VOL. IV.

Commencement Mumber

. . C

h

No. 4

t .

normal School
herald
JULY, 1900.

C O N TEN TS.
PAGE

Principal’s Address to the Graduating Class,.
1
Faculty 1899-1900, .
21
22
Commencement Week,
Editorial,
29

PAGE

In Memoriam,
Alum ni Personals, .
Marriages,
Locals,
Baseball Season,

29
30
32
33
36

CUMBERLAND VALLEY STATE NORMAL SCHOOL,
SHIPPENSBURG, PENNA.

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V o i. IV.

JU LY , 1900.

and

Ju l y .

No. 4

principal's HbOress to tbe (Stagnating Class.
EDUCATIONAL AIMS.

''T H E R E is a fixed relation between aim and action. The man
of steady aim is ever the man of persistent action, and the
aimless man is the man of listless action. A well-defined aim
kindles the fires of ambition, and sustains heroic effort. A fixed
aim saves energy as well as quickens activity. The man whose
aim in life is indefinite wastes his energies on a hundred things,
only to fail in all of them. The value of a definite aim is no­
where more manifest than in education. A well-defined purpose
in the mind of the teacher is absolutely essential to his success.
The man who sails into the harbor of success must steer his ves­
sel in the direction of the harbor. When Mary Lyon was thirty
years of age, a gentleman for whom she had the highest respect,
a man of ability, of ample means, and of fine social standing,
wished to marry her. She realized that the man was in every
way worthy of her, but having dedicated her life to teaching and
the help of young women, she could not marry without throwing
aside the work which she had chosen as her life calling, and in
the preparation for which she had made great sacrifices. Mt.
Holyoke College is Mary Lyon’s monument. Through her energy
and her devotion to the welfare of young women this institution
was organized, and in the twelve years of her presidency more
than two thousand young women were touched by the beauty and
strength of her character. We all honor this noble woman be­
cause she had an aim in life, and clung religiously to it.
The teacher must not only have an aim for himself, but he
must likewise have an end toward which he is trying to educate
his pupils. The aim which he has for himself, if true, will har­
monize with the right aim for his pupils. No teacher can sue-

2

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

cessfully direct the child toward an end which he is not striving
to realize for himself.
Much of our teaching is ineffective because it lacks definite­
ness of aim. Success does not come by chance ; it is the result
of determined effort in pursuit of a well-defined aim. Many
teachers fail because their aim is too low. “ Not failure but low
aim is crime.” “ Hitch your wagon to a star,” was Emerson’s
advice to young men. There is futility in the efforts of many
teachers, because of a lack of aim. Teachers without aim are
like mariners without compass or chart. Unfortunate, indeed,
are the pupils who are under the tuition of these aimless guides.
The aimless teacher is powerless to touch the higher life of the
child, or to arouse his slumbering energies. False aims are often
sought after by unqualified teachers. It is even worse for the
child to be under the training of a teacher with a false aim than
to be under one who is without aim. When ‘ ‘the blind leads the
blind they both fall into the ditch.”
It is evident, therefore, that the true teacher has a definite aim
in his work, and that his aim is a correct one. To find the
supreme aim is the first demand which our theme makes upon us.
The question, What is the supreme aim of education? has had
many answers. It is generally agreed that the aim of education
Should harmonize with the aim of life’. I f happiness be the aim
of life, then happiness should be the purpose of education, and
education is valuable only so far as it conduces to the happiness
of the human race. I f usefulness is the chief aim of life, then
usefulness must be the supreme aim of education, and education
is to be promoted, because it makes a man of more service to his
kind. If the object of life is to get a living, then the object of
education should be to qualify men to make a better living than
they would be able to make without it.
Evidently none of these aims if realized in the education of
the child will answer the demands of the higher life. A ll these
aims have doubtless claims upon the attention of the educator,
but no one of them, nor all combined, can stand for the highest
aim of a true education.
That which is noblest in man must give to education its chief
purpose. That character is the kingly quality in every true life
is beyond dispute. Character is the crown and jewel of a man’s
life, Character must always be distinguished from reputation.

T H E N O R M A L SC H O O L H R R A L D .

3

Character is what a man is ; reputation is what he is supposed to
be ; and the two are rarely, if ever, equal. 1‘ The reputation of a
man is like his shadow, it somëtimes follows and sometimes pre­
cedes him ; it is sometimes longer, and sometimes shorter than
himself. v
Character has been defined as ‘ ‘ the sum of a man’s disposi­
tions, inclinations and states of mind.” I f we accept this defi­
nition, we find that character has its basis in the forces which are
within the man. For this reason the character of a man is never
fully known,- even to his most intimate friends. According to
our definition it does not matter so much where a man is as to
know the direction in which he is going. That he is in the right
way is of more concern than the distance he has gone, or the
character of the road he has traveled. In Italy we are told that
all roads lead to Rome, but in the moral world only one road
leads to virtue ; all others lead away from it. The road which
leads to highest virtue and character is a straight and narrow
way. It is the way which God has made for his children. It is
the way of faith and hope and love. It is the K ing’s highway
and leads straight to the-kingdom of God.
The smoothness of the way is of much less consequence to us
than the point to which it leads. I f the way is smooth we may
have less suffering, but the end of the way will bring less right­
eousness. A life into which has come some failure may be better
than a life which is purely negative, although free from stain.
Life is a ‘ ‘checker-board, ’ ’ on which we find both sins and virtues,
and the one great problem to solve is how we may eventually
reach the “ king-row.” Every move is a new starting point and
the moves we have already made are not so important as the new
moves we are to make. ‘ ‘ It is of less consequence what sins and
virtues lie in the spaces we have passed, than that there be a
steady progress toward the best.”
W e have said that character is the sum of a man’s disposi­
tions, inclinations and states of mind. By a man’s disposition
we mean his spirit as manifested in his intercourse and relations
with his fellow men. The spirit of man, then, is the measure of
character. Character depends upon the feelings and the will of
the person. Character demands kindness as well as courage ;
sympathy as well as mercy; mercy as well as judgment; patience
as well as energy.

4

Th e

n o r m a l sch o o l h e r a l d .

There is a common notion that justice is blind, and that she
deals her blows right and left whenever law is violated. But this
is not the sort of justice we expect' to have meted out to our­
selves. The justice we hope for is mixed with mercy. Judg­
ment devoid of sympathy is not justice, but tyranny. Character,
then, is not harsh or cruel, but sympathetic and kind. The man
who has character is the friend and benefactor of his race. He
is public spirited and philanthropic, and his life is a benediction
to the human family. Some men think a man has character who
pays his debts, some think he has character if he is truthful, but
while these habits belong to the man of character, yet they are
not sufficient to make a character complete. A man may be honest
and truthful, and yet, like Shylock in 1‘ The Merchant of Venice, ”
be without mercy.
A man’s inclinations have much to do with his character, A
man of sound morals will find the forces of his life inclining him
toward the right. When two opposite ways are open to him, his
inclinations always lead him into the path of virtue. He never
debates against his conscience, but where honor points the way
he is sure to follow.
The man of character is the only true freeman. He has
liberated himself from the bondage of wickedness and the power
of evil habits is unknown to him. So long as a man is inclined
toward certain forms of evil he is in danger of falling: His posi­
tion will never be secure until his feet are set firmly on the rock
of justice and mercy.
A man of character will find his states of mind high and noble.
The stream of his thoughts will be pure as the water which gushes
from the rock by the mountain side. “ A s a man thinketh in his
heart, so is he.” The man of idle thought is an idle fellow.
The best index to a man’s life is the thoughts he entertains. Un­
fortunately, or fortunately, we cannot read a man’s thoughts
unless be chooses to express them, and we are, therefore, unable
to know the true nature of the man.
There is an old saying that “ we cannot keep the birds from fly­
ing over our heads, but we can prevent them from building nests
in our hair.” We cannot keep stray thoughts from entering our
minds, but we can refuse to harbor them and in this way make
their visit so short that they will do no harm to us. Keep a plose
watch on your thoughts and feelings if you are ambitious to rear

TH E NORM A E SCHOOE HERAED.

5

for yourself a noble character. A fine house cannot be made
from poor m aterial; neither can a noble character be constructed
out of impure thoughts and emotions. The material from which
the cloth is woven is of the same kind as the cloth itself. If
education is to fit a man for the world of action it must give him
strength as well as purpose. That a man’s life may be effective
he must have power to spring the bow as well as have correct
aim. Moses died within sight of the promised land because it
was not the will of the Eord to give him strength to enter it.
Power, therefore, becomes the secondary aim of education.
POWER IS OF TWO KINDS—ACQUISITIVE AND CREATIVE.

“ Acquisition is the operation of gaining and storing facts,
ideas and words, so that memory shall retain and recall them.”
The powers made use of in acquisition are perception and memory.
The work of the pupil in the early stages of his education is
largely acquisitive in its character. It is through the acquisitive
power that the mind is filled with materials for higher knowledge.
No after advantages which the child is fortunate enough to obtain
will compensate for the evil results of poor teaching during this
acquisitive period. The child that has not been given the oppor­
tunity to fill his mind with facts arranged in an qrderly and syste­
matic manner has been poorly taught, and the higher powers of
his mind will be dwarfed for the reason that he will have but
little to exercise them with. In acquiring knowledge-material,
we need quickness of perception, concentrated attention, and re­
tentiveness of memory. In the elementary stages of the child’s
development, exercises intended to strengthen these powers should
be given him every day.
By the creative power we have reference to the minfi’Ainde­
pendent action in the production of original ideas and thoughts.
Too many minds are mere receptacles of other men’s knowledge.
The world is not advanced by minds of this class. The system
which is known a sB 'ro te ’’ teaching is largely responsible for
these non-productive minds. This sort of education has kept
China in the same stage of advancement for two thousand years.
In China, originality is an offense against the nation ; in America,
originality is the chief characteristic of mental activity. The
difference in the strength of the two nations shows the difference
in the effects of the two systems of education. And yet in
America it is to be feared that we do not give enough attention

6

T H E N O RM AD-SCHOOE HERADD.

to the development of creative power. We have a great many
men who can teach well what is in the text-boOks, who would be
helpless as teachers if robbed of the knowledge of the schools.
We must not be understood, however, as disparaging the work of
the teacher who teaches a text-book thoroughly. In fact, we
have great faith in the efficacy of this kind of teaching. But we
would have the pupil go farther than this, and produce work of
his own, kindred to that which he has learned in the books. A
goodly portion of the work of the school-room should be of this
original type. The pupil should be required to construct his
own problems in arithmetic, to invent his own theorems in
geometry, to paraphrase his reading lesson, to write descriptions'
of persons and places, to complete unfinished stories, and in these
ways strengthen the creative power of his mind.
POWER IS THE RESULT OF GROWTH.

