:e..
THE EDINBORO
QUARTERLY

TRAINING SCHOOL
NITMBER
-October, 1921Vol. VIII

No. IV
3 CD

^'4- ,k~

The edinboro quarterly
THE EDINBORO QUARTERLY In ii»Nued in January, April,
July and October by the Edinboro State Normal School.
April number Is the catalog:.

The

The other three numbers are filled

with announcements and general news matter,
“Entered as second-class matter, Dec. 11, 1013, at the postoffice at Edinboro, Pennsylvania, under the Act of Aug. 24, 1912.^

Vol. ynf

EDINBORO, PA., OCTOBER, 1921

No. 4

CALENDAR, 1922
Second Semester begins..................................Monday, January 30
Holiday, Washington’s Birthday......... Wednesday, February 22
Third Quarter ends................................................Friday, March 31
Easter Recess............... Friday, M., April 14 to Sunday, April 23
Holiday, Memorial Day.......... ...........

Tuesday, May 30

Second Semester, work ends....................................... Friday, June2
Baccalaureate Sermon..................................................Sunday, June4
Commencement........................................

Wednesday, June 7

Summer Term begins........................................... Monday, June 19
Summer Term ends......... ......................... ...... Saturday, August 19

EDINBORO

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TEACHERS

THE EDINBOEO QUAETERLY

When Teaching Was Not a Profession
About ten years ago, a text-book, that was strongly recommended by
county superintendents and others as a valuable aid in professional
training read, “Teaching is telling.” About the same time a prominent
educator of “The Old School” said, “To teach is to explain, to explain,
and to explain.” “But”, he added, “That is not enough—you must
always keep in a good humor.”
The above, given as good advice, might be helpful to any teacher.
But we must draw the conclusion that the subject was considered par.amount and the child secondary. The inference might also be that he
who knows facts and has a pleasing and convincing address is equipped
for teaching.
The time was, when facts were made the sole test of a candidate’s
fitness to teach. I mean facts of subject matter gleaned from text-books.
Facts were sufficient, unless we consider physical prowess and sometimes
vindictiveness.
Those were the days when teaching was not a profession. The days
when the word, “professor”, was in the making, and was earning tiie
reputation that brings the blood-tinge to the cheek of the real teacher
when used in connection with his name. Those were the days when the
blacksmith, the butcher, or the undertaker could talk as intelligently
and as fluently of school work as could , the teacher. Those were the
days when he had no professional vocabulary—none was needed, teach­
ing was neither a science, an art, nor a profession. Those were the days
when the best we had was opinion—opinion that men lavished profusely
and recklessly. And the opinion of one was about as enlightening as the
opinion of another.
)

Teaching a Profession
The day of opinion is not gone, but it is going. When the superin­
tendent meets his board tonight, he speaks not in terms of his opinion
but of fact. The difference between opinion and fact is—opinion is
what HE believes, and his board may agree or disagree; fact is what
BOTH he and his board MUST believe.
The modern superintendent tells his board the per cent of children
in the schools who are average, above, or below, in ability to do work.
The per cent and also the names of those who are normal, accelerated,
and retarded. He tells how the children in his schoo's compare in
scholarship and progress with those in New York, Baltimore or San
Francisco. He tells which grades in the same school are making the
most commendable progress, and has a standard scale of achievement
by which he may judge the work of his teachers.

EDIMIORQ

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TEAINING SCHOOL NUMBEE

3

The Contributions of the Last Decade
One encouraging difference that may be noticed in the present as
opposed to the past—a difference that is manifest in the attitude of
superintendent to school board, principal to teacher, and teacher to
children—is a sureuess of fact, that is to large extent attributable to
what we may call The Four (treat Contributions of the last decade. To
be sure they are not new as to origin, but are in respect to use. The
contributions are;
EDUCATIONAL TESTS AND MEASUEEMENTS.
THE SOCIALIZED EECIT.-\TION.
THE PEO.IECT METHOD.
SUPEEVISED STUDY.

ADA EVEIiYSr JONES
Director of Training School, and
Siipt. of Kdinhoro Fnbllc Schools

Just as truly as the trained physician reads the scale of the ther­
mometer, places the stethoscope to the heart, and determines the condi­
tion of health and amount of strength before he ministers to the physical
welfare, so the trained teacher equipped with modern Educational Tests
and Measurements and skilled in their use, may, with a fair degree of
certainty, determine the child’s ability to do work and also the results
of work attempted.

