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THE
EDINBORO
QUARTERLY
INAUGURAL NUMBER
Vol. VII
October, 1920
No. 4
—=The-™
Edinboro Quarterly
THE EBIHBOBO QUABTEBET is Issued In January, April,
July and October by tbe Edinboro State Bormal School.
The
April number is the Catalog*.
The other three numbers are filled
-with announcements and general neurs matter.
“Entered as second-class matter. Sec. 11, 1913, at the postoffloe at Edinboro, Pennsylvania, under the Act of Aug. 24, 1912.”
Vol. 7
EDINBORO, PA., OCTOBER, 1920
No. 4
INAUGURATION OF PRINCIPAL
ARTHUR G. CRANE
Saturday, October thirtieth, will be given a large place in the his
tory of the Edinboro State Normal School.
At ten-thirty there had assembled educators, students and rep
resentatives from all parts of Pennsylvania.
The occasion was the inauguration of Principal Arthur G. Crane.
Mr. C. C. Hill, of North East, President of the Board of Trustees of the
Edinboro State Normal School, presided.
After the invocation by the Reverend Prank B. Bonner, Mr. Hill
told of the time when a few public spirited men and women In Erie
county founded the Edinboro Academy; why the Academy was made
a State Normal School; how the need for better trained teachers and
better equipment made it imperative that the Normal School be made
State property.
He paid a glowing tribute to the work and InHuence of Princi
pals J. A. Cooper, John P. Bigler and Prank E. Baker. When presenting
the leadership of the school to Doctor Crane, Mr. Hill said: “We give
you every opportunity to further the great work that has been begun
here; and there are ready to; assist you a well organized State De
partment, an interested community, a cooperating Board of Trustees,
a strong faculty and a happy student body.’’
The Normal School Orchestra, directed by Miss Vineta Dudgeon,
the chorus and solos by Mr. Waldo P. Bates and Doctor E. Leigh Mudge
added much to the spirit of the occasion.
Dr. Albert Lindsay Rowland, head of the Department of Teachers’
Training and the Certification of Teachers, delivered the address for the
State Department.
Dr. Rowland spoke of the day when Normal Schools were but
schools for secondary education; and explained the plans of the De
partment to make them Junior Colleges -with the single purpose of pre
paring young men and young women to serve the State as trained
teachers.
Doctor Crane was presented and by the earnestness of the man,
the simple sincerity of his manner and the practical ideas of his ad
dress, made sure his leadership as Principal of the Normal School, a
citizen of the community, and an educator in the State.
2
THE EDINBORO QUARTERLY
The Banquet
The banquet which followed the inauguration ceremonies on
Saturday was the occasion for several of the mosc delightful features of
the day. An enthusiastic ovation greeted former Principal Frank B.
Baker, as he entered the room, late in the meal, having been delayed
by late trains. In a felicitous brief speech, to express which he had
come the length of the state, to Doctor Crane, his successor. The re
sponse of the new Principal was no less, and all felt as the two men
stood side by side, surrounded by cheering students, that this feeling
of good fellowship is full of promise for Edinboro Normal School.
It was a happy company of alumni, students, faculty members,
trustees and other friends of Edinboro who gathered in the beautiful
Haven Hall dining room to partake of the delicious repast prepared by
Mrs. McCormick and served by the girls of the Y. W. C. A. During the
meal the Normal School Orchestra, under the able direction of Miss
Dudgeon, rendered pleasing selections which wqn many compliments
for this young musical organization.
Honorable Turner W. Shacklett, a member of the board of Trus
tees, was the toastmaster who carried through a necessarily disorgan
ized after dinner program very capably. Let it be said that after urg
ing the speakers to curtail their perorations, owing to the lateness of
the hour, Mr. Shacklett himself gave a very brief but eloquent perora
tion to conclude the program, expressing most fittingly the wishes we
all feel for the future of Edinboro State Normal School under the
direction of Doctor Crane.
There was a delightful and whole-hearted appreciation for Edin
boro in the speech of Wier C. Ketler of Grove City College. Both the
parents of President Ketler were once Edinboro students, his father
having been the chief founder of Grove City College, and the close and
friendly relationship between the two institutions was cordially ex
pressed by Doctor Ketler.
Superintendent I. H. Russell, of the Brie County Schools, ex
pressed his interest in the state school which is situated within his
bailiwick and supplies many of his schools with teachers, and Superin
tendent H. H. Denison, of the Union City Schools, expressed a similar
interest. Both of these men are dependable friends of Edinboro and
professional teacher-training.
Mr. A. A. Culbertson, an alumnus and successful business man,
discussed the possibilities before Edinboro as the business man sees
them, considering the demand for teachers, the demand for better train
ing and better pay, and the favorable location of our institution.
The speech by Miss Frances Burchfield, Critic Teacher, as a rep
resentative of the alumni was a little gem of after dinner felicitous
ness. A feature of her address was her reference to the notable ser
vice of Former Principal Cooper, who was among the guests, to the
institution and the cause of education.
The student body was well represented by Mr. Ellis Fulton, who,
having recently been in military service, put the students through
an inspection which proved them loyal and eager to co-operate in the
most efficient work of the school under the leadership of its new prin
cipal. In the words of the now-pdpular “How-do-you-do” song,
“WeTl do the best we can.
Stand by you like a man.”
Ringing applause greeted the tribute which Doctor Crane made,
in his reply to the greeting and handshake of Mr,. Baker, to the splen
did service of Vice Prlnoli>al Clarence C. Crawford as acting principal
between the resignation of Mr. Baker and the coming of Doctor Crane.
4
THE EDINBORO QUARTERLY
In this appreciation he was warmly seconded by Mr. Shacklett:, and it
was clearly evident that the arduous work, able management and fine
spirit of Mr. Crawford is recognized by the Normal School and its
friends.
During the progress of the dinner, the students enlivened pro
ceedings wich school songs.
OUT-OF-TOWN GUESTS
Friends of School From All Parts of State Gather to Witness Inauguraation Ceremonies.
The following were among those from out of town presenc at the
inauguration of Doctor Crane.
Doctor Alberc Lindsay Rowland, Director The Teacher Bureau,
Harrisburg, Pa.
President Weir C. Ketler, Grove City College, Grove City, Pa.
Principal Prank E. Baker, State Normal School, East Stroudsburg.
Principal John A. Entz, State Normal School, California, Pa.
Principal J. Linwood Eisenberg, State Normal School, Slippery
Rock, Pa.
Harry L. Kriner, History and Coach, Stace Normal School, Clar
ion, Pa.
Professor C. P. Ross, Allegheny College, Meadville, Pa.
Dallas W. Armstrong, Superintendent Venango County, Pranklin,
Pa.
P. D. Blair, Superintendent Crawford County, Meadville, Pa.
L H. Russell, Superintendent Erie County, North East, Pa.
W. W. Irwin, Superintendent City Schools, Meadville, Pa.
I. B. Bush, Superintendent City Schools, Erie, Pa.
C. E. Douglass, Assistant Superintendent City Schools, Brie, Pa.
George O. Moore, Principal Central High School, Erie, Pa.
R. S. Scobell, Business Manager, Erie Schools.
A. Earl Hemstreet, Superintendent City Schools, Corry, Pa.
H. H. Dennison, Superintendent City Schools, Union City, Pa.
J. W. McQuiston, Principal North East Schools.
A. A. Preeman, attorney, Erie, Pa.
D. S. Swaney, Pittsburgh, Pa.
The following members of the Board of Trustees: —
Clyde C. Hill, President, North East.
Prank P. Miller, Vice President, Meadville.
Supt. H. E. McConnell, Mercer.
Turner W. Shacklett, Erie.
Miss C. Elizabeth Battles, Girard.
Miss Ella Skiff, E'dinboro.
A. A. Culbertson, Erie.'
INAUGURAL ADDRESS OF DR. A. G. CRANE
Principal Crane of the Edinboro State Normal School Makes Clear His
Ideas Regarding the Function of Noirmal Schools.
Friends of Education: —
I thank you for your generous welcome to Pennsylvania. I ac
cept the duties and privileges of the office with a sobering sense of
responsibility, realizing that one who guides the affairs of the Edinboro
State Normal School must endeavor to maintain the splendid tradi
tions and the wonderful record of the Institution.
INAUGURAL NUMBER
5
Upon such an occasion as this, it will be proflcable to consider
the future of teacher training institutions and particularly the mission
of the normal schools. American education is passing through a crisis.
We have heard much of it r'ecently as the deficiencies of the nation’s
schools have been made evident in the fiery test of war.
Perhaps in the public mind the first evidence of the crisis Is In
the shortage of teachers. It has been impossible to find enough suita
ble teachers for the schools. Officials have been forced to accept per
sons as teachers whose preparation, scholarship and personality are
Car below the already too low standards of pre-war times. The public
has awakened to a fact which educators have always known, that thefe
were never enough professional teachers to supply the schools. The
shortage scill continues and even with the united, energetic effort of
everyone concerned, the supply of trained teachers cannot begin to
equal the demand for some years.
The educational crisis is shown in the inequalities of educational
opportunity throughout the United States. In some states short terms,
poor attendance, and Inadequate equipment are the rule. In no state
are all the schools taught by properly trained, professional teachers. In
no state are all the children atcending a full school year. In no state
has means yet been given to provide rich, differentiated courses such
as will make the schools the most vital factors in tMe communities. In
no state has even a large percentage of the schools attained anywhere
the standard of excellence which modern school experts know is possi
ble. Our practice lags far behind our knowledge.
Here and there rare teachers have demonstrated the regener
ating, energizing, community-building power of true schools. Such
demonstration has, however, not been repeated frequently enough or
distributed widely enough to make much impression upon the public
mind.
The greatest crisis which education faces today in America is the
apathy, indifference and ignorance of the general public. As a whole
our people do not know or realize the power and possibilities of the
public school. They have not had the opportunity to experience the valu^
of a modern, complete, thorough school taught by high grade, experienced
teachers. The public is not to be blamed for being content with the best
schools they have known. Somehow they must be made acquainted with
better schools.
If a keen realization of the value of real schools can be aroused
in the public, wo will have no difficulty in gaining the needed financial
support or in recruiting to the teaching profession the most capable
young people. This, then, becomes the opportunity and the duty of the
normal school. Its graduates must so teach as co demonstrate to their
several communities the increased returns to he received by the com
munity through the employment of professional teachers.
Everywhere throughout the nation, when one advocates good
schools one is met with the objection of cost. Good schools cost money.
Money means taxes. The educational crisis has largely arisen because
the public saw clearly What good schools cost, but did not realize what
they wiere paying for poor schools.
Recently, as a nation, we found that instead of being a homogenlous, united America, capable of doing team work, we were a loose ag
gregation of communities and peoples, as Colonel Roosevelt said. “A poly
glot boarding house.” We were unable to. do the effective work that la
required of a nation in time of war and trial. A population all educated
in first class elementary schools, speaking and reading a common lan
guage, acquainted with che important facts of our history and a common
working knowledge of our government, would have been capable of
NORMAL HALL—Where Tnaditiona Cluster
Photo by L V Kuppf^r
INAUGURAL NUMBER
7
JUNIOR GIRLS HOCKEY TEAM
Photo by L. V. Kupper
much greater things with less effort. Our inefficiency is the price we
paid for decades of neglect.
Today we are confronted with perplexing problems. The profiteer
ing by all classes must be controlled. A greater measure of industrial
democracy must be secured. The pare our nation is to play in world af
fairs is to be determined and the responsibilities met. We do not know
how to accomplish these desirable and essential things.
Th'e schools are not to blame for all this situation, nor can they
be held responsible for che solution of these great problems. There is,
however, one factor which is absolutely essential for the permanent so
lution of any and all of these questions’, and for which the school is
measurably responsible. That factor is awakened, trained intelligence
in all the people. Withom it statesmen, however clear their vision, can
not put in operation wise policies or maintain them. Without it there
can never be clear and amicable settlement of difficulties between capital
and labor. Without it there can never be great cooperative movements
uniting profitably producer and consumer and thus avoiding such waste
as now threatens Pennsylvania’s great apple crop.
Given, however, a reading, thinking, intelligent people and leaders
will arise who can appeal to this great intelligence qf the people and
perpetuate popular government. The clumsiness with which we solve
these problems, the lack of foresight which allows these distressing situ
ations to arise, the unrest, hardship and injustice which come from
abuses of power are the terrible prices which we pay lor having a
peoiple less educated, less Informed and less mentally alert than we
would have had if our schools had been adequate.
8
THE EDINBORO QUARTERLY
Suffering under present conditions, smarting under assumed or
real wrongs, our people have shown themselvtes ready to follow blindly
radical and unwise, if not positively malicious, leaders. These leaders
have Inflamed class prejudices, magnified wrongs _and grievances, and
then promised panaceas. To men and women familiar with the evolu
tion of our American government, acquainted with past experiments
and trained in orderly processes of government, the failures and dangers
of these will-o-the-wisps would have been evident without experiment.
Ignorance furnishes the soil for doctrines of direct action, for fu
tile^ experiments and for anarchy. Even an elementary knowledge of
sociology, economics and government, coupled with habits of reading,
would make many disastrous experiments impossible. Problems of
production and distribution require an understanding of the nice bal
ances which are necessary in a complex state of organized society. An
understanding of such things could be Imparted by efficient public
schools. Social sickness, economic distress and governmental failures
are the price the nation pays fqr maincaining schools less efficient than
we know how to establish.
What do inferior schools cost our children? These boys and girls
for whom we all labor, for whom the State itself exists and is perpet
uated, are being robbed of the most precious thing in their lives—their
preparation time. An inferior and inedequate education is being forced
upon them because in their helplessness and ignorance they have no
other recourse. They do not realize today how poor the educational
advantages offered to them are in comparison with what they might be.
In later years they may discover that their fathers and mothers pro'
vided for them a fourth rate school when they might have given them
one of first grade.
Consider health, for a momenc. Here the loss occasioned by in
ferior schools is more evident, though not more real than in other de
partments. A modern school, according to the best of our present-day
knowledge, is a healthful place for children to work and play. It is
a place in which skilled nurses and observant teachers watch for sjrmptoms of ill health Tuberculosis is checked, eye diseases are detected,
adenoids and diseased tonsils are discovered, poor teeth and malnu
trition receive attention, while each day’s work, study and play are so
proportioned and distributed as to Insure hearty, healthful, happy
growth of mind and body. What does it cost? A few extra dollars.