Every child is weak in infancy. We cannot tell the strength
of the man by the wisest observation of the little child. “ The
child is father of the man” was only written after millions had
witnessed the miracle of growth which makes the child the man.
There is a wide difference between the power of the child Wash­
ington as he first lay in his mother’s arms and the soldier Wash­
ington as he courageously stood at the head of the Colonial Army.
A ll this marvelous change was due to the growth in the body and
mind of Washington during his childhood and youth.
The highest test of the teacher’s skill is not in teaching the
child to know, but in teaching him how to grow. I f growth is
the chief result to be obtained by the teacher, then he must un­
derstand fully the nature of the child, physically, intellectually
and morally. No wise man would entrust the care of his trees
to any person who did not understand the nature of the trees to
be cultivated. But the man who is thus careful of his orchard is
often exceedingly careless concerning the education of his chil­
dren. As though men and women were of less value than trees!
The skillful fruit-grower often commands better wages than the
man entrusted with the care and development of the children of
a whole community.
Time conditions enter into the growth of faculties. It re- •
quires a long time for the oak to attain its greatest strength, and
the time for the full growth of the powers of manhood and

T H E NORMAL, SCHOOL H E R A LD .

7

womanhood covers many years. I f thè growth is to correspond
to the natural endowments of the child, these years of devel­
opment must be given up to the care and direction of skilled
teachers. Too many teachers, eager to win the approval of pa­
rents, force the children beyond their ability to comprehend, and
thus retard growth instead of advancing it. Pupils are grad­
uated in courses of study which to complete satisfactorily would
require two or three more years of time than they have given to
them.
PQWER IS LARGELY DETERMINED BY GOOD TEACHING.

The teacher’s method must conform to the laws of nature.
The teacher may display in his work the fine taste and delicate
manipulation of an artist, or he may be guided in his labor by
mere mechanical conformity to rule, proving himself to be only
an artisan. The real teacher has a keen insight into the nature
of the child to be taught, and all his methods are made to har­
monize with the results of his observations of the growing
mind of his pupils. Mechanism in method is one of the greatest
hindrances to the child’s true development. There is a right
time, as well as a right method, in education. The powers of
the child’s mind develop in accordance with fixed laws. Nature
has determined that the child’s mental development shall begin
with perception. Any attempt to change this natural order by
commencing with memory must result disastrously to the child.
And yet this is what I fear some of the teachers in our primary
and ungraded schools are doing. No man can estimate the loss
to the child where he has been made the victim of such deplora­
ble ignorance on the part of the teacher. Not only is the child s
growth arrested by such stupendous blunders, but school life is
itself fobbed of its charm, and made a bore to him.
The test of a good lesson is the increasing power and interest
of the pupils in the subjects of the recitation. Each lesson
should result in mental growth and a stronger desire to know.
Poor teaching interferes with the growth of the mental faculties
of the pupil, and deadens, his*enthusiasm. The number of lib­
erally educated men and women in the Commonwealth would be
increased- wonderfully by improving the teaching force in the
public schools of the State. ,A teacher who || unable to arouse
a strong desire on the part of some of his pupils to go beyond the
public school course should realize that he lacks the elements of

8

T H E NORMAL/ SCHOOL, HERAL/D.

a successful teacher. Thousands of young men and women are
in higher institutions of learning to-day who have been led to
seek a liberal education because of the influence exerted upon
them by successful teachers. The best evidence of a great
teacher is to be found in his power to stimulate his!/pupils to a
continuous effort in the pursuit of knowledge. The teacher who
is able to send some of his pupils from time to time from the or­
dinary public school to a normal school, academy or college, is
a very prince among men.
POWER IS CONDITIONED BY THREE INFLUENCES.

The influences which determine the limit of a man’s power
are heredity, environment and will. When Holmes was asked
at what time a child’s education should begin, and he answered,'
“ a thousand years before he is born,” he was simply giving ex­
pression to his belief in the power of heredity. That every man
is indebted to a large extent to his ancestors for the gifts he pos­
sesses is an undeniable fact. That a stream cannot rise higher
than its source is no truer than that a man is limited in his de­
velopment by the degree of capacity he has inherited from the
generations preceding him. That heredity affects both mind and
body is susceptible of numerous proofs.
Children resemble
parents in physical features and expression of countenance to
such an extent that members of a family are usually recognized
by strangers as belonging to the same family. The same likeness
that we find in the physical organism is to be observed iin mental
traits. Painters, musicians, and professional men of all classes,
show the influence of heredity in their strength. Heredity
“ transmits without exception all specific characteristics.” Any
person by his own observation can convince himself of the truth
of the above statement taken from Ribot’s work on ‘ ‘ Heredity.”
The teacher who would understand the possibilities of the child
must look somewhat to the child’s ancestry for his data. It is
possible that, in a solution of the problem of childhood, some of
the most important facts can be gathered with greater accuracy
from the study of the parents than from a study of the child. It
is unfortunate that teachers do not have better opportunities for
studying the home, lives of their pupils than they do. It is not
an unusual thing for a teacher to be unacquainted with some of
the parents of the children under his care. The force of heredity

T H E N O RM AL SCHOOL H ERALD.

9

is ever a factor to be reckoned with by the teacher, and he who
fails to take it into account in his efforts to educate the child will
make many serious mistakes.
THE ENVIRONMENT OF THE CHILD HAS MUCH TO DO WITH HIS
DEVELOPMENT.

No child can escape the influence of a bad environment, and
no child can fail to be benefited by good environment. The in­
fluence of environment often affects us unconsciously. When
the child is least aware of the fact, the force of environment may
be the most potent. The influence of environment, however, is
not uniform. The same general environment may give to one
youth strength, and to another weakness. A ll the influences of
a community may be classified under two heads— good and evil.
Some men go to destruction in the face of good influences, and
some men grow strong in the face of evil influences. Each indi­
vidual has the power of selecting for himself the phases of his
environment which he desires to assimilate. Each plant selects
from the soil the elements which enter into its structure and life.
I f we could watch the rootlets of the plant in their daily tasks
we would discover them rejecting this element of the soil and
accepting that, taking only the elements which contribute to the
life and growth of the plant being fed. And so the youth has the
power of selecting the best from the influences around him and
making them a part of his life and character. The plant obtains
the food which sustains its life and continues its growth by natural
selection, the youth, by his own choice and volition under the
guidance of parents and teacher.
Important as it may be to educate the child so that he will
have the power to select the elements of his environments which
will strengthen and refine his moral nature, it is equally important
to train him to reject the evil influences which surround him.
An unfavorable environment is not necessarily fatal to the vir­
tuous life oftheyouth. “ Can any good come out of Nazareth ” was
answered by the only perfect life that was ever lived. In the life
of- the Savior we are shown how it is possible for a youth to escape
the blighting influences of sin, and, in spite of the evil which
surrounds him, to grow to be a manly man. To the teacher is
given the opportunity to fortify hundreds, possibly thousands,
against the moral and physical dangers that lurk in their path-

10

THU NORMAL, SCHOOL, HURAUD.

ways. The man who warns us of danger is as much our friend
as he who points out for us the safe path of life. To be helped
by the good in the world, and at the same time not to be harmed
by its evil, is the only relation man can sustain to the world and
maintain his uprightness. Men often forget that the relation of
the young is different from the relation of their elders to the same
environment. The aspirations, desires, pleasures, and even the
habits of the young, are modified as they grow older.' No parent
or teacher should expect the young to assume the same attitude
toward the world that he assumes. To try to put “ an old head
on young shoulders” is to attempt to rob life of its youth.
There is a glory of spring as well as winter, and there is a
glory of youth as well as of old age. The glory of spring is its
bloom and verdure; the glory of winter is its leafless woad and
snow-covered hills. “ The glory of young men is their strength,”
and “ the hoary head is a crown of glory, if it be found in the way
of righteousness/’ As teachers, we may not be able to change
very much the environment of the child, but we can make him
strong in the place in which he stands. There are thousands of
young men and women leading honorable, useful and happy lives
who owe their character and success to the whispered counsels of
faithful teachers. Young men and women, when you enter your
school-rooms at the opening of the coming year, ask God to give
you grace and courage to speak, face to face and heart to heart,
with the children entrusted to your care, whenever opportunity
is offered. Samuel Barrett, the teacher, speaking to Horace
Mann, the pupil, and saying to him, “ Horace, you must go to
college !” awakened the first hope of college training in the mind
of the man who was destined through this college education to
become the greatest educator America has yet produced. The
early environment of Horace Mann would probably have kept
him in obscurity during his life, because of the meager opportu­
nity it seemed to afford him of obtaining a liberal education, but
to Barrett belongs the honor of enabling Mann to make the best
of what seemed to be very unfavorable circumstances. And thus
it becomes the duty of the teacher to so arouse the ambitions of
his pupils that they will be willing toptruggle long and .hard to
fit themselves for highest usefulness.

T H E NORMAL, SCHOOL H E R A LD .

11

THE THIRD AND MOST IMPORTANT OF THE INFLUENCES WHICH
CONDITION POWER IS THE WILL.

