N ormal S chool H erald.
P u b l is h e d O c t o b e r , J a n u a r y , A p r i l
S h ip p e n s b u r g , P a .

Von. X.

and

July

APRIL, 1906

No. 3.

XL be IRelation of tbe IRormal School to tbe

public School.
J a s . L . Y o u n g , M s c h a n ic s b u r g . .
[Delivered before the Cumberland County Directors’ Association, Feb. 17.]

The occasion which brings us together, the place in which
we are assembled, and the cause in which we are enlisted all
make this an exceptionally opportune and vitally important
question for our consideration.
“ It would have been just as bad,’ ’ says Lord Curzon, for­
mer Viceroy of India, “ to have sent a knight of olden time into
battle without armor, as to send a young man or woman out into
the world in this age without having a good education.” Our
forefathers and educational pioneers, who did knightly service
for the centuries yet to be, said the same thing in a far better way
when they provided for the public educatitin of our youth. The
perpetuity and well-being of the State that called forth the es­
tablishment of the Public School made it likewise incumbent
upon the State, as a matter of duty and necessity, to found and
support the Normal School. Just as Napoleon in later years
anxiously gazed about his beloved Prance and exclaimed, “ The
great need of France is mothers.,'" so those who had to do with
the moulding and shaping of our country’s future destiny realized
that the great need of our land was teachers— trained teachers.
When the illustrious founder of our Commonwealth stated
“ That which makes a good Constitution must keep it, viz: men
of wisdom and virtue ; qualities that because they descend not
with worldly inheritance, must be carefully propagated by a vir­
tuous education of our youth,” he was evidently looking down
the years and thinking not only of the school but of that which
counts for infinitely much more— the teacher.

2

THE NORMAL SCHOOL HERALD

Later on Benjamin Franklin takes up the same thought in a
practical way and carries it a step farther. As the chief among
the founders of the University of Pennsylvania, which began in
1749 as an academy, partly designed for the training of teachers,
we find him addressing the common council of the city of Phila­
delphia for aid in its behalf on the ground that the country was
suffering from a dearth of competent schoolmasters (mark you
schoolmistresses were unknown in those days), and that the pro­
posed academy would be able to meet this need by furnishing a
supply of such as would be “ of good morals and known charac­
ter’ ’ who could “ teach children reading, writing, arithmetic and
the grammar of their mother tongue.”
Again in 1786 Dr. Benjamin Rush, in an address to the
legislature of Pennsylvania, advocated the establishment of a
system of free schools, together with one university at Philadel­
phia, and three colleges— one at Carlisle, one at Lancaster and
one at Pittsburg— stating in that connection that “ The university
will in time furnish masters for the colleges and the colleges will
furnish masters for the free schools.”
The Constitution of 1790 stipulated that “ The Legislature
shall, as soon as conveniently may be, provide by law for the es­
tablishment of schools throughout the state in such a manner
that the poor may be taught gratis.” But the unhappy wording
“ the poor may be taught gratis' ’ aroused such great prejudice that
the unfortunate phrase “ as soon as conveniently may be” was con­
strued by the exigency of events to mean a forty years' delay.
Another provision in the same Constitution that “ The arts
and sciences shall be promoted in one or more seminaries of
learning” was received however with more favor. Consequently
prior to 1830 the Legislature appropriated altogether about a
quarter of a million of dollars to colleges, and also nearly as
much to academies, upon condition that in some instances a
certain number be instructed free, and in others that a certain
number of young men be prepared as teachers. But this ex­
periment whilst it paved the way for better things, as we shall
discover further on, did not prove successful and the state never
felt that she received a full equivalent.
As illustrative in some measure of the trend of preceding as
well as subsequent intervening years, the history of which we

THE NORMAL SCHOOL HERALD

3

cannot at this time more fully consider, we find that in 1830
“ a Professorship of English Literature with the special view of
qualifying young men for taking charge of common schools,”
was established in Washington College, Pennsylvania, and the
next year the state appropriated $500.00 a year on condition “ that
the trustees shall cause that there be instructed annually, gratis,
twenty students in the elementary branches in a manner best cal­
culated to qualify them to teach common English schools.”
Many others appropriations were made to other colleges for a
similar purpose, one of the most notable being on appro­
priation of $2,000 annually for five years to Jefferson College for
the education of teachers of the English language. But whilst
thus backed by liberal state appropriations, the colleges, as then
constituted, having a different main objective, made a disappoint­
ing failure of their incidental work of preparing the so much
needed teachers.
Thomas H. Burrows, Secretary of the Commonwealth
and ex-officio Superintendent of Common Schools, commenting
upon this, in his report for 1838 says: ‘ ‘The colleges have al­
ready been tried as a means of supplying teachers and with little
success. Within the last eight years $48,500 has been given by
the State to five of these institutions, principally on condition that
they should instruct a certain number of persons, ninety-one, for
teachers of English schools, annually for a specified time. Last
year there were sixty-one students preparing for this busi­
ness in all the colleges of the State. Every one knows how few
of the persons thus prepared ever actually practice the profession.
It is doubtful whether there are at the present moment in the
whole state one hundred persons thus educated actually and per­
manently engaged as teachers in the primary schools. Hopefrom
this quarter is dead.' ’ And then continuing he earnestly recom­
mends the establishment of regular training schools (Normal
Schools),: in which shall be g iv e n '‘ ‘a fu ll course of theoretic and
practical instruction in the art of teaching, ” and that these schools
be composed of the brightest pupils admitted free from all parts of
the state.
Thus we find the public school idea and the Normal school
idea developing and crystallizing together. Thus we have evi­
denced, without fully going into historic details, the strong, stead-

4

THE NORMAL SCHOOL HERALD

ily increasing, wide-spread recognition on the part of the state of
these educational needs and the imperative necessity of remedial
action. Thus as :
The eggs in the nightingale’s nest transform into plumage and song;
Out of the acorn at last comes the oak tree stately and strong ;
Out of the savage soul, out of the thrall and the slave
Come patriot, martyr and saint, the noble, the true and the brave ;
Out of poor ignorance, truth, and out of man’s fetters, release ;
Out of the tempest the calm, and out of the battle sweet peace.”

so came the evolution of the Public School Act of 1854 and our
Normal Act of 1857.
But before recognition could be secured under the Normal
School Act of 1857, it devolved upon public spirited com­
munities within the several districts to supply grounds to the e x­
tent of ten acres, a hall capable of seating a thousand persons and
boarding, dormitory and classroom accommodations for at least
three hundred students, together with a model school of at least
one hundred pupils for practice teaching and observation. To
do this meant no smallundertaking, no insignificant sacrifice ; but
it was so cheerfully energetically and heroically done that to-day
Pennsylvania has thirteen Normal Schools who are able to answer
the roll call in the order of their recognition by the State as fol­
lows :
Millers ville........................ .......
Edinboro...................................
Mansfield'..................................
Kutztown..................................
Bloomsburg.............................
West Chester............................
Shippensburg...........................
California.................................
Indiana............ ........................
Lock Haven ...,........................
Clarion.....................................
Slippery Rock................—
East Stroudsburg........
Since their recognition

. 2nd District.....................................1859
12th
“
1861
. 5th If
....................................... 1862
, 3rd
“
1866
. 6th
“
1869
. 1st
“
1871
• 7th
¿Épi:, ............... ....................1873
,10th
“
1874
. 9th
“
1875
. 8th
“
................ :..................1877
,13th
“
1887
,12th
“
1889
. 4th
f .
1893

the state has materially helped them
through aid given to students preparing for the work of teaching,
and by special appropriations for building extensions and better­
ments.
In this Pennsylvania has not stood alone. Everywhere
throughout the United States the same magnificent work in be­
half of public education has been carried on with like magnificent

THIS NORMA!* SCHOOI* HERAI*D

5

success. With but three exceptions all the States and Territories
have public Normal schools supported by state funds and even in
these three provision is made for the education of teachers in
State colleges.
According to United States Commissioner of Education
Harris 137 of the 177 Public Normal schools in the United States
report in 1903 an aggregate value in buildings, grounds, and ap­
paratus, exclusive of libraries, of $24,156,470.00— Pennsylvania
leading all the rest with her $3,992,806.00 This is a matter for
congratulation and I can conceive of no more fitting inscription
to place over the open doors to these potent factors for incalculable
good than the familiar words of one of America’s greatest states­
men :
“ If we work upon marble, it will perish ; if we work upon
brass, time will efface i t ; if we rear temples, they will crumble
into dust ; if we work upon immortal minds, if we imbue them
with the just fear of God and love of our fellowmen, we en­
grave on these tablets something which will brighten to all
eternity.”

Ordinarily figures are dry and statistics are uninteresting, but
in considering the relation of the Normal school to the public
school they are extremely suggestive and eloquent.
According to the 1904 report of the Superintendent of Public
Instruction, Pennsylvania has over 1,200,000 children within the
walls of about 30,000 public schools manned by some 30,000
teachers. That “ A ll roads lead to Rome,’ ’ is a familiar saying,
but only three lead to the schoolroom— the provisional certificate,
the Normal graduate and the college graduate road ; and we
would like to see the first gradually and eventually abandoned
and the other two bettered and broadened and made so accessible
for the purpose that all could come therein and thereby.
The statistics show that 10,453 of our present teachers are
trudging over the oldtime provisional road ; that 983 hold college
graduate passports and 6,966 Normal graduate passports, whilst
3,915 more of our more advanced and efficient teachers have at­
tended Normal school, but are not graduates. In other words
more than one-thircL of our entire teaching force to-day are either
Normal graduates or have had Normal teaching as students.
But let us come a little closer home— down to our own be­
loved county of Cumberland, if you please, and look at the en-

6

THE NORMAL, SCHOOL HERALD

couraging revelation contained in the figures which I have secur­
ed through Superintendent Green. And from these we learn
that in our teaching force there are 17 college graduates, 130
Normal graduates, 49 permanent certificates 20 professional cer­
tificates and 70 provisional certificates. That of those holding
neither Normal or college diploma about 23 are high school
graduates and about 40.attended Normal, but did not graduate.
Or restating and putting it in another w a y : all of our teachers
except possibly about 15 have done advance work and have
had other than ordinary common school training.
But turning from these local figures to those which have to
do with the state at large we discover that which carries with it
great significance. It is this. From statistics carefully gathered
from nine out of the thirteen Normal schools within the state,
it is evident that two-thirds of our county superintendents, one-half
of our city superintendents and a majority of our supervising
principals in the state are Normal graduates! This does not in­
clude or take into account quite a number of superintendents and
supervising principals, who, although not graduates, have never­
theless received their special training for teaching in and through
our-state normal schools. And it also leaves out the important
fact that in addition to these our state normal schools have fur­
nished other states with many able county and city superintendents
and supervising principals.
These are suggestive figures, and to him who in the love
of humanity holds conference with his fellow workers they speak
a various language. They tell us of the marvellous uplift and
impetus given to our public schools directly and indirectly
through our Normal schools; of the breaking down of the bar­
riers of prejudice, of the banishment of dangerous heresies,
and of the introduction of school ideas “ more mellow, more
rational, more humane, truer to life, more respondent to the voice
of truth.’ ’ They tell us of the new educational birth of the
teacher and of the exaltation and extension of the teaching pro­
f e s s io n j of consecration to higher ideals— to a clearer conception,
a more practical, helpful, sensible, sympathetic development.
They tell us of more earnest, patient endeavor and of better re­
quited toil. That special training and greater efficiency count for
as much in the teacher’s profession as they do in medicine and

THE NORMAL, SCHOOL HERALD

7

mechanics, in law and the ministry. In thus speaking of what is
being and has been accomplished, these figures take a prophetic
turn and foretell that for which those on the watch-towers— our
Superintendents, Educators, Principals, Teachers and Directors—
have long been working and looking, to wit— the dawning
of the day of still better things through our public schools for
Pennsylvania’s sons and daughters.
“ There are forces silent as the dew yet mighty as the storm.’S
“ Lighthouses do not ring bells or fire cannon; they simply
shine.’ ’ So it is with the Normal School in relation to the
Public School. Steadily all through these years they have been
shining as educational beacon lights, making the way of the
teacher easier, safer and surer— giving unto it new life and light
and warmth and power.
Compared with other states our Normal School policy is
peculiar. Instead of itself erecting them, the state has thrown
the initiative upon the public spirited people in the several dis­
tricts j ust as the awakening realization of urgent necessity stirred
them to action, and time has proven the wisdom of th is; because
people always take more interest and pride in that in which they
have a personal interest, an individual part— in that into which
they’ have put a part of themselves in the shape of brain and
heart and treasure. Instead of the work being centralized, as in
some other states, in one or two large schools, it has wisely been
committed unto thirteen, thus putting them within easy reach
of every portion of our great Commonwealth, and making their
radiating influence more widely felt for good throughout every
town and city, every village and hamlet, and every hill 'and
valley.
Thus the people have come to recognize that these training
schools for teachers have indeed become a prominent part of the
Public School system of the State. No one questions their value
and no one suggests a substitute. They have now no enemies,
and friends innumerable are theirs among all classes of people.
It is becoming more and more clearly apparent to all that what­
ever defects there may yet be in Normal School training they are not
so much a criticism of Normal Schools as an admission of their
great need and an argument in favor of their improvement and
betterment along all possible lines. To this end they have done

8

THE NORMAL, SCHOOL, HERALD

well to strengthen the course and insure greater maturity by the
addition of a third year, whilst the action on the part of the State,
on the other hand, in making tuition entirely free to those, over
17, pledging themselves to teach at least two years after gradua­
tion, will go far towards enabling thousands ’more of deserving
young men and women to swell the ranks of trained teachers—
young men and women who, though practically compelled to
fight their own way single handed and alone, count no sacrifice
too great to acquire that learning and culture and skill which this
age demands of all who are called to public sendee and entrusted
with place and power. Upon the shoulder of all such our Normal
Schools place a kindly, helping, guiding, guarding hand, whilst
eager, earnest, yearning hearts speak to like hearts until they
throb in unison with the contagious emulative thought—
“ Be strong.
We are not here to play, to dream, to drift.
We have work to do, and loads to lift.
Shun not the struggle,—face it; ’tis God’s gift.”

