V o lu m e 26

A P R I L ,

N u m ber 3

1922

E te rn a l t r it o n i
^ r r a lìt

Pedagogy Num ber

Cumberland V a lle y State Norm al School
Shippensburg, Pennsylvania,

Table of Contents,
The Summer 'Session ............... ................................................................... 3
Importance o f Early Registration . . . ....................... . . . ......................... 3
Expenses o f the Summer Session ....................... ..................................... 4
Advice and Directions to Summer Students ........................................ .. 4
Questions About Summer Session Courses ............................................ 5
Principal's Letter to Alumni ...................................................................... 7
Post Graduate Course Next Year ................................................ ............. 8
Where Do Teachers Stand? .............................................. ......... ................. 9
Teacher Placement Service . . ................................... .............................. 10
Normal Literary Society
................................................ ...............10
Philo Society ........................................................................................ . . . . . 1 1
Y. M. C. A ...............................••.................................................................... 12
Girls’ Choral Society .............. ........... ........................................................13
The Men’s Glee Club ............................................. ........ '. . ¿ .i..............153
Country Life Club ........................................ .......... ................................. 14
The Arts and Crafts Club ................... ....................................................... 14
The Girls’ Athletic Association ..................................................................15
Day Student Girls,’ Association ................................................................. 15
15
Men’s Athletics ................................................. . . . .........................
Alumni Personals
........— .................................................................. 18
Cupid’s Column ...................................................
. . . . 5. 20
Stork Column ...................... .................................... ................................ .. 20
Obituary ........................................ ......................... ................................. -21
The Right of the Child ............................................................................. 23
Code o f Etics for Teachers ......................................... ............................ 25
What Is the Matter With Our Public 'Schools? .................... .............. 26
Measure of the Intelligence of C. V. S . N. S. Students . ............. 27
An Interesting Experiment ............................................................ ......28
The Value o f Educational Tests ...........
.‘ . . . . . 3 0
A Bibliography of Standard Tests and Measurements ......................31
The Training School ............................................................. .............. . 35
Observation in the Training School ..................... ............ ..................... 40 .
Metropolitan Association of Shippensburg Normal School Banquets
In Philadelphia ........................
42
Alma Mater ...... . . ............... ................................................................. 44

The Normal School Herald
P U B L IS H E D O C T O B E R , J A N U A R Y , A P R I L A N D J U L Y
S H IP P B N S B U R G , P A .
E n tered as S econ d C lass M a tter a t th e P o s t Office, S h ip pen sb u rg, Pa.

C A R R IE B E L L E P A R K S . . . ...................... E d ito r
E L I Z A B E T H C L E V E R ........... A ss ista n t E d ito r
M Y R T L E M A Y B E R R Y , ’ 0 7 .. .A s sista n t E d ito r
A D A V . H O R T O N , ’ 8 8 ............. P erso n a l E d ito r
J. S. H E IG E S , '9 1 ....................B u sin ess M a n a ger
S n b scrin tlon p r ic e 25 cen ts p e r y e a rly s tr ic tly in a d v a n ce . S in gle cop ies, 10 ce n ts
eaS
A d d r e s s T i l co m m u n ica tio n s to T H E N O R M A L S C H O O L H B R A L d S h ip pensburgr, P a . A fu m n i a n d fo r m e r m em b ers o f th e s ch o o l w ill fa v o r u s b y send
in g item s th a t th e y th in k w o u ld be in te re s tin g f o r p u b lica tio n .

Vol. XXVI.

APRIL, 1922.

No. 3

THE SUMMER SESSION
(June 19—August 19)
The Cumberland Valley State Normal School is delightfully situated
for summer school work.
The dormitories are large and airy. Even on the'hottest days a
breeze is usually stirring through the long corridors o f the Main Build­
ing and Dormitories. All the rooms have electric lightf and the rooms
o f the Girls’ Dormitory have recently been repainted.
The location of the buildings and grounds is ideal. They are elevated
enough to give a view o f the beautiful Cumberland Valley with the North
and the South Mountain ranges flanking the grounds o f the school.
A series o f concerts and entertainments has been arranged for the
Summer Session. Every Sunday evening vesper services will be held on
the school campus (or in the chapel when the weather does not permit
assemblage on the campus). These services will be addressed by noted
speakers.
Admission to all these entertainments and services is free to all
students.

IMPORTANCE OF EARLY REGISTRATION
Attendance at the summer session must be limited to 600 boarding
students and 200 day students as the class, room and dormitory facilities
do not permit a larger registration. Every indication points to many
more applications than can be accepted. Though all summer term regis­
trations received prior to April 1 are entered on our books as of that
date more than 150 have already enrolled at the date o f this writing
(Feb. 18). Because of this situation students are urged to register on or
shortly after April 1. Rooms will be assigned'in the order in which

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THE NORMAL SCHOOL HERALD

applications: are received, but first place will be given spring term students
who wish to remain for the summer session.

EXPENSES OF THE SUMMER SESSION
The expenses of the Summer Session are not heavy.
A ll students must pay the ten dollar registration-term fee when a
room is engaged, or in the case of a day student, »when a student registers.
The cost of boarding, furnished room, light, laundry and nurse’s
services when necessary is $6.00 a week— $54.00 for the term. This
amount should be paid when a boarding student enters school. Checks
should be made payable to J. W. Lackhove, Bursar. I f books are rented,
the charge for the session will be $2.50 or $3.00. Thus the entire expense
including registration-term fee for boarding students, will be about $67.00.

DIRECTIONS TO SUMMER SCHOOL STUDENTS
Summer school will open Monday, June 19. The first day will be
devoted to the classification of students, hence it is not necessary for a
student to come to the school in advance of the opening day.
Rooms will be equipped with bed and bedding, chairs, study table,
bureau, wash stand, bowl and pitcher. Students should bring all toilet
articles, towels, table napkins, bureau scarf and cushions (if desired).
Trunks and other baggage w ill be delivered free of expense by the
school authorities on the opening day of the session. Trunk checks should
be brought to the office or given to the representative of the school, who
will be at the station when trains arrive. If the student does not arrive on
the opening day he should arrange with a taxi driver to bring his trunk
to the school. A charge of 25 cents is made for this service!
Baggage should be plainly marked with the name and room number
(or private residence to which a student has been assigned). A ll students
will be notified not later than June 5 of their room assignment! Gummed
labels will be furnished by the school for marking baggage.

ADVICE TO SUMMER STUDENTS
W e receive letters every day asking us to advise students what course
to take during the Summer Session. Perhaps a few words of advice in
the columns of the Herald may not be amiss.
A ll High School graduates should take the course required by the
state for a Partial Certificate. Credit will be given in the regular Junior
course for the work finished ()4 Semester).
A ll teachers without high school training with less than ten years’
experience in teaching will find it advantageous to arrange to finish the
normal course rather than to work for a Standard Certificate! Such
students will enter the junior class if they have had five or more years
of experience as teachers.
Teachers with ten or more years’ experience as teachers, who have
not had high school training, will probably find it advantageous to pre­
pare for a Standard Certificate.

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SCHOOL HERALD

5

Normal School graduates and holders of State Permanent Certifi­
cates will be given the opportunity to take advanced studies in Mathe­
matics, English, Social Science (H istory), Science, School Administration
and Tests and Measurements. Students carrying the required number of
hours in this work can qualify for positions in first grade high schools.

QUESTIONS ABOUT THE SUMMER SESSION
COURSES
Every day we are receiving letters in regard to our summer session.
W e shall try to answer some of the many questions that we are asked,
believing that many teacher!; and prospective teachers will be interested
in these questions and answers.
1. Questióni; “ I have taught fifteen (or sixteen, seventeen, etc.)
years and hold a professional (or Emergency A ) certificate. How can I
qualify for a permanent certificate? What course do you advise me to
take?” '
Answer. “The State Permanent Certificate is no longer issued. The
Standard Certificate has taken its place. This requires the completion of
70 semester hours of professional work. If your mark is “middle” or
better from your superintendent you will receive four hours’ credit for
each year that you have taught not exceeding 15. Under this arrange­
ment you would have 60 hours ;to your credit. You can secure the re­
maining ten needed for the Standard Certificate by coming to normal school
for the summer session and taking the course prescribed by the state.
I f you pass this work yòu will be granted the certificate without further
examination. The work you have done will stand to your credit if you
should in the future decide to complete the Normal Course.”
2. Question. “Is the Standard Certificate a permanent one?”
AnS, “ Yes, it is permanent and gives you the privilege of teach­
ing in the first six grades and the rural schools without further ex­
amination.”
3. Question. “ What is the nature of the course that I must take?”
Ansi; “ The course is- exactly the same for all who wish to teach in the
public schools next year (unless they already hold a state permanent or
normal diploma). It is as follows:
School Efficiency and Observation 6 hours a week. (This course is
required of all who have not completed it.)
One of the following will be required : Music, Art, or Health Edu­
cation— 6 hours a week.
Two of the following:
Child Psychology.
Teaching of Reading.
Teaching of English.
Teaching of Mathematics.
Teaching of Geography.
Teaching of Social Science (History) 6 hrs. a week.

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THE

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No student will be permitted to take more than four subjects.”
subjects.” '
4. Question. “ I have taught "eight (or nine, ten, etc.) years. What
is the best course for me to take?”
Ahs|| “ The question of credits
explained in the answer to* ques­
tion 1. Two equally good courses are open to you. I f you are a graduate
of a four year high school I should advise you to' take up the regular
Normal Course as you will be able to secure credit for a half year of
the junior work. You can finish the junior year by attending this sum­
mer and next summer session® If you take extension courses you can
secure additional credits by taking extension courses while you are teach­
ing. In this way you can finish the Normal Course in three or four years
while continuing to teach. You will give up your position for only a half
year in order to finish the course. You can, on the other hand, take the
work required for the Standard Certificate. You will receive four hours’
credit for each year that you have taught as indicated in question 1.
You can carry 12 hours’ work this session, take extension courses while
teaching, receive additional four hours;’ credit for next year’s teaching
and so on until you have the 'required >70 hours. In the meantime you
will receive a Partial Certificate paying you $85.00 a month.”
5. Question. “ I am not a high school graduate but I have taught
four years. "What credit will I receive for a Normal School Certificate?
A n si “ You will be credited with three high school units for each year
that you have taught. If, however, you have taught two years of the
four on a p r o f^ ^ n a l certificate your teaching will be regarded as equiva­
lent to 15 high school units and you will be admitted to the junior class
and credited with one-fourth year’s work at the close of the summer
Session. You will alsol receive a Partial Certificate for next year. If
you have taught four years on a Provisional (Emergency B ) certificate
you must secure three additional high school units before you can enter
the Junior class. You can take the regular course' however, and receive a
Partial Certificate next year.”
6. Question. “ I am a graduate of a four-year high school and have
taught one year. What course do you recommend?”
Ans. “ Enter the Junior class and receive credit for one-fourth year’s
work. You will be granted a Partial certificate for this course.”
7.
Question. “ I am a graduate o f a second grade high school and have
12 high school units. I have taught one year. Can I enter the Junior
classi?”
Ans. “ Yelp you will receive three units for the year that you have
taught. You are therefore qualified to enter the Junior class.”
8.
Question. “ I am about to be graduated from a four-year high
school. Can I qualify as a teacher next year?”
A n fl “ Yes, if you will take the nine weeks’ Summer Course. You
will then receive a Partial certificate with a minimum salary of $85.00
a month.”

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q. Questions! “ I am about to be graduated from a three-year high
school. Can I qualify as a teacher next year?”
Ans. “ The regulations require 15 high school units. If you have 13
or 14 you may be able to carry enough high school work with the regular
course in the summer session to qualify.”
10. Question. “I did not attend high school (or attended high school
one or two years). I have never taught. Can I qualify for a certificate?
Ans. ¡j|No. Your only chance would be in case there are not enough
qualified teachers in your county or district. In such a situation your
Superintendent would be permitted to issue an Emergency certificate to
you giving, you the privilege of teaching.”
11.
Question. “W ill any advanced courses be offered to Normal
Ans. “Yes. W e expect to offer courses in College Algebra, Trigo­
nometry, Advanced English, Zoology, Advanced European History, School
Administration, Tests and Measurements.”