Were the child left solely to the direction of heredity
and .'environment he would be largely the creature of
fate. No child has the power to. select the place of his birth nor
his parents, and for these two forces in his life he is in nowise
responsible. But there is given to him at birth the germ of a
power which, if properly developed, may. lift him from the back­
woodsman’s cabin to the White House. It is this princely power,
which makes the man of destiny, and it is the want of it which
crowds the highways of the world with mediocre men. It is the
will which makes the man, and the lack of it which makes the
fool. The youth possessed of a strong and sturdy will will over­
come many of the obstacles to greatness. “ And now abideth
faith, hope and charity— but the greatest of these is charity,”
And so abideth the intellect, the sensibilities and the will, but
the -greatest of these is the will. f | ‘ Character,” ' a certain writer
has said, “ is educated w ill.” The most difficult work of the
teacher is not to educate the intellect of the child, but to develop
his will. The laws governing the growth of the intellectual
powers are easily understood. It is when we come to study the
motive powers of the mind and the methods of strengthening the
will in choice and volition, that the greatest complexity and mys­
tery present themselves. And yet here is where the teacher is of
most use to the pupil. It is the power to train will, that distin­
guishes the true teacher from the hosts of men and women who
are simply pretending to teach. When teachers come to under­
stand that undeveloped will is to be charged to poor teaching just
the same as undeveloped intellect they will interest themselves
in becoming better acquainted with the nature of the will, and
the laws which govern its growth. When the will of the child
is made the chief object of the teacher’s care and training, the
effect of education in diminishing crime and increasing human
happiness will be more marked. It is a duty, moreover, which
the school owes to the child to develop the will, so that when he
reaches manhood he may have command of himself. The most
important benefit the home or the school can confer upon a pupil
is to develop within him the power of self-control and self-direc­
tion. In the development of will much depends upon the way
the ordinary school subjects are taught. The teacher who re-

12

T H E N O RM A L SCHOOL H E R A LD .

moves all the difficulties from the pathway of pupils does them
great harm. There is no royal road to learning. The successful
student overcomes his »own difficulties. Pupils must be encour­
aged to accomplish difficult tasks. The student who determines
to receive no help until he has exhausted every possible effort of
his own is laying the foundation for a strong will. The habit
which some students have of preparing lessons together is fatal
to independence of thought and strength of will power. Each
student should be required to prepare his lesson independently of
every other student.
Every student should have access to the biographies of the
successful men of the world. The lives of the men who have
achieved success in the world should be read by every pupil who
is old enough to comprehend and appreciate them. From these
biographies and the lives of great and good men around them
they will obtain their ideals. And without high ideals a pupil
will never amount to much. It may be said with truth that the
teacher’s chief work is the creation of ideals. The teacher whose
pupils have high ideals floating before them is very certain to
achieve eminence in the teacher’s work.
It was the'fact that the pupils who came from Rugby to Oxford
from 1828 to 1842 had higher conceptions of life and its respon­
sibilities than the students from the other preparatory schools
of England, that gave to Dr. Arnold the distinction of being
England’s greatest teacher. These ideals, when once clearly
formed and earnestly desired, become great motives for action.
Ideals have their chief value from the educational standpoint in
their influence upon the will. “ The road to success is strewn
thick with the wrecks of men of great brain, large heart, brilliant
talent, fine physique, gentlemanly manner, ‘ hail fellows well met, ’
who have continually lagged behind for want of a sturdy will, an
unshakable purpose, an undaunted courage.” Henry M. Stanley,
speaking of Bismark, said,i|‘ He was a man who knew exactly
what he wanted and directed his course straight ahead.”
THE INSTRUMENTS O f POWER ARE KNOWLEDGE AND HABIT.

When Bacon said, Knowledge is power,” he uttered a great
truth if we rightly interpret his meaning.. No man can become
a great power in the world without knowledge. Knowledge of
some kind is always necessary to insure success. The man who
acts without knowledge acts from impulse, and he possesses no

T H E NORMAL, SCHOOL, H E R A L D .

13

more strength than a child. The sources of knowledge are of
two kinds, observation and books. Some of the modern edu­
cators would have us believe that books are valueless as sources
of knowledge. I f we accept the conclusions of these over zealous
experimentalists we must be continually sending our students on
voyages of re-discovery.
The sooner we get rid of this modern educational heresy of
educating the child without books the better will it be for the
children and for civilization. That the child’s experience has not
played an important enough part in his education we will admit,
but that the admission of this fact carries with it the condemnation
of every kind of knowledge which does not go to the child’s ex­
perience for its source we beg leave to deny. Observation and
books give us the materials for thought to work upon and trans­
form into real knowledge. A large part of the child’s education
must consist in teaching him how to interpret the meaning of
books. The fact that pupils in our advanced public schools are
unable to read the plainest editorials in our daily newspapers with
proper emphasis and clear interpretation of the thought is proof
positive that instruction in books has not advanced beyond the
proper limit. Even the facts of knowledge must be largely ob­
tained from books if obtained at all. The day of book learning
is not at an end yet, nor has it even reached its highest and best
state. Rev. Dr. Chas. F. Thwing, president of the Western Re­
serve University, in an article in the May ‘^Century ” on “ S ig­
nificant Ignorance about the Bible,” has shown clearly that the
facts of the Bible are not as familiar to the American student as
we might have reason to expect them to be. Dr. Thwing would
have us infer that students are relatively more ignorant of the
Bible than of other standard literature. This inference, however,
he has made no effort to substantiate. In order to test the
familiarity of the American student with the Holy Word, he
presented to thirty-four freshmen in a college for men twenty-two
quotations from Tennyson, embracing biblical allusions. The
test was also submitted to a class of fifty-one freshmen in a col­
lege for women. In this latter test a little calculation will show
that there is a possibility for one thousand one hundred twentytwo correct answers and there were but five hundred fifty-two or
less than half of the possible number. The test of the gentlemen

14

T H E N O RM AL SCHOOL H E RA LD .

did not show that they were any more familiar with the facts in
question than were the ladies.
I believe; however, that the facts of literature in general are
less familiar to the American student when he enters college than
the facts of the Bible. I feel almost certain that a similar test in
general literature would reveal a state of ignorance as profound
as that revealed by the Biblical test; Have we, then, too much
or too little book learning as a result of our present methods of
teaching in our public schools? Dr. Brooks has well said that
1‘ The value of teaching a child how to get lessons from the
printed page is not likely to be over-estimated.”
As teachers, I would have you regard experience and books
as sources of knowledge and not simply experience. In the mil­
lions of facts stored up in the mind of the intelligent youth I be­
lieve a fair test would show that the majority of these facts have
been gleaned from books. The number of facts gathered from
experience should possibly be greater, but surely the number
gathered from books should not be less. Whilst knowledge can­
not be considered the primary object of education, let it be under­
stood -that there can be no true development of the powers of the
mind without at the same time furnishing the mind with vast
stores of information.
HABITS ARE INSTRUMENTS OF POWER.

“ Man is a bundle of habits” is possibly as perfect a definition
of man as the wisdom of man has enabled him to invent. Habit
has possibly more force in forming our character than our opinions
have. Our virtues as well as our vices are largely due to habit.
The habits of man may be divided to correspond to the dif­
ferent natures which man possesses, physical, intellectual, moral
and spiritual. The child ■ should form the habit of doing well
everything which is executed through the organs of the body.
He should form the habit of walking, running, standing and sit­
ting correctly ; the habit of forming characters with pen or pen­
cil neatly and c o r r e c t l y t h e habit of writing business forms,
letters and compositions with legibility and taste. He should
acquire the habit of physical activity. There are no opportuni­
ties in the world for the man who moves at a snail’s pace. The
man of energy shows it in his step. The habit of economizing
physical strength is important. Man wastes more physical

T H E N ORM AL SCHOOL H E R A LD .

IS

strength often than he uses by making unnecessary draughts upon
his physical constitution. This dissipation of physical strength
is often the result of habit thoughtlessly formed.
Among intellectual habits the child should acquire the habit
of close observation and careful comparison. He should form the
habit of concentrated attention. Many persons never see any­
thing clearly, because, they see things in general and never in
particular. They see the face of a stranger, but observe none of
its features, and hence fail to recognize the person should they
happen to meet him a fortnight after the first introduction. They
spend an hour in a picture gallery, but a month afterward they
could not describe a single picture in it.
Pupils should acquire the habit of conducting experiments
and investigations in an orderly, systematic and exhaustive way.
Pupils should be taught to search for the causes of things. The
mind is naturally inclined to trace effects to their causes. It is
only when this natural bent has been interfered with that the
child’s inquisitorial spirit is crushed and he becomes stupid and
uninteresting. The habit of completing what is once begun is a
principle of success. The unsuccessful man’s pathway is filled
with half-completed undertakings. The habit of entertaining
only important thoughts is a wise one., S lT h e mind naturally
takes its tone and complexion from what it habitually contem­
plates.’ ' Fill your minds with thoughts and pictures of the true,
the beautiful and the good, and you will have little inclination
to “ walk in the counsels of the ungodly.”
We need to cultivate moral habits if we desire to lead moral
lives. The habit of obeying the dictates of conscience is import­
ant beyond our power to estimate. Dry den says, “ A good con­
science is a port which is landlocked on every side, where no
winds can possibly invade. There a man may not only see his
own image, but that of his Maker, clear and reflected from the
undisturbed and silent waters.” Addison has said, “ A good
conscience is to the soul what health is to the body. It preserves
a constant ease an v a ils all the calamities and afflictions which can possibly befall'
us,” The habit of giving thoughtful consideration to the effects
of our actions is essential if we desire to sustain a sound morality.
Evil acts done thoughtlessly through force of habit are none the
less evil because thoughtlessness is habitual with us. The habit

16

T H E N O RM AL SCHOOL H E R A LD .

of treating with respect our superiors in age, position and ability
is characteristic of every true gentleman. The habit of remem­
bering with gratitude the kindly acts of parents, teachers, friends,
and even of those whom we may regard as enemies is one which
will contribute greatly to our nobility of character.
There are likewise many spiritual habits which should be
earnestly cultivated by the young. The habit of revering sacred
objects and sacred places is an evidence of a noble soul. “ The
Angelus,” the masterpiece of Millet, presents in art a most beau­
tiful lesson of true reverence, giving to the spiritual life supremacy
over the material life. The peasants represented in the painting
teach by their attitude upon hearing the first sound of the distant
“ Angelus” that God must be first in our lives ; that worship at
the appointed time must take the place of the daily duties of the
worldly life.
The habit of observing fittingly the Lord’s day will result in
great good to the individual even though it be done apparently
from force of habit. In the end the man cannot fail to be a better
man for the influences which come to him Sabbath after Sabbath
because he visits the house of the Lord regularly on those days.
The habit of reading God’s word regularly at stated times is
a habit which I cannot urge you too strongly to acquire. The
Bible contains the richest treasures of wisdom to be found in all
the realms of literature. Quoting from Chancellor Kent we have
this tribute to the worth of the Bible : “ The general diffusion
of the Bible is the most effectual way to humanize and civilize
mankind; to purify and exalt the general system of public
morals; to give efficacy to the just precepts of international and
municipal la w ; to enforce the observance of prudence, temper­
ance, justice and fortitude, and to improve all the relations of
social and domestic life.”
The habit of viewing nature in the light of a revelation from
God is elevating and sublime in its influence upon the human
soul. Wordsworth, in his “ Excursion,” has beautifully repre­
sented the relation of the universe to God.
“ I have seen
A curious child, who dwelt upon a tract
O f inland ground, applying to his ear
The convolutions o f a smooth lipped shell,
T o which, in silence hushed, his very soul
Listened intensely, and his countenance soon

T h e n o r m a l S c h o o l h e k a l i ).

i?

Brightened with jo y ; for murmurings from within
Were heard, sonorous cadences! whereby
T o his belief, the monitor expressed
Mysterious union with its native sea.
Even such a shell the universe itsfelf
Is to the ear o f faith .”

