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Volume 25
January

Number 2
1921

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Normal School
Herald
Training School N um ber

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Cumberland Valley State Normal School
Shippensburg, Pennsylvania

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2

THE NORMAL SCHOOL HERALD

TABLE OF CONTENTS

Editorial ------------------------------------------------- Program for Better Speech Week
-------------------Good English ---------------------------------------------- “
Why Should I Speak Better English ?—Prize Essay
Spring Session at the Normal S ch o o l-------------------Courses Open to Students During Spring T e r m ---Expenses for Spring Term at N o rm a l------- —-----Permanent State Certificate E x am in atio n ------—g
What New Students Ought to Know - t - ----- --------The Principal’s Letter to the Alumni —-IB B - - 1----The Second Semester ------------- —-------------------------Nature Study in the Training School -----------------Outline of Work in Language
---------- --------------^Suggestions for Teaching Reading ----------------------Number Rhymes ------------ — ----- -----------------------Number Games --------------------------- r--—^
Problem-Project in T e a c h in g ----- ------------------------Grouping Pupils in the Junior High S ch o o l---------Comparative and Critical Analysis of Text Books Beginners’ Latin in the Junior High School - g g
Current Events C lu b --------- - - —- —
-------Art, in the Training School
------—
Correlating Drawing With School A c tiv itie s-------Weddings ------------------------------------------------ Births
-----------------------------------------------------------Alumni P e rso n a ls---------r --------------- --------Alumni Meetings and Banquets .------------------—
Athletics ----------------------- -----------_H'-------j
Meeting of Superintendents at Normal ---------------Normal Literary Society ------------- ----------------------Philomathean Literary Society --------------------------Philo Society Glee C lu b ---------------------------------Normal Society Glee C lu b ---------------------------------Y. M. C. A. ■ ■ p — ---------------- ------------ — ——f"
Y. W. C. A. --------------------— -------------------Press Club ----------------------- — ------------Students’ League --------------->?o|f------------------ ‘
"
Girls’ Athletic Association --------------------------------The Choral Society ----------------------- - iW r t -— —
Junior High School Glee Club Notes
-------------Sock and Buskin Club
-----------v —
Day Student Boys’ Association
-----------------Alma M a t e r --------------Sflm S ----------!--------------------

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The Normal School Herald
P U B L IS H E D

O C T O B E R , JA N U A R Y , A P R I L
S H IP P E N S B U R G , P A .

AND JU L Y

E n te r e d a s S eco n d C la s s M a tte r a t th e P o s t Office, S h ip p en sb u rg , P a .

M.

M A RG ARET

E L IZ A B E T H
M YRTLE
ID A

Vol. XXV.

B.

STRO H

E d ito r

CLEVER

A s s is ta n t

E d ito r

M A YBERRY'

A s s is ta n t

E d ito r

Q U IG L E Y , «77.

■P e rs o n a l E d ito r

J . S. H E I G E S , '9 1 .'..........

B u s in e s s M a n a g e r

JANUARY, 1921.

No. 2.

EDITORIAL
We should be «appreciative, indeed, if we did not express our
gratification at the unusually cordial reception which greeted the in­
itial number of THE HERALD in its new guise. We were prepared
for comment, and even for adverse criticism, but we have been sur­
prised and very pleasantly by the great number of favorable com­
ments which have reached us concerning our departure from the old
type of school paper. We wish to reiterate our great desire to be of
service to our readers and we hope that the numbers which are to
follow will be as genuinely serviceable and even more so than the
pumber with which you professed yourselves pleased. ' We realize
that it is a big change from the old type of school paper and that it
may take time to adjust ourselves to the new ideal. We are asking
again for your support and a more general response to our n W tV

4

THE NORMAL SCHOOL HERALD

The Better English campaign, our plans for which we told you in
our last issue was a great success and we hope of such significance
as to be of lasting benefit to all our students. They entered into our
plans in a splendid spirit of cooperation and enthusiasm. I t is in­
teresting to note that there were more than a hundred contestants
eligible for the final spelling contest. A program indicating our ac­
tivities for the week is appended. The prize winners of the various
contests are as follows:
Pronunciation contest— Miss Sylvia Markle, Hanover. ,
Story Telling contest—Miss Katherine Worley, Harrisburg.
Spelling contest—Miss Blanche Stoops, Gettysburg.
Senior-Junior essay contest— Miss Marian Fickes, Newport.
Sophomore-Freshman essay contest—Miss Ethel Barr, Greencastle.
Poster contest— Miss Verdella Dick, Dillsburg.
We should fail in appreciation if we did not make special men­
tion of the splendid little pageant worked out as a project by seniors
in the Public Speaking classes. It was entirely original and was
almost entirely staged by committees from the Sock and Buskin Club
who worked indefatigably to make it a success. Elsewhere in this
issue we are publishing one of the best essays written by the students
in English composition setting forth their impressions of the signific­
ance of the week. We are also giving space to the prize essay writ­
ten by Miss Marian Fickes of the senior class. We regret very much
that it is impossible because of the crowded condition of this issue
to give space to the prize essay from the contestants in
your schools. We shall be glad to publish that essay in a later issue.

PROGRAM FOR BETTER SPEECH WEEK
Monday, November 1, 8:15— Spelling contests in all classes.
Tuesday, November 2, 6:15—Pronunciation contest.
Wednesday, November 3, 4:15— Story telling contest.
Thursday, November 4, 6:15— Final spelling contest.
Friday, November 5—Tag Day, beginning a t 8 a.m. and closing
a t 6 p.m.
Saturday, November, 6, 7:30 p.m.—Better Speech Pageant.

“GOOD ENGLISH”
I wonder how many of you know my name. I will tell you, I t is
’‘Good English,” Now don’t laugh at my foolish name, because I am
really great. I have fought many hard battles and with a little help
from my friends I have always come out the victor. My worst

THE NORMAL SCHOOL HERALD

5

enemies are Bad English and Slang and Oh! what a big army each
of them have.
.
Notwithstanding these wicked plotters I have friends who plot
just as hard to save me. For instance, take the Shippensburg
Normal School. They set aside the whole first week of November
for my cause. How they planned and worked for me! As to whether
I won or not—well, that is getting ahead of my story.
As I said, a whole week was set aside for the sake of my cause.
They first had a spelling contest for the whole school and then a
final spelling-bee, because if my helper, Correct Spelling, neglected
me I would be overwhelmed with defeat. Then they had! a Story Tell­
ing contest and the prize of this contest went to the person who not
only told the best story but to the one who used me to the best ad­
vantage. There was a Pronunciation contest in the chapel one even­
ing, for if you can’t give my right hand men, Messers. Vowel and
Consonant, the right sound you can’t spell me either. Friday was
Tag Day ’ and what fun it was to see my old enemies ridiculed and
hung in prominent places!
However, Saturday night was the climax of the celebration given
for my benefit. I t was a pageant composed of eight episodes and
what they didn’t do to Bad English! They fought him, they scorned
him, they showed how the Pilgrims fought him by leaving Holland
and coming to America for my sake, they tried him, and then they
cremated him.
As to whether my visit there was a succes or not, and whether I
will remain there I will answer that “It was” andl|‘T will.” Bad
English is gone never to. return again and my popularity at that
school will never cease. Of course, not quite all his confederates are
gone as a few of his friends such as, “They done,” “He don’t ” and “I
seen,” still remain, but they are rapidly disappearing and I hope and
feel certain that their life in that institution is coming to an end.
ELIZABETH RYDER, ’22.

WHY SHOULD I SPEAK BETTER ENGLISH?

PRIZE ESSAY

Because man, as a social creature, has found some means of
communication necessary, and language has always played a dominat­
ing part in affairs great and small. But of what language can
this be more truly said than of our own dear English? The Eng­
lish language is the language of liberty. In its three hundred
thousand words have been written the m ajority of liberty documents
including the Magna Charta Declaration of Independence, Constitotion of the United States, Emancipation Proclamation, and
President Wilson’s dynamic address of April 2, 1917. Does not
the bosom swell with pride at the thought that such is our tongue
—-he English tongue?

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THE NORMAL SCHOOL HERALD

But why should I speak better English? F irst of all—for my
own enjoyment! Milton has said, “Apt words have power to suage
the tumors of a troubled mind and are as balm to fester’d wounds.”
What a comfort it is to know that I can not only think but that I
can express my thoughts to others who can then share with me
my feelings! They understand how I feel because I have clearly
told them. In the same way, I understand they know how to ex­
press them. Our pleasure is thus mutial.
But why should I— especially I—a student of this Normal
School speak better English? In answer comes another question—
Why should any teacher or future teacher above all others strive
for perfection? This time next year I shall be teaching others. I
shall be using language as a tool in the molding of lives. Someone
has said, “The teacher may congratulate himself that he is a world
builder. He has his hand upon the throttle of human progress. He
turns the key that swings open the gate of the future.” How true
this is! In whatever subject I am called upon to teach, I must
lead the children to reason and then to pass judgment clearly and
quickly. It is ian acknowledged fact that incorrect language leads
to incorrect reasoning and thus to incorrect results. I may be
leading these children today but tomorrow they will be leading
others° and only in so fa r a s they are able to give to others the
benefit of their trained thought will they be serving mankind.
Speech is indeed “the golden harvest that followeth the flowering
of thought.”
A s a teacher, I shall exercise ah influence—whether good or
bad__not only on the children themselves but on the community in
general. I shall be called upon to take my part as an educator in
civic affairs. In order t0 do my best I must command the respect
due a leader. Therefore, I cannot afford to speak incorrectly—to
mumble my words to make grammatical errors, to use slang.
What will faultless-attire avail me if my speech betrays ignorance
and carelessness ?
From a sense of duty to this, my country, I should try to
speak better English. Secretary Lane says, “ There is no one
thing so supremely essential to a government such as ours where
decisions of such importance must be made by public opinion as
th at every man, woman, and child should have a thorough know­
ledge of one tongue so that each may speak to every other and
that all may be well informed.” In this great melting pot; none
of the important movements that we, as a nation, are undertaking
can. succeed unless each builds its foundation upon a comon interest.
On what better common interest can we, as loyal citizens, help to
build than on our Mother-Tongue? I am no less than a traitor
if I, a native American, do not keep my language pure and dean.
Every time I use English that is not of the highest, I am not

THE NORMAL SCHOOL HERALD

7

only proving false to my country but I am lowering the ideals of
humanity. America is the leader of the world; the Americans are
the people of the day, but the quality of our collective lives rises
and falls with the level of the lives led by you and by me. We
are setting the standard; we are leading humanity. The ideals of
speech in other nations will be no higher than that of their
pattern.
The English language is indeed the sacred gift of our ancestors
which we as true Americans, teachers leader^ of humanity may
enjoy to the fullest but we must 'hand it down to posterity pure
and inviolate so that we as a nation may succeed and the world
as a whole move forward. Would that we could appreciate the
English language as Cowper did when he wrote of it:
»Sacred interpreter of human thought,
How few respect or use thee as they ought!
But all shall give account of every wrong,
Who dare dishonor or defile the tongue:
Who prostitute it in the cause of vice,
Or sell their glory at a market price!
MARIAN FIC K ES.