PRINCIPAL’S LETTER TO THE ALUMNI
Dear Friends:
I am writing this letter somewhat in advance of the date that this
issue Of the Herald will bear. W e are anxious to have the April number
in your hands by the beginning of the month, as we want it: to give full
information in regard to our Summer Term to you and the public in
general. Then, too, this issue of the Herald will be in| charge of;th e
Department of Pedagogy and it is important that its message should be
before you as soon as possible.
A s I write we are trying to solve the problem of accommodating the
crowds of teachers that wish to come to us fo t the spring term which
opens April 17. Two hundred and fifty new boarding students have al­
ready paid their registration fees and applications aré coming in at the
rate of from four to ten a day. W e must decline to accept any moredas
soon as the 300 limit is reached and we know that this will be in a week
or ten days. W e are crowded now but by using the gymnasium and other
special rooms we hope to find quarters for 3®' boarding students,, but
more than 250 must room in town. These will board at the school. The
cafeteria system will be used again1 and a five and a six o clock dinner
hour will make it possible for us to feed about 500 people.
W e realize that if we had room we should have more than a thou­
sand students during the spring term. A t least 200 of these will have to
wait until the Summer Session for admission.
Though all registrations received now for the summer session, are
entered under date of April 1, we are already receiving applications for
this session in large numbers. Present appearances indicate a registration
equal to that of the spring term.
W e shall give the work required by the state for the Partial and
Standard Certificates, These courses are explained elsewhere. W e shall
also give courses that will count toward the com pletioSof the Normal
School Course.

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THE

NORMAL SCHOOL HERALD

Graduates of first grade high schools can qualify for teaching next
year by taking the course prescribed by the state for a Partial Cer­
tificate. This carries with it a minimum salary of $85.00 a month. W e
shall be glad to have you explain this matter to High School graduates
of your acqauintance.
Well, I have said so much about term and courses that it is time for
me to talk about other matters in which you are interested. I wish you
could all .see the girls’ dormitory since it is equipped with electric lights.
The roorfts and corridors have been repainted and the entire building
looks like « f e w structures®
The main building has been changed materially; a large lavatory
has been equipped with all modern equipment ; the hallways are car­
peted and the appearance of everything has been greatly improved and
rendered more homelike. The book room has changed its quarters into
a thoroughly; large up-to-date room with showcases and Other commercial
equipment.
W e are interested in the reunions that are due June 13. W e are told
that the class o f ’92 is making an effort to get together for its first real
School Graduates?”
reunion since graduation; That is just what we want to hear. The
class of ’92 has an unusually large percentage of outstanding men and
women who should get together and have an old-fashioned round-thetable reunion with plenty of good things to eat. W e are waiting for news
from the classes of ’97, ’02 and ’12. W e expect the class of ’20 to be on
hand in large numbers. N ow is the time to move. Don’t wait till all
available quarters for banquets áre taken. Stir your president up (if he
needs stirring up) and get a good reunion committee to work. O f course
we want all of you, even if you are not members of reunion classes, to
be back on Alumni Day, June 13.
Finally, won’t you send us the names of young people who ought to
be here next year? W e want to fill the school to its fullest capacity next
fall. W e’d rather have this condition than to have so many crowding
our doors in the spring. Keep us informed as to what you are doing and
tell us about some other Alumnus. W e want our personal column to be
still larger and better.
Fraternally yours,
E Z R A L E H M A N , ’89.

POST GRADUATE COURSE NEXT YEAR
W e hope to be able to give a year of post graduate work next year
at Normal that will appeal strongly to many of our graduates.
The demand for specially trained teachers as supervisors of rural
schools is far in excess of the supply. Primary supervisors are needed
in increasing numbers. Many Junior High Schools will require teachers
who have carried their work beyond the work of the present course ana

THE

NORMAL SCHOOL HERALD

»

the Consolidated Rural High Schools will need men and women who
are specially trained for rural leadership.
W e hope to be able to give a course that will meet the needs of
these institutions. It is too early to forecast everything that will be in­
cluded in this extra year’s work, but it will certainly include a course in
school administration ; the psychology of special branches ; the teaching
o f foreign languages ; advanced mathematics ; the teaching of composition
and English classics. The teaching of science and mathematics should
also have a place. Opportunity ought to be given for advanced study of
social science with special attention to the problems of the rural com­
munities.
W e shall be glad to have all our graduates who are interested in a
course of this kind write to us at. once. W e are anxious to know how
many have caught the wider, larger vision of the work in which they are
engaged.

WHERE DO TEACHERS STAND?
A.
prominent politician once said to the writer, “ The reason you teach­
ers have so little influence in politics is because you don’t stand together for
anything. If an educational measure that really has merit is introduced
into the. legislature, you study it to find out whether it increases your
salary— or that of somebody else. You can’t get together and support
a measure for the good of the cause. You ought to take a lesson from
policemen and firemen or the “ Scrub Women’s Association.” The pub­
lic— and “the practical politician” will soon -have opportunity to judge
whether the statement quoted above is true. Pennsylvania, under the
able leadership of Dr. Finegan, has taken a long step forward educa­
tionally. Salaries of teachers have been materially increased, school terms
in country districts lengthened, the qualifications of teachers raised and
measures taken to improve the supervision of the teacher’s work and at
how little cost. In 1911, 26.2 cents out of every dollar spent by the
state were used for education, while in 1922, with all the far-reaching im­
provements in our school system, only 26.3 cents out of every dollar
appropriated by the state will be required.
An attack has been made by the officers of an influential state or­
ganization upon the school program that has already shown splendid
results. The charges have been answered and refuted by Dr. Finegan.
But in spite of these facts, attacks continue to be made upon the school
legislation by persons who are for the most part misinformed or whose
prejudices have been aroused by those whoJ have a very visible axe to
grind. What is the attitude of the teachers at a time like this? Are we
standing together in defense of the new educational program? The
State Educational Association and the State Directors’ Association endorse
it unanimously. Boards of Trade, Chambers of Commerce, Civic Asso­
ciations, Parent-Teachers’ Associations and Mothers’ Clubs all over the
state are speaking in behalf of the better things in Pennsylvania in no
uncertain tones.

10

THE NORMAL

SCHOOL HERALD

But where do you stand, you teachersSin the rural districts and in
the small towns? What are you doing to enlighten your directors, your
patrons, the community in general as to the real value of the educational
Program just' begun? When an attack is made upon the school system,
do you defend it? Don’t you realize that when the school system is at­
tacked it is you who will suffer— yon and the children- o f yourEchool
whose guardian you are? Where will you-stand when metis seek election
to the legislature^ Are you concerned as- to their attitude toward the
public schools? Was the politician right when he said that the reason
teachers had so little influence was because they don’t stand together for
anything ? Teachers of Pennsylvania will soon have the opportunity to
show whether they do stand for the greatest educational opportunity that
has come to their state.

TEACHER PLACEMENT SERVICE
Our Appointment Bureau co-operates with the Placement; S e r v ic e Teacher Bureau, i<§f the Department of Public Instruction, Harrisburg,
Pa., thus offering additional facilities for the placement of our graduates’
and alumni.
The Teacher Placement Service has'been established by the Department
of Public Instruction and its purpose is to assist school officials secure
competently trained teachers and to aid teachers secure suitable positions
in fields of service for which their training best fits them.
No enrollment fee is required and no charge is made for any service
rendered by the bureau. Blank forms for enrollment and a circular con­
taining full particulars with regard to the work of the bureau'- may be
obtained by addressing Placement Service, Teacher Bureau, Department
of Public Instruction, Harrisburg, Pa.

NORMAL LITERARY SOCIETY
The excellent society spirit with which Normal began the new year
has continued throughout every meeting. This spirit is shown in a num­
ber of ways; good attendance, enthusiasm, loyalty, true society spirit,
co-operation, good order, and earnestness in the work.
Every member of Normal Society looks forward to the society meet­
ing as an evening of educational enjoyment and restful entertainment from
the work of the week.
Our new members are talented along many lines. In almost every
meeting we are surprised to find some of them debating, reciting or de­
claiming exceptionally well.
The debates in Normal this year have been especially interesting and
as a whole well prepared. This is the feature of a program that shows
the ability and working material of our society. Some of the questions
which have been debated a re : Resolved, That all political prisoners should
have absolute pardon; Resolved, That the women o f Pennsylvania should

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NORMAL SCHOOL HERALD

11

organize an independent political party. The general debates have been
alive and interesting. It shows that the persons taking part in the regular
debate are not the only ones who read upon the question. The question
for the inter-society and inter-school debate is; Resolved, That the debts
to the United States Government incurred by the Allies during the World
W ar be cancelled. The debators are Mr. W. Neely, Miss Ethel Barr,
Mr. C. Warren, and Mr. J. Moore. W e wish the best for our team and
whether in victory or defeat the feeling that the society is back of them.
Our Glee Club is doing splendid work. A t the beginning of the year
the work was very good but as we go along we can see that we are
progressing each time. W e have the talent and material in our Glee
Club to do good work and by the favorable reports of the critic and
critic teacher, our efforts to render good and appropriate music are not
in vain. The Club now appears on the program every other week. This
is because the selections are difficult and it takes a longer time to pre­
pare them. The weeks we do not have Glee Club, members are chosen
from the Club and the selections they render are pleasing and entertaining.
The weekly paper of the society, “Normal Gazette;,” has been a source
of news, especially concerning happenings of the school. This number
comes at the end of the program and is indeed a good one to close with,
as it leaves fresh in our minds the current events of the class room
and campus!/'
W e bid all interested in dear old Normal and her work a hearty wel­
come to visit us at any time. W e will work to raise her standards higher
for
“ Renowned throughout our land
Her name illustrious stands,
The champions of the rights of men,
A valiant, chosen band.”
R E N A H A W K , ’22,
Secretary.

PHILO SOCIETY
“ Be a Bopster, not a Kicker.”
That is a great deal to live up to, for we all know it is psychologically
the characteristic of the human race, and especially Americans, to be
ever ready to criticize without a remedy for the fault which they see,
always ready to receive praise for good w ork done but loathe to take
responsibility for mistakes. Philo members are human, yet one cannot
say that they have not lived up to their motto. I f they haven’t, they have
tried, and with every earnest attempt must come some degree of suc­
cess. P h ilo is not perfect but she is striving, that is, a m ajority are striv­
ing. If you are one o f the minority, would it not be well to follow the
example of the majority? One may say, “I can’t do anything well enough
to do it in public.” It is the purpose of the society to help such persons
to improve and the members of the society are just as happy when a less

12

THE NORMAL SCHOOL HERALD

talented person makes an effort to entertain as when a more experienced
>erson perform s. ■ Improvement should be the principal motive, and the
society certainly appreciates improvement. Each meeting, it seems, brings
|Jorth new talent and prospective aids to better our programs. Not only
does our talent lie in the Junior and Senior classes but the Freshmen
have been adding very much to our programs. O f course we do not
know exactly where all our talent lies but we are gradually discovering
it, for since the call for volunteers to serve on programs we have had
quite a few very pleasing numbers which would not have been presented
probably, had not the persons offered their services. This should be the
attitude of all Philos, for the program committee is always glad to receive
contributions for it.
Although the attendance of the Philo Glee Club has not been as good
as it might have been, the numbers that are sung, by all appearances seem
to please the audience. A fter all it is not quantity but quality that counts.
The club is acquiring ¡better form and ¡control of voice and this certainly
shows very plainly in the numbers given. Sometimes the club may sing
a |§,blection that may seem beautiful to one person and very unattractive
to another person, but Mr. Hoerner, our director, is doing his very best
to try to please every one and asks that, if there is any selection whatever
that any one would like to have sung, he may be notified and if at all
within the reach of the club it w ill be presented. Philos, it is your club
and it is at your service. Any Suggestions will be gladly received by the
club and its director.
B E S S M. B A Y , ’22,
•/ '.
Secretary.

Y. M. C. A.
Wherever the Young Men’s Christian Association has been organized,
its influence has been marked. It has been the means o f enlisting! the
young men of this school under the consecration of the Master, and of
training them in His service. W hile the influence of this organization
for good has been felt all over the land, it ill-doubtful if in any other
place it has been the means of more good than in schools.
It has come to be a recognized principle in education that complete
development cannot be obtained by neglecting the religious side o f life.
The Y . M. C. A. stands for all that is pure and holy in the sight of God.
We aim to bring the students closer to Jesus Christ in their daily life, to
bring them into closer touch with each other, and to raise the moral
standards of every young man. Men are needed in the world from
whose infectious personality religion may be caught as well as thought.
Through the association meetings which are held on Sunday evening and
Thursday evening we aim to instill into the student’s life that religious
element which is so essential.
Almost all the boys belong to the association and take an active part
in it. This is not only an aid to the organization, but a S a id to them-

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NORMAL SCHOOL HERAT jD

13

selves. Our time cannot be spent for a better cause than for a Christian
cause. W e can also be setting an example for some one else to follow,
by walking in the right footsteps ourselves. A ll this helps to make our
education complete, and brings us in closer touch with God and His word.
A. S T E R L IN G K IN G , ’22,
Recording Secretary.

GIRLS’ CHORAL SOCIETY
The Girls’ Choral Society has been doing fine work. Each and every
member has been doing her best to raise the present high standard- of
the society, as well as that of the school.
Music in the normal schools has been stressed more than ever during
the last year. It is for this reason that the Girls’ Choral Society and
other musical clubs of the school hold such a prominent place in school
entertainments and activities.
W e are now practising for an operetta, called “The Isle of Chance,”
which will be presented in the near future. This will be the crowning
event of the season along musical lines. W e are hoping for a brilliant
success and, judging from the fine rehearsals we have had, we will not
be disappointed.
H IL D A G. l'A H S , ’22,
Secretary.