What does the inferior school cost? It is an unhealthful place
in which incipient tuberculosis is contracted, in which eye strain ruins
the sight, in which diseases go unchecked, a place in which work and
study and play are not properly distributed and the students at the
close of the term leave school showing the ravages of improper living
and working during the school session. It costs less in taxes, but
how terrible the toll in eye-sight, in nervous strength, in physical pow
er. Many a man. today, is suffering in days of manhood for the lack of
prqper care, attention and habits during school days. The price the
American public pays in ill health, inefficiency and death for its ignor
ance of the simple laws of health is far greater than the added incre
ment nedessary to maintain superior schools in place of inferior.
Our children pay In discouragement and disgust with schools.
Schools established for all the children of all the people actually edu
cate but a small fraction. The remainder, driven out by some lack of
fitness of the school program to their needs, leave the school, discour
aged and disgusted, in the lower elementary grades. In teaching sol
diers in the United States Army, the first difficulty we had to encoun
ter was the discouraging experience of the men’s early school life. It
was necessary to convince them that our schools were different from
INAUGURAL NUMBER
9
SENIOR GIRLS’ HOCKEY TEAM
Photo by L. V. Kupper
those they were acquainted with. The child who has capacities and
abilities to live on a high level as a productive, successful member of
society, buc is prevented from attaining his best because of early dlscouragiement in his time of preparation, has paid too dearly for inferior
schools. Proper preparation pays the best possible dividends.
A self-satisfled, complacent public, lulled into lethargy by un
thinking praise of its public school, is the saddest and most costly ef
fect of such inferior institutions, because such complacent self-de
ception prevents study, investigation and improvement. Our public
schools have done great things. They are to be praised and promoted
for their future possibilities, but, so far they lag behind their possi
ble achievement. Herein is the foundation of the normal school. It is
an institution dedicated and devoted to better things in education. It
must lead the people to a wholesome discontent with poor, fair or goodenough schools and inspire them to desire and demand the best schools.
The future of the normal school depends upon the success which ed
ucational leaders have in awakening the public to the dangers and the
terrible cost of inferior schools.
Thte Normal Schools are founded upon the belief that teaching is
an art, that it is an art increasing in complexity, an art which can be
most rapidly and safely acquired in institutions for organized instruction.
It is an art which has been Improved by experience, by investigation, by
the Invention of new devices and instruments. It is an art dealing with
human beings. Upon it depends the future of the State.
Mechanical invention boasts of great progress and wonderful sucoesses. No less have been the advances in public education. From
le
THE EDINBORO QUARTERLY
ideas of private schools for a select few, we have emerged to concepts of
universal, compulsory educaclon for all. Prom schools maintained by
private contribution, we have arrived at public maintenance In which
boards of education with confiscatory power, levy toll upon all alike, for
the support of public education.
We have advanced in methods until the child In first grade today
reads a dozen atcractlve books in his first nine months in school, whereas,
our fathers laboriously spelled out the “Horn book’’ or the “New Eng
land Primer” or the catechism during the first three years of their school
lives. We have advanced from the concept of an exclusive classical ed
ucation to a diversified curriculum full of knowledge which places its
possessors in proper adjustmenc to the world in which they live. W^e
have advanced from the point where it was believed that anybody could
successfully teach anything he knew, to the point where we realize that
knowledge of a subject must be supplemented wich power and skill in
imparting knowledge.
The Normal Schools of all institutions interested in the art of ed
ucation, are the closest to the laboratory, to the testing ground. With
each normal school there is establshed a training school, a model school
in operation. Surrounding each normal school and in close connection
with it are its graduates doing actual teaching in field conditions. The
normal school is so close to the field that it must ever be checking ite
procedure, its theorizing, its methods and manner of instruction, with the
results secured under actual school conditions upon average children.
This fact alone will make the normal schools preeminent as institutions
for the best practical methods in teaching. The American Magazine
r^ently contained a laughable account of the fool questions asked in
the public schools of a Central state. Any clear thinking student of ed
ucation would not have fallen into the errors so clearly shown in this
article. It is against such practices, such schools, that the normal schools
are fighting.
Teaching is the first and final aim of normal schoolsi. The instruc
tion in these institutions should be of high order, lor students learn by
example as well as by precepts. If we succeed in living up to this ideal
it will be a great factor in gaining public esteem and in furthering the
prosperity of the institutions
The ideals of teaching, as a profession, have an intangible but real
influence upon the character of the institutions. The ideals of public ed
ucation are the ideals of truth and service The public schools have no
creed no dogma, no obsolete doctrine which they feel bound to defend.
They’are institutions founded not for personal gain, honor or power, but
as institutions of service. Ideals of public welfare govern their policies.
Such Ideals permeate and inspire students and faculty.
Upon the normal schools devolves the responsibility of demon
strating to the skeptical public the value of real schools. It is the duty
of the normal school to create the ideal school which, when seen and
known, will be so highly appreciated, so keenly desired by the Ameri
can public as to bring in response the needed support and cooperation.
If the American pub'ic can be made to deSi'e and believe in moders
schools with a fraction of the fervor with which they believe in auto
mobiles, the future of American education will be assured.
It is the mission of the normal school to guide the education of
all the children of all the people for eight formative years. All other
higher educational Institutions combined, including high school, collie
and university, touch less than one-third of the nation’s children. The
elementary schools are wards of the normal schools. To that great army
of America’s children who never progress beyond the common schools
REEDER HALL—Boys’ Home
Photo by L. V. Kupper
12
THE EDINBORO QUARTERLY
the trained elementary school teacher is the only messenger bringing
good things from higher education.
Under the existing state of public opinion and indifference, it is
impossible for the normal schools to recruit students and graduate
trained teachers in sufficient number to even scratch this great held.
It will require wages for teachers, with comfortable and satisfactory
teaching conditions and an awakened public esteem which \vill make
public school teaching attractive and worth-while. It will then require
money that these institutions dedicated to the service of the. common
people shall have adequate buildings, equipment and, best of all, the
most thoroughly competent, high inspired faculties of the best in
structors available anywhere. The task is worthy of their efforts, it is
worthy of esteem of the public, it is vital to the life of the nation.
This school of Edinboro is an institution rich in tradition, proud of
its high standards, and its noble history. It is an institution now taken
over by the state and given as its peculiar responsibility the public
schools of northwestern Pennsylvania. It is an opportunity and a
task worthy the best efforts of the best teachers. Under the pro
gressive guidance of Dr. Pinegan, and his associates, the State has
become committed to a program which promises Improved service to
the children of Pennsylvania, through the teachers trained in her
normal schools.
To fulfill her task nobly and completely, Edinboro will require an
awakened demand for her trained graduates from the schools of this
region. She will need new buildings, improved equipment, and faculty
salaries capable of attracting and holding the best educators. If the
public of Pennsyivania can be induced to do its part, the future use
fulness and growth of the institution will be sure, for Edlnboro’s task
is honorable and great.
THE ENROLLMENT AT E. S. N. S.
The students enrolled in September, 1919, were one hundred
eighty-five. The enrolment in September, 1920 was two hundred twenty.
While the increase in numbers is not as marked as we might
wish, yet the enrollment is encouraging in two ways. First, Edinboro
State Normal School is recovering from the abnormal conditions of
the last three years. Second, more mature young men and women
are entering normal school having in mind preparation for teaching.
THE NEW NORMAL ART COURSE
Edinboro has been chosen by the Department of Public Instruc
tion as the only normal school of Wescern Pennsylvania to train teachers
of art. Accordingly a three year course for the training of Art Super
visors and special teachers of Art is being offered.
Drawing has too long been considered an unessential accom
plishment, to be introduced into the curriculum ofily afcer all else has
been provided for. Drawing is a general, not a special subject. It is a
natural activity of every normal child, and every child should have a
general training in this which is one of the most valuable means of
OAK-TREE LANDIXG
Photo by L V. Kupper
14
THE EDINBORO QUARTERLY
self-expression. Private arc schools have for a long time absorbed
the specialise in art, while the majority of children in the public schools
have received no art instruction and are in consequence untrained in
this most natural means of graphic expression.
A new syllabus of Art Education has been compiled by a com
mittee of five of the leading art instructors of the state, under the
chairmanship of Mr. C. Valentine Kirby, and approved on October 27,
1920, by State Superintendent Pinegan, and this will serve as a model
outline of Art Study in the public schools of Pennsylvania. Copies
of this syllabus may be ha(J on application to the State Department of
Public Instruction. Mr. Waldo P. Bates, Jr., who was a member of the
Syllabus Committee, has been chosen to head the Department of Art
Education in Edinboro.
Mr. Bates is a graduate of the Massachusetts Normal Art School,
the only school of its kind in the country and the first to promote the
training of teachers of art. He has supervised drawing and art in
Turner’s Palls and Leominster, Massachusetts, and in Oil City, Penn
sylvania, and is Director of the Chautauqua School of Art and Crafts
at Chautauqua, N. Y. His instructors include many of the best arc
teachers in the United States. During the World War Mr. Bates served
with the map-making section of the 42nd, or Rainbow Division, in
Prance and Germany rfls training and experience have fitted him to
give the best possible instruction in Normal Art to future teachers of
the scate.
The plans of the state include a new $20,000 addition to the equip
ment of Che Art Department at Edinboro, with modern, thoroughly
equipped studios for the teaching of free-hand and mechanical drawing
and all the various branches of the Arts and Crafts.
The field of the Edinboro Department of Normal Art is the
state. The salaries paid the supervisor or special ceacher of art are
higher than those given the regular grade teacher. Drawing is now
a required subject of the state course of study and must be taught in all
the public schools of the state. The demand for supervisors in Penn
sylvania is far greater than the supply. Beside giving to all her stu
dents unusual opportunities for training in art, Edinboro offers a three
year course which will prepare its graduates to enter and be successful
in one of che most profitable and enjoyable of educational vocations.
THE SUMMER TERM
The Summer Term of the Edinboro State Normal School begins
Monday, June twenty-seventh, and ends Saturday, August twentyseventh.
The Summer Session is the unique term of the school year in
VARSITY 1920
Phato by L. V. Kupper
16
THE EDINBORO QUARTERLY
point of freedom in regard to courses. Any subject that a sufficient
group believes will prove profitable will be offered.
Principal J. Linwood Eisenberg of Slippery Rock, Principal Frank
E. Baker of Bast Stroudsburg, and Principal Arthur G. Crane of the Edinboro State Normal School have been appointed to act in committee
with The State Department of Public Instruction to arrange a suitable
program of work for the Summer Session in Pennsylvania Normal
Schools.
The work will aim to benefit lour groups: —
Teachers already in service.
Those desiring to secure credit toward a Normal School
diploma.
Holders of Permanent State Certificates, who desire to in
crease the scope, of their certificates.
Graduate students desiring special courses.
Summer study is becoming more popular each year as its ad
vantages become known. It does not conflict with existing contracts.
A few weeks study will bring increased satisfaction in improved crafts
manship and better positions. An enthusiastic progressive group of
teachers are in attendance. Why not be one of them this summer at
Edinboro? Summer days are long and pleasant, affording time for
work, and play. Lake Edinboro and vicinity is a beautiful spot for
profitable recreation. Give yourselves a chance this summer.
MENTAL TESTS
The educational world is greatly interested these days in stand
ardized tests of general intelligence and special mental traits. Edinboro
stands with the most progressive institutions in making use of tests
and contributing to their improvement. Last year the Thurstone Psy
chological Examination was given to the Class of 1921. This year the
same test was given the Class of 1922, with the interesting result that
the extreme scores and the median scores are almost exactly the same
In both cases. The seniors were this year tested with the Otis Group
Intelligence Scale. Compared with the score record of eight other
Normal Schools as reported by Otis, Edinboro students stand well. The
scores of the highest ten percent of the students of the eight school*
exceeded 188 points; the highest ten percent of Ednboiro seniors ex
ceeded 196 points.
In addition to the above tests for Normal School students, var
ious educational tests are given the pupils in the training school. Be
side being of great value to the teachers, they give to the Normal
Schools seniors practice in giving, scoring, interpreting and evaluating
tests that will serve them well in their later teaching experience. Re
cently the entire training school was given the test known as the
Myers Mental Measure, and such other psychological and educationaltests as will contribute to the efficiency of the school will from time to
time be given.
DETERMINED TO SCORE
Photo by L. V. Kupper
18
THE EDINBORO QUARTERLY
CHAPEL ALTERATIONS
The chapel alterations are nearing completion. A thirty-four
foot stage of ample depth suitable for theatricals Is being constructed.
Two dressing rooms and setting suitable for pageants are being pro
vided.
The alcove back ■ of the stage is constructed for the new pipeorgan.
It Is hoped that all work will be completed and the pipe-organ
dedicated in February.
SECOND AND FOURTH SEMESTERS
The work of the second and fourth semesters begins Monday,
January 31st. Students will be given an opportunity to enroll at this
time and earn credits which they may lack in any of the courses, or
begin work that leads to a Normal School Diploma.
NEW MEMBERS APPOINTED ON BOARD OF TRUSTEES
Doctor Thomas E. Finegan, State Superintendent of Public In
struction, recently appointed Honorable George S, Criswell, of Franklin,
Pa., and Mr. A. A. Culbertson of Erie, Pa., members of the Board of
Trustees of the Edlnboro State Normal School.
A FIELD GOAL—Edlnboro-Grove City Freshmen
Photo by L. V. Kupper
itiiiiiimiiim
FIDELITY
OUR WATCHWORD
hdieite
at no Itmg m iije l|ts-
torg cf pbucatton l|a0 it hem m
important ti|at tracl|rrs anb sctjool ahministrators stjoulh units in a hstsrminsh
sffort to rsnher to ti|s public tl|c most
hcbotch anh efficient serbice of loljicl| tljeg
are capable,
to onr trust must
be our UJatrf|tUOrJi, improbement of our
serbice must be our uusbrerbiug aim,
v
RESOLUTION ADOPTED BY N. E. A. AT
SALT LAKE CITY, JULY 1, 1920
IIIMMIMliMtimiimilllMHMmiMMMmtllMmi
EDINBORO
QUARTERLY
INAUGURAL NUMBER
Vol. VII
October, 1920
No. 4
—=The-™
Edinboro Quarterly
THE EBIHBOBO QUABTEBET is Issued In January, April,
July and October by tbe Edinboro State Bormal School.