THE SPRING TERM SESSION AT THE NORMAL SCHOOL
The attention of all prospective students is called to the fact that
the date of opening the spring term has been changed from March
29th to April 18th. The length of the term has been changed from
thirteen weeks to nine weeks. The purpose of this change is to
make it possible for all who wish to come to us to enter on or very
near the opening of the term. Opportunity will be given students to
take exactly the kind of work that they need for any type of certifi­
cate. We have found that our spring term students may be divided
into four classes. The first group is made up of those young people
that have not had the opportunity to complete a four year High
School course but who wish to complete the Normal School course
in the not distant future. Some of these students have had no High
School opportunity while others have attended a second or third grade
High School. These students who desire the opportunity of taking
and passing the High School subjects required to secure the fifteen
units required for admission to the regular Normal School course
may do so. We urge all such students to take both the spring and
the summer work. By so doing the student will be able to pass a
number of High School branches and to receive proper credit. F re­
quently graduates of second grade High Schools can secure enough
«ed its in the eighteen weeks of the two sessions to enable them to
enter the Junior class in the Normal Department in the fall. Others
will be able to secure a number of credits that can be added to those

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THE NORMAL SCHOOL HERALD

that they will secure next year. Many students who hold profession­
al and state permanent certificates will also be glad to avail them­
selves o f this opportunity to secure the credits needed for admission
to the Junior class.
The second group is made up of young people who have taught
one or two years on a provisional certificate and who desire a better
certificate or those who have not yet taught but who wish to teach in
the fall. We also advise such students to remain during both the
spring and summer sessions. Those who can not remain during both
sessions will be given every opportunity to do as much work as poss­
ible in nine weeks. Naturally, a nine weeks course is a hurried re­
view of a subject rather than a thorough mastery of it. In eighteen
weeks, however, a very satisfactory course can be given.
The third group of students is made up of those who have taught
two years or more on a provisional certificate and who are candidates
for a professional certificate. Such students will be given the op­
portunity to take any of the branches commonly listed for the pro­
fessional certificate. Students who can not remain more than nine
weeks are urged to select such branches as vocal music and drawing,
as these can be completed in nine weeks. Students who wish to take
English literature, plane geometry, general history, elementary bot­
any, elementary zoology, elementary physics, or drawing will neces­
sarily be required to spend eighteen weeks studying these branches
unless the student has previously studied some of thes subjects in
high school.
We shall give every opportunity to students who wish to take
the work for the professional certificate. However, as most superin­
tendents have raised their standards materially, it would be advis­
able for each student contemplating taking this work to consult his
superintendent as to the branches to be taken and the length of time
spent upon them. Students who register for this course will not
fail to indicate what branches besides the common school subjects
they wish to take. Students taking this course will be given the op­
portunity to take any of the common school branches that they de­
sire.
The fourth group are those Who wish to take the examination
for the state permanent certificate. Such students should write to
Dr. Albert Lindsay Rowland, Department of Public Instruction, Har­
risburg, Pa., for application blanks. We shall offer courses covering
the work in all the professional subjects. The professional subjects
include the common school branches, music and drawing. The aca­
demic branches: English literature, plane geometry, history and ele­
mentary physics, must be studied in high school, normal school or
college for a period of ninety-six sixty minute hours, and physical
geography, elementary botany, and elementary zoology for forty-eight
sixty minute hours if the student wishes to be exempted from the
examinations in these subjects. We offer courses in all these branch-

MEMORIAL TA BLET PRESEN TED BY
CLASS OF 1917

PRIZE-WINNING POSTER FOR
BETTE R SPEECH W EEK

THE NORMAL SCHOOL HERALD

9

es for those who do not have high school credits. Students who
are with us for eighteen weeks will be able to qualify in all the
branches named and upon passing the work with us will be exempted
from the state examinations in these subjects. Students who expect
to take the examination for this certificate should notify us as early
as possible and indicate what academic branches they wish to take
in addition to the required professional branches.

COURSES OPEN TO STUDENTS DURING THE SPRING TERM
Present indications point to a record breaking attendance for the
spring term which will open April 18th. As salaries will be materi­
ally raised during the next year, there will be a corresponding in­
crease in qualifications demanded of those who expect to teach. We
are planning to meet the new situation by offering the best courses
in our history. Last year we had an exceptionally strong Spring
term faculty. We expect to be able to secure a still more efficient
corps of teachers this year. This will be made possible by the late
opening of the term. Many teachers who have been engaged during
the year will thus be available for the spring term and summer ses­
sion. AH the new teachers will be men and women of experience
and scholarship who have specialized in the branches they will teach.
As indicated elsewhere, the expenses for this term are very low.
No one will be debarred from coming because of the outlay involved.
The following courses will be open to students, beginning Mon­
day, April 18th:
Course 1. This course is for students who expect to take the
County Superintendent’s examination for a provisional certificate.
Nearly all superintendents accept the grades given in our school and
exempt students from examinations in subjects in which the student
has received a passing mark. The course will give a hasty review
of the common school branches, with special emphasis upon the me­
thods of teachig them. I t aims to cover the work in nine weeks.
Naturally only the important points in the branches can be stressed.
Demonstration work in teaching will be given by Miss Harris, Miss
Snively and Miss Alice Huber. Only those who are well grounded in
the common school branches should enroll in this course.
'Course 2. This course is a duplication of Course 1 except that it
will cover the work much more thoroughly than will be possible in
Course 1. The work will be continued during the nine weeks of the
summer session, thus making the course one o f eighteen weeks.
It is especially suited to those who need a thorough review of the
branches. Opportunity for observation work in the training school
will be afforded all students in this course and special demonstration
work will be given by Miss Harris, Miss Snively and Miss Alice
Huber. Students who have not had experience in teaching and those

10

THE NORMAL SCHOOL HERALD

who are weak in several of the common school branches are urged
to take this course as it will meet their needs better than any other
offered.
Course 3. This course is especially suited to those who have
been teaching and who will be able to drop some of the common
school branches. Students who have received a mark of one and onehalf or better from the County Superintendent are advised to take
this course as by so doing they will be able to receive credit in High
School subjects if they continue their work during the summer
session.
Course 4. This course is intended for students who have been
with us ¡before and who are now desirous of taking work that will
eventually lead to graduation from the Normal. This course will in­
clude beginners’ Latin, algebra, physical geography, English history,
music and the choice of one or two other high school subjects. The
work of this course will be continued during the nine weeks summer
session.
Course 5. This course is open to those who have finished first
year Latin, English grammar, etc. It includes Caesar, geometry,
rhetoric, zoology or botany and beginners’ French (if desired). This
course will be continued during the summer session.
Course 6. This course is open to students who are graduates of
second or third grade high schools, or who have been in attendance
at Normal before, but who lack the required 15 units to enter the
Junior class. Opportunity will be given during the spring and sum­
mer sessions to take enough high school work to secure the required
number of points for admission to the Junior class.
Course 7. This course is for those who expect to take the work
required for the professional certificate. Those who desire to take
this course must select two of the following subjects: vocal music,
drawing, English literature, plane geometry, general history, physical
geography, elementary botany, elementary zoology or elementary
physics. The courses in vocal music and drawing will be finished
during the nine weeks of the spring term. The courses in the other
branches will be continued during the nine weeks of the summer ses­
sion as it is impossible to finish these subjects in nine weeks. Stud­
ents electing this course should1 write in advance indicating the sub­
jects they desire to take so that proper arrangements can be made
for them.
Course 8. This course is intended for those who expect to take
the examination for the State permanent certificate. Students who
have had forty-eight sixty minute hours in botany, zoology or physic­
al geography in the normal or high school and have passed these
branches will be exempt from further examination in them. Those
who have taken English literature, plane geometry, general history
or elementary physics for ninety-six sixty minute hours in normal
school or high school and have passed these branches will be exempt

THE NORMAL SCHOOL HERALD

11

from examination in them. Students who have not completed these
branches can finish the work by attending the spring and summer
courses at our school. The state examination in the so-called “pre­
liminary branches” made up of common school branches, including
algebra, vocal music and drawing will be entirely in the methods of
teaching these subjects. Special classes in the methods of teaching
the above named 'branches will be o p en e ^ o r students who wish to
take the examination for the state permanent certificate. In all
probability an examination will be given at this school at the conclu­
sion of the summer school session. Allljwho expect to take this
course should communicate with the principal at an early date in re­
gard to the work desired.
Course 9. This is. a course for graduates of first grade high
schools who have been teaching on a provisional certificate and who
desire to complete the normal school course. During the nine weeks
of the spring and the additional nine weeks of the summer session
these and other students who have fifteen high school credits wilL
be given the opportunity to take the first; semester^; (Junior year)
work of the Regular Normal School course. This will enable such
students to teach next year and to return in the spring of 1922 to
finish the second semester of the Junior year so as to be ready fo r
the Senior year’s work in the fall of that year. Students who are
interested in this work should communicate the principal at an early
date.
Course 9a. This course is a continuation of the one given to
graduates of first grade high schools and others who had fifteen
credits last year. It will cover the second semester’s work of the
Junior year.
Course 10. This is a special course suited to students who de­
sire to take a mixed course. We offer special opportunities to those
who lack a certain number of credits for college and to those teach­
ers who hold normal school or state permanent certificates and who
wish to take additional work necessary for advanced positions in
teaching. Students desiring - work of this kind should communicate
with the principal in regard to the branches desired.

EXPENSES FOR THE SPRING TERM A t NORMAL
The attention of all students is called to the low rates at our
school for spring term students. The expenses are as follows: regis­
tration fee, $5.00; students who are 17 or more years of age will re­
ceive free tuition. Those who are not 17 will pay $2.00 a week tui­
tion. The cost for boarding, including furnished room, heat, light
and laundry will be $5.50 a week for those who remain for the nine
weeks of the spring term. Those who remain for both the spring
jnd the summer sessions will pay $5.25 only. The only other ex-

12

THE NORMAL SCHOOL HERALD

penses are the term fee $1.50 covering the cost of admission to enter­
tainments, games, etc., and the cost of books. These can be rented
or purchased.
Thus the expenses for the nine weeks of the spring term will be
only $56.00 for those who can not remain for the summer session,
or those who remain for the summer session the expense will be only
$53.75. The registration fee of $5.00 is included in the above.
Students are urged to register as. early as possible for a room.
Last year we were unable to accommodate all who applied even
though we secured rooms for one hundred students in the town.
From present appearances our registration will be still larger this
year. No registration will be accepted prior to January 1st. On and
after that date we shall assign rooms in the order in which the reg­
istration fee of $5.00 is paid. Students desiring further information
on any of these points are urged to write us at once.