THE MEN’ S GLEE CLUB
If you were to approach the Main Building of the institution at about
six-thirty on Monday evenings, you would hear the sound of a multitude
of sonorous voices; and from a distance, upon first impression, you may
conclude that yonder in the gym was a rousing game of basket-ball. But,
my gay visitor, you would be deceived! For, as you entered the hallc
you would immediately find them surging with harmonic strains o f many
voices rolling forth like the mighty waves of the Spanish Main. A nd
after you had recovered from your chagrin, due to the realization o f your
utter lack of musical appreciation, and had ultimately attuned your ear
to these melodious strains, you would catch the last words, “ I’m off to
my love with a boxing-glove, ten thousand miles away.” This is the
Men’s Glee Club in rehearsal.
A t the beginning of the school year it was seen that there were more
men enrolled in the institution than usual. The idea of a musical or­
ganization for these men was then suggested and the result is the Men’s
Glee Club. The venture is new in this institution, but under the capable
leadership of Miss Claire R. Demaree, the organization has been
steadily advancing, and is now able to appear with the Girls’ Choral
Society, an organization which is several years old. A t the service in the
chapel on Thanksgiving Day the combined musical organizations rendered

14

THE NORMAL SCHOOL HERALD

special music. A t Christmas time a carol service was sung by these same
organizations.
A t the present time the Men’s Glee Club is preparing to present an
entire evening of song which will in all probability take the form of an
operetta. The Club will also be entered in the contest to be conducted
between the various normal schools in the state. Such an organization
can be made a valuable asset to the institution; and if it does nothing
more than train its members along musical lines, and aid in producing
wholesome entertainment, it will have served a worthy purpose.,.
H. W . SC H W A R T Z , ’22,
Secretary.

COUNTRY LIFE CLUB
The Seniors of Group IV were more than pleased to welcome nearly
thirty Juniors into active membership in the Country L ife Club, which
now has a total membership of sixty-five.
The activities of the club during the first semester centered on prac­
tical problems in the eight rural training schools of Franklin and Cum­
berland counties.
The cluib has three definite objectives for the second semester,
namely: to secure one leading rural educator a month to address the
student body; to prepare practical material for the October Herald, which
is to be a rural number; to get into closer touch with the Country Life
Club members now in the field.
On January 12th, Dr. J. W . Halloway, State ; Supervisor of Rural
Education in Maryland, gave an illustrated lecture' on the rural schools
of that state.
On February 17th, Dr. Lee Driver, State Director of Rural Schools,
spoke to the student body. He presented a large number of views show­
ing the condition of the rural schools in the state and the progress that
is being made in consolidation.
W e invite all rural teachers now in the field to become active mem­
bers of the club during spring and summer terms, if they do desire it.
L E O R A M ILLER , ’22,
Secretary.

THE ARTS AND CRAFTS CLUB
This Club, though still in its infancy, has plans and hopes o f working
out several big projects before the end o f the term. W e are planning to
bring before all the students some of the world’s masterpieces, through
dramatizations and picture studies. The Club also strives to develop
talent along various practical lines. Encouragement and aid is given to
the members who desire taking up commercial art.
The lives and works of great artists are offered to the members of

th e

norm al

sch ool

herald

15

the club through special program s. We desire to acquaint our members
with those who have given real, true art to the world.
M ILD R E D K. W A R N C K E , ’22,
Secretary.

THE GIRLS’ ATHLETIC ASSOCIATION
The G. A. A. wishes to thank all its members and friends for their
splendid co-operation in making the vaudeville a complete success. Seventy
dollars was cleared, which exceeded our highest expectations. This money
will be used to finance the Girls’ Varsity Basket Ball team. It | | th e
first time in the history of the school that the girls have had a varsity
team in any sport. , There was much enthusiasm over the first game
played at Carlisle with the high school team. Considering the fact that
the girls were on a strange floor we were gratified to know they played
so good a game. The score was 27-31, in favor of our opponents. Sev­
eral other games are scheduled and the girls are making every effort to
get into condition for them. For the first time, a “ Girls’ Training
Table” has been arranged, another step forward.
W ork has started in preparation for our gym exhibition, the next
event. This will be followed by a track and field meet in the spring.
D O R O T H Y L. H 0 S F I E L D p 22,
Secretary.

DAY STUDENT GIRLS’ ASSOCIATION
_
^
Dear Day Student Alum ni:

C. V . S. N. S., Feb. 27, 1022.

Some one just said,||O ur basketball team put the day students on
the map tonight!” Yes, and it’s true, too. The girls challenged the
boarding students for a game tonight and every one put forth her best
efforts to make it a success. From the start our girls were determined
to win, and win they did, with a score o f 12 to 8! The boarding girls
played hard too and every one fought for what he got.
W e knew you would be interested in knowing this, for it really
means that we want to be an association in more than the name.
Wherever you are, we wish you success,1Day Student Girls.
E D Y T H E B U R T S F IE L D , ’22,
Secretary.

MEN’S ATHLETICS
Throughout the winter months the men’s attention was centered on a
comprehensive course in physical training and one of the most extensive
basketball schedules attempted for a number of years. This schedule for

16

THE NORMAL, SCHOOL HERALD

the varsity squad began December ioth and ended March Iith, calling for
fifteen games. O f the fourteen games played to date the Red and Blue
varsity squad have eight victories to their credit, with one game to be
played March n th , Kutztown Normal to be met in the closing game
of the season.
Taking the season’s record as a whole, the C. V . fans have had the
rare privilege of witnessing several hair-raising contests which were not
decided until the final minute ended. O f th six contests lost by the Nor­
mal team only one was lost by a fair margin, the second game of the
season, won by the Schuylkill College team, 26-21, which later in the
season was defeated by a similar score on its home floor in Reading that
required an extra five-minute period. The first four games on the schedule
were lost to teams which were in a better all-round state o f develop­
ment and had veteran lineups, while the local Normal combination was in
the “makin’ ”. When the making was completed the team traveled through
the balance of the schedule like the Allies over No Man’s Land. A ll the
opponents were bowled over in consecutive order, because the combination
welded together by Coach Sharadin found its bearing in the fourth game.
For speed and clever offensive playing, Capt. Edwin Craig and Ralph
Heiges more than held their own in the newly organized Pennsylvania
Normal League. With the five-men defensive style of play these two
forwards, together with Grba, the reliable pivot man, created an endless
amount of damage to opposing guards. This trio quite frequently, with
the addition of Hays, a real live wire on the cage floor, displayed some
exceptionally clever inside knowledge of this popular indoor sport. As
guards who could quickly size up opposing plays and intricate passes
Jones and W . Neely, who replaced T. Mellot after the tenth game, more
than held their own. This was plainly demonstrated throughout the
season, especially in the league games.
These guards held the opposing
forwards to the lowest number of field goals scored in all of the league
contests in which Shippensburg participated. Official varsity letters are
to be awarded to Capt. Craig, Heiges, Geba, Jones and Hays. These five
players participated in the required number of halves throughout the
season. The following record was established, with one game remaining
to be played:
Normal, 22; Dickinson Reserves, 23,
Normal, 21; Schuylkill College, 26.
Normal, 24; Millersville Normal, 25*
Normal, 25; Mt. Alto School, 26.
Normal, 22 ; East Stroudsburg, 17.
Normal, 40; Lebanon Valley Reserves, 21.
Norml, 48; Kutztown Normal, 19.
Normal, 61; Shepherdstown Legion, 35.
Normal, 33; Shepherdstown College, 21.
Normal, 23; West Chester Normal, 25.
Normal, 26; Schuylkill College, 21*.
Normal, 33; MillerslSlle Normal, 26.

THE NORMAL, SCHOOL HKRAT.n

17

Normal, 28; Mt. Alto School, 27.
Normal, 25; West Chester Normal, 26.
♦ Extra period games.
The Reserves have so far won all of the five games played under the
leadership o f Capt. Harold Tarman, a former Harrisburg Tech, athleteThe other members o f the victorious squad are Clair Kelly, Andrew Ster­
ner, Paul Wert, Wm. McCulloch, J. Neely and Lloyd Martin. The record
to date includes:
Reserves, 16; Arendtsville High, 13.
Reserves, 20; Mt. A lto Reserves, 10.
Reserves, 22; Mt. A lto Reserves, 19*.
Reserves, 33; Arendtsville High, 15.
Reserves, 42; Hanover High, 24.
One game remaining to be played with Horton Brothers quintet from
Harrisburg.
The interclass series was a lively meet for supremacy. With the
superior skill the Seniors found real opposition in only one team, the
Juniors, and these met defeat twice. This, series gives the Seniors the
honor for the third consecutive year, while the Juniors hold second place,
Sophomores third and Freshmen fourth.
BASEBALL
With the basketball season ready for the swan song attention is being
directed toward the strongest baseball schedule framed in years. Twenty
games are listed by Coach Sharadin, which includes a four-game trip
to Virginia during the spring vacation. The outlook for baseball seems
encouraging at this hour and, the sport being a favorite professional
leagues in the Tri-State and South, we undoubtedly can witness some real
contests from the following list, including a series with the Shippensburg A. C .:
April 12— A t St. James, Md.
April 13— A t Front Royal, Va.
April 14— A t Woodstock, Va.
April i j j - A t Shepherdstown, W. Va.
April 22— Pa. State Constabulary.
April 29— Juniata College?
May s— A t University of Pennsylvania (Freshmen).
May 6— A t West Chester Normal.
May 13— Kutztown Normal.
May 16— Shippensburg A. C.
May 19— A t Millersville Normal.
Mai 20— A t Mt. A lto School.
May 24— Shippensburg A. C.
May 26— Shepherdstown College.
May 30— A t BloomsHirg Normal (A. M. and P. M.)
June 3— Millersville Normal.
June 10— Mt. Alto Forestry School.
June 12— Shippensburg A . CJune 13— C. V . S. Alumni.

18

THE

NORMAL SCHOOL HERALD

ALUMNI PERSONALS
’91. Dr. Tames Smiley is practicing at Yeagertown, Pa.
’92. Mrs. Martha Hammond Purvis is living at 252 N. Thirteenth
Street, Philadelphia.
’93. Mrs. Eva Liggett Boyer lives in Markleville, Pa’. Her daugh­
ter, Miss Lillian Boyer, is a student with us this year.
’94. Mrs. Zula Deatrick Bowman is living at Woodstock, Pa.
’94. Mrs. Eva Hartman Blocker is living at Elwood City, Pa.
’98. Mr. H. C. Brandt, whom we had lost track of for a while, we
find is living at 1117 N. Second St., Harrisburg, Pa.
’00. Mrs. Lulu Morris Arters, whose address we did not know, is
living at Ct. V iew Park, South Portland, Me.
’00. W e are glad to note that Ida Newcomer Speas is to have charge
of the work in Spanish classes at the Harrisburg Y . W . C. A. W e clip
the following note from the Telegraph of February 3:
. “Miss Ella M. Stitt, general secretary of the Young Women’s Chris­
tian Association, announced the forming of new classes in Spanish. En­
rollment will close February 15. The instructor will be Mrs. A. P. Speas,
of Penbrook, successor to and former student of Mrs. Menges, resigned
principal of the Harrisburg School of Languages.
“Mrs. Speas is highly endorsed by Mrs. Menges and not only a gradu­
a te 'o f Mrs. Menges’ school but also studied Spanish in the University,
of Porto Rico.
“ ‘The necessity for a knowledge of Spanish can scarcely be over­
estimated, for today next to English, Spanish is the most generally used
language,’ Miss Stitt said this morning in discussing the new classes.”
“00. W e are glad to find out the whereabouts of Mrs. Jessica Evans
Young, o f whom we had not heard for a long time: She is living at 13
Sixth Ave., Ellensburg, Washington.
’00. Miss Mina Kremer is teaching first grade in Ardmore, Pa.
’02. Mr. R. C. Hamil is teaching McKees School, Alleghany County.
His address is New Kensington, Pa.
’02. Mr. M. O. Billow is teaching at Harrisburgl His address Is
2419 N. Fifth St., Harrisburg, Pa.
’02. Mr. E. H. Burd is also teaching in Harrisburg. His address
is 233 Harris St.
’05. Miss Fannie LeFevre is living at 4825 Gristom St., Frankford,
Philadelphia, Pa. W e have not learned in what she is engaged.
’06. Mr. W. J. Kimmel is teaching at Latrobe, Pa.
’07. Mr. M ulford Stough, mother and daughter is spending a few
weeks in Sebring, Fla.
’07. Miss Florence Clippinger is Field Secretary o f the Women’s
Missionary Association of the U. B. Church, with headquarters at 1411
U. B. Building, Dayton, Ohio. Florence writes us an interesting letter
about her work. She taught Mission Methods to a class at Winona Lake
last summer. The Association is celebrating its 50th anniversary this
year and .she is chairman of the Exhibit Committee, so she says she w ill

THE NORMAL SCHOOL HERALD

19

have a chance to put into practice some of the things learned in Miss
Huber’s drawing class. W e are glad to learn of her success and wish
her continued success in her work.
’08. Mrs. June LeFevre Lanfield is living at Dallard Station, Seattle,
Wash., General Delivery. W e have not learned whether she is teaching
or not.
’08. Miss Charlotte Walhay is teaching in Cleveland, Ohio. Her ad­
dress is 3619 Denison Ave.
’09. Mr. O. F. Deardorff, of Etters, Pa., is Chief Clerk Traffic
Transportation and Claims of the P. R. R. at York, Pa. He! lives at
Etters.
’09. Mr. Ralph P. Matter is Principal at New Kensington.
’ 11. Mr. M. E. McKenzie is living in Warren, 18 S. Carver St.
’11. Mr. E. S. Bailey is in S t Helena, Md. His address is 117
Patapsco Ave.
’11. Miss Ruth Moore is teaching in Boswell, Mont.
’12. Miss Bertha Myers is teaching in Pittsburgh. Her address is
202 Delp St,j Vellevue Branch.
’13. W e are glad to publish the following short letter from Mr. C. E.
Clugston, Carilla 730 Iquique English College, Iquique, Chile, S. A .:
“ W e have spent fourteen months in Chile. W e are in a busy Nitrate
port city of 49,000 people. The great desert o f Atacama is back of us
and the wide, wide Pacific is in front of us. Our college campus runs
within 200 yards of the Pacific. I taught Math, and Science and Mrs.
Clugston acted as college nurse last year.
“ A ll three of us are quite well and wish our best to “ dear old Normal.”
“ Sincerely,
“ C. L. C LU G STO N , ’ 13.”
’ 13. Mr. Herman Goodhart is assistant mine superintendent at
Claridge, Pa.
’ 13. Miss Mae Logan is teaching third grade at Ardmore, Pa.
’ 13. Mrs. Marion Diehl Breese has moved to Lowell, Mich., where
her husband is engaged in business.
’ 15. Mrs. Bessie A. W olff Pearce is teaching at Prospect Park,
Philadelphia, Pa.
’ 15. Mr. J. C. Coons is Supervising Principal at Morrisdale, Pa.
’17. W e are glad to note the honor that has come to Mr. Donald
Clever. The following is taken from a Shippensburg paper:
“Donald G. Clever, who is affiliated with the American Tel & Tel. Co.,
of Danielson, Conn., was recently elected Secretary and Treasurer of
the Employees Association of Division 2, at a convention held in New
Y ork City.
’ 17. Miss Ada Kauffman is teaching at Fayetteville.
’ 18. Miss Angella Unverzagg, of 2344 Logan St., Harrisburg, is
teaching in Harrisburg.
’ i8.' Mrs. Isabel Binkley Rutledge, 815 Sixth St. N. W., Washington,
D. C., is teaching in the District.

20

THE NORMAL SCHOOL HBRAI.T)

CUPID’S COLUMN
Snider— Cole. A t Sunbury, Pa., November 30, 1921, Mr. Floyd H.
Snider, ’10, to Miss Blanche Elizabeth Cole. They reside on North Allen
St., State College, Pa.
Herting— Rathfon. At' Harrisburg, Pa., Feb. 4, by Rev. Dorsey N.
Miller, Mr. P. Earl Herting, ’15, to Miss Miriam Rathfon. They reside
in Harrisburg, Pa.
Shriner— Scottow. A t Frankfort, Ky., Nov. 28, 1921, Mr. Clarence
E. Shriner to Miss Vella Scottow. Mrs, Shriner was a former teacher
o f elocution at normal. They reside at 1512 Court Ave., Memphis, Tenn.
Selover— Gross. A t Dover, Pa., by Rev. J. H. Hege, Jan. 11, 1922,
Mr. Herbert E. Sealover to Miss Annie M. Gross, Mr. Sealover is a
member of this year’s senior class at normal.
Rutledge— Binkley. A t Washington, D. C., Mr. Rutledge to Miss
Isabel Binkley, ’ 18. They reside at 815 Sixth St. N. W., Washington, D. C.
Pearce— Wolff. A t Lancaster, Pa., September 1, 1921, Mr. Wilbert
W . Pearce to Miss Bessie A. Wolff, ’ 15. They reside at 2333 Tasker St.,
Philadelphia.
Bender— Hetrick. October, 1921, Mr. Loyd Bender to Miss Alice
Hetrick, ’17.

STORK COLUMN
Meek. A t the Keystone Hospital, Harrisburg, Pa., February 15, 1922,
to Mr. and Mrs. Robert Meek, of 907 N. Sixteenth St., a son, Robert
Meek, Pr. Mrs. Meek was Miss Margaret Gates, of Shippensburg, a
former music teacher at the Normal.
Skelly. A t the Carlisle Hospital, February 2, 1922, to Mr. and Mrs.
William Skelly, of Mt. Holly Springs, a daughter. Mr. Skelly graduated
in the class o f !n .
Clugston. A t Iquique, Chile, South America, January 10, 1922, to
Prof, and Mrs. C. L. Clugston, a daughter, Elizabeth Jean. Mr. Clugston
graduated ip the clas sof ’13. He is in the English College in Iquique
and his address is Carilla 720, Iquique, Chile, S. A.
McDonald. A t South Brownsville, Pa., April, 1921, to Mr. and Mrs.
McDonald, a son. Mrs. McDonald was Miss May S. McClellan, ’15.
McClelland. A t Bellevue, Pa.,, February 1, 1922, to Mr. and Mrs.
Cummins McClelland, a son, Lloyd Shaw. Mr. McClelland graduated
in the class of ’n .
Kell. A t Chambersburg, Pa., February 6, 1922, to Mr. and Mrs. W.
Britton Kell, a son, William B., Jr. Mr. Kell was graduated in the class
of ’99 and Mrs. Kell was Miss Mary Brandt, a former student of Normal.
Zimmerman. A t Shiremanstown, Pa., February 8, 1922, to Mr. and
Mrs. Walter S. Zimmerman, a daughter. Mrs. Zimmerman was Miss Daisy
Russell, a former student with us.

THE NORMAL SCHOOL HERALD

21

OBITUARY
H U SSLER
■ Mrs. Verna Cover Hussler, ’06, died February 8, 1922. W e take the
following report from a Shippensburg paper:
“Mrs. Verna Cover Hussler, a daughter of Mr. and Mrs. W . A.
Cover, former residents of Shippensburg, died at her home at Penn Park,
this state, last Wednesday, February 8t'h, and the bodies of the mother
and infant child were brought to the home of Mr. Hussler’s parents at
Leesburg, where the funeral was held Sunday afternoon at 2 o’clock, with
services in the church, Revs. Sanders and Hoffman being in charge. In­
terment was made at Leesburg. Deceased was a member of the M. E.
Church, a graduate of the C. V . S. N. School, class of ’06, and had been
a teacher for several years. The survivors are her parents, husband,
Thurman H ussler,, formerly of Leesburg, and two sisters, Mrs. Fred
Plasterer, of Middletown, and Miss Maud at home. Isaac Cover, of
town, and D. E. Cover, of Walnut Bottom, are uncles of deceased.”
FOGELSAN GER
Eva Fogelsanger, ’09, died February 4, 1922. W e take the following
account from a local paper:
“Miss Eva Fogelsonger, a daughter of Mr. and Mrs. Chas. E. Fogelsonger, died at her home, near Foglesonger’s Church, Hopewell Town­
ship, Saturday evening, February 4th, at 6 o’clock, aged 33 years, having
been born at Ashland, Ohio, September 11, 1888. Deceased had been ill
with heart trouble for about two years and was a member of the Church
of God of Shippensburg, in which she was faithful and true. The sur­
vivors are her parents, three brothers, John, of near Newburg; Paul, of
Newburg, and Lester, at home; also by seven sisters, Misses Gertie, Lily,
Violet, Fay and Barbara, at home; Mrs. Jacob Coover, Jr., Shippensburg, R. R. No, 3, and Mrs. Joseph Wagner, of Chambersburg. The
funeral took place Tuesday morning at 10 o’clock, from her late home,
her pastor, Rev, H. R. Lobb, in charge. Interment was made at Fogelsonger’s Church.”
HARLACHER
Mrs. Nettie Harbold Harlacher, a former student, died January 22,
1922.
W e take the following from a Harrisburg paper:
“Mrs. Nettie Harbold Harlacher, aged 36, w ife of Prof. J. E. Har­
lacher, died yesterday afternoon shortly after 3 o’clock at her home,
2468 North Sixth Street. Mrs. Harlacher was a public school teacher
of Y ork County prior to her marriage and at the time of her death was
an active member of the Sixth Street United Brethren Church. She
was widely known in the West End, where she has resided for several
years. In addition to her husband, who is a teacher in the Camp Curtin
Junior High School, she is survived by two children. Harold Harlacher

22

THE NORMAL SCHOOL HERALD

and Mary Louise Harlacher; her parents, Mr. and Mrs. A lfred J. Harbold, Sr., of Dillsburg, and two sisters, Mrs. Paul H. Reynolds, 26 North
Sixteenth Street, and Mrs. Theodore Detter, of Dillsburg.”

OTTO
Mrs. Sallie Meixel Otto, ’78, died February 10, 1922. W e take the
following from a Harrisburg P ap er:
“ Mrs. Charles W . Otto, 65 eyars old, died yesterday morning at 2
o’clock at her home near here, following an illness of four months.
Funeral services will be held in the United Brethren Church at Churchtpwn Monday afternoon. Burial will be made in the cemetery at Churchtown. Besides her husband she is survived by one son, Ivo V . Otto, of
Boiling Springs, and one brother, John Mikesell, of Harrisburg.”

ADAM S
P rof. John F. Adams (State Certificate), ’99, died February 28, 1922.
W e take the following account from a Harrisburg paper:
Millersburg, Pa., March r.— The entire student body of the schools
of the borough view the body of the late John F. Adams, superintendent
of the schools of this place, which laid in'state this morning in the
Millersburg Methodist Church. The services were held this afternoon at
2:30 o’clock and burial was made in the Oakhill Cemetery.
“ Mr. Adams suffered a stroke of apoplexy early on the morning of
Feb. 28 in the Philadelphia & Reading Railway Station at Reading, while
waiting for a train to take him to Philadelphia. His death occurred a short
time later at the home of his w ife’s brother, Dr. S. Banks Taylor, of 126
Qley street, Reading. Mr. Adams was, in ill health for some time and
recently the school board of this place granted him a month’s vacation.
He was 46 years of age.
“ For 18 years Mr. Adams has been supervisor and principal if the
schools of Millersburg, having; come here from Orrville, Ohio, to take up
his present position. Last year he served as president of the High School
division of the State Educational Association. For many years he was a
member of the Millersburg Methodist: Church and was a teacher in the
men’s Bible class. He was a member of the Susquehanna Lodge, Free
and Accepted Masons, the Modern Woodmen of America and the
Knights of Malta.
“ He is survived by his widow, Mrs. Elizabeth Adams and the fol­
lowing children: Donald, at State College; Miss Frances, at the Bloomsburg ifform al School, and Eugene and Edith Adams, at home. His
mother, Mrs. S. E. Adams, of Montoursville; one brother, C. V . Adams,
of Montoursville, and two sisters, Miss; Edith Adams, of Montoursville,
and Mrs. F. W . Raker, of Shickshinny, also survive.
“Mr. Adams was active in civic affairs of the borough and was a

THE

NORMAL SCHOOL HERALD

23

member o f the board of trustees of the Johnson Public Library fund, a
bequest which is to be used to build a library in Millersburg. The fund
has grown to more than $ioo,ooo.”

M O R RO W
William B. Morrow, ’n , died March io, 1922
Mr. William Morrow, of the class of ’11, died at the home of
mother in Shippensburg on the above date after a lingering illness.
taught for several years after graduating but later engaged in the
surance business. He is survived by his mother, one sister and
brother.

his
He
in­
one

PIPER
Rev. H. S. Piper, 94, died March 5, 1922.

