colorado 3 95

Connecticut 4 1

Devaware 5 1

District of Columbia 3 125

Dominion of Canada 4 185

Europe 4 305

Florida 3 135

Georgia 3 139

Hawaii 4 320

Idaho 3 147

Illinois 1 1

Indiana 1 107

Indian Territory 3 153

Iowa 1 155

Kansas 3 157

Kentucky 3 185

Louisiana 3 197

Maine 4 37

Maryland 3 205

Massachusetts 4 59

Mexico 4 290

Michigan 1 195

Minnesota 1 255

Mississippi 3 227

Missouri 3 231

Montana 1 283


Sec. Page

Nebraska 1 295

Nevada 3 275

New Brunswick 4 203

Newfoundland 4 281

New Hampshire. 4 149

New Jersey. . 5 7

New Mexico 3 279

New York 5 67

New Zealand 4 321

North Carolina 3 283

North Dakota 1 309

Northwest Territories. . . 4 207

Nova Scotia 4 212

Oceania 4 317

Ohio 2 1

Oklahoma 3 291

Ontario 4 223

Oregon 3 297

Pennsylvania 2 117

Philippine Islands 4 328

Prince Edward Island. ... 4 266

Quebec 4 267

Rhode Island 4 161

South America 4 289

South Carolina 3 309

South Dakota 1 315

Tennessee . 3 315

Texas 3 325

Utah 3 345

Vermont. . ; 4 175

Virginia 3 355'

Washington 3 371

West Indies 4 296

West Virginia 3 395

Wisconsin 1 321

3 409

Copyright, 1904, 1905, 1908, by International Textbook Company
All rights reserved





CoNNELL, W. L Scranton, Pa.

Foster, Rufus J Scranton, Pa.

Foster, Thomas J Scranton, Pa.

Griffith, J. K Latrobe, Pa.

Jones, Cyrus D Scranton, Pa.

Jones, Thomas E Scranton, Pa.

Lawall, Elmer H Wilkes-Barre, Pa.

Patterson, Frank T Philadelphia, Pa.

SiMFSON, CD Scranton, Pa.

Faculty Officers



Dean Director of Instruction


Lehish University Rensselaer Polytechnic histitute

Schools Principals


ARCHITECTURE William Scott-Collins

ARTS AND CRAFTS. . .E. LEONARD KOLLER (Pennsylvania College and Drexel Institute). Acting Principal



CIVIL ENGINEERING ANTONIO LLANO, C. E. (Rensselaer Polytechnic InstUute)

CIVIL SERVICE William D. KOCHERSPERGER (United states Naual Academy)


DRAWING Lars HARALD KjeLLSTEDT, C. I. (Government Technical School, Boras. S-weden)


ENGLISH BRANCHES CARRIE W. FAUST, U. ol B.. (State Aormal School. Bloomsburg. Pa.)

FRENCH ..^ EDOUARD LAMAZE, B. S. and C. A. P. (University of France)

GERMAN..? WILLIAM Anton SIEBER, Ph. D. (University oi Vienna, North-western University)

LAW Solomon foster





MINES (Coal Mining Division) JAMES THOM BEARD, C. E., E. M. (Columbia University)

MINES (Metal Mining Division) Eugene Benjamin Wilson, C. E. ( Yale University)

NAVIGATION Capt. ERNEST K. KOTtK-fi (Government College of JVaval Science, Sweden)

PEDAGOGY William B. Ridenour, a. M. (Bucknell University)

PLUMBING, HEATING, AND VENTILATION .... THOMAS N. -Y-aonihO-ii (Heriot-lVatt College. Edinburgh)



SPANISH CARLOS Diaz, Ph. D. (University of Caracas, Venezuela^


JOHN ALEXANDER Grening (Staedtische Fortbildungs-Anstalt, Berlin}

STRUCTURAL ENGINEERING JOHN M. MARIS, B. S., M. E. (University of Pennsylvania}


Henry Storrs Webb, M. S. (Lehigh University) and B. S. (Mass. Institute of Technology}



Sciiools Assistant Principals



COMMERCE THOMAS F. McHALE (State Normal School. Mansfield, Pa.}

DRAWING EMIL A. MOODY (Government Technical School. Boras. Sweden}



FRENCH Alfred COURTIN (Utiiversity of France}


MATHEMATICS AND MECHANICS ANNA E. BreCK (McGill Normal School, Montreal. Canada}

MATHEMATICS AND MECHANICS. .. P. W. DURKEE, B. A. (Acadia College) and B. Sc. (McGill University}



STEAM AND MARINE ENGINEERING CHARLES J. MASON (Technological histitute. U. of Halifax}

TEXTILES Lewis E. Gidley (New Bedford Textile School))

School of Electrotherapeutics

WILLIAM F. BRADY, M. D. (Jefferson Medical College), Dean
JOHN C. Price, M. D. (University of Pennsylvania), Professor of Electrotherapeutics and Roentgen Rays

Illustrating Department



THE present, or third, edition of the I. C. S. Register contains the names
and addresses of 107,239 students who have made what we regard as
satisfactory progress in their studies. The conditions governing the
admission of any student to this Ust are as follows ; The student must have
completed at least one of the technical subjects of his course or ten drawing
plates, if his course includes drawing; for other courses, the student must
have done work equivalent to completing about one-third of the course.

The compilation of this list was begun June 14, 1907, and was finished
August 19, 1907. The average number of students on our rolls during that
period — not counting students taking single subjects, those who do not
wish their names published, etc. — was 601,800; hence, the percentage of
students whose names are here given is 17.82. We view this record with
pride, and ijt is gratifying to note that the percentage of students who are
qualifying for admission to this Register is constantly increasing. The
percentage for the first edition, which was compiled between January 18,
1904, and March 17, 1904, was 14.42; consequently, there has been a gain
of 3.38 per cent, in three years and five months.

Notwithstanding the expense of publication and the vast amount of
labor involved in its compilation, we hope to issue this register biennially.
We trust that forthcoming editions will exhibit the same relative increase
in size as in this and preceding editions.

It may not be out of place here to explain the manner in which our
Schools are conducted. Ordinary textbooks used in schools and colleges are
not suitable for purposes of correspondence instruction. Such textbooks can-
not be used for this purpose for several reasons, among which are: The
majority of them are intended to be studied with the aid of a teacher. They
cover a great deal more ground than is necessary for any of the special
courses we offer. Again, the ordinary textbooks are usually too theoretical,
and they demand too great a knowledge of mathematics and other subjects
on the part of a student for us to use them in connection with our system
of teaching. For these reasons and others we have prepared our own text-
books, and have adapted them especially to the courses in which they are
used. To make it easier for the student when studying them, they have
been divided into a large number of small parts, which we issue to the stu-
dent in pamphlet form, and which we call Instruction Papers.

The Instruction Papers contain on an average about 50 pages each,
although many of them have a smaller number of pages than this, and some
exceed this considerably. At the end of each Instruction Paper, except in
a few cases in which drawing or some allied subject is treated, we print a
list of questions under the heading "Examination Questions."

When a student enrolls we send him the first and second Instruction
Papers in the order of study, and if he lives a great distance from us we
may send him four or five. With these Instruction Papers we send full
directions for studying them and for answering the questions at their end.

Every rule and formula is illustrated by one or more examples immediately
following it, and whenever possible these examples relate to matters with
which the student is supposed to be familiar or to practical matters concern-
ing which the course treats. At frequent intervals, examples for practice
are given. The student is directed to study thoroughly the first Instruction
Paper, and is advised to work all the examples for practice. If he meets
with any difficulty that he cannot overcome, he is urged to write to the
Schools for information and assistance. He is requested at the same time
to send us his work on the problem as far as he can carry it, so that we can

view the matter from his standpoint. We will give him all the assistance
we possibly can, and when he has finally completed the study of the paper,
and thinks that he understands it, he writes out the answers to the Examina-
tion Questions and forwards his work to us for examination and criticism.
While this latter is being done the student takes up the second paper, and
when we return his work on the first paper we send with it the third paper.
By this means the student always has one or more Instruction Papers on
hand to study, and he loses no time on account of any delay in the mails.
The student proceeds in this manner until he has finished the course. We
render him all the assistance that he needs, and even explain questions and
problems given under the head of Examination Questions, if requested.

Any student that obtains a mark of 90 per cent, on his work is passed
to the next subject. When a student has completed the course in this
manner he is sent a list of questions covering the entire course of study, no
answers are given to these questions and the student is given no assistance
in answering them. We have no fixed percentage for passing the student
on the final examination, judging whether or not he ought to be allowed to
pass on the general character of his work. If we deem it inadvisable to
pass the student we inform him to this efl:ect, and direct him to restudy
particularly certain portions of the course, concerning which he is deficient.
Later, when we think that he has the necessary knowledge, we send him
another set of Examination Questions, and if he answers these satisfactorily,
we give him a Diploma or Certificate of Proficiency, as the case may be.

If a student has great difficulty in studying any particular subject in
the regular manner, we give his case particular attention. We arrange
matters so that his work always goes to the same person for correction and
so that this person answers all letters or communications that the student
sends us regarding his work. If necessary, he is directed to study a few
pages of a paper, and then requested to answer certain questions that are
sent to him, but which are not included in the paper. He then studies
another section of the paper, and answers another set of questions, and so
on until he completes the subject. Every possible pains is taken to carry
the student through his course, and every encouragement that ingenuity
can devise is extended to him.

A few words in regard to the scope of our courses will not be out of
place here. Our courses are all prepared from a utilitarian standpoint;
that is, it is always kept in view that the reason for the student taking one
of our courses is that he desires to put the knowledge obtained into imme-
diate practical use. We are not aiming to train the mind, but to give the-
student such information regarding the principles, theory, and practice as
he can use in connection with the position he is aiming to fill. As a conse-
quence,' only so much of any particular subject is given as is necessary to
meet the requirements for the course in which the subject is treated. Hence,
in some courses the same subject is treated very fully, while for other courses
the treatment is greatly abbreviated. In all cases we have attempted to
cut down the treatment of the mathematical subjects until it covered only
so much as was absolutely necessary for the student to know in order to
understand the papers that followed. In certain cases, however, the treat-
ment is very full and complete, depending on the purpose for which the paper
is intended to be used. For example, the arithmetic used in our School of
Commerce covers as much ground as that used in any Business College.
Our papers entitled Advanced Algebra cover the subject more extensively
than the textbooks generally used in colleges. In preparing our various
papers on mechanics we have followed the same general plan as was adopted
for our papers on mathematics.

What we term our technical papers may be divided into two classes —
those that deal with designing, and those that deal with running and
repairing. In either case, the papers are as a rule very thorough and com-
plete. In many cases the subjects are covered more fully, from the stand-
point from which they are written, than in any other treatises on the same
subjects. In this connection we call attention particularly to our treatment
of the subjects of Electric Railways, Interior Wiring, Elevators, our several
courses in Shop Practice, etc. It is for this reason, and also because of the
simplicity of treatment, that a great many of our students are college gradu-
ates, and some of them have taken such of our courses as correspond most
nearly with the ones that they pursued at college.

As we previously stated, our textbooks are prepared by the members
of our faculty, assisted by writers permanently engaged with us. Frequently,
however, the original manuscript is prepared by an expert not connected
with us, the work being done under contract. In all such cases the manu-
script after being received by us is thoroughly revised, edited, and in some
cases rewritten, so as to make' it suitable in every way for our courses.
Again, our textbooks are subjected to frequent revision; in some instances
the entire course is revised, or sometimes wholly rewritten; in other cases
only a single paper may be revised or rewritten; but in any case we are
greatly assisted in this work by the criticisms of our students, and the
difficulties they encounter when studying, as revealed by their work.

International Correspondence Schools



Since the persons who enroll in the International Correspondence
Schools are, as a rule, young men between the ages of 23 and 27 years, and
are just beginning their business careers, changes of residence are very
common among them. It also very frequently happens that a student
changes his address without notifying us for a long time thereafter. Conse-
quently, many of the students mentioned herein have, undoubtedly, different
addresses from that on our records at the time this lispt was prepared (June
14, 1907, to August 19, 1907) or have changed them subsequently. Never-
theless, they lived at the addresses given at some period of time, while pur-
suing their studies, as can be demonstrated by a call at (or a letter written
to) the addresses herein given.

International Correspondence Schools

Personal Statement

It is inevitable that a book of this kind should contain apparently
many mistakes. Several of our Representatives have stated that they knew
personally of students whose names are not in the book, but which ought to
be there; also, that some names have not been spelled rightly and that some
addresses were wrong. I know personally of at least one student whose
address was wrong in the first edition — the mistake being discovered only
after the book was printed. The facts are these: The student removed
from the state of New York into the state of New Jersey several years before,
and after his removal he never sent in any work or notified us of the change
in his address. Hence, while his name was in the book, it could not be found,
unless his former address was known.

We take every possible precaution to keep our files correct in the matter
of spelling the students' names, and any errors in this respect are generally
due to the students' signatures not being plain. Our Representatives could
assist us greatly if they would write the names of all students whose signa-
tures are not plain on the enrolment blank, in such a manner that the names
could not be misunderstood. Several thousand students have become
eligible for inclusion in the book since the names were last taken off.

A large proportion of our students complete Arithmetic and perhaps one
or more of the other preliminary subjects. Having acquired the habit of
studying and not desiring to spend the time necessary to write out their
answers to the Examination Questions, they stop sending in their work, but
still keep up their studies, using for this purpose their Bound Volumes, Of
course the work of such students does not appear on our records, and their
names are not included in this book.

In conclusion, we ask every person who receives a copy of this book to
read the Preface and very carefully pages xiii-xiv. If you find any
errors in this book, please notify me personally, so that in future editions such
errors will not be perpetuated.

Very truly yours,

J. J. Clark,
Manager Textbook Department
July 1, 1908

How to Use This List

NAMES and addresses of the students are arranged in the following
The first column gives the name of the student and the last two
figures of the year in which he was enrolled. The second column gives his
address, the third column indicates the course taken, and the fourth column
shows the number of subjects and drawing plates he has completed, and
also whether he has received a certificate of proficiency or a diploma. In
those cases in which there are ten or more students whose names are given
on this list in one town or city, the name of the town or city is printed in
bold-face type over the second column. It is then followed by the name of
the county in small caps. When the number of students is less than ten
in any one town or city, the name of the town or city in which the student
resides is printed first, and is followed by the street and number, if any,
and followed again by the name of the county printed in small caps. The
name of the state, or country in case of foreign countries, is printed at the
top of each page, when practicable, and in the case of the Dominion of Can-
ada, it is followed by the name of the province. The cities and towns are
then arranged alphabetically according to the states or provinces, and can
be readily located as soon as the state or province has been found.

In explanation of the third column, it may be stated that in order to
distinguish our students and to tell in all cases what course each is taking,
whether it is a revised course or an old course, etc., we give each student
what we call a "class letter," and also an identification number.

This class letter is usually limited to one or two letters, but may, in
a few cases, consist of three letters. These class letters and numbers are
given in the third column, and are followed in the fourth column by abbrevia-
tions indicating the number of subjects completed, the number of drawing
plates completed, and whether the student has a diploma or certificate of
proficiency. The number of subjects is indicated by the number preceding
the letter S. The number of plates is indicated by the number preceding
the letter P. If the student has a diploma, the preceding abbreviations are
followed by the letter D, and if he has a certificate of proficiency, the letter
C is used instead of D. There is really very little diff^erence between our
diploma and our certificate of proficiency. The diploma we reserve for the
longer and more difficult courses, and the certificate of proficiency is issued
to students that have completed single subjects or short courses.

In many cases Instruction Papers are printed in several parts under the
same title. In all such cases the subject has been regarded as a single
paper, except in a few instances where this was inadvisable. For instance,
our course in Complete Advertising is comprised in thirteen papers under
the general title of Retail Advertising, and identified as Retail Advertising,
Part 1, Part 2, and so on to Retail Advertising, Part 13. For the purpose
of this compilation we have assigned a number of new titles to these papers,
so as to make the course appear to consist of more than one subject, as it
really does. This has also been done in the case of one or two other courses.

In case it is desired to look up in the large volume the record of any
particular student, as, for example, the record of E. E. Appel, 171 Manton
St., Pittsburg, Pa., we look in the Index to States, printed on the page
following the title page, for Pennsylvania, and in its regular alphabetical
order find the section number and number of the first page of the state in
this section. The section number is placed at the top of each page, on the
head line, opposite the page number; to distinguish it from the page number
it is preceded by the printers' section mark (§). Consequently, a reference
like I 2, page 117 (the number of the section and first page of the state of
Pennsylvania) is found by looking along the inside edges of the headlines
until I 2 is found, and then through § 2 until page 117 is found. This

directory, for the convenience of our Representatives, is also published
in five small volumes; each volume. has its own section number applied to
all the states it contains. Consequently, when consulting one of the small
volumes, the section number may be disregarded; simply find from the
Index to States printed on the second cover page on what page the state
begins. Having found the state, we then find Pittsburg and the student's
name, opposite which is, in the third column, R 2657, and in the fourth
column, 18S, 25P, D. The letter D, as before stated, signifies that this
student has completed his course, but if it is desired to know what subjects
are included in the course, refer to the index immediately following this
explanation, and look for R in the left-hand column. It is there seen that
R signifies the Railroad Engineering Course, and that the list of subjects
included in this course is given on page 10.

It will be noticed that the page numbers in this list are printed in Italics,
to distinguish them from page numbers in the general list. Referring then
to page 10, there will be found under the heading Railroad Engineering the
list of subjects included in the course. The twenty-five drawing plates
referred to as completed are included in the subjects of Geometrical Draw-
ing, Mechanical Drawing, and Mapping. Under the list of subjects included
in this course will be found a note stating that Formulas is not sent to stu-
dents taking Algebra directly after Arithmetic. This note was placed here
for the reason that some of the students in the Railroad Engineering Course
complete both subjects and others only one. Hence, while both classes of
students receive a diploma, one class studies one subject less than the other
class. In a few cases, it will be noticed that the name of the same student
appears twice. This is because he has taken two separate courses. In all
cases in which plates are drawn in connection with the study of a subject,
the number of plates required to be drawn follows the title of the subject.

In arranging the names of the subjects forming the various courses,
these subjects have been placed in the order in which the student usually

Online LibraryInternational Correspondence SchoolsRegister of International correspondence schools, containing names and addresses of 107,239 students who have completed their courses or have made considerable progress therein → online text (page 1 of 273)