Octoter, 1926

Numter 1

y^orm al
era ld

PSYCHOLOGY NUMBER

Cumberland

alley State

deformai School
SHIPPENSBURG, PENNSYLVANIA
J. R. K ER R

&

B R O . , P R IN T E R S . C H A M B E R S B U R G . P A .

T A B L E OF CONTEN TS
Page
Principal's Letter to the A lu m n i..........., . , ........... ..............
Faculty- for 1926-27. . A

i

;".yViyLii’iLi-A

2

The Xqvv B. S. C o u rse.. A

''5

Home-Coming Da\

.

'

g

Renovations and Improvements at Normal........ ¡ . .,.
Some Rules to: be Observed in the Teaching of Elementary
School Subjects:
a.

'

Elem entary . S c i e n c e , ' v . r . v

i b. ‘D raw in g

: :. . .. . . . .. .. , . . . . . . . . . . . . . . . . . . . . . .

ja

.................. ■ ;■ ;............... ; . . . . . ‘ . A . . ..... .

16

c.

H istory

d.

H andw riting, Gymnastics, and Athletic Games. .

Bibliography

10

20

............................................................................. , ..............22

Educational Measurements : ................... I.A .A.C A A .i'.i A : - '.

24

Alum ni Personals, •.. ■ .. .

29

... ................................................................

Class o f 192.6:

...................

33

Cupid's rColumn ...................................................................
Stork Column . . . . . . .

Obituary

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j. , .

,5
"

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1

Athletic Ciutlook at Normal........................................................ :

'37
38

The Normal School Herald
PUBLISHED OCTOBER, JAN U ARY, APRIL AND JU LY
Entered as Second Class Matter at the Post Office,
Shippensburg, Pa.
MARION H. BLOOD ..................................... Editor
AD A V. HORTON, ’88................... Personal Editor
J. S. HEIGES, ’91....................... Business Manager
Subscription Price, 25 cents per year strictly in advance. Single
copies 10 cents each.
Address all communications to THE
NORMAL SCHOOL HERALD, Shippensburg, Pa. Alumni and
former members of the school will favor us by sending any items
that they think would be interesting for publication.

Vol. 31

OCTOBER, 1926

No. 1

PRINCIPAL’S LETTER TO THE ALUMNI
The first semester is well under way and everything points to a
successful year’s work.
Our policy as a school has changed very radically during the
past two years. Two years ago we enrolled one hundred seventyone students in our secondary department. O f these the majority
were men and women of considerable maturity who had not had
the opportunity of attending a four year high school at their
homes. Last year, however, we declined to take any additional
high school students and limited our attendance to those who
were unable to secure admission to high schools near their homes.
As a result we hq.d only a score in this department and this
year we were ready to limit our attendance to those who were
graduated from accredited four year high schools. Fully twenty
students who were graduates of unaccredited high schools with
four years’ work were unable to meet the new entrance require­
ments.
Then, too, the Board of Normal School Principals voted to
raise the rate to eight dollars a week for board, furnished room,laundry, etc., to all students in the dormitories. Though not in
sympathy with this action, we accepted the judgment of the;
majority and adopted the new rate. .
There was naturally uncertainty as to the effect of these rather
sweeping changes upon our attendance for this year. It is

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T h e N ormal S chool H erald

gratifying to report that in spite of these changes our attendance
of boarding students is the largest in our history. A ll our dormi­
tory rooms were engaged early in the summer and we could
have enrolled one hundrèd more boarding students if dormitory
accommodations could have been provided for them.
W e need another dormitory. When we complete the; renova­
tions next year in the Administration Building, we will have ac­
commodations for four hundred boarders and every room will be
modernized and up-to-date. But four hundred will be our limit.
W e can accommodate two hundred day students.
Necessary as a new dormitory is to our continued growth, a
library building islgtill more necessary. Our present quarters are
crowded at all times, So evident is the need of a new:'library
that we shall push our claim for this building before the next
general assembly with all the force at our command. W e need
your help, my friends, in securing the proper appropriation. Re­
member that your personal interest in matters of this kind isffjje
thing that will count.
You will be interested in knowing that the enrollment in the
four year course is most encouraging— larger than we had antici­
pated. W e are in receipt of many inquiries in regard to the
advanced two year course.; A re you personally interested in
fitting yourself for a supervisory position or a prinçipalship ?
I f so, don’t hesitate to write to us; let us tell you what work you
will have to do to secure the B. S. degree.
Don’t forget the Home-Coming Day— Saturdays November 6.
Last year we had a big turnout. This year we expect a still
more successful day. The program is attractive : Football game
with our old rivals and friends, M illersville; dinner in the newly
furnished dining room at 6 ¡30 ; , reception and dance at 8:30.
Doesn’t that sound worth while? Don’t fail to be present.
Fraternally yours,
E zra L e h m a n , ’89.

FACULTY FOR 1926-27
A s there were a number of changes, and additions to the faculty
at the beginning of the new school year, we append a complete
list of the faculty as now organized. A s the catalogue contains
the academic and professional records^ Of the former members of
the faculty who remain with us;:. only their departments and
degrees are given. A more complete record is given in the case
of the new members of the faculty.

T h e N orm al S chool H erald

3

Ezra Lehman, Ph. D., L L. D., Principal.
J.- S. Ileiges, A . M., Pd. D., Dean of Instruction.
Edna Arnold, A. B., Dean of Women.
Levi F. Gilbert, B. S., A s ig in Science and Dean of Men.
John K. Stewart, A . M., Latin.
S. Alice 'Huber, Ph. B., Director Junior High School Group.
H. W ylie Stewart, A. B., Social S c i e n c e s
Mary Rachel H a r ris ! M. P d i j Director Kindergarten-Primary
Group.
S. S. Shearer, M £§|. Science.
Leslie C. Krebs, B. S., Geography and Agriculture.
Frieda B. Bausch, A. B., French and Spanish.
J. Seth Grove, A . M^Mathematics.
Hannah A. Kieffer, A. M., Director Rural Education.
Claudia C. Robb, B. S., Health Education.
Elizabeth McWilliams, B. S., Dietitian and Nutrition.
W. P. H arlejgiA. M., Director Training Schools.Nora A. Kieffer, A. M., Mathematics.
Jessie A. Lane, A . M., Psychology.
Marion H. Blood, A. M., English.
Eleanor Marston, B. S., Art.
Alice S. Hartzler, A . M., English.
Harriet A . Tooke, Musi B., Music.
Frances W . Oyer, B. S., First Grade Training Teacher.
Erma K. Rolar, A. B., Training School— History, Geography,
Composition, Spelling.
Martha E. Shambaugh, A . B., Training School—S-rt, W riting,
Health Education.
Harper J. Wentz, B. S., Training School— Arithmetic, Health,
Geography.
Stanley V . Brunner, Violin.
John W . Lackhove, Businesji Manager.
Ada V. Horton, M. E., Registrar.
Clara W . Bragg, Librarian.
Grace Kyle, R. N., School Nurse.
Gladys L. Kirman, Secretary to Principal.
The following are on leave of absence to take advanced work
during 1926-1927:
H. L. Burkholder, A. B., Asst, in Education.
M. Irene Huber, Art. "
Katharine Zerfoss Bentz, Reading Supervisor.
H. N. Bentz, A . B., Physical Education.
Ivan D. Houck, Junior High School— Boys’ Activities.

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T h e N ormal S ch ool H erald

N E W M EM BE R S ■
A. B. Cunningham— A. B., Muskingum College; B. D-., Drew
TheopgieM ..Seminary; A. M., New Y ork University; Ph. D.,
New Y ork University— English. Dr. Cunningham was Dean and
& ro if|so r of English Language at Lebanon .University; Dean,
College of Puget Sound; and Professor of English at State Col­
lege of Washington, lie is author of several books and has hone
much work as. an institute instructor.
Edgar C. Bye-— A. B., Haverford College; A. Ml, University,of
Pennsylvania ;, Advanced; credit for Ph. D. at University of Penn­
sylvania— Social Studies.
Mr. Bye has taught in the West 'Chester Normal School.. He
was recently head of. the department of Social Studies in the
•jCoatesville High School, where he made, a remarkable record.
He is the head Of the Social Studies Group of the P. S. E, A.
|§I|P F . Potratz— B. S., Middleburg College; one year post grad­
uate Sftudy iri Physical Education, Middleburg College— Physical
Education and Coach of Men’s Athletics.
He served as coach of freshmen team at his college and taught
in the Stratford, Conn., High School. I fe has an excellent record
in football, basketball,, track and baseball.
Cla‘fi|§a Randall— A- B.-, New Y ork University— Music.
YM r|§ Randall taught in a private school in Georgia, two years
in Huntington, W. Va., and three years, as. Supervisor hf; Music
in McKeesport. She hadvihad a fine experience in public school
music;;
M ary ;E. York-SM . S., Ohio State University— Reading and
Story Telling.
M iss York has-been a grade -and critic, teacher in the' Eastern
Illinois State Normal School and has taught three years in the
High School of Gettysburg, Ohio.
:. Grace M. Clark— A . B., Nebraska State University ; A. M.,
Columbia University.— Director. Intermediate Group.
•Miss Clark has had a wide experience as a teacher and super­
visor of public school work in the schools of Linco|g Nebraska.,
Blanche Robinson— Graduate Pratt Institute;. A . B., Allegheny
College— Art.
Mrs. Robinson has had eleven years experience, as. Supervisor
of Art in the public schools o f New Jersey. - She has recently
taught in the State Normal YSchool at West Liberty, West
Virginia.
Esther Henderson- vB. S., Miami University; Post Graduate
Coursesjjl Columbia University— Physical Education and Coach
Women’s Athletics.

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T h e N orm al S chool 'H erald

M i l Henderson h a lh a d charge of B
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Education in the High School of Piqua, Oh«| and in. the public
schools of Williamson, .Ohio.

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-o I , University of Illinois^ Post Graduate
Blanche B
B
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i School,: Second Grade.
Courses,,University of Chicago t r a
h gg the MarMiss Hecor has. had experience as a malic teacner
' qiietffe Michigan,:- State Normal School. - t
■
Roy Dibert— A. B „ Franklin and Marshall g e g e Junior ; ,

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School, Science.

this-school and is well known to

High .School, Boys!.A

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at Rock Springs, W yom ing.'
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Juuior High School

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School, Home Economics:-;
QViinneiisburg High School
i Miss W alker was a member of the Shippensburg « kk|gg|facuity last year.
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■ Edna Staniy F o x - Ik S„ Slate C o lleg e- Asst, to Rural D o c t o r .