In this age of the survival of the fittest I am aware that there
are those who rather exultantly assert that Normal Graduates
don’t teach=that they drop out ot the ranks without giving any­
thing in return to the state. To this I reply in the language of
the Spanish proverb-s^ “ That an unobserving man can walk
through a forest without seeing firewood.” But let us analyze
the facts as they really are. From out our Normal Schools into
the throne-room of our Public Schools over 21,000 trained gradu­
ate teachers have thus far gone to sway the sceptre of the human
mind— to lay the foundations of intelligent citizenship strong and
deep. Of that number our own excellent Normal School, in
which we are assembled; and of which we are justly proud, has
ably equipped upwards of 2,000, excluding the great body of
students, who for different reasons were unable to pursue their
studies to the point of graduation.
Of Shippensburg’s 1694 graduates from [874 to 1904 inclu­
sive, 774 or nearly 46 percent., were young men and 920 or about
54 per cent were young women, which number has since been
reduced by the death of 41 young men and 40 young women.
Notwithstanding the intervening years 349 or nearly 48 per
cent, of the men are ' still actively at work as trained teachers,

THE NORMAL, SCHOOL HERALD

9

filling their places with credit to both themselves and their
Alma Mater, whilst in the very forefront more than Three
Score and ten, as Normal principals, county and city superin­
tendents and principals, are blazing the way onward and up­
ward for the accomplishment of still greater and grander
educational things. And 480 or nearly 56 percent, of the women
without blare of trumpet or sound of drum, are still faithfully
doing that effective work which they are naturally and specially
so well fitted to do in both rural and graded: school. Surely
these figures — (which cover the thirty-one year period of which
I have spoken, and do not include the class of 1905, which con­
tained 49 young women and 28 young men, all of whom are
teaching except two of the former and one of the latter)— surely
these figures ought to confirm the faith ofevery doubting Thomas !
But to what is the loss of the other veteran graduate teachers
attributable ? I have simply time to answer in this summarized
w ay: M ARRIAGE* U N CE R TA IN TEN U R E OF OFFICE,
S H O R T 'T E R M S, IN A D E Q U A T E COM PENSATION. The
first has practically halved, or better-halved,, the female teachers
and all the others have tried hard to decimate the ranks of the
male teachers. But has this been all loss to our public schools ?
Does it mean nothing to have those of like faith and in f i l l sym­
pathetic accord within supporting reach in the home and in surround­
ing enterprise and official position #
Look at the figures once again for these are indicative no
doubt of all others throughout the commonwealth. Of this
graduate women reserve 309 or nearly 35 per cent, of the original
teaching force have become queens o f the home through marriage—
the most important place in the economy of the world according
to the estimate of both Heaven and earth; The remaining nine
per cent, include within their number those filling places as
clerks, bookkeepers, stenographers, artists, librarians, physicians,
trained nurses and missionaries.
Of the men graduates drawn into other vocations 54 are pur­
suing studies in higher institutions, 42 are lawyers, 27 are physi­
cians and surgeons, 2 are missionaries, 18 are ministers, 16 are
merchants, 22 are railroad and U. S. postal employees, 27 are
agents and salesmen, 44 are clerks, stenographers and bookkeep­
ers and so on through a long list including farmers, bankers,

10

THE NORMAL SCHOOE HERALD

druggists, chemists, dentists, accountants, electricians, manu­
facturers and general managers, until the whole veteran graduate
reserve aggregating 784, or 52 per cent., are honorably accounted
for.
It is true that these are not in our schoolroom to-day, but
they are encamped closely round about them in a way that counts
for more than perhaps at first we think. They are, as it were, the
power behind the throne, and what they have accomplished in the
evolution of plans and ideas, methods and management, in im­
proved facilities and more healthy environment, in remedial
work and beneficial legislation and administration can not be
measured by human arithmetic.
The great thought and purpose of their lives begotten in the
public school and quickened and emphasized by the Normal
schoolS-M«V foster mother— is that of GROW TH , and of like kind
is their everyday message to the expectant world round about
them.
“ The living stream must flow and flow,
And never rest, and never wait,
But from its bosom, soon or late,
Cast the dead corpse. Time even so
Runs on and on, and may not rest,
But from its bosom casts away
The cold dead forms of yesterday—
Once best, may not be always best.
That which was but the dream of youth,
Begot of wildest fantasy,
To our old age, perhaps, may be
A good and great and gracious truth.
That which was true in times gone by,
As seen by narrow, ignorant sight,
May in the longer, clearer light
Of wiser times, become a lie.
I hold this truth—whoever wins
Man’s highest stature here below,
Must grow and never cease to grow
For when growth ceases, death begins.”

THE NORM A T SCHOOL HERALD

11

draining jfor Citi3ensbip.
J.

M. R h b y , E sq.

[Delivered before the Cumberland County Directors’ Association, Feb. 17.]

The ideal citizenship, that which we should all aim after, is
marked by at least three qualities : it is moral, it is patriotic, and
it is intelligent. A citizenship that is lacking in any one of these
qualities is vitally defective. , A highly intelligent people may
become a highly immoral people and fail to hold its own in the
great world struggle of the survival of the fittest. Man for man,
the Greeks attained the highest degree of mental culture the
world has ever known. But their public life became corrupt,
their home life became impure, their love of country waned, and
in spite of their transcendent intellectual culture they lost their
prestige and power as a people.
On the other hand, an ignorant people can never become a
strong and socially efficient people. Took at Russia whose
population is largely made up of a vast peasant class, simple
minded, honest, loyal to the established Church and to their
“ Little White Father,’ ’ but steeped in densest ignorance. What
happened when this big, bulky Russian peasant met in the shock
of war the little, brown man of Japan, is one of the fresh chapters
of the world’s history. The explanation of the result is to be
found chiefly in the fact that every Japanese soldier and sailor
could both read and write. The vast majority of the Russian
soldiers and sailors could do neither.
The ideal citizenship, the citizenship which alone will insure
the future greatness and power of this nation, is not simply a
citizenship which is intelligent, or moral or patriotic, but a citi­
zenship which is at once intelligent, moral and patriotic.
What are the sources of such a citizenship ? Manifestly,
three: the home, the church and the school. We in America are
committed to the cause of popular education, and rightly so. A ll
the States of the Union contribute more or less liberally to the
support of their public schools. Each year the aggregate amount
increases and it will continue to increase. The system is a. part
of our national life in whose development it has played such a
mighty part. But it is a human system, and as such it is not
perfect; there,are defects in it. I am not a trained educator and
therefore do not claim to speak with authority on the subject, but

12

THE} NORMAL, SCHOOL, HERALD

I am of the opinion that in Pennsylvania, at least that part with
which I am familiar, we are attempting to cover too many
branches of study in our higher grades and paying too little
attention to thoroughness in our primary grades. In an able and
impressive address delivered at the recent State convention of
school directors by so thoughtful and conservative an educator as
the Superintendent of the Carlisle schools, this same judgment
was expressed, and one of the most significant features of this
convention to-day has been the frequency with which we have
heard this same view expressed upon this platform. Where
there is so much smoke, there must be some fire. So far as the
question of the work in our primary grades is concerned, there
are two propositions which are self evident: first, that we should
employ as high a grade of efficiency in that work as we can get,
and, second, having obtained that efficiency, we should pay it as
high a salary as we pay it in any other grade.
I believe our system is defective in that it does not give
enough time and attention to nature study. The laws of nature
are the basis of all human laws and human knowledge. No man
or woman is truly educated who has not a fair degree of knowl­
edge of those laws, as they find expression in the phenomena of
the outer world, the trees, the birds, the flowers, the stars that
gem the vast dome of heaven. The best way to get this knowl­
edge is by contact with nature itself.
I suggest one more defect, and that is the lack of manual
training. In its broadest sense, no system of education is com­
plete that does not involve the education of the hand as well as of
the head. The boy who is reared in the atmosphere of an im­
moral, irreligious home, but whose head is filled with knowledge
at the expense of the State, is liable to become a smart scoundrel
rather than an industrious, useful citizen. In looking over the
annual report of the Attorney General of the United States the
other day I was impressed with the statement that on June 30th
last the total number of prisoners in the federal prisons was 3,445,
of whom 1,595, or nearly half, could both read and write, as
against 401 who could do neither, and 45 who could read only.
I draw no conclusions from these figures, but they are at least
suggestive. The idea of manual training is being recognized in
all our large centres of population where manual training schools

THE NORMAL SCHOOL HERALD

13

are being added to the grammar schools and the high schools.
Just how we are to engraft this system on our smaller school dis­
tricts is a problem I will not now attempt to solve; it has difficulties
surrounding it, but however great they may be I feel sure that
our public school system will never reach its highest point of
efficiency until the principle of manual training'is made an inte­
gral part of it.
As the public school must provide the element of intelligence
in our citizenship and should provide the element of industry and
self support, so the home and the church must furnish the moral
element in that citizenship and all three of these sources of train­
ing, the home, the church and the school, must furnish the patri­
otic element.
In an address which I delivered at the opening of the Cum­
berland County Teachers’ Institute in December Iasi,, I gave it as
my opinion that after long and careful observation I was per­
suaded that the average American home was not doing its share
of this w ork; that the average American parent no longer recog­
nized the divinely imposed duty of being the moral preceptor of
his child, but had left that child’s spiritual and moral training to.
the Sunday school and the public-school. I repeat that propo­
sition now. The family altar is no longer a feature of our nation­
al life. It has fallen into “ innocuous desuetude.” I may be
wrong about it, but in this fact there lurks, in my judgment, a
menace to the future welfare of this country. I am old fashion
ed enough to believe that no other influence and no other insti­
tution, be it church or school, can adequately supplant the influ­
ence of the home.
There remains to be considered the other moral element in
our citizenship ^ th e church. Unquestionably the Christian
church is the mightiest moral and spiritual agency in the world.
It is a divine agency, but it works through human means. It
was never more highly organized than it is in this country to-day.
And yet, whether because of its very complex organization it has
aimed too much at the mass and too little at the individual, or
whether with all its resources, its power has felt the withering
touchofthe materialistic spirit of the times, thefact remains that it
has not, in the recent past, conserved the moral element in our
citizenship as it should have done. In spite of our churches and

14

THE NORM AH SCHOOL, HERALD

Sunday schools, in spite of our system of public schools, we have
recently witnessed in this country the revelation of a reign of graft
and corruption so shameless in its character and so wide spread
in its operation as to shock the conscience of the nation and im­
peril the foundations of our free institutions. It looked for a
while as if the greater part of the body of our citizenship was
gangrened with moral rottenness. As I watched the sickening
details of that revelation gradually unfold themselves, my thought
ran back along the centuries to an event illustrating the old adage
that “ history repeats itself. ” The time is about 1490 B. C.'#g|
nearly thirty-four centuries ago. The place is the foot of Mt.
Sinai in the Syrian desert. The scene is a strange and memor­
able one. A multitude of people-—nearly a million strong— is
gathered together in a circle at the mountain’s base. In the cen­
ter of this vast circle stands the figure of a golden calf. Before
the figure of the calf stands an altar. It is nearly the noon-day
hour. The air is heavy with the odor of burnt sacrifices which
have been earlier offered by the people before the altar. This
done, they have eaten and drank and have risen up to play. As
they do so, they form a vast circle around the altar and the
figure of gold behind it with a sound of mighty shouting
and with dancing. They are worshipping the golden calf as God.
Who are these people ? they are none other than the children
of Israel, the chosen people of God. But a short time since He
has redeemed them by an exhibition of his miraculous power
from the oppressive hand of Pharoah, guided them out of the
bondage of Egypt by his pillar of cloud by day and of fire by
night, fed them with manna in the wilderness and stilled the
waters of the Red sea before their advancing feet. Even now He
has halted them on the borders of “ the promised land” and has
taken their leader up to Sinai’s summit there to reveal to him,
amid its awful loneliness, the solemn pronouncement of his law
for the government of his chosen people. A strange and striking
scene— one of the anomalies of history. You know the sequel.
How the anger of Jehovah waxed hot against this people to de­
stroy them a l l ; how it was stayed for the time by the interceding
prayer of Moses, their leader, but not until three thousand of
their number were slain.
Coming back from that far off time and scene, I ask you to

THE NORMAL SCHOOL HERALD

IS

look upon a picture no less strange and striking than that which
I have outlined from the pages of Holy Writ. It is history re­
peating itself. It is the spectacle of the people of this nation
prostrated in idolatrous worship before the shrine of the God of
gold, the idol in this instance not being made, as it was by the
Israelites, out of the golden ear rings of their wives and daugh­
ters, but out of the almighty dollar. And this by a people whose
history, like that of the Israelites, is full of the evidence of a di­
vine leadership, whose record is replete with the marks of a divine
favor. Was ever a nation led into such a “ promised land’ ’ as
ours? Did ever a Canaan “ flow with milk and honey” as does
ours? Think of the record of this nation during the past thirty
years ! Read the story of the increase in population, in wealth,
in the product of mine and factory and farm, in wages and in sav­
ings and you have a record of material prosperity unmatched in
the history .of the world. And by the side of it, as I have said,
the sight of this prosperous people prostrated in idolatrous wor­
ship before a false god— the deification of the calf of gold ; the
dethronement of the decalog, the enthronement of selfishness,
greed and graft ; character at a discount, wealth at a premium ;
the gangrene of corruption and dishonesty rampant in every ave­
nue of life— in business, in politics, in society and even in reli­
gion. In a word, the people of this nation, unconscious of it
though they be, massed in a mad throng, dancing with idolatrous
frenzy around the altar of the god of gold ! And through it all
the minds of thoughtful men filled with dread and fear for the
future as they think of the fate of Greece and Rome and Carthage
and the Republics of the past, and recall the poet’s warning cry :
111 fares the land to hastening ills a prey,
Where wealth accumulates and men decay.
Princes and Lords may flourish or may fade,
A breath may make them, as a breath has made.
But a bold peasantry—their country’s pride,
When once ’tis jost, can never be supplied.”