W e take the following

notice from a Shippensburg paper:
“ The Rev. Dr. Harmon S. Piper, aged 47, pastor of the First
Methodist Episcopal Church of Beaver Falls, died suddenly at 10 o’clock
Monday morning, Feb. 27, at the parsonage. Death was due to neuralgia
of the heart. He was in his usual god health Sunday and preached in
his church Sunday morning and evening. He was stricken ill sometime
during the night.
“Dr. Piper was born and reared at Amberson, Franklin County, and
prior to going to Beaver Falls last October held charges in the Homewood Methodist Episcopal Church of Pittsburg, the Scottdale Church and
the West Bridgewater Church. He served as pastor of the West Bridge-'
water Church for six years, or from 190440 1910, and from there went
to Scottdale.
“Mrs. Piper, who was Miss Edith Little, o f Concord, Franklin County,
collapsed from the shock of the sudden death of her husband and is in the
care of a physician.
“Besides his widow, two sons, Rex, a student at the Carnegie Tech­
nical School, Pittsburg, and Robert, student at Allegheny College, Meadville ; a brother, Dr. Elmer Piper, of New Kensington, and two sisters,
Mrs.' Joseph Culbertson, of near Scotland, and Mrs. Masten Brinley, of
Tareentum, survive. Deceased was a graduate of the C. V. S. N. S-, dass
of 1894, and was well known in this communtiy. ’

THE RIGHT OF THE CHILD
Fob centuries the child had no rights educationally. He w a^never
consixjered in the formation of any educational scheme or policy. Some­
thing outside of the child was the governing conception. This something
differed in the various countries and was modified from century to
century. In the first half of the eighteenth century a voice arose from

24

THE

NORMAL SCHOOL HKR.AT.n

the educational desert which startled all civilized Europe, imparted fresh
vigor to educational endeavor, and gave expression to the new idea that
had been-evolving for seventeen Sgmturies. . With Rousseau the idea that
the child should be the chief consideration in all educational work took
root. W e hear him assert that all the educational theories should be
derived from the study of the nature of the child; that education is no
longer a procedure independent of the child— artificial, harsh, unsympa­
thetic and repressive. W e hear this man, who forgot most of his pre­
cepts in his own practice, exclaim, “Oh men, be humane; it is your
moremost duty. Love childhood, encourage its sports, its pleasures, its
amiable instincts.'”
Here is the beginning of the recognition of the right of the child— ,
that he be made the center of the school economy—made theory by
Rousseau, but made practice by Pestalozzi and Froebel.
By virture of the child’s right to be the center of the school economy,
he may expect, yes demand certain things from the state and from those
in control of educational affairs. Among the things which he has a right
to demand is a higher standard of the teaching profession.
In Pennsylvania the best teachers are equal to the best teachers in
the. different countries of Europe or to those in our neighboring states,
but there is this difference in Pennsylvania « h e r e has been no bottom.
There has been no standard recognized the state over that separates the
fit from the unfit. He ought not to be granted a certificate; his scholar­
ship does not warrant it— but then he has a large family depending upon
him. She cannot teach because she is weak in discipline— but then, she
is a deserving girl. He should not be in the school room, his character
is bad— but then, he has a large political following. These are the things
which you have heard. These are the things which we all have heard.
These are some of the things that have prevented the child from receiving
his rights. The determining of who was qualified to teach belonged to
scores of superintendents. Numberless influences such as appeals of
friends, the scarcity of teachers, the pecuniary needs o f candidates for
certificates, the political strength of directors, were determinants in this
matter of highest importance. In this way teachers who were morally,
intellectually, or physically unfit entered the teaching profession as well
as those who had no interest in the work of teaching, but expected to use
this high calling as a stepping-stone to something more attractive to them.
By admitting persons of this type into the field of teaching enthusiasm is
stifled, the most precious thing in this world— the human soul— is being
toyed with, and the child is not' receiving his right.
Let us, therefore, all rejoice that our State Department of Education
with the cooperation and sanction o f the leading educational bodies of
the state has raised the qualification o f teachers and standardized the
certification o f teachers. It means that the child has been accorded at least
one of his rights.
J. S. H EIG ES, A. M.

THE

NORMAL SCHOOL HERALD

25

The teacher is the most important factor in a school. It is, there­
fore, essential that the schools of our state be manned by teachers with
the proper spirit as well as with the proper educational qualifications. The
spirit which characterized the life of Pestalozzi, of Arnold, and of
Horace Mann is the spirit which the Norman Schools of our state must
endeavor to inculcate. I f they fail to touch the spirit of the student
preparing, to teach, they are not fulfilling their highest missHm. To
prepare and send out from our State Normal Schools young men and
young women enthused with the spirit of conscientious service, earnest
endeavor, and love and sympathy for children is to render to the. state
the highest service of which these schools are capable.

A CODE OF ETHICS FOR TEACHERS
I. Teachers should consider first the health, comfort, and happiness
of their pupils, and should be careful of their own health, happi­
ness, and efficiency in order that they may be o f the greatest
service to their pupils.
II. Teacherashould not speak adversely nor insinuate faultiness in
respect to the work of a predecessor or any of their associates,
nor repeat adverse criticisms made or heard to anyone except to
the one criticised or to his superior.
III. Teachers should have a high regard for their profession, never
speaking lightly nor disrespectfully of it. They should be ac­
quainted with its literature, always striving to raise its standards,
and glad to support its organizations.
IV . A fraternal relationship should exist among teachers which should
express itself through helpful cooperation, kindly consideration,
and warmest sympathy.
V . Teachers should be optimistic, agreeable, and sociable.
V I. Teachers should receive information with open mind and exercise
a suspended judgment on theories.
V II.
Teachers should regard a contract not only as a legal but as a
moral obligation, and should not violate it.
V III. Teachers should fearlessly expose corrupt and dishonorable prac­
tices.
IX . Teachers should be willing to assume their share of responsibility
in movements for civic improvement and moral uplift.
X. Teachers should not act as agents or receive commissions for any
books or supplies purchased by their districts.
XI. Teachers should be honorable in seeking appointments or increases
in remuneration by being fair to their fellow-teachers, just to
their employers, and honest with those who seek their services.
Upon accepting an appointment, they will notify all other officials
to whom letters of application have been sent.
X II.
Teachers should give fair and valuable service.
X III. Teachers should hold sacred :—
Their duties to every child,

26

THE NORMAL/ SCHOOL HERALD

Their obligations to the parents,
Their responsibility to the community in which they live,
Their loyalty to their country,
Their citizenship in the world,
And, above all, the profession they have entered.
X IV . Teachers should strive for accurate scholarship and acquire sound
professional training.
X V . Teachers should place more importance on the forming of char­
acter and the development of a fine personality than on the mere
culture of the intellect.
(The above code is the work of the students in Introduction to
Teaching and in School Efficiency during the first semester of this year,
using suggestions supplied by the Extension Class at Middletown, and
material secured through consultation with Dr. Lehman and from profes­
sional reading.)

WHAT IS THE MATTER WITH OUR PUBLIC
SCHOOLS?
When there is no longer anything the matter with our schools there
will be no further need oDj'such instruments, for the schools are institu­
tions established by human beings and as/ such they must inevitably be
less than perfect. When humanity becomes perfect, a better medium of
instruction will have been evolved.
“ But the schools are not as nearly perfect as they should be!” is the
charge of the burdened tax-payer, thinking of the increased and ever in­
creasing cost of our school&A, Granted without argument; but is the
public school the only institution that is not functioning properly? Can
it be possible that the American Homes are exactly what they should be
for the best interests of the children in those homes? Does the Church do
the work she desires to do precisely as she would like to do it?
Is
Democracy faultless in its governmental capacities? Then why must the
Public School be immolated because they are not ioo per cent efficient?
No one knows-more fully than does the conscientious teacher that
our schools are not perfect. No one is more zealous for improvement
than is the earnest teacher who is devoting his life to his work. A ll
teachers are conscious of shortcomings and failures from day to day.
But no teacher can do his best under the constant scourge of fault­
finding; and teachers are acutely suffering from the petty criticisms made
by a not too well-informed public. That attitude of the public and the
consequent response from the teachers make for one of the worst faults
in our schools today— a lack of unified effort on the part o f the four
great factors in the education of the child: the home, the school, the
church, and the library. Would that some Moses would come forth to
lead us out of the wilderness of inharmonious effort into the land of
promise where every child will come into his rightful heritage—a co­
ordinated relationship of all the agencies that shape his development!

THE NORMAL

SCHOOL HERALD

27

Parents should visit the schools frequently and pleasantly. Teachers
should be welcome guests in the homes of their pupils. A cordial rela­
tionship should exist among all parents and all teachers just because they
are parents and teachers. A ll are devoting their best energies toward the
development of the children. W hy not work together?
One o f the serious charges made against our schools is undeniably
true. Children attend school for from eight to twelve years, but do not
develop much skill or acquire much culture. Does the teacher seek to
shift a part of the load by claiming that the child lacks sufficient mentality
to master all that the course of study contains? Does the parent en­
deavor to place the blame by maintaining that the teacher cannot or does
not teach correctly? Possibly both are partly wrong, but both are partly
right. Few teachers really know exactly what they should teach the child
in the elementary subjects. Their methods may be perfect, their prin­
ciples sound; but more is needed than methods and principles, necessary
as, both of these are to teacher and pupil. Certain skills must be de­
veloped through the study of 'each subject. For example, in Arithmetic
twenty-five distinct abilities must be acquired before the fundamental
operations with integers alone are mastered by the pupil. Similarly, there
are definite and specialized skills that must be developed through the
study of each subject taught in our schoosl. These constitute one of the
chief goals toward which all teachers should strive. But how many
teachers know precisely what this one goal is?
The so-called “tool subjects,” the Three R ’s of the days of our grand­
fathers, are as essential today as they were in colonial times, and the
skills which must become automatic through the study of these) neces­
sary subjects must be clearly in the minds of teachers. How shall they
teach unless they know just what products should result from their
efforts? When all teachers know the definite goal to be attained through
each subject he teaches, the work of our schools will be less harshly
condemned.

A MEASUREMENT OF THE INTELLIGENCE OF
C. V. S. N. S. STUDENTS
A t the request of the State Department of Education, a test of the
intelligence of the members of the Senior and Junior classes was made
in October. Parts M and I of Thorndike’s Test were used as directed.
The papers, approximately five hundred fifty in number, were scored ac­
cording to Thorndike’s plans. The scores obtained are shown in the ac­
companying graphs. It is to be remembered that these scores are the
sums of the scores made in the M and I parts, not the complete test as
worked out by Dr. Thorndike. Due to that fact, we can make no com­
parison of our students with those in colleges or other schools where the
four parts of the test were given. It would be much more interesting and
valuable to have the final score of each C. V . S. N. S.4-Student, because
then a basis for comparative study would have been furnished.
It may be interesting to note a few significant features shown by the

28

THE NORMAL SCHOOL HERALD

scores. First; the lowest scores in the Senior Class were not as low,
and the highest scores were considerably higher than corresponding scores
in the Junior Class. This may be duetto the fact that the members of
the Junior Clas$ have had more nearly equal preparation for study.
Note, too,, that there is a wider range betweent he lowest and the highest
scores in the Senior Class' compared with those o f the Junior Class.
This indicates a greater variation in intelligence among our Seniors than
among our Juniors.
A third significant fact is that in the Senior Class
the lowest score was made by a boy, and the highest three scores were
made by girls. This order was reversed in the Junior Class. The highest
scores made by boys in the Junior Class were higher than the highest
scores made by boys in the Senior Class. This promises much for the
men of the Class o f ’23.
Another point to be noted is that the group
tendency is higher in. the Senior Class than in the Junior, and higher
among the Senior girls than among the Junior girls. The interpretation
of this can be aided by remembering that the Seniors have survived one
year of work at Normal. Possibly some few of this Junior Class may not
be members o f next year’s Senior Class. It will be interesting to compare
results obtained from similar tests to be given next year.
Owing to the use o f only a portion of the complete test, we have
been handicapped in our use o f the data secured by this measurement,
but the scores as tabulated have been consulted in making decisions as to
the native ability o f our Seniors and in checking up students whose
grades are unsatisfactory. The scores are not considered infallible, but
have been used as a source of verification by. the teachers who have
wished for objective measurements rather than the subjective judgments
which are so frequently biased and inaccurate.
The administration of this intelligence test this year is the first step
taken toward an ultimate scientific evaluation of candidates desiring to
enter the teaching profession. The continuation of the work will be
watched with great interest.
C L A R A L. R O B IN SO j|| A,: B., Ped. B„
instructor in Educational Tests; and Measurements.

AN INTERESTING EXPERIMENT
The class in Educational Tests and Measurements; during the first
semester did a very interesting piece of work in the Training School
when they gave the well-known intelligence tests spoken of as the Stan­
ford Revision of the Binet-Simon Scale.
The work was entirely individual. This made it necessary to divide
the Measurements class into ten groups' of two people each. A s it de­
veloped after the work had been carried on for one day, it would have
been far better to have used the entire class of thirty-two students. The
time taken for each test is from twenty to seventy minutes, depending
partly upon the rate of reaction of the several children and partly upon
the nature of the tests themselves. The plans had been made and put

rnmmstm

/ I b e r t l~. C h i l d s
rsy c-h o lo d y .

