Volume 30

APRIL, 1926

Number 3

The N orm al
School H erald

ENGLISH NUMBER

C um berland V alley S tate
N o rm a l School
SHIPPENSBURG, PENNSYLVANIA

TABLE O F CO N TEN TS
Principal’s Letter to the Alumni ..................... ...................
Summer School .........................................................................
T he Pennsylvania Course of Stujiy ....... ................................
Course of Study to be Given, During the Summer Session . .
Teaching in the Training School During the Summer Session
Program of Classes for the Summer Session............................
Changes in Normal School Course of S tu d y ............................
Registration for the Fall T e r m .................................................
Philo Literary Society to Celebrate its Fiftieth Anniversary . .
Class Reunions .......................
Reunion of ’9 1 ..........
Class of 1896, A tte n tio n ..............................................................
Attention, Class of 1921 ..........................................................
Reunion of Hanover Normal Alumni ....................................
Meeting of the Allentown Cee Vee N or C l u b ........................
Athletics at Normal
Alumni Personals .......................... t .......................
Cupid’s C o lu m n ......................................................................
Stork C o lu m n ...............................................................................
Obituary .......................
T o the A lu m n i.........................................................................
Outdoor English Lessons ..........................................................
Books for the Teacher’s Bookshelf.............................................
Creative W riting .........................................................................
Spelling ........................................
A Teachers’ Club .........................................................................
Reading ............................................................. . . . . . . . . . . . .
Student Lesson Plans: T he School Journey as an Appreciation
of Poetry ..........................................

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The Normal School Herald
PUBLISHED OCTOBER, JANUARY, APRIL AND JULY
E n te red a s Second Class M a tte r a t the P o s t Office,
Shippensburg, P a.

MARION H. BLOOD .......................................... Editor
ADA V. HORTON, ’8 8 ........................ Personal Editor
J. S. HEIGES, ’91 ........................ Business Manager
Subscription Price, 25 cents p e r y e a r stric tly in advance.
Single
copies 10 cents each. A ddress all com m unications to T H E NORMAL
SCHOOL H E R A L D , Shippensburg, P a . A lum ni a n d form er m em bers of
the school w ill fav o r us by sending any item s th a t th ey th in k w ould
be in te restin g for publication.

Vol:30

APRIL, 1926

No. 3

P R IN C IP A L ’S L E T T E R TO T H E ALUMNI
Dear Friends:
The last three months have been comparatively uneventful
ones in the work of the school. The opening of the second se­
mester caused little interruption in our routine. A number com­
pleted the course and dropped out to take positions in the ranks
of the teachers and their places here were promptly filled by new
entrants.
Two events are looming up just a little ahead : Commencement
and the opening of the Summer Sessions. The change in the
dates of Class Day, Alumni Reunion and Commencement is meet­
ing with much favor among the alumni as it will be possible for
many who were unable to be here on previous occasions to attend
the Class Day and Alumni exercises this year. Don’t forget that
the date of these exercises is Saturday, June 5th. Every hour of
the day will be filled: Class Day exercises at 9:30, Lunch 12:00
to 1:00, Alumni Procession 1 :30, Alumni Reunion 2 :00, Baseball
game, Alumni vs. Varsity, 4:00, Class Reunions 5:30 to 8:00,
Alumni Play 8 o’clock, Alumni Reception and Dance, 10 o’clock.
At 11:45 p. m. we’ll call it a day.
Sunday morning will feature the closing Sunday School exer­
cises followed by the Baccalaureate Services at 8 o’clock in the
evening. At 9 o’clock on Monday morning the Commencement
Exercises will be held in the auditorium.
T he following Monday, we will swing into action again with
the summer school. Large groups of students will be with us to

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complete the work needed for admission to the Senior class in the
fall. Others are arranging to complete twelve hours of work
this, summer, to teach during the school year of 1926-27, to return
for additional work during the summer of 1927 and thus meet the
qualifications required of teachers after September, 1927. There
will be a falling off in the registration of students just completing
the high school course as they realize that it is to their advantage
to complete the two or three year course as soon as possible.
T he increased registration foj the fall term shows that high
school graduates in increasing numbers are preparing for teaching.
Now, fellow alumnus, we appeal to you to do your part in send­
ing young men and women from your, neighborhood to us. We
want 600 of these next fall. Have you spoken personally to the
high school graduate of your acquaintance who should be here?
W on’t you write to us and tell us about them?
W e now have an up-to-date physical and chemical laboratory,
located in the basement of the G irl’s Dormitory. T he space
formerly occupied by these laboratories will be utilized for dormi­
tories. W e will thus have room for twenty additional young
women when school opens in September.
Don’t forget the class reunions. Mention is made of these
elsewhere in the H erald. W e want all of you to come back on
Saturday, June 5th to pledge allegiance once more to the Old
School on the Hill.
Fraternally yours,
E zra L eh m a n , ’89.

SUMMER SCHOOL
As the January H erald was devoted almost entirely to the
work on the Summer Session, it is not necessary to repeat the
matter therein contained. I t will suffice to call attention to the
program of studies appearing elsewhere and to the summary of
courses offered.
T o those who have been with us before we need say little about
the desirable location of the Normal School Buildings and the
pleasant home' life at the school. O ur faculty will be unusually
strong this session. Misses Blood, Clever and Immel will be
with us in English. Dr. W olfe and M rs. Stewart will give
courses in Social Science. M r. Obourn will return to give courses
in Nature Study. Prof. Krebs and Miss Hannah Kieffer will

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have charge of Geography and Miss Kieffer will in addition
supervise the demonstration rural school. Prof. Grove will have
charge of Mathematics and Miss N ora Kieffer of Psychology.
Dr. Heiges, Prof. Harley, and Misses Harris and Huber, and
Mrs. Bentz will give courses. Profs. Burkholder, Smith, Bentz,
and Slyter will also be on the teaching staff. A few .positions
vacant at this writing will be filled from a list of well known
superintendents and teachers whose services will be available.
W e call special attention to the three hour courses offered in
“The Pennsylvania Course of Study” by four members of the
Department of Public Instruction: D r. F. H. Reiter, D r. J.
Lynn Barnard, Prof. W . G. Moorhead and Miss Erna Grassmuck. This course is open to all students and we recommend it
highly to everyone who can arrange to take it. Not only is it
highly valuable as to content, but it gives the students the oppor­
tunity of becoming personally acquainted with four outstanding
members of the Department of Public Instruction. W e append
an analysis of the composite course (each person will have charge
of the class for two weeks).

T he Pennsylvania Course of Study
a.

Health Education—W . G. Moorhead, B.P.E., Acting Direc­
tor of Health Education.
Presents present day principles that govern the health educàtion program and the relation of health education to the rest
of the educational program. Important problems relating to
the organization and supervision of health education will be
considered. Conference groups will be arranged so that
reports dealing with various aspects in this field may be
prepared and presented to the class for discussion.

b.

Function of Special Education—F. H . Reiter, A.B., M.A->
Ph.D. Director of Special Education.
Individuals differ to the same extent in mental ability as they
differ in other characteristics. Recognition of this condi­
tion entails responsibilities in the organization of an educa­
tional program and educational procedure. Curricula and
methods of instruction must be adapted to the needs of the
individual child just as much as the limitations of group
instruction permit.

c.

The Social Studies—J. Lynn Barnard, B.S., Ph.D .— Director
of Social Studies.
This course gives a birds-eye view of the twelve-year program

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T h e N ormal School H erald
in the social studies, followed by a more intensive study of
the first nine grades. Aims, Methods, and collateral material
will be discussed as time permits, with special emphasis on the
possibilities of the laboratory method even in the ungraded
school.

d.

Geography Erna Grassmuck, B.S.— Director of Geography.
Analysis of the contributions of geography lessons. Con­
sideration of specific outcomes for each grade (3 to 8 ) in
terms of vital geographic information, functioning and nec­
essary abilities and skills, arid desirable attitudes of mind.
Organizations of suggestive distributions of lessons, grade by
grade. Scientific study of various types of geographic tools.
Observation of class room work with pupils.

COURSE OF STUDY TO BE G IV EN DURIN G TH E
SUMMER SESSION
(These courses are outlined fully in the January Normal School
H erald, a copy of which will be sent upon request.)
Though more than fifty different courses will be available to
students during the summer session, the courses group themselves
under several heads: (a) Those suited to students without
experience in teaching or whose teaching experience does not exceed
one year ¿ J b ) those suited to students with two or more years’ ex­
perience ini teaching who expect to complete the work required for
either the State Standard or the Normal School Certificate; (c)
courses suited to graduates of normal schools or holders of Stand­
ard Certificates who wish to complete the three-year course in
Normal School, to secure advanced standing in college or to
qualify for a field in teaching in Junior or Senior High Schools.
In addition fro these three groups there are special courses suited
to primary, intermediate, rural or departmental teachers.
JVe advise selections to be made as follows: Students desiring
to secure a Partial Certificate should select from the following
subjects. Four courses may be taken.
Course 1. Rural School IVIanagement. This is required of
all students who expect to teach for the first time in the rural
schools.
Course
Course
Course
Course

2 . Teaching of Primary Reading.
3.
5.
6.

Teaching of Reading in the Grades.
Teaching of Mathematics.
Arithmetic.

T h e N ormal School H erald
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course

7.

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Teaching of Geography.

8. Teaching of Social Science (H istory).
9. Teaching of Primary Subjects.
13. Children's Literature and Story Telling.
14. Juvenile Literature.
15. Nature Study.
16. Rural Sociology.
17 or 18. Art.
20. Industrial Arts.
21. Handwriting.
23. Music.
25. Physical Education.
26-27. Hygiene and Nutrition.
50. T he Pennsylvania Course of Study.

Students who may have been in attendance at least two summer
sessions or who are seeking to secure a State Standard or Normal
Certificate should select from the following. Four courses may
be carried.
Course
Course

Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Coursé

4. Teaching of English.
5. Teaching of Mathematics.
10. English Fundamentals.
11. English Composition.
12. O ral Expression.
16. Rural Sociology.
18. Art.
21. Handwriting.
22, 23 or 24. Music.
29. History and Principles of Education.
30. Psychology of Childhood.
32. Elementary Course in Educational Measurements.
36. Economic Geography.
37. French.
40. Virgil or Horace.
50. T h e Pennsylvania Course of Study.

Graduates of a Normal School or holders of State Standard
Certificates should elect largely from the following:
Course 16. Rural Sociology.
Course 31. Educational Psychology.
Course 32. Elementary Course in Educational Measurements.

T h e N ormal School H erald

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Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course
Course

33.
35.
38.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.

Psychology of Common School Subjects.
School Administration and Educational Problems.
Second or T hird Year French.
Virgil or Horace.
General Botany.
Vertebrate Zoology.
Geology.
American Government.
English History.
Solid Geometry.
Advanced Algebra.
Contemporary Poetry.
Advanced Composition.
T he Pennsylvania Course of Study.

For Primary teachers we recommend the following Courses:
Course 2. Teaching of Primary Reading.
Course 9. Teaching of Primary Subjects.
Course 13. Children’s Literature and Story Telling.
Course 15. Nature Study.
Course 17. Art.
Course 20. Industrial Arts.
Course 21. Handwriting.
Course 23. Music.
Course 25. Physical Education.
Course 26-27. Hygiene and Nutrition.
Course 50. T he Pennsylvania Course of Study.

TEACHING IN THE TRAINING SCHOOL
A limited number of students can be given opportunity to teach
in the Training School during the summer session. Only experi­
enced teachers will be granted this privilege and these should make
application to Prof. W . P. Harley, Director of the Training
School. Specify grade o r grades and subject or subjects in which
opportunity to teach is desired. Demonstration lessons open to all
students will be given from time to time in the Training School.

PROGRAM OF CLASSES FO R SUMMER SESSION

A r t I ( T r .)

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

A rt II

( J r . ) ...................... A r t .

In d . A r t
P r im .

N um ber

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

T.

1 1 :1 5

IO H 5

9 :1 5

8 :1 5

I ll

( S r .)

.............
In d . A r t

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

L i t e r a t u r e .............
O r a l E x p r e s s i o n ............. O r a l E x p r e s s io n . . . .
T . G e o g r a p h y ................. T . G e o g r a p h y . . . . . .

Ju v .

S to ry T e l l i n g

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

CO
>>
«
nd
CO

H
.............................

T3

H v trip n p ( J iri
............... H y g ie n e ( S r .) ---------- H y g i e n e ( J r ^ W S B
M u s i c I I ( J r .) ................. M u s i c I ( J r . ) .................... M u s i c I I J r .) ...............
N a t u r e S t u d y ............... N a t u r e S t u d y ...............

03

............. T . R e a d i n g

R e a d in g

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

P r im . S u b je c t s ............. P | l n . S u b je c t s .............
E d u c . S o c io lo g y .......... H is t, o f E d ......................... E d . M e a s u r e m e n t s . .
P s y c h o lo g y A ...............
A d v . P s y c h o l o g y ..........
R. M an agem en t
A dv.
C n llp g p

A lg e b r a

H is t o r y

T . E n g lis h

..........

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

___ S t a t e C o u r s e o f S t u d y

P e r io d )

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

T . G e o g r a p h y ................
T . H is t o r y
H y g ie n e ' ( J r .)
M u s ic I

( J r .)


I
Ü
d.
<

X
u

M u s ic
N a tu re

P r im .

R e a d in g

R u ra l

S o c io lo g y

P s y c h o lo g y A
C o n te m p o ra ry

III

( S r .)

S tu d y

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

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

R. M an agem en t

.......... R .

P o e try

M anagem ent

*A dv.

H is t o r y

S o lid G e o m e t r y ............. A d v . C o m p o s itio n
........................... f G e o l o g y

..

* Latin-American History or Critical Problems of American History
tGen’l Zoology may be substituted.

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

-0

W r itin g
( D o u b le

....................... E n g . F u n d .

S to ry T e ll i n g

p

T . H is t o r y

P r im .

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

P r im . N u m b e r ............... T . A r i t h .

A r i t h ....................................... T . A r i t h .......................................

A few passes iji High School subject^ will be given to meet the needs of students.

..

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T h e N ormal School H erald

E n g lis h

A r t I ( J r .)

............... ..
E n g . C o m p .........................

T.

2 :1 5

:i5

X

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CHANGES IN NORMAL SCHOOL COURSE OF STUDY
The course of study in the Pennsylvania State Normal Schools
has recently been revised in the interest of greater efficiency. The
courses in the Primary-Kindergarten, Intermediate and Rural
Groups continue to be two years-' in length. T he Junior High
School Group remains a three year course at present, but it is so
arranged that a four year course with the degree of B. S. in Edu­
cation may be authorized in arty Normal School at the option
of the State Council of Education. T he Rural course will be
designated as Group II I and the Junior High course as Group
IV.
T he work of the first semester for Groups I, II and I I I will
consist of Educational Biology, Introduction to Teaching,
English I (covering work similar in nature to that included in
English Fundamentals), Music, Art, Oral Expression, Hand­
writing, and Physical Education.
T he second semester differs very little from the present second
semester course.
The History of Education is dropped from the two year course
and in its place Educational Measurements is inserted. The
Technique of Teaching is a new subject that appears in the fourth
semester.
The greatest change appears in the Junior High School Group.
T he curriculum for the first semester includes Educational
Biology, English I, Oral Expression, Social and Industrial U. S.
History, Human Geography, Appreciation and Application of
A rt, and Physical Education.
Besides the courses now offered in the second semester, Every­
day Science and Economics are offered. In the third semester
English Literature and American Government are required and
two elective fields are open. In the fourth semester American
Literature and a course in the History and Appreciation of Music
are required and two free electives are offered. A course in
Advanced Composition is required in the fifth semester and a
similar ruling applies to Dramatic English and History and
Organization of Education in Pennsylvania in the sixth semester.
T he course is so arranged that every student graduated from it
will have a field in English and two other fields selected by him.
Provision has also been made whereby a graduate of any of the
two year courses can, by taking two years additional work, be
graduated from a four year course in Elementary Supervision.
This course, when authorized by the State Council of Education,
will carry with it the degree of Bachelor of Science in Education.
T he new course will be fully outlined in the Normal School
Catalogue for 1926-27, which will be ready for distribution not
later than April 15.

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REGISTRATION FOR THE FALL TERM
The advanced registration for the Fall Session is much heavier
than usual. T he final assignment of rooms will not be made
until May 1, but the waiting list is large and we realize that
in spite of the fact that we are arranging to accommodate more
than fifty additional students in advance of last years registration,
we shall not be able to accommodate all who apply. O n this
account we advise prompt registration on the part of all who
expect to enroll for the fall session.

PHILO LITERARY SOCIETY TO CELEBRATE ITS
FIFTIETH ANNIVERSARY
T he Philo Literary Society will celebrate its fiftieth Anniver­
sary on Friday evening, April 30. T he Committee in charge of
the Reunion is making extensive preparations for this event.
All former members of this Society are invited to be present and
to help make the anniversary a red letter day in the history of
the society. T he program will be of unusual interest.

CLASS REUNIONS
T he members of the Alumni will read with interest the letter
of Dr. E. M . Gress, President of the Class of ’96, to his class­
mates. If that letter doesn’t rouse the class, if there are any that
need to be awaked, then nothing short of Gabriel’s trumpet will
do so. W e have read many good letters from class presidents,
but we take our hats off to Dr. Gress. O f course the Class of
’96 will be here to show all of us that they are very much alive.
But what of the other class reunions? W e know that ’91,
with Dr. Heiges and “Jerry” Otnwake right on the spot in
Shippensburg and Supt. W . M . Rife in Carlisle, will make:
some noise, and we’ll-wager that 1901 is on the job with Owen
Underwood at the helm. W e have heard rumors that _’06 will1
be heard from, but we do not have definite information. By
grape-vine telegraph we learn that ’l l is on the job, but the news,
has not been verified by the Associated Press.
W e hear that T 6 has a live committee ready to work at the
fall of the hatchet. W e believe that Gilbert Quickel will soon
give the signal if he has not already done so.

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21 is very much on the job as the appeal of the committee
published elsewhere in the Herald will bear witness. Of course
24 will be here. W e have been told that all arrangements are
being made.
It may be that the classes of 7 6 and ’86 will be a little l | |
demonstrative than some of the others. They may not have las
many in the Alumni Parade as ’96, but there are some rare
spirits . in ’86 who will see to it that the class does not suffer in
comparison with other classes. 7 6 —the Centennial Class—was
not a large one, but we know we shall not be disappointed when
we look for its members in the Big Parade, Saturday, June 5.

REUNION OF ’91
This is a reminder that the Class of ’91 will hold its reunion
on Saturday, June 5.
Thirty-five years ago the members of the class of ’91, eightyone in number, said good-bye to the “Old School” but not for
good, for we are coming back Saturday, June 5. Don’t forget
the day. A personal letter will be sent you in the near future
by the President of the Class, W . M . Rife.

CLASS OF 1896, ATTENTION
Camp Hill, P a.; M arch 15, 1926.
Dear Classmate,
Has the class of ’96 lost any of her old time “pep?” W e are
going to prove on June 5, that “she” still has the stuff that makes
all other classes step on the gas to keep within seeing distance.
T hirty years of travel over all kinds of roads, through many
storms, have not slackened the machine’s speed. She is still run­
ning on high with no signs of having to drop back into inter­
mediate. True, she always was a little noisy due to the fact
that she was built for strength, power, dependability and dura­
bility. H er clutch has never slipped in the 30 years. She has
gone through stiff mud and deep snows but has .never ripped
out her differential or transmission. “Champion” isftthe name
of her spark plugs—they never foul. In climbing the rugged
mountains her engine heats up a little, but with her good sun­
shine radiator she never needs to slacken her speed nor . shift
gear. She goes right on climbing the steepest hills and sur­
mounting the greatest obstacles.

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Hush! the paint has faded a little. In places it has become
gray, in others it is worn off, in a few it has been touched up
with bright tints of pink and red. Only a very few of her 120
original parts have been worn out, but the remaining members
have assumed the strain and she is running on, strong and vigor­
ous, still good for another quarter of a century.
This splendid machine, which was run out of the shop in
June, 1896, will be on exhibition on the Campus of Old Alma
M ater all day and evening of June 5, 1926, and all the friends
of the Old School will be there to inspect her, for it is Alumni
Day, when everybody returns to the place so dear to his memory.
Yes Sir! we are going to have the greatest reunion ever held
at Old Normal. You must be there with your husbands, wives,
children, lovers and sweethearts.
A BAND consisting of twenty-five members and conducted
by our own jolly H. B. Hege, has been employed for the occasion.
Something that has never been “pulled off” by any other jdass.
Hilarity will be rife every hour of the day, and at six o’clock
we are going to surround the banquet table to the number of
about 100.
A parade headed by our own band will be one of the big
features of the day. Everybody prepare some kind of flag or
banner. Remember our colors, brown and corn (light yellow).
The cost of the band has been guaranteed, but come prepared for
a voluntary contribution. Let us not stick the guarantors for
the whole amount.
M r. Fred Menger, proprietor of the Fort M orris Hotel, must
know in advance how many chickens it will take to feed this
“peppy” class, so write me on receipt of this letter and tell me
that you will be there and the number of plates to reserve for you.
Oh yes! also write our Historian, J. I. M artin, Watsontown,
Pa. Don’t be modest, tell him all about yourself so that he can
prepare a history of the class for us.
I am enclosing a list of our class with the address of each as
it is known. If you know of any errors in this, please write me
the corrections. I also want each of you to write a number of
these, urging them to be present. Your President has appointed
every one of the class as a member of one big committee to make
this the biggest reunion in the history of Shippensburg Normal.
Your President has been chosen President of the Alumni Asso­
ciation for this year. He is slated for a speech on that great day
and he must just have you all there to support his weak knees.
C O M E O N ! BOYS A N D G IR LS, L E T S G O !
Your old classmate,
E. M . Gress.

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ATTENTION, CLASS OF 1921
Amazing but true that five years have now passed and so it’s
time for that big reunion. Surely you’re coming. There never
was such a dinner as this one is going to be not such an evening
of fun as will follow. W e’re planning a variety of entertain­
ment, dancing, cards, etc. T he orchestra will be the best in the
valley and will furnish the kind of music you just can’t resist.
And the place—a dream of a tea room, to which we hope to be
taken in cars by some of our members who are as prosperous as
that.
T he night is June 4, and will be followed by Class Day so
you can kill the proverbial “two birds with one stone.”
Com e. and bring your husband or wife and children or if
fortune has not favored you thusly then bring your favorite friend.
Committee.

REUNION OF HANOVER NORMAL ALUMNI
T he meeting of former students and friends of the Cumberland
Valley State Normal School, Shippensburg, held last evening,
Jan. 29 between 7 and 10:30 o’clock in the auditorium of the
Y. W . C. A., Carlisle Street, was attended by 44 persons. In­
cluded in this number were four members of the Normal School
faculty as guests: Dr. J. S. Heiges, dean; Dr. S. S'. Shearer,
head of the Science Departm ent; Miss Ada V. Horton, registrar,
and M rs. Wylie Stewart, an instructor. T he purpose of the
meeting was not to form a local alumnae of the organization,
but rather to foster in the minds of the younger folks, a deeper
interest in the institution and it’s work, which was the outstand­
ing result of the evening’s meeting.
T h e meeting began with a fine chicken dinner with all the
“fixin’s” which everyone did justice to. This was served in the
usual fine style by the ladies of the Y. W . C. A. A short
program was rendered as follows: Vocal solo, Miss M ary Shue,
accompanied by Miss M aude W eikert; piano solo, Miss Eliza­
beth H u ll; cello solo, J. S. Moul, accompanied by Miss Maude
Weikert. This part of the meeting was in charge of Rev. E. M.
Sando.
Following the program, the meeting was turned over to Super­
intendent of Schools, Prof. S. M . Stouffer who acted as toast­
master of the evening. He called upon a number of those present
who made fitting responses, extolling the work the school is doing,
has been doing, and will continue to do in the future, which
were roundly applauded.

T h e N ormal School H erald

13

Several of the guests were prospective pupils of the school. An­
other was the Principal of the High School, Prof. G. W . Peffer.
Miss M arguerite W altman and Miss Elizabeth Hall, were also
guests.
The Alumni and other guests present were: Miss Luella
Shue, guest, Miss M argaret Shue; M r. and M rs. W m . H. Nace,
Miss M yrna E. Bair, Miss Maude Weikert, M r. and Mrs. J. S.
Moul, Prof. S. M . Stouffer, Rev. E. M.. Sando, Howard F.
Slagle, I. R. W itmer, M rs. Nettie Grove, M r. and M rs. Geo.
H. Hartman, M r. and M rs. E. E. Hamm and guest, M rs.
Minnie Albright; E. M . Bittinger, Chas. H . Varner, Allen
Slagle, Miss Helena Mahaley, Miss Edna Baughman, M r. and
Mrs. H. W . Meckley, Miss Jessie Bowman and guest, Samuel
Bowman; M r. and Mrs. Geo. B. Krug, T . S. Bortner, Miss
Mary Shue, guest, Meredith E. Stahl; Miss M . Florence Rife
and guest, Dennis A. Rice; M rs. Bess C. Henderson, M rs. Eliza­
beth B. Slagle and T . H. Brame.

MEETING OF THE ALLENTOWN CEE VEE NOR CLUB
The Cee Vee N or Club, an organization of alumni girls from
Shippensburg, who are teaching in! Allentown celebrated their
election of officers with an informal dinner dance at the Queen
Ann Hotel, at Palm, on December 4th, 1925.
During the course of the dinner M rs. W m . Ross (Elsie
Hausman ’21) presented Miss Grace McKee ’23, retiring secre­
tary and treasurer, with a beautiful corsage bouquet; after which
three cheers were given for the newly elected officers, President,
Mrs. W m, Ross and secretary-treasurer, Irene Seip, ’22.
Following the dinner the club members and their guests danced.
At the close of the evening everyone gathered round the piano
and sang the Alma Mater.
Those present who were Shippensburg Alumni, were Ida Silburg, Ruth W arhman ’24, M artha W arhm an ’23, Grace McKee
’23,. Dorothy Weaver ’24, Olivia Kindt ’24, Kathryn Fogel ’22,
Mamie Ebert ’21, Edith Kennedy ’21, M rs. W m . Ross (Elsie
Hausman ’21), and Irene Seip ’22.

ATHLETICS AT NORMAL
The students and faculty are well satisfied with the outcome
of this years basketball season. T he average for the season was

14

T h e N ormal School H erald

quite gratifying— as the total wins were nine and the losses were
four.S-Our record was as follows:
Gettysburg Freshman . . . . .32;
Dickinson Jr. Varsity . . . .. . 2 2 ||
Bloomsburg Normal . . . . . . 29;
W est Chester Normal . . . . .26;
Millersville Normal •... . .. 32;
Bloomsburg Normal . .. . . . 19;
Kutztown Normal ............. .36;
Dickinson Jr. V a rsity ........ . . 38;
Kutztown Normal ............. .28;
Penn State Forestry School .24;
W est Chester Normal . . . .34;
Millersville Normal ......... .30;
Penn State Forestry School .20;

Normal . ..............................38
Normal . ,. . . ’........................24
Normal .. .............................. 21
Normal . ,..............................31
Normal .. ............................50
Normal . . .............................22
Normal .. ............................ 24
Normal .. ........... 22
Normal .. ................. . . . . . 3 6
Normal . . ............................36
Normal . . ............................29
N o r m a l . . ............... ............ 32
Normal . . ............................ 33

The boys who made their letter in basketball were Captain
Chester M iller of Mercersburg, Pa., Ernie W hite and Vernon
Fenstermacher of Harrisburg, Pa., Royal Hintze of Wrightsville, Claude Larimer of Patton, Pa., Griff Jones, Woodlawn, Pa., Clarence Schuler, Highspire, Pa., and Bill Barbour of
Shippensburg, Pa. S second was given to Eddie Horton and
Joe Dodd,—Jones, Shuler and M iller played their last game
for Normal with the closing of the season. T he rest will no
doubt return next year and a better record is hoped for.
The Junior Varsity played an 8 game schedule, which they won
and lost four games. On this team there was some splendid work
and we will be surprised if some of these boys do not make a
strong bid for the varsity next year.

Base Ball Schedule
April
April
April
M ay
M ay
M ay
M ay
M ay
M ay
June

17— Gettysburg Junior Varsity, Home
21— Dickinson Junior Varsity,Home
24— Kutztown Normal, Away
1— Bloomsburg Normal, Home
8— Millersville Normal, Away
15—Kutztown Normal, Home
22— Millersville Normal, Home
29— Penn State Freshman, Away
31— Penn State Freshman, Home
5—Alumni, Home.

T h e N ormal School H erald

15

W ith the return of most of last years team, which includes
Captain Miller, Calder Geedy, Paul Smith, Franklin Baker,
Oscar Blynn, Bob Line, Roy Hovis and many of the boys who
looked very promising by the last of our 1925 season, along with,
many new boys who have played good ball before entering school
last fall. It will be quite difficult to arrange a winning com­
bination which we hope to have,—W e only hope that we can
duplicate our last seasons record.
Dr. Heiges has arranged some home attractions which will be
worth while for our Alumni to return to see, Bloomsburg Normal
and Penn State Freshman will be two games very worth while
to see. W e no doubt will run in a few mid week games which do
not appear on our schedule if at all possible. O ur Alumni game
June 5th is always attractive for Commencement Week which we
hope to prove again that the new is always better than the old,—
But some Alumni say, No.
• It may be of interest to know that there has been an organi­
zation! started by the school authorities called the Varsity Club.
The membership to which is only obtainable by earning the
varsity “ S” at Shippensburg Normal,—T he purpose of the organi­
zation is to be of service to the school in encouraging better
sportsmanship with our rival schools, help in organized cheering.:
Encourage as many boys as possible upon entrance to school
to affiliate himself with some school activity, regardless whether
it is sports or not. T o make the school letter known as the
coveted “S” , rather than just flannel S award. They also regu­
late the proper wearing of the varsity letter where it has been
properly awarded.
The membership is now 26 which includes all the letter men
in the school. T he officers that have been elected are President
Clarence Schuler, Highspire, Pa., Vice President Don Ritter,
Shippensburg, Pa., Sec. & Treas. James Smith, Woodlawn, Pa.
H. Newsham Bentz,
Coach.

ALUMNI PERSONALS
’91.

Rev. G. W m . M illar writes us from Annville, Pa.

Dear Editor:—
I suspect my subscription to the Herald has expired. I en­
close $1 for payment for another four years or as long as the
above will pay subscription. Send it to me at 341 Main St.,
Annville, Pa., not R. D. No. 4, Gettysburg, Pa.

18

T h e N ormal School H erald

teaching work in the grades of that place as she says music
teachers are needed. W e are glad to get in touch with Esther
again as we had lost track of her for quite a while.
’17. M rs. W . W . Verlander (Ethel Hege) has left Penn­
sylvania ^since her marriage and now lives at 651 Carpenter St
Akron, Ohio.
’18. Miss Elizabeth Eby is teaching in Freeport N. Y.
address is 23 M iller Ave.

Her

Miss Elizabeth Herncane has been elected teacher in the
schotol of Ventnor City, N. J. She began her work February 1
H e r address is 104 S. Victoria Ave., Ventnor, N. J.
’19. M rs. Mabel Lehman Statler writes that she is anxious
to know what her classmates and other alumni are doing so she
thinks the Herald will tell her many items of news. She sends
her subscription for another year.
H B h TT^ r- Richard Horton is studying music in New York
City. His address is 318 W . 57th St., Box 325 N. Y. City.
’20. M r. Harvey Bolan who taught last year in New Cum­
berland, Pa. is teaching at Mountaindale, Pa.
20.

M r. H . C. Coleman writes us as follows:

T e a r M r. Heiges:
1 am just in receipt of the January copy of the Normal School
Herald which is always a welcome visitor as I am always glad to
near from my fellow classmates.
Ju st a word to tell you what line of business I am at present
■engaged in. I have just recently accepted a position as Treasurer
and Chase of Harrisburg, Inc. I have been connected
with this company however over a year as manager of the In­
surance Department, which duties I still perform and needless
to say I have very few idle moments. However the work is
more than interesting.
Give my best regards to Dr. Lehman and other members of
the faculty.
Very truly yours,
H . C. Coleman,
T reasurer.
I am enclosing 25 cents to cover renewal of my subscription
to the Normal School Herald.

T h e N ormal School H erald

19

’22 Miss Elizabeth Ryder is .teaching in Chester, Pa. She
writes recently that she is going to do advanced work toward a
degree in Art. "We wish her success.
’23. M r. Ralph Orner who taught last year at Dillsburg,
Pa. is attending Gettysburg College.
’24. M r. Chalmer Sell is no longer teaching! He is. at pre­
sent employed by the Highway Department with headquarters
at Hollidaysburg, Pa.
’26. M r. Harling E. Sponseller who was graduated in Febru­
ary has been elected to teach in the junior high school at Shippensburg.
’26. Miss Louise M orrow who was also graduated in Febru­
ary has been elected to teach at Red Bank, N. J.

ENGAGEM ENT ANNOUNCEM ENT
At the first meeting of the Cee Vee N or Club (Alumni of
Allentown) December 4, Miss Grace McKee ’23 announced the
engagament of Miss M artha W ahrm an ’23 to M r. Jacob Reed.

CUPID’S COLUMN
T rimmer -L yter . A t Carlisle, Pa., February 22, 1926, M r.
Jacob E. Trim m er to Miss Gladys Lyter. M rs. Trim m er is at
present a student in the normal school.
S h e a f f e r - T u r n b a u g h . A t New Bloomfield, Pa., January
14, 1926 by Rev. G. K. Little, M r. A rthur Sheafier to Miss
Louise Turnbaugh ’21. They reside in Newport, Pa.
C o llier -B ossert . At 1427 6 th Ave., Juniata, Pa. January
5, 1926 by Rev. H . W . Bender, M r. Merdie L. Collier to Miss
M ary Bossert ’25. They reside in Atlantic City, N . J.
K a lt r e id e r -P ic k e l . A t Red Lion, Pa., January 30 1926.
M r. Mervin Kaltreider to Miss Ruth S. Pickel. M r. Kaltreider
was a student with us last year.

20

T h e N ormal School H erald
STORK COLUMN

I B B H B Shippensburg, Pa., M arch 6 , 1926, born to M r.
S h en k ’S GUy R ’ KeiSter’ a SOn‘ M rs- Keister was Bertha
D avis. A t Prince Frederick, M d., February 24, 1926, born to
M r. and M rs. Herbert F. Davis a son, Redmond Stewart Davis.
M rs. Davis was Dorothy Drum ’20.
P ee A t Philipsburg Pa., March 2, 1926, born to Rev. and
M rs. Ernest Pee a daughter. Mrs. Pee was Ida Feiser T2.

20 MÎ9?fiS' h A t ,theJ Vest U

Sanitarium> Y otk, Pa., October
0, 1926, born to M r. and M rs. George E. Myers a daughter
M ary Jane. M rs. Myers was Dorothy Myers ’22.
Ross.
m

" Ä

A t 343 N. 7th St., Allentown, Pa., June 16 1926
r

s

,

fi| 8BHB
of Geography at Normal.

¿

a dauehKr' * - - ■

M

'

ä

w
ä

1 «™ -

the purses’ Home New York City, February 5
1926, born to M r. and Mrs. Paul M . Hykes a son, Glenn Richard.
M rs. Hykes was Dora Guise a former normal student.

OBITUA RY
Stouteagle
Agnes Jeannette Stouteagle, ’08, died January 18, 1926.
following notice is from a McConnellsburg paper:

The

■ f l B f l Jeanne.tte Stouteagle died at her home on Lincoln
Way, Monday morning, January 18, at 6:30 o’clock, aged 36
years, 7 months and 6 days. She had been ill for several years
with a complication of diseases, and for the past six months had
sultered intensely.
H
Nettie 88 sbf ?vas known to the many who loved her, was
a young woman of beautiful Christian character. She was a
teacher in the public schools for several years, and was a faithful
member of the M . E. church, and a devoted teacher in its Sunday
hool until her health failed; H er cheerfulness and fortitude in
tier suttenng .were the admiration of all who knew her. She
made all the arrangements for her burial, selecting her clothes,

■

T h e N ormal School H erald

21

pall bearers and the Bible text for her funeral, which was held
at her late home Wednesday afternoon at 1 :30 o’clock, Rev. H.
L. Jarrett officiating. Interment was made in Union cemetery.
D unkle
Margie Dunkle, ’08, died February, 1926. Miss Dunkel was
a teacher in the first grade at the M ajor Bent building, Steelton,
for seventeen years. She was unable to take up her duties at the
opening of the present school term because of illness, which
resulted in her death.
B arrie
Mrs. Kathryn Garver (Barrie) died January 30, 1926.
following account we have from a Lebanon paper:

The

Mrs. E. L. Barrie, of Buffalo, N. Y., formerly Miss Kathryn
Garver, daughter of M r. and M rs. A. B. Garver of 330 North
Tenth street this city, died at her New York home this morning
early. Parents of the deceased were notified this morning of the
death which came as a shock to them, beside relatives and friends,
She had been ill for the past month, but according to friends in
this city, her condition was not serious. M rs. Barrie, before leav­
ing this city was a teacher in the city public schools and also direc­
tress of the Meadow Bank Playground at the time of its exist­
ence on W illow street near Tenth. She was well known here,
having a large circle of friends besides teachers who are members
of the City Teachers -Association of which she was a member.
Beside her husband M rs. Barrie leaves to survive a daughter
Lefley Marie, a month old. H er parents, M r. and M rs. A. B.
Garver, 330 North Tenth street this city, and two sisters, Mrs.
Guy Moore, of Garfield, N. J., and M rs. A. Mathewson, of
Hershey. T he body will be brought to this city Monday morn­
ing.
M illeisen
M rs. Jean W itherow Milleisen, ’84, died M arch 19, 1926.
W e take the following article from a Shippensburg paper:
M rs. Milleisen was born in Shippensburg. She was a graduate
of the State Normal School of this place. Following her gradua­
tion, she took up the study of music. She was for a number of
years, director of music in the public schools of Mechanicsburg.
During her connection with the local school work she was married
to Alfred Milleisen, son of the late Joseph Milleisen, and a
brother of John J. Milleisen of Mechanicsburg.

22

T h e N ormal School H erald

M rs. Milleisen was active in educational and civic work in
Altoona. She was director of music in the Altoona schools, an
officer in the State Music Association and prominent in church
work. During the W orld W a r she gave valuable assistance with
her music in the Liberty Loan drives, and was active in Red Cross
work. She was one of the organizers of the State W ar M other’s
Association which was formed during the W ar, and served at
one time as president of the State association. She is survived
by her husband, one son, Alfred lyiilleisen, Jr., and a daughter
Jean Milleisen.
TO T H E ALUMNI
T his is the third time we have had the opportunity of report­
ing to you through “The Normal School H erald” ; and it is our
desire at the present time, as it has been in the past two years, to
set before you something of the work we are attempting to do.
O ur intention throughout our English work is to be practical,
and keep in our minds perpetually the idea that we are helping to
train young people not only to live their own lives on a high level
but to pass on to other young people the aids to fuller learning.
T h at means, of course, that every lesson we teach has a double
aim: W e are attempting to furnish material that will make happy
and worthwhile lives possible, and at the same time we are at­
tempting to show in what ways this material may be passed on to
others.
Efficiency in speaking and writing with clearness and force,
efficiency in reading worth while material with speed and under­
standing are the practical aims of all English courses. It is an
admitted fact that without efficiency in these three lines no one
can attain the highest standard of living, and it is an even more
evident truth that without such efficiency no teacher can do satis­
factory work. W ith these facts in mind, then, we base our courses
upon the idea of; stimulating a desire to speak and write well,
and to find the most worth while and helpful literature. W e
present our courses with the hope of gratifying these desires to
some extent, and of making it possible for our students to pass
on these desires to others.
It is for you, our A lum ni||to tell us whether or not we are
in any way accomplishing our purposes. You can best tell how
the work is carrying over into your teaching field. W ill you take
a half hour and write us what your greatest English needs are?
Any suggestions you may have to offer will be most gratefully
received, and we shall be happy to be of any possible service to you.
Very sincerely yours,
T he Department of English.

T h e N ormal School H erald

23

OUTDOOR ENGLISH LESSONS
OR

SCHOOL JOURNEYS FOR THE ENGLISH CLASS
T he State Director of Visual Education has stressed most in­
terestingly in recent numbers of “T he Pennsylvania School
Journal” the matter of visual education, and particularly the
“school¡¡Journey” phase of visual education.
The relation of geography, nature study, and certain kindred
studies to visual education in the school journey phase has, for
many years been clearly recognized. In English the matter has
been somewhat different, and the advantages of certain types of
visual aids have not been emphasized. T he matter of well known
novels in moving pictures has been accepted as more or less com­
mendable— frequently less; an author’s home, or some spot made
famous by story or poem might appear upon a slide; it was not diffi­
cult to understand that a “ journey” might be made to such placesas were depicted on the slides; but a “school journey” for the
mere purpose of supplying atmosphere, or offering inspiration,,
was until recent years looked upon askance.
W hen our Teaching of English classes were directed to plan:
“school journey” lessons with either atmosphere or inspiration asthe objective the students were somewhat aghast for a time.
Nevertheless, the final results were excellent. W e have printed
one of the student lesson plans elsewhere in this number of
“T he Herald.” W e will here present two of the illustrations th a t
were given the classes before they began work on the plans. Thefollowing material is in no way meant to represent definite lesson
plans; it is merely suggestive of a foundation upon which the plancan be built.

FOR A i EIGHTH GRADE CLASS IN COMPOSITIONS
The following fragments were suggested by a remark of Missr
Alice H artzler of the English Department, during a discussion
of “school journeys.” Miss Hartzler, half laughingly said, “I
suppose we could take our students to the foot of the campus, let:
them watch the trains pass for a time, then bring them back and
say, ‘W rite.’ ”
The Teacher’s Aim: T o help students secure ideas for essay,
story or poem. (I t is understood, of course, that these forms o f
writing have been particularly discussed at various times during
the year.)
The Pupil’s Aim: T o watch the trains pass'and to mull over
in his mind ideas that occur to him upon hearing, seeing, feeling:
the train pass. ■

24

T h e N ormal School H erald
(a) Previous to the outdoor trip :
There shall be no discussion.
T he teacher may ask certain questions to which no im­
mediate answers are to be made.
W hat dbes a train mean to you? Does it mean danger?
Does it mean noise? Does it mean learning— travel in
unknown country? Does it mean adventure and romance?
W hat feeling courses over ,you as a train approaches you?
T error? W onder? Awe? Longing? Delight? Ex­
hilaration ? W hat?
It may be suggested that ideas should be . jotted down
as they occur to the pupil.

(b) T he outdoor period:
T he pupils may journey to the foot of the campus and
seat themselves upon the ground. The time may be carefully
planned so that two or three trains will pass. One comes
thundering up the grade, another creeps rather silently
down. T he teacher may, if she thinks it desirable, wander
from group to group with comments and suggestions:
“Fiery monster,” “Dragon,” “Thunder of the gods,”
“ Feline slyness in its approach,” anything that is suggested
to her own mind. After two or three trains have passed
and the pupils have had time to think, the group may return
to the class room.
(e) After the outdoor period:
Discussion should be avoided as it is preferable not to
“pool” ideas. Time should be permitted for jotting down
any additional ideas. T he pupil should be permitted to
write his ideas in any form he desires—verse or prose.

A F o u rth G rade P oetry Lesson
U nder the Greenwood Tree
by
W illiam Shakespeare
T he Teacher’s Aim: T o have the children understand the
spirit of “Under the Greenwood T ree.”
The Pupil’s Aim: In the beginning the child has no aim but
enjoyment; his final purpose is to learn a new form of invitation
that he may bid others partake of his pleasure.

Tn several recess periods preceding the study of the poem the
.................................................... .............................. —

fascinating game.

■

■

■

IID

■ w H Wmmm
kind of im itation that you may give your fnend, |
them to join you in your freedom.

yon w *

“Under the greenwood tree
. W ho loves to lie with me,
And tune his merry note
Unto the sweet bird's throat,
Come hither, come hither, come hither;
Here shall he see
No enemy
But winter and rough weather.
“W ho would ambition shun,
And loves to lie in the sun,,..
Getting the food he eats,
And pleased with what he gets,
Come hither, come hither, come hither;
Here shall he see
No enemy
But winter and rough weather.”
Later the children should have the poem taught

■HHmm M 1

h a ,, a copy of
'
S n g g S n s ouch aa the followr l h o ™ d r 2 ™ ^ S n m the r id in g of .h . poem and see
how many things happen I the poem H B B H H f l
doors.” " I am going to read the poem
. tan7i that is most particularly inviting.
Let me reau you rue
“
w hi£ £ « d i s e L r what interesting words yon hear. Ltsten

26

T h e N ormal School H erald

to the poem, then tell me what kinds of weather you may expect to
encounter in this free life.” This may be continued until the poem
has been read six or eight times; by the end of the last reading
many of the children will be able to repeat the lines, while the
others will find little difficulty in completing the memorizing
process.
M arion H. B lood.

BOOKS FO R T H E TEA C H ER ’S BOOK SHELF
Every teacher needs a shelf of books to supplement the text
books that she may be using in her classes. This shelf should hold
other text books, courses of study from other states, (we assume
that no teacher is without the course of study of her own state),
books on method, and anything else that will add life to the
teachers work. Below we are printing a short list of such
books. 1 he list is by no means complete, merely suggestive; it
may be added to from the book list of any publisher.
1.

Better English— Simons,
Winston Company.

O rr,

and

Given—The John

This is a series of three language books ; they offer work
for the grades from third to eighth, inclusive.

2.

Composition Standards— Savitz, Bates, and Starry— Hinds
Hayden, and Eldridge.
In this volume composition standards for grades first to
eighth are presented.

3.

Creative Effort— Referred to in article on “Creative W rit­
ing,” found in this number of T h e H erald.

4.

Creative Youth—Also referred to in article on “Creative
W riting.”

5.

English Today—Week and Wilson— Charles Scribner’s
Sons.
This is a series of three language book; they offer work for
the grades from third to eighth, inclusive.

6.

Good English in speaking and writing—Young and Memmott— D. Appleton and Company.
These are language books for grades four, five, and six.

T h e N ormal School H erald
7.

27

Live Language Lessons— Driggs—The University Publish­
ing Company.
T his is a series of three language books for grades third to
eighth, inclusive; they supplement, or perhaps we should
say illustrate, the methods advocated in “O ur Living
Language,” mentioned in this list.

8. Methods in Elementary English—-Young and M em inott- D. Appleton and Company.
This book presents methods and material for the first
three grades. T he latter part of the volume contains
an excellent collection of language games for young
children.
9.

Course of Study—Moore—T h e
Company.

M inim um

Macmillan

Accomplishment by grades is clearly stated; poetry to be
learned and books to be read are listed. T he volume
contains courses of study in other branches as well as
in English.
10.

O ur Living Language— Driggs—T he University Publish­
ing Company.
This is a book on the theory of teaching _English. T he
matter is presented from the point of view of teaching
a growing language— not a dead one.

11.

Self Help English Lessons—W ohlfarth and Mahoney—T he
W orld Book Company.
These are three language books for grades third to eighth.
They are supplementary to the book “Self Help Methods
in English,” mentioned below.

12.

Self Help Methods in English—W ohlfarth— The W orld
Book Company.
This is an excellent book on English methods for the
eight grades. It is filled with helpful and practical
illustrations that may be carried directly into the class
room.

13. Standards in English— Mdhoney
pany.

T he W orld Book Com­

28

T h e N ormal School H erald
U S 1 1 M m C°urse of study for the eight grades. It
sets forth aims by grades, presents models for com­
parisons, suggests composition subjects, and offers many
devices and games to be used throughout the grades.

M
-

W BÊ

how -

This is a primary work containing helpful suggestions for
both teacher and pupil,-^-especially good for the cor­
rection of errors and for inspirational Conversations.
15.

The Teaching of English—Klapper— D. Appleton Company.
In this book of methods are to be found helpful and prac­
tical suggestions for all phases of English except litera-

16.

The W innetka Graded Book List- -The American Library Association.
H

S B E S
as the' title suggests, a very excellent
list or books, arranged for various grades.

As a separate note which should stand out from the other suegestions, we wish to mention the absolute necessity of a dictionary.
N o teacher can work without a dictionary. There are a number
of very excellent dictionaries published,—one of the most satis
factory is { Webster’s Collegiate Dictionary ”_ G . and C M e "
nam Company.

B

In addition to the magazines that treat educational matters
B
° r H dlSCU,Sf f l of the various branches in one publicalnow n

h

devo,e
^

The Elementary English Review, 6505 Grand River, Detroit,
I H
B the H i implies treats of elementary English It

- c c e l l u ^ ^

and rePOrtS accurately new and

J °Urnalr_ '^ ? e University of Chicago Press, Chicago, Illinois, Eg a much older magazine than “The. Elementary
Review, and for years it has done for high school English what
the newer magazine is doing for elementary English.

T h e N ormal School H erald

29

CREA TIV E W R IT IN G
Much has been written, and more has been said, concerning
the creative work of school children, and there are few English
teachers in the country who have not tried their hands at inspir­
ing and encouraging original, imaginative work.
In the old days i f '“Teacher” found a child writing verse or
story during school hours the child was severely reprimanded and
was instructed, “Johnny, throw that trash in the waste-paper
basket and study your verb forms.” Heaven knows how many
potential poets have been consigned to eternal ditch digging by
directions concerning verbs,— or something equally wearisome.
Today if “Teacher” catches a child eagerly diagramming sentences
she says, “M ary, put that worthless matter in your Latin grammar,
then take a little walk down yonder lane. Perhaps you will have
some happy thoughts, and maybe you can bring me a little poem
tomorrow.” Certainly both methods are extreme, nevertheless
few of us can deny that if we must have extremes the latter
variety is by far the more fascinating, and in nine cases out of ten
will promote more joyous, useful living. However, most of us
admit that there is a middle course.
Certain recent publications have set forth that happy medium
in the matter of writing. O f these publications two of the best
known are “Creative Youth” by Hughes Mearns (Doubleday,
Page and Company) and “Creative Effort,” a booklet illustrating
the work of the Francis W . Parker School (330 Webster Avenue,
Chicago). T he former explains the methods used by its author in
the Lincoln School, New York City; in this volume the success
of the methods is proven by the presentation by a delightful col­
lection of student-made poems. This book is invaluable to any;
teacher of elementary or junior high school English. T he latter
book does less in discussing ways and means, but it covers a much
broader field of art, including illustrations of work done not only
in English poetry, but in prose, in drawing, in clay modeling, in
music, and in certain other arts.
A third volume, that is to appear on April fifteenth, is the
result of a contest held by the “Scholastic” (an educational maga­
zine, as you know, published in the Wabash Building,., Pitts­
burgh). T his volume contains student essays, short stories, and
poems that were submitted for a literary contest held- by the
magazine publishing the book. I t is not the work of a single
group of children under the direction of a limited number of in­
structors, but it has the advantage of presenting the work of boys
and girls from many parts of the country, who have worked under
teachers with many varieties of training. Certainly no modern
English teacher can afford not to know at least one volume on
“creative” effort.

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SPELLIN G

T he Training School, the Psychology Department, and the
English Department have agreed upon certain uniform spelling
principles and have adopted a common plan for the teaching of
spelling above the fourth grade. T he plan is based largely upon
the principles of the Horn-—-Ashbough spelling method. The
form presented to the training students is in part that used in
the Public Schools of Bronxville, New York. T he two points
stressed are (a) the wisdom of eliminating for the remainder of
the week a pupil who has proven himself capable of spelling the
weekly assignment; (b) the extreme advisability of a supervised
study period.
The plan is briefly presented below:
First Day-—T he list of words for the entire week is placed in
the hands of the pupils. The number of words on the list varies
with the grade. T he words are carefully pronounced so that
each pupil may know the proper pronunciation of each word, and
the teacher makes certain that the pupils understand the meaning
of the words,— she may either explain briefly the meaning of a
new word, or may ask the pupils to look for the meaning in their
dictionaries. After making certain that the words can be pro­
nounced and that the meanings are clear the teacher *asks the
pupils to lay aside their lists, she pronounces the words, and the
pupils write them. T he tested words may be corrected by the
teacher or by the pupils. ( If this latter plan is followed it is better
for the children to exchange papers as a child, unless he is very
alert, is apt not to see a mistake that he has made himself.) Each
child lists his own misspelled words in the spelling section of his
English note book.
Second Day—All pupils who wrote the weekly list correctly
on the previous day are excused from the spelling period. (It
must be understood that this period should be used in a definite
pursuit by these children,— either they may plan to use it for
work upon which they are weak and need extra time, or the
teacher may assign some especially advantageous bit of work.)
T he remaining pupils spend the time in a supervised study period
in which they study the words previously missed. (Directions for
method of study are given below.)
Third D « g ll|rh e list of words is tested for a second time.
Fourth Day—T he pupils spelling the words correctly in the
second test are eliminated with the same understanding that the
pupils were eliminated on the second day. T he ability of the re­
mainder of the class to spell the words is tested for a third time.

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Fifth Day— T he time should be spent in the use of the words
and in general word study.
Second Week—
First Day—A new list of words should be placed in the hands
of the pupils; these should be pronounced and their meanings
made clear. T he entire class should be tested as to their ability
to spell these words and the words on the list of the previous week.
Second DayStiSupervised study with the elimination of those
who spelled correctly the words on both lists.
Third Day— Second test.
Fourth Day—T hird test.
Fifth Day—W ord study and vocabularly building.
The work proceeds in this way through the weeks. On each
Monday a new list is presented and is tested together with the
words of the previous list.

How to L earn to Spell a W ord
Too frequently spelling is tested and not taught. The rules
that are given below are meant to help both teacher and pupil in
the period assigned for the study of spelling. T he rules are
arranged so that they may be placed in the hands of the pupils,
but the study should be carefully supervised by the teacher,-^at
least until the instructor is certain that the pupils understand and
are carrying out the directions given. (T he rules as presented
below are taken from the junior high school course of study of
Bronxville, New York.)
Rules
1. T he first thing to do in learning to spell a word is to pro­
nounce it correctly. Pronounce the word saying each syllable
very distinctly and looking very closely at each syllable as you say
it. Use the word in a sentence. Analyze and find the catchy
part.
2. W ith closed eyes try to see the word in your book, syllable
by syllable, as you pronounce in a whisper. In pronouncing the
words be sure to say each syllable distinctly. After saying the
word, keep trying to recall how the word looked in your book,
and at the same time say the letters. Spell by syllables.

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3. Open your eyes, and look at the word to see whether or not
you had it right.
4. Look at the word again, saying the syllables very distinctly.
If you did not have the word right on your first trial, say the
letters this time, as you look sharply at the syllables.
5. T ry again with closed eyes to see the word as you spell
the syllables in a whisper.

6. Look again at your book to see if you had the word right.
Keep trying until you can spell each syllable correctly with
closed eyes.
7. W hen you feel sure that you have learned the word, write
it without looking at your book, and then.compare your attempt
with the book to see whether or not you wrote it correctly.

8. Now write the word three times, covering each trial with
your hands before you write it the next time so that you can not
copy. If all of these three trials are right you may say that you
have learned the word for the present. If you make a single mis­
take begin with the first direction and go through each step again.
W rite the word and trace over the catchy part in colored chalk,,
and enclose it in parenthesis.
9. Study each word by this method. Take special pains to
attend closely to each step in the method. Hard and careful work
is what counts.

A TEA CH ERS’ CLUB
Based upon the necessity for O ral Expression
All too often when young teachers pass from school into the
teaching field, they experience the sensation of being utterly cut off
from intellectual pursuits. Frequently the question comes back
to the normal schools, “W hat can we do to keep up with the;
times? W e feel that we are not growing, and that we know
nothing of what is going on in the world about us,” This cry
has come so often that we have given it much thought, and we
have come to wonder why a club could not be worked out upon
the plan used for our oral expression classes. The adaptation of
our oral expression scheme might be based upon the ideas that
follow.
Oral expression: is the scientific art of expressing thoughts orally,,
or of putting thoughts into spoken words. This implies the neces-

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sity for having thoughts and possessing the general technique . ,
'audible expression. A person seldom takes satisfaction in tal^ | v
to himself, so it seems necessary that the conception of spe
should include the ability, on the part of the speaker, to hold
the attention of an audience,-whether that audience be composed
-of one or of five hundred listeners.
Since we should be dealing with teachers, our important conM M N g ■ teacher’s most M B «a. of this sc,»nufic arto
•spoken thought. Teachers explain, discuss, question in their class
rooms ; they explain and argue in public gatherings; they chat at
purely social and at professional-social functions. Every teache
should be able to do all of these things; to do them all properly and
well. He must have material, the ability to think through his m
terial in a straight line, the language and voice to express t
results of his thought. To the average teacher { H U B
thinking, in careful and audible speaking .s more g l g l ^ M
of technique and is the exact, or scientific side of oral expressi .
The choke and use of material, also, is to some extent a | g
|
training but upon the choice of material depends the ideas, the
-originality of the speaker both as to thought and words, and it
into this phase of oral expression: that the artistic element enters.
Persons studying oral expression must learn where good mate­
rial may be found, material that will prove interesting to both

the person speaking and the audience. If a speaker |j—
trpnpral interest about which he w a n ts to talk he is almost certain
l S d his listeners. A man with ideas and enthusiasm may
■speak in the picturesque dialect of the American farmer, or with
the accent of the un-Americamzed foreigner and may hold his
the accent or me
over-specialized college proM —
school teacher ■ ■
English properly accented, but he may use it as clothing for ideas
•so drily conventional, so stripped of originality, and so baking
force that an audience may sleep peacefully and wholly undisturbed.
Bv this it is not to be understood that poor English is desirable,
k means only that ideas and subjects of general interest are to be
SB—
to good English, and if one or the other is to be ne­
glected, let it be the English.
Where then should these topics of generai interest be founA?
Very naturally in contemporary literature, and here in t
literature we are taking the broader use of the work. We j b
in the term not only the novels, plays, poems essays, but any
material in the better magazines of our time. Here if anywhere
-mav material of vital concern be found.

ai ^ 9 m

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Nothing short of a large college or university library would
supply a sufficient number of books for a club of this type; texts
of some kind should be used,:—texts that will supply material
with which to work. I t is difficult to find one book that com­
bines the variation of material desirable, so that more than one
text should be used. A suitable combination is a three months’
subscription to “The Atlantic Monthly,” “Short Plays” edited by
Smith (M acm illan), and “Forty M inute Plays from Shakespeare”
edited by Barker (M acm illan). (W e offer here the combination
used in our oral expression classes; other combinations may be
substituted.)
T he last mentioned volume may seem a contradiction to the
statements concerning contemporary literature, but a moment’s
consideration will serve to set us right on that matter. No litera­
ture of to-day is more filled with questions of modern concern than
the plays of Shakespeare, and no modern playwright is as per­
sistently discussed in the magazines, and critical volume of our
time.
The collection of modern plays is short and perhaps not all
that is to be desired, but it has the distinct advantage of
representing the literature of some eight or ten countries, and
of presenting interesting problems in stage setting and costuming.
I t should quite definitely arouse curiosity concerning modern w rit­
ing. Let- us take examples of what may be done. “T he Locked
Chest” by John Masefield may lead to an interest in the English­
man’s other dramatic work and in his narrative and lyric poetry.
It may well point to a study of Masefield in contemporary maga­
zines. “T he Post Office” by Tagore, because of his idealistic
imagery, may cause a good deal of discussion and arouse a desire
to know more of the w riter’s ideas and ideals. T he question of
costume and stage furnishings should create a decided demand for
back numbers of “The National Geographic” and “Asia.” Amus­
ing as it may seems upon first thought Kipling might even be
drawn into the matter and the reading of ‘Kim” might grow out
of Tagore.
Stuart W alker’s “Six W ho Pass W hile the Lentils Boil” may
turn to the Portmanteau Theatre and art in staging. This natur­
ally points the way to other groups of players and to the Little
Theatre movement in general. “T he Theatre Arts Monthly” and
“Drama” should be in constant demand. O ut of “Spreading the
News” should grow a concern about other plays by Lady Gregory,
and a special evening might be devoted to reports on “T he Dragon”
'and its 1925 production by the Rosemont players. If time per­
mitted there would be the whole Celtic Renaissance with its

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Poetry, romance, whimsy. W ith the limited time at a teacher’s
command it is almost ludicrous to think of the possibilities in this
Irish noble woman’s plays. T he same statement might be true of
Anton Tchekhoff’s “T he Swan Song.” From the latter play
might come Russian dramia and short -story; the Russian theatre
outburst in America; recent articles on Russian politics, litera­
ture, history. There would be no end to the material at hand.
But this is enough to show the possibilities of the first book.
“The Forty M inute Plays from Shakespeare” may mean the
discussion of modern productions, of modem actors, of Shakespeare'
and his time. A week never passes but some article concerning
Shakespeare, his plays, or his time appears. Barrymore’s “Ham­
let,” Hampden’s ¡“H am let,” “Hamlet in M ufti,” Jane Cowl’s
“Romeo and Juliet,” Sothern and Marlowe, this little theatre
group’s presentation of “Macbeth,” that little theatre group’s in­
terpretation of “Julius Ceasar,” modern tendencies in stage
Shakespearian settings, recent discoveries concerning Elizabethan
England and Shakespeare, new books on Shakespeare and his
age, and so on indefinitely.
W ith all of these suggestions at hand it is not difficult to see
where material for talks may be found,—not merely talks on the
theatre and upon plays, but talks upon all of the topics suggested
by the theatre, the plays, the productions. T h at means talks on
nolitics, nationalities, social customs, ^ novels, criticisms,-—almost
anything under the sun. It is in considering talks and arguments
that the “Atlantic M onthly” may be used. Frequently it may
supply material closely related to the substance of the plays, but
more frequently it may give a new turn to the mind, article after
article will start the group on a hunt for more information in
other magazines and in books. Sometimes it may be prison re­
form, sometimes communism, sometimes a chat on old books,—in fact, it may be anything from pig raising to the sublimity of
art or religion.
Topics for argument need not come from “T he Atlantic
Monthly” only, but may often be based upon differences of criti­
cal opinion on plays, stories, novels, or even stage settings and
costumes. It is no easy matter to prove to your opponent that
your idea of how to set a stage is more practical than his. You
notice that I speak of argument here, not debate. T he informal
discussion seems to fit the need of the teacher better than the
formally organized debate. Teachers may at any time find
them-selves drawn into arguments, and they should be thoroughly
trained in the reading of contemporary magazines andl books so
that ideas and material for an impromptu debate may be always
at hand.

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One other connection with contemporary writings may be found
in club organization. T he members would organize and conduct
their meetings in a thoroughly parliamentary fashion. This would
naturally create a concern on the part of the presiding officer and
of comittees for knowledge of similar groups elsewhere. What
are clubs doing? W hat do the magazines and newspapers report
of club discussions and interests? W hat are the most recent
tendencies in literary clubs?
T he more thought put upon this matter the more apparent it
becomes that oral expression and modern literature are abso­
lutely inseparable, and that they «are absolutely essential to all
teachers. Through contemporary literature the teacher may be
inspired with a desire to tell the thing in which his hearer is
interested,- but even more particularly an organization of the
type discussed may open to teachers an unlimited field of litera­
ture; it may help them to secure a literary background without
which no teacher can hope to be a complete success either pro­
fessionally or socially.
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READIN G
Early in the school year the Thorndike—^McCall Comprehen­
sion Tests were given to all juniors. The results, although more
satisfactory than those of last year, demanded that attention be
given to increasing the reading efficiency of the entering class.
Following the tabulation of results bi-weekly comprehension tests
of about ten minutes duration were given in all the English
composition classes, which means that practically all first year
students were reached. T he tests were conducted in the follow­
ing manner: At the beginning of the class period the students
were asked to read certain paragraphs in a common text book.
T he material read was something new to the class reading it.
As the students were given the signal to begin reading, plus and
minus questions previously placed upon the blackboard were
uncovered, the students having been instructed to answer these
questions from the material read. Special instruction also had
been given as to proper eye movement directly across the page,
and also regarding the speed. As the students worked the teacher
placed upon the blackboard, at intervals of five seconds, the
time that had passed;—“5, ' 10, 15, 20,” etc. As the student
wrote the answer to the last question he glanced at the black­
board and placed upon his paper the last figure written by the
teacher. Each student kept his own record and noted his own
improvement.

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These bi-weekly lessons were continued for six weeks when
a second form of the Thorndike— M cCall test was given. T h e
tabulation of results showed that slightly more than 75% of the
class had improved in a degree varying from two points to twenty
five; 10% of the class showed no improvement, but secured the
same score they had received in the first test; about 15% of the
rhw secured a slightly lower score than in the first test,-Sthis
difference in most cases was not more than two, three, or four
points.
Although the results are not wholly satisfactory, they are of
such a nature that we consider the time spent on the bi-weekly
test to have been profitably spent. W e also feel that if as much
progress can be made by students of normal school age, doing
the work only twice weekly, certainly children in intermediate
grades and junior high schools could be greiatly benefited by daily
drill of this type. W e endeavor to show our students that similar
drill may be carried over into their work with younger children.
If this plan were to be carried out consistently in the grades and
high schools, students entering normal schools, colleges, or life
would not find themselves fearfully handicapped by a low read­
ing efficiency.

STUDENT LESSON PLANS IN THE APPRECIATION OF
POETRY.
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Year.
Fable.

The mountain and the squirrel
Had a quarrel
And the former called the latter
“Little P rig;”
Bun replied
“You are doubtless very big;
But all sorts of things and weather
M ust be taken in together,
T o make up a year
And a sphere.
And I think it no disgrace
T o occupy my place.
If I ’m not so large as you,
You are not so small as I,
And not half so spry,
I ’ll not deny you make

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A very pretty squirrel track;
Talents differ: all is well and wisely put,
If I cannot carry forests on my back,
Neither can you crack a nut.”
Aim : T o have the child visualize Emerson’s Fable before he
memorizes it.
(I would not choose this poem unless the child was able to see
a high hill or mountain.)
Take the children to where they can see a mountain. After
they are grouped—seated^-lead them to discuss what you wish by
furnishing leading questions. • ,
Teacher— How Many of you have pets ?
Pupils— I have. I do, etc.
Teacher—W hat do you have, Tom ?
Tom— I have a big black dog.
Teacher—W hat do you have, Edith?
Edith— I have a little white pussy.
Teacher—Which is the better of the two, class?
Edith— Mine is.
Teacher Let s answer in sentences so we will always know
what you mean.
Edith— M y cat is better than Tom ’s dog.
Teacher—Tom, you seem to disagree—
I Tom I believe my dog is better than her kitten because Fido
is bigger.
Edith- M y Kitten can play with a ball even if she isn’t as
big as Fido.
Teacher— Does anyone else have anything to say about these
two pets? John?
John— I don’t believe we can say-which one is better.
Pupil— Maybe we shouldn’t say which one is better for each
one would say his was better.
Edith I want Tom to tell me why his dog is better than my
cat.
'
V.::J
Tom —W ell, Fido is bigger and he’s prettier; he can play ball;
he can do tricks; he likes me and—
Editfi -Well, my kitten is;)just as pretty as Fido. Pussy can
play ball too. She can catch mice and can see in the dark.
Teacher- Good, Edith. Now class I think you can see that
both the kitten and the dog are liked very much by their owners.
So even if Fido is larger we wouldn’t say he is better, would we?
_M ary No, Fido and Pussy both have good things about them.
Fido can do tricks but he doesn’t see in the dark.
Teacher James, if the mountain could talk do you suppose it
would think it wias better than Fido ?
Jam es^-It might because it would say, “I am very big.”

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Pupil— Fido could say, “I can run and you can’t.”
Teacher-H-That’s very true. Now one day- M r. Emerson
imagined he heard the mountain talking to a squirrel. How many
of you have seen squirrels?
Pupils— ( respond) —
Teacher—W hat do you know about them, Caroline?
Caroline—They are little animals that climb trees. They eat
nuts for food. They have very pretty skins.
Teacher—Very good. W hen the mountain called the squirrel a
“Little Prig” it made him very angry. So M r. Emerson told tis
what he said. W ould you like to know?
Pupils-—Yes||f Yes!
Teacher—A Reads poem) —
(Class discussion follows.)
Pupil—Why, that seems just the same as what we said about
Fido and Pussy. T he mountain is larger than the squirrel but it
isn’t any better.
Teacher—T h a t’s true, I believe. Does everyone else agree?
Class—Yes I do, etc. (Discussion may be much longer if time
permits.)
A

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Good-bye, good-bye to summer !
For summer’s nearly done;
The garden smiling faintly,
Cool breezes in the sun;
O ur thrushes now are silent,
O ur swallows flown away:—
But Robin’s here in coat of brown,
W ith ruddy breast-knot gay.
Bright yellow, red and orange,
T he leaves came down in hosts;
The trees are Indian Princes
But soon they’ll turn to ghosts;
T he scanty pears and apples
Hang russet on the bough;
I t ’s autumn, autumn, autumn, late,
‘T w ill soon be winter now.
Aim-S i l o present the poem “Good-bye to Summer” by William
Allingham, so that the children will get a clear mental picture
of the thought of the poem.
. G rade-^Shird.
Tim e#-Late September.
Place— Outdoors; preferably on a hunt for autumn leaves,
in a wood.

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Procedure— Children seat themselves comfortably, in a: cool,
dry place. Teacher reads poem and shows pictures that are sugges­
tive of the theme.
Discussion, guided by teacher, comparing the descriptions in thé
poem to the realities.
Children close their eyes, pretending to “sleep,” while the
teacher re-reads the poem. They look for mental pictures that
answer the following questions:
W hat time of year is it ?
W hat birds are mentioned ?
W hat color are the leaves?
O f what do they remind you ? ' ”
How does the fruit appear?
Teacher and pupils read poem together.
Discussion as to who wrote the poem—boy, girl, man, or woman,
the pupils giving reasons for answers.
Correlation with A rt:
Distribute materials, and allow children to represent, in any
way, any picture they got from the poem.
Correlation with Memory W ork:
T he teacher should print the poem on a chart or on the black­
board, and mount a suitable picture.
Children’s Home W ork:
Have the children bring pictures from home, takes from maga­
zines or old story-books that they think will describe “Good-bye to
Summer.”
Finger Play—W hile the teacher or some child reads poem.
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O c t o b e r ' s P a r t y :— George Cooper (T he Poem may be found
in Stevenson’s Home Book of Verse).
Teacher’s Aim-STo help the children imagine the party given
by October by taking a trip to the woods.
Pupil’s Aim—T o be able to understand the poem, and at the
same time learn to appreciate the beauties of nature in October.
Take the pupils to visit a nearby wood where there are maple,
oak, and, chestnut trees; ; Have the class seated under the trees
where they can see the trees, sky, clouds, and sunshine. Call
attention to all the joys that October’s clear weather brings.
This should be a bright day in late October when the ground
is covered with colored leaves.
Teacher: October gives a party every year on days very much
like this one. Let us imagine we are watching the party. W ho
do you suppose will come to the party?

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Pupil: T he trees would all come because they are all here now.
Teacher: W hat will the trees bring to the party ?
Pupils: I suppose they will bring their leaves; that’s all
they have, and you can see them scattered all over the ground
anyway.
Teacher: Is there anyone else to come to the party? Let us
look all about us. W hat do you' see besides trees?
Pupil: I see the sun, the clouds and the sky. They will come to
the party.
Teacher: W e know then, who the guests are. W hat they
will do at the party?
Pupil: They’ll play games.
Teacher: Yes, and what games will they play? See how the
leaves fly over the ground, and some are hidden in hollow places.
(Children suggest various games. T he word hidden may sug­
gest “hide and seek.” ) ,
Teacher: Is there If ny thing else to do at parties?
Pupils: O, L et’s say they’re dancing over the ground. But
where would they get music?
Teacher: W ho can think of something in October that could
be called music?
Pupil: T he rain makes a sound.
Pupil: Ahifno, we won’t have rain. There isn’t any rain
t0 Pupil: W e can take wind, because there’s wind today.
Teacher: T h at will do very nicely. W e’ll say the wind leads
the music. Now is there anything else to be said about this party.
(Children may make several additional suggestions.)
Teacher: W hen will the party close?
Pupil: I think it will be over when all the leaves are gone.
Pupil: N o , it will be when the sun goes down.
After everything is discussed, the poem is read by the pupils.
V

ir g in ia

C

u n n in g h a m

Write for Your Copy of

Catalogue and Price List, No. 21,
of the R. & M. Special Lines
of School Supplies.

ROBERTS & MECK, Harrisburg, Pa.

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RUMMEL HIMES & CO,
Established and Incorporated 1888
“SHIPPENSBURG” MEN’S WEAR

PANTS, COATS, OVERALLS AND SHIRTS
SHIPPENSBURG, PA.

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TAILORS
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