As you behold the beauties of the earth remember that it is
but God’s footstool, and how wonderfully beautiful must be His
throne in the heavens. As you behold the.fields of waving grain
and the orchards, their branches bending under the weight of
golden fruit, may these remind you of the goodness of God who
hath appointed seed time and harvest for the benefit of man. As
you behold the strength of the hills may you know that God laid
their foundations. “ The heavens declare the glory of God and
the firmament showeth his handiwork. Day unto day uttereth
speech, and night unto night showeth knowledge.”
THE ELEMENTS OF POWER ARE OPINIONS, FEELINGS AND
COMMON SENSE.

A man without opinions is like a boat without a rudder. He
has nothing to steer by and his frail craft in the end is sure to be
wrecked -on the shoals . of a treacherous sea. On the great
problems of life every man must have opinions of his own. We
cannot be guided safely by the opinions of other men. We must
learn to think for ourselves. The world has no place for men
who are without sincere convictions on important questions.
The men who walk in the shadows of other men are usually more
of a hindrance than a help to the world’s advancement. A man,
to be a factor in the world’s progress, must stand for something,
must represent some sound convictions of truth. Patrick Henry
stood for liberty, and his eloquent appeals to his country in behalf
of freedom have given his name a sure place in the annals of
fame. George Washington stood for a government of the people
and when his friends agreed to make him king he spurned the
offer, and his patriotic devotion to principle in this instance is
looked upon by his countrymen as the noblest act of a life filled
with noble deeds.
When a man refuses to follow his party because it no longer
represents his opinions on important political issues, he is only
asserting his manhood, and he. should be commended for his
faithfulness to his convictions. When a young man refuses to

18

THE NORMAL, SCHOOL, HRRAL,t>.

become a member of a certain church, because its creed is'antago­
nistic to his views on fundamental religious doctrines, he should
not be found fault with for his action, but should be praised for
his consistency. In politics a man.should stand on one side or
the other of the great issues before the American people. He
should be for or against expansion; he should be for a gold or a
silver standard; he should be for protection or against it. There
are many issues which are not as sharply drawn as the ones to
which I have just referred, and where a middle course may be
the wisest, but we must beware of making compromises on issues
where a middle ground cannot honestly be allowed. For exam­
ple, there could be no middle ground on the slavery question ; a
man must either uphold or condemn slavery. There can be no
middle ground on the question of honest elections ; a man must
be with those who corrupt the ballot or against them.
A man should not hold opinions upon' issues which he does
not comprehend. It is not unusual for men to give opinions upon
questions of which they know but little. There is only one thing
worse than for a. man to be without opinions; and that is to refuse
to respect the opinions of others. To ignore the opinions of our
friends and countrymen is very detrimental to the best interests
of the people. fi-Mn a multitude of counselors there is wisdom.”
No one man has the best opinions on all subjects. To adhere to
your opinions without investigating the opinions of others, is to
assume that you are wiser than all the rest of mankind. A man
should always be ready to accept his neighbor’s opinions, if he
considers them better than his own. Study all great questions
affecting your success and happiness, and have opinions upon
them. No man is worth more than his opinions.
A man is strong in proportion to the depth of his feelings on
moral issues. . A man of shallow feelings will be halting in action.
When Abraham Lincoln stood at the slave mart in New Orleans
and witnessed the children ruthlessly torn from the arms of their
mothers, and husbands separated from their wives at the call of
the auctioneer, his feelings weriq' stirred to their depths, and he
there declared that if ‘‘he ever had an opportunity to hit the in­
stitution of slavery he would do so, and he would hit it hard.
That was the beginning of the end of slavery in the United States.
The fire of indignation kindled in the heart of young Lincoln at
that time continued to burn, and when the opportunity came

'THE NORMAL* SCHOOL, H E RA LD .

19

during the Civil War, he struck the blow which he had vowed
many years before to strike, and three million slaves were made
free by the silent, but powerful stroke of his pen.
COMMON SENSE IS AN ELEMENT OF POWER.

This quality is so rare in individuals that uncommon sense
would seem to be a more fitting designation for it. Common
sense is only another name for good judgment. When a man
does the wrong thing it is because his judgment has been weak
on the issue involved. To think otherwise is to conclude that a
man in his sound mind will deliberately do that which he is con­
vinced will be against his highest and bpst interests. When a
man deceives his neighbor in a business transaction he does so
because he hopes to be the gainer by the act. Sound judgment
would tell him that instead of being the gainer he will be the
loser. When a man forsakes the comforts of a good home for a
place of his own selection, in order that he may enjoy more free­
dom, he expects to be the gainer by the exchange. Sound com­
mon seuse would tell him that he will be the loser, but lacking
this great element of human power, his erring judgment has led
him into this grave and costly blunder.
Common sense is partly hereditary and partly the result of
development. So far as it i$ the result of development the indi­
vidual himself is responsible for the lack of it, and he is likewise
entitled to credit for its abundance. That young persons, seem­
ingly lacking in this important quality, do in later years come into
the possession of fairly good judgment is a fact which cannot be
successfully denied. Evidently, then, our common sense can be
increased from year to year if we are careful to turn our experi­
ence to good account. Few people profit as they should by their
experiences in life. They are lifted out of one pitfall only to
fall almost immediately into another of the same kind. The man
who is suffering day after day from the thoughtless gossip of the
community is as likely as not to be one of the scandalmongers
when the stories told reflect on his neighbors instead of himself.
“ Speech is silvern and silence is golden,’.’ says the Swiss inscrip­
tion, and there is!a world of wisdom in the statement. The young
man who has learned when to speak and when not to speak has
obtained the key to a vast storehouse OMwisdom.
Gibbon says, “ Every person has two educations, one he re-

20

't h e n o r m a l s c h o o l h e r a l d .

ceives from others and the other he gives himselfi” Common sense
is learned in the latter school. General Sherman in his famous
letter to General Grant said to him, “ My only point of doubt
was in your knowledge of grand strategy, and in books of science
fn d history; but I confess your common sense seems to have
supplied all these.” The ordinary man with common sense will
get farther on in the world than the extraordinary man without
it. Common sense is the prince of talents. It is a part of every
truly great man’s equipment, and it is never found among the
possessions of the men who have failed in life.
It is a quality so rare that he who possesses it will always be
unique among his fellows, exciting their admiration and winning,
their confidence and applause. The man who tries to get through
the world without a fair share of common sense will soon find
himself torn and bleeding from the thorns which the tactful man
would have foreseen and avoided. ^Vhen the man without com­
mon sense comes to the entrance to the world’s: highway of suc­
cess, he will find the gate closed, and he will see written the
sentence, ‘ ‘ This entrance is forever closed against all who are
lacking in common sense.” I would advise every young person
to search for this treasure with the eagerness of a miner searching
for gold or diamonds. ‘ It is a pearl of great price. It is a gem
of wondrous beauty. It is a crown of golden splendor. The
world throws its jewels at the feet of him who hath it, and
crowns him with honor and distinction.
«5 ^
P ain is the soul of music;
A y ! pain and all unrest,
Doubts and fears and lonely tears,
In harmonies confessed.
Joy is the soul o f music ;
F or h a rk ! the air is stirred
By the lilting-, laughing ecstacy
O f a bird.
L ife is the soul o f music,
Blending ever again,
Joy fo r the heart o f gladness
And grief fo r the heart o f pain.
— M ount H olyoke.

T H E NORMAL, SCHOOL H E RA LD .

f a c u l t y , 1 8 9 9 =1 9 0 0 .
G . M. D. E CK ELS, A . M., Sc. D., Principal.
Mental Philosophy, Science and Art oi Teaching.

2.

—JOS. F. BAR TO N , A M., Sc. D.
Natural Sciences;

3.

—J. W. HUGHES, A . M.
Mathematics'.'^'

4.

—CORA B. C LARK .
Director of Physical Training.

5.

—GEO. H. ECK ELS, M. S., A . M.
Eatin, Greek.

6.

—E Z R A LEH M AN , M. S., P h . B.
Rhetoric, literature, General History.

7.

—C. E. BAR TO N , M. E.
Grammar, Eatin.

8.

—A N N A M cBRIDE.
Principal of Model School.

9.

—CORA ST. JOHN FITCH.
Reading-, Elocution.

10.

—ED ITH EOUISE BARNUM .
Vocal and Instrumental Music.

11.

—M. E. DRUM , M. S.
Geometry, Arithmetic.

12.

—GEORGIA M. EEN H ER.
Drawing-.

13.

—M A R Y E. BURNS.
Assistant Principal Model School.

14.

—A D A V. HORTON, M. E.
Stenography, Typewriting-, Orthography

15.

—ID A B. QUIGEEY, M. E.
Arithmetic, Alg-ebra.

16.

—J. S. HEIGES, A . B.
Arithmetic, Grammar.

17.

—RAYM ON D G E T T E E , B. E. D.
Eatin, Algebra.

21

22

T H E N O R M A E SCHOOE H ER AED.

C o m m e n c e m e n t M e e t? .
MODEL SCHOOL COMMENCEMENT.

rT 'H E first of the exercises of Commencement Week was as
usual the Model School Commencement and Entertainment*.
This was held Friday evening, June 22nd. The crowd in attend­
ance was very large. A ll available space was occupied and many
were unable to get into the chapel. The size and interest of the
audience were a tribute to the quality of these entertainments in
the past. People knew from former experiences that a treat was
in store for them,' and they were not disappointed. This year’s
program was even-better than those that had gone before.
The program was divided into two parts. The first part was
devoted to the exercises of the graduating class. A ll of these
were worthy of praise. But the second part of the program, an
operetta||ft‘The Babes in the Woods,” in which the smaller chil­
dren took the principal parts, was of more general interest. The
acting and singing of Julia Hollar and Frank Hubley, who took
the part of the babes, were well nigh perfect. The court scene,
in which a minuet was danced by a set of the smallest children,
was a beautiful sight. The operetta eclipsed anything of the sort
ever seen here. Miss McBride and Miss Burns, who are in charge
of the Model School, deserve the greatest praise for the wonderful
success of the entertainment. The program was as follows:
P A R T I.

>•

| t l S c C i f - ............. ......... -.........

2. Salutatory,..,....,,......... ......................... Wn&iAM G eadstone W h erry
3.
4.
5.
p.
7.

Reading—Romance o f a R ose........... ......... JESSE H ayes K i Tzmiee ER
Essay- Henry Wadsworth Longfellow ,. H e r b e r t F r a n k e in G u y e r
Class History..................................................M a r t h a I s a b r e e a M e an s
Declamation—Valley ' F orge........................ .............R oy J ones G uyer
Oration—Pieter Maurito R etief.......................I r a , C r a ig M e e e in g e r
8. Essay—Eight-houses....................................... H r e e n M a u d e B it t in g e r

9. C la g | P ro p h e c^ s i-v .,............................................... W ieeeam M a r k R uth
10. V aledictory............ .,-..,,..,v.j|>|^^^W B^i>...ZoRA E dith S trohm
Presentation o f Diplomas.
P A R T II.
Operetta—jf‘ ‘ The Babes in the W oods.”
C h a r a t e RS :

Alma and Percy, The Babes............, J u e ia H oee A r and F r a n k H u beey
K in g Rupert..,,,,,.. , „ „ ,
Conrad Carver

T H E N O RM AL SCHOOL H E R A LD .