EDINBORO

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4

THE EDINBOBO QUABTEBLY

The socialized recitation, the project method, and modern methods
of supervised study have added much to the efficiency of school work;
not only by increasing interest in work through motivation, but by
reducing the best that the world knows of the art of teaching to a
system that may be studied and can be acquired.

What the Superintendent Looks For in the Schools
of Edinboro
I.

Buildings—
Flags displayed each morning-—taken in at sunset.
Walks and grounds kept orderly.
Disposal of wraps, over shoes, umbrellas, lunches.
Boom conditions—ventilation, sanitation, heating, lighting, seating.
Fire drill regulations.
Buildings free from children after 4:30.

CHARLES H. LARCOMB
Principal Senior High School

II. Appearance of rooms—
(a) Janitor’s responsibility.
(b) Principal’s responsibility.
(e) Teacher’s responsibility.
A place for everything and everything in its place.

EDINBORO

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TRAINING SCHOOL NUMBER

5

Entire lack of slovenly and careless direction of both materials and
pupils.
Dismissal from the building and the spirit of the playpound.
Enough work displayed to show at a glance the activities of the
room, correlation of subjects, and progress of the pupils. These
to be changed often.
Program for recitations and study in evidence; apparent value
placed on time.
Seating chart on teacher’s desk.
Daily plans always ready for inspection.

EDNA J. IIAZBN
Principal Junior Hiarb School

III. Teacher—
1. Personality—
Appearance—appropriateness of attire.
Quality of Voice—rate of speech—enunciation.
Power—health, vigor, initiative, command.
Power to stimulate ambitions of pupils.
Power to control with minimum effort.
Character—tact, kindliness, optimism, sense of humor,
justice, morality, success in overcoming obstacles.
Cooperation—sympathy, cheerfulness, loyalty, willingness
to undertake any necessary tasks, cordial working
relations with pujiils, colleagues, authorities.

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THE EDINBOEO QUAETEELY
2. Preparation for teaching.
Command of English.
Specific knowledge of subject matter—ability to adapt
subject to learner.
General scholarship—breadth of information, sen.se of
relative values, power of logical thinking, knowledge
of current educational theories and practice.
Professional equipment and attitude—attempt at jirofessional self-improvement, growth with experience.
Citizenship—sense of civic responsibility. Effort to de­
velop in children self-control and moral tone.

PRANCES BTJRCHPIBIjD
Principal ElementarT’ School
Grades—1-6

lY.

Technique of the lesson.
Selection and organization of subject matter.
Ability to judge relative values.
Eesourcefulness.
Motivation.
Conelusiveness.
V. Pupil reaction.
1. EfSeient functioning of habits and skills.
Skill in the arts.
Promptness, regularity, good conduct.
Eespect for self and school authorities.

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TEAINING SCHOOL NUMBER
The manner of the pupils in the school room and upon the
street so far as they reflect interest and the life of
the school room.
2. Command of subject matter—
Good lesson preparation.
Accuracy of statement.
3. Thinking ability—
Wealth of association.
Recall and selection of significant facts.
Coherence of ideas—continuity from day to day.
Ability to draw sound conclusions.

WALDO P. BATES, Jr.
Head of Arts and Crafts Department

4. Expression—
Clearness.
Precision and conciseness in use of English.
Good vocalization and bodily attitude.
Development of taste, appreciations, and ideals.
5. Application of knowledge.
Utility in every day living.
VI. Training teacher to give—
Constructive criticisms and suggestions.
Encouragement in all undertakings.

EDINBORO

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THE EDINBORO QUARTERLY

Commendation.
Sources of information.
Work for new plans.
VII. Summary—
Buildings.
Equipment.
Teacher.
Discipline.
Scholarship.
Plan for recitation.
Care shown toward study j)eriods.
Skill in instruction.
Reaction of teacher on pupil.
“A teacher’s efficiency is measured by the assistance she gives to­
ward the management of the whole school.” To do only what you are
told is not sufficient.—Ada Evelyn Jones, Superintendent of Public
Schools and Director of Training.