PERMANENT STATE CERTIFICATE EXAMINATION
The attention of the prospective students who wish to prepare
for the permanent state examination is called to course eight on an­
other page. We 'have never been so well equipped to do the work re­
quired for this certificate as we are at present. Last year about
fifty students took this course and found the work most helpful. We
hope to be able to give still better opportunities during the coming
spring and summer sessions.

WHAT NEW STUDENTS OUGHT TO KNOW
Students entering Normal for the first time naturally desire in­
formation on a number of questions. Experience has taught us that
these questions center about certain matters. We have decided to
anticipate some of these questions and to answer them in advance.
Perhaps you will find the answer to the question in which you are in­
terested.
Question. Is it necessary to pay in advance of my coming to
school ?
Answer. The only advance payment that need be made is the
$5.00 registration fee, which must be paid when students engage a
room. The remainder of the payment for the spring term should be
made when the student enters school.
Question. Is it necessary for me to come in advance of Mon­
day, January 31st (or April 18th) ?
Answer, No. The first day of the new term is devoted to as­
signing students to their classes. You will be in plenty of time if
you leave home on the Monday of the day on which the term opens.

t h e n o r m a l sc h o o l h e r a l d

13

ch arg e ?011' Wm ^ ba?&age be d6liVered at the SCh°01 free of
Answer. Yes, if you bring your trunk check to the office when
you come your baggage will be delivered free of cost. I t is highly
important that every piece of baggage be plainly marked with^the
owner s name. Do not give your trunk check to any of the taxi drivers unless you wish to pay for having it delivered. Bring your
to vou
H
f nd your bag^a^e
delivered free of cost
to you. This regulation applies, however, only to the first two days
of the school term. Students coming later should engage one of the
cab-men at the station to bring baggage to the school.
room’ eSti°n’ What equipment

wil1 the scho°l provide for my

Answer. Your room will be furnished with all necessary furixiture, such as bed, bedding, bureau, study table, wash stand, bowl
and pitcher, chairs and light fixtures.
Question. What shall I bring with me?

H H B H Stud®nts sh°uld bring

all toilet articles, table napkins,
bureau covers, cushions ( if desired), laundry bag and a pair of

into1?
H hf aVi
(lf additional hed covering is desired). Stud­
ents should also bring knife, fork, spoon and glass tumbler for use in
their room as these articles may not be taken from the dining room.
Question. Can I buy or rent text books at the school ’
to H H
,Y eS’ y° U M buy or rent the books tbat you need at
the school book room. You need not look after these in advance.

PRINCIPAL’S LETTER TO THE ALUMNI
Dear Friends:—

HI baVe■ B

much gratified at the reception accorded the
cjto b er number of THE HERALD. No number ever issued has call!

THF ^

HI

ra t T
*

™

L D

17 faVOrable commendations. The editorial staff of
H
I
y°ur endorsement of the change in the

S '™
T , n HEEi LD' T1“ me” b“ s 0<
« ** H
I; ER .A LD can he made ju st as interesting as ever from the
H i—
SB and that in addition it may be made servicable not
only to the alumni and the former students of the school but to all
who are interested in educational problems. Personally, I wish to
M M n bope tbat members of the alumni will not hesitate to
avail themselves of the opportunity open to them in our Round Table
discussions. I f you have a problem of administration or a question
M
l ! metbod of deaJmg with a troublesome proposition you are
e to write to THE HERALD management. There must be
many problems in which you, as alumni, are interested which ought
to be discussed m the columns of an educational journal. With your
help we hope to make THE HERALD the desired medium

14

THE NORMAL SCHOOL HERALD

We have had the opportunity of meeting with a large number of
the county alumni associations during the past two or three months.
We have been gratified to note the spirit of earnestness and loyalty
that has characterized the deliberations of these bodies. The alumni
of our school should be leaders in educational work. I t is gratifying
to note that so many of them are stepping to the front and taking
an active interest in the big educational questions that will be sub­
mitted to the legislature that is about to convene. The alumni should
speak in no uncertain tones in support of the educational program
that will be presented by Dr. Finegan and his associates. Our own
State, in spite of its splendid population and its great material re­
sources, has been shown to stand twenty-first among the states of
the United States in educational matters. Let us work together to
put Pennsylvania where it ought to be educationally. Every alum­
nus should make it a point to speak to his or her representative or
representatives in the legislature and to urge the support of the
measures that will mean so much for the advancement of the schools.
We need more money for the schools than we have ever received,
longer terms and better salaries. Not only ought we to support the
advanced legislative program ourselves but we should see to it that
the community in which we live is roused to the importance of active
enthusiastic support of all measures, that make for the advancement
and betterment of the schools.
I desire to call your attention to the opportunities that will be
open to students in the Normal during the spring and summer ses­
sions. The summer session has been lengthened to nine weeks and
the spring term session has been shortened so as to cover the same
period. The spring session will open April 18th instead of March
29th, as announced in our catalog. Heretofore, many students were
unable to enter at the beginning of the spring term because their
schools were still in session. The changed date will make it possible
for all who have seven or seven and one-half months session to enter
at the opening of the spring term. As indicated elsewhere in THE
HERALD, special courses will be given for those who wish to prepare
fo r the county provisional certificate, for the professional certificate
■and for the state permanent certificate. All students who can poss­
ibly do so are urged to remain during the nine weeks of the spring
term and the nine weeks of the summer session. In this way it will
be possible to give one-half year’s credit for work done in any sub­
ject or subjects. Those Who can remain during the one session only
will receive one-fourth year’s credit.
Our enrollment for the spring session will be very large and our ca­
pacity to care for students will be taxed to its utmost. Last year it
was possible for us to accommodate all students who applied only
by securing rooms for at least one hundred boarding students in the
town. From present appearances we shall have a still larger num-

THE NORMAL SCHOOL HERALD

15

b er of applicants this year. On this account we urge all students to
register for rooms on or immediately after January 1st. We hope
to be able to take care of all who apply if they will register early.
(W e appeal to all our alumni to keep us in touch with boys and
girls in the High Schools who may be interested in preparing to
teach. If our schools are to become as efficient as they ought to be
we must .'have a strong body of teachers.) Let us begin a crusade for
recruits to the profession. Teaching is about to become a very a t­
tractive field of labor. Not only will the school term be lengthened
all over the state and salaries raised very materially, but there will
be other inducements, such as tenure of position, opportunity for ad­
vancement, etc. Don’t forget your Alma Mater when you come in
contact with any young man or woman who might be induced to come
to us.
Finally, don’t forget that Tuesday, June 21st, is alumni day.
Although that date is more than five months off, several of the
classes have already begun to make arrangements for their ten year
reunion. We hope to see the class of ’81 back as guests of honor.
This class is numerically one of the smallest classe||in t h ^ school
Only eight members survive, but we trust that these may all be with
us and that they may have a most enjoyable reunion. The class of
’91 was a live, energetic body while at Normal and a large number
of them have made special records for themselves in thirty years that
have passed. Prof. Rife has written a letter to all his class mates
and we feel sure there will be a big turn-out next June. We shall be
disappointed if the twenty year class does not return in large num­
bers. The ten year class, while widely scattered, will undoubtedly be
on hand when the June days come. Of course we shall expect the
class of 1919 to show us that they have not forgotten how to sing
Alma Mater and their class songs. We hope the class of ’96 will
come come back in large numbers for their twenty-fifth reunion.
Finally, we trust that all will realize that the latch string is out and
that we hope to have you with us for the largest alumni gathering
in our history next June.
Fraternally yours,
EZRA LEHMAN, ’89.

THE SECOND SEMESTER
The second semester will open on Monday, January 31st and will
continue for twenty weeks. New students may enter at this time in
either the High School or the regular Normal Department. Gradu­
ates of high schools who have fifteen credits who were unable to en­
ter last September or who have ju st completed their high school
work will be given opportunity to take the work of the Junior year.
This work will be so arranged that the student will be able to com-

16

THE NORMAL SCHOOL HERALD

plete the course in two years from the date o f his admission. I t will
be possible for students to gain a half year by entering a t the begin­
ning of the second semester. So great is the demand for teachers
that students will have no difficulty in finding a position as teachers
upon their graduation in the middle of the year.
Students who have been graduated from first or second grade
high schools will find it greatly to their advantage to enter a t the
second semester as by so doing it will be possible for them to secure
three credits. In many cases this will enable them to enter the reg­
ular Normal Course in September. Students who are not teaching
this year but who expect to teach next year are urged to spend the
entire semester at Normal as by so doing they will be able to give
the required amount of time to the branches that they are expected
to teach. They will also have opportunity to observe the work in the
training school. Courses in the common school branches will be op­
ened for those who wish to prepare for teaching next year.
The expense for students who are seventeen or more years of
age or who will be seventeen within the semester is comparatively
low. The registration fee of $5.00 must be paid when a room is as­
signed. There is a term fee of $1.50, which includes admission to
entertainments, games, etc., and the cost of books in addition. Books
may be rented or purchased, new or second hand, a t the school book
room. The cost for boarding, including furnished room, heat, light
and laundry will be but $5.25 a week for those who attend the entire
semester.

NATURE STUDY IN THE TRAINING SCHOOL
By Nature Study in the Training School I mean the Nature
Study taught the pupils of the Training School and the teaching of
the subject by the pupil teachers. We meet our first serious problem
in the fact That the teachers have had very brief courses in Nature
Study or Agriculture and are not able to compete with the average
farm boy or girl. In many cases the teachers have failed to vitalize
their laboratory work and notebook with every day happenings at
home and on the farm. Then, too, their period of teaching in the
subject is too short to arouse a working interest or lasting enthusi­
asm. The subject is not on the course of study below the high school,
so they do their best for the time being. In ungraded schools,
books on Agriculture are provided and it is surprising how many
young teachers in a short time become the leaders in the community,
sensing quickly the fact, that a spirit of co-operation between school
and farm will create a growing interest in school as well as in bet­
ter agriculture.
The inexperienced teachers of the Training School find it difficult
to connect their nature study work with the home and farm, and

THE NORMAL SCHOOL HERALD

17

many times find themselves working along the literary or spiritual
line entirely, using stories, poetry and pictures. This is better than
nothing and seems to the teacher the 'best approach to the subject
m correlation with language.
The main object in the Nature Study work has been to interest
teachers and pupils with special reference to agriculture conditions,
lo the teacher in the town or village the interest of the school, and
community would likely be in school gardens and for teachers work­
ing along this line the Fall Manual of the United States School
Carden Army M an inspiration and a practical and ready assistance.
The thinking teacher will select for the basis of her work that phase
o the subject that will link the school and community, be it the
social, physical, economical or spiritual basis.
Experience m the work makes it very evident that there is as
much need ie r special preparation to teach Nature Study as to teach
Domestic Science or any of the Arts on our course of study. A
M B i H B B B Z00l0iry’ botany> chemistry and physics with an
understanding of the vital and mutual relationship existing between
¡ ¡ ■ H H H H develop and P^serve a loving, sympathetic, and
intelligent attitude toward Nature in general and Nature in partic­
ular, with boys and girls from six to ten years old.
The time, twenty minutes daily and the subjects, according to
season, are planned for the pupil teachers but they are to use their
judgment a s to when a lesson is to be taught out of doors or in
oors, w en ^ ey are to go “for a walk” or when an excursion, when
* * ™B f l ° f observation, reproduction or “doing something.”
With our Training School the work on the campus is in the potato
| B H | ■ the fieId> the Mil1 dam, out Middle Spring Road, over in the dark woods, bemd the gym, Timber Hill and South Mountain. At the latter places
five cedar trees for Christmas trimming and several smaller ones
were secured.
The work is grouped under the heads of plant life and animal
B
, ,"he plant. lif« our resources are numerous, interesting and
vital, while the animal life i® mostly acquired or secured for the time.
Ihe primary grades have one or two window boxes which belong to
e grade as a whole but the individual gardens in glasses, boxes,
egg shells or turnips are most interesting and vital to the child because he is watching “the growing” of beans', peas, grass or timothy
seed which he knows very well in crop on the farm. Last fa ll the
first grade planted narcissus bulbs in individual pots, gave them
special care for a few days and then put them away in the dark
basement, with special protection, to use them in the Spring for sifts
to mother.
6
Pupils of the sixth grade transplanted some under grown cannas
from the campus to large flower pots for their class rooms.