23

Queen M ab............................. .........................................E l iz a b e t h M e e e in g e r
Rudolph, the U n cle.............................................................. I r a O. MEEEINGER
■Gypsy Q ueen................................................ ................ ....... .....Z o r a E S t r o h m
ls g G y p s y ............................................... ................. .........................M a r y G r a c b y
2nd G y p s y ......... ............ ............................................................MuEkoRD S tough
F a iry Q u een ................... '....................... .................... .— J e a n R obinson
F a ir y Id esseng’e r.......................................................... ^ViNiEREn IVIc C e EEEANI)
i M a r jo r ie B o h e r
La-dies in W aitin g'............. ....... . ..............---------.
L ie e i An B a sh o re
( L e n a S qu ires
QueerCs P a g e s ............. ......................... R a y H oeear and P a p e M a r sh a ee

Courtiers, Fairies and Gypsies.

-

SENIOR RECEPTION.

On Saturday evening the Senior Class was tendered a reception
by the school. A banquet was served in the dining-hall to the
members of the class and faculty. Our steward, Mr. Miller, had
the tables beautifully decorated with flowers and potted plants.
The banquet was a good one, and it was a long time before
speeches were called for. The president and orator of ’oo made
short addresses, and each member of the faculty present was
given the opportunity to address the class for the last time.
There was much laughter at the funny stories told and the jokes
perpetrated, but there was also much of good, serious advice and
counsel. The singing of “ Auld Tang Syne” brought the recep­
tion to a close.
THE BACCALAUREATE SERVICES.

Sunday evening, at 6 o ’clock, the Baccalaureate sermon was
preached to the Senior Class by Dr: M. L- Ganoe; of York, Pa.
Before the sermon the' audience sang “ Come Thou Almighty
K in g,” Rev. C. I. Brown read the scripture lesson, Rev. R. T.
Gerhart, D. D., of Newburg, offered prayer, and a duet, “ Come
Unto me,” was sung by Miss Horton and Prof. Drum of the
faculty.
In introducing his theme Dr. Ganoe compared himself to a
vidette who stands outside of the line of guards and pickets, spy­
ing out the dangers around the camp'and giving timely warning.
“ So, ” he said,B‘I come from the outside to warn you of the dan­
gers and difficulties ahead of you.” The speaker impressed upon
the graduating class the two things essential to a successful life
— an ideal and power. The efficient elements of power are piety
and benevolence. Dr. Ganoe’s remarks were based on i Corinth­
ians 12: 31— ‘ ‘ Covet earnestly the best gifts. ’ ’ He held the closest

24

TELE} NORMAL, SCHOOL, HE}RAL,D.

attention of the audience, and delighted his hearers by his earnest­
ness and eloquence.
Rev. G. C. Henry offered the closing prayer. A chorus of
fifty voices sang “ The Eord is Great® by Mendelssohn, and the
audience was dismissed with the benediction by Dr. Ganoe.
PRINCIPAL’S ADDRESS.

A t io o’clock Monday morning Dr. Eckels delivered his an­
nual address to the graduating class with the theme, 1‘ Aims in
Education.” The address was a logical Analysis and discussion
of the theme, and was given an interested hearing by the class!
It appears in full in this issue of the H e r a l d .
THE ART EXHIBIT—MUSICAL AND LITERARY ENTERTAINMENT.

Visitors' on Monday evening were first invited to view the ex­
hibition of the work done by the students in the art department.
Three of the recitation rooms were filled with samples of this
work, and those who took the opportunity to see this exhibit ex­
pressed themselves as highly pleased with-it. The herbariums
prepared by the classes in botany were also on exhibition, and
were much admired.
After seeing the art exhibit, the visitors passed into the chapel,
where an interesting musical and literary program was rendered.
The Tableaux Movants were beautiful, and the whole program
was quite up to the standard of previous years. The program
follow s:
!• Duet...... ............................Impromptu............... . .y..l.^Engelmann
nelw e

R e d d ig , E l l a

coeeey.

2. Piaho Solo...... ................. Intermezzo.......................... ........ Delibes
I d a K l Ec k n e r .

3. Reading-...i........,,...,.ttiThe Confessional '■

R V i...,............... Story

M a e y .Schoch ,

4. Song........................... Gypsy Dove Song...!......................... Vincent
V e lm a Orn doree.

5. Piano Solo........................ ,.Valse£...:...........

Godard

D oxjise M o r r is .

6. Duet........................ ...........Greeting............................. Mendelssohn
Miss B a r n u m , P r o f . G b t t e l .
7. Part Song......,i.;|M R ‘ If,,| (By request).................. Edith Barnum
C a d ie s ’ V oices .

8. Duet.............. .....................Parting.................................Neidlinger
V e l m a O r n d o r e e , N o ra C r i l l y .

9. Declamation.... .“ Napoleon at the P y r a m
E d w a r d R e is n e r .

i d s ......... Graff

TH E N O RM A T SCHOOL H E RA LD .

25

10. S on g..............................Should He Upbraid................. '............ ..B ishop

N eddie N ipple.
11. Piano Solo........................ .....Polonaise............................... .........Chopin

N ora N ickers.
12. S ong.................................. ...A Vain Quest........................... .¿..N orth
Miss H orton.
13. Tableaux M ovants.....“ The Lotos-E aters” . . . . . Tennyson
Reader, Miss P itch, assisted by MrssBS S ciiocn , Owens
and Gerhart . Pianist, E dith B rand ®.
14. Chorus.....f............................. .Carnovale.,.,......................... Mendetssphn
CLASS DAY.

Tuesday morning, at io o ’clock, the Class Day exercises were
held in the chapel. A ll parts of the program were good, and the
exercises were commendable both for their merit and their reason­
able length. Special praise is due to Miss Fulton for departing
from the trite custom of prophesying the futures of each indi­
vidual in the class. Her prophecy was general, well written, and
delivered in excellent voice. The program :
Music........................ .................................................................. Orchestra
March .
President’ s Address..................................
...............,..j. w ; Baish
Oration—American Idolatry................. .
H istory............................
M usic...:................. ......................................
P oem ........... ..............'............... ........
Prophecy....................... :
Presentations..............................................
Class S on g .....................................................
M usic............ .................................... ..........

...............J. C. T

kk ssrer

H. B. R aeeensperger

................... Orchestra
.......... Gertrude H oke
.....:......Mazie P detoN
................. C. W. Gross
............................

C t.a ss

................... Orchestra

REUNION OF CLASS OF ’98.

The class of ’98 held its biennial celebration on Tuesday after­
noon. It was intended that a public program should be given,
but this was abandoned at the last moment, and the only exercise
held was the presentation of the class memorial. The gift of ’98
took the form of books. There were ninety-three volumes.
These comprise sets of the works of Thackeray! Bulwer, Scott,
Dickens and Hugo; also Motley’s Dutch Republic in three vo l­
umes and Abbott’s Histories in thirty-three volumes. Mr. Walter
K . Rhodes, of Fairplay, Adams county, presented the books to
the school in simple but earnest words. Dr. Fckels received the
present on behalf of the school, and thanked the class warmly for
this very useful memorial.

26

T H E N ORM AL SCHOOL H E RA LD .
ALUMINI REUNION.

The alumni of the school furnished a program for Tuesdayevening that was of even merit throughout, and that delightfully
entertained a large audience. The address by the President, Mr.
Rife, and those by Mr. Means and Mr. Rupp, were clean-cut and
interesting. The recitations and songs received the heartiest of
applause. Program :
................. ;J.... Orchestra

M usic.........................
President’s Address,
Recitation.................
V ocal Solo.................
Address................. .
Music....... ..................
Address......................
R ecitation ...... .
Vocal Solo.................
Music............ .............

......... ........ W . M. R i f e , ’ 91

.......... ETHipj S mieey , ’97
....E d g a r D e t w e ie e r , ’99
............'...C. M. M e a n s , ’ 96

..................... . Orchestra
.....................S. S . R u pp , '81
........
Sue Brine Ey , 96
M r s .' B e r t ie P a x t o n , ’ 75
.......................... O r c h e st r a

COMMENCEMENT.
W ednesday morning, at 9 o ’clock , the final exercises o f the
class o f 1900 took place under most favorable conditions. T h e
weather was delightfully cool for the closing week o f June. The
program was as lon g as usual, but so well was it varied and so
excellent were the orations, essays, declamations, recitations and
the musical numbers, that the large audience gave no evidence o f
being tired. T h e program was as follow s :
Prayer............................................................................... R ev . C. I. B rown
MUSIC.
Declamation........... ....“ 'The Curse of Regulus” .......................... K ellogg
Dio Maine Nippee.
Essay..................... .......As in a Looking- Glass......... ................ ..... .
A nna L ouise Morris.
?©pition........... ........ ......For Faith and Freedom........................................
F rank Wibi.e .
Reading....................... “ Ananias, The Second
...... Tom pkins
E lizabeth M. H ayes .
Oration........... ...... •••••A Plea for Tommy Atkins...................__ ______ _
Chari.es F rankein N ode.
Oration.................... .................The Press............ ......................................
K atie I rene Boyer .
MUSIC.
DeclamationjSppk.■■“ The Eloquence of O’ Connell ” ................... P h illip s
Mii.ES A bdbe K easey .
Reading..........................“ The Hero—Woman ”
..................... Lippard
Mabee Cearke Morrow.

THU NORMAL, SCHOOL, H E RA LD .

27

Oration.........

............ Breakers Ahead.................................................

Duet...'.........,

...... M aybells arid F low ers.................... M endelssohn

Essay............

.The Twentieth Century Maid...................................

Declamation

..........Abraham L in coln ............................ ...N ew M an

J E S S E O . JO H N SO N .

Misses N ipple and Brandt.
R ebecca I rene K lepper.
P aul C areie * ! ! § mith .
MUSIC.
The L ivin g Dead............................. ...............

E ssay............

.........

Oration.........

.......... Taps-^Lights Out....... .................................. .

Part Song.. .

.........“ Hither Fairies T rip '”” ............. .;............... T ully

Reading.......

“ How Dot Heard the Messiah

N ora Crii.lv .
D. Morris B enedict.
L adies’ V oices.
....... Butterw orth

J essie L orainSs F lorX7
Oration.........