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THE NEW B. S. COURSE
“ Please fell me what I must do and how long it will take me

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the advanced work now offered here.

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T h e N orm al S chool H erald

W e shall try to answer some of the questions in which our
reader.||are interested. First of all let us say that graduates
of the two year class prior to September 1920, and all others
who completed the” two year coursgiin the ' Primary-Kindergarten,
Intermediate, or Rural School group will find‘ that the advanced
two year course can be completed in a shorter time than any
of the other B. S. courses. This is naturally the case since the
work already taken fits into the advanced two year course and
articulates much better with it than it does with the requirements
g the four .year curriculum % r the preparation of junior (or
senior) high school teachers.
The attention of graduates of the two year courses listed above
is directedlgo the following requirements for admission to the
advanced .two year course.
A D V A N C E D T W O Y E A R CU R R ICU LU M L E A D IN G TO
B. S. IN E D U C A T IO N
TThe Eh h B h
graduates: of the two year eourseJjin groups
t, 4 1 and IV p; called to the f p t that it isgfow possible to com­
plete an advancedggwo year course and receive the B. S degree
m education.
' r ....

The conditions.;.of entrance to the third year of this? four year
curriculum are as follows :
1

B

AJJ persons who have completed I, II, or III (rural,
formerly I V ) are Admitted to third year standing pro' ’lflef‘
have previously completed the work of a
our-year high ¡School, and all such person!m ust com­
plete 68 hours of work beyond graduation from Groups
■ « ■ o r III (rural, formerly IV ) as these were,, prior
to September. 1, 1926, organized and administered.

All credits:: ;for w o r k E e ^ th a n that'.required at a State
Normal School for graduation between September 1920,
and September I926,*;gshall be evaluated by multiplying
the number of semester hours: already earned by .85.
3 - A ^ llerson Sgh oygfadu aied from a State Normal School
prior togeptem ber 1920, arid who have had a four-year
high (school •preparation, cannot be awarded more than
.68 semester hours of credit for their normal school work.
^ Graduates of the . State Normal Schools who have not
had four years of high school preparation may apply to
the _Credentials Bureau, Harrisburg, Pennsylvania, for
a high |chool||quivalent certificate, which, when issued
by the Credentials Bureau), will be accepted by the State
Normal Schools as. equivalent to graduation from a fouryear high school and all credits earned at a State Normal

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T h e N ormal S chool H erald

School prior to September 1926, -will be evaluated as in­
5.

dicated above.
.
No credit for public or private school tea^ ” g « P er^
ence previously credits as high school equivalent or as
eauivalent professional credit toward graduation, shall
be granted or counted toward meeting the requirements
for Entrance to or graduation from the advanced twoyear curriculum.

F irst S e m e st e r :

_

Opportunity g
this semester the work ot tne nrst iw .3
which he did not pursue, as followsgggg
1. Graduates of Group I will take:
Teaching of Arithm etic............ •••
Teaching o f . '.Geography.............. •
Teaching o f E n g li s h ....................
Teaching of Social Studies®^».-- • •

.

3
3
3'
3

3
3
3
3

12

12

Graduateaibf§ Group II will take:
Teaching o f Primary R ead in g... v jf g f
Teaching of N u m b e r ...................
2
Teaching Primary ¿Subjects.. . . . .
4
Kindergarten-Primary T h e o r M p
2

Graduates of Group III will take^
Teaching of English.......... '.............
' Teaching of Number.................... . •
Kindergarten-Primary? T h e o r y ---• Teaching Primary S u b jects.. . .

Total taken by a Student as above
Educational Psychology. ..............
Economic Biology............................

3

2

4
2

11

11

3

3

2

2 "/

2

2

4

4

11
11

II

3
4

3
3

3
4

3
3

18

17 or 19

18

i i or 12

S ix t h S e m e ste r :

1 Listory of Education...... .....................
. English Literature ............................ ..
i
Descriptive Astronomy
-s.
it. ; Economics .................... .. i ... •
>-Ȕ*
Physiography?■ I H ...........I I •■
•
Teaching and Supervision of Arithmetic

3

3

2

2

3
3
4

3
3
3

12

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T he N ormal S chool H erald

in Elementary School .

..........

3

3

18

17

Principles of Education.................................... 3
2
/ American Literature ...................................
American Government .......... ....................
3
Principles of Human G e o g r a p h y ....;..
3
; .Nutrition .......................................................
4
f c f i v i o ; Education in the Elementary
School ..............................................
3

3-

3

18

17

S eventh S e m e ste r :

3
3
3

E ig h t h S em e ste r :

Advanced Composition ........................... ,
History and Appreciation of A r t ............
History and Appreciation of M usic.......
History and Organization of Edu.in Pa.
PracticaT School Contacts..........................
Supervision ánd Administration of Ele­
mentary School . .....................................

3- 3
4
2
4
2
2 :; 2
5
,5
3

3

21

17

This course does not fit for junior or 'senior high school teach­
ing, but it does fit for Supervisory positions and principalships
of which there is an increasingly large number available every
year.
Graduates of the two or the three year ju n io r high schodlj
course will naturally find that their work fitSinto the four year
junior high school courf|fc>’S uch students should :rwrite to the
Dean, Dr. J-; S. Hedges, and have him evaluate the work that they
took. Records iof creditSobtained at Colleges or other normal
school should! also}. be /submitted. W herever possible:/ original
copies issued by the registrars of the institutions attended should
be. submitted.
These should, show subject®taken, number of
weeksj; number gof recitations each week, length o f recitation
period, ./and grade.. Where it is not possible to submit a trans­
cript of the: record, the student should make a definite statement
covering /as nearly as. possible the data called for above.
All of the work given here will be of college grade and will
be recognized as a basjjjf for post graduate study in the leading
universities?!,/?'
The demand for graduates in the four year course w illS e far
in advance of the supply, for y ea rs' to come as the men and
women completing the B, S. courses will have not only the

T h e -N orm al S chool H erald

: scholâstiiltraining- required, but a thorough professional course,
an ideal combination for teaching or supervising. I f you are in­
terested in any of the advanced courses,, d o n g fail to write to us
for information.

h o m e co m in g d a y
Long before the Herald reaches-you, the notice o f the Home
Coming Day will have been received by all of you who are near
enough to the old school to make it possible for you to return
on that day. O f course we wish it were possible for those o
vou who live M distant i t a t e i and countries to return on that
day and wd realize th atih o u g h you m # not be
you’ll be h erd -in sp irit to cheer our B l H
the football field
and to m uffle with former iriend|ran d ||a || mates at the dinner

■BDBBB

and r e p | ® n .
, ,
,
Last year’l Home Coming Day w a g s u c c ^ fu l that we have
decided to make it an annual event. W e -have selected Saturday,
November 6, as the date. | r h e program i § as >M Jp w s. ^ o o F.
M., Football Game with Millersville on
§§§
ner in school dining room; 8 :3o,-reception and dance. W e 11 look
for you on the big day.

RENOVATIONS AND IMPROVEMENTS AT NORMAL
The p M u m m e r v ¿ ¥ a busy e je at the Normal School and the
sound o fíliamnicr,• saw, and £fowel could be heard at every hour
of the B a y and not; infrequently;'far into the night. The jo jj to
be finished H H a big one, includingt ||«it did the complete reno­
vation I ® ten c l i s s ^ f S n j c t B i t f e t e r i a , three lavatories and
fifteen dormitory rim is. O f : ; f u r s f it wasn’t
to do-all
of this' in four w S K ® b u tp u rp rism g "p rp ^ M |w a s;-m a d e and
though w e i M
B —
B H B B B
to put on the
S 6 ípedáí®incMseptember 14, The work will»© finished w it^ | two more weeks..
■
•_
The dining room toollhánged its appdarancell The w u t w |
cpyCfedl^ith b a t t S h i f -linoleum, giving IS bright, cheerful ap-,
pearancc; thc\l5n& rectangular ta b lflh a v e been replaced by round
■ W B M M M B I M W M to the pleasing f e l t and _potggd
plants fu fa llh jih e la g touch needed to make t h ^ d i h i n g y i
attractive. a||any similar room in a lar§®4|ummer jiote!.

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T h e N ormal S chool H erald

The renovation of the dormitory rooms continues? and not later
than the middle of November, ten additional rooms will be ready
for occupancy.
These are on Chapel corridor, the least at­
tractive group of rooms in the Administration Building. But
when the rooms are finally ready they will be the most attractive
rooms in the. building. The windows wiMbe enlarged and lowered
and fire escapes provided at the end of the corridor.
Last, but not least in importance, is the -construction of the
disposal plant for sewage.. This was constructed at a cost, of
$35)bop in accordance with the plans furnished by engineers from
the State Health Department.
Other changes: are in contemplation which will change the old
Administration... Building into a thoroughly modern up-to-date
structure. But yve have said enough tqjgjustify our statement
that the past summer was a busy one at Normal.

SOME RULES TO BE OBSERVED IN THE TEACHING
OF ELEMENTARY SCHOOL SUBJECTS
A s a result of their study of thé psychological principles under-'
lying the learning of various elementary school subjects, the
class in “ The Psychology of Elementary School Subjects’’ (spring
1.926.). formulated these teaching rules. W ith some exceptions
they also prepared the examples and explanations accompanying
the rules. The members of the class were :
Carrie Feidt
Agnes Anderson
Carrie Gibbs
Frances Barnesffi
Kathryn Griffith
Kenneth Basehore
Rhoda Griffith
John Bixlefi
Andrew Hoover
Lina Briggs
Grace Straley
Vada Burkholder
Viola Snowden
Marion Diehl
Frederick Truscott
Dallas Edwards
A . Evelyn Faust
( A ) E L E M E N T A R Y SC IE N C E
1. Stimulate'the child’s interest in familiar things of a scien­
tific nature.
Childern naturally give their attention to that which is unusual,
but theyÉpée nothing unusual in familiar things Unless their
attention is drawn to if. Such questions as, W hy does a rock
fall and a balloon rise? W hy are furnaces placed in basements

T h e N orm al S chool H erald

ii

instead o f in the: attics fe will aid them in forming- the habit®)!
seeking explanations for all things however familiar;
2.
Teach science with some regardât/) ¡he season of the year.
The greater thei number of senses used, when studying any sub­
ject the more thorough is? the learning. The children will have
a practical understanding of the mosquitoes? which they have
found at their place
breeding? have examined, under a micro­
scope, have read about in health pamphlet and text book,^ and
finally, have exterminated by scientific method. This can t he
done in December.
p i Give immediate a tte n tio n to those problems:, concerning
which a child expresses, curiosity.
When a child!! curiosity is aroused he learns ^accurately and
rapidly, so advantage should be taken of the opportunity. The
youngster who wants to. know how a thermometer works could
at that moment be very easily taught some fundamental scientific
facts. I f he ijgforced to attend to something-else^ while his
curiosity concerning the thermometer is unsatisfied, his attention
is divided and he learns practically nothing.
4. Problems should precede answers.
The average text book is made up of answers to questions
which no one haSasked. I f children are to learn certain ¡ext’
book material, before it is assigned some question should be raised
which requires for its ansiver the^facts". presented. Thus a
motive for learning is established, and real learning, rather than
rote memorizing takes « ace. JÉhe teacËfr who hung a barometer
on the wall, thus raising an avalanche of què®ons, had a legiti­
mate reason which the children could understand for assign­
ing thé text book material on atmospheric pressure.
5. 1 Every child should have a definite idea of the problem to
be solved.
Systematic study, observation, or investigation is possible only
when the problem to be solved is definitely under||pod. Every
child , should, therefore, be asked to make a |||atement of the
problem which he
to ..solve. The child who starts-lput- to find
if earth worms are of any value to a gardener is in a position
to 'sift hi'St tacts and produce an answer. He who |§ trying to
“find out about earth worms” has no basis upon which tq select
pertinent f a c t o r to reject .thfjse which are irrelevant.
6. If possible raise questions*:^concerning local superstitions,
and investigate or test their truth.
Science p h a s e d upon absolute truth. Supersffion is based
upon hearsay. To develop the||cientific attitude in a mind con­
trolled by superstitions i s . practically impossible. The children

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T h e N o r m a m S chool H erald

who have experimented with growing plants:;, and have found
that they will grow, if they are planted and cared for in a
scientific manner, regardless of the position of the moon at the
time of planting, are apt to demandlnroof of other “old sayings.”
7. When teaching science, appeal to more than one sense.
Some children learn most easily those things which are pre­
sented to them through the •sense of sight: others, Through the
sense of hearing; others^ through touch, etc. It
however,
almost impossible to determine to which of these classesgany one
child or group of children belong. In the case ot all children,
learning is most thorough when aflsenses have been appealed to.
To watch a bird build it’s nest, to listen to-fit’s call, to look at
pictured reproductions of it, and to handleBt, if possible, will
develop a concept of the bird much more meaningful than that
resulting from any amount of reading alone. (See Rule 2.)
8. Allow the children to plan the method of investigation,
experiment, or observation by which a prpfjlem is to be solved..
Habits are formed! by repetition. So the habit of fact finding
may be formed by the child who day by day is required to plan
the method by. which he m ay find , out that which he wishes to
know.. For example; DqHgdust on tH ^jp&ves^f a plant hinder
its growth? Plan a method of finding out.
9. Teach children J S c o lle ct facts from authoritative sources.
■ Children should form the habit of checking the yaM ity
all
statements by questioning concerning the source from which they
come. Who, for example,®houlcfflpi able to give the most ac­
curate information jd fcern in g the planting and cate of peonies,
the man who has: made a living growing peonies and has written
a book upon the subject, or the woman who has always had a
few Of them-growing in her.yard? Bjfisuch qu||tioning is respect
for expert knowledge developed.
10. Require children to verify their statements when verifica­
tion is possible.
Snap judgmeris: and inaccurate statements have no place in
scientific thinking, liven little children who are constantly faced
with such questions^R^-How do: you know thSt is an owl’s nest?
H ow do you know that a woodpecker made that hole ?;•>spoil
learn to avoid them.
ipjgi. Teach children-to maintain! a tentative attitude until proof
of a statement can be established.
Immediate proof of a statement is not always possible. In. such
cases the scientific method demands that one “wait andreee.” A
youngster’s statement that “John’s uncle says that cotton won’t
grow in this clim atSt L ef$ -try it** indicates! a healthy prejudice
against snap judgments;-.and unverified statements, ,

T h e N orm al S chool H erald

13

12« Bring children into contact with the practical application
of a principle bèfoÿè/ôfïering an-explanation of it.
A child’sKcientific interest grows out of his desire b a t o fla in
facts which he observes. W hy a thermos bottle keeps hot things
hot, and cold things cold is ajgstimulating beginning
d i^
cussion of the Conduction of heat. (See Rule 4. )
Teach children to constantly apply to ordinary life situa­
tions the scientific principles which they have learned.:
; Children value -and appreciate that for which they can see
some immediate use.lH 'he |fpl who . can apply her knowledge.;.pf
electricity toyifhe ;husiness.-,of^mending: the burned out cord on
an electric Mon values her knowledge more highly than Eoes she
who confines her application of principles- to the performing of
laboratory experiments^.:,;
14. Teach by analogy when possible.
Children find it easy to understand that which is new it they
cariR fe in it something|jsimilar to that with which they are
[already fa m ilia r.IB h e action of the waves produjjid by IS rock
dropped into a pond « an easily understo® exw anatip nB f the
action Op sound waves.
15. Teach a'theory, as.a theory’by.
Children .are prone to.. accept as a fact anything which i a n
print. To combat this tendency constant emphasis) .sffinld be laid
üpon theBlïiferencejl^S.tween that whichihas been proven to be
true ’and, that which is Keore'tieal. The évdlutionyhf man from
the lower ordegfarof anim al*hôtfld he taught only ;às an i|i|èiçg|||
ing theory which) To date, has » t been ffifiyen to be true,
ijg! Before leaving a question^B proSem, arrive alsMme con­
clusion even though it be recognized as jgntative.
jChildrenKhd it .-difficult jig’ ¿attend io fn ÿ one thing' for a Tong
period of time. They must be encouraged thereÎSrg to. gb® -with
a problem until tjhey ¡grave reachedBorne conclusion Joncefning
it. I f there isCreaSdn feBdouSI the ŒChracy of th|;ir|Solufipn,
they should bë ; encour'agS^o keep it in mi-fid until further inghrmation is available. “W hat kind ;0f R b ir d S n® y i|« h |||? ’|
if ashed in the Fall may haffi tO )§M® until Spring when
vation of the birds’ nest building activities will furnisH an answer.
17. Jgfrÿ to develop in children the habit of chR'&obse.rvation.
* Children are 4 u)gerfiçiS .o;teerverR|p;heir attention is drayui
only
theT'unusual orRutstanding element in a ptuation. The
child who reports havingi.iseen a cardinal probably hâg|n||ed
nothing but a b ir lio f red coloring, .fifip if details Me has.‘failed
to f|e. I f the teacher, a lt y a y s i S J many questiqrg concerning
every reported ohservaSon, anticipation of these questions will

H

T h e N ormal S chool H erald

cause the children to form the habit o f looking for details.
18. Encourage children to collect objects of scientific interest
for class use.-'
That which is^nteres|ing. to a child is generally something
which raises a problem or questioni in his mind. The children,
therefore, who form the habit of looking for interesting scientific
m a t t a i is at the. same time forming the habit of looking for
-Scientific problems. An important step in the development of a
scientific attitude.
19. - Sketches of significant detail^ should ‘ accompany obser­
vation notesjOr||otes on laboratory e x p o n e n ts if such sketches
are included for thè purpose of clarifying written statements con­
cern in g function, structure, experimental methods,, etc.
Gemjfifl sketches which tell np particular story, but are merely
idiawingsfipf an inject placed before a chilclf.are of little value,
'¿from th|;i standpoint o f learning. Such drawings Sem and only
drawing skill.- and can be madé by one who has n|iknowledge of
the significance of that -which, is drawn. On the other hand, a
child who states that a bird’s nest was so placed that rain could
not faHginto it, may Well illustrate hi^point with a sketch show­
ing .this facty ' Thus he clarifies liisy own idea, as well H’ illus­
trates his point for the' benefit of others. .
(B ) D R A W IN G
I; Children should be-fixpectetfito draw only those things in
which they have an interest, or with which they halve had ex­
perience..
Drawing is a form of expression, therefore it should be ina <|esire to tell something. - One cannot “tell some­
thing a g u t that which is foreign to his experience. The. child
who^ drawf, geometric figure»: and vase forms because they are
regu i^ ^ rather than beipfiuse he needs to draw them in; order to
exPr# an ‘ ^ea is not using drawing as a tOOl of'expression. He
is merely copying.
H E 9 Children should be taught to actively study in an organized
tashion the details.of that which they wish to draw.
People see what theyfc^k for. One who has looked to ,;$ee the
exact number,-..'.shaped coloring and arrangements ;.<$ the petals
of a ^flower hasBa notion;: of the flower which makes: accurate
drawing possible,. One who looked at the flower only as a whole
has Only ù ^ agu e idea of its characteristics.
3. The child’s drawing lessons should not be copying lessons.
A child’s attitude toward any type of school work is determined
-by h f l experience with .it. I f he is to consider H rawing as a
tool o f expression, he must use it aS: such. If he spend® his

T he N ó r m a l . S chool H erald

IS

drawing period rcopying drawings from a copy book, or from the
¡goard, then drawing isf to him a copying exercise,Mot .a method
by which he tells.; someth|flg just as he “tell|| something’Sfwhen:.
writing já story. The child who draws a palm tree in order to
express his idea of how.’a palm tre.e. looks haSsomething to say;
he who copies a palm tree because it is assigned half- nothing.
T h erew ll no more reason why children should copy -other per­
son's drawings in a drawing class than there is for copying
.Other pe'rson’|f|fbrÍ£s in an English classU,
f 4. (children should be shown how a thing is drawn only after
they have made, an unsuccessful effort to draw it.
Need for instruction-; is felt by the child who has tried' and
'failed to accomplish his purpose. Under such á condition rapijl
learning, takes. place. The child who starts to draw la rabbit
generally thinks that he.*: can, and is; ljf je |jlterésf|d 3 : in the
teacher’s instructions. A fter he has; tried and hasfjseen that his
resultgi'bear little resemblance to that which he had in mind, he
is ready to he taught.
5. Children shojild be encouraged to imitate form anli exe­
cution rather than results.
If a child has learned how to produceya-'certain type o f line
by holding and using' his- pencil in a certain way he has learned
a bit of technique which he can use in many drawings. If, On
the other hand, he merely attempts to create a possible-imitation
of another’s work, he may |§uoc.eed;;: through the use of a faulty
technique which will hamper him later. K g ) prevent imitation of
results, the teacher '-should ¿erase her own work after showing
the children how tjpf get the desired effect.
6. Teach children to draw one thing at a time.
Ability to draw is not a general ability. One can draw specific
things which he has practiced. Children therefore should - be
taught how to draw one thing at a time;.and this one thing
they should practice until they can draw it ‘ accurately, from any
point:of view, and from memory. In this manner is a drawing
vocabulary built up. The child who has learned to draw a
number of typical forms will have nó more difficulty in com­
bining them for purposes of expression than does one who has
learned a foreign vocabulary in combining his words into a com­
plete thought,
7. What a child dr group o f children learns to draw, -4^ their
drawing vocabulary,— should depend upon their interests,
Qne who is interested in doing a piece of work is willing to
do the Specific talks necéfsary for the completion of the under­
taking. . Á group of children after listening to a story of Hawaii
wished to illustrate it. They decided that jn order to do so

16

T he N ormal S chool H erald

they would have; to learn to draw grass huts, palm trees, grass
and water. For days;- the class' drawing period was devoted to
one of tfflgste d etail^ When a fair iidegree ofpM H had been at­
tain ed each child drew his picture, of the story. No two pictures
w ere alike.
8. K h ild ren profit by a discussion and Comparison of each
otheifldrawing's
\ '
**
One B an npf always®e,e .the d efecfS in his:-own work. He
isB inclined to see in hishwoSk that which B ie had in mind
rather than that whipp-iactually appears onMhe paper. Others,
hpwever,lessee only the ^ ork. as.li®^? Their criticism therefore
% n l| to show UHthe defects. I f a child’s-classmates mistake
hSidraw ing of a.; twoKtory hous,effor a building B f oneBtdry, he
isjw rced to recognize, his failure to accurately represent relative
proportions:;;: f
9. "Children should be taught' to plan their drawings before
they f f t l S to draw.
Ideas a|j.e clariftl®through verbal expression. The child who
mafee;s:' an K f l b r written BMement of: the -exact thought which
he w ish® t|g expre|||8in his drawiifg w illll & yguided by:’'a- well
defined rather thpgfla vague not||n of the work to1 be done.
Bite, result, will be 'a • better .proportioned picture expressing an
organizedSde® rather than Hshodge podge of unrelated thoughts.
©.all children’s attention to how things look from various
angles.

Children aj^inclifSffl to draw objefts as.;’they know them to be
g ath er than as they appear from the angle at which they are
being; reviewed. B fh fi® the profile. drawMg; of a f i l e showSktwo
e y e * ThisMSan»S|‘ay^ided if, before they btegin Sfs draw, their
atten tic|| iH draw n to the^fippearance ,of the: m o lll and they are
askp.d to state what they can -SeeB»r exactly how it looks to them.
H ia io R Y
x. History .le^ m s sl® ld be assmnedBy large topicsflprdblems,
or comprehensive questions' rather than by ¡¡ages in a text book.
Related or aJssbciatelfi facts.pir.e;?more thoroughly understoixl
and more easily remembered' than are those which are il^ated.
A child who*hak||;:the next five p a g ^ " ;-yf|jf frequ l|tly find; on
tho||' pfi’^ M a number of unrelatedtopics’^ no one of which will
aid him in understandii^Bir'remembering the ethers, .fThetShild
wh(^^hisweraihist. question. “I f in 1820 you -had |j|« H a poor
English farmer and had wisfiBlfeto come to America, where would
you have jji|inned to settle?” may have to refer to many pages
W . m^sS.rbMili^-. .Jflig result will, hqjyever, be a ma'fs- of facts,

S h e N orm al S chool H erald

i7

each one-of which will be relate^ to, and will explain all other's, ' :
2. Teach children to see in, historical facts iS S e rie g o f cadges
"and effects.
I filS ch ild ren ’s attitude toward: ;afi'subj ||t is: determined f l their
experiencia with it. I f they Jífé to appreciate that all historical
events'are-.caused by previous ones, this causal relatiépfship must
|be|stre§led. Children who are alwayg1-asked to'find- the causes,
and frequently .asked to prophesy the results of the eyentsV'they
are considering,. will grasp this|3fact of historical development.
If facts are considered in ijolation children will think of them as|
“just, happening” .
3. ChildreniisHould baRaided in the development of a time
fSenffe'C'
Childrenggnd it difiMiijf to appreciate different lengths of time,
esptc'iall|f/ when the. perio.ds under consideration are BütsjdJwDf
their perSonaiBxperierMe:,, Te®; ,y;éar®fp“'jan elementary* gchqp!
child is so. long that a hundred yearsgieems no longer. A .graphic
comparison between known and unknowff; periods-j^Btime will
aid children in thisf matter. The notion of a year is’ .fairly clear
because ^ S i r t h ^ y :s.:a:©d'..other annual h r f d a j S i Chart's:« 1 which
.events are placed; at relative Kffstanell l l the year being uséejhs a
unit,- is one devilry which may be Used.
4. . ChildrenEhopld i8e>AidMSn the development (Sia,,.¡sense of
.sp^s'©.i
Children do not appreciate distances which are outside, o f their
experience. A Hock, a mile, JlFe fairly clear to themBbut the
diffe.ren§jsbetw|en g f e miles and m oo. milés- is not cldarly com­
prehended. G r a p h » charts such gsC sugggstS|aboy|y|(Rule! .3)
may he used to help them to* understand these difference®||||
5. Teahh children to fgfm judgments’.o f historical events and
perspn^H
A ll through ilife people. are forced to form judg-merif&| In the
study of history where children can take an impersonal attitude
there is an excellent opportunity for them to learn to form fjgtdgments based upon faSSsj: and unbiased by prejudice., The child
who becomes aecustonpti to the question “ What tacts have lead
you to form thi§*ppinion£l’¡ will, after a whileyffievelffitia. healthy
prejudice against hearsay evidence and snap* Judgments.,'':,;
6. ChildrenTghoUld learn fp| form their judgmentsHof l f f l
torical events and1persons- from the standpoint of, the standards
of life and conduct existing during the period under difcuSioh^ j
v .A ll persons, and particularly ,¡clyldren,'¡fare inclined to judge
persons and events from the standpoint of the standards-of con­
duct withi which they áre familiar. This practice makes true

i8

T h e N ormal S chool H erald

understanding, appreciation or judgment impossible, fé o r ex­
ample, it is not unusual to hear in the school room discussions of
how England “oppressed” her colonies. But did she? Some
knowledge of the attitude which all nations of that day took
toward their colonial possessions might lead children to see this
question in a new light.
7. Children should study historical events in the light of their
effect upon the life of the common people.
Childrens’ understanding of that which ;|$ new depends in
large measure upon their ^previous experiences. The great mass
of our school children represent the common people, and they
are familiar with the problems, points of view, motives; and
manners of life of that group. They are therefore in a posi­
tion to understand happenings which are explained to them from
theKtandpoint of their effect upon people similar to themselves.
The Civil W ar would, for example, be more meaningful to them
it they could see how it changed the- South for the common
people, rather than its effect upon the wealthy slave owners,
8. Historical reading, and study should be supplemented with
dramatic projects.
If history i^ to represent to children real happenings in the
lives of real people, they must be able to create in their imagi­
nation those persons and events about which they are studying.
Children who have written, costumed and acted a play based
upon the story of the first Thanksgiving have lived through the
events, portrayed and, as a result, have acquired a keener sense
of their reality.
9* A s many visual sides as possible should be used in the
teaching of history.
Some children learn more through seeing than they do through
hearing or reading. A ll children are aided in their learning if
the material i|^ e s e n te d in more than one way. It is desirable
therefore that chartsHmaps, pictures, models, etc,, not only be
usefi for illustrative purpose, but also, whenever possible, be made
by the children. In the latter case they may frequently take the
place of verbal recitation. The child who can model in the sand
table a frontier post, must have a more accurate knowledge of
it thah would be required were he only to “ recite” about it.
10.
Source material should be used whenever suitable material
can be found.
When events are associated with a child’s actual experiences
they will&eem real to. him, and he wili have little difficulty in
reconstructing them in his imagination. The Boston “ Massacre”
is not merely à book story to the child who can read the news­
paper account printed in Boston the following morning, or an

T h e N orm al S chool H erald

19

intimate letter written by a person who saw it. In his experience,
real happenings are associated with newspapers, and real people
with intimate letters.
Such readings also enable children to form judgments, based
upon contemporary -standards and contemporary opinions. (See
Rule 6.)
11. Encourage children to express their idea in concrete form.
Children frequently think that they understand that which they
have read or heard when they are able to repeat the words. E x ­
pression of the same idea in some concrete form is an admirable
method which a child can use for checking the extent and ac­
curacy o f his information. When he tries, for example, to
maké a graphic drawing of the circle of trade once existing
between A frica, the W est Indies and New England, or to con­
struct in the sand table a Pueblo village; he soon finds out what
he really knows.
12. Children should be taught to consider the worth of the
statements which they read or hear.
Children are inclined to believjs; anything which th e y lle e in
print or hear an adult tell. It is desirable therefore that they
have some standard by which to judge of the relative worth of
statements. They may well learn to ask, for example, !§j»S; the
person making the statement in a position to know?” or “Are
these statements Jikely to be effected by the persona® rejudices
o f the author ?” or fffjid the author of these statements have any
reason for failure to tell the exact truth?” In such a manner it
could be made quite clear even to children that historical novels
are not .apt to í|keV-iso’¿accurate asigstandard histories, or that,
while the statement o í a G. A. R. veteran concerning the guns';
used in the Civil W ar is probably absolutely correct, the!fjjame
man’s; statement concerning the attitude of the negroes toward
their masters is probably colored by prejudice.
13. Teach events with relation to pivotal date?,.
Comprehension of cause’s1 and effects is not possible if the
relative time of events is not known, por that reason while there
is no necessity for teaching a large number of dates, the dates
of those happenings upon which a large number of other events
hinged,; Should be learned to serve as guide posts. The child who
does not know whether the Navigation Acts were passed before,
after, or during the Revolutionary W ar is hardly in a position
to appreciate their significance.

T he N orm al S chool H erald

20

(D).

A C Q U IR IN G

S K IL L

(A S A P P L IE D T O H AN D-

■ W RÌHING; G Y M N A S T IC S , A N D A T H L E T IC
GAM ES ) | l
i • When practicing an act o|(skiJl the chilÈs attention should
be fixed upon the result to be achieves! rather than upon the
method to be used.
, Muscular movement is to a large extent, controlled by what one
is thinking. The child who is trying to. attain uniformity of slant
in hand writing, should keep his cye'umd attention -bn the slant,
the fp ll learning to use a bat should keep his eye on the ball
which. he''w'ilhes to strike.’. >
2- Teach .form o n ^ ^ fter trial has brought unsuccessful result.
.("Form ” 0 used here refers.-to the bodihyphsition desirable for
the successful performing of an act of skillH®
Gne whig haajtried to do a. thing and failed is||in a mental
R h feS o n d u civh B o learning. In other words his mind is ready
to act upon the matterqhgcause he wishes to know how to do it.
The boy who has tried pole vaulting with 'little success1 will be
interested iiple^àrning what the coach can te® him regarding the
Trillion to afSume and the manner of holding the pole. Instruction given bdtOre trial, and before theBearner knows that he
needjtel .ia g ^ e n l^^atténtipn.

3 - Imitation of the instructor isj the best way in which a
learner can acquire good form.
D is ea|p||;«rcà; child tofassfime a^cOrr.ect position as a ..result
of heing^showu than as 'a result of. being told. How to hold a
tennis- racket is most easily learned if the learner can see the
instructor hold it in the proper manner. A child learning tei sit
properly at a desk when writing should be given an opportunity
to she the instructor in the-desired position.
4.
When % aching||orreet form the instructor should supple­
ment imitation with verbal direction.
A child often thinks that he has-'-Jfssumed the same position
p s. the teacher-when in« fact he h'af not done
because he has
Tailed to hcpe'vall of the details of the: teachlfe’s position. Tor
t % reason the g a c h e r, when taking a jftsition for children to
imitate, should draw their attention to the details. When writing,
for example|:.;the children’s- attention should be drawn to the
fact that the teacher faces the desk squarely, has both feet flat
upon the flutgf both |fgrms on the desk, -:etca
This rule also applies to the child’s imitation of the teacher’s
execution of a movement. Here again the teacher should draw
the child s attention to every detail of the movement as it is made.

T h e N orm al S chool H erald

21

ft;

Guided performance is I l f no value except as the learner’s
attention is actively fixed upon the movement.
When one gets the feeling of a Succ.egsful movement, it is. easier
for him f‘S repeat it. To get the feeling, however, he mustffijë
actively conscious of it at the time the movement is made. For
example, if, for a number of times, a teacher guides a child’s
hand in’ the making,- of a successful!“ a” , the child will in time
g e tlfie feeling o f the movement if he is/actively trying to get
it. If, on the other hand, his eÿ e S a re traveling over the room,
and he is giving only half of his attention, there will be no
learn in g In the É m e way one may be aided in learning how
to serve in tennis, or how to throw a goal in basket ball.
6. Make frequent.use of the L aw jpf Effect, When succeS| and satisfaction follows an effort, learning is
strengthened. For thaSreason a teacher should see to it that
satisfaction follows whenever improvement takes place. If, for
example, a child is trying to learn to swing Indian clubs, every
bit of improvement which he makes should be noted and com­
mended.
Such commendation b r i n g s ' h i m ' -satisfaction, and
the improved m|-4ement becomes more fiX® as a result of his
state m mind.
7. Practice should M op when children cease to give it their
full attention.
Repetition with?attention increales skill in any line of endeavor.
Repetition without attention is absolutely valueless. This ex­
plains why the last page in a child’s handwriting “ copy book” is
often no better than the first." One can copy a line of writing
and give practically no attention to the process. Many children
do th R with a conséquent Éàilure to improves A
8. \kt the beginning of every practice period the children’s at­
tention should ibe c||i;èd to t i l new or improved methods which
they learned during. their last, practice period.
(children often fail to usé a new or improved method of doing
a thing simply because between practice periods they forget what
they have Sarned. Until a new movement has been thoroughly
fixed by much practice, thisfeofgettingBshB be expected if the
teacher takes no action to prevent it. A child may, for example,
learn that by gradually, turning down his hand he can keep the
slant offlhis Writing uniform to thé end o f the line. A t thejpieginniffg of the next practice period he may fail to practice this
new movement if the teacher does not ask some child to recall
the new thing 'which theyliàrn ed during the last, practice period.
9. A n act of skill should be practiced in the way in which it
is to be used.
People learn what they practice. I f a child practices the

22

T h e 'N ormal S chool H erald

making of unconnected letters, he may learn to write them in a
satisfactory manner, but that does not mean that he will be able
to write well connected letters in the form of words,. The boy
who practices throwing a ball into the basket from but one posi­
tion on the floor will learn to throw it accurately from that posi­
tion, but from no other.
10. A fter the method of performing an act of skill has been
learned, fast practice should be encouraged.
Generally gpeaking accuracy increases with speed. A flhild
should npt therefore be urged to go slowly in order to develop
accuracy;. He should rather be encouraged to work as rapidly
as possible. '‘See how many lines of good writing you can do in
this period” is a more desirable admonition than “ W rite only a
few lines but write them carefully.”
11. Speed should not be forced to the point where accuracy
is lost/
accuracy increases with speed, yet accuracy mayffpe los,t
if the child-attempts; to work -too rapidly in the early stages of
his practice. A n attempt tg-'hurry may cause strain, anxiety and
conséquent .mental confusion. When one is mentally confused
musculffl coordination is faulty and accuracy is impossible. For
example a' child learning a new dance step for the first time will
fail to remember the order of the successive movements if he
is Urged to hurry before he has this order well in mint. After
he has the order well established, speed may well be emphasized.
. 12, Anxiety on the part o f children during a period of practice
prevents fycu ratflw ork.
The m in||of one who is worried or under, ai ¿strain is divided,
part of the . a^ention being given to the cause of the anxiety.
Accurate ,practice demand® concentrated attention. The child
who is 'Scolded and told that he w ill|je| punished,, i f he . fails to
do good work during a practice period, ¡liv e ry apt not to do it.
He will be so; busy thinking of the Ifeu ltl p i failure that he will
be unable to keep his mind upon the task in hand.

BIBLIOGRAPHY
G eneral
F reeman|; F. W tlfH o w
Boston.

Children Learn,

Houghton Mifflin

Thorndike, E. L.,B*rincipl|§ o f Teaching;. A. G. Seiler, N. Y.
Woodworth, R. S., Psychology, H. Holt & Co., N. Y .

T h e N ormal S chool H erald

23

Norswothy & Whitley, Psychology of Childhood, Macmillan, N.

■
E le m e n t a r y S cien ce

Eikenberry W . L „ Teaching o f General Science, U. of Chi­
cago; P
r
e
s
s
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.
.
jPffe T v
Caldwell & Eikenberry, General Science, Ginn & Co N. Y
Downing, E. R., Teaching Science in the Schools, U. of ChiqaQTQ |~
"^^ S
Downing, E. R., Source Book of Biological Nature Study, U. of
Chicago Press.
,
ir
.
Freeman, F. W., Psychology of Common Branches, Houghton
Mifflin, Boston.
I H H
r
Judd, C. H., Psychology o f H igh School Subjects, Ginn & Co.,

HIM

D r a w in g

Sargent, W ., Fine and Industrial Arts||in the Elementary
School,: Guin & Company, N. Y .
o „
Sargent & Miller, How Children Learn to Draw, Ginn & Co;,
N Y.
Judd, C. H., Psychology of High School Subjects, Ginn & Co.,^
. y . ’
H H H
Freeman, F. N., Psychology of Common Branches, Houghton
Mifflin, Boston.

n

H istory

Johnson, H., Teaching of History, Macmillan, N, Y .
Knowlton, D. ¡ i S Making History Graphic, Scribners, N. Y .
Knowlton, D. C., History and Other Social Studies in the Junior
High School, Scriluiersf .N. Y .
Judd, f t H., Psychology of High School Subjects, Ginn & Co.,
H a ’
Freeman F. N., Psychology of Common Branches, Houghton
Mifflin, Boston.
A cq u ir in g S k il l

Freeman, F. N., How Children Learn, Houghton Mifflin, Boston.
Freeman, F. M., Psychology of Common Branches, Houghton
Mifflin, Boston.
Starch, D., Educational Psychology, Macmillan, N. Y .
Thorndike, E. L., Principles of Teaching, A. G. Seiler, N. Y .

S h e ’N ormal S chool H erald

m

STANDARD TESTS
1. W hat is a “standard”
A te^t is Said t|>ï have b’êîèn standaœiSed when the s ç o r S which
the; average children ofc-v-arious -ages&md^grades havëimade,Uànd
therefore should -make upon ' it, have been determin®|lfl
2. W hat is the. difference* between a ^standard educational or
achievement test, and a ÿtànda'rd-rfftèllehtual test pS' ^i
A standard édu(ftt'idnall^^ metimes called- achievement test-—
tests what children know ‘ of thi$f- sub j ect s whicli they have
specifically taught, ;f -e, Reading, Arithmetic, Geography, etc.
An intelligence fést :||p;s. a child’s ability to learn by testing
his knowledge ¡¡Si those things .which intelligent people, learn,
incidentally andHwithout.,specific teaching. A n intelligence test
is'based upon the assumption that one’-wlio has ability to learn—
i e, intelligence— wilfflknow m anjpthings which he has learned
through his contact with people and things’,,* while one who is
not intelligent will know but few such things.
3. W hat is a survey test?" 1
A survey test is designed to test a child’l|g,pneral knowledge
of a subject. It ishSMeducatiOhal tes||3 .S
4. W hat H a d ia g w ljic or inventory tç|j|? '
A diagno'fflHti|dücàtional tèijt . is a t e # which tests a child’s
knowledge o f the .;#êcSc pha#s*|fe-a. subject. Through its use
a teacher can determine; exactly where a child is weak in a subject.
What a re practic®&gstt|M
“ Practice test” is the name applied to certain standardized drill
systems designed to give children practice in the mechanical
phafès: of vari:pj|p#h@Jil suhj]iets;.
6.

W hat are prognostic -tetì^^B

Prognostic té ||s a|M tèsts d^ig h eM to determine ..one’s, probable
su c ||p s in various typejs;* of ' |gbrk or study bys testin g 'th e special
.abjlifle^re ,u i|||S fó 'r Süç:ç|§ga blohg such :lines. - *
flfeviai W hat are ^ g rtn sB W !
When a'jfesf is in processjof stai||lgrdization it is given to irnany
thousands of children f o u ig in various typffiwM Si®Q.bls through­
out thè, B u n try . Rjwm the rdSults^gfeured the averageSscores
madeBiy children of different ages and grades are found., ■ These
.scores are the prjj|rh|||’. They are -the
which, ;it is as^feied, the average child or. clas^Ehould make: ,oh thé -test because
average children have made them.
8. W hat -is thë^Mi-fferéh^lpetween “ gradeÿtîikprms and ‘“ age”
n o rm ^ S

T h K sN ormal S chool . H erald

25

Thé grade .norms areBhe. scores;, which children in the Various
gradés in the publicifèchools: should make.. The ‘ ag.e norms
are the scores which the children of various agxLs ;should make.
W ith grade', norms; the teacher, can find out if a child or ||oup
of children are doing as well as . average .-children
the gam e
grade do elsewhere. With age norms a tjgcher is . able togfinct
out if-a child or' group of children arc doing as well as average
children of the same age do elsewhere,
9.
W hat is the meaning of the word “ form” as used on
standard
The word “ form” refers to the duplicate tests which the author
has issued in the same. 'subf|ct. The material m thesj f ! t®f? 1S
similar and of llq u aT difficult^; When several ‘ forms , of; the
la m e ■
are available, it is possible for M teacher
intervals, usingSsimilar and equally difficult but m'ot identical
material. B y this method progress may be noted.
10.
Who should give standard te^ts?
Any teacher of ordinary intelligence who ^ w i l l i n g to follow
directions exactly can give ^standard educational test.
Standard intelligence tests should be given only by H H B
have, .specialized in that type of work m a i e p u t a M e f c ; or :
University.
11 H ow^lhlSld oh& give a standard educational test ?
'
■
l directions
giving a fe s t acSm pany itl>hen P W p | ^ These directions specifically''-state the time tq:. be allowed for the
test: ,he words which the -'.examiner should u se when presenting
the’ test to the children, the material^ which the children giou ld
M
m
all other n e c » y details. B
m B m
B B B I
followed f g c i l r otherwge th e | £ o i^ m a d e by the children will
A test ‘is’Wtandardized by^b,eihf given to many thousands o t
children under-certain definitegonditioh|;. From g M —
j
those children make the “norms.”., arejffljmd. I f W
wisHes
:H compare her c l » | o r f with th<§£ n o n n ^ h g m u
the
test under exactly thejfame conditions as it was.;p v e n when the
norms, were e f i b l i s h f f This, is; the reason why the d ic t io n s
for giving a. standard test Should be
the
reason'for Hrnie of th ld ir e c W fe a rg n o t entirely clear.
12. 11 o.w much time should be allowed for a test?
E x a ctljia s many ; minutes o r i|wflds{ should be aij&^ed ¿SS 31
■
g f are specified in the diredfionsg-no m o r e ; | | | no l|ssc
G hildre& shouldEe told to remain perfectly Kj|tet if ¡—
8 1
before the tesfS are collected, but they should not lie ¿collected
before the expiration of the period even though all seem to have

26

T h e N orm al S chool H erald

finished. C hildren .sometimes;, stop for a. lew minutes, then, if they
have time, look over their test again.

B B B B BBBI

no value if th ijtim in g has
not been carefully done. If, for example, a teacher c o lle c tia
group of test papers at the c l o g of a fifteen minute period when
the directions^call for twenty minutes, her class.' scores will replesent what children can do in fifteen while the norms represent
what the a v e r s e child can do in twenty m inutelt A ny com­
p a n y between them would, therefore, not be possible The
same would be true if the time allowed were increased beyond
that given in the directions.
c increased Deyond
13.

How are standard tests scored'?^

mmmm directi°ns11BEBareB fl

..tlie tests unless otherwise noted in the catologue.
ie p a S T

t0 W

Sometimes it

ManUaIs of D i- c t i Gna I n d s c o S g ^

Should children be drilled upon the material in a te st® '
, , y.
I B f l
In that
memory

means- Many mentally defective children could pass a
^ B B B I upon the exact material beforeh an d
case passing a test would become merely a matter of
rather than of thought or reasoning.
J
°f

BBbBRBBb BBIB
Um “ 4 H

b e i n 'I “

°f W°rk

1 ChiIdrCn hC giVCn thdr test PaPers after they have

B
1 B
material at a

H
B
H
B
H
test more thamonce.
1 ,,os'!!es!! copies> or have discussed the exact

MHHwtaiB BE «mm■ fflaym
em
.
dlMtoyed

p „, „„d er £

« ¡ .S h o u ld the H

H

S T fe ™

b*

tests he discusjed with ehildren?

B H IB B B B
■
H | H B B
tense and participles, but the sentences
used in this drill should not be identical with those in the test.

27

T h e N orm al S chool H erald

17. Where can one buy standard tests?
Standard tests in every subject can be bought from the fol­
lowing :
1. W orld Book Company, Yonkers, N. Y;
2. Public School Publishing Company,: Bloomington, (Illinois.
3. Research Bureau, School of Education, University of Cin­
cinnati, Cincinnati, Ohio.
Catalogue and sam ple^wilhie sent by either of these publishers
upon request.
18. A re standard tests expensive?
No. When one copy is required fop each child the cost seldom
exceeds, five cents per copy. It’ is most frequently three or four
cents||||
When the test is of such a nature that only the teacher needs
a printed copy the cost varies, but is in general about twentyfive cents: •;
Manuals of Directions generally cost about twenty-five cents|
Only the teacher nee& a copy of the manual.
19. What are some of the standard educational tests suitable
for elementary and junior high school grades?
SU RVEY TESTS
Most usable
in grades
R eading

Detroit W orlS Recognition..................... '> ^ 8 » 2
Hoggerty Reading Exam. Sigma I . ................................
Thorndike McCall; Reading- Scale. . . . . . . . j
........

2- 3
4-12

A r it h m e t ic

Stanford Achievement ............................................•••... %
Woody-McCall Mixed Eundamental|.......... .....................
Courtis Research, Series B .................................... ..............

2- 8
4" 8

S p e llin g .

*Ayre;sf Spelling S c a le ........................................................... 3 " 9
♦ MonHpl Timed S en ten ce.................. ............................... 3r .8
*Morri'son-lifcCall Scale . ............. ....................................... 3" 8
H a n d w r itin g

*Ay$S$ Scale

...................................... ......................

3- 8

G eography

Spencer Gregory ............ ..............................................
Posey-Van Wagenen ............................ ...............................
(Either of these is useful for diagnostic purposes.)

0- 8
, 5', f . .

28

T h e N ormal S chool H erald
A m er ica n H istory

Gregory Tests v ; . * - . . . ..... ........................
, _
V an Wagenen
(Either J®iild be used for diagnostic' purposes.)

•

E n g lish

* fludeis.du English Composition Scale
W ilson Language Error.

>•1; • ■ •

,*3 ~12

A lgebra

ITotz - Scales . . . . .
L a t in

Henmon Vocabulary and Sentences
F rench

Handschin Comprehension and Grammar
xiandschm Silent Reading .............................

HHNI
. . . . loi VX-snu y 15.

G en er al 1 S cience

Ruch Popense .

---- . .

7-9

D IA G N O S T IC T E S T S
R eading

Stanford Achievement
A r it h m e t ic s

Wiggonsin Inventory
H a n d w r itin g

♦ Freeman Diagnostic S c a le ..

„

E nglish

Charters Diagnostic Language
a 1 ‘^ M ^ g n o s t i c ¡ Composition Scale

........

o

P R A C T IC E T E S T S
R eading

Courtisl Smith Picture Reading L e lP n s
A r ith m e tic

Courtis Practice. Tests
...........
H a n d w r itin g

Courtis: Standard Practice

3 ' 12

29

T h e N ormal S chool H erald

P R O G N O S T IC T E S T S
Stenquist Mechanical A ptitu d e......................................
Thurston Vocational Guidance.
♦ Wilkins Test in Modern Language.
♦ Seashore Measure of Musical Talent.

6-12

♦ Only the teacher need b ^ upp lied. with a copy.
•2'pf' A r e ‘ there any. hooks to lie had in which the subject of
standard testing is discussed in a simple practical manner?
Yes. Any teacher interested in the subject will find interest­
ing and valuable material in the following books:
Pressey: Methods of Handling Test Scores, World Book CompanySvYonker$g|N. Y .
Pressey: Introduction to the Us£ of ^Standard Tesfe, W orld
Book Company.
Gregory: Fundamentals of Educational Measurement, Appleton Publishing Company, N. Y .
The publishers will upon request Send these books for exami­
nation.

ALUMNI PERSONALS
’89 Elizabeth J. Baldwin nee Watson now resides at 1214
Logan St,, Denver^ Colorado. Mrs. Baldwin|sj:udiM: Stenography
after h e r"graduation from normal and was in the employment
o f a daw firm in Washington, D.r'iS.; for four yfearg She -lived
for twenty-five years, in that city during which time she married.
She h i now a fam ily. o f p ie ?children. - T w ^ M B ie r Boris are
graduates ;of the -Colorado School o f Mines and are engaged^ in
geological work. Another fo n ig about to enter the University.
One I R e r daughters is a student at the University; o f Oklahoma.
Mr$v Baldwin sends greetings to all her classmates of ’89.
l l t e M f« M F . H |$h,, Superintendent of t h e S h B l s | p f Protec­
tion, KansQjjaccompanied by his w ife and Miss Bernice Cox of
Oklahoma, came to Shippensburg lastSisummer by auto. They
report having a very enjoyable trip, lasting altogether about six
weeks;- '
’96 ’Mr. J. S. Ausherman formerly of Harrisburg, is now en­
gaged in the Real Estate Businep in Sebring, Florida.

3o

T h e N orm al S chool H erald

■

pIr' I B B £ B formerly of Pittsburgh, Pa., ¿¿now living
at 990 Bronx Park South, New York City, where he is a chemist

,

’97

Rev. C. H,, Shull is pastor of a church at Doubs, Maryland.

-98

W e are glad to get in touch again with Mr. W . A DeLan

■ B B
friends
-

f l H

f l B

f l i I
® em ends his .subscription
‘ rald " »* W“ " “ kn™ »>»•

’98 : From the "Presbyterian Torch” a monthly published in
F ic k e f0’ WC find the f° llowmg Personal of our friend George H.
“ Rev

George H. Fickes, who for the past three years has

P r e X te r v ofP C N 0n ° f ,D lrector of Religious Education in the
aCC6pted ■

l,ositi°n of Associate

p " s° " * ' ° fficer ai u f *y-

N n M r', H B B B B H from the ¿Cum berland Vallevi^State
Normal School m 1898. A fter teaching three years: in B
H
I ools of Pennsylvania, he entered Lafayette
. graduated ■ I9°5 Wlth t,le Ph. B. degree.
ton. Seminary ,n the fall of the same year
regu ar course, graduating in H
During

College from which
He entered Prince
and completed the
the first J w o y e frJ

Gepartm^ni o f P F
tlnC1?n-B I
C0Urses> the Philosophy
A h!!”
T nnccl0n hJnivcrsitv, securing the degree o f M

dp g i“ ^

is ' ,s

” aS o ! eachi''i in ,#e “ “

s .

- f p™in ,"“ch

S e v e ra l weekawifilf h e r ^ T o t h ^
during the past summer

N'
•s,)ent
E- S.. Berry m Shippensburg,

■
Dohner.6 H
e
i'and has b f|n very .u c c S s M in ^

i
w

¿5'S

s
S ^

?

0Ur f i nd
^

' Hi*wH

I etf01t Ave- Scott exP g te d to get here for hi!*class reunion
but did not learn of the date in ^ rn e . H e W s o r r y to miss the
reunion.
:

T he N ormal S chool H erald

3i

’07 Mr. Oren Goodhart who has been located at Corwith, Iowa,
for a number of years is now living at Hastings, N. Y . W e have
not learned in what he is engaged.
’07 Miss Caroline Rauch of Progress, Pa., spent the month of
July, at the Tressler Orphan Home in the interest of Dental
Hygiene.
’08 Miss: Nellie Boher of 127 Broad St., Newark, N. J., who
is teaching in the schools of East Orange, spent some time in
Shippensburg this summer visiting relatives.
’08 In a recent debate between the teams of two Mennonite
teams held at McPherson College, McPherson, Kansas, the
McPherson team won the debate over the Bethel team 6-0. Our
friend Mr. M. A . Hess is on the faculty of McPherson College
and coached the debaters. The Herald extends congratulations to
Mr. PI ess; on the fine showing of his team in the debate.
’09 Mr. P. Myers Heiges is a member of the faculty of the
Central High School, Newark, N. J. He resides at East Orange.
’09 Mrs. Florence Kniley Swab with her husband, Captain
R. E. Swab and infant son sailed for Honolulu, Hawaii, on
March 4, 1925. Captain Swab is stationed at Schofield Barracks,
21st U. S. Infantry.
. T2 Mrs. Ruland W . Lee (Blanche Boher) spent some time this
summer with Shippensburg friends. She lives at 94 Harrison
St||East Orange, N. J.' ’ 13 Miss Orpha Lehm an■ of Carlisle, will be supervisor of
Drawing in the Pen A rgyl Schools this year.
’13 Mr. C. Lester Clugston who has spent a number of years
in Iquiqui, South America, as a member of the faculty in the
Christian College at that place and last year was located at
Granite City, 111.,, has been elected for this year as teacher of
Spanish in the Boys High School of Reading.
•’ 15 Mr. Loyd Glass of Toms River, N. J|gis taking work at
the Philadelphia College of Pharmacy this year.
’ 16 Mr. H arvey J. Becker who is teaching in the High School
at Kittanning, is taking work on Saturdays at the University of
Pittsburgh and expects to complete the work for the A. M.
degree during the winter.
T6 Miss Marian Bell who recently received her B. S. Degree
from the University of Texas has been elected to.teach General.
Science in the Junior High School at Houston, Texas.
’ 17

Miss Anna E. Hess is doing departmental work in the

32

T he N ormal S chool H erald

fifth and sixth grades at N o r w o o i Pa.
raphy and Hygiene.

:Her subjects, are Geog­

M if l Dorothy ^ Q B daughter *of Mr. and- M « Frank
■ H R S near town. and who .for the past, few years has.-- been
a member of the m usig faculty-of the;' State N,ormali’“f|h iJ i? W
¡fill t e * M cePted a Position ^ S u p e r v iffir of music in the .schools
•of Iloylestpwn, Pa., near Philadelphia.

■

■
. F rank M. S n o k ffS ^ Fulton St., ifroy,; N. Y.,*Student of
Electrical Engineering at the Rensselaer Polytechnic Institute of
B B B Y ’’ WaS- elect®d
of B Rensselaer!|Square of
H D D Q ^fld Gompaks," an intercollegiate fraternity o i Master
^Masons. He is a Senior at R. P. I., and for theBummer months
Will be e n ^ l o y g i p electrjdfn with the Hudson Valley Coke and
.Products Corporation at Troy.

B

B r
Weast, who has 'bem teaching in Portage Pa
B t0 m i s o-t o : n - 3 this year- m m b m m i i w h
at Stateftpoll^feiduring-fflst summer.
'VJ r- A1% t F - Raker, who.i.hll beefa»eaching%t Library,
has- fceeft.J|ected Supervising Principal of the
Snowden IBwnship ^chodl,r:^lejghe^;.i(iounty. He has twentyfour teacher^afid one thousand children under his supervision
We congratulate Albert on thl|^id'jpO sition.

’21 W e npte that. Mr. K 'Sert O. Angle of fShip pensburi who
;:|vas 'f|pently ^ duafcd from Dickinson .Cohere h||glaccepted a
P ° $ ion in the legal, department|®f the Fidelity and Deposit Com­
pany of ¿Maryland with oflic*| in ¿Baltimore, Md.
I S 2? M rM’cHRaymond Hill (Edith Burtsfield) and daugh­
ter of L eH R fflferit I m e time visiting; at her former home in
Shippensburg, during thA um m er.
M r - Charles D. H oerneShp. b;een electeS PrincipalSof the
W est Fairview schools for this year.

& . ,2&

E jO

Mr. John H. White is practicing law .at Borger, Texas..

;|3 . ME ^ S p n .J . H o tflp is'teaching at Berwyn," Pa. B i e exPJg® t0 tak«'.«)jr:e work at the University of PennsylvaJSSluring
the year.
K B B H B 9 D. ¡Smith pi teaching Physical Education at
Millville, N. J„ High School.
B B
City.

i* attending Teacher Colleges New York
Shippensburg, Pafl isjteaching in

T h e N ormal S chool H erald
>24 B
H
M
H
year in Elemington, ,N. J.

33

I Waynesboro, Pa., is teaching this
Her address is;;23 Spring St.

-24 M i l K athryn W erner is teaching in Riversidef i ^ S
I
M i l Ruth Frank of W est Fairview, Pa., has. also gone to
New Jersey. 'She will teach in Midlletown,
J.
>|5 ■
Adeline s . Crouse o f B ig B B B H & H H I M
t h i f y l f c to Ambler, Pa., where she taught last year. She ex
pects to take some work at Temple during the yea .
■
Mr. Ralph Swan who attended F. and M / ^ lle g e last j e a r
is teaching this year in the High.School at Landisburg, Pa.

CLASS OF 1926, CONTINUED FROM THE
JULY HERALD
Miss Frankie Deatrick is | p : h i n g in Plemington, N. J.

Her

address is 26 Park Ave.
I
Bj
I
,
H —
Rettinger o f B H
is teaching |g g g |g ®
Health in-.seventh and/eighth grades 111 the schools of Matawan^
M r. William Barbour is teaching in the High School at: LiverIP°M r’ Robert Gingrich of Grecncastle goes to the Hatboro

Schools;«,/. ■
„
, I
• M r.|fcarlyle -Shoenfelt of Roaring S p r i n g Pa., will teach
his home town.
,
..
■I M r P a u # m i t h , l f Shippensburg, Pay, goes
w h e fe h e w l l f e c h in th e iu n ip r H igji/School and coach athletics,
M is i A g n e ^ A n f i b n 1 teaching grade 3 B m thegscfiools o :
W t M w n , P a i J |e r hom etow n.
| H
|
M i|/F r a n c e s B arnes^of McAlevy’s Fort, Pa., goes to Gonfluence, Pa.
,.
M i l Miriam B ||w n , of Highspire, P |§ ijte a ch in g at Expedit,

Pa.

M i l Annie*«Glark of l e w

Bloomfield, Pa., has a school at

YeagefSown, Pa.
H
_ HI , ■
Mildred. Cohill of Carlisle/ Pa., will teach in Bndgeboro,
'

Eva~Cooner df McConnellsburg, P ^ is teaching at McConn ellsb urilE a.
M ^ p fe ta

- A-a m t
of/Elizabethvllle, Pa., g o g t ^ C a r d j M M f f l

34

T he N ormal S chool H erald

Miss Ruth Dunfee of Carlisle,; Fa., is teaching at home,
MisSvCarrie Feidf of Millersburg, Pa., goes to Parkland, Pa.
Miss Gertrude Frantz of Lebanon, Pa.,. is teaching Green Point
School at home.
Miss'-Caroline Goldsmith of Chambersburg^ Pa., is teaching at
home.
1
7 6
• M W dna Hiatt is A c h in g ini Kdwardslffrg, Mich., wbereiishe
is living.
Miss Edith Kendig of Newburg, Pa., is- teaching the grammar
school -at I .ees Cross Roads; T’a.
, ”77; 7,
Miss Kathryn Griffiths is teaching at Moorestown, Pa.
address is 6o8 W . Ainey St.

Her

Miss, Vera Kramer of Newville, "Pa., is teaching- near her home.
Miss Ruth Laughlirg Shippensburg, Pa., is teaching fourth grade
and||supervising art in the schools o f Norristown, Pa.
M i|| Dorothy Leese of Hanover, Pa., is teaching in the Schools
of that town.
Miss Marian i Mehring of Littlestown, Pa., is.:-'teaching at
Haddonfield, N. J.
FrancegjM oyer of Williamsfown, Pa., is teaching at Spring
Glenn, in Schuylkill County. B
Katherme Neff of Mechanicsburg, Pa., is teaching at the
Mt. Alto Sanitarium.
' "7; 773-0 ; Mi.ss Julia Neusbamn of Carlisle, Pa., is teaching the-primary
schpol at Plainfield, Pa. .
y
.. B
Hilda Spangler of Waynesboro, Pa., is teaching first grade
at Somerville, N. J.
7\- ; T
Miss Grade Straley of Lewisberry, Pa., is teaching a Rural
school near York.

B r a d l l y ^ P * W alk Ce of ThomPSontown, Pa., is teaching at
Mrss^ Hattie Weidenhammer of Highspire,
English m the Middletown Grammer School.

P a .lis

teaching

^ ^ r * lldred i ei&le of Carlisle, Pa,y is teaching the primary
grade in her home town.
■
Miss Sara Williams, of Harrisburg, 'P a l i s teaching at home.
Mr. Kermit Deardorff of Biglerville, Pa., is teaching near home.
Mr. Craig Hemphill of Shippensburg, Pa." is teaching near
home.

35

T he N ormal S chool H erald

CUPID’S COLUMN

HHHIHHHI
S

S

l r V

,

« a . » 1 1 W . 3 rd S |« L « » .s.o ™ , Pa.

.