As at the base of Sinai, so now the voice of a righteous
leader rings clear and strong above the tumult— a voice warning
the idolators of their danger, rebuking them for their folly, and
pointing them back to the only sure paths of national prosperity
and peace. That voice was the voice of the clean-hearted, strongminded, just and fearless Chief Executive of this Nation, Theo-

16

THE NORMAL, SCHOOL, HERARD

dore Roosevelt. To that voice the people o f this country have
hearkened. A great and mighty change has come; a great
moral awakening has swept across the land. The false god and
its false altar have been broken and destroyed. So far as human
agency is concerned, this glorious result is largely due to the in­
fluence, the example and the precept of our courageous and honest
President. As a result of this awakening the Declaration of
Independence and the Decalog seem to be re-enthroned in the
hearts of the people. The homely virtues of courage, patriotism
and honesty seem again to be at a premium. It is the end of the
rule of gold and the beginning of the Golden Rule. Here in
Pennsylvania we have had an impressive illustration of the
dynamic power of an awakened public conscience in a special
session of the General Assembly, which in the short space of
thirty days has placed upon our statute books more beneficient
legislation than any or all of its predecessors for the last twenty
years.
As a result of this awakening the nation faces the 20th cen­
tury with hope instead of fear ; with courage instead of despair,
confident in its ability to meet and solve the great economic and
social problems which loom big upon the horizon of the future.
Confident I say, because these problems will be solved by a
citizenship such as I have been pleading for— a citizenship that
is intelligent, that is patriotic, and above all that is moral in its
quality. Ret us, as those to whom is committed the welfare of
our public schools, do well our partin seeing that the pupils of
those schools are trained for such a citizenship. If they are, we
can send them forth upon life’s quest without a fear, for then,
like the sword of the Cid and the scimeter of Saladdin, they will
carry glory and honor with them wherever they go.

■
Mr. JacksonH-“ ! understand that that young man who comes
to see you so often is anxious to become an actor ?’ ’
His Daughter— “ Yes, sir. He wants to appear before the
footlights.”
Mr. JacksonS-Well, he’d better disappear before the foot
lights. ’ ’ — Philadelphia Press.

THE NORMAL SCHOOL HERALD

17

£be ^ownsbip Ibigb School.
G . CITARI.KS C L E V E R .

Every great system that has stood the test of time or that has
been able to bear up under the wear and tear of popular criticism
and of the demands made upon it, has undergone a certain devel­
opment. In some cases it has been sudden and spontaneous, hav­
ing been brought to pass probably by a rule of tyranny followed
by a revolution. In other cases we can trace it step by step, each
well defined and clearly marked, while in still others the change
has been so delicate and so well concealed that the old fades away
and the new grows upon it. In the last we see not the change,
but the result of the change.
In the fields of education, however, we certainly have reared
a system that has marvelously withstood the every test and de­
mand made upon her, and is still advancing to higher and greater
achievements. In her advance she has at times moved forward
with leaps and bounds, again moving cautiously step by step as
though feeling her way over untrodden paths and through dan­
gerous places, and again like the mighty oak, slowly and quietly,
but surely, she has reared her head and braved the storms.
For me to trace the change is far beyond my power as well as
purpose in this article. I have only to deal with her last notice­
able advance in our great Commonwealth, the establishment of
the township high school.
The idea of such an institution seems to have arisen in the
mind of our State Superintendent, Dr. Nathan C. Schaeffer. He
seems to have realized the growing demand made by the people
dwelling in our country districts for more privileges along educa­
tional lines, in order that they might be on an equal with their
urban neighbors. These privileges had been denied them. They
were compelled to send their children to academies and town' high
schools.
This determination on the part of the country people came to
the notice of our superintendent, and through his untiring efforts
he succeeded in getting a small sum set apart by the legislature
for the estáblishment and maintenance of high schools in the dif­
ferent townships. The offer was at once accepted on all sides,
and the appropriation fell far short. The appropriation was in­
creased, and then comes the crowning event. A law was passed

18

THE NORMAL, SCHOOL HERALD

making it obligatory on the part of the boards of directors to fur­
nish a high school training to all children desiring it, if not by es­
tablishing high schools of their own, to send them to one nearby.
The tendency of this is already seen to be the cause of movements
for the establishment of such a school in each district.
So much, therefore, for the development of the township.
Now for a word in regard to its purpose.
Dr. Schaeffer has said that its chief aim shall be, that our
country children shall be able to think the thoughts of great men.
Contrary to this high and noble ideal, the opinion seems to have
become scattered abroad that from these schools shall come our
future teachers, or that they shall be made preparatory schools,
preparing young men and women for entrance to our higher in­
stitutions of learning., But such is not the case. To use once
more the thought of Dr; Scheaffer : that they shall not be devoted
to the preparation of teachers, as the State appropriates vast
amounts of money to schools especially adapted for that purpose.
They shall not attempt to be an academy, as there can be found
many schools of this character. But they shall be of such a na­
ture as will awaken the mind to the many truths on all sides of
us, broaden the pupil in his conception and comprehension, and
give him such a well grounded and solid foundation that he may
enter the mighty conflict of life, a structure that can never be
sha,ken.
From an examination of the suggested course of study, a sec­
ond purpose is seen, and one that is most important in the ad­
vanced age of civilization, namely, that the pupil is given no
chance to specialize. In our high schools the average age of the
pupil is scarcely over sixteen, an age when the child is not in a
position to choose his life’s work, and even if he were, he is cer­
tainly not well enough rounded to follow it out. We simply want
our pupils to do some original thinking to develop the reasoning
powers, so that they may arrive at a conclusion not because some
one else holds it, but because of their own effort. They have been
convinced and can say, “ I know because I have proven it.”
But no matter how well founded the intentions, how high and
noble the purpose, success to this most worthy institution is by
no means assured. Unfortunate is this, indeed, but nevertheless
true. We must therefore give the system a fair trial, must wait

THE NORMAL SCHOOL HERALD

19

to find out if it will come up to tlie expectations of its advocates
and founders.
Just how far it is going to succeed, therefore, I cannot tell,
but we can examine, and from our data thus derived, we can
readily deduce certain conclusions. This then shall be the pur­
port of the remainder of this article.
In the first place then, I would call attention to the position
the high school occupies in the minds of the citizens of the town­
ship. To be sure no two view it in precisely the same manner.
But the opinions can all be classed under about three divisions,
each ranging from one extreme to the other, and with no hard
set line dividing one from the other.
There is found one class, the lower and more ignorant class,
who condemn it in all its phases. To them it is a waste of money,
and the only cause that increases the school tax, which in the
majority of cases, they, not being property holders, do not pay.
In addition to being a financial burden, the course has not a
redeeming feature about it. To them the study of Latin, Geom­
etry, Civics and Natural Science is a waste of time and giving the
child something that burdens rather than aids. If you could con­
tinue reading up through “ Readers” advancing in number if not
material; if you would teach spelling so that not only could they
spell Webster from cover to cover, but even words to come from—
they don’t know where, then they might agree with you that it
was beneficial, and that a child was learning something. And if
you could continue the study of arithmetic until they could com­
pute anything from simple interest to the most intricate problems,
using figures only, of course, they would flock to the standard,
and the schools would be crowded.
In the second class are found those people who think that it
is a fairly good place to put the overplus money, and not the
worst place where they can place their children until they can find
permanent employment. But this class have an objection, just
about as flimsy as the first, and that is that we are not making
common school teachers. Probably the following example will
illustrate : A boy about fifteen years old had passed the exami­
nation and was graduated from the common schools. After he
and his parents had looked into the course of study, they decided
that he had better go back to the common school, review the

20

THU NORMAL, SCHOOL, HURAL,D

common school branches, attend a teachers’ summer school ten
weeks, take the examination, and assume his place among the
ranks.
Fortunately the last class take a far more sensible view, and
aid rather than oppose. Some take advantage of the privilege
because they are philanthropic and broad minded enough to de­
sire their children to take advantage of every opportunity, so that
they may be better educated than their parents. There are some
who favor the high school because of some mysterious advantages
education might bring to their children. There are others who,
educated themselves, know from personal experience the benefits
derived from all educational pursuits.
As to the number to be found in each class it is most encour­
aging to note that the first two classes are waning in numbers and
favor, and that the last are being materially increased. This cer­
tainly bespeaks success.
Another great drawback to the township high school is the
lack of sympathy on the part of the common school teachers. In
fact this feeling in many cases develops into opposition. Because
of this lukewarmness in educational advancement they do not
strive to have the children under them prepare for the county
examination that entitles them to entrance to the high school, but
they even discourage the pupils when they make known their in­
tentions of taking this examination. What could be the purpose
or aim of such action on the part of the teacher I couid not even
conjecture. But one thing is sure, that so long as this state of
affairs exists, our greatest enemy lies right in the schools them­
selves..
But with the Normal Schools each year sending men and
women into the field who are broadminded enough and generous
enough to give unto others what they themselves have received,
any fear which might arise from the condition just mentioned
must surely give way to hope.
But the work is not yet done; the goal is far distant, and
perfection not yet in sight. It is the duty, therefore, of every one
who knows the advantages of education, and especially of those
who have already had a taste of its sweets, to use their influence
for the good of this, the latest great step forward of the educational
movement.

THE NORMAL, SCHOOL HERALD

21

The high school certainly will educate the children, for those
pupils have proven their ability to cope with their fellow men, and
especially with our common school teachers. But it lacks one
thing in order that it may do its full duty, and that is, the people
of our country districts must be educated to it. This opposition
must be overcome. Parents must be urged to keep the minds of
their children upon the high school as a goal to be attained, as a
prize to be won. Our common school teachers must be put in
harmony with it, and the entire system must be linked together
so closely and so solidly that there would be no opening from
kindergarten to high school where the child can step out. No
avenue of escape from the educational field to the more alluring
and enticing employments.
This educating must come from us who have had the exper­
ience ourselves and know its value. From us who are in the teach­
ing profession, where we have the children in our hands at that
time when we can fill them with ambition and the spirit to go
higher. From you, Normal Alumni, who are looked up to as
leaders in your respective spheres oi duty. From you, Normal
undergraduates, who are about to enter the ranks, and devote
your energy to the training of those who are to come after us.
Thus for the sake of posterity, for the sake of our govern­
ment, for the sake of the welfare and happiness of mankind, ad­
vance this great cause by aiding it everywhere you can, and the
blessings of future generations will be your reward.

Me IRnew Best.
“ I want to git a wrest’ of roses fur a funeral,” said the cus­
tomer, “ an’ I want you to put on it ‘He rests in pieces.’ j§|pj
“ Er— you mean ‘He rests in peace,’ ” suggested the florist.
“ I mane what I said. ‘Tis for poor Casey that was blowed
up in the quarry.”

Bill had a billboard. Bill also had a board bill. The board
bill bored Bill so that Bill sold the billboard to pay his board bill.
So after Bill sold his billboard to pay his board bill, the board bill
no longer bored Bill.— Yale Expositor.

...THE...

N ormal S chool H erald.
P u b l is h e d O c t o b e r , J a n u a r y , A p r il
S h ip p e n s b u r g , P a .

and

Ju l y .

C. H. G o r d in ie r , Editor.
A d a V . H o r t o n , ’88, Personal Editor.
J. S. H e i g e s , ’91, Business Manager.
Subscription price 25 cents per year strictly in advance. Single copies ten cents
each.
Address all communications to T h e N o r m a l Sc h o o l H e r a l d , Shippensburg, Pa.
Alumni and former members of the school will favor us by sending any items tha
they may think would be interesting for publication.
Entered as Second Class Matter at the Post Office, Shippensburg, Pa.

APRIL, 1906.