........ T he MounSpf Prom ise.........................j.;

I da Mae K l Ecknbr.
Oration...'.....

MUSIC,
....... The L ion and the B ear....:....,....,.,,.......,,,.,......

Reading.......

...’..“ T ry in g the R ose-A ct” ’

Charles F ranklin Sweigbrt .
..........H olley

D e s s i b MBRCO H o l LINGER.

Declamation.

1‘ Sergeant Prentiss’ First Plea ’ ’............... Bachm an

Reading.......

■

John A. Davis .
>

,

.

..... ......M eyers

ReyCnge

E dith Mae B randt .
Chorus,....,,,,

....,,.....,....Come A w ay/.:.... ä :.,

.,...,

Veazie

T he ClasÄ
MUSIC.
C onferring o f Degrees.
Benediction..

R ev . W. A. McCarrell
Honor L ist.

Katie I. Boyer,
Edith M. Brandt,
Bess Cadwallader,
Maud Clever,
Ida M. Crist,
Nora Crilly,
Mary F . Cunningham,
E lsie M. First,
Jessie Flora,
Mazie Fulton,
Blanche Griest,
Elizabeth Hayes,"

Rebecca Klepper,
May McClellan,
Lulu Morris,
Mabel C. Morrow, '
Em ily M. Newton,
Nelle Nipple,
Harriett Rinker, ■
C. Ida Weber,
J. W . Baish,
D. N. Benedict,.
Herbert L . Creamer,
J. A. Davis,

P. T . Hoffheins,
J. O. Johnson,
M. A . Keasey,
D. M. Nipple,
C. F. Noll,
H. B. Raffensperger,
P. (i. Smith,
C. F. Sweigert;
J. Ç. Tressler,
H. E. Walker,
R. J. Watson,
Frank Wible,

28

T H E N O RM AL SCHOOL H ERALD.

Dessie M. Hollinger,
Jennie Hoch,
Ida M. Kleckner,

W. P . Da-vis,
H. M. Fogelsanger,

C. B. Y o h e H
J. E. Zulling-er.

ALUMNI BUSINESS MEETING—ALUMNI DANCE.

A t 2.30 Wednesday afternoon the annual business meeting of
the Alumni Association was held with a very good attendance.
The class of ’00 was formally admitted to the Association. The
report of the obituary committee was accepted and the committee
continued. The treasurer’s report was also accepted. The fol­
lowing officers were elected to serve for the next year: President,
Prof. H. J. Wickey, ’93, Superintendent of Schools of Middletown ; Vice-President, Mr. J. G. Benedict, ’98, Mt. Alto, Pa. ;
Secretary, Miss Ada V . Horton, ’88, Normal School; Treasurer,
Dr. J. F. Barton, ’74, Normal School ; Executive Committee,
Mr. S. S. Rupp, ’81, Shiremanstown, Pa., and Miss Pauline Wisotzki, ’96, Gettysburg, Pa.
In the evening the annual dance was held under the auspices
of the Alumni. This closed a very successful Commencement
season. A very large number of the students and graduates re­
mained for the dance. Refreshments were served as usual in the
dining-hall. Music was furnished by Oyler’s Orchestra of Har­
risburg. The same orchestra furnished music throughout the
week in a highly satisfactory manner. '

AN ADVERTISEMENT ANSWERED.

A T small Edith’s school the teacher daily gives the children
written exercises in the English language ; sometimes they
copy poetry from the blackboard, or write letters, or answer ad­
vertisements. The other day this “ wanted” advertisement ap­
peared on the board, and all the little girfs were required to hand
in written applications in reply :
“ Wanted— A milliner. - Apply by letter to Miss Smith, 10
Blank street.”
Small Edith’s application was promptly handed to the teacher,
and it read as follows:
“ Dear Miss Smith— I saw you want a milliner. I hate to
trim hats. Can’t you get somebody else ? Please let me know
at once. Edith Jones^— Pearson's Weekly.

...THE}...

N ormal S chool H erald.
P u b l is h e d O c t o b e r , Ja 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 .

EDITORS.
E z r a L e h m a n , ’89; G e o r g e H. E c k e l s , ’ 91; M . E* D r u m , ’ 96.
A d a Y . H o r t o n , ’88, P erson a l E d itor.
C h a s . E. B a r t o n , ’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 S c 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 that
they may think would be interesting for publication.
Entered as Second Class Matter at the Post Office, Shippensburg, Pa.

JUIyY, 1900.

E d it o r ia l.
"VUTITH this issue of the H erald we close Volume IV . We
”
are glad to say to our readers and friends that this has
been a good year, both for the school and the H e r a l d . But we
must not stand still. We solicit the aid of the Alumni and stu­
dents for the school and the paper during the coming year. To
keep dear old Shippensburg in the front rank of the Normals will
require personal work on the part of each one of you. Send us
students for the sch ool! -Subscribe for the H e r a l d !

tin flD e m o ria m .
O E S O IvU T lO N S on the deaths of members of the Alumni that
A
have died since the last meeting of the Alumni Association :
W h e r e a s , The following members of the Alumni Associa­
tion of the Shippensburg Normal School, Sara Black, ’94, Anna
Snodgrass, ’75, Clara Dykeman (Kelley), ’90, Isaac Wiesner, ’96,
Samuel Warren, ’96, and John Weakley, ’98, have been taken
from their earthly labors by an all-wise Providence; and whereas,
the Association desires to express its respect for these our de­
parted friends; therefore, be it
Resolved, That in the death of these faithful sons and daughters
of the Cumberland Valley State Normal School the Association

30

T H U N O R M A L SC H O O L H E R A L D .

has lost members who were a credit to it, and whose characters
and lives were praiseworthy.
Resolved, That we deeply regret the lo ss'of these honored
members of the Alumni.
Resolved, That we extend our sympathy to their relatives and!
1 friends.
Resolved, That these resolutions be recorded upon the minutes
of the Association, and published in the Commencement number
of the N orm al S chool H e r a l d , and that copies of the H e r a l d
be sent to the bereaved families.
Geo. H. E ckels,
I d a B. Q u ig l e y ,
F l o . E. W a l t e r s ,

Committee.

Hlumnl personals.
j^fllSS JOSEPHINE HUGHES, ’98, who

taught last year in
Clearfield county, has secured a position for next year at
Jacksonville, Cumberland Co.
Mr. Robert Smith, ’94, graduated this spring in the three
years course at the Dickinson School of Law. He was selected
to deliver the honorary oration at the Commencement exercises.
Mr. Jasper Alexander, ’98, graduated from the same school in
the two years’ course.
Mr. Ira M. Long, ’94, graduated from Gettysburg College in
June. He was one of the ten Commencement speakers.
Mr. Albert S. Cook, ’89, principal of the Reisterstown, Md.,
public schools, recently secured an unsolicited election as E x ­
aminer of the Schools of Baltimore county, Md. This is the
highest educational position in the county, and Mr. Cook’s elec­
tion is a fine tribute to his success as a teacher.
Miss Mary E. Wolf, ’99, has been elected teacher of the
Newburg primary school. Miss Grace Wolf, ’96, has been elected
a ¡teacher in the schools of Shippensburg. Miss Sue B. Walters,
’91, has also been elected to a position in Shippensburg. These
last two vacancies were caused by the resignation of Miss Zora
Anderson¿§¡89, and Miss Mary Wagner|l92.
Mr. Robert L. Myers, ’85, was recently nominated by the

T H E N O R M A L SC H O O L HERAE-D.

31

Democrats of Cumberland county for a second term in the State
Legislature.
Mr. Wilbur L. DeLap; .’ 98, has. received an appointment in
the Railway Mail Service at Harrisburg.
Mr. Ralph Gettel, ’96, has passed the examination as qualified
assistant before the State Pharmaceutical Board.
Mr. Chas. M. Means, ’96, was graduated at the recent Com­
mencement at Mercersburg Academy . He was awarded one of
the honorary orations.
A unique feature of the excursion to Gettysburg on May n th
was the marriage of two of the excursionists at that place. Prof.
H. E. Gress, ’95, Principal of the High school at McConnellsburg, and Miss Anna A . Rexroth, of the same town, were the
happy couple. Prof. Gress has recently accepted the Principalship of the Harford Soldiers’ Orphan School.
Prof. J. S. Heiges, ’91, a member of the faculty at Shippensburg during the Spring Term, has been elected Principal of the
schools of Dillsburg, his native town.
Of considerable interest to the members of the Alumni was
the wedding of Prof. H. M. Roth, ’89, Superintendent of the
schools of Adams county, and Miss Mary Ella Shearer, ’99, of
Mt. Holly Springs. Prof. Roth was connected with the school
as a teacher for a number of years, only resigning last year'to
take up the duties of County Superintendent. He has an ex­
ceedingly wide acquaintance among the graduates of the school
who will no doubt be interested in a short account of his wedding.
The ceremony took place on the morning of April 26th, at 11
o’clock, in the Methodist church at Mt. H olly Springs, Rev. E.
T . Swartz officiating. Prof. C. E. Barton, ’91, of the Normal
School, was the best man. Among the ushers were Prof. Geo.
H. Eckels,. ’91, of the school, and Mr. Chas. Trostel, ’94, of
Gettysburg. Prior to the ceremony an organ recital was given,
and the church was well filled with guests when the appointed
hour arrived. To the strains of Wagner’s Wedding March from
Lohengrin the bridal party entered the church. The bride was
given away by her father. While the melodies of ff Oh Promise
Me” were softly played, Rev. Swartz pronounced the words
which made the happy couple one for life. After the wedding
Prof, and Mrs. Roth went to Carlisle and took a train for the

32

'The} n o rm al ,

sc h o o l h e r a l d

eastern cities. They are now at home to their friends at Gettys­
burg, Pa. The H e r a l d wishes them all happiness.
In the voting contest to determine the most popular teachers
in Harrisburg and vicinity, under the direction of the Star-Inde­
pendent, two of Shippensburg’s graduates were among the four
successful ones. They were Miss Maria N. Young, ’97, of Steelton, and Mr. G. W ill Henry, ’g g i o f Penbrook. The prize is a
ten days trip to Atlantic City. We congratulate these two de­
servedly fortunate Alumni.

not each member of the Alumni, upon receipt of this
copy of the N orm al S chool H e r a l d , send to the Prin­
cipal, G. M. D. Eckels, the names and addresses of any prospec• tive Normal School students for the Fall Term ? I f we wish to
hold our own in securing new students we must be on the alert.
We request the heartiest co-operation on the part of the Alumni
with the management of the school in soliciting students for the
coming Fall Term.

flDarriages.
rp R O S T E E — B IER ICH .— Tuesday, June 5th, at Cincinnati,
Ohio, M r. C. E . Trostel, '94, of Gettysburg, Pa., to Miss
Clara Amelia Bierich.
F reed — S pan g le r .— T uesday, May ist, at the home of the
bride, Gettysburg, Pa., M r. H . E . Freed, '97, to Miss Blanche
Spangler.
B o lle n — S p a n g l e r .— Tuesday, May ist, at Gettysburg, Pa.,
Mr. John H. Bollen to Miss Sara Spangler, '96.
F l e m in g — W a Gn e r .— A t the residence of the bride, Shippensburg, Pa., on Tuesday, June 12th, Mr. Frank B. Fleming to
M iss Mary T. Wagner, '92. '
B ie r l y — B u s h e v .— In Greencastle, .Pa.■ June 8th, by Rev.
J. C. Grimes, D r. Morris A . Bierly, ’90, of Thurmont, Md., to
Miss Bertha Bushey .
R o th S h e a r e r .— A t Mt. H olly Springs, Pa., April 26th,
Prof. H . M ilton Roth, ’89, to Miss Mary E lla Shearer, ’99.