18

THE NORMAL SCHOOL HERALD

Window boxes belonging to various rooms had been filled with
red geranium, several ioliage plants and some ivy early in Spring.
These were cared for by the pupils until school closed in June. Dur­
ing the summer they bloomed' luxuriantly and the ivy ran riot over
the porch and steps of the buildings. When school began in the fall
boxes were assigned to the different grades to be put in shape for
their respective class rooms. Some plants were removed, others
planted according to the choice of the pupils, the ivy cut down and
the boxes put in place to be cared for during the school term. One
box was found to have a growth and mold over the soil, another
seemingly abundant growth was covered with a scale. The mice had
made a nest in the bottom of several boxes and disturbed the roots
of the plants. These were valuable lessons for both pupil and teach­
er as they knew all about the scale that destroyed their apple or­
chard but never thought of it in connection with the flowers a t the
window.
Wandering Jew was brought in abundance and put in water to
grow and keep green for the winter when we have no flowers. Ritter
sweet berries on vines were gathered and the lesson learned that
only a few must be gathered from each vine for fear the birds may
suffer hunger when they go to their usual feeding place after a
heavy snow or late hard winter.
The potatoes, four bushels, planted in spring and cared for till
June, were dug, picked, sorted, bagged and taken to a store for sale
by the boys of one grade. Last year when the cry was “raise pota­
toes,” the boys decided that the piece of ground to be plowed under
for the first time would be more likely to yield a good crop of beans
than potatoes. So beans were bought and planted. There were
several pecks gathered, but before the boys disposed of them, having
decided that they would be more valuable for planting the following
spring than for eating th at fall and winter, the boll got in them, and
never before in the history of beans was there such a lively inbreed­
ing as in that crop of beans. A fter picking and picking and more
picking there were too few to make it worth while keeping them for
Training School work so the boys gave them to a family who secured
enough for their garden planting and had several meals of the beans
“that were not so bad.”U^
During the year the children learn to recognize the golden rod,
aster, wild carrot, butter and eggs, the violets, especially the little
blue velvet pansies, dandelion, daisy, various clovers, Jack-in-thepulpit, dog wood, wild honeysuckle on bush and vine, the pansy, ger­
anium, morning glory, phlox, portulacca, daffodil, narcissus, “chiny
aster,” chrysanthemum, tulip, scarlet sage and others. They become
familiar with them at home, on the way to school and on excursions.
But they love to visit and have their class under the old cherry tree
when it is in bloom in early spring; the yellow flowered forsythia

THE NORMAL SCHOOL HERALD

19

bush is surrounded daily because it is the first to bloom on the cam­
pus, the red japónica near it is interesting. The red, white and
striped tulips coming up through the hard cold ground when no
other flowers are blooming in the flower beds are most interesting
and the visit to the bed with the lesson of Mother Nature caring for
them during the winter creates a feeling of wonder and awe.
Then the tiny green leaves of the ivy which covers several build­
ings are a delight because of their fingers for holding on and the
beautiful coloring in spring and fall. The blue berries were scarcely
noticed till the wonder of the children as to how the birds were fed
during the cold spell over the week-end was answered by the chatter
of the birds feeding by dozens. These berries have for several years
been visited very early in the spring by a flock of cedar wax-wings.
The children love the trees on the campus and have no greater
joy than to go out under the trees for a lesson. There is a tall “thin”
Lombardy poplar that keeps its hand up to its face all the time, the
larches with tiny pale green needles and baby cones every spring,
the red and silver maples whose shapes make beautiful pictures, the
sturdy butternut tree that stands gaunt and bare early in the fall
and whose nuts have brought down the wrath of the teacher upon
the boy who picked and played with them during the noon hour, the
cluster of hemlock trees by the stile, the sturdy little Norway spruce
low enough for every child to have a peep at the chipping sparrow’s
nest and eggs last spring, the good sized spruce tree which was to
be the Campus Christmas tree, planted by one of the classes, the
weeping willow only three years old but whose branches are s0' long
and trailing that the children cannot play under them, then the Jinko
leaves so attractive that two or three must be put in the leaf print
books of the second grade, the tulip tree which was ten years old
before it had flowers and then few of the children detected it till the
leaves fell and they discovered the seed pods high on the upturned
branches. The big old maple in front o f the entrance is interesting
because the roots that show through the ground “are nearly as big
as trees,” and because the redheaded wood pecker has been building
there for years. The children had their first lesson, in “treeology”
-when they discovered places on the tree where branches had been
cut off and the “sore places painted.” Great will be their wonder
and interest when they learn that the woodpecker’s nest must be
filled up for the good of the tree and the pleasure of boys and girls
long after they have come to the bend in the road, and are passing
on to others the inspiration received from Nature’s: silent monitors
the trees.
The children have silently been absorbing lessons in various lines,
watching the placing of hardy plants to break a long straight line
along a road, a cluster of barberry bushes for coloring a t other
places, fir, cedar, Arbor Vitae and other hardy plants to beautify the

20

THE NORMAL SCHOOL HERALD

comers around the buildings. The hardy plants placed upon the
Training School Grounds were put under special care of the fifth
grade. They watched the placing of them, watered them, even o-n
Sunday, till they had a good start, kept the younger children from
playing around them and when the time came, cut off the bid blooms,
tied them to stakes, made by the boys in the Manual Training room
and put around proper protection for the winter.
The younger children collect seeds from various trees as the
maple, ash, catalpa, cedar, hemlock, walnut, horse chestnut, tulip,
buttonwood and others. These with the seed of pumpkin, calabash,
cantaloupe and others are put in envelopes properly marked for early
spring work and many times winter number work.
Interesting lessons on the plants, preparation for winter, the
grass on the campus when the frost is thick, the snow covered spruce
trees, the trees without leaves to cover them, the English ivy “that
always stays green” and the familiar hemlock trees are given at
sui+able times and seasons, the holly, spruce, pine, cedar and hem­
lock being chosen for December, January and February. In every
way possible the work on plant life is made to fit in with the spirit
o f the season, and the environment o f the home and school.
The work on animal life seems to be limited when compared with
the plant life available. Subjects of natural interest to the children
are animals that are source of everyday food and clothing, insects
that are house and food pests, cocoons, squirrels, rabbits, pigeons,
the English Sparrow of the campus, the crow so abundant in our
valley, the garden friends, earthworm and toad, the garden foes,
plant lice and scales, the domestic and wild fowl, domestic animals
and the birds of the campus.
With the above mentioned list the children are very familiar, as
:seventy-five per cent of them come from farms, do farm chores and
farm work, and have a farm experience that amazes any teacher.
One boy in the second grade, eight years old, takes care of the chick­
ens, about two hundred1, twenty-five ducks and four calves. He mixes
the slop for the pigs, carries it to the pen, drives two horses in a
harrow and disker from 8 to 12 and 1 till 7 till the field is all harrow­
ed. He plants com with a machine, he in one field and father in an­
other, and gathered up the com that puffed out the silo when they
were filling it. During the busy season when he is driving and har­
rowing he takes his horses to water and unhitches father’s team and
takes it to water while father goes in to see about the milking, knows
how old the horses, how much they are worth and their ability to work.
He takes care of the baby in the early morning while the rest go out
to milk, but in the evening milks two of the seventeen cows. He
can’t pour the milk out o f the pails; that is too heavy for him. He
brings in all the wood and they bum no coal, picks potatoes, loads
hay, etc., but the thing he likes best to do is “husk com.” I f there

THE NORMAL SCHOOL HERALD

21

is any other work to do on the farm he does it, but I have omitted
it from my list. Boys and girls in the second, third and fourth
grades work-in this way from sun up till sun down, and with pleas—
—
I H B B I frequently go fishing with I B
and
m the fifth and sixth grades several take annual holidays when cer­
tain hunting seasons begin.
With their home knowledge of animals we talk about the crow

7
BBI

■ ■ l
1 H
D
°f the gr0Und‘ We kn°w the squirrel and
howb h
^OW, he eats and why, where and when he sleeps and
how he gets his food m winter. We study the insect life of cL ipus
and home, the cricket, locust, house fly, mosquito, mouse, cat, dog
pig and horse o f the farm. The children love the stories of the
sheep and reindeer at Christmas, their habits, home, travel and use
B H
I to -man' H i love to watch tbe animal life from the
b of town Where there are
M
M
tr° f
They have been stung by wasps, who lived
m the old nests now hanging m the class room. They hear father
■ R gB
1 » » t the B
t e e , and n»„k, L w th“ * strucrion they cause and can tell you how much money you get it
you shoot one and get the hide.
y
get

7

a

I
Tke ®ch° 01 ebildren are familiar with the robin. Three hundred
■
B
B
I f0ur m
Iots one night last spring; evidently
they lighted in search of food on their flight north. The children
have never faded to ask me if I heard the wild geese honl”
"
H

We^ n° l

6 previous B B

&

Thoy know very well the blue

me adow lark> the Virginia corn cracker’ « "
Ti®. Children already live near to nature.