The
April number is the Catalog*.
The other three numbers are filled
-with announcements and general neurs matter.
“Entered as second-class matter. Sec. 11, 1913, at the postoffloe at Edinboro, Pennsylvania, under the Act of Aug. 24, 1912.”
Vol. 7
EDINBORO, PA., OCTOBER, 1920
No. 4
INAUGURATION OF PRINCIPAL
ARTHUR G. CRANE
Saturday, October thirtieth, will be given a large place in the his
tory of the Edinboro State Normal School.
At ten-thirty there had assembled educators, students and rep
resentatives from all parts of Pennsylvania.
The occasion was the inauguration of Principal Arthur G. Crane.
Mr. C. C. Hill, of North East, President of the Board of Trustees of the
Edinboro State Normal School, presided.
After the invocation by the Reverend Prank B. Bonner, Mr. Hill
told of the time when a few public spirited men and women In Erie
county founded the Edinboro Academy; why the Academy was made
a State Normal School; how the need for better trained teachers and
better equipment made it imperative that the Normal School be made
State property.
He paid a glowing tribute to the work and InHuence of Princi
pals J. A. Cooper, John P. Bigler and Prank E. Baker. When presenting
the leadership of the school to Doctor Crane, Mr. Hill said: “We give
you every opportunity to further the great work that has been begun
here; and there are ready to; assist you a well organized State De
partment, an interested community, a cooperating Board of Trustees,
a strong faculty and a happy student body.’’
The Normal School Orchestra, directed by Miss Vineta Dudgeon,
the chorus and solos by Mr. Waldo P. Bates and Doctor E. Leigh Mudge
added much to the spirit of the occasion.
Dr. Albert Lindsay Rowland, head of the Department of Teachers’
Training and the Certification of Teachers, delivered the address for the
State Department.
Dr. Rowland spoke of the day when Normal Schools were but
schools for secondary education; and explained the plans of the De
partment to make them Junior Colleges -with the single purpose of pre
paring young men and young women to serve the State as trained
teachers.
Doctor Crane was presented and by the earnestness of the man,
the simple sincerity of his manner and the practical ideas of his ad
dress, made sure his leadership as Principal of the Normal School, a
citizen of the community, and an educator in the State.
2
THE EDINBORO QUARTERLY
The Banquet
The banquet which followed the inauguration ceremonies on
Saturday was the occasion for several of the mosc delightful features of
the day. An enthusiastic ovation greeted former Principal Frank B.
Baker, as he entered the room, late in the meal, having been delayed
by late trains. In a felicitous brief speech, to express which he had
come the length of the state, to Doctor Crane, his successor. The re
sponse of the new Principal was no less, and all felt as the two men
stood side by side, surrounded by cheering students, that this feeling
of good fellowship is full of promise for Edinboro Normal School.
It was a happy company of alumni, students, faculty members,
trustees and other friends of Edinboro who gathered in the beautiful
Haven Hall dining room to partake of the delicious repast prepared by
Mrs. McCormick and served by the girls of the Y. W. C. A. During the
meal the Normal School Orchestra, under the able direction of Miss
Dudgeon, rendered pleasing selections which wqn many compliments
for this young musical organization.
Honorable Turner W. Shacklett, a member of the board of Trus
tees, was the toastmaster who carried through a necessarily disorgan
ized after dinner program very capably. Let it be said that after urg
ing the speakers to curtail their perorations, owing to the lateness of
the hour, Mr. Shacklett himself gave a very brief but eloquent perora
tion to conclude the program, expressing most fittingly the wishes we
all feel for the future of Edinboro State Normal School under the
direction of Doctor Crane.
There was a delightful and whole-hearted appreciation for Edin
boro in the speech of Wier C. Ketler of Grove City College. Both the
parents of President Ketler were once Edinboro students, his father
having been the chief founder of Grove City College, and the close and
friendly relationship between the two institutions was cordially ex
pressed by Doctor Ketler.
Superintendent I. H. Russell, of the Brie County Schools, ex
pressed his interest in the state school which is situated within his
bailiwick and supplies many of his schools with teachers, and Superin
tendent H. H. Denison, of the Union City Schools, expressed a similar
interest. Both of these men are dependable friends of Edinboro and
professional teacher-training.
Mr. A. A. Culbertson, an alumnus and successful business man,
discussed the possibilities before Edinboro as the business man sees
them, considering the demand for teachers, the demand for better train
ing and better pay, and the favorable location of our institution.
The speech by Miss Frances Burchfield, Critic Teacher, as a rep
resentative of the alumni was a little gem of after dinner felicitous
ness. A feature of her address was her reference to the notable ser
vice of Former Principal Cooper, who was among the guests, to the
institution and the cause of education.
The student body was well represented by Mr. Ellis Fulton, who,
having recently been in military service, put the students through
an inspection which proved them loyal and eager to co-operate in the
most efficient work of the school under the leadership of its new prin
cipal. In the words of the now-pdpular “How-do-you-do” song,
“WeTl do the best we can.
Stand by you like a man.”
Ringing applause greeted the tribute which Doctor Crane made,
in his reply to the greeting and handshake of Mr,. Baker, to the splen
did service of Vice Prlnoli>al Clarence C. Crawford as acting principal
between the resignation of Mr. Baker and the coming of Doctor Crane.
4
THE EDINBORO QUARTERLY
In this appreciation he was warmly seconded by Mr. Shacklett:, and it
was clearly evident that the arduous work, able management and fine
spirit of Mr. Crawford is recognized by the Normal School and its
friends.
During the progress of the dinner, the students enlivened pro
ceedings wich school songs.
OUT-OF-TOWN GUESTS
Friends of School From All Parts of State Gather to Witness Inauguraation Ceremonies.
The following were among those from out of town presenc at the
inauguration of Doctor Crane.
Doctor Alberc Lindsay Rowland, Director The Teacher Bureau,
Harrisburg, Pa.
President Weir C. Ketler, Grove City College, Grove City, Pa.
Principal Prank E. Baker, State Normal School, East Stroudsburg.
Principal John A. Entz, State Normal School, California, Pa.
Principal J. Linwood Eisenberg, State Normal School, Slippery
Rock, Pa.
Harry L. Kriner, History and Coach, Stace Normal School, Clar
ion, Pa.
Professor C. P. Ross, Allegheny College, Meadville, Pa.
Dallas W. Armstrong, Superintendent Venango County, Pranklin,
Pa.
P. D. Blair, Superintendent Crawford County, Meadville, Pa.
L H. Russell, Superintendent Erie County, North East, Pa.
W. W. Irwin, Superintendent City Schools, Meadville, Pa.
I. B. Bush, Superintendent City Schools, Erie, Pa.
C. E. Douglass, Assistant Superintendent City Schools, Brie, Pa.
George O. Moore, Principal Central High School, Erie, Pa.