H e CkmaS — G e ig e r .— A t Shippensburg, Pa., Thursday, July
5th, Rev. Edgar R. Heckman to Miss Mabel Geiger, '93.

'THE N O R M A L SC H O O L H E R A L L .

53

WiLLiSON— B e n n e t t A-Thursday, June 14th, at Hewitt, Pa.,
by Rev. W . C. Garland, Mr. Charles W . Willison, of Cumber­
land, Md., to M iss Amanda Bennett, '94.
T hompson — R a i l i n g .— In Chambersburg, Pa., Thursday,
March 29th, M r. A . S . Thompson, '95, to Miss Florence I,. Rail­
ing.
P iper ^ W en g er .— A t Shippensburg, Pa., October 8th, Mr.
A . M. Piper, of Philadelphia, to M iss Mary C. Wenger, '95.
N ickum — T o s h .— On May 25th, at Washington, D. C., by
Rev. Dr. Easton, Mr. John S. Nickum to Miss Amanda Losh, '94..
S h e n k — S t r ic k l e r .— A t the home of the bride, in Hummelstown, Tuesday, June 26th, by Rev. E. O. Burtner, Prof. H .
H . Shenk, ’94, to Miss Bertha Strickler.
G ress — R e x r o t h .— A t Gettysburg, May n th , by Rev. T . J.
Barkley, Prof. H . E . Gress, ’9g, to Miss Annie Rexroth, both of
McConnellsburg.
S m ith ^ F e n st e r m a c h e r •— In Philadelphia, June 6th, by
Rev. Fletcher, Mr. John W . Smith, of Ridley Park, to Miss Anna

Fenstermacher, ’90.
Z im m erm an — W o l e e .— At the home of the bride, by Rev.
Hagerty, M r. Ira H . Zimmerman, ’99, to Miss Bertha A . Wolfe.
J ones — B osw o rth .— In Seattle, Washington, November 9th,
by Rev. Wesley Lamport, M r. M iles H . Jones, ’90, to Miss Eliza­

beth B. Bosworth.
J o n es — G a y l o r .— A t Mishawaka, Ind., January ist, by Rev.
Wesley Lamport, M r. Harvey W. Jones, ’80, to Miss Victoria
Gaylor.
L au m an — B a k e r .— A t Hatton, Wednesday, June 13, by
Rev. G. W . Perry, Mr. H. B. Lauman to M iss Carolyn Baker,
' 95-

^ Lo c a ls .
'X 'H Eregular anniversary meeting of the Normal Literary Society
^ occurred Friday evening, April 20th. Dr. James Eldon,
recently Principal of the Lock Haven Normal and once a member
of the Shippensburg faculty, presided. He prefaced the evening’s
entertainment with a few well-chosen remarks, explaining the
occasion of the meeting and congratulating the society on its
prosperity. Miss Nellie Geiger, ’92, was the honorary secretary.
Mrs. Florence Parker Paxson, of Philadelphia, furnished the en-

34

THE NORMAL SCHOOL HERALD.

tertainment of the evening with the assistance of the Waynes­
boro orchestra. Mrs. Paxson is a reader who is well and favorably
known throughout the State and her recitations were very en­
joyable, quite sustaining her reputation. Her work in childimpersonation was especially good.
The annual reunion of the Philo Literary Society was held
Friday evening, May 18th, Dr. B. F. Myers, ’87, of Shippensburg, presiding, and Miss Ada Horton, ’88, of the Normal
School, acting as secretary. Dr. Myers made a short opening
address which was brimful of witty quips. He then introduced
the entertainer of the evening, Mr. Fred. H. Tibbetts, Monologist, of Columbus, Ohio. Mr. Tibbetts differs from other
monologists in devoting himself exclusively to the portrayal of
tragedy. The tragedy selected for the occasion was Virginius by
Sheridan Knowles. The entertainer held his audience through­
out by his masterful representation of the various characters and
the eloquent way in which he delivered the set speeches. Mr.
Tibbetts’ fine physique is a great help to him in the work which
he has undertaken.
On the 28th of April there was given at the school “ An Even­
ing with Eugene Field.” The program, embracing recitations
from Field’s poems and songs by several well known composers
with the words by Field, proved a delightful entertainment for
the large audience present. The following is the program :
1. E ssay— E u g en e F ield ................. .....................................G e r t r u d e H o k e
2 . a. The Duel.

b. The Ballad o f the Jelly Cake............... O ra B ebge E

3. Song—The Dutch L u lla b y S D eK oven ............................ Miss H orton
4. a. God’s A cre. b. The Happy Household....................... M a r y K y e e .

5. a. Buttercup, Poppy, Forget-me-not. b. N ightfall in
Dordrecht............................................................ L a u r a S pa n g e ER
6. a. Shuffle-Shoon and Am ber Locks, b. Our W hip­
pings. c. The Sugar-Plum Tree...................... M y r t e e W oebe
7 . Song—Little Boy Blue— N ev in ..................................... NBEEIE N ippe E
8. a. Over the Hills and Far Away. b. Father’s L et­
ter.................................................................. B e ssie C a d w a e e a d e r
9 . a. Sister’s Cake. b. T he Dream Ship........................R ebecca G eEim
10 . a. Songs—Pittypat and Tippytoe—Senour. b. Child and
Mother.......................................................................Miss B a r n u m
11 . a. The Rock-a-bye Lady. b. Our Lady o f the Mine. c.
T h e F ate o f the
.......................... M ar y S choch
12 . a. Little “ A ll-A loney.” b. “ Seein’ T h in g s.” c. The
N ight W ind.................................................................... MlSS F i TCH

T H F NORM AL, SCHOOL, H E R A L D .

35

On Thursday evening, June 7th, the annual gymnastic ex­
hibition was given in the presence of about two hundred invited
guests. This entertainment was universally regarded as the best
of the kind ever given here. The exhibition was repeated for the
benefit of the students on Saturday night. The program follows :
MARCH.
Free .Gymnastics.................................. ..................................................Seniors
Simple developing- work, illustrating part o f daily lesson.
Combination Drill, Clubs and B ells........................................... Junior Men
M ilitary W ork
.................................................................... Junior Radies
School F en cin g............................................................................... Senior Men
Club S w inging..............................................................'...ir............. ......Seniors
Dumb B ells........... ............................................................................Senior Men
Red by M r . J. H. M cR a u g h ij n .
Dumb Bell Quadrille.................. ........................................... 32 Senior Radies
A glimpse o f the gymnasium during the hour fo r optional work,
Pyram ids................. .......................................... ........................ 13 Senior Men

Miss Lou Martin, ’96, presided at the piano and played the
accompaniments very acceptably.
During the term two excursions were held under the manage­
ment of Dr. Barton. The first of these was a one-day excursion
to Gettysburg in the interest of the Athletic Association. The
second was the annual excursion of the senior class to Washing­
ton and vicinity. Both were highly successful in every way.
The examinations by the State Board were held Wednesday
and Thursday, June 20th and 21st. The faculty had conducted
its examinations during the latter part of the previous week and
on Monday of the same week. A ll of the ninety-two Seniors had
been recommended to the Board and ninety-seven Juniors. These
the Board, after a series of careful tests, approved and passed
without exception. The members of the Board expressed them­
selves as highly pleased with the work of the school, and praise
from such men as constituted the State Board for 1900 is high
praise, indeed. The following were the members :
John Q. Stewart, Deputy Superintendent Public Instruction.
J. R. Flickinger, Principal, Dock Haven.
J. A . McRaughry, Superintendent, Sharon.
Oden C. Gortner, Superintendent, Juniata County.
M. J. Brecht, Superintendent, Lancaster County.
T . L. Gibson, Superintendent, Cambria County.
S. G. Rudy, Superintendent, Huntingdon County.
J. W. Sweeny, Superintendent, Elk County.

36

T H E N O RM A L SCHOOL H ERALD.

Mr. F. H. Smith, '98||was passed in the Regular Normal
Course, and the following received State Certificates: Miss Anna
E. Laughlin, Kasiesville, Pa. ; Miss Mattie A . Long, Altoona,
Pa.; Mr. John A . Hindman, Kipple, Pa., and Mr. Howard R.
Myers, Altoona.
Miss Edith L- Barnum, Teacher of Music during the last two
years, and Miss Georgia M. Leuher, who had charge of the Art
Department this year, have both resigned. Otherwise the faculty
for next year remains unchanged.
Dr. Eckels was a member of the examining board at the Edinboro Normal School.
Miss Alice Louise Kinsey, formerly Teacher of Art, was mar­
ried June 2nd to Mr. Nelson F. Eberbach. The marriage took
place in the Friends’ Meeting House, 17th street and Girard ave­
nue, Philadelphia.
Miss Mary Britton, a former student of the school, was mar­
ried April 25th to Mr. Samuel B. Wingert. Her home is now at
Chambersburg, Pa.

U b e B a s e b a ll S e a s o n .

A T the conclusion of our successful football season the universal hope was entertained that the baseball season would
be equallylprosperous. This hope was more than realized. Base­
ball at Shippensburg has not been so uniformly successful as foot­
ball and this year’s record is on this account the greater cause for
just pride. S ix games were played and in all we came off with
flying colors. The season was shortened by the cancelling of
three games for various reasons A ll games were played on the
home field.
NORMAL VS. TOWN.

The first game of the season was played with the Shippens­
burg team on Saturday, April 20th. Our team won easily. Only
five innings had been played when the game was stopped by rain.
Score:

TH E NORMAL SCHOOL HERALD.

37

T ow n.

N o r m a i ,.

R. H. O. A . E.
Smith, ss....... 1 .... 4 3 1 1 0
Eckels, 2d b..... .... 2 0 1 0 0
M cLaughlin, p .... 2 2 1 1 0
Noll, c ............... .... 1 2 8 0 1
Heiges, If........ .... 2 0 0 0 0
Niple, 1st b .......... 2 1 4 0 0
.... 1 2 0 1 0
Gettel, 3 d b.
Myers, c f ......... .... 0 2 0 0 0
Gray, r f ........... .... 1 1 0 0 1

R. H. O. A . E .
Stine, 1st b ..... ....
McNulty, 2d b. ....
Smith, 3d b ..... ....
Beck, p ............ ....
Miller, ss...... ....
Walters, I f...........

0
0
0
1
0
0
M eans, c ......... .... 0
Hayes, c f ........ .... 0
Baer, r f ............ .... 0

0
0
0

1
0
0

5
0
0
1

0
0

0
0

1
1

0

3

3

0

0
0
0
0

3

0
0

0
0

2
1
2
4
1
0

T o ta ls .....__ ..... 1 2 12 -s 10
T ota ls......... .....15 13 IS 3 2
Bases on balls-—B y MeTwo-base hits—-McLaughlin, Niple.
Laughlin, 3; by Beck, 4. Struck-out— By McLaughlin, 7; by Beck, 3.
Hit by pitcher—Heiges. Umpires— Means and. Bollinger.
NORMAL VS. DICKINSON COLLEGE SECOND.

Saturday, April 27tli, the second game was played with the
Dickinson College Reserves. The game was characterized by
strong batting on both sides. McLaughlin had the fine record of
two three-base hits, two two-base hits and two singles out of six
times at the bat. Score:
N ormal.
R. H. O.
Smith, ss ...... . .. 3 3 0
Eckels, 2 d b ...... ... 1 0 5
McLausrhlin, p.. .. 6 6 2
Noll, c..... ......... ... 3 2 11
Heiges, l f ........ .. 2 2 k
Niple, Ist b ...... 2 1 7
Gettel, 3d b ...... .. 2 1 0
Myers, cf......... .. 2 0 1
Gray, r f ............. .. 1 2 0

T o ta is ............ ...22 17 27
Shippensburg...,
Dickinson..........

Dickinson.

A. E.
5
2
0
1
0
0
1
0
0

9

0
0
.1
1.
1
1
2
1

0
9
....3

....9

Stever, 2d b .... ....
Corcoran, cf.... ....
Jones, 1st b ..... ....
Deeble, c......... ....
Garrett, ss. p... ....
Gordon, 3 d b... ....
Baer, c f .......... ....
Kelley, r f ....... ....
Brown, p. cf... ....
Ham’ n, 3d b.... ....

R. H. O.
2 3 3
2 2 1
2 1 6
6
4 .5
3
2
3
1 2
3
2 2 2
1 5 2
2 0 0
0 0 0

T o t a ls ........ ....21 22 24
1 2
0 0 10 0 5
0 2 2
1 1 1 5

A. E.
0
0
0
1
5
0

0
0

1
0

3

0
0
0
4
2
1
2
0
0

7 12
1--220--21

NORMAL VS. CHAMBERSBURG ACADEMY.

Saturday, May 5th, an exciting game was played with a team
which represented Chambersburg Academy. The game was not
finished. In the eighth inning, with the score 10 to 9 in our
favor, a dispute arose over a decision of the Chambersburg um­
pire, and the game was discontinued. It was so clear a case of

38

T H E N ORM AE SCHOOE HERAED .

taking advantage of a slight technical point, and the umpire’s
absolute power in order to deliberately steal the game, that we
felt justified in not continuing, and in considering the game a vic­
tory. Score:
N orm al.

R.
Smith, ss........ I . 1
Eckels, 2d b ...... . 1
Noll, c ................ . 2
McEaughlin, p.... 1
Heiges, If......... .. 1
Niple, 1st b ...... .. 2
Gettel, 3d b ...... .. 1
Myers, c f .......... .. 1
Gray, r f ............. . 0

C h a m b e r sb o r g .

H.
2
1
1
1
1
1

O. A. E.
2 4
1
2 0 2
10 0 0
0 1 0
1 0 2
4
0 0
3
2 0 0
1
0 1 1
0 0 0 0

Green, ss..........
Mowry, 3 d b ......
M ong, c.............
Houser, c f ........
M cEan’n, 1st b..
Dom er, p .„ ......
Scheller, 2d b...
Bayless, r f........
McKallup, If.....

R. H.
0 0
2 ' 1
2 2
0 0
1 2
0 1
2 2
2 •0
0 0

T otals_____ 1 .10 11 21 6 6
T otals............ . 9
Umpires—Bollinger and Maclay.
*Two out when game was stopped.

O. A. E.
3
0 3
1 1 1
6 1 1
0 0 0
8 1 2
0
1 0
0
5
5
0
0 0
3
0 0

8 *23 12

7

NORMAL VS. DICKINSON SECOND.

Friday, May 25th, the Dickinson Reserves, now considerably
strengthened, had another try at our team. For five innings the
game was close. Then Normal drew away and won handily.
Score :
N orm al.

R. H. O.
3
0
Smith, ss............ 4
0 2
Eckels, 2d b....... 3
2 11
Noll, c ........... .... 4
McEaughlin, p.. 1 2 0
3
2
Heiges, If........... 3
Niple, 1st b...,.... 1 0 6
Gettel, 3 d b... .... 1 3 4
1
Myers, c f ...... ..... 0 3
1 1
Gray, r f ........ ..... 2

D ic k in so n R e s e r v e s .

A. E.
3
2
1 2
2 0
3
0
0 0
0 0
0 0
0 0
0 0

Steever, 2d b ... .
Clippinger, ss.. .
Corcoran, c f ..... .
Deeble, c .............
Diehl, 1st b ...... .
Jones, r f ...........,.
Garrett, I f......... .
Gordon, 3d b ....,.
Gingrich, p...... .

R. H. O. A. E.
1 0 4 3
3
1 0 1 1 3
1 0 6 0 0
0 1 S 1 0
0 1 8 0 1
0 0 0 0 3
2 2 0 0 0
0 1 2 0 3
1 1 1 1 0

T otals....... .....19 17 27 9
4
T otals............ . 6 6 27 6 13
Normal.........
..... 3
2 0 0 0 3
5
2 4— 19
Dickinson.....
.......3
1 0
0 0 0 0 2 0-1 6
Two-base hits -Myers, Deeble. Three-base hits=-Smith, McEaughlin, Gettel, Myers. Struck out—Normal, 4 ; Dickinson, 10 . First base
on called balls—Normal, 7 ; Dickinson, 3 . Umpires—Drum, o f Normal,
and Sloan, o f Dickinson.

TH E NORMAL, SCHO OE HERALD.

39

NORMAL VS. TOWN.

On Decoration Day a second game was played with the Town
team. Our opponents were much stronger than in the first con­
test. Their colored pitcher, Mickey, came very near winning the
game for them. There was great excitement when the score was
tied in the first half of the ninth. Normal won out in the last
half with but one man out. The pitching of McLaughlin was
fine and Mickey’s work was almost as good. The score:
N ormax ,.

S h ippe n sb u r g .

R. H. O.
Smith, ss............. 2 3 0
Eckels, 2d b ......... 0 0 2
Noll, c ................... 1 2 17
M cLaughlin, p.... 1 0 0
Heiges, If............. 1 2 1
Ferguson, 1st b... 2 3 7
Gettel, 3 d b .......... 0 1 0
M y e r ^ c f............. 1 1 0
Gray, c f ................ 1 0 0

A. E.
2
3

0
0

I
0
1
0
0

1
1
0
0
1
1
3

1
0

Means, c ............. .
Mickey, p.......... .
Reynolds, 1 st b.. .
Jones, 3d b .......... .
Smith, If.............. .
Stine, 2 d b.......... .
Walters, s-....... .
Miller, r f ............ .
Main, c f .............. .

R. H. O.
1 1 14
0 2 0
0 1 6
2 1 2
0 0 0
2 1 1
2 0 0
0 1 0
1 0 2

A. E.
1

0

3

1
1
1
0
1
1
0
0

0
0
1
1
0
0
0

T otals....... 1..... . 8 7 25 6 5
Totals................ 9 12 27 7 8
One out when winning- run wasi made.
0 2 2 1-- 9
. 1 1 0
1 1
N orm al.................
. 0 1 0 1 0
0 2 0 4 --8
Shippensburg......
Two-base hit—Gettel. Three-base hit—Ferguson. Struck-out-ll
Normal, 13 ; Shippensburg, IS. First base on called balls—Normal, 2 ;
Shippensburg, I. Umpires—Shoap and Fogelsanger.
NORMAL VS. CARLISLE.

The last game of the season on Saturday, June i6th, was a
unique one. Only five innings were played and there was a steady
downpour of rain throughout the game. The ball could not be
handled with any certainty at all and bases on balls played an
important part in the run-getting of both sides. Normal managed
to keep ahead and won by the score of 20-13.
The Second Team was very thoroughly organized this year and
did creditable work. They won and lost in two games with the
Scotland Industrial School; won two games from the Day Students,
Team ; won and lost in two games with the second team of the
town. Their good work makes the prospect for next year’s team
a bright one.

40

THE} NORMAL, SCHOOL, HEJRAHD.

The season has been the best one financially we have ever had.
A heavy debt was paid off and a small balance remains in the
treasury. For this condition of,affairs credit is due to Prof.
Eehman, manager of the team, and Prof. Drum, treasurer of the
association, and to Dr. Barton, who helped us greatly by con­
ducting an excursion to Gettysburg in our interest.

A PR IE ST who was out walking one Sunday observed a little
■
Irish girl playing, and said to her : “ Good morning, thou
daughter of the Evil One.’ ’
“ Good morning, Father,” she replied, respectfully.—-E x.

AN ADVENTURE.
Three smart young men and three nice girls—
A ll lovers true as steel—
Decided, in a friendly way,
T o spend the day awheel,
T hey started in the early morn,
And nothing seem am iss;
And when they reached the leafy lanes
They
in
like
rode
twos
this.
They wandered by the verdant dale,
Beside the rippling r il l;
The sun shone brightly all the while,
T hey heard the song bird’s trill ;
They S p e d through many a woodland glade,
The world was full o f bliss—
A nd when they rested in the shade,
Theysat
intwos
likethis.
The sun went down and evening came,
A lot too soon they sa id ;
T oo long they tarried on the way,
The clouds grew black o ’erhead.
Down dashed the rain 1 T hey homeward flew,
T ill one unlucky miss
Slipped sideways—Crash ! Great S c o tt!
T he lot
W er eallmixeduplikethis.
■— California C ritic,