Like the rest of us

■KBareBBH Hfchemthattheyfaii

to

mm
m B
b!rds’ the beauty of the autumn trees, or the
“Eves b SPrivg’ aS rt StlrS the sapin the trees and the soul of man.
Eyes have they and see not, ears have they and hear not, noses have
ey and smell not.” How shall we meet the situation, or the reverse where children come from towns and cities and have little or
no knowledge of nature?

w it B B H I “ be the source °f inspiration, and if she
weary and tired with so much of this everlasting teaching, I would
quote almost verbatim from Nature Study by Mrs. Comstock: “The
is

i H
H
f i H
l take the B f l and pupils to the woods fo r
eiaxation and teach a respect for nature’s laws of health. There

HI

bed h R I | H
(W - i
« ¡ ■ ■ ■ H
+ stren?then tired
te n to shreds with
e study this way

H

B

a teaoher &n Saturday, one is to lie in
° doors’ I
the last is best. Out in
I H
iS B B S
t0' heal H H
nerves,
muscles, to please and content the soul that is
duty and care. The teacher who wiU teaeh n l!
m her school room instead of the terrors of dis-

22

THE NORMAL SCHOOL HERALD

cipline, eternal watching and nagging, will find a quite companion­
ship with her pupils that is an abiding joy. I t will be the teacher’s
opportunity to inspire such a companionship with nature as will lead
the pupils to high ideals of life and a strong moral integrity in liv­
ing, to an appreciation of beauty and harmony everywhere revealed
to them in their daily lives and home.”
MARY RACHEL HARRIS.

OUTLINE OF WORK IN LANGUAGE
First Grade
Story telling by teacher.
Observations and reproduction by pupils.
Cutting and drawing of story.
Copying words and simple sentences.
Copying pupil’s name and address.
Correct use of daily English. .
Correct use of saw, did and went.
Use language games freely.
Dramatize.
Teach memory gems.
Picture study and physiology.
Second Grade
Write original and dictated sentences.
Copy sentences from book and chart.
Copy poetry.
Write sentences containing phrases and new words.
Use mounted pictures to assist.
An illustrated paper weekly.
Third Grade
Use the children’s individual experiences.
Stories and games for material for oral composition.
Encourage correct speaking.
Help children to form questions and statements.
The use of the period, question mark, and capital.
Give dictation exercises.
Stories told, reproduced and dramatized.
Use many language games and devices.
Stories— The Ginger-bread Man, Gifts of the North Wind, The
Elephan’s Trunk, The Girl Who Wanted Everything, How the Little
Bird Reached Home, How the Rabbit Got Its Cotton Tail, Jack and
the Bean-Stalk, Legend of the Wood-pecker, The Magic Pot, The
Rabbit Tries to Catch Fish, The Straw, The Coal and the Bean.
Poems__I Know Threee Little Sisters, The Star, Ja ck Frost, A

THE NORMAL SCHOOL HERALD

23

Little Visitor, The Guest, Bed in Summer, Who Has Seen the Wind?,
The North Wind Doth Blow, The Man in the Moon, The Ship, Our
Flag, Over in the Meadow, The Little E lf Man, I Love You Mother,
One, Two, Three, Seven Little Chicks, Grasshopper Green, The Quar­
relsome Kittens, Blow Wind Blow, The Rain, Sleep, Baby, Sleep,
The Little E lf Man.
Dramatization—Mother Goose Stories and Rhymes told in
Language class, The Ginger-bread Boy, Town Mouse and City Mouse,
The Cat and the Bird, The Ant and the Grasshopper, The House That
Jack Built.

SUGGESTIONS FOB TEACHING READING
In the first and second grades, reading is taught by story telling
and sentence making. Emphasis is placed upon recognizing easily
all words before attempting to read to prevent halting, spelling of
words, breaking of thought and sing song.
Dramatization in reading arouses interest, makes the reading
lesson fam iliar and pleasurable and induces natural easy reading.
Fourth and fifth grades are learning to read. Use the stories they
have chosen from several texts till they acquire ability to read inde­
pendently and with pleasure. Then books with good English prose
and verse are placed in their hands.
In the remaining grades, the reading aim is pleasure and the
acquisition of knowledge. In all grades distinct enunciation and pro­
nunciation are regarded as essential for proper preparation for the
class work. Word study with diacritical marking and the use of the
dictionary is part of the daily work.
Reading is taught according to the following outline:—
Lesson told in story form by the teacher.
Get the story from pupils by skillful questioning.
Let the pupils tell the story.
Have the pupils act the story.
Drill on new words.
Write first sentence on the board.
Pupils read silently.
Then tell the sentence, not read it.
Write remaining sentences one at a time and have read silent­
ly, then told.
Have some pupils read all sentences.
All pupils read all sentences.
Pupils read from chart—Make one if ' there is none in the
schoolroom.
Have pupils recognize new words in reader.
Begin to read lesson in primer according to number 7 and 8.

24

THE NORMAL SCHOOL HERALD

Have or make a set of flash cards with new words for every
new lesson.
Have pleasing devices for word drill—children empty freight
cars, tear down a wall, cross the brook, gather violets, pick apples,
devices according to season.
Always write same words in same colored chalk. W rite same
words in same colored crayon to attract special attention.
Look through several different manuals for different methods
and manner of presenting new words or lessons.
Read about ten easy stories in four primers. Then the child­
ren will have acquired ability to master the harder stories of the
book.
Give pupils a book to take home as soon as possible. They
absorb more than you really teach them. In third, fourth, fifth and
sixth grades study the pronunciation and meaning of words in con­
text before beginning the recitation. Select interesting lessons and
omit those beyond the child’s interest. Do not expect pupils to be
able to spell the hard words in the lesson. In higher grades use
selections from classics. Silent reading is emphasized here.
Be sure to tell or introduce the story in your own words— The
child must have an idea of what he is going to read before he can
read as he talks. He reads with delight and interest, the stories he
already knows. Later arouse interest by questions. Interest and
attention go hand in hand. Story telling and dramatization make
good readers.
In teaching action words and sentences, let the child do them
without first reading loud.
F irst grade children sit with teacher to study lesson first part
of period to study—rise to play and for exercise—face class when
reading. Sit with pupils around table when teaching reading or
number. You can then readily find the place for them, keep their a t­
tention and control and direct mental and physical movements,
MARY R. HARRIS.

NUMBER RHYMES
Klapper says: “Arithmetic satisfies the puzzle instinct or the in­
stinct of curiosity and early arithmetic is rich in material that satis­
fies the child’s rhythmic sense.” In the lower grades the pupil de­
lights in the number games, loves to keep score, give change and be
“it” in the number rhymes. The following make interesting devices
for number work. The teacher recites the rhyme and a pupil gives
the answer. The pupil then gives the rhyme changing the numbers.
The pupil who answers is now “it” and the game ontinues until every
pupil has had at least one chance.

THE NORMAL SCHOOL HERALD
‘Little Jack Horner,
Sat in a corner
Counting the plums in his pie;
There were two and three and five I see
How many plums see I ? ’
"There was an old woman lived in a shoe
And she had children ju st like you.
Pour boys and six girls
Now tell me true,
How many children in that shoe?’
•Little Bo Peep had ten white sheep
And now she is complaining
That yesterday seven ran away,
Now, how many are remaining?’
‘Ten yellow dandelions looking toward the sun
How many are there when I pluck
One and one and one?’
‘Birds and flowers and daffodils
Seven and four are three
One of each was taken away
How many must there b e ?’
‘Higgedly, Piggeldy, my black hen,
She laid eggs for two lean men,
One ate four, the other ate three
Now, how many eggs did she lay for m e?’
‘Six black birds sat on a pine tree tall,
And two on a bush near by.
A hunter’s gun made three birds fall
How many were left to fly ?’
‘Little Bo Peep lost twenty sheep,
When she looked around, thirteen she found
Now, how many were remaining?’
‘Eleven blue birds, hopping on the ground
I f eight flew away how many could be found?'
‘There was an old woman lived in a shoe
And she had sixteen children divided by two
Now, how many children in that shoe?’

25

THF. NORMAL SCHOOL HERALD

26
1
2
4
5

and
and
and
and

1 are two, that’s not hard to do
2 are four, that’s a little more.
4 are eight, I write that on my slate.
5 are ten. We can call them little men.

Sixty seconds make a minute
How much good can I do in it?
Sixty minutes make an hour;
All the good that’s in my power.
Twenty-four hours make a day
Time for work and time for play.
Days three hundred sixty-five
Time for you and me to strive.
Right good things for us to do
That we may grow strong and true.
One, two, three, four, five,
I caught a hare alive
Six, seven, eight, nine, ten,
I let him go again.
One, two, huckle my shoe,
Three, four, shut the door,
Etc., Etc., Etc.
Thirty days has September,
April, June and November,
Etc., Etc., Etc.
One and one are two
Sunny skies are blue.
Two and one are three
Hear that bumble bee!
Three and one are four
Don’t ask any more.
Four and one are five
Bees hum in the hive.
Five and one are six
Jane the cake can mix.
Six and one are seven
Angels up in heaven.

THE NORMAL SCHOOL HERALD

27

Seven and one are eight
Run or you’ll be late.
Eight and one are nine
Clothes hung on the line.
Nine and one are ten
Ladies and gentlemen.
Here is the bee hive,
Where are the bees?
Hidden away,
Where no one sees.
Soon they come creeping
Out in a line
1, 2, 3, 4, 5, 6, 7, 8, 9.
One
Each
Four
Who

little, two little, three little buttercups,
with a secret new,
little, five little, six little buttercups,
wanted to know it too.

The thumb is one,
The pointer two,
The middle finger three
Ring finger four,
Little finger five,
And that is all you see.

NUMBER GAMES
Addition
Bean bag game:—
Teacher—“Bean bag says 3 and 4 ?”
Child— “7”
Child— (throws bag to another), says—“Bean bag says 2 and 8 ’
Btc. Etc.”
Subtraction
Teacher— (beginning the game)—“Bean bag says 8 - 2 ’ ”
Child— “6.”
Child— (throws to another pupil)— “Bean bag says 10- 3 ?”
Other child answers—“7”. Etc. Etc.
Sum
Teacher— (says)—“I am thinking of two numbers that make 8 ?”

28

THE NORMAL SCHOOL HERALD

Child—“Are they 4 and 4 ? ”
Teacher—“No, they are not.”
Another child—“Are they 5 and 3 ? ” Continue till pupils have
named the right combinations and then allow the successful child to
give the next questions to the class, Etc.
Multiplication
This can be used for drill in each table as learned.
“I t ”- 5 “I am thinking of something in the six line table.”
Another pupil—“Is it 6x 6 ?”
“ I t ”-|g“Noi it is not 36.”
■Other—“Is it 9x 6?”
“ A teacher will a t once recognize the possibilities of this for ac­
curacy and development of quick mental ability that developes with
the game.
Post Card Game
Use pieces of paper size of post cards. Let children make be­
lieve the aisles, are streets and desks, houses. Choose two players
for Postmen. Give each a pack of cards to deliver. Make believe
it is Christmas, New Year’s Day or Valentine Day. The Postmen
sta rt on their rounds from opposite sides of the room. They go
down one street and up the next leaving at every house a number
of cards, not more than five. A fter the Postmen have finished their
rounds, each child tells how many cards he received. John says
■
“The first Postman left me 3 cards and the second Postman le ft me
4 cards. I have 7 cards.” Instead of collecting the cards have
each child come to the desk and mail them telling the amount of
postage.
Other Number Games
Hide and Seek, Bird Catcher, Ring Toss, Simon Says Thumbs
Up, Dominoes, Barchesie, Fishing game, Climbing Stairs, Addition
Relay Race, Bulls Eye, Bags in a Box.—Beckley-Cardy Co., Chicago,
fo r 60 cents sells a book of “Number Games for Primary Grades.”
MARY R. HARRIS.