G-r&phs Shewing J u n i o r dnd S e n i o r
In te llig e n ce . S e e r e s — T h o r n d i k e T o s t .

L o w e s t Score. — /e g
H i g h e s t S c o r e — 2*6

S p i n — 143
G~roup-Fre^oenoySeore — fs~g-l t f

N H

C -'

S c o y € -5

.1

THORNDIKE T E S T

M. K e is t e r
Educa t iona.1-P sychology
O ctober., 1921

-----GrHLS-----

Lowest sc o r e :

126

.T H E

T E N N IS

vCO U RTS

THE NORMAL SCHOOL HERALD

29

into operation before it became obvious that more than one day would be
needed for the administration of the tests to the entire school. Briefly,
this is what each group did, illustrating by the procedure of the first
group, for example : They examined all children who would supposedly
be between the mental ages of three and six. This included all of the
B section of the First Grade, many of whom, however, passed the sixth
year test and were then sent to the second group of examiners to be given
the tests for the next higher years until a test was failed by the child,
thus placing him definitely as of a certain year’s “mental age.” In the
same manner was the work of each of the other groups carried on.
The examiners tried not to assume the attitude of the scientific ex­
aminer who inspires fear in the minds of children. The nature of the test
would not permit such an atmosphere. The test was given at the time of
a snowfall shortly before Christmas. These factors assured a very in­
formal approach to the child. He was greeted with some such question
as, “ What do you want for Christmas?” or, “I ’m sure that you will have
lots of fun in this snow!” Usually the child came out of his shell, so to
speak, by the time he was shown that the examiners were interested in
him and his play. Consequently there was no timidity on the part of the
child when he was asked the questions of the test. Many children became
so interested that it was almost a problem to keep them from telling all
they knew. One little seven-year-old gave a detailed account of how to
reach his home when it became necessary to ask him where he lived in
order to judge an answer that he gave to one of the questions.
It was interesting to note how the answers given differed according
to the home environment of the child. One of the questions was, “ What
is a fork?” Only those children who lived in town said that it was some­
thing to eat with. The children who lived on farms, almost with no
exception, explained that the fork was a tool used in the barnyard.
On the whole, the experiment was one most interesting and helpful to
the members of the class in Measurements. The experience thus gained
was very valuable from several points of view. It was found that thé
tests could be given without any difficulty if the examiner was interested
in the, scientific measuring of children’s abilities. It showed, also, that
much could be gained for the child through such testing.
Three specific results obtained from the work were : First, the tests
showed that a few had mental ages far beyond their chronological ages.
One five-year-old passed the eight-year test# Such children should not
be held back with other five-year-olds who rate at a lower age mentally.
Second, there were those who did not measure mentally up to their chro­
nological ages. One girl of sixteen years of age was unable to pass the
test; for the mental age of seven. O f course, this girl would be con­
sidered to be mentally deficient and really should not have been in a
graded school. Third, almost without exception, those who were retarded
in their work did not measure up to the standard in the tests given them.
These facts which had often been read about in books when seen
tried out and proved by their own investigations did more than anything
else to show to the members of the class something of what scientific;

30

THE NORMAL SCHOOL. HERAT.n

measuring of mental products and abilities is doing for the better educa­
tion o f American children.
H E EE N A U G H IN B A U G H , ’22,

T H E V A L U E O F E D U C A T IO N A L T E STS
TO T H E YOUNG T E A C H E R
The young Normal School graduate steps into his first position as
teacher. He feels that a great responsibility has been suddenly thrust upon
him; and so it has. His first consideration is, “ What will help me get my
bearings and then guide me in carrying my work to a successful close?”
This is where his knowledge of educational tests and measurements,
gained in the course of his Normal School training,-will function. What
though he knows his subject matter thoroughly, and understands and can
apply all the pedagogy he has studied? This is all necessary, but is it
sufficient? H e must have some criterion by which he can judge the stand­
ing of his pupils when he enters upon his work, and their increase in
skill and knowledge from that time until a definite period has elapsed in
which they should have gained in abilities and understanding. Has there
been any progress; if so, how much? Should it have been greater or
less? Are the pupils being rushed beyond their natural capacities, or are
they being needlessly retarded in their progress? Is the new knowledge
of the type that will aid the pupil in later life? Or is it superficial and
soon to become a detriment?
W ill it make him more cultured and
efficient? W ill it be an incentive to him to spur him on to a greater
interest in life and its possibilities?
The tests prepared by the ordinary teacher will not meet these re­
quirements. True, any teacher can prepare a test which will show whether
certain facts have been learned; but such tests do not show whether these
are the facts and skills that the pupil should have at that particular time.
The teacher’s judgment is by no means perfect, and will vary from time
to time. His judgment, moreover, will not coincide with that of another
teacher in regard to the same matter. And, regardless of the result of the
test, it does not and cannot furnish a good basis for comparison with the
work of other schools. Yet it is only the results obtained by this teacher
as compared with those that should be obtained and are obtained by other
teachers of the same grades in other schools which actually reveal the
character of the teacher’s work and his efficiency.
The standardized tests have been carefully prepared by men who have
given all of their time to the study of the essentials within the various
school subjects, the skill requisite for their mastery, the amount of skill
a child of a given grade can be expected to possess, the conditions of our
public schools, the possibilities of improvement, and the many other factors
which influence the teaching process. Through long and arduous scien­
tific studies and much experimentation, they have finally arrived at certain
reasonable conclusions as to what should be expected of a certain pupil in
a certain grade anywhere in the country. Tests have been devised and

THE NORMAL SCHOOL HERALD

31

administered, corrected and changed, until a fairly accurate measure of
ability in any certain subject may be determined by the use of the ap­
propriate test, w hich, fu rth erm ore, is alm ost, i f not quite, purely objective,
not subjective, as is the common test; thereby eliminating errors of judg­
ment or in decision on the part o f the teacher, and so preparing an
actual and true test of the quality of work accomplished, ^especially as it
relates to that which should be completed and that which has been com­
pleted in other schools in the same grade. The measure is reliable.
When once this information is secured, it is a comparatively simple matter
for the teacher to remedy the defects as shown by the use of the stand­
ardized test, and to conduct his work accordingly. The tests can be
repeated at intervals, and the new material and methods of procedure
guided by this so as to keep the pupils close to standard.
The administration of the tests requires little time, and the results
are so profitable to the young, inexperienced teacher as an impartial critic
of his success or failure, that it has become my firm conviction that every
Normal School student, soon to take up that great and enjoyable, but
delicate, mission of preparing our children for successful lives in the
future, should be required to take a course in the study of educational
tests and measurements. Such a course makes clear the value of the
tests as well as trains in the proper administration of them. Whether re­
quired or not, every young teacher truly interested in his profession will
make it a duty to go into this subject thoroughly.
M. K E IS T E R , ’22.

A B IB L IO G R A P H Y O F STAN DARD T E S T S AND
M EASUREM ENTS
I.

Intelligence.
A . Individual Tests.
i. Stanford Revision of the Binet-Simon Scale, published by
Houghton Mifflin Co., New York. The best test available,
but not to be used unless plenty o f time can be set aside
for preparation for giving the test according to the direc­
tions given in Terman’s “ The Measurement of Intelligence,”
published by Houghton Mifflin Co., New York, and for the
actual examining of the children. From thirty to seventy
minutes of time should be estimated for each child. If
several teachers can assist in the examining and scoring, a
school of two hundred pupils can be tested in three days.
B. Group T est|||l
I. Otis Group Tests.
a. Tests A and B for Primary Grades (First to Fourth,
inclusive), •
b. Tests A and B for upper grades (F ifth to Eighth,
inclusive).
A very satisfactory test of intelligence. One teacher can

32

THE NORMAL. SCHOOL HERAT/n
administer the test to the lower four grades or to the upper
four grades, at the same time, an hour being sufficient time
to complete the testing. Standard scores have been secured.
The key for grading the answers is easily used, and com­
plete and clear directions are Supplied'. Any intelligent
teacher can administer the test after a careful reading of
^ d ir e c t io n s . A ll material can be secured from The
World Book Co., Yonkers, N. Y.
2.

II.

The Dearborn Group Tests, published by J. B. Lippincott Co.,
Philadelphia, Pa., are good, but areSJbr first three grades only.
They are easily given. Results can be compared with stand­
ard scores furnished by Dearborn.

Elementary School Subjects.
A. Reading.
1. Silent Reading.
a. Vocabulary.
( i ) Thorndike Visual Vocabulary Scale B, sold by The
Bureau of Publications, Teachers College, Columbia
University, New York City. Secure score sheets,
directions for giving the tests, and the standard
scores for comparison and evaluation of the work of
your class or school.
b. Silent Reading Comprehension and Speed.
( l) Kansas (or Kelly) Silent Reading Tests may be se­
cured from the State Normal School, Emporia, Kan.
Order the score sheet and a copy of the answers.
The standard scores are printed on the answer sheets.
These tests are easy tp give. They furnish an ob­
jective measurement of the ability and speed o f the
child. If remedial work is given to correct deficien­
cies shown, marked improvement follows their use.
These tests are as good as any on the market today.
2. Oral Reading.
a. Gray’s Oral Reading Test.
This can be secured from the University of Chicago
Bookstore, Chicago, 111. Order the tests with directions
for their use and thè standard scores to daté. This is a
splendid test, because it is purely objective; but it takes
considerable time to give, since all oral reading must be
individual. This tp | requires elaborate marking of each
paragraph, which takes' additional time.
B. Handwriting.
I . The Gettysburg Edition of the Ayres’s Scale is the simplest
one to use. This can be purchased from the Russell Sage
Foundation, Division of Education, New Y ork City. Full
directions and methods o f using accompany each test
though a more comprehensive treatment is given in Monroe'

THE NORMAL SCHOOL TTBiB.AT.n

C.

D.

33

DeVoss, and Kelly’s text in “Educational Tests and Meas­
urements..”
2. Freeman’s Handwriting Scale is thè most detailed and
helpful, though taking much more skill and time in using;'
Freeman s book, “ The Teaching of Handwriting,” should
be carefully studied before attempting the use of his scale.
Individual Record cards for Use with his scale are of im­
measurable assistance to the busy teacher. A ll o f these
materials can be secured from the Houghton Mifflin Co.,
N ew York City.
Arithmetic.
1. Fundamental Operations,
a. With Integers.
( i) Courtis Standard Research Tests, Series B, may be
ordered from the author, S. A. Courtis, 82 Eliot S t,
Detroit, Mich., or from the State Normal School,
Emporia, Kan. There are two forms, 2 and 4, which
should be given at different times in the order of
their numbering. Order answer cards, score sheets,
Folders A , B-A, and D for complete instructions and
standard scores to date. These are the most ac­
curate tests devised for measuring abilities in the
fundamental processeli with integers. The answers
are dependable, and all directions are clear and
definite.
b. W ith Integers, Common Fractions, and Decimal Fractions.
(1) Monroe’s Diagnostic Tests, Nos. 1 to 21 inclusive, may
be ordered from the State Normal School, Emporia,
Kan., Bureau of Educational Tests. These tests are
easy to give and clearly indicate the degree of
facility with which the child can perform the opera­
tions tested. It would be wise to prove the answers
furnished with the tests before checking the work of
the pupils. A few incorrect answers have been found
on the list. Order the score and answer sheets and
the latest standard scores when placing the order
for the tests.
2. Reasoning.
a. Monroe’s Reasoning Tests are very good and easy to use.
Order tests, standard ¿scores, answer and score sheets,
and directions for giving from The Bureau of Educa­
tional Tests, State Normal School, Emporia, Kan.
English Grammar; Punctuation, and Composition.
1. Grammar.
Starch's Grammatical Scales (A , B, and C ), sold by the
State Normal School at Emporia, Kan., are the best
available.

34

THE NORMAL SCHOOL HERALT)
2. Composition.
2. The Thorndike Extension of the Hillegas Scale is easy
to use. It can be secured from the Bureau of Publica­
tions, Teachers College, Columbia University, New York,
b. The Trabue Completion-Test Language Scales are most
widely known. They are a test of language ability rather
than a measure of one’s ability to write.
3. Punctuation.
a. Starch’s Punctuation Scales are the best and easiest to
use. They may be secured from The W orld Book Co.,
Yonkers, N. Y . Always order the standard scores and
directions for using the scale or test.
E. Spelling.
Ayres’s “ Measuring Scale for Ability in Spelling” is the most
accurate one, but the beginner had better study how to use it
before attempting to measure the ability of a pupil by this or
any other scale. The text by Monroe, DeVoss, and Kelly ex­
plains fully how to use the scale. Copies o f the scale can be
purchased from the Russell Sage Foundation, Division of
Education, New Y ork City, for five cents.
F. Geography.
The Hahn-Lackey Scales are the most widely known, but are
hard to handle because of their unweildy size. They furnish
a good guide for the eager teacher. They are sold by The
Public School Publishing Co., Bloomington, 111.
G. History.
The VanWagenen American History Scales, sold by the
State Normal School Emporia, Kan., are very good. There are
seven sheets, each a complete test in one phase or another in
American History. The series runs as follow s: Thought
Scale A , Thought Scale B, Information Scale A, Informa­
tion Scale B, Character Judgment Scale A, Character Judg­
ment Scale B, and Character Judgment Scale L. They are
helpful, because they point out the essentials in the subject
and serve as a guide to the teacher who wishes to place the
emphasis where it belongs.
III. High School Subjects.
A.