B 1> I X II O R O

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TRAINING SCHOOL NUMBER

9

EDINBORO’S TRAINING PLAN
The training school is the heart of the normal school. It is the
consummating application of all the theory and science taught in the
other classrooms. It is the laboratory for acquiring the necessary skill
in teaching. It is the testing room in which students aud faculty test
the newer theories to ascertain the tacts. A student desiring to be
trained as an automobile driver or an air pilot would investigate with
care the facilities for actual practice in driving or flying. A person
desiring .0 learn to swim would investigate not only the opportunities
for studying theory and science, but more carefully the facilities for
practice. The medical student selecting a school in which to learn the
science and acquire the skill required in modern surgery, looks carefully
at the facilities offered in clinic and hospital. The prospective toa,eher
will likewise do well to select a training school which offers both reliable
instruction and sufticieiit and satisfactory facilities for apprentice
teaching.

The Pennsylvania Plan
The Poniisylvania plan for student teaching requires that W hours
each week, in the third semester of the four-semester curricula, shall be
devoted directly to teaching. It provides that part of this time shall
be given to observation of good teaching and to conferences in which
the exercise the class may have observed may be discussed. The ideal
arrangement for one desiring to acquire skill in teaching is one in which
the introduction to the actual teaching was made gradually, accompanied
by vigorous and careful study of the theory and culminated in an experi­
ence in which the student teacher carries the full load of a school day.
It has bothered colleges of education aud normal schools to provide this
simple arrangement for a large group of students. There are many
mechanical difficulties of administration in the way. The rights of the
children in the training school must be conserved and their training im­
proved. Thev must not be divided into too many small groups or given
too frequent change of teachers. Not all seniors in any group are ready
to udertake actual teaching at the same time or to the same degree. The
introduction should differ for different individuals. The length of the
time required for one student to become reasonably skillful in the
teaching process may be much shorter than for others in the same group.
At Edinboro, the Pennsylvania plan has been put into operation with
such modifications as realize an almost ideal arrangement.

10

THE EDINBOBO QUAETEELY

The Application at Edinboro
The student teachers are divided into four groups, in accordance
with the State curricula. One group is preparing to teach the primary
grades, a second group is preparing to teach in the intermediate grades,
a third group is preparing for the junior high school positions and the
fourth group aims to become rural teachers. We will follow the primary
group in describing the Edinboro plan. The director of this group is also
the supervisor of the primary departments in the training school. The
director is also instructor in most of the classes dealing with the tech­
nique of the teaching in primary grades.
During the first part of the teaching semester, a class in primary
theory meets regularly before nine o ’clock each morning. From nine till
four, the day is left entirely free for appentice teaching, observation and
resulting conferences. At the close of the eleventh week, the morning
class in the theory is finished and the entire day, with the exception of
a physical education class three days a week, late in the afternoon, is
open for teaching engagements.
At the beginning of the semester, the director of the primary group
will select some simple teaching exercise and arrange for her group of
students to observe it. This will be preceded by conferences in which
the director will stress the things that she wishes attended to, and the
observation period may be followed by other conferences in which the
exercise is discussed. Such conferences will necessarily be very numerous
during the first part of the semester. The observation exercise may be
any in the entire training school which the director wishes the group to
see. Gradually, however, the work will be more and more confined to
the three lower grades. As the class grows in proficiency, the observa­
tion periods will increase and the conferences decrease.
The director, watching individual students, will place them one by
one in actual teaching positions. Their duties may be simple at first
becoming more complex and more difficult as the student grows in
experience. Those most mature, better gifted, or possessing some teach­
ing experience will be the first to assume the larger teaching responsi­
bilities. This teaching is given in the training school connected with
the normal school. All teachers in the Edinboro training school are
specially trained and qualified to act as training school teachers, or, as
they were formerly called critic teachers. The work of the critic teacher
is directed t^y the group supervisor so that the initial training experiences
of the youn^ student teachers are given under controlled situations. The

EDINBORO

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12

THE EDINBOEO QUAETEELY

constant endeavor of training teachers, supervisors and training school
superintendent is to present to the student superior teaching in all
exercises. The old term model school teaching expressed this purpose.
Though the teaching cannot always merit the characterization of model,
yet it is superior in quality and method.
At the close of this experience in the training school, which will
extend through eleven weeks, or longer if necessary, the young student
teacher is ready for a final field experience. The field experience differs
from the training school experience in that it is given in a school room
in which the situations are controlled not by normal school supervisors
but by superintendents, principals and teachers in an actual public school
system. All field experience will be under conditions similar to those
the students will actually find in their grade positions. Edinboro has the
very fortunate opportunity, in this field work, of placing her student
teachers in the public schools of Erie. Edinboro is but an hour’s ride
from Erie on the trolley line and the students will commute from Bdinboro during the period of field experience. It is planned to assign but
one cadet at a time to any teacher. This cadet will act in the relation of
an apprentice, gradually assuming a larger share in the work of the
master teacher. Before the field experience is completed, the cadet will
be placed on the list of substitute teachers in the schools of Erie. As
such, many of them will be given full responsibility of a complete public
school position. The excellence of the public schools of Erie with their
complete grading and modern methods will enrich this final experience.
The training, under controlled situation at Edinboro, is in the borough
schools and presents typical Pennsylvania village and borough condi­
tions. This year, graduates will thus have had a gradual introduction to
the problems of actual teaching in the controlled situation, typical of
Pennsylvania’s rural villages and finishing with field experiences in a
strong system of city school.
Those who are fitting themselves for positions in consolidated rural
schools will have the initial experience in the training school at Edin­
boro and their final field experience in the consolidated rural school at
McLane, with which the normal school maintains co-operative relations.
The introduction of the apprentice to the school room has been
gradual through the simpler exercises to the more complex, through short
periods to a complete day’s program. The program has been so arranged
as to permit observation and experience in any of the school exercises
which occur during the regular school day. All conflicting class engage­
ments have been eliminated. The apprentice teaching has been placed
upon an individual basis and final experience has been under actual field
conditions. The amount of time required by the Pennsylvania curriculum

EDIlVBORO

TRAINS

TK.4CHRRS

C O R R E L A T E D P R O J E C T W O R K — “ P L Y M O U T H 1 6 2 0 - ’2 1 ”
C h a ir m a m . M lle it P u I lla K i A r d y s R a y m o n d , L illia n R e e s e , E l v a R e l t h e r , H a r r y R h o d e s , G r a c e R o h le d e r , C la r a n e e R y a n , M a r t h a S a c k e tt,
G e r t r u d e S h iv e ly , L e n o r a S h a d e r

14

THE EDINBOEO QUARTERLY

is 15 hours per week. The Edinboro plan makes available 30 hours per
week and will probably use fully 20 hours of this time, or a total of 360
hours during the semester for the all-important work of apprentice
teaching.
This is the first year for the operation of the Edinboro plan and it
is still too early to know final results. The first few months of the plan
have been most gratifying. It is believed that Edinboro graduates will
find themselves particularly fortunate in the vital experience of teacher
training through practice and will be able to look back upon the normal
school career as training which gave them practical application and
developing power in the art of teaching, combining scientific fact, theory
and application in one harmonious whole worthy the name of the art of
teaching, one of the highest and most difficult of crafts, as it is one of
the most important.

EDINBORO

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TRAINING SCHOOL NUMBER

15

Pvequirements for Admission
Adopted March 23, 1920
1. Candidates of approved secondary schools who can present
evidence of having completed fifteen units of high school work will be
admitted as regular students to the State Normal Schools.
2. A unit shall consist of not less than thirty-six weeks of work
requiring at least four periods a week of not less than forty minutes
a period or its time equivalent. Subjects not requiring out-of-elass
preparation or study shall require double time in estimating the units.
3. Credentials of all students entering the state normal schools
shall be received and evaluated by the normal schools and submitted
to the State Department of Public Instruction for approval. Blanks
for this purpose should be secured from the normal school on or before
August 1, as they have to be filled out in detail, signed by the high
school principal or other responsible oflicial, and received and approved
as stated above before the student can be officially enrolled.
4. Adequate knowledge of the subject matter in the elementary
subjects will be presupposed on the part of all students admitted to.
the normal schools.

Required Units for Admission
English................................. 3 units
Mathematics....................... 1 unit
Science.................................. I unit
Social Studies..................... I unit, after September, 1923, 2 units
Elective................................. 9 units, after September, 1923, 8 units
Total...........................15 units.

6. To holders of permanent and professional certificates will be
given one unit credit toward admission as regular students to the normal
schools for each subject of high school grade written on the certificate.
7. Advanced credit will be given for equivalent courses in approved
teacher-training institutions, but no student may obtain a normal school
certificate without a minimum residence of one-half year.
8. For the present the normal schools shall, when necessary, con­
duct a secondary department of first class high school grade for those
students who do not have similar high school facilities available in
their home communities.

BDINBORO

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16

THE EDINBOKO QUABTEELY

CURRICULA
CURRICULUM FOR GROUP I
Kindergarten and Grades 1 to 3
Semester

I

II

Introduction to Teaching..............
English Fundamentals ..................
English Composition ......................
Nature Study ...................................

4**
3
2
3

3t
3
2
2

Music ..................................................
Personal and School Hygiene.....
Health Education.............................
Electives—Arith., Biology, Geog.,
History .....................................

2
2
3

1
2
1%

3

3

Psychology and Child Study........
Kindergarten Theory ....................
English Composition ......................
Oral Expression ...............................
The Teaching of Primary Bead­
ing ................................................
Industrial Arts .................................
Handwriting .....................................
Music ..................................................
Health Education ...........................

25
3
3
2
2
3
4
2
2
3
23

III

Student
Teaching
including
School Efficiency and Con­
ferences .....................................
The Teaching of Primary Sub­
jects ..............................................
Health Education ...........................

IV

23

19

17V2

17%

15

3
3

3
1%
21

19%

3

3

3
3
4
2
3
3

3
3
3
1
1%
3

21
Total ............................................

19
3
3
2
2
3
2
1
1
1%

15

21
History and Principles of Educa­
tion ..............................................
Children’s Literature and Story
Telling ........................................
Educational Sociology....................
Art Education .................................
Music....................................................
Health Education ...........................
Elective ..............................................

25

21
90

17%

19%

17%
73%

Electives of three semester hours’ credit may be offered in each
semester for capable students.
*Number of sixty minute periods a week.
tNumber of semester hours of credit.
KDINBORO

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TRAINING SCHOOL NUMBER

17

CURRICULUM FOR GROUP II
Grades 4 to 6
Semester

I

II

Introduction to Teaching..............
English Fundamentals ..... ............
English Composition ......................
Nature Study ...................................

4*
3
2
3

3f
3

Music ..................................................
Personal and School Hygiene.....
Health Education.............................
Electives—-Arith., Biology, Geog.,
History .....................................

2
2
3

1

3

3

Psychology and Child Study........
Oral Expression ...............................
English Composition ......................
The Teaching of Arithmetic........
The Teaching of Geography..........
The Teaching of History..............
Handwriting .....................................
Music ...............................................
Health Education ...........................

25
3

III

IV

2
11^

25

2
3
3
3

19
3
2
2

19

3
3
3
1
1
1:^

2
2
3

23

15
3

19%

19%

15
3

3

21
History and Principles of Educa­
tion ..............................................
Juvenile Literature ............
Educational Sociology ..................
Art Education ...................................
Music .....................................
Health Education ...........................
Elective .................................

2

2

23
Student
Teaching
including
School Efficiency and Con­
ferences .....................................
The Teaching of English..............
Health Education ...........................

2

21

3
3
3
4

19%

91

3
3
3
3
4

3
3

3

21

21
90

17%

19%

17%
75%

Electives of three semester hours’ credit may be offered in each
semester for capable students.
*Number of sixty minute periods a week.
tNumber of semester hours of credit.

e:diivboro

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18

THE EDINBOEO QUAETEELY

CUBBICULUM FOB OBOUP HI
Grades 7 to 9
Semester

1

Introduction to Teaching..............
English Fundamentals ..................
English Composition ......................
Nature Study ...................................
Art .........................................................
Music ..................................................
Personal and School Hygiene.....
Health Education.............................
Electives—Arith., Biology, Geog.,
History .....................................

4*
3
2
3
3
2
2
3

3t
3
2
2
1%
1
2
1%

3

3

25

II

Psychology and Adolescence........
English Composition ......................
Oral Expression ...............................
Health Education ...........................
Elective—-Major Group ................
Minor Subjects ............

3
2
2
3
6
6
22

III

Teaching
including
Student
School Efficiency and Conferences .....................................
Health Education ...........................
Elective Major Group....................

IV

19

19

3
2
2
1%
6
6
22

15
3
3
21

History and Principles of Education ..............................................
Educational Sociology ..................
Health Education ...........................
Elective ..............................................
Elective Major Group....................
Elective—Minor Subjects ............

25

20%

20%

15
1%
3
21

19%

19%

,
3
3
3
3
6
3
21

3
3
1%
3
6
3
21

89

19%

19%

78%

Electives of three semester hours’ credit may be offered in each
semester for capable students.
*Number of sixty minute periods a week.
tNumber of semester hours of credit.