ÉMtorial.
One of the great dangers to all civilization is the tendency to
hand over to institutional life the responsibilities of the home.
The home is responsible for the religious training of the child—
this responsibility is delegated to the Sunday school. The home
is responsible for the moral, physical and intellectual development
of the child— this duty is handed over to the public school. While
the Sunday school and the day school are great aids to the home,
they must not be permitted to supplant the home by taking en­
tire charge of the secular and religious education of the children.
The evil is not alone in handing over to these institutions the en­
tire responsibility for the complete development of the child, but
to this wrong must be added the even greater offense of almost
utter indifference on the part of parents to the welfare of the in­
stitutions to whose doors these immense responsibilities have been
brought.
é*
In the religious, social and political economy of the nation
the home is the unit. To this center of influence and power we
must ever look for the source of those high traits of character and
benevolence in the individuafmwhich fit him for usefulness- as a
citizen of the state and for efficiency as a member of the church.
T h e home through its peculiar relation to the child can do for him

THE NORMAL SCHOOL HERALD

23

what no other institution can accomplish. Before the child ever
reaches either the Sunday School or the day school his destiny
is well nigh determined. The habit of obedience to parental au­
thority is established before the child comes under the govern­
ment of the school and when once established it is easily contin­
ued. On the other hand, it is almost impossible for the school to
form this habit in the child when the initial step in this training
has not been taken by the home and it is altogether impossible
for the school to form habits of obedience when it does not receive
the fullest possible assistance in this work from the fireside.
Obedience is a law underlying all successful teaching as well
as all successful government. The teachable spirit never enters
into the life of the disobedient pupil. The first condition of suc­
cess for the pupil in school work is an obedience to the rules of
the school which is not only willing but habitual. The attitude
of the pupil toward the authority of the school determines in a
large measure the good he will get from school life. The time
will never come possibly when the children of every home apply­
ing for admission to thé school will have been trained to obedi­
ence in the home before they seek admission into the larger home,
the public school; but if those which are recognized as good
homéë would insist upon this virtue on the part of the children,
their influence would go far toward neutralizing the evil effects
coming from the poor homes in the community. There is more
danger to-day to the safety of American institutions in the
laxity of home discipline than in all other evils combined.
The home is the fountain from which all other streams of in­
fluence must flow. “ Doth a fountain send forth at the same
place sweet water and bitter ?” A ll institutional life which lifts
from the home its responsibility for the development of the child
in those fundamental traits of character without which complete
living is impossible, is to say the least, of doubtful utility. This
does not mean that we are not to magnify the school. It does
mean, however, that we must not magnify the school by minimi­
zing the home. The school is a great institution, and destined
we believe to do great things for our land and nation, but it can-

24

THE

norm al,

SCHOOL, HERALD

not fulfill its high office without the harmonious blending of the
home influences with those forces for the uplifting of the child,
which the school is seeking to develop. The school and the
home must work together for the good of the child in bonds of
friendship as close as those which bound together Jonathan and
David under the government of Saul.
The homes of a community should stand together in all mat­
ters affecting the welfare of the children. The children of a com­
munity mingle together and are influenced more or less by their
associations. I f there is a lack of harmony among the good
homes of a community-it is easy to see that there is a strong
probability of a leveling down process in the standards of disci­
pline required of the children. In an earlier day dangers and diffi­
culties threatened the peace and welfare of community life and as
a consequence the homes were united from actual necessity in all
matters relating to the general welfare and this was understood to
include the government of the children. These conditions led to
the adoption of common standards in many of the most important
matters pertaining to home government. The father’s preroga­
tive as the head of the family was very clearly understood and
his “ right there” was||‘none to dispute.’« It is possible that in
many instances the discipline was at times over rigorous, but the
results upon the children were not as disastrous as those which be­
come the portion of the children where the home discipline has
been lacking in firmness and wisdom. The history ofpuritanism
in New England is convincing testimony of the safety of home
government that governs.
The standards of government in the homes of a community
must be somewhat uniform to be effective. It is very natural for
children to be influenced in favor of easy methods of control and
when they come to associate with children where the government
is lax they are likely to grow into sympathy with the less decided
system of discipline. This influence of association makes it very
hard for the homes in a community which favor high standards
of government to maintain them under the adverse influence of
homes of the same grade of society which favor lower standards.

THE NORMAL SCHOOL HERALD

25

There is real need for a mutual understanding, among the parents
of the same social circle in a community so that their combined
influence may go toward maintaining proper standards of home
government. A conference of parents belonging to the same so­
cial circle would be very certain to result in an agreement to
maintain wholesome standards of discipline in the home. There
is too much variance in the standards existing among different
homes in the same community and too little regard for the Stand­
ards of each other among parents to win respect from the child­
ren for the best in all standards.
a*
It is a mistake for the homes in a community to wait for law
to regulate their children in all matters affecting the peace and
welfare of the general public. The advanced communities in a
state should be forerunners of laws having for their purpose the
bringing forward those communities which are lagging behind in
the procession toward the goal of higher and better conditions of
community life. No law is needed to suggest to any number of
good homes in a district the wisdom of a uniform effort on the
part of parents to keep their children around the fireside at night.
This reform would be effective without law if the efforts of par­
ents were united in supporting it. 'A s it is the boys and girls are
organized for a good time while the parents stand apart from
each other and waste their energies in pessimistic groans over
the general degeneracy of the times and of the boys and girls in
particular. The children understand and trust each other while
the parents misunderstand and mistrust each other.
je
The home is chiefly responsible for the lack of fidelity in
public life to public interests. If the better homes of a commun­
ity would bind themselves together to see that the interests of
public as well as private property should be carefully and Secure­
ly protected, the blush of shame would not so frequently mantle
the cheek of the honest citizen because of the reckless waste and
purloining of public funds by public officials. That the halls of
schools must be locked to prevent students from taking the prop­
erty of the institution and destroying it or appropriating it to their
own uses is evidence that some students at least havenot been proper-

26

THE NORMAL, SCHOOL, HERALD

ly safeguarded in the homes and com munities from which they have
come. The àtep between the wanton destruction or taking of
school property and downright thievery is so very short and easy
that the youth is liable to go from the chapel of an educational
institution to thè cell of a convict in a penitentiary without know­
ing that for years he had been treading on the danger line. Why
are parents so blind to the happiness of their old age and the wel­
fare of their children as not to see that both public and private
property in the homes of the community in which they live are
sacredly and securely guarded from destruction by thought­
less youth ?
j*
The home is responsible to a large extent for the lack of rev­
erence among the young for sacred things. The great want of
decorum in church services so prevalent in our modern congre­
gational meetings is a cause of keen regret to every devout wor­
shiper. In the earlier days of the church when the children sat
in the same pew with the parents such disrespect for the house of
God was not witnessed. The word of truth fell upon ears free
from the distracting influences occasioned by the irreverent con­
duct of silly girls and brazen boys. If these children are to be
regarded as an index to the attitude of the homès from which
they come on matters religious, it is very evident that the home is
recreant to its duty concerning the welfare of the church and the
religious interests of the children. The church is losing its hold
upon the young because the home has not developed that attitude
of respect on the part of the children for the church and its services
which their importance demands.
jt
The home is the center of religious training and influence.
It is a well established fact that notwithstanding the Word of God
is almost as free as the air we breathe, yet there is a lamentable
ignorance of the scriptures even among the more intelligent
youths of our land. Wherever tests have been applied among
students in our higher institutions of learning it has been shown
that they know less of the Word of Truth than of any other sub­
ject of universal interest. The skepticism of the young in these
modern times is largely due to the inconsistencies of church mem­
bers and the ignorance of the young of the truths of the Great

THE NORMAL SCHOOL HERALD

27

Book. The responsibility for their ignorance of the Bible must
lie at the door of the home. It is hard to interest men and women
in the preaching of the truth who are not interested in the truth,
itself. The preacher’s most attentive hearers are always among
those who are the best Bible students.
j*
For the lack of interest on the part of the young for the wel­
fare of the church, the church itself is to some extent responsible.
The church must become more liberal. It is the narrowness of
the church that to some extent prevents young men from being
interested in its success. It is the emphasizing in preaching of
the unimportant details of life and the omission of “ the weightier
matters of the law, judgment, mercy and faith, ” that prevents
many young men from identifying themselves more closely with
the church and its interests. The annual attack of ministers upon
some of the common forms of amusement is unfruitful so far as it
is intended to diminish the number of young persons engaging in
these pleasures. In addition to the unfruitfulness of these as­
saults in making fewer the number who engage in the forbidden
enjoyments, they often result in producing an indifference toward
the welfare of the church on the part of those against whom the
weapon of criticism is hurled. What is needed in the pulpit to­
day is a clear exposition of the fundamental truths underlying the
great scheme of salvation as they are found written in God’s
blessed word of truth. The minister who has a message of vital
interest for the people will usually have plenty of interested hear­
ers and the young men will be there as well as the old. F .

■
©oo5 G b e e r,

Have you had a kindness shown—
Pass it on.
’Twas not given for you alone—
Pass it on.
Let it travel down the years
Let it wipe another’ s tears,
T ill in heaven the deed appears.
Pass it on.

28

THE NORMAE SCHOOE HERAED

iRormal iRotes.
Said the Senior to the Middler
“ Shall we skate upon the ice?”
Said the Middler to the Senior,
“ If the weather, it be nice.”
They agreed upon the morrow
They would lay aside all sorrow,
Heaps of pleasure would they borrow,
And she even dreamed of rice.
On the morrow said the Senior,
“ Now a skating we can’t go,^|
For the weather’s moderated
And there’s fell a wettish snow.”
So they looked right mighty cheerless,
But she waved her hair up peerless,
Tho' her eye was not quite tearless,
As she heaved a sigh of woe.
Said the Senior to the Middler
“ Skating'cuts no ice with me.”
Said the Middler very coyly,
“ You’re so brave, O—te-he-he”
So they drank a soda water
Though they knew they hadn’t oughter,
But at N. Ort E ’s he caught ’e r;
Now they’re campused ; poor girlee.

The skating season was very brief.
Not a single serious case of illness marred the work of the
winter term.
The mild winter reminds one of Cicero’s famous joke about
the consulship of Vatinius.
First day in Virgil. “ Miss P. who wrote the A en eid?”
Miss P— “ Allen and Greenough.’ ’
Professor in Batin commenting on line 317 of Book II,
Aeneid. “ Miss P. do you think it is beautiful to die in arms ? ’ ’
Miss P — “ I think it depends upon the owner of the arms.”
President Blank of ----- M B S “ It would hurt the reputation
of our school to be beaten by a Normal team.” Which the same
was done and now it is to smile.
The Spring term has opened up with an excellent attendance
and everything points to a most successful term’s work.

THE NORMAE SCHOOL, HERALD

29

A very pleasing entertainment was given in chapel in January
by Noah Beilharz in his excellent m onologue “ T h e H oosier
School M aster.” T h e w ork o f Mr. Beilharz showed a careful
study o f Edward E ggleston’s famous story, the characters being
well depicted. T h e only place where improvement seemed pos­
sible is in the characterization o f “ B u d ,” w hich we think should
be made a little stronger.

Th e entertainment given in Normal chapel, March 1 5 , by
Prof. W alter E ccles, o f Boston, was well received and heartily
applauded by the large student body and many persons from
town. Mr. E ccles is an expert impersonator a »d his dramatic
and humorous recitations, with com ic songs and burlesque magic
all g o to make up a first class evening entertainment.

T h e gymnastic exposition given in the gym . on Friday even­
ing, March 1 6 , by Miss Baldwin, was a most successful affair.
Th e w ork o f the students bore evidence o f careful training and
showed conclusively that the department o f physical training at
the Normal is in good hands. T h e program follows :
1. (a) Figure Marching.................................................... ...................
(b) Folk Dances—Danish Dance of Greeting
Lottie is Dead...................
Varsovienne..................................Junior Girls
,2. Dumb Bells...................................................................SenibfBoys
3. Scottische Series............ ............ ................................Middle Girls
4. (a) Military Marching......................................................................
(b) West Point Setting Up Exercises.......................Middle Boys
5. Rose Drill,............................ ,............. ......................,...... ........ .
Misses Lehman, Eichinger, Elliott, Gracey, Gettel,
Grubb, Cunningham, Hollar, Rice, Robinson, Berry.
6 . Clubs............................................................................. Senior Boys
7. Elementary Apparatus Work..........................................................
Horse......... Mr. Baish, Leader
Parallels,,........Mr. Rumbaugh
8. Wands.............................. .............................................Senior Girls
9. (a) Run..............................................................................................
(b) Gymnasium GamefefDodge Balll-Si,................... Junior Boys
10. Irish Lilt............................................................................................
Messrs McCune, Daniels, Starry, Baish, Doner, Myers.

30

THE} NORMAL, SCHOOL HERALD

Inasmuch as the Dormitory now boasts a Shakespeare club,
we have no doubt that such trifling matters as the real author of
Shakespeare and the insanity of Hamlet will be definitely settled.
’Tis a consummation devoutly to be wished that these savantes
make public their researches and discussions and thereby enrich
the narrow field of Shakesperian literature.
‘ 1Speak, Desdetnona, speak !”
The election of Senior class officers took place in March and
after several interesting contests the following won o u t:
President—Melvin E. Baish.
Vice President-—Hugh McCullough.
Secretary— Emma E. Sloan.
Treasurer— Scott H. Cook.
Orator— Harry M.*Kirkpatrick.
Historian— Mary Craig.
Mantle Orator— D. Ralph Starry.
Ladies Class RollS-Carrie McNaughton.
Gentlemen’s Class Roll— Paul F. Meyers.
Musical Director— Ruth S. Elliott.
During the winter term the Seniors were addressed several
Friday afternoons by the male members of the Faculty.
The following subjects were presented :
“ Arnold of Rugby” — Dr. Eckels.
“ Winning Forces of Life” — Dr. Barton.
“ Spain under Philip I I ” — Dr. Eldon.
“ English Composition” — Prof. Rife.
“ The School a Larger Home” — Prof. Heiges.
‘ ‘ Mythology ’ ’— Prof. Gordinier.
In February Mr. C. G. O ’Dwyer, who is totally blind, ad­
dressed the school, discussing the methods by which the blind
are taught to read and write and presenting the bright side of
what is usually considered a terrible affliction. Besides being an
easy speaker, Mr. O ’Dwyer is an accomplished pianist and ren­
dered several pleasing selections, some of which were his own
compositions.

THE NORMAL, SCHOOL HERALD

31

On the afternoon of March 7th, Dr. Sanders, of Boston, in
the interest of the National Sunday School Association, address­
ed all the students upon “ Historical and Literary Values of the
Bible.” In a very forcible manner Dr|f Sanders showed the effect
of Bible reading upon one’s literary style and named several au­
thors thus affected. He discussed the superiority of Bible litera­
ture over that of other religions of the ancient world, the necessity
of deep research for literary beauties, the value of mastering some
one portion of the scriptures, the Bible as the history of religious
growth and the rhetorical style manifested by the prophets. The
address in all points showed the scholar and was followed by the
students with close attention.

The anniversary of Washington’s birthday was not allowed
to pass unnoticed. An elaborate dinner was served at six o ’clock,
at which nearly all students appeared in colonial style. Although
the notice given was short, the costumes would have been pleas- '
ing to George and Martha, several being quite elaborate. The
evening was given up to a general sociable and part of the night
to brushing powder out of the hair. Work on faces required less
time.
Two very pleasing social events were the receptions to the
ladies’ connected with the Faculty, one given by Mrs. Rife and
the other by Miss Raymond. As the gentlemen were cordially
invited to remain away it seems necessary to call imagination to
our aid, by the assistance of which we assure our readers that the
display of Worth gowns eclipsed anything previously seen in this
neck of the woods ; that the dazzling flashes of wit and the bril­
liant scintillations of genius followed one another with such
rapidity that the moon in jealous despair sneaked behind a cloud ;
that the exhaustive reading and encyclopaediac information
manifested by these literaiae in the literary gymnastics-would put
to blush the shades of the great Ben Jonson ; wall, I guess. And
that the tempting refreshments so daintily served and so daintily
eaten,'fyum, yum,) proves beyond a doubt that were Epicurus to
reappear upon this mundane sphere he would find some kindred
spirits. Eat, drink and be merry, for to-morrow you will be tak­
ing a pepsin chaser.

32

THE NORMAL, SCHOOL, HERALD

a Sbahesperian Gragebp. (Revised)
Time ! Ides of March. Anno Domini M. C. M. V. I.
Dramatis personae, Prof. Rife and a rat.
Scene, Room on 3d floor.
Enter Prof. Rife in Shakesperian mood.
“ How sweet the moonlight sleeps upon the campus; On such
a night as this— Ha, a r a t! a r a t! my kingdom for a cannon.’’
(Exit— returns with small cannon.)
A la Burns. “ Wee, sleekit||cowrin, tim’rous beastie, O,
what a panic’s in thy breastie.”
Shakespeare again ; “ I f it were done when ’tis done, then
’twere well it were done quickly.” (Fires cannon. Rat dies.)
Prof. R. musing. “ After life’s fitful fever he sleeps w ell.—
Death is but what the haughty brave, the weak must bear, the
wretch must crave. Alas ! Poor Yorick— oh, it is excellent to
have a giant’s strength ; but it is tyrannous to use it upon a rat.
Rats.” (Exit to slow music.)

1if 1i Can Xive.
If I can live
To make some pale face brighter, and to give
A second lustre to some tear-dimmed eye,
Or e’en impart
One throb of comfort to an aching heart,
Or cheer some wayworn soul in passing by—
If I can lend
A strong hand to the fallen, or defend
The right against a single envious strain—
My life, (though bare,
Perhaps, of much that seemeth dear and fair
To us on earth), will not have been in vain.
The purest joy,
Most near to heaven, far from earth’s alloy,
Is bidding clouds give way to sun and shine
And ’ twill be well
If on that day of days the angels tell
Of me : “ She did her best for one of Thine.”

—Helen Hunt Jackson.

THE NORMAL, SCHOOL, HERALD

33

faculty iRotes.
Oti Sunday, January 28, the day set apart by the Lutheran
church as a day of prayer for colleges, Dr. Eckels occupied the
pulpit at the Lutheran Memorial church, speaking on the subject,
“ The Contribution of the Home to the School.’ ’ Dr. Eckels also
addressed the Y. M. C. A . in town upon a similar occasion in
February. He attended the School Directors’ State Association
at Harrisburg and reported a profitable session.
In our last issue of the Herald we neglected to state that
Miss Carrie Smith, of Camp Hill, has been added to the Faculty
in the department of music.
Miss Smith was educated at the Boston Conservatory of
Music and has had a wide experience in this line, having been
formerly connected with the Lebanon Valley College. TheC . V.
S. N. S. offers very excellent advantages to those desiring to
perfect their musical education.
Miss Cooke spent part of her vacation in Philadelphia and
Atlantic City.
Misses Crewe and Davie visited friends in Malvern, Phila­
delphia and Atlantic City during vacation.
Miss Brenner spent part of the spring vacation with friends
in Reading.
Miss Cook and Prof. Gordinier acted as chaperones ( ?) of a
sleighing party to Chambersburg, Tuesday evening, March 19.
Prof. Heiges spent most of his time during vacation doing
expert accountant work in the book room. We are pleased to
announce that Master Ralph Heiges now has a mouthful of teeth,
and more to hear from— at night.
Prof. Rife addressed local institutes at Oakville, Mt. Holly,
where he gave the Friday evening address; Centerville and at his
home district near Mechanicsburg. An attack of tonsilitis put
him out of business for a few days and made it impossible for him
to appear on the Quincy institute program. During the Spring
vacation Prof, and Mrs. Rife visited her sister in Allentown.
Dr. Barton was on the program at the Mercersburg institute,
and delivered the Friday evening address at the Quincy institute

34

THE NORMAL SCHOOL HERALD

in February; he has some lecture engagements during the
spring term. Dr. Barton spent a few days of the vacation in
Philadelphia.
Miss Hattie Wylie resumed her place in the Faculty at the
beginning of the winter term. The schooPis fortunate in being
able to secure the services of Miss Wylie at this, time of the year.
Prof. Gordinier was in local institute work at Greencastle in
January; also at Lehmaster where he gave the Friday evening
lecture. February 3d he gave an evening address at Jackson­
ville. Prof. Gordinier spent the vacation in Bradford County,
where he had some lecture engagements.
Miss May Della Cook attended a reception at her alma mater,
Irving College, the evening of Washington’s Birthday.
Miss Raymond and Miss Cook in elocutionary and musical
work have established themselves, as favorites before Shippensburg audiences.
In March, Profs. Rife and Heiges went to Chambersburg to
enroll as members of the Cumberland Valley Alumni Association
of their alma mater, Ursinus College.
Prof. Hughes, an ardent Mason of high degree, joined
Zembro temple, Harrisburg, Ancient Arabic Order Nobles of .the
Mystic Shrine, March 16th. Dr. Barton and Prof. Gordinier
aroused his ambition to travel the hot sands of the desert.
‘ ‘Es Selamu. Aleikum. ” ‘ ‘Aleikum es Selamu. -

Considerate 3Bos.
MotherSVNow, Tommy, how often do you want me to speak
to you about that horrid whistle of yours ? ’ ’
Tommy##“! ain’t particular, ma ; suit yourself.”

©ne Mild ©ne.
||f ‘Out gunning, eh ? Get any wild ducks ? ’ ’■
“ No, but I shot some tame ones.’’
“ ‘Didn’t you see any wild ducks at all? ”
“ Well, the farmer that owned the tame ducks was the wildest
duck I ever saw.”

THE NORMAL, SCHOOL, HERALD

35

Hlumni personals.
’76— Mr. Harvey B. Houck is located in Chicago. His ad­
dress is 18th and Indiana Ave., Chicago, 111 .
’86— Rev. D. W. Kerr resigned as pastor of the Reformed
church at New Hamburg, Pa., and was installed pastor at Apollo,
Pa., where he now resides. His sister, Miss Annie Kerr, of the
same class, will make her home with him at Apollo.
’90— Mr. J. Abner Miller recently resigned his position as
teacher of the North Street school building, Waynesboro, Pa., to
accept a position as timekeeper with the Fandis Machine Co.
’90— Miss Gertrude Fppley was recently elected to -fill a va­
cancy in one of the Mechanicsburg schools caused by the resigna­
tion of Miss Elizabeth Ruth.
’9|5jRev. W. H. Nicholas is in charge of the Lutheran
church at Tinsbury and Hamilton Sts., Allegheny, Pa.
’92— Mr. D. M. Shearer made us a short visit during the
Winter Term. He was accompanied by Messrs. Adam Cook,
Ambrose Kauffman, Russel Fisher, Ira Gelsinger, all young men
attending his school.
’95— Mr. T. C. Park, who graduated from Jefferson Medical
College last year, is at the Blockley Hospital, Philadelphia, Pa.
’95— Prof. A . A . McCrone, who has been teaching at West
Grove, Pa., has resigned to accept a position in the Friends Cen­
tral High School, Philadelphia.
’96— Mr. N. Ort Eckels was best man recently at the wed­
ding of one of his classmates, Mr. William Swartz, of Carlisle.
’96— Mr. G. W . Gulden is a student at Pennsylvania College,
Gettysburg, and will graduate in June.
’96— Mr. N. H. Harr is President of the Y . M. C. A . at Get­
tysburg College.
’96— Mr. J. Houston McCulloch is bookkeeper for ^the
American Bridge Co. His address is 307 Dinwiddie St., Pitts­
burg, Pa.
’96— Mr. O. G. Myers is Secretary of the Board of Directors
of an oil company in San Francisco. His address is 1962
Buchanan St., San Francisco, California.
’98— Mr. W . H. Horning is surgeon in the National Military
Home, Montgomery Co., Ohio.
’99— Miss Mabel Fva is teaching at Middletown, Pa.

36

THE} NORMAL, SCHOOL, HRRALD

’993-Miss Edna F. Haverstick is teaching at Penns Grove,
N.J.

’99— Mr. James Hippie is teaching in the high school at
Mauch Chuuk, Pa. He is teaching his second term.
’99— Miss Iva V. Houston has resigned her school at Glenn
Campbell to take a position as clerk with a Coal Company, at the
same place.
’99— Miss Amanda Kerr has gone as a Missionary to. India
under the auspices of the Woman’s Foreign Missionary Society
of the Presbytery of New Brunswick.
’00— Mr. H. M. Fogelsanger is timekeeper in the Studebaker
Shops, 408 S. Franklin St., South Bend, Ind.
’00— Mr. J. C. Tressler has been elected valedictorian of the
Senior class of Syracuse University, Syracuse, N. Y . The Has?
numbers 304 students and to stand at the head is a very great
honor. Mr, Tressler has also been chosen as the. representative
of Syracuse University in the inter collegiate debating contests.
’00—Mr. J. O. Johnson is teaching at Yoe, York county.
He is in the school formerly taught by Mr. McSherry.
’01— Miss Ada Hldon is teaching at Barnesboro, Pa.
’01— Miss Maud Miller is teaching at her home, Hampton.
’02-BMiss Isa Stevens is teaching at Ft. Washington, Pa.
’o2^AMr. J. A . Ward has been elected to the Faculty at the
Morganza School.
’02— Miss Helen Diven is teaching at New Bloomfield, Pa.
’03 —Mr. Andrew Jackson is teaching at Greensburg, Pa.
’04— Mr. F . A . Miller is a Sophomore at Gettysburg College.
’04— Mr. Grover C. W olf is Principal of the West Fnd
Schools, Marietta, Pa.
’05— Miss Fva Wier is located at North Branch, N. J., doing
primary work.
’05— Miss Edith M. Jackson is teaching at Venetia, Pa.
’05— Miss Blanche Plasterer has gone to North Dakota,
where she expects to engage in teaching.
’05— -Miss Jean Pearson has resigned her position at Harrison
Valley to accept a position of musical director in the schools of
Troy, Pa.

THE NORMAL SCHOOE HERALD

37

IRew Heacbers for tbe Spring "Germ.
The teachers elected for the Spring Term are Dr. Ezra
Lehman, of Ridley Park, Pa., Mr. G. Chas. Clever, of Quincy,
Pa., and Mr. E. M. Gress, now attending Juniata College.
These men scarcely need an introduction to the readers of the
Herald. They are well qualified and successful teachers. The
Spring Term students have never before been more fortunate in
the teachers appointed to instruct them.
Dr, Lehman graduated from the Shippensburg Normal
School in the Elementary Course in the class of ’89. A few
years later he graduated in the Scientific Course. After teaching
a number of years in the public schools and in the Normal School
he graduated from Bucknell University. Later he spent three
years in the University of Pennsylvania and holds his Ph. D.
from that institution. For several years Dr. Lehman has been in
the employ of the Lippincott Co., of Philadelphia, assisting them
in the publication of a comprehensive dictionary' intending to
rival the New Century. The work on this new dictionary has
been discontinued and as a consequence Dr. Lehman returns to
his first love— teaching. The Normal School is to be congratu­
lated on securing his services again as he was in his former ser­
vice one of the most efficient and popular teachers ever connected
with the Faculty of our School.
Mr. G. Chas. Clever was a member of the Faculty last Spring
Term and his teaching then was very satisfactory. Mr. Clever
prepared himself for college in the Shippensburg Normal School
and at Mercersburg Academy. He is a graduate of Franklin and
Marshall College. Since his graduation at college he has been
teaching the Township High School at Quincy. Mr. Clever is a
young man of broad and liberal culture and a good teacher. He
is interested in young people, knows them, and works hard to
benefit them.
Mr. E. M. Gress is a graduate of the Shippensburg State
Normal School, class of ’96. He was President of his class and
one of its brightest and best members. Since graduating he has
been a very successful teacher. He has been holding good posi­
tions in the state but is not satisfied with his present attainments.
He entered Juniata College last September in the Sophomore

38

THE NORMAE SCHOOE HERAED

class. Owing to his advanced standing in the class to which he
belongs he has been given leave of absence for the Spring Term.
Knowing that this privilege had been granted, Dr. Eckels made
him a proposition to assist in teaching during the Spring Term.
Mr. Gress accepted the offer and is now busy helping in the in­
struction of the large number of students who have enrolled for
the present term.

1be ® ot 1bi8 B c g t c e .

Thomas Henry Blig-gerson
Eonged for a degree,
‘ ‘Eike to sign
This name of mine
With a tail of EE. D.,”
Said he, '
‘ ‘Or a Ph. D., or a plain A. B.,
Or any old letters would give me glee. ’ 7
And he gave away
All his cash one day
To a school and a college and a libraree.
Thomas Henry Bliggerson
Eooked for his degree—
Watched the mail
Till hope would fail,
For note to give him glee.
You see
He fully expected he would be
At once created an X. Y. Z.,
Or an EE. D.,
Or a plain A. B.,
But the poor man wasn’t even 1-2-3.
Thomas Henry Bliggerson
Now has his degree;
Each thing sent
His establishment .
Bears mystic letters three.
You see,
There was no more cash in his treasury,
And so he went down into bankruptcy,
So the credit men,
With a large fat pen,
Write “ T. H. Bliggerson, C. O. D.”
— Baltimore American.

THE NORMAL, SCHOOL, HERAED

39

IReception to 2>r. anO flDrs. iRoss.
Among the pleasant events to be remembered in connection
with the Directors’ meeting was the reception of Dr. and Mrs.
Eckels to the Faculty, given in honor of Dr. and Mrs. Noss, of
the California State Normal School. As an evening session of
the directors’ meeting was held it was nine o ’clock before the
guests assembled and the affair was necessarily very informal.
Eight refreshments were served and under the genial influence of
Dr. Noss and his delightful wife, the time passed all too quickly.
Dr. Noss is a graduate of the Shippensburg State Normal
School and Mrs. Noss was naturally doubly interested on this
account.
Both expressed themselves as being highly pleased
with the sociability and congeniality of the Faculty. The visit
of Dr. and Mrs. Noss was much appreciated and all look forward
to the pleasure of meeting them again.

O p p o r tu n it y .

They do me wrong who say I come no more
When once I knock and fail to find you in;
For every day I stand outside your door,
And bid you wake and rise to fight and win.
Wail not for precious chances passed away,
Weep not for golden ages on the wane 1
Each night I burn the records of the day ;
At sunrise every soul is born again.
Eaugh like a boy at splendors that have sped,
To vanished joys be blind and deaf and dumb ;
My judgments seal the dead past with its dead,
But never bind a moment yet to come.
Though deep in mire, wring not your hands and weep;
I lend my arm to all who say, “ I can ! ”
No shamefaced outcast ever sank so deep
But yet might rise and be again a man !
Dost thou behold thy lost youth all aghast ?
Dost reel from righteous retribution’s blow ?
Then turn from blotted archives of the past
And find the future’s pages white as snow.
Art thou a mourner ? Rouse thee from thy spell.
Art thou a sinner ? Sins may be forgiven ;
Each morning gives thee wings to flee from hell,
Each night a star to guide thy feet to heaven !
Walter Malone.

40

THE NORMAL, SCHOOL, HERALD

Senior iRecori) Cari>.
Record cards in the form which follows will be issued to the
Seniors at the close of the school year in June. This is a new
departure. The purpose of the record card is to call the attention
of the members of the Senior class to the important points in
which they should strive to distinguish themselves during their
Senior year. These points are stated in the order of their relative
importance. The scheme of marking is given on the card and
also the standards required to secure first and second honor. A
full explanation of what is involved in the points given on the
card is included in this scheme so that subsequent classes may be
guided intelligently in their efforts to win honorable records.
Senior Record of
1.
2.

Conduct.
Effort.

3.
4.

Teaching.
Scholarship.

äform o f G a rb :

A .— Excellent.
B.— Very Good
CE-Good.
D.— Passable.

4 A ’s First Honor.
3 A ’s Second Honor.
______Principal.

E x p la n a t io n o f S e n io r TRecotb G a rb .

Conduct is the expression of character.
Effort is the expression of energy.
Teaching is the expression of skill.
Scholarship is the expression of power.
jt
G o n b u c t U n c lu b e s :

1.
2.
3.
4.
5.
6.
7..
8.
9.
10.

Obedience to rules.
Respect for authority.
Proper submission to punishment.
Care of school property.
Honesty in school work and business.
Politeness or manner.
Parity of speech.
Royalty to interests of school.
Respect for rights of other students.
Reverence for sacred things.

THE NORMAL SCHOOL HERALD

41

E f f o r t flfta nife ste h :

1.
2.

3456.

78.

In useful employment of vacant periods.
In prompt performance of known duties.
In attention and alertness in class.
In proper use of study hour.
In intelligent use of library.
In conscientious attendance upon classes.
In carefulness in written work
In willingness to do well what others do better.
In never putting off until to-morrow what can be done

9to-day.
xo. In refusal to permit social pleasures to interfere with
school duties.

t e a c h in g S b o w n :

1
2

3
4
5
6

7
8
9
xo

In attractive personality.
In choice of subject matter.
In preparation of lessons.
In presentation of lessons.
In attention to details.
In power to control.
In interest manifested.
In progress of class.
In improvement in teaching.
In promise of future success.

S c h o la rs h ip ‘K e c o g n i 3e&:

1. In daily recitation.
2. In incidental questioning.
3- In regular reviews.
4- In final examinations.
5- In originality of thought.
6 . In accuracy of statement.
7- In independence of judgment.
8 . In comprehension of technical terms.
9- In ability to analyze familiar themes.
io. In general information.

42

THE NORMAL SCHOOL HERALD
E ffo rt.

All honor for the worthy youth
Who, with brilliant powers blest,
Has climbed the dazzling summit
On which success doth rest.
But don’t forget the noble soul,
Who, with modest powers crowned,
Strives on, knowing he cannot reach
The heights where fame is found.
As he passes before the crowd,
With slow, but steady pace,
Give him a cheer for his effort,
Though he cannot win the race.
The world is full of its heroes,
Blest in story and song ;
But not all in school were brilliant,
Who are named among the strong.
In human life we are looking
For traits that win acclaim.
We always find them shining through
Character, effort and aim.
—G. M. D. EcKEkS.

■ fliM&Mer iReception.
The reception given by the Middler year class at the Normal
Saturday evening, March io, was a most successful affair.
A t seven o’clock the faculty formally received all the stu­
dents of the school in the parlors, from which place adjournment
was made to the chapel. After a march by the orchestra and a
well worded greeting by the president of the class, Mulford
Stough, Miss Zora Gettel recited in a very pleasing and effective
manner,. ‘ ‘The Obstructive Hat in the P it.” This was followed
by Bohn’s La Grace, Op. 302, No. 5, on two pianos, the perform­
ers being Misses Johnson, Foltz and Bess Meyers and Mr. Shank.
The rendition was exceedingly good. The next number, a farce,
‘‘Rubber Boots,” was very cleverly played by Misses Speece, Cur­
ley and Cunningham and Mr. Bowman; although novices in his­
trionic effort, natural talent and excellent training by Miss Ray­
mond enabled the players to score a success. A ladies’ trio
chorus, A bt’s ‘ ‘Awake ! Awake ! The Dawn is H ere,” was well

THE NORMAL, SCHOOL HERALD

43

received. A very pleasing feature of the program was the award­
ing of the prize for the best composition upon the picture “ Mem­
ories,” The prize, a set of books, was offered to the Middler
class by Prof. Rife, and awarded by the unanimous decision of
the judges, Misses Davie, Crewe, and Wylie, to Miss Janet Cun­
ningham, of Fairfield,' Adams county. Miss Cunningham in a
a very pleasing manner read her composition from the platform.
As dean of the class of 1907 Prof.W. M. Rife then addressed
them upon “ Literature as a Profession.” Prof. Rife stated that
every piece of literature should possess three characteristics—ll||
naturalness, conciseness, and should have a message. He differ­
entiated a newspaper from literature as art, in that j ournalism has
a “ recording function.” But the fact recorded, set in relation to
a principle of life, colored with emotion and given adequate ex­
pression, produces literature. He illustrated this truth by an ana­
lysis of Bayard Taylor’s Lars. The function of literature and es­
pecially of poetry is to hold mankind up to high ideals. A poet
is always needed to set forth these ideals. After the civil war
there was the great group of New England poets. Now not hav­
ing a national poet, civilization is drifting toward materialism
and literature toward realism, and we need a poet to recall to us
the subjective element in literature and in civilization.
Prof. Rife’s scholarly address closed the program, and the
remainder of the evening was given up to a general sociable.

Cumberland Counts directors’ Hssociation /iDeettng.
The 14th meeting of the Cumberland County School Directors’
Association held Saturday, February 17th, in the Normal Chapel,
was the best attended and in many other ways one of the best
meetings in the history of the association.
The meeting was called to order by the President, R. M.
Graham, of Kerrsville. After music and devotional exercises
conducted by Rev. Mr. Reagle, of the Reformed Church, the
address of welcome was delivered by Dr. Eckels. He expressed
his genuine pleasure in welcoming the directors to the Normal,
paid a high tribute to the work done by these men in the educa­
tion of the young, in that they are so largely responsible for the

44

T he :

n o r m a l , s c h o o l , h e jr a h d

success or failure of the public schools, the greatest human insti­
tution— the home and church being of divine origin.
Dr. Eckels also emphasized the importance of beginnings
and endings— in life, in national movements, in public school
work. The importance of the home as the starting point in the
child s education, and what the home should contribute to the
school, namely children sound physically, mentally and morally.
From the home to the primary school where the very best
teachers should be employed. As regards endings, the import­
ance of the character of the school which the child leaves. Penn­
sylvania should furnish a high school education to every child as
does Massachusetts and New Jersey. Hearty applause followed
Dr. Eckels’ address.
Rev- T . J. Ferguson, of Hampden township, responded in a
very pleasing manner, expressing the appreciation of the courtesy
extended the association by the C. V . S. N. S. He dwelt upon
the responsibility of the directors in their manifold duties, the
most important-of which is the selection of teachers. He eulo­
gized the work done by normal schools and emphasized the value
of high ideals.
The election of officers resulted in the re-election of the fol­
lowing: President, R. M. Graham, KerrsvilleSfirst vice-presi­
dent, Rev. T. J. Ferguson, Mechanicsburg ; second vice-presi­
dent, W. C. Cramer, Shippensburg ; secretary, T . Grove Tritt,
C a rlisle i treasurer, James A . Steese, Mount Holly Springs.
After other miscellaneous business and reports from delegates
to the state convention, a discussion followed upon “ Thorough­
ness in the Common Branches.” S. P. Goodyear took the
ground that there are too many branches and that the popular
pouring-in process is not consistent with it. From the common
school curriculum he would strike out Eatin and Geometry. A
general discussion extending into the afternoon session was
entered into by Messrs. Barton, Wagner, Goodyear, Williamson,
Ferguson and County Superintendent Green.
“ The relation of the Normal School to the Public School”
was discussed by Prof. J. W. Hughes and J. S. Young, Esq.
Prof. Hughes traced the beginning of the public school in Penn­
sylvania and gave some very interesting and pleasing descriptions
of schools fifty years ago, drawing upon his own experience. He
then showed briefly and clearly the necessity of normal schools.

DR. T . B. N O SS
PR INCI PAL CA L IF O R N IA S T A T E NO R M AL S C H O O L, A N D A M E M B E R O F T H E
G R A D U A T I N G CL ASS O F T H E S H IP P E N S B U R G S T A T E NO R M A L S CHO OL

F IR S T

THE NORMAL, SCHOOL HERALD

45

Prof. Hughes was followed by Mr. Young, who held the
close attention of the association while he discussed in a forcible
manner the organization of the Normal schools, their influence
and power in the growth and development of the public school
system. He then introduced figures to show that two-thirds of
the county superintendents, one-half of the city superintendents
and a majority of the supervising principals in this state are
normal school graduates, to say nothing of those doing valiant
service along other lines and in other states. (Address else­
where in full.)
The evening session was most interesting, being opened by
a selection from the Normal Orchestra. After a well rendered
chorus, Miss Raymond, preceptress and teacher of elocution,
read a double number, the first humorous, the second serious, and
responded to an encore. Miss Raymond’s ability is too well
known to need comment.
J. M. Rhey, Esq., of Carlisle, was then introduced and spoke
upon “ Training for Citizenship.” He emphasized the discharge
of duties to fellowmen and society at large, and that to do so the
citizen must be moral, patriotic and intelligent. The victories
of Japan were due to education. Thoroughness and simplifica­
tion are demanded. Value of nature study and manual training.
The teacher must be morally and spiritually trained. The
speaker deplored graft and the worship of the golden calf in the
twentieth century, and referred to Roosevelt as a second Moses.
He also stated that the greatness of American intellectuality
is'threatened by weakness of moral fibre. (Address elsewhere in
M i.) i
After a very pleasing solo, “ Good Bye Sweet D ay,” by Miss
Maye Della Cook, Dr. Noss, principal of the California, Pa.,
State Normal School, was introduced. Dr. Noss is a graduate of
the C. V. S. N. S., a member of the first class, and expressed his
pleasure in being present, his appreciation of the growth of the
school and the work of Dr. Eckels.
After some pleasing reminiscences he made a strong plea for
the child whom the Normal graduate goes out to teach. The
great problem is the child. The chief crime of the school direc­
tor is the engaging of unfit teachers when better ones may be ob­
tained. In doing so he gives a stone instead of bread and the

46

THE NORMAE SCHOOE HERAED

same thing applies to the sordid minded teacher. He showed how
low Pennsylvania has stood in educational matters but notes re­
cent progress.
The meeting altogether was the most largely attended in the
history of the association, 92 directors responding to roll call, and
the discussions are bound to result in great good.

IRocft flfte H o S le e p .