R. S. Scobell, Business Manager, Erie Schools.
A. Earl Hemstreet, Superintendent City Schools, Corry, Pa.
H. H. Dennison, Superintendent City Schools, Union City, Pa.
J. W. McQuiston, Principal North East Schools.
A. A. Preeman, attorney, Erie, Pa.
D. S. Swaney, Pittsburgh, Pa.
The following members of the Board of Trustees: —
Clyde C. Hill, President, North East.
Prank P. Miller, Vice President, Meadville.
Supt. H. E. McConnell, Mercer.
Turner W. Shacklett, Erie.
Miss C. Elizabeth Battles, Girard.
Miss Ella Skiff, E'dinboro.
A. A. Culbertson, Erie.'
INAUGURAL ADDRESS OF DR. A. G. CRANE
Principal Crane of the Edinboro State Normal School Makes Clear His
Ideas Regarding the Function of Noirmal Schools.
Friends of Education: —
I thank you for your generous welcome to Pennsylvania. I ac
cept the duties and privileges of the office with a sobering sense of
responsibility, realizing that one who guides the affairs of the Edinboro
State Normal School must endeavor to maintain the splendid tradi
tions and the wonderful record of the Institution.
INAUGURAL NUMBER
5
Upon such an occasion as this, it will be proflcable to consider
the future of teacher training institutions and particularly the mission
of the normal schools. American education is passing through a crisis.
We have heard much of it r'ecently as the deficiencies of the nation’s
schools have been made evident in the fiery test of war.
Perhaps in the public mind the first evidence of the crisis Is In
the shortage of teachers. It has been impossible to find enough suita
ble teachers for the schools. Officials have been forced to accept per
sons as teachers whose preparation, scholarship and personality are
Car below the already too low standards of pre-war times. The public
has awakened to a fact which educators have always known, that thefe
were never enough professional teachers to supply the schools. The
shortage scill continues and even with the united, energetic effort of
everyone concerned, the supply of trained teachers cannot begin to
equal the demand for some years.
The educational crisis is shown in the inequalities of educational
opportunity throughout the United States. In some states short terms,
poor attendance, and Inadequate equipment are the rule. In no state
are all the schools taught by properly trained, professional teachers. In
no state are all the children atcending a full school year. In no state
has means yet been given to provide rich, differentiated courses such
as will make the schools the most vital factors in tMe communities. In
no state has even a large percentage of the schools attained anywhere
the standard of excellence which modern school experts know is possi
ble. Our practice lags far behind our knowledge.
Here and there rare teachers have demonstrated the regener
ating, energizing, community-building power of true schools. Such
demonstration has, however, not been repeated frequently enough or
distributed widely enough to make much impression upon the public
mind.
The greatest crisis which education faces today in America is the
apathy, indifference and ignorance of the general public. As a whole
our people do not know or realize the power and possibilities of the
public school. They have not had the opportunity to experience the valu^
of a modern, complete, thorough school taught by high grade, experienced
teachers. The public is not to be blamed for being content with the best
schools they have known. Somehow they must be made acquainted with
better schools.
If a keen realization of the value of real schools can be aroused
in the public, wo will have no difficulty in gaining the needed financial
support or in recruiting to the teaching profession the most capable
young people. This, then, becomes the opportunity and the duty of the
normal school. Its graduates must so teach as co demonstrate to their
several communities the increased returns to he received by the com
munity through the employment of professional teachers.
Everywhere throughout the nation, when one advocates good
schools one is met with the objection of cost. Good schools cost money.
Money means taxes. The educational crisis has largely arisen because
the public saw clearly What good schools cost, but did not realize what
they wiere paying for poor schools.
Recently, as a nation, we found that instead of being a homogenlous, united America, capable of doing team work, we were a loose ag
gregation of communities and peoples, as Colonel Roosevelt said. “A poly
glot boarding house.” We were unable to. do the effective work that la
required of a nation in time of war and trial. A population all educated
in first class elementary schools, speaking and reading a common lan
guage, acquainted with che important facts of our history and a common
working knowledge of our government, would have been capable of
NORMAL HALL—Where Tnaditiona Cluster
Photo by L V Kuppf^r
INAUGURAL NUMBER
7
JUNIOR GIRLS HOCKEY TEAM
Photo by L. V. Kupper
much greater things with less effort. Our inefficiency is the price we
paid for decades of neglect.
Today we are confronted with perplexing problems. The profiteer
ing by all classes must be controlled. A greater measure of industrial
democracy must be secured. The pare our nation is to play in world af
fairs is to be determined and the responsibilities met. We do not know
how to accomplish these desirable and essential things.
Th'e schools are not to blame for all this situation, nor can they
be held responsible for che solution of these great problems. There is,
however, one factor which is absolutely essential for the permanent so
lution of any and all of these questions’, and for which the school is
measurably responsible. That factor is awakened, trained intelligence
in all the people. Withom it statesmen, however clear their vision, can
not put in operation wise policies or maintain them. Without it there
can never be clear and amicable settlement of difficulties between capital
and labor. Without it there can never be great cooperative movements
uniting profitably producer and consumer and thus avoiding such waste
as now threatens Pennsylvania’s great apple crop.
Given, however, a reading, thinking, intelligent people and leaders
will arise who can appeal to this great intelligence qf the people and
perpetuate popular government. The clumsiness with which we solve
these problems, the lack of foresight which allows these distressing situ
ations to arise, the unrest, hardship and injustice which come from
abuses of power are the terrible prices which we pay lor having a
peoiple less educated, less Informed and less mentally alert than we
would have had if our schools had been adequate.
8
THE EDINBORO QUARTERLY
Suffering under present conditions, smarting under assumed or
real wrongs, our people have shown themselvtes ready to follow blindly
radical and unwise, if not positively malicious, leaders. These leaders
have Inflamed class prejudices, magnified wrongs _and grievances, and
then promised panaceas. To men and women familiar with the evolu
tion of our American government, acquainted with past experiments
and trained in orderly processes of government, the failures and dangers
of these will-o-the-wisps would have been evident without experiment.
Ignorance furnishes the soil for doctrines of direct action, for fu
tile^ experiments and for anarchy. Even an elementary knowledge of
sociology, economics and government, coupled with habits of reading,
would make many disastrous experiments impossible. Problems of
production and distribution require an understanding of the nice bal
ances which are necessary in a complex state of organized society. An
understanding of such things could be Imparted by efficient public
schools. Social sickness, economic distress and governmental failures
are the price the nation pays fqr maincaining schools less efficient than
we know how to establish.
What do inferior schools cost our children? These boys and girls
for whom we all labor, for whom the State itself exists and is perpet
uated, are being robbed of the most precious thing in their lives—their
preparation time. An inferior and inedequate education is being forced
upon them because in their helplessness and ignorance they have no
other recourse. They do not realize today how poor the educational
advantages offered to them are in comparison with what they might be.
In later years they may discover that their fathers and mothers pro'
vided for them a fourth rate school when they might have given them
one of first grade.
Consider health, for a momenc. Here the loss occasioned by in
ferior schools is more evident, though not more real than in other de
partments. A modern school, according to the best of our present-day
knowledge, is a healthful place for children to work and play. It is
a place in which skilled nurses and observant teachers watch for sjrmptoms of ill health Tuberculosis is checked, eye diseases are detected,
adenoids and diseased tonsils are discovered, poor teeth and malnu
trition receive attention, while each day’s work, study and play are so
proportioned and distributed as to Insure hearty, healthful, happy
growth of mind and body. What does it cost? A few extra dollars.
What does the inferior school cost? It is an unhealthful place
in which incipient tuberculosis is contracted, in which eye strain ruins
the sight, in which diseases go unchecked, a place in which work and
study and play are not properly distributed and the students at the
close of the term leave school showing the ravages of improper living
and working during the school session. It costs less in taxes, but
how terrible the toll in eye-sight, in nervous strength, in physical pow
er. Many a man. today, is suffering in days of manhood for the lack of
prqper care, attention and habits during school days. The price the
American public pays in ill health, inefficiency and death for its ignor
ance of the simple laws of health is far greater than the added incre
ment nedessary to maintain superior schools in place of inferior.
Our children pay In discouragement and disgust with schools.
Schools established for all the children of all the people actually edu
cate but a small fraction. The remainder, driven out by some lack of
fitness of the school program to their needs, leave the school, discour
aged and disgusted, in the lower elementary grades. In teaching sol
diers in the United States Army, the first difficulty we had to encoun
ter was the discouraging experience of the men’s early school life. It
was necessary to convince them that our schools were different from
INAUGURAL NUMBER
9
SENIOR GIRLS’ HOCKEY TEAM
Photo by L. V. Kupper
those they were acquainted with. The child who has capacities and
abilities to live on a high level as a productive, successful member of
society, buc is prevented from attaining his best because of early dlscouragiement in his time of preparation, has paid too dearly for inferior
schools. Proper preparation pays the best possible dividends.
A self-satisfled, complacent public, lulled into lethargy by un
thinking praise of its public school, is the saddest and most costly ef
fect of such inferior institutions, because such complacent self-de
ception prevents study, investigation and improvement. Our public
schools have done great things. They are to be praised and promoted
for their future possibilities, but, so far they lag behind their possi
ble achievement. Herein is the foundation of the normal school. It is
an institution dedicated and devoted to better things in education. It
must lead the people to a wholesome discontent with poor, fair or goodenough schools and inspire them to desire and demand the best schools.
The future of the normal school depends upon the success which ed
ucational leaders have in awakening the public to the dangers and the
terrible cost of inferior schools.
Thte Normal Schools are founded upon the belief that teaching is
an art, that it is an art increasing in complexity, an art which can be
most rapidly and safely acquired in institutions for organized instruction.
It is an art which has been Improved by experience, by investigation, by
the Invention of new devices and instruments. It is an art dealing with
human beings. Upon it depends the future of the State.
Mechanical invention boasts of great progress and wonderful sucoesses. No less have been the advances in public education. From
le
THE EDINBORO QUARTERLY
ideas of private schools for a select few, we have emerged to concepts of
universal, compulsory educaclon for all. Prom schools maintained by
private contribution, we have arrived at public maintenance In which
boards of education with confiscatory power, levy toll upon all alike, for
the support of public education.
We have advanced in methods until the child In first grade today
reads a dozen atcractlve books in his first nine months in school, whereas,
our fathers laboriously spelled out the “Horn book’’ or the “New Eng
land Primer” or the catechism during the first three years of their school
lives. We have advanced from the concept of an exclusive classical ed
ucation to a diversified curriculum full of knowledge which places its
possessors in proper adjustmenc to the world in which they live. W^e
have advanced from the point where it was believed that anybody could
successfully teach anything he knew, to the point where we realize that
knowledge of a subject must be supplemented wich power and skill in
imparting knowledge.
The Normal Schools of all institutions interested in the art of ed
ucation, are the closest to the laboratory, to the testing ground. With
each normal school there is establshed a training school, a model school
in operation. Surrounding each normal school and in close connection
with it are its graduates doing actual teaching in field conditions. The
normal school is so close to the field that it must ever be checking ite
procedure, its theorizing, its methods and manner of instruction, with the
results secured under actual school conditions upon average children.
This fact alone will make the normal schools preeminent as institutions
for the best practical methods in teaching. The American Magazine
r^ently contained a laughable account of the fool questions asked in
the public schools of a Central state. Any clear thinking student of ed
ucation would not have fallen into the errors so clearly shown in this
article. It is against such practices, such schools, that the normal schools
are fighting.
Teaching is the first and final aim of normal schoolsi. The instruc
tion in these institutions should be of high order, lor students learn by
example as well as by precepts. If we succeed in living up to this ideal
it will be a great factor in gaining public esteem and in furthering the
prosperity of the institutions
The ideals of teaching, as a profession, have an intangible but real
influence upon the character of the institutions. The ideals of public ed
ucation are the ideals of truth and service The public schools have no
creed no dogma, no obsolete doctrine which they feel bound to defend.
They’are institutions founded not for personal gain, honor or power, but
as institutions of service. Ideals of public welfare govern their policies.
Such Ideals permeate and inspire students and faculty.
Upon the normal schools devolves the responsibility of demon
strating to the skeptical public the value of real schools. It is the duty
of the normal school to create the ideal school which, when seen and
known, will be so highly appreciated, so keenly desired by the Ameri
can public as to bring in response the needed support and cooperation.
If the American pub'ic can be made to deSi'e and believe in moders
schools with a fraction of the fervor with which they believe in auto
mobiles, the future of American education will be assured.
It is the mission of the normal school to guide the education of
all the children of all the people for eight formative years. All other
higher educational Institutions combined, including high school, collie
and university, touch less than one-third of the nation’s children. The
elementary schools are wards of the normal schools. To that great army
of America’s children who never progress beyond the common schools
REEDER HALL—Boys’ Home
Photo by L. V. Kupper
12
THE EDINBORO QUARTERLY
the trained elementary school teacher is the only messenger bringing
good things from higher education.
Under the existing state of public opinion and indifference, it is
impossible for the normal schools to recruit students and graduate
trained teachers in sufficient number to even scratch this great held.
It will require wages for teachers, with comfortable and satisfactory
teaching conditions and an awakened public esteem which \vill make
public school teaching attractive and worth-while. It will then require
money that these institutions dedicated to the service of the. common
people shall have adequate buildings, equipment and, best of all, the
most thoroughly competent, high inspired faculties of the best in
structors available anywhere. The task is worthy of their efforts, it is
worthy of esteem of the public, it is vital to the life of the nation.
This school of Edinboro is an institution rich in tradition, proud of
its high standards, and its noble history. It is an institution now taken
over by the state and given as its peculiar responsibility the public
schools of northwestern Pennsylvania. It is an opportunity and a
task worthy the best efforts of the best teachers. Under the pro
gressive guidance of Dr. Pinegan, and his associates, the State has
become committed to a program which promises Improved service to
the children of Pennsylvania, through the teachers trained in her
normal schools.
To fulfill her task nobly and completely, Edinboro will require an
awakened demand for her trained graduates from the schools of this
region. She will need new buildings, improved equipment, and faculty
salaries capable of attracting and holding the best educators. If the
public of Pennsyivania can be induced to do its part, the future use
fulness and growth of the institution will be sure, for Edlnboro’s task
is honorable and great.
THE ENROLLMENT AT E. S. N. S.
The students enrolled in September, 1919, were one hundred
eighty-five. The enrolment in September, 1920 was two hundred twenty.
While the increase in numbers is not as marked as we might
wish, yet the enrollment is encouraging in two ways. First, Edinboro
State Normal School is recovering from the abnormal conditions of
the last three years. Second, more mature young men and women
are entering normal school having in mind preparation for teaching.
THE NEW NORMAL ART COURSE
Edinboro has been chosen by the Department of Public Instruc
tion as the only normal school of Wescern Pennsylvania to train teachers
of art. Accordingly a three year course for the training of Art Super
visors and special teachers of Art is being offered.
Drawing has too long been considered an unessential accom
plishment, to be introduced into the curriculum ofily afcer all else has
been provided for. Drawing is a general, not a special subject. It is a
natural activity of every normal child, and every child should have a
general training in this which is one of the most valuable means of
OAK-TREE LANDIXG
Photo by L V. Kupper
14
THE EDINBORO QUARTERLY
self-expression. Private arc schools have for a long time absorbed
the specialise in art, while the majority of children in the public schools
have received no art instruction and are in consequence untrained in
this most natural means of graphic expression.
A new syllabus of Art Education has been compiled by a com
mittee of five of the leading art instructors of the state, under the
chairmanship of Mr. C. Valentine Kirby, and approved on October 27,
1920, by State Superintendent Pinegan, and this will serve as a model
outline of Art Study in the public schools of Pennsylvania. Copies
of this syllabus may be ha(J on application to the State Department of
Public Instruction. Mr. Waldo P. Bates, Jr., who was a member of the
Syllabus Committee, has been chosen to head the Department of Art
Education in Edinboro.
Mr. Bates is a graduate of the Massachusetts Normal Art School,
the only school of its kind in the country and the first to promote the
training of teachers of art. He has supervised drawing and art in
Turner’s Palls and Leominster, Massachusetts, and in Oil City, Penn
sylvania, and is Director of the Chautauqua School of Art and Crafts
at Chautauqua, N. Y. His instructors include many of the best arc
teachers in the United States. During the World War Mr. Bates served
with the map-making section of the 42nd, or Rainbow Division, in
Prance and Germany rfls training and experience have fitted him to
give the best possible instruction in Normal Art to future teachers of
the scate.
The plans of the state include a new $20,000 addition to the equip
ment of Che Art Department at Edinboro, with modern, thoroughly
equipped studios for the teaching of free-hand and mechanical drawing
and all the various branches of the Arts and Crafts.
The field of the Edinboro Department of Normal Art is the
state. The salaries paid the supervisor or special ceacher of art are
higher than those given the regular grade teacher. Drawing is now
a required subject of the state course of study and must be taught in all
the public schools of the state. The demand for supervisors in Penn
sylvania is far greater than the supply. Beside giving to all her stu
dents unusual opportunities for training in art, Edinboro offers a three
year course which will prepare its graduates to enter and be successful
in one of che most profitable and enjoyable of educational vocations.
THE SUMMER TERM
The Summer Term of the Edinboro State Normal School begins
Monday, June twenty-seventh, and ends Saturday, August twentyseventh.
The Summer Session is the unique term of the school year in
VARSITY 1920
Phato by L. V. Kupper
16
THE EDINBORO QUARTERLY
point of freedom in regard to courses. Any subject that a sufficient
group believes will prove profitable will be offered.
Principal J. Linwood Eisenberg of Slippery Rock, Principal Frank
E. Baker of Bast Stroudsburg, and Principal Arthur G. Crane of the Edinboro State Normal School have been appointed to act in committee
with The State Department of Public Instruction to arrange a suitable
program of work for the Summer Session in Pennsylvania Normal
Schools.
The work will aim to benefit lour groups: —
Teachers already in service.
Those desiring to secure credit toward a Normal School
diploma.
Holders of Permanent State Certificates, who desire to in
crease the scope, of their certificates.
Graduate students desiring special courses.
Summer study is becoming more popular each year as its ad
vantages become known. It does not conflict with existing contracts.
A few weeks study will bring increased satisfaction in improved crafts
manship and better positions. An enthusiastic progressive group of
teachers are in attendance. Why not be one of them this summer at
Edinboro? Summer days are long and pleasant, affording time for
work, and play. Lake Edinboro and vicinity is a beautiful spot for
profitable recreation. Give yourselves a chance this summer.
MENTAL TESTS
The educational world is greatly interested these days in stand
ardized tests of general intelligence and special mental traits. Edinboro
stands with the most progressive institutions in making use of tests
and contributing to their improvement. Last year the Thurstone Psy
chological Examination was given to the Class of 1921. This year the
same test was given the Class of 1922, with the interesting result that
the extreme scores and the median scores are almost exactly the same
In both cases. The seniors were this year tested with the Otis Group
Intelligence Scale. Compared with the score record of eight other
Normal Schools as reported by Otis, Edinboro students stand well. The
scores of the highest ten percent of the students of the eight school*
exceeded 188 points; the highest ten percent of Ednboiro seniors ex
ceeded 196 points.
In addition to the above tests for Normal School students, var
ious educational tests are given the pupils in the training school. Be
side being of great value to the teachers, they give to the Normal
Schools seniors practice in giving, scoring, interpreting and evaluating
tests that will serve them well in their later teaching experience. Re
cently the entire training school was given the test known as the
Myers Mental Measure, and such other psychological and educationaltests as will contribute to the efficiency of the school will from time to
time be given.
DETERMINED TO SCORE
Photo by L. V. Kupper
18
THE EDINBORO QUARTERLY
CHAPEL ALTERATIONS
The chapel alterations are nearing completion. A thirty-four
foot stage of ample depth suitable for theatricals Is being constructed.
Two dressing rooms and setting suitable for pageants are being pro
vided.
The alcove back ■ of the stage is constructed for the new pipeorgan.
It Is hoped that all work will be completed and the pipe-organ
dedicated in February.
SECOND AND FOURTH SEMESTERS
The work of the second and fourth semesters begins Monday,
January 31st. Students will be given an opportunity to enroll at this
time and earn credits which they may lack in any of the courses, or
begin work that leads to a Normal School Diploma.
NEW MEMBERS APPOINTED ON BOARD OF TRUSTEES
Doctor Thomas E. Finegan, State Superintendent of Public In
struction, recently appointed Honorable George S, Criswell, of Franklin,
Pa., and Mr. A. A. Culbertson of Erie, Pa., members of the Board of
Trustees of the Edlnboro State Normal School.
A FIELD GOAL—Edlnboro-Grove City Freshmen
Photo by L. V. Kupper
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FIDELITY
OUR WATCHWORD
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important ti|at tracl|rrs anb sctjool ahministrators stjoulh units in a hstsrminsh
sffort to rsnher to ti|s public tl|c most
hcbotch anh efficient serbice of loljicl| tljeg
are capable,
to onr trust must
be our UJatrf|tUOrJi, improbement of our
serbice must be our uusbrerbiug aim,
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RESOLUTION ADOPTED BY N. E. A. AT
SALT LAKE CITY, JULY 1, 1920
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