Algebra.
Monroe’s Standard Research Test (Emporia, Kan., as above).
B. Geometry.
Minnich’s Geometry Tests;; sold by The Public School Pub­
lishing Co.
C. Mathematical Ability Tests.
Rogers’s Sextet, sold by the Bureau of Publications, Teachers
College, Columbia University. A fine measuring instrument
to determine the mathematical ability of a pupil.
D. Physics.

THE
E.

F.

NORMAL SCHOOL ffWRAT.n

36

Starch’s Tests in PhysifiS (Emporia, Kan.).
Eatin.
Kansas Eatin Tests (A , B, and C ), Form I o f each (Em ­
poria, Kan.).
French.

Handschin’s Reading Tests, A and B. (Emporia, Pan.).
Comprehension and Grammar Test A (Emporia, Kans.).
G. Ancient History.
Sackett’s Scale (Emporia, Kans.).
Note: A complete bibliography of all of the standardized tests in
use today may be secured for ten cents in postage from The W orld Book
Co., Yonkers, N. Y .
C L A R A E. R O B IN SO N , A. B., Ped. B.
Instructor in Educational Tests and Measurements.

TH E TR A IN IN G SCH OOL
To Dr. Ezra Lehman, Principal:
I am pleased to submit the following preliminary report of the work
of the Training Schools for the present school year:
A school that is used for the training of teachers is attended with a
variety of problematic situations. There is a certain amount o f suspicion
as to the efficiency of student teaching and any evidence of retardation
o f pupils, or failure of pupils who have passed through the training
school forms an inviting subject for conjecture. This has led to a survey
of a number o f training schools with a result almost entirely the opposite
o f what was expected. In every such investigation it was found where
such student teaching was closely directed by expert supervisors the chil­
dren o f those schools showed a better standing in their school work than
was usually found in the public schools.
A study of our own training school leads us to the same conclusion
as that found elsewhere. However, there are so many different situations
arising in our school that we find it rather a circuitous search until any­
thing that might be considered final is reached. Fifty-seven varieties
seem a small number when compared to the varying elements in our
school. O f the 207 children enrolled there seem to be about that many
social as well as psychological differences to consider in our study. These
children come from seven different school districts»; covering a radius of
ten miles from the training school, and in each district certain social con­
ditions quite different from that of the others.
Ninety-eight of these children live in farm homes and 94 live in the
suburbs of Shippensburg and are for the most part rurally-minded chil­
dren. The following tabulation shows the distribution of the children
as to the school districts from which they com e:
Southampton Township.....................................
Hopewell Township...........................................
Newton Township........... ...................................

28 children
8
“
6 *

36

THE

NORMAL* SCHOOL HERALD

Southampton Township, Franklin Co............. u
Lurgon Township..............................................
2
Shippensburg Township.................................... 139
Shippensburg Borough.................................
15

“
"
“
“

The pupils are distributed through the schools as follow s:
P rim ary Group
First Grade....................................................................
39
Second G rad e.................................................... .........•__ 21
Third G rad e.
................................................................ 22
In term ediate Group
Fourth Grade....................................................................... 19
Fifth Grade............................................... *.......................... 20
Sixth Grade......................................................................... 21
Ju n ior H igh S chools
Seventh Grade....................................................................... 19
Eighth Grade..... . . ................ .................... ... 2 2
Jiinth G rade......................................................... , ............. 24
The work of the rural group is being done in six one-room schools and
one two-room school, with an entire enrollment of 208 pupils.
The progress of the children of the training school through the grades
of the school presents a situation that is serious, and being a training
school it affords a splendid opportunity for hasty conclusions which could
more easily be wrong than right.
A bov e
G rade
Primary Group.................... .. 6
Intermediate Group............. .. 8
Junior High School Group. •• 15
29

N orm al
G rade

B elo w
G rade

37
19
26

39
33
24

47%
55%.
37%

96

47 m

82

Only 82 children are in the grades that they normally should be, while
96 are below grade and 29 above grade. That 47% of these children
should be below grade is a most serious situation,— a source of great ex­
pense to the districts from which these children come and a severe handi­
cap to the children themselves.
A closer analysis of the situation will show, however, that this re­
tardation must not be laid at the door of the training school. A comparison
of the standing of the pupils who have come up through the grades of the
training school with those who have come in somewhere above the second
grade: is significant. Such a comparison in the first two grades would not
be a very significant study, as the cause; of retardation in these grades is
not the same as in the higher grades.

THE NORMAL SCHOOL HERALD

37

N o,

N o.

A lw ays in

No.

in G rade

R etard ed

Training S ch ool

R etard ed

Third Grade.........
Fourth Grade.......
Fifth Grade......... .
Sixth Grade...........
Seventh G rad e....
Eighth Grade........
Ninth Grade.........

22

II

19

12

8
7
7
9
2

20

II

II

10

20
20
25

II

5
5

6

147

65

48

9

I

0
3
3
0
2
2
II

Of the 147 pupilg in grades three to nine 65 or 44% are retarded,
and of the 48 children who have always attended the training school 11,
or 23%, are retarded. This is still too high, but a study of the social con­
dition in which these 23% live and the intelligence tests shown below, are
sufficiently convincing that a less retardation is hardly to be expected.
A question arises here that should be answered: W hy should So many of
these children who found their way into the training school sometime after
they began their school work find themselves below grade?
There is no attempt in the training school to expect more from our
children than is expected in the average public school. The course of
study follows the requirement of the state, and the aim is to make the
course o f study fit the child.
The first answer to the question is that many of these children are
what are commonly spoken of in school administration as “ floaters.”
Their parents have moved about frequently and the children have attended
a number of different schools. When this is the case there is considerable
time lost on the part of the children. The text-books are different, the
routine and methods of the schools are different, and much time is lost
before the child really finds himself. Many of these people are poor.
Many of the parents are illiterate and not only are not able to help their
children, but can make no provisions for study for the children at home.
They may be seen on the streets at late hours of the night. Their lives
are lived at random with little purpose, or aspiration. The Terman in­
telligence tests showed that many of these children are below a normal
intelligence.
Another noticeable source of retardation is found in the group of
children who come to us from the rural schools. They are quite different,
however, from the children mentioned above. The fact that the parents
of these children make the sacrifice of coming a greater distance than
would necessarily be required for sending their children to school, shows
that they are a progressive people, and the children show a vigor and in­
terest in school work that makes for progress, but for the number of years
they have been in school they must be laid at the door of the rural schools.
The short sessions of school, the frequenftjchanging of teachers, the
meager and obsolete type of equipment, and in many cases the gross in-

38

THE NORMAL SCHOOL HERALD

competence of the teachers are some of the causes o f the lost time o f
many of these pupils.
During the month of December the Terman Intelligence tests were
given to the children of the training school. This study was made to
further analyze our problem and try to determine the type of procedure
best suited to our conditions. The following tabulation shows the result
of the tests:
T A B U L A T IO N O F T E R M A N IN T E L L IG E N C E T E S T S
G rades
160
150
140
130
120
IIO
100
90
80
60
50
40

I
I
2
I
2
5
6
8
6
2
0
0
0

2
0
0
0
2
0
4
5
6
0
0
0
0

3

4

5

6

7

8

0
0
0
0
2
2
5
6
2
2
4
0

0
0
0
0
I
4
3
5
3
1
1
0

0
0
0
0
0
1
5
6
3
3
0
1

1
0
0
0
1
1
4
7
5
1
0
0

0
0
0
0
2
3
1
6
3
4
0
0

0
0
0
0
0
4
6
3
4
4
0
0

9 T otal
0— 2
0— 2
0— 1
0— 4
0— 11
7—32
0—37
7—52
3—25
5— 20
0— 5
0— 1

Normal Mental A g e ..................................................................

37

Mental Age Above Chronological A g e ..................................

52

Mental Age Below Chronological A g e .................................. n o
The numbers at the left of the tabulation are the Intelligence Quotients
or the relation between the child’s mental age and his chronological age;
37 children are of normal mental age, 52 are above normal and n o are
below normal. Here again, as might be expected, most of those who are
below their normal mental age belong to the two classes of pupils men­
tioned above. What was somewhat surprising is that so many of the boys
and girls who have come from rural schools and do a good type of work
made low intelligence scores. Their papers show that their greatest fail­
ures were in the vocabulary tests and questions relating to practical in­
formation. A possible cause for this condition is the narrow field of the
rural school curriculum where most of the school work is based entirely
upon the text-book and a wide selection of library and reference books is
not available.
Another serious cause of retardation is revealed by a study of the
medical inspection, the results of which are shown in the following
tabulation:

THE NORMAL SCHOOL HERALD

39

R E S U L T O F M E D IC A L IN S P E C T IO N
G rade
I.

11.

.

III.
IV.
V.
V I.
VII.
V III.
IX.

N orm al
2
1
1
2
1
3
3
2
7

T eeth and M alT eeth T hroat Throat i nutrition Sight D efects
1
0
18
24
4
2
0
1
12
14
3
0
0
11
1
3
12
0
I
2
8
11
2
1
I
0
12
2
15
0
I
I
2
9
IS
0
2
0
9
9
5
0
I
0
7
14
3
0
0
0
11
12
5

6
11
4
126
22
97
25
That there should be but 22 children of the 207 enrolled, less than
10%, with sound and healthy bodies is not a happy situation. It is, first
of all, a sorry reflection upon the community, for more than 96% of the
defects are preventable, and no serious danger would be incurred in at­
tempting to correct them. The retarding effects of such physical handi­
caps is quite apparent, and presents to the directors of the training school
and citizens of the community a problem that challenges their mutual
co-operation.
It is the purpose of this preliminary report to set forth an analysis
of the school problem in the training school and to draw a few conclu­
sions as to the causes of the conditions we have found. W e maintain
that the conditions are not unusual, but rather a mere suggestion of what
might be found in the average rural or suburban school in Pennsylvania,
if these communities could be given the same critical analysis as the traininy school has received. W e maintain also that such a School affords ideal
conditions for the training of teachers. These candidates for the teach­
ing profession need a knowledge of such problems in the school room and
practice in ways and means of overcoming them.
It seems to be quite in place here to suggest a few things that are
being done in the school and classes to help these children. The hot lunch
which has been carried on so successfully for a number of years is being
carried out on a still larger scale. The playground activities have been
organized and are very efficiently supervised. In every grade of the
school by means of projects, club work, class and group organizations,
both teachers and directors take advantage of the best methods of ap­
pealing to the interests of the children. A number of opportunity classes
have been formed and special coaching is given. The school nurse has
also helped us in providing for the weighing of the children and follow­
ing up those who are under weight and providing for a general super­
vision of the health of the children. A delightful part of his work is
the splendid interest manifested by the children for the good of the
school as well as their own advancement.
A final word should be said with respect to the teachers,/*'There are
125, and are distributed for teaching as follows.

40

THE NORMAL

SCHOOL HER. AT,n

P rim ary In term ediate J . H. S.
R ural
First Semester............. 18
12
25
7
Second Semester.......... 12
12
31
8
Although these young people are inexperienced, they possess an en­
thusiasm which under the direction of expert supervision results in a high
type of school work. Modern practices in education appeal to the teachers
whose minds have not been warped by the limitations of traditional thought
and procedure.
Respectfully submitted,
W. P. H A R L E Y , Director.

O B SE R V A T IO N IN T H E TR AIN IN G SCH OOL
M y observation was in the three divisions of the training school.
I went to the primary room first and was very much interested in the
rosy-faced children, some with large apples in their hands and others
holding bright-colored papers. Every child was happy. No one seemed
to .be sorry that he was in the school room, but appeared eager to start
the morning’s work. During the opening exercise each child took part
in an orderly yet enthusiastic manner.
During the few minutes the children were getting their material for
the morning’s work, I let my eyes wander around the school room. The
general appearance of the room was very pleasing.
On a stand near
the teacher’s desk was a vase o f cut flowers. The desk was not littered
with papers and books, but was orderly and perfectly clean. The floor
was clean and free from dust. I noticed there were different kinds of
hand work posted on the wall, where also hung a few good pictures, not
old calendars, but really good pictures. The appearance o f the room
was greatly aided by the fine lighting and seating arrangement. The
seats were of uniform size and were comfortably built for small children.
The ventilation also was very good.
The tone of the room was pleasant and inviting.. The teacher was
courteous to her pupils, each of whom showed great respect and courtesy
toward her. Energy and a willingness to work was very conspicious.
Firm but not harsh reproof was necessary in one or two caises. Thief
attitude of the teacher was that of willingness to give aid and showed
great patience so that her instruction was given as many times as was
necessary until the pupils grasped the thought.
M y observation was a great help to me in choosing my group. The
work was so well done and the characteristics o f the teacher necessary for
this work so well shown that I felt satisfied as to what group I shoulcf
take. The work was all interesting, but one could readily see that all
persons could not perform such tasks as the different grades called for
and be a successful teacher.
What I have said o f the primary room is applicable with very few
exceptions to all the rooms that I visited. I expected the pupils, espe­
cially in the intermediate grades, to watch those of us who were observ-

THE

NORMAL SCHOOL HERALD

41

ing; but I was much pleased to see that they paid no attention to oujt
presence. Each pupil was attentive to his lesson and seemed quite willing
to work.
The lesson was in history. Each child was to think o f a good ques­
tion or idea about this particular occasion. The majority of the pupils
did excellent work, but there were one or two pupils who seemed rather
lacking in mental ability. These pupils were larger and older than the
other members of the class. I was interested in knowing just how the
teacher would manage these pupils. They appeared to let their minds
continually wander from the lesson; They were brought back not by
stern words and reproof but by an interesting question front the teacher.
When the class copied the work from the board,, I noticed these same
pupils had to be helped individually. They were not permitted to get
behind the other pupils. Except for this the attention of the class was
given through interest and not because it was required.
I was much concerned with the way or manner in which the pupils
made use of the text book. A s each new topic was looked up the
teacher helped the pupils find the place and get the right topic; no pupil
was left to search blindly for the topic. Some one in the class would
then read the desired information or explanation. In this w ay each
pupil found With a little aid the essentials o f the lesson. Each one
seemed eager to have the teacher know that he had found the right
place. I noticed throughout the whole period that the pupils seemed
very anxious to please the teacher although she gave no special words
of commendation but showed the same approval to each good recitation.
The teacher’s technique in reference to the building up of the habits
in the pupils was interesting. A s this is the habit-building age I noticed
the children’s manners. It was amusing and yet pleasing for they were
so anxious to be polite that they were a little over-polite. I f it is true
that a teacher is reflected in her pupils, then many compliments can be
paid her, for the girls and boys were truly courteous. Some of the
children, I imagine, knew very little of what it means to be courteous
until they come to school, and yet they were in no way rude or boisterous.
The general tone of the intermediate grades and those of the junior
high school was very pelasant. There was no bustling around or unneces­
sary confusion. Each pupil knew what to do and did it in an orderly
way. The rooms were clean, neat, and well ventilated. Cut flowers anl
plants added greatly to the cheer of the rooms. The pictures in the
rooms were not many but were well chosen.
The lesson I heard taught in the junior high school was an arithmetic
lesson in ninth grade. The pupils were just beginning the study of
triangles and were learning how to measure them. When the teacher
was explaining the different processes she had the attention of every
pupil. Some did not grasp the thought as readily as others and by
questions the obscure point was discovered and made clear. I was
particularly anxious to see in just what manner the teacher would appeal
to these adolescent boys and girls. From the pupils’ reaction I gathered
that they thought of her as a friend and helper and not as someone

42

THE NORMAL SCHOOL HERALD

placed on a pedestal whom they should fear and strive to please to the
degree of unnaturalness. Every pupil in the room seemed to act naturally
and at ease. A ll this made the atmosphere of the room pleasant, agree­
able, and interesting. The attitude of the pupils toward their work was
very good; every one attacked his particular problem with a determined
manner, not in an “I-don’t-care ” way. I believe this was due to the way
in which the teacher handled the lesson. Before helping them to any
extent she permitted them to work a little for themselves, then offered
suggestions and helps. In this way the pupils were made to rely on their
own ability. The period did not drag but was kept alive, this lesson
continually progressing. A t the end of the hour the pupils seemed as
keen and energetic as at the beginning. I was very well pleased with my
observation in this room.
My observation was a great benefit and help to me for although I
had partially made up my mind to take group three my time spent in
the training school strengthened my decision.
G A R N E T T E F R Y E , ’23.

M E TR O PO LITA N A SSO C IA TIO N O F SH IPPEN SBURG
N O R M AL SCH O O L BAN Q U ETS
IN P H IL A D E L P H IA
The first banquet of the newly organized Metropolitan Association of
in Kugler’s restaurant at Philadelphia on Friday evening, March 10th.
the graduates of the Cumberland V alley State Normal School was held
The meeting was in charge of a committee with Miss Laura Staley, of
Ardmore, as chairman. Every member of the committee was a live wire,
and worked most diligently for the success of the first meeting. Miss
Staley and her association tried to get in touch with every member of the
alumni in Philadelphia, Camden, and in Bucks, Delaware, Chester and
Mountgomery Counties. So successful were their efforts that ninety
persons sat down to the banquet at 7 o’clock.
Dr. S. Z. Shope, of Philadelphia, was selected as toastmaster and he
filled the place as only Dr. Shope can fill it. A fter everyone had attended
to the wants of the inner man Dr. Shope introduced,, with appropriate
words, the following alumni and called upon them to speak of various
phases o f their present and past lives: P rof. C. J. Walter, ’87, o f Phila­
delphia; Howard K. Strickler, ’90, of Philadelphia; G. P. Eckels, ’90, of
Wyncotte; Dr. J. P. Garber, ’79, Philadelphia; Prof. E. W . Martindell,
’90, Tobyhanna; and Dr. Frank Lehman, ’98, of Bristol.
D r. and Mrs. E zra Lehman w ere the guests of the Association and
Dr. Lehman conveyed the greetings of the school and congratulated the
Association on the success of its first meeting. The election of officers
for next year resulted in the choice of Dr. S. Z. Shope, 89, Philadelphia,
President; Miss Laura Staley, ’86, Ardmore, Secretary; and Dr. H. L.

THE

NORMAL SCHOOL HERALD

43

Zimmerman, Philadelphia, Treasurer. The follow ing menu was served:
Fruit Cocktail, Vanderbilt
Golden Hearts of Celery
Salted Almonds
Midget Radishes
Queen Olives
Puree Mongole Soup, Julienne
Fried Filet of Flounder
Sauce Tartar
H alf a Spring Chicken, Braise Cardinal
Baked Potatoes
Asparagus Tips
Hearts of Lettuce, Russian Dressing
Neapolitan Ice-Cream
Mixed Fancy Cakes
Coffee
A dance followed the conclusion of the banquet.

44

THE NORMAL SCHOOL HERALD

A L M A M A TER
In the dear old Cumberland Valley,
’Neath the glowing sky,
Proudly stands our Alma Mater
On the hill top high.
Chorus
Swell the chorus ever louder,
W e’ll be true to you,
Hail to thee, our Alma Mater,
Dear old “ red and blue.”
Near the waving golden corn-fields,
Just beyond the town,
Tower the ivy covered buildings
A s the sun goes down.
When we leave our Alma Mater
W e will praise her name,
Ever live to raise the standard
O f her glorious fame.

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The New International provides
the means to success. o I t is an all­
knowing teacher, a universal ques­
tion answerer.

DRUG STORE
FUEMING & FLEMING, Props.
SHIPPENSBURG, PA.

If you seek efficiency and ad­
vancement why not make daily
use of this vast fund of inform­
ation?

THE

400.000 V ocabulary T erm s. 2700 Pages.
6000 Illustrations.
Colored Plates.
30.000 Geographical S ubjects. 12,000
Biographical Entries.

Fust National Bank

Regular and India-Paper Editions.

SHIPPENSBURG, PA.

Writeforspeoimen pages,
illustrations,
etc. Free, a
set of Pocket
Maps if you
nam e this
paper.

Capital, $ 75,000
Surplus, $125,000
Total Resources

Oyer $1,000,000

G .& C .

MERRIAM
CO.,

Pague & F eg a n

Springfield, Hass.

I

Successors to—
J. W. McPherson & Sons

AT

HARDWARE

HARGLEROAD & HOLLAR’S

CUTLERY, PAINTS, OILS, ETC.
53 West King Street
SHIPPENSBURG, PA.

Can Constantly be Found
Anything in the

Fresh and Smoked Meat Line
They have ’phone connection and
deliver meat to any part of town.
17 W . King S t , Shippensburg, Pa.

N. D. S T A L E Y
66 East King Street
Shippensburg,

Pennsylvania

RUMMEL, HIMES & CO.
E sta b lish ed an d In co r p o ra te d 1888

“ SHIPPENSBURG” MEN’S WEAR

PANTS, COATS, OVERALLS, SHIRTS
SHIPPENSBURG, PA.

C. V. S. N. S. Students’ Headquarters
FOR JEWELRY AND JEWELRY REPAIRING
LEE H. DIEHL

36 E. KING ST.

PHOTOGRAPHS AT

LAUGHLIN’S STUDIO
Always Give Entire Satisfaction

FINISHING FOR AMATEURS
FRAMING and POST CARDS

24 EAST BING STREET

H A R G L E R O A D BROS.
Shippensbnrg’g Popular Wholesale and Retail

F L O R I S T S
Q. T. MICKEY

S. G. A. BROWN, M. D.

Attorney-At-Law

Eye, Ear, Nose
and Throat

SHIPPENSBURG, PA.

SHIPPENSBURG, PA.

J. S. OMWAKE
Attorney-At-Law
SHIPPENSBURG, PA.

DR. J. D. BASHORE
Dentist
SHIPPENSBURG, PA.

R. P A U L SMITH
DRY GOODS AND NOTIONS
Comer East King and South Earl Streets

Shippensburg, Pa.

TEEL’S Men’s Department
THE NOVELTIES OF THE SEASON
Are Always to be Found in Our Furnishing Store
SHIRTS, NECKWEAR AND

UNDERWEAR

That WiU Appeal To Tour Good Taste

P. TEEL
COR. KING AND EARL STREETS

SHIPPENSBURG, PA.

MARTIN’S DRUG STORE
PARKER FOUNTAIN PENS
GARDEN COURT TOILET LINE
SUNDAES AND SODAS

Stationery and Everything in Drugs
TJRSINUS

COLLEGE,

CollegevUle, Pernia.

D e v o te d ex c lu siv e ly t o th e co lle g e gra d e o f w o t . S ix gro u p s o f cou rses le a d ­
in g to A. B . a n d B . S. d egrees. F a c u lty o f u n iv e rsity tra in e d p ro fe s so rs o f r e c o g ­
n ized s ch o la rsh ip an d teaching« a b ility.
S trict a d m in is tr a tio n o f sta n d a rd s o f
a d m ission an d gra d u a tion . A ll cou rses op en to b o th m en a n d women*, in clu d in g
P h y sica l T ra in in g.
S u m m er S ession. T h e old e st c o lle g e su m m er s ch o o l in P en n sy lv a n ia. H as
su rv iv ed th e co m p e titio n o f un iv ersities. P re p a ra to ry stu d ie s a n d c o lle g e cou rses
fu lly correla ted . C on tin u a tion w o r k in S a tu rd a y co u rse s p ro v id in g exce p tio n a l
op p o rtu n ity fo r tea ch ers in service. A b ea u tifu l an d co m fo rta b le p la c e f o r su m ­
m e r s tu d y u n d er regmlar c o lle g e p rofessors. A m p le lib ra ry p rivileges. N o d is ­
tra ction s.
D ep a rtm en t o f E d u ca tio n . A fu ll p rofessio n sh ip o ffe rin g lib e ra l an d p r o fe s ­
sion a l cou rses. S ix ty p e r cen t, o f a ll g ra d u a tes w ith in th e p a st fifteen y e a rs in the
ed u ca tion a l p rofession — u n iv ersity a n d c o lle g e p rofessors, n o rm a l s ch o o l p rin c ip ­
als a n d in stru ctors, su p erintend ents, h ig h s ch o o l p rin cip a ls and d ep a rtm en t
teachers.

The COLLEGE for TEACHERS

Address, Geo. Leslie Omwake, Pres.

IIp I

1

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Cumberland Valley State
Normal School
MODERN UP-TO-DATE SCHOOL
finely equipped. Located in Shippensburg, Pa., an ideal educational
I I I community; no saloon*, twelve
churches.
The new course of study gives oppor­
tunity for specializing in Primary, Kinder­
garten, Intermediate, Rural and Junior
High School.
FREE TUITION to all students in regular
Normal Department.
. . Tuition in High School Department $2.00
per week.
Second Semester Monday Feb. 6.
Spring Term of nine weeks opens April
Summer Term of nine weeks opens June
19
For Catalogue ana other Information Address

EZRA LEHMAN, Ph. D.
SHIPPENSBURG, PENNA.

IUI

lôll c n o p ï

PRINCIPAL