■ H I ■ HMPB«— mhii
W E B B iB B H «•

Yohe, M rgP arris M Ryder to | g g Ada W . H y k g « p .
reside at 140 Altoona Ave., Eripla, Pa.
. . .

M l ’h

Kalbaugh to, Miss Dorothy A. E. Feeser, 18.

Mr. R o ^ R - Starner to Miss; Edna E. Hoffman, 2^ . t
at Bendersville, Pa.

y

•

R eynolds-G riefith C

At

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^hey

has l l ntlybeen

fleeted Prindpa|p)i the High School

P iper -R osenberry.
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Fred S. Piper to Miss ,Mabel ROsenberry, |
They r | id e at
. Newberry Aye,, Washington, P a ,......

WEEs a iP P

A t Greencastle, Pa., June, 1926,. by Rev,
Burkholder, Mr. Elder, G ift to. M i | Myrtle Sh.pp, 03.

'
The,

reside at Mcrcerkburg, Pa.
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Harrisburg, Pa., by Rev. L C . M | g
Mr L ' C Edinger to M ill Mae .C, Logan, 13.
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RichmoiM, ^
where M r. Edinger is an instructor in the Universify'of Richmond.

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A t Philadelphia, Pa.,
M r Frank G. Hartzell to -m | | • Irene, G. : f h ern ck^ 19r e ld e at '906 Upland Ave., Chester, Pa,
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nhr-W a c ^ br. A t
W illiam H. W a g o n e r . t a M j Ä Evelyn T. W agg
have not learned where they reside.

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B urdick -C arothers. Ap;'Washington, D.
Dr. W illiam E r Burdick to M gs M argaret

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Pa.
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A t Newport, P i

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teinber l8’ I926’ ^

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T he N ormal S chool H erald

36

E. Jgssee to M r|| Gertrude E. Brandt, ’15.
They reside at
Huntingdon, W esf¡Virginia.
BRm|goN-HARDY. At. Jeannette, Pa., . August 24, 1926, Mr
Mark H. Brinton to M il| M . Maibelle Hardy, ’ 17. They Teside
at Jeannette, Pa.
, F ox-S t a m y . -At .Ghambersburg, Pa.B August- 17, 1926 Mr.
Charles A . Fox to Miss Edna G. Stamy, ’21. They reside in
Ghambersburg, Pa., and Mrs. F ox is teaching ..this year in the
Normal Training School.
E rxlkkk .n;-B oyce . A t Prescott, Arizona, August 25, 1926 Mr
William P. Erxleken to Miss^Nellie F. Boyce, !i8. They reside
at Prpggkt, Arizona.
HtJGLFS-MiCHAELS. A t Marion, Pa., 1926, Mr. Maurice Hugus
*?. ^ g | K a t h le e n Michagl:s}f ’22. They reside at Forbes . Road
Pittsburgh, Pa.
Gorcoray-S m it u . A t Newberg, j g g June iM 1926, by Key.
, B. Sprenkl|jl Mr. WMST Corcoran to M its Mildred M Smith
22. They resid||at'.2f2 Seneca St„ Harrisburg, Pa.
S t OQK-Orner, A t Shippe^tiurg, Pa., August id ; 1926, by Rev.
D - ¡ ■ H S H M r- Leslig. Stock, ¡¡¡|''jo ;MiÉ| Verna Urner. They
■
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P ^> where Mr. Stock is ylsSistahi Principal
and athletic director in the ! Ugh*.School.
O wen -L izar . A t W olljville, Md., JuneBm, iollyVM r. T G.
Owen, to
Hazel L S .r * 2 5 .'. They'reside at Brad#|ct* p M
, Ljightner
.jsk, c _-W eichIt .
M B H
H i i H H
b u r g l f ^ 'S

'Cham bersburgSPa.fiVugust iH 1926,
B Norman C .É igh tner H
I Maeda

Y WlH reSkle at Si

Second H

I

F oreman - M h . A t Ak|©;H, Ohio,. Augtist';i6, i H Mr. Harry
H. Foreman ’ 12, to. M i l Orril M. Esch. They reside in Curwensville, where Mr. Foreman h ag just been elected ¿Hncipal of
the senior high school.

STORK COLUMN
B erry. A t ghippensburg, Pa.^Julyg p j 19Ü, to Mr. and Mrs.
Bruce Berry a sofa, Charles Bruce, Jr. Mr. Berry was graduated
in the class of 1906.
L aidig .

A t the' Ghambersburg Hospital, July 23, 1926, to Mr.

T he N ormal S chool H erald
and Mrs. H arvey Laidig, of Lurgan, Pa., a daughter.
was Rose Umbrell, ’23.

37
Mrs. Laidig

E rnest . A t Carlisle, Pa., June, 1926, to Rev. and Mrs. Ira D .
Ernest a son, Robert Sankey. Mrsg Sankey was Nellie R ic e ,/ i 9.
A t Carlisle, Pa., June 22, 1926, to Mr. and Mrs. M.
Lippert a son, John Means. Mrs. Lippert was Janet Means,

L ippert .

R.
’n .

H oerner. A t Mechanicsburg, Pa., September 7, 1926, to M r.
and Mrs. Augustus C. Hoerner a son, Robert Eugene. Mrs.
Hoerner was Mabel Longnecker, ’21.
H e ise y . A t Dillsburg, Pa., April, 1926, to Mr. and Mrs.
Chester Heisey a daughter, Jean. Mrs. Heisey was Mildred
Haar, ’ 19.

OBITUARY
H olland
Emma M. Holland, ’75, died August 26, 1926.
W e have the following from a Shippensburg p ap er:
Miss Emma M. Holland, one of the well known and esteemed
women of this community, died at her home, No. 60 East K ing
Street, last Thursday night, August 26th, at 1 1 :45 0 clock, aged
74 years, having been born at Shippensburg, November 6th, 1851,
a daughter of the late Mr., and Mrs. Timothy and Mary Holland.
She was the last of her immediate family. She had been ill
for the past two months and death was due to complications of
diseases. She was a life long member of Memorial Lutheran
Church.
H oxie
Mrs. Mollie Snow (H oxie) ’90, died July 12, 1926,
Mrs. Hoxie died at her home in Duluth, Minn., after a brief
illness.
S tutenroth
Emily K. Stutenroth, ’09, died September 30, 1926.
Miss Stutenroth was found dead in 4 he bathroom of her home
in the Hollar Apartments, Shippensburg, Pa. She had returned
from Harrisburg, where she has been the Secretary to the Penn­
sylvania Federation of Labor B the paslfourteen years, m her
usual health and before retiring for the evening, went to the

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stiff ffocatfon.

° f EImer WatSon. forced the transom and
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waf f aIled and pronounced death due to

BOYS ATHLETICS
H n B B b B Normal School has always taken a pride in her
athletics,, that type th aig stan d Jsfo r clean sportsmanshin
TP
our school as never before.
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The crowds rail frr

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™ , year old N o r m a . Y m T “

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felld w slik eh im .V T h a t:isia
The

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On the Tuesday before school opened a
I '
men reported for I H i
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v nea a squad of twenty-five

veterans are I
in the squad.

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Many new fac?s are seen

T h e g ih e d u k for the season
as f o l l o w S
Sept
25~'^eckley’s Business C ollege.; . .
Oct.

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j | | j j BIue Ridge College;,!-................. vs% . . . . . C ^ V

Oct.
Oct.

:16 - -Dickinson Srffihman ............

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Home

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Away

39

T h e N ormal S chool H erald

Nov. 6 - Millersville p fo r m a l................ .. v s C . V .
Nov. i ^ —East Stroudsburg N o r m a l. .. . . . v s . ,. .. . C. -V.

Home
Home

Nov. 25— Open.
The prospect in basketball w a lin ever better. In addition to
several veterans who have come back, many new men; are here
who have had years of basketball experience. It is reported that
we will have W
of fifty players. The basketball schedule
is-.a hard one:and every'.eft'ort will 1?e put forth to handle it in
a successful way.
W e will have a good year in basé hall. There is a good chance
for Normal to win the section championship, the; third successive
year H H big problem will be to develop ajgatcher i n ^ s e the
new material, does not mean pà back stopper.
The base ball
schedule will appear in a later number.
Mr. Potratz intends, to emphasize track as it was never handled
in the past at this institution. He is especially interested in track
and the wealth of material induces him to plan a rather hard
track schedule. A team will bevsent to the Penn relays. A com­
petitive schedule will,be arranged with our sister Normal schools.
An interclas'sj meet, will be held? some time near the end of the
school year.
Do not forget the Home Coming D a|g November, 6. A ll former
students will be back that day. Come back, meet the new coach,
andffee our boys perform on the gridiron in a game with our old
friend and; rival, Millersville Normal School.

AMATEUR THEATRICALS
Costumes for any play,—-sixty-five years experience in costuming
theatricals, as well as minstrels, masked balls and parties
at your disposal. A cordial invitation is extended
you to visit— just around the comer from
Chestnut Street, the new and at­
tractive quarters of

WAAS & SON
Costumers to the Nation

123 South 11th Street

Philadelphia

FRANKLIN & MARSHALL COLLEGE
LANCASTER, PA.

Standard four-year co u rfl of study leading to the degrees of
Bachelor of Arts and Bachelor of Science.
Thorough Pre-medical courses and in preparing teachers for
High School! and Academiefi and K o r service in industrial
chemistry.
Nejf§ coursesfein Economics and Business Administration for
students preparing* for a business career.
H ENRY HARBAUGH A PPLE, LL. D., President.

BUCKNELL UNIVERSITY
EMORY W. HUNT, D. D„ LL. D.

President

THE COLLEGE
Awards 111 degree I B. A. on the basis of four years of
undergraduate work.
H Awards the degree of B. S. in Biolog# ' Home Economics,
Chemical Engineering, Civil Engineering, Electrical Engineering,
or Mechanical Engineering on the basis of four years of under­
graduate work.
THE SCHOOL OF MUSIC
O ffers i c j u r s e » i n P ian o,, P ip e O rg a n, y io lin . V o ice C u ltu re, an d A r t of
S in g in g , W in d ^Instrum ents, H isto ry of
M usic, P u b lic School M usic, H arm on y,
co m p o sitio n , Th eory, V e r g il C la v ie r. '

COURSES FOR TEACHERS

COLLEGE w o r k o f f e r e d IN SUMMER SESSiON, EXTENSION COURSES. AND SATU RD A Y CLASSES
C h r ^ S ’l ^ a S t < P y

T n d ea vm !'n " ' ho w ill a p p ly t'rue

For information and Catalogue Address

THE REGISTER, BUCKNELL UNIVERSITY
LEWISBURG, PA.