KDl?TBORO

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TRAINING SCHOOL NUMBER

BDINBORO

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THE EDIXBOEO QrAETERLY

20

CURRICULUM FOR GROUP IV
Rural
Semester ^ Introduction to Teaching..............
English Fundamentals ..................
English Composition ......................
Xature Study ...................................
Art ................................... .....................
Music ..................................................
I
Personal and School Hygiene.....
Health Education.............................
Electives—Arith., Biology, Geog.,
Historv .....................................

4*
3
2
3
3
2
2
3

3t
3
2
2
1%
1
2
1%

3

3

25

II

Psychologv and Child Study........
English Composition ......................
Oral Expression ...............................
The Teaching of Arithmetic.......
The Teacliing of Geographv..........
The Teaching of History................
Handwriting .....................................
Music ..................................................
Healtli Education ...........................

3
2
2
3
3
3
2
2
3
23

III

Student
Teaching
including
School Efficiency and Con­
ferences .....................................
The Teaching of Reading..............
Health Education ...........................

23

19

19%

19%

15
3
1%
21

History aud Principles of Educa­
tion ..............................................
3
Children’s Literature and Storv
Telling .............................................. 3
Agriculture .......................................
3
Rural Sociology ...............................
3
Art Education .................................
4
Music ..................................................
2
Health Education ...........................
3
Elective ..............................................
3
24

19
3
2
2
3
3
3
1
1
1%

15
3
3
21

IV

25

19%

19%

3
3
3
3
3
1
1%
3
24
93

20%

20%
78%

Electives of three semester hours’ credit may be offered in each
semester for capable students.
*Xumber of sixty minute periods a week.
tXumber of semester hours of credit.
EDIXBORO

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TRAINING SCHOOL NUMBER

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22

THE EBINBORO QUARTERLY

EXPENSES
EXPENSES IN ALL DEPARTMENTS
Normal amd Arts Departments
School
First
Second
Year
Semester Semester
36 Weeks 18 Weeks 18 Weeks

Board, Home and Laundry*............ $252.00
Registration Eeet .............................
20.00
Laboratory—
Agriculturei ...............................
6.00
Chemistryt ...................................
6.00
Cooking ..........................................
10.00
Arts and Crafts...........................
6.00

Summer
Term
9 Weeks

$126.00
10.00

$126.00
10.00

$ 63.00
10.00

3.00
3.00
5.00
3.00

3.00
3.00
5.00
3.00

3.00

18.00
36.00

18.00
36.00

9.00
18.00

Music—Special Students
Voice or any Instrument—
1
$1.00 per lesson.
1
One lesson |n*r week..................... ....1
Two lessons per week........... ...,|

36.00 1
72.00

Instruments for Practice
I’iano—
One hour daily,
30c per week.................................
Organ—
Two hours weekly,
30c per week.................................

10.80

5.40

5.40

2.70

10.80

5.40

5.40

2.70

^Dormitory studoiits are required to furnish their own towels, nap­
kins, toilet articles, bed comforts and wash curtains, if desired.
Persons desiring to room alone must pay the full amount the room
or rooms would cost if filled to capacity. An extra charge may be made
for special services.
tThe registration fee includes enrollment, athletic, and entertain­
ment fees.
tin addition, breakage of apparatus is charged at actual cost.

Rates for Transcients
Meals .........................................................................50e
Lodging .................................................................... 76e

BDINBORO

TRAINS

TEACHERS

TRAINING SCHOOL NUMBER

23

OUR SLOGAN
The purpose of the Edinboro State Normal School is the training
of teachers. In this single aim all other departments have been set
aside. It is a school of specialization in the profession of greatest
promise for the young people of this generation. To young men as
well as to young women, the Edinboro State Normal School strives to
give the vision and equipment for the task of shaping the destiny of
the republic. EDINBORO TRAINS TEACHERS.

SUFFICIENT PUAY----EFFICIENT WORK

E IJ I N B O R O

TRAINS

TEACHERS

THE EDINBOBO QUAETEELY

24

♦

*

P DINBORO'S master work is to arouse

1

*

a conscience for better teaching; to

*

help you prepare for the largest place which

*

!
I

you can fill; to assist you to find the place
where you can serve best the boys and

*
|

I
i

girls of this Commonwealth, and at the
highest salary that you can earn.—c. c. Crawford

♦
«

i

«

I

^

EDINBORO STATE NORMAL SCHOOL
EDINBORO, PA.
ARTHUR G. CRANE, PRINCIPAL

KDINBORO

TRAINS

TEACHERS