PROBLEM-PROJECT IN TEACHING
Method Explained
We as teachers are not all educators but our work, however,
necessitates an appreciation of the educator’s point of view and
some passing knowledge of current educational movements. In
this day of rapid changes and ever increasing acquisitions to our
already well stocked educational knowledge it may be well to make

THE NORMAL SCHOOL HERALD

2&

sure that we have a common understanding of one of these very
important changes, the project method o f teaching.
The teacher may be conscious of the mechanical and
character of the drill work in his own school system; he may adroit
tlie essential value of “interest and purpose” in children’s activi­
ties; he may earnestly desire a greater freedom and a more democratic spirit in the classroom. The thought which is potent to in­
hibit these, and many other influences which make for the adop­
tion of the project method, is precisely the fear that the new type
of work will not provide for adequate development of reading
T rlt!nr ,and arithmetic> ■
of those other fundamental skills so
cherished by the American public—spelling, geography, and Eng­
lish composition.
°
What is the meaning of the term “project?” The term has
not recently been invented. I t no doubt has long been in use, but
it has more or less been used in a mechanical sense. I f we think
o a project as a pro-ject, something projected, the reason for
Hr. Snedden says: “A project is a unit of educative work in which
the most prominent feature is some form of positive or concrete
achievement ” This definition, unexplained, might lead one to think
that the achievement is embodied in the material result which
^ m es from project teaching. Material results are necessary.
What the public demands, the school must supply; but it is the
adopting the term in our method of teaching may better appear,
conviction of modem educators that the school will not live up to
its full responsibility until the results are achieved through the
methods that contribute to the highest moral conduct of the in­
dividuals participating.
Mr. A. J . Randall of P ratt Institute, favors this definition: “A
school project is a problem, the solution of which results in the
production of some object or knwledge of such value t0 the worker
as to make the labor involved seem to him worthwhile.”
• , r '„ W‘
Kilpatrick of Columbia University, defines the pro­
ject as a whole-hearted, purposeful activity proceeding in a social

BEh m HB n hereI B s°™chB n B
result, it is rather upon the individual, his methods of work
his environment.

and

Space will not permit an interpretation of the above ideas
nor does it matter very much as each reader of this article will
desire to make his own interpretation. However, one very important fact remains and that is that in after-school days the in­
dividuals life will be one great round of project-problems. Suppose

tT
T 11 ”ad6I dreSS- If she■ I hearty fashion purpose
to niake the dress, if she planned: it, if she made it herself, then
e instance is that of a typical project. Again, individuals edit­
ing a paper, persons presenting a play, building a house, etc., all

30

THE NORMAL SCHOOL HERALD

these, if done as a purposeful activity, are project problems. I t
is clear that projects may present every variety that purposes
present in life. Any activity into which one puts his whole heart
and works over it to a desired end or finish, is a true project prob­
lem. If the purposeful act be made the typical unit o f school
procedure we are a t one and the same time giving to education the
quality of life and are offering therefore, the best preparation for
after school life.
A project may be a large unit of work involving the effort of a
large group of individuals and the expenditure of time. I t may be
a smaller unit involving the effort of only a few individuals and
occupying less time. It may be the specific work of an individual.
The one essential of any project, is that the person or persons en­
gaged must be working whole-heartedly in an undertaking for
which there has been purposeful planning.
The project and the problem are used interchangeably as the
project involves problems and the problems involve projects
hence we might say that there is a true relationship existing be­
tween the terms.
Classification of Types of Projects
Dr. W. H. Kilpatrick gives the following classification of the
different types of projects:
Type 1, where purpose is to embody some idea or plan in ex­
ternal form, as building a boat, writing a letter, presenting a play,
etc. For this type the following steps have been suggested, pur­
posing, planning, executing, and judging.
Type 2, where purpose is to enjoy some (esthetic) experience,
as listening to a story, hearing a symphony, appreciating a pic­
ture. The factor of purpose undoubtedly guides the process and
influences the growth of appreciation.
Type 3, where the purpose is to straighten out some intellectual
difficulty, to solve some problem, as to ascertain how New York
outgrew Philadelphia. This type is of all the types the best known.
It lends: itself to our ordinary school-room work. It is this type
that we are particularly interested in.
Type 4, where the purpose is to obtain some item or degree
of skill or knowledge, as learning to write the Palmer Method of
penmanship, learning the irregular verbs in French. In this as in
type 1 the steps are purposing, planning, executing, and judging.
The project-problem method should not be confused with the
use of problems to energize a class exercise. Irrespective of the
method used—topical question, and answer, or project proglem,
minor problems requiring solution might arise. The projectproblem constitutes a unit of study that may require one or sev­
eral recitations for its proper consideration.

THE NORMAL SCHOOL HERALD

31

Steps in the Development of the Project-Problem
The following are the necessary steps in the development of
this method:
1— Preparatory step
2r—Problem raised
3— Materials secured and interpreted
4— Problem solved or material summarized.
The preparatory step. An exercise is given or material is dis­
cussed, out of which exercise or discussion a problem or problems
may arise. We may also find the basis for problem in the daily
conversation of the pupils. In many instances the solving o f one
problem may give rise to another problem. The preparatory
material may be historical, statistical, something happening in cur­
rent events, or the experience of the pupils.
Problem raised. From the preparatory material a problem is
raised. Spontaneous self-activity of pupils should be sought. A
problem, ideally, is secured when the pupils raise it. I t may be
necessary for the teacher to assist the pupils and occasionally even
to raise the problem for the class. May 1 say, that as many ti™»«
as possible have the problem or the motive for the problem come
from the pupils. The significant thing is not that some pupil
verbally shall state a problem but that the class shall have a felt
need, which it wants to satisfy. Some care should be exercised by
the teacher and the class in the final statement of the problem, as
succeeding work hinges on the definite statement of a problem
worthwhile.
Materials secured and interpreted. When the class has a prob­
lem that it needs and wants to solve, various sources of informa­
tion, as text books, supplementary books, pictures, maps, graphs,
museum material, newspapers, magazines, and experiences of people,
should be consulted for appropriate material. I t also should be
interpreted so as to show its bearing on the solution of the problem.
Different material bearing on the same topics should be available,
so that pupils may make actual contributions to other members of
the class. The pupils will study with increased interest if they
feel that no one else has the same material. The pupils and
teacher actually teach each other, and no one simply is “hearing”
lessons that have been assigned from the text book.
The contributions bearing on the problem may be listed on the
board or placed in pupil’s note-book. I t is well that the teacher
have a fresh knowledge of facts and definite organization of mater­
ial pertinent to the solution of the problem, ' in other words t he
teacher should be thoroughly famaliar with the subject, should plan
and organize material, and solve problem previous to its presenta­
tion to the class. She should not attempt to force her ideas on
the class unless it is absolutely necessary. The pupils should not

32

THE NORMAL SCHOOL HERALD

be thinking, “W hat does the teacher want me to say ?” but “What
does the solution of the problem demand?”
Problem solved or material summarized. All the information
and material must be gathered together for a final summary and
the final step toward the solution of the problem. The solution
should be stated by the class as accurately, as definitely, and as
concisely as possible. The final statement should represent the
team work of the class. It is not to be expected that a definite
answer can always be secured, or that the individuals of the class
shall agree on the answer, but is that not also true with the prob­
lems in a fter school days ? With respect to many problems in life
people have widely diverging views.
Project Teaching in Our Training School.

(Intermediate grades).

Grade IV.
Teacher’s problem.— To have the pupils learn the value of
money, how to change money accurately and with speed and learn
the value of the necessities of life, through making a store project.
Pupil’s problem.— To find out how to plan a store and be an
efficient storekeeper.
The preparatory step in this problem was to place a miniature
store in our fourth grade class room. This store consisted of a
counter with one shelf and a money drawer, and back of the
counter against the wall, were three large shelves. One of the
men of the senior class used his ingenuity in constructing from
an old door and other waste material, this very practical place o f
business. I t was placed in the class room at a time when the
pupils were not there and no attention was called to it or its pur­
pose in the room. In previous recitations the teacher developed
accuracy and speed in changing money by using the toy money.
A week after the store had been placed in the room, a group
o f pupils from that grade came to my desk and asked if they could
have a store in their room. When I asked what their plan was
they informed me th at they could use the counter, etc., that was
in their room. This gave us the motive for our problem and so
on the following day I appeared before their class and told them
of the request that had come from some of their class mates. When
I asked for the opinion of the class as to what should be done, it
was agreed by all that we should immediately begin to plan our
store. I t was decided to have a grocery store and forthwith came
a number of good suggestions, as to having Mother save the empty
boxes, the kind of supplies we would need, etc. They planned to
ask Mother to use great care when she opened a box so that it
might present as real appearance as possible.
The next day our approach was as follows: “We have a
store (not equipped), what else do we need?” A fter careful

THE NORMAL SCHOOL HERALD

33

thinking, ideas were given and one very splendid idea came out and
th at was that we needed a town. They were asked how they
could have a town and it was suggested that the class room could
represent a town. We have the town and store, what else do we
need? Here the pupils felt a need for streets and houses and sug­
gested that the aisles be streets and the desks be the houses on
the streets. Our problem for the next was to find a suitable
name for the town, streets, and the store. The pupils presented
a great group of interesting names. The children voted for the
most suitable names and the results were:
Name of town—-Mount Rose.
Name of streets— Chestnut St., Willow St., Nanking Road
(Last name suggested by a little girl who had spent several vears
m China).
Name of store— Surprise Store.
A problem for another day was to number the houses on the
street. A number of suggestions as to how this should be done
were given and the final decision was to number thé first house 20,
the second house 21, until all houses were numbered and the store
received number 40. The names of the town, streets, store and the
house numbers were made on strips of oak-tag paper and necessary
figures and numbers made with black crayon.
Our problem for the next day was to make bill heads. A com­
mittee of children was appointed to investigate bill heads from the
leading grocery stores in town. One boy volunteered to bring a
book of -bill heads from his father’s store. The committee reported
on its work and advised making our own bill heads, and the boy pre­
sented his father’s bill heads. We then had discussions as to what
should be done. We finally concluded that it would save much time
if we would use the bill heads already made, pasting the name of
‘Surprise Store” over the name of the owner of the store.
We were now ready to bring in the suppplies for the store. It
was surprising how much had been collected by the pupils. The
following is the list:
Boxes
Boxes
Cans
Bottles
Cereal
Oleomargarir
Milk
Olives
Sugar
Stove polish
Baking Powder
Olive Oil
Salt
Starch
Cocoa
Ketchup
Crackers
Soap
Coffee
Vinegar
Candy
Postum
Syrup
Extract
Tea
Raisins
We used a fine white sand for sugar and potatoes from the
school garden. We had small scales for weighing, and liquid and
dry measures for measuring. We bought paper bags and a ball of
cord. The store was much advertised. We secured posters of