Backward, turn backward, O Time, in your flight,
Make me a child again, just for to-night !
Mother, come back from that echoless shore,
Take me again to your heart as of yore ;
Kiss from my forehead the furrow of care,
Smooth the few silver threads out of my hair ;
Over my slumbers your loving watch keep ;
Rock me to sleep, mother, rock me to sleep !
Tired of the hollow, the base, the untrue,
Mother, O mother, my heart calls for you !
Many a summer the grass has grown green,
Blossomed and faded, our faces between ;
Yet with a strong yearning and passionate pain
Eong I to-night for your presence again.
Come from the silence, so long and so deep ;
Rock me to sleep, mother, rock me to sleep !
Over my heart in the days that are flown,
No love like mother-love ever has shown ;
No other worship abides and endures,
Faithful, unselfish, and patient like yours.
None like a mother can charm away pain
From the sick soul and the world-weary brain.
Slumber’s soft calms o’er my heavy lids creep ;
Rock me to sleep, mother, rock me to sleep !
Come, let your brown hair, just lighted with gold,
Fall on your shoulders again, as of old ;
Eet it drop over my forehead to-night,
Shading my faint eyes away from the lig h t;
For with its sunny-edged shadows once; more,
Haply will throng the sweet visions of yore.
Eovingly, softly, its bright billows sweep ;
Rock me to sleep, mother, rock me to sleep !
— Elizabeth Akers Allen.

THE NORMAE SCHOOE HERAED

47

13. /ID. C. H.
As we look forward we see a vast amount of work lying be­
fore us as an association. It has been said that this is an age for
young men and no young man can afford to go through life
profitably without some knowledge of Christianity. We are all
glad to know that the Y . M. C. A . stands forth asa mighty factor
for determining the destiny of many a young man. Our little as­
sociation here is not inactive in its tasks, for it has been doing ex­
cellent work during the past term. A ll the new students have
joined and have taken active part in work assigned them.
The different members of the faculty occasionally give us
brief talks in our meetings that are very interesting as well as in­
structive, but the task remains with us all to apply these sugges­
tions to our lives and endeavor to come in closer contact with our
Father.
A Bible class, consisting of groups, has been organized, and
thus far twenty-one of the boarding students have joined. Each
group is taught by certain students who receive special instruction
along these lines by some competent member of the faculty.
As the spring term is approaching let every member be alert
and endeavor to bring every new student into this noble work
which has left its stamp on young men’s characters.
S. D uey U n g er , Vice Pres.

18.

wa.

a.

a.

During the Winter Term the work of the Y . W. C. A . pro­
gressed very satisfactorily. Our membership was increased by
the new girls who came in at the beginning of the term, and we
are expecting many more in the Spring Term and are planning to
make our association an attractive feature of their life among us.
Our new officers, which have recently been elected, will take
charge of the work early in the term. The following girls com­
pose the new cabinet;
President— Myrtle Mayberry.
Vice-President— Bess Irwin.
Corresponding SecretarySSophia Hohman.
Recording Secretary— Helen Cunningham.
Treasurer— Gertrude Fickes.

48

THE NORMAL SCHOOL, HERAED

This term we established Thursday night prayer-meetings
for each corridor in the dormitory and the attendance at these is
most encouraging. With few exceptions the girls after study
hour on this night gather in the different rooms to spend a few
minutes in prayer and Bible reading.
Bible classes were also organized this term, one in each
corridor and much interest is manifested among the girls, all' of
whom are members of a class.
Early in February our school was visited by Dr. Theodore
B. Noss, Principal of the California State Normal School. Dr.
Noss was accompanied by Mrs. Noss, who addressed a joint meeting of the Y . W. and Y . M. C. A . on Sunday evening of their
visit. Dr. Noss also made a short address. This was one of the
most delightful occasions of the term for the Christian Associa­
tion.
We are anticipating a visit from Miss Batty, the State Secre­
tary , who soon leaves this field of work for a larger one in South
America, early in the Spring Term. Miss Batty will assist us in
arranging our spring campaign and in acquainting the new officers
with their work.
More and more we see the results of the influence which
goes out -from our association and its various branches; and,
more and more we realize what many possibilities are within its
reach still.
E m m a S l o a n , President.
M S'

IRormal.
Regardless of the interruption of the meetings of our society
remarkable progress is manifested.
The members are thoroughly alive with the work and each
one takes an interest in some form. From the students who
entered the past term, our society has enrolled twelve.
There is an apparent undercurrent at work which is carry­
ing our society along successfully and like a magnet it draws to
itself the good and active. The glee club and orchestra under
Miss Cooke’s direction are doing excellent work and add much
to the entertainment of the evenings. The literary element has
kept in unison with the other lines of work and is as ever a

THE NORMAL SCHOOL HERALD

49

prominent feature of the evening. Preparations for the Normal
Anniversary are being made, which will be held April 27.
The requisites of a good society seem to be established and if
the work is continued, it will infallibly prove the most success­
ful year of Normal’s history.
The newly elected officers are as follows :
President— Mr. Geiss.
Vice-President— Mr. Seville.
Secretary— Catharine Eichinger.
Critic— Anna Hartman.
C a t h a r i n e E i c h i n g e r , Sec y .

pbilo.
A t the close of another term we are glad to say that Philo
has been keeping up with the times. Philo has made quite a
marked improvement during this term, both in numbers and in
the excellence of her programs.
Quite a number of new names have been placed on the roll.
The new members together with the old ones seem to feel their
responsibility in helping to place the standard of Philo higher.
By the preparation shown in the debates, by the elocutionary -worlds
and by the instrumental and vocal music, evidence is not lacking
that the expectations for the success of Philo in the beginning oi
the year are being realized.
With the opening of the spring term and the return of mem­
bers who have been teaching, there is every reason to believe that
Philo will not lose the high position she has gained. On the
other hand the success of the society is assured and there is no
doubt whatever but that in the work of the coming term, Philo
may reach a greater degree of excellence than ever before.
M. E dith My e r s , Sec’y.
“ Is Cassey workin’ here?” asked Finnegan, entering the
quarry shortly after a blast.
'»-H,lVi' foreman.
‘ 1Are ye expictin ’ him back ? ’ ’
“ Yes, I suppose so. Anyway, they do say, whativer goes*
up musht come down.”

50

THE NORMAL, SCHOOL HERALD

Ube 2Lov>e jfor Lincoln.
P r i z e C o m po sit io n — J a n e t C u n n i n g h a m , ’07.

“ You’re common, as I said aforeLS*£
You re common, yit uncommon more.
You alius kind o’pear to me
What all mankind had ort to be.’ ’

In those dark days when our great nation was as “ a house
divided against itself,” there was needed at its head, a steady
hand, a strong heart and a wise mind. These qualities were
combined in Abraham Lincoln, ‘ ‘unancestried, unprivileged and
unknown” as he was, and for these qualities history, has given
him the rank he holds in the memory of every American.
During this period, there lived in northern Virginia, John
Hempstead, a man of Southern birth but Northern sympathies.
He was the sole surviving member of an illustrious family and
lived alone in the style of a Southern gentleman, on a large
plantation. He owned many slaves of whom two are true types'
of loving devotion, noble unselfishness and unwavering loyalty.
A ll their lives old Uncle Jason and his wife, “ Mammy” , had
lived with the Hempsteads, and the trust of the family in the
integrity and faithfulness of these two old servants was unbounded .
It was not until after the issue of the Emancipation Procla­
mation that John Hempstead felt his call to the front to fight
against his brothers in the South. With the promptness and
energy characteristic of his nature, he dismissed his slaves,
closed the great house and gave the keys to Uncle Jason and
mammy, who persisted in their refusal to leave the home of their
youth.
John felt their disapproval of his course— not that they were
not in sympathy with his cause, for he knew they regarded Lin­
coln with a feeling akin to reverence— that they were glad to be
free and proud that their young master was going to fight for the
rights of their race; but they could not forget that he was fight­
ing against their beloved South. And so before he left, John
Hempstead called them up to the great house and gave them as
a parting gift a fine portrait of Abraham Lincoln. As he put it
into their eager hands he said sadly— for he loved these old slaves
and wanted their approval,— “ Take this to hang on the wall of

SI

THE NORMAL SCHOOL HERALD

your cabin that you may remember it is to enter the service
of such a man that I have proved faithless to my southern train­

I.

H

ing-”
.
The old couple took it with tears of joy m their eyes, and
later when John had ridden away, they looked on the homely,
rugged face again and again and repeated softly, “ Mars John
was right.”
.
,
It was nearly three long years before our country s big
family quarrel was settled, and during this time the South was m
a pitiable condition. As was--the state of affairs all over the
South, old Uncle Jason and mammy were entirely penniless ; but
still possessing, besides only the barest necessities of life, the
portrait of their loved Lincoln.
For a while they kept it hidden in many wrappings beneath
their cabin floor. It was a valued picture, handsomely framed
and more than onc.e were they offered temptingly large sums for
it. It was theirs and they were free to sell it but they could not
part with it, and to all offers they would shake their heads, gray
with suffering and sorrow, and mammy would say with her own
unhesitating loyalty, “ no sah, we can’t sell it; dat face helps me
to lib, it does, kase when I ’se tiahed and feelin’ cur’us-like I
looks on dis picter and it sort ob rests me. I can’t ’splain just
how, but dat big ugly face is fine, just fine and its gwinter stay
right heah.”
But misfortune seemed to follow them. They had heard
nothing of Mars John and believed him dead. Old Uncle Jason
found it necessary to take to his bed and then it was decided that
the portrait must go. The night the purchaser was to come, was
a memorable one. Blinded with tears, the old couple tenderly
wrapped the precious picture and mammy sat down by the bed to
await the calamity.
Rocking back and forth with face buried in her hands, she
moaned, “ O, it can’t be, it can’t be, Mars John gib it to us and
we hab to sell i t ! I jus can t.
An awed exclamation broke suddenly from her husband.
Looking up quickly— she saw, did her eyes deceive her ?— Mars
John, standing in the room. The old people were rendered
speechless by the sight of their young master. Their sorrow, so
quickly turned to joy, brought tears again, but they were glad,

52

t h e n o r m a l sch ool h r r a l d

happy tears, tears of relief and unbounded joy for with him had
come a realization of all their hopes, and best of all, Lincoln was
again looking down upon them with his strong, sad face, helping
mammy to “ lib .”

® be S a n b p ip e r.

Across the narrow beach we flit,
One little sandpiper and I.
And fast I gather, bit by bit,
The scattered driftwood bleached and dry.
The wild waves reach their hand for it,
The wild waves rave, the tide runs high,
As up and down the beach we flit—
One little sandpiper and I.
Above our heads the sullen clouds
Scud black and thick across the sky ;
Like silent ghosts in misty shrouds,
Stand out the white lighthouses high.
Almost as far as eye can reach
I see the close-reefed vessels fly,
As fast we flit along the beach—
One little sandpiper and I.
I watch him as he skims along,
Uttering his sweet and mournful cry.
He starts not at my fitful song,
Or flash of fluttering drapery.
He has no thought of any wrong;
He scans me with a fearless eye :
Staunch friends are we, well tried and strong,
The little sandpiper and I.
Comrade, where wilt thou be to-night
When the loosed storm breaks furiously ?
My driftwood fire will burn so bright!
To what warm shelter canst thou fly ?
I do not fear for thee, though wroth
The tempest rushes through the sky :
For are we not God’s children both,
Thou, little sandpiper, and I ?
— Celia Thaxter.

HI

C. V. S. N_ S, B A S K E T BA LL T E A M , 1905-06

THE NORMAL, SCHOOL HERALD

S3

Htbletics.
The basketball season closed March 10th with a record of
ten victories out of fourteen games played. From the opening
game it was evident that this year’s five would be a winner.
Berry, Sheeley and Craig were left-overs and needed no breaking
in. Of the new candidates Starry and Early soon developed into
strong guards and held their places throughout the season.
Dickinson Law took the first game from us on Nov. 25th.
From that time, however, it was simply a question of running
up our scores till the Kutztown Normal team visited us. Then
followed four hard games at home in which Kutztown made the
strongest showing. This team is the cleanest and probably the
strongest with which we played. The score of Kutztown shows
our worst defeat. The next three games were played away from
home. A ll were defeats for Shippensburg.
The final game of the season was played at home with Mercersburg Academy as our visitors. This game attracted the
largest crowd ever seen in the Normal gymnasium. It was
rough and stubbornly fought, but ended in favor of the Normal
team
The second team enjoyed a schedule of four games, defeating
the Waynesboro High School and thrice defeating Chambersburg
Academy.
Prof. Heiges had charge of this sport and coached the team.
The players and the students appreciate the sacrifice of time and
pleasure which he made to train the boys. The success of the
season in no small measure, is due to his efforts.
CO

c0cj

<

£ CL CO
50
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tí0 tí

CO

CO

0

Berry, E........... ........
Craig, F ........... .......
Sheeley, C........ ......
Early, G.......... ......
Starry, G.*

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1 1 2 36
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* Starry’s position gave him little chance to score.

54

THE NORMAL, SCHOOL HERALD

Official Basketball Schedule o f the Cumberland V alley State
Normal School, season o f 1 9 0 5 - 0 6 .
Normal. Opponent.
20
4
9
11

*Nov. 25—Dickinson Law School.............. ..................... 14
* Dec. 2—Harrisburg-Clippers.......................................... 23,
*Dec. 9—School of Forestry........................ .................... 39 ’
* Jan. 6 —Harrisburg A. A ................................................ 32* Jan. 13—Lebanon Valley College.................. ....... ;
34
Jan.„20k-p.. R. R. Y.-M. C. A ........................................- 34
* Jan 27—Kutztown Normal........................................ .
33«
X' - t Feb. 3r-We«t Chester Normal.......................................
3?
Feb. 10 —Steelton High School........... ......................... 23
*Feb. 16—Albright College............................................. 3g.
Feb. 24—Mercersburg Academy............................. ...... 17
Mar. 2—Steelton High School....................................... 1 1
Mar. j —Kutztown Normal........... ................................. 13
* Mar. 9—Mercersburg Academ y.................................... IS
* Home game.
P rop. J. S. Heigps , Coach and Manager.

13
19
20
12
7
17

27
34
44
12

Second team schedule:
Chambersburg Academy, 1st game.................................
Chambersburg Academy, 2d gam e.................................
Chambersburg Academy, 3d gam e.................................
Waynesboro High School..................................................

Normal. Opponent.
29
3
32

23

13
23

24

9

M. W. R ifr , Manager.

Senior Class Excursion.
T n e annual excursion o f the Senior class to W ashington, D.
C ., will be made the 3 d, 4 th and 5 th of May. Members o f the
Alum ni desiring information concerning this tour should write
the undersigned.

Jos. F . B a r t o n .

THE NORMAL SCHOOL HERALD

55

Cupib’s Column.
B e n d e r — B r e c h b il l . A t the home of the bride in Marion,
Pa., Mr. Conrad Bender, of Canton, Ohio, to Miss Anna Breckbill,
’99. Mr. and Mrs. Bender will make their home in Canton.
B e n d e r — B e e s e . A t the home of the bride, Union Deposit,
Pa., Saturday, April 7, Mr. E. Ethan Bender, ’05, to Miss
Estella Eucricia Marie Eeese.
P ressed — Z u l ic k . A t the home of the bride in Orwigsburg,
Pa., Wednesday, December 27, by Rev. H. A. Wheeler, Prof.
Penrose W. M. Pressel, ’94, to Miss Mary Louise Zulick, second
daughter of Mr. and Mrs. Thomas'B. Zulick. Mr. and Mrs.
Pressel will reside in the First National Bank Building, Orwigs­
burg, Pa.
W ie eis — R u t h . At Mechanicsburg, Pa., January 2 5 , by
Rev. T . C. McCarrell, Mr. Charles S. Willis to Miss Elizabeth
Ruth, ’97. Mr. and Mrs. Willis will reside in Mechanicsburg.
Mr. Willis is in the employ of the Philadelphia and Reading
R. R.
F ic k e s — S im m o n s . A t Scranton, Pa., February 2 0 , Mr.
Dalbys Leas Fickes, ’86, to Miss Gertrude Schoesche Simmons.
Mr. Fickes has been practicing law in Scranton for a number of
years and they will be at home to their friends at 1713 Mulberry
St., Scranton, Pa., after June 1 5 , 1 9 0 6 .
F o rry — H o k e . A t the Reformed Parsonage, Hanover, Pa.,
December 21, by Rev. J. H. Hartman, Mr. C. S. Forry, ’99, to
Miss Estella H. Hoke, of Spring Grove, Pa. Mrs. Forry is a
graduate of a musical conservatory of Charlotte, N. C. Mr. Forry
is assistant cashier of the First National Bank of Spring Forge,
Pa., where they will reside.
B u rr ^ -B u r g n e r . A t Plainfield, Pa., Saturday, March 3 ,
by Rev. Straub, Mr. David Burr to Miss Rebecca Burgner, ’01.
S c h e ll e r h a m m e r — B o y e r . A t Schellsville, Pa., October
28, by Rev. Coch, Mr. Raymond Schellerhammer to Miss Katie
I. Boyer, ’oo. They will reside at Schellsville.
E a r l e y — S p a n g l e r . A t the home of the bride in Harris­
burg, Pa., Mr. John Earley, a former student of .the Normal, to
Miss Julia Spangler. Mr. and Mrs. Earley will reside in Shippensburg, where Mr. Earley is in business.

56

THE NORMAL SCHOOL HERALD

HovETTER— Mow rey . March 9. at Oakville, by Rev.
Francis, William Hovetter to Miss Maude Mowrey, a student of
last year at the Normal.
C ooper — Morrison . A t Philadelphia, Mr. Carl Cooper, a
student of several years ago, to Miss Estelle Morrison. Mr. and
Mrs. Cooper will reside in Carlisle, Pa.
Zinn — Z e ig e e r . East June Mr. Royal E. Zinn, one of our
students, was married to Miss Edna Zeigler, of Gettysburg.
H ays — Mc C ueloch . A t Shippensburg, March 23, Mr.
Patterson Hays to Miss Carrie McCulloch, a former student.
G e t t e ll — K n app , A t Philadelphia, Pa., April 18, Mr.
Raymond G. Gettell, ’98, to Miss Nelene Groff Knapp.

Ube Storft Column.
To Mr. and Mrs. J. Beattie Barbour, January 19, a son.
Mrs. Barbour was Miss Edna Early, ’95.
To Mr. and Mrs. Dr. Frank Lehman, Bristol, Pa., a son.
Dr. Lehman is a graduate of ’98 and Mrs. Lehman was Miss Floy
Fickes, ’97.
To Mr. and Mrs Edgar Heckman, State College, Pa., a
daughter. Mrs. Heckman was Miss Mabel Geiger, ’93.
To Mr. and Mrs. Reneker, Mechanicsburg, Pa,, a son. Mrs.
Reneker was Miss Donie Miller, ’04.
To Mr. and Mrs. W. A. Alexander, Everett, Pa., a daughter.
Mrs. Alexander was Miss Margaret Lehner, ’89.
To. Mr. and Mrs. J. Arthur Griest, Guernsey, P a . l a
daughter. Mrs. Griest was Miss Lola Wierman, ’95.
To Mr. and Mrs. Bruce, Lexington, Nebraska, a son. Mrs.
Bruce was Miss Maria Young, ’97.
To Mr. and Mrs. Iliff, Philadelphia, P a||a daughter. Mrs.
Iliff was Miss Lou Martin, ’96.
A little son arrived at the home of Mr. and Mrs. Howard A .
Coffin, Cynwyd, Pa., February 3. Mr. Coffin is the genial agent
of Ginn & Co.

THE NORMAL, SCHOOL HERALD

' £7

©bttuar}?.
We are sorry to learn of the death of Elizabeth V ., the
youngest daughter of Supt. and Mrs. H. M. Roth, Gettysburg,
Pa., Dec. 29. The Herald extends its most sincere sympathy to
the parents.
Mrs. Clara Wickersham (Garretson),’84, died December, 29,
1905. Mrs. Garretson died in Newmarket, Pa., after an illness ofa
little over a week. She was the daughter of Mr. and Mrs. Joseph
Wickersham, of York county. After her graduation she was
married to Dr. Garretson and moved to Ohio. After the death of
her husband she returned to Pennsylvania and for several years
was engaged in teaching.
The Herald extends its sympathy to the family and friends
of Mrs. Garretson.
We learn with much regret that Mr. Chas. Cohick, of Newville, one of our last spring’s students, was killed on the Philadel­
phia & Reading Railroad at Harrisburg, January 4. Mr. Cohick
had been in the employ of the railroad only two weeks when he
met his untimely death. He was an estimable young man and
the Herald extends sympathy to his friends.

P a tie n c e THJlitb tb e X i v i n g .

Sweet friend, when thou and Xare gone
Beyond earth’s weary labor,
When small shall be our need of grace
From comrade or from neighbor;
Passed all the strife, the toil, the care
And done with all the sighing—
What tender truth shall we have gained,
Alas ! by simply dying ?
Then lips too chary of their praise
Will tell our merits over,
And eyes too swift our faults to see
Shall no defect discover.
Then hands that would not lift a stone
Where stones were thick to cumber
Our steep hill path, will scatter flowers
Above our pillowed slumber.

58

THE NORMAL, SCHOOL, HERALD
Sweet friend, perchance both thou and I
Ere love is past forgiving-,
Should take the earnest lesson home—
Be patient with the living.
To-day’s repressed rebuke may save
Our blinding tears to-morrow ;
Then patience, e’en when keenest edge
May whet a nameless sorrow !
’Tis easy to be gentle when
Death’s silence shames our clamor,
And easy to discern the best
Through memory’ s mystic glam or;
But wise it were for thee and me,
Ere love is past forgiving,
To take the tender lesson home—
Be patient with the living.
— Margaret E. Sangster.

© nc b g © ne.

One by one the sands are flowing,
One by one the moments fa ll;
Some are coming, some are going,—
Do not strive to grasp them all,
One by one thy duties wait thee,
Let thy whole strength go to each ;
Let no future dreams elate thee—
Learn thou first what these can teach.
One by one (bright gifts from heaven)
Joys are sent thee here below ;
Take them readily when given—
Ready, too, to let them go.
One by one thy griefs shall meet thee,
Do not fear an armed band ;
One will fade as others greet thee,
Shadows passing through the land.
Do not look at life’s long sorrow,
See how small each moment’s pain,
God will help thee for to-morrow—
, Every day begin again.
Every hour that fleets so slowly,
Has its tasks to do or bear :
Luminous the crown, and holy,
If thou set each gem with care.

THE NORMAL SCHOOL HERALD
Do not linger with regretting,
Or for passing hours despond ;
Nor, the daily toil forgetting,
Look too eagerly beyond.
Hours are golden links—God’ s token—
Reaching Heaven, one by one ;
Take them, lest the chain be broken
Ere the pilgrimage be done.
— Adelaide Anne Procter.

C le o n a n d 1 L

Cleon hath a thousand acres,
Ne’er a one have I ;
Cleon dwelleth in a palace,
In a cottage I ;
Cleon hath a dozen fortunes,
Not a penny I ;
Yet the poorer of the twain is
Cleon, and not I.
Cleon, true, possesseth acres,
But the landscape I ;
Half the charm to me it yieldeth
Money cannot b u y ;
Cleon harbors sloth and dullness,
Freshening vigor I ;
He in velvet, I in fustian,
Richer man am I.
Cleon is a slave to grandeur,
Free as thought am I ;
Cleon fees a score of doctors,
Need of none have I ;
Wealth-surrounded, care-environ’d
Cleon fears to die ;
Death may come—he’ll find me ready,
Happier man am I.
Cleon sees no charms in nature,
In a daisy I ;
Cleon hears no anthems ringing
’Twixt the earth and sky ;
Nature sings to me forever,
Earnest listener I ;
State for state, with all attendants—
Who would change ? Not I.

[

59

60

THE NORMAL SCHOOL HERALD
® be IPHag to Ib e a v e n .

Heaven is not reached at a single bound ;
But we build the ladder by which we rise
Prom the lowly earth to the vaulted skies,
And we mount to its summit round by round.
I count this thing to be grandly true :
That a noble deed is a step toward God—
Lifting the soul from the common sod
To a purer air and a broader view.
We rise by the things that are under our fe e t;
By what we have mastered of good a'nd gain ;
By the pride deposed and the passion slain,
And the vanquished ills that we hourly meet.
We hope, we aspire, we resolve, we trust
When the morning calls us to life and light,
But our hearts grow weary, and, ere the night,
Our lives are trailing the sordid dust.
We hope, we resolve, we aspire, we pray,
And we think that we mount the air on wings
Beyond the recall of sensual things,
While our feet still cling to the heavy clay.
Wings for the angels, but feet for men !
We may borrow the wings to find the way—■
We may hope, and resolve, and aspire, and pray,
But our feet must rise, or we fall again.
Only in dreams is a ladder thrown
From the weary earth to the sapphire walls ;
But the dreams depart and the vision falls,
And the sleeper wakes on his pillar of stone.
Heaven is not reached at a single bound ;
But we build, the ladder by which we rise
Prom the lowly earth to the vaulted skies,
And we mount to its summit round by round.
•— Josiah Gilbert Holland.

Exchanges.
We acknowledge receipt of the following from State Normals :
West Chester Amulet, Mansfield Normal Quarterly, Edinboro
Normal Review, Millersville Normal Journal, East Stroudsburg
Normal Echoes, Bloomsburg Quarterly, Lock Haven Normal Bul­
letin, California Normal Review, Indiana Normal Herald. Also
Illinois State Normal Quarterly, and the Greeley, Colorado, Nor­
mal Crucible. Our files thus far show nothing this year from the
following Pennsylvania Normals: Kutztown, Slippery Rock, and
Clarion.
/
Our college list includes the Juniata Echo, Ursirius Weekly,
Dickinsonian, Bucknell Orange and Blue, The Perkiomenite, Find­
lay College News, Bucknell Mirror.

THElNORMAL, SCHOOL, HERALD

61

“ A student body that has the altruistic spirit is in line with
the best modern socialism. ‘Lend a hand,’ is its clarion call to
the best instinct of the age .’M-Lock Haven Normal Bulletin.
The B . S. N . S. has an extensive and well written alumni de­
partment. We notice Bloomsburg is making arrangements for a
summer session.
“ The Story of the Aeneid’ ’ in Normal Echoes is a well written
and instructive article.
ber.

The February Edinboro Normal Review is quite a racy num­
The exchange column is especially good.

The Mansfield Quarterly, January, is a well balanced number
containing about the right material in quantity and quality.
The West Chester Amulet is always good; its editor is appre­
ciative of fine literature.
The Millersville Normal Journal carries no advertisements
except one— Millersville.
An editorial column would add to the established excellence
of the California Normal Review.
The article on “ The Fame of Franklin” in the February
Bucknell Mirror is well worth one’s time.
The Dickinsonian is weekly in name, but by no means weak­
ly in nature. It appears to us to be quite an ideal college paper.
The Perkiomenite, a breezy little sheet with a handsome little
page, remarks that some of its exchanges have not come at all.
The same here, brother. They are like the Dutchman’s chickens
which came home missing.
The Ursinus Weekly is much appreciated by two of our F ac­
ulty, Ursinus Alumni, Profs. Rife and Heiges.
The Juniata Echo presents a strong editorial and excellent
literary features. We acknowledge the compliment to our e x ­
change department.
We say amen to the following from Orange and Blue.
“ Much has been written about college spirit, but it appears
not to have entered the understanding, of the writers that properly
prepared recitations are the best evidences of good college spirit.”

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