34

TH E NORMAL SCHOOL HERALD

oleomargarine, cocoa, raisins, etc., from the grocers in the town. We
believed in the saying, “I t pays to advertise.”
. On another day we selected our store-keeper, clerk, and delivery
boy. The pupils used very wise judgment in selecting pupils who
were best fitted for these jobs. The three boys could make change
with a great amount of accuracy and with speed.
At last came the day for actual business, and a busy day it was.
Pupils were given a certain amount of toy money and this they
eould spend in buying groceries for their home. They went to the
store and made their purchases, being ever watchful that the cor­
rect change was given them. This purchasing was made as real to
them as possible, even to the clerk saying, “Good morning! What
•an I do for you this morning?”
This project-problem extended over a period of three weeks.
A t times we used only a portion of the recitation period to plan
our work. Our intention is to use this store frequently, once a
month or more often if needed. We want all the pupils to have
the opportunity to be a store keeper and learn to change money.
Fellow teachers, we will let you determine the real value of this
type of work. Was it worth while, if so, how and why?
Project-problem in English
Grade V.
During the cool days of the fall we noticed that much of the
play of our children on the play-ground took the form of tumbling,
wrestling, and boxing. There seemed to be little organized play.
One day a discussion of the play-ground was taken up in' the Eng­
lish class in grade 5. The children concluded that they would plan
a game to be played on the play-ground and invite the pupils in
grade 6 to play it with them, that perhaps the children did not
know how to play games.
Problem Stated
Pupil’s problem—To plan a game with rules and regulations, to
be played on the play-ground and invite the pupils in Grade 6 to
play it with them.
Teacher’s problem—To develop oral and written composition
through planning a game and writing an invitation to Grade 6.
The pupils discussed the kind of games that girls and boys
should play and finally decided to plan a game called “Hare and
Hounds.” Ju st how this game should be played set them to work
to formulate rules. Another problem for the pupils was to decide
on a place to play the game. Many places were suggested but
most of them met with numerous objections. At last by a majority
vote it was decided to play the game on the northwest portion of
the campus as this place afforded them good hiding places, behind
trees, in the ditch, behind the fountain, etc.

THE NORMAL SCHOOL HERALD

35

Their next problem was one in letter writing. Several recita­
tions were given over to discussions on form and contents of the
letter and also the rules of the game, and then another day to the
re-copying of the letter on note paper. Each pupil in Grade 5
selected a pupil in Grade 6 to whom he could send his letter. When
letters were ready a postman was selected to deliver the invitations
to pupils in Grade 6. At present writing Grade 6 is having its
discussions as to the acceptance of the invitation; if satisfied with
the game, with its rules and regulations. In the ■very near future
they will write their acceptance and also give their opinion of the
game suggested and its rules.
This project-problem has brought out many things that .we had
not anticipated.
Project-problem in History
Grade 6.
This project-problem is an outgrowth of a need of our girls
and boys for more reading of history because they áre interested.
In one of our recitations a few weeks ago we were studying the
biography of Samuel Adams. The text book that we use told very
little about him, in fact, so little, that the pupils could not decide
his importance to them. I asked the pupils if they were enough
interested in this character to justify me in going down stairs and
finding for them all the books that told something about this man.
They decided that they did want to know if this man was really of
any importance and also if he did anything that has helped them
become better citizens. A great number of books were taken to
their room, not only books that would help them solve their problem,
but books that would interest them to know this particular period in
history better. They immediately began to take a new interest in
reading history and wanted to know more about those men who
helped to make our country. A most interesting problem grew out
of this one and needed immediate attention. We were face to face
with the situation of finding a place for our books in the class
room. There seemed to be no place except the teacher’s: desk and
because of the limited amount of space and the increasing number
of books it was not advisable to arrange these books only as a
temporary expedient. It was at this place that the pupils felt a
need for a small library in their room. The library was to con­
sist of a few shelves fastened against the wall. One thing that
came out of the discussion was the real need o f a librarian and a
system of keeping a record of the out-going books. A boy said,
one one occasion he had borrowed a book from the office, and when
he had finished with it he returned it, but in a few days he was
accused of not returning the book. He told us that if there had
been some record of the book he could have proved1 its return.
Another boy gave a similar experience. The pupils were fearful

36

THE NORMAL SCHOOL HERALD

th at the same might happen to their books if they did not have
some way of knowing when the books were out of the room. A
committee was appointed to visit the school librarian and discuss
with her methods of keeping a record of the ¡books and then to
bring back to the class a report for their consideration. Another
committee was selected to visit our small school library and find
books that would help us in our history work. A third committee
was asked to look after the shelves for the library. The commit­
tees are all at work doing their best to make our library a great
help to us in knowing more history. We are planning th at the
pupils will decide that record cards for pupils and books are very
necessary in the library equipment. Daily the pupils are becoming
more interested in their history work. We are planning to keep
these library shelves filled with new and interesting history mater­
ial. We are hoping through this library project to help each pupil
to know more history and also to make more efficient citizens.
Values of the Project-problem
Apparently the value of the project-problem is understood by
few teachers. It is desirable, not only that teachers shall recognize
the value of the project-problem, but that they shall utilize the
problems as an invaluable aspect of. educational training. The
teacher of content subjects, such as geography, history, and nature
study, has a golden opportunity, through project-problems, to vital­
ize her work. A general aim of education should be to develop
an ability in pupils to interpret the factors—political, economical,
social, and physical—involved in problems o f the right kind. The
most effective way of developing this ability is to give training in
the interpretation of worthwhile problems.
We must face the issue. What is the value of project-prob­
lems? The method is of such value that should make a place for it in
our educational scheme, even at the risk of a reorganization of ideas
and breaking down barriers of a one time satisfactory system in
education. I f we believe in this method and wish to further its
advancement, it behooves those of us who have even a small part
in steering the drift of education to arm ourselves with plenty of
common sense, that we may have clear sailing in this new scheme
of educational teaching.
Recognizing that there are many dangers involved in success­
fully using this project method, there are many values that will
keep you clear from ruts and pitfalls. These values are a reor­
ganization and the summary of opinions of well known educators.
1. Subject matter is considered in the way that people in
general consider it; in its bearing on activities in life.
2. I t is the natural method of learning, through group activi­
ties; and provides the best conditions of learning.

THE NORMAL SCHOOL HERALD

37

a. definite end
b. vigorous exercise
c. sufficient duration
d. use of previous experience
e. satisfaction in achievement
f. occasion for thinking
g. a motive for memory wotrk and organization of facts.
3. I t permits pupils to gain, under favorable conditions, that
part of the social inheritance which is the business of the school
to transmit.
4. I t gives emphasis to attitudes.
a.

I t challenges ability of pupils, arouses determination to
win.
'b. I t appeals to the social, intellectual, and emotional
aspects, arouses greater interest and enthusiasm.
c. I t leaves .the pupils with a desire to know more.
d. I t develops ideals.
5. It provides a new unit for class room or indivadual study.
6. It is more economical. By emphasizing large things,
pupils learn to evaluate and classify.
7. I t furnishes a criterion for determining the capacity of
children; and enables the teacher to recognize and meet individual
needs.
8. By providing for the use of all the faculties, it tends
toward balanced development.
9. It develops skill under conditions that tend toward habitua­
tion.
10. It contributes to democracy.
a. It gives training in cooperative social service, including
leadership and division of labor.
b. I t provides for initiative.
c. It develops foresight.
d. It cultivates efficiency.
e. It encourages serious and sustained thinking, through
consideration and elimination of material.
f. I t imposes responsibility.
g. It exercises discriminating judgment, and hence, awak­
ens appreciation of values.
h. It makes for self direction, self reliance, and self
control.
The English possibilities in almost any project are very num­
erous. A very close cooperation must be maintained with all de­
partments if project teaching is successful. One teacher in a room
can manage the situation very well. He and he alone plans tjhe
work. He can arrange to have all or a part o f the subject matter
aid in the solution of the problem.

S8

THR NORMAL SCHOOL HERALD

I f a school has departmental organization great care should
be exercised in the cooperation and unification of effort. To il­
lustrate, if the geography teacher is emphasizing the geography of
Europe, and the pupils are interested in the people of these coun­
tries, and upon this a problem is based, the teacher of reading
should direct pupils’ reading in this field for a portion of the read­
ing period. The English teacher could introduce many of the
poems and stories of these countries and the desire to produce a
pageant in which various European countries are represented,
might arise from the pupils. The pageant may involve the writing
of a play. As the needs of the class demand, the teacher of
music should respond with songs from each country. The teacher
of physical training should teach folk dances and the teacher of
sewing direct the making of costumes. The a rt teacher guides: in
the making of stage effects,- posters, and invitations. While this is
but a suggestion, it will readily be recognized that such a proceed­
ing would be advantageous, not because it bears the name project,
but because it contributes to the best development of the pupils by
appealing to that natural interest in group activity.
Shall we say, then, that our educational institutions are justifi­
ed only as they serve the highest needs of the children, and then
various positions and methods incorporated in the institution must
be determined by the same standard?
MARY SNIVELY.

GROUPING PUPILS IN THE JUNIOR HIGH SCHOOL
The adolescent period is one of clear recognition and emphasis of
individual differences. There is abundant evidence of the 'fact of
variation and of the need of making some recognition of it in the in­
struction and administration of our schools.
One, of the chief motives behind the junior high school has been
the greater adaptability to the varying mental capacities of the
pupils; it stands out as the earliest exponent of educational provision
for individual capacities and individual training. Its whole organiza­
tion is founded upon the principle that individual differences have a
right to exhibit themselves, and must be recognized as major consid­
erations in the organization of the school course.
We accept then without question that there are variations in
abilities and traits, and the administrative problems are the deter­
mination of the variations, and the adoption of remedial measures
■which will adapt education to the capacities of the pupils.
The matter of classification of pupils according to ability is
basic for any real attack on the problem of individual differences,
and since the junior high school brings together larger numbers of
children of given ages than does the conventional plan, it may more

THE NORMAL SCHOOL HERALD

39

readily group them in sections of approximately equal ability, and
adjust courses of study to the differences in ability.
In September the Training School placed the seventh,, eighth,
and ninth grade pupils in ability groups according to the ratings of
the teachers of the previous year. In some cases there were no
records available, and the pupils were classified largely according to
teachers’ judgment.
Each class was divided into two groups, which were to move a t
different rates. At the end of the first ten weeks of work, the pro­
gress of the so-called rapid classes was in some cases paralleled by
the “slow” group. The varying standards of rating failed to pro­
duce groups of bright pupils.
In October, the seventh and eighth grades were given the
Courtis Reasoning Test. The results showed a wide range of per­
formance by children in the same group. In the rapid eighth gradé
group the median was 3.9 examples worked correctly, and the scores
ranged from four pupils who worked six examples correctly to one
pupil who failed to do any correctly. In the seventh grade group,
the median was 1.8, and the range was three pupils who worked six
examples correctly to three pupils who were not able to work any
•orrectly.
The only remedial measure possible at the time was to provide a
•oach for the pupils who received the lowest scores.
A t th end of the first half of the semester, the Terman Group
Test of Mental Ability (ten tests) was given, and a comparison w as
made of the test scores and the teachers’ ratings covering the work
of the half-semester. The comparison showed a satisfactory general
•orrelation. Eighty-six per cent of the pupils receiving high scores
in the test were rated high by the teachers.
We realize that a number of factors other than mental ability have
a great deal to do with pedagogical standing, but there is no single
factor that has been shown to have anything like as high a correla­
tion with pedagogical age as mental age.
Irregular attendance undoubtedly accounted for much of the dis­
crepancy between the results of the intelligence test and the teachers’
ratings. I t is obvious that failure to attend school means failure to
benefit by the instruction given therei" We do not need statistics
to prove that absence from school is an important cause of failure.
Data on health, habits, interests, and social status accounted for
» a n y of the discrepancies.
The correlation of the test results with the original classifica­
tion was not so high, and new classification, based on test scores and
teachers’ rating of classroom work, became necessary. The pupils
were classified in two ability groups for special types of instruction.
We hope to be able to have three groups another year, grouping the
bright, the average, and the slow, so that each pupil will be give*

40

THE NORMAL SCHOOL HERALD

the environment which will demand the best that is in him if he
wishes to keep pace with the group.
S. ALICE HUBER.

COMPARATIVE AND CRITICAL ANALYSIS OF TEXTBOOKS
The recognized aim of the junior high school is to break away
from the traditions of the past and to reorganize the subject matter
from a social standpoint. The mathematics then should conform to
these ideals o f the school, and the course should be so planned as to
meet the dominant interest and mental capacity of children during a
certain period of growth which begins about the twelfth year.
This is the period when genuine education can begin; when
children begin to develop generalizing power. I t is also a period of
receptivity, when the child should receive much content and a wide
experience. Initiative and intelligent questioning should be fostered
a t this time. Mathematical principles should be established induc­
tively through experimentation; the pupils should be encouraged in
applying these principles deduced to their school activities and out­
side activities. Such mathematics should lead to generalizations,
rationalizations, and to a useful application of all the fundamentals
of junior high school mathematics. It should be applicable to vari­
ous situations, so that the pupils will acquire the habit of looking at
their various activities from the quantitative standpoint.
The province of the junior high school is to be that of starting
pupils upon the road toward finding themselves, rather than upon
the road toward some particular endeavor. Therefore, it seems to
me, there is need of a general course in usuable mathematics for the
pupils of the junior high school.
The National Committee on Mathematical Requirements in its
report, “The Reorganization of the F irst Course in Secondary School
Mathematics” gives two principles which serve as a basis of the reP °rt: (1) “The primary purposes of the teaching of mathematics
should be to develop those powers of understanding and analyzing
relations of quantity and space which are necessary to a better ap­
preciation of the progress of civilization and a better understanding
of life and the universe about us, and to develop those habits of
thinking which will make these powers effective in the life of the in­
dividual.”
(2) “The course in each year should be so planned as to give
the pupil the most valuable mathematical information and training
which he is capable of receiving in that year, with little reference
to the courses which he may or may not take in the succeeding years.”
This reference to the recommendations of th is . most influential
body of mathematicians incited to show that the course in the junior
high school should not be selected to prepare for college entrance

TH E NORMAL SCHOOL HERALD

41

m SSm B B SB B °nthe

psychological
needs of the pupils should replace the old course, in which work in
advanced arithmetic preceded the study of geometry and algebra.
Some phases of arithmetic involve more difficult reasoning than the
fundamentals o f algebra and geometry and should be placed in the
mntn year or m the senior high school.

+ The unified course should include a review of previous work in
arithmetic; inductive geometry, together with construction workgraph to interpret data, to motivate study of fractions and metric
system, graph for showing comparisons, and to illustrate positive
and negative number; study of the angle and the use of the protractorscale drawings; use o f the compass; study of plane figures, of solids^

mm i h num
berandssi■i b b

equation as a tool fo r problem-solving; business applications of
arithmetic, problems of percentage, interest, insurance, and discount.
I have endeavored to review the several textbooks with the
above course and the report of the National Committee in mind
Some of the so-called” junior high school books are merely the old
grammar, grade books with a new title. One o f the leading book
companies wrote the following in reply to a letter asking for ■
l t b l ! nf Unr H I r h° 01 mathematics: “We have books which are
WU B M B
B
as 1 i
given in the average junior high
school, but the books were not made for junior high schools We
are not unmindful o f the need of books for junior hfgh school work

■

B

H

H

Jr» , ■ —

well established to enable us to define it with any degree of perm­
anency m textbook form.”
'
8
permThe review covers the following books:
“Junior High School Mathematics,” Stone, J . C. Benj H San­
born and Co. 1919.
’
Joan

“Jumor High School Mathematics,” Taylor, E. H. and Allen
Fiske. Henry Holt and Co. 1920.
]ishin?°Coerni92Uo!i0r MathematicS’” Gu^le> Ma™ -

The Gregg Pub-

“ Fundamentals of High School Mathematics,” Rugg, H O
Clark, J. R. World Book Company. 1919.
Co. 'l919eral M a th e m a tic s Schorling, R., Reeves, W. D.

Ginn and

Ventworth, Smith „ i
“ at>e“ ti' s ” * * • * ■ < * » * > * » •
Junior High School Mathematics, Stone, J . C.
1
B
B
I
t5?e two iboolcs in this series is an attempt
to socialize the subject and to develop in the pupil the habit o f

42

THE NORMAL SCHOOL HERALD

»aing his mathematics in studying the topics of ordinary conversa­
tion and general reading. To bring about this aim, the author has
a brief review of arithmetical processes in book one, and centers the
thought about some social issue and uses whatever mathematics is
needed to answer the questions that naturally arise in a study of the
issue. Arithmetic is applied to many topics of home and community
interest. Constructive geometry is used to interpret designs and
patterns met on every hand, and mensuration leads to a use and un­
derstanding of the formulas to express the quantitative relationships.
The graph is used to show the relative value of data, for example,
graph showing the production of com in the six leading com states.
The author reproduces graphs taken from a number of periodicals,
and shows the pupil the extensive use of the graph in the business
world, and the need of knowing how to use and interpret it.
Book one also aims to acquaint the pupil with business terms:
sales slips, bills, buying and selling at a discount, successive dis­
counts, opening a bank account, making out a check, draft, borrowing
money, problems of interest. We think this last work too difficult
for pupils of a seventh grade.
Book two reviews methods of computation and introduces a few
of the most used “short-cuts.” The formula is reviewed and its use
extended. The simple equation of one unknown quantity is introduc­
ed. Ratio and proportion precede a study of similar figures, and the
study of similar figures leads to scale drawing. Functional graph is
discussed briefly, and the book ends with a general discussion of
percentage, business terms and problems, methods of investing
money, meaning and nature of insurance, meaning and necessity of
taxes.
The books are an improvement on the former grammar grade
textbooks, but it is the opinion of the writer that there is not enough
of the unifying idea, not enough of the relation of arithmetic, geom­
etry, algebra, and trigonometry.
Modern Junior Mathematics, Cugle, Marie
The author states the following as the purpose of the series: “In
the junior high school and in the intermediate school, work in math­
ematics in the seventh, eighth, and ninth grades should be complete
in itself and at the same time preparatory to senior high school
work. No effort should be made to “finish” arithmetic in the eighth
grade, algebra in the ninth, while denying the child the beauty and
interest that lie in geometry and trigonometry until his taste for
mathematics has been destroyed. Nor will alternate bits of formal
algebra, geometry, and trigonometry solve the problem.”
The principles set forth by the author in the preface are success­
fully carried out in writing the books. The first book trains the
child in that part of arithmetic used in every day business which he

THE NORMAL SCHOOL HERALD

43

ean understand; develops his skill in rapid calculation by short cuts
and time tests; shows the necessity for checking and develops the
habit of checking; develops the habit of th rift by planning budgets,
keeping accounts, and becoming familiar with savings banks; - trains
the child in the simplest elements of bookeeping; and aims to study
a few common applications of arithmetic for their social and eco­
nomic value more than for their mathematical content. The first
book is a course in arithmetical calculation. It contains a wealth of
business applications, but omits much of the customary business
arithmetic that the pupil cannot understand and for which he sees no
real need. The graph and some work in formulas are introduced.
Book two aims to extend the pupil’s knowledge of arithmetic
through its practical applications in mensuration. Mensurational
arithmetic is the basis of .this second course. There is much con-'
struction work with ruler and compass, in order to train the hand to
nse the simple drawing implements. Relations between angles in
polygons and in parallel lines are worked out; the pupil is familiariz­
ed with the common geometric forms, and the use of geometric forms
in design. The formulas of mensuration are developed. Such ma­
terial is not only concrete but interesting and valuable to the pupil.
Although it is for the most part a geometry, the book contains some
considerable practice work in arithmetic. Through a continued study
of formulas general number is introduced in a natural way.
The third book is largely algebra, with geometry used to illus­
trate the processes, and some trigonometry in applications. It also
introduces demonstrative geometry.
The first book o f this series introduces concrete, intuitional
geometry and the simplest uses of algebra. Arithmetic furnishes
material for the first half of the book. The second half is devoted
to intuitional and constructive geometry, which is more concrete than
algebra, and which admit of more simple illustrations.
The arithmetic is arranged with respect to large topics, for ex­
ample, arithmetic of the home, store, farm, industry, bank, geometry
•f form, size, and position.
Algebra is introduced through the formula. The authors sug­
gest th at the work in arithmetic be carried on parallel with the work
in geometry, but they are separate in the book, and I fear would be
kept so by the average teacher.
P art one of book two is largely algebra; part two is devoted to
those topics of business which are appropriate to the pupil’s maturity.
The algebra consists of the use of the graph, equation, negative
»umber, algebraic operations but drill is reduced to a minimum. The
arithmetic is the arithmetic o f trade, transportation, industry, build­
ing, banking corporations; homelife, investments, and mensuration.
Book three extends the work in algebra by showing the nature

44

THE NORMAL SCH.OOL HERALD

and some of the practical uses of trigonometry, and by introducing
the student to the first steps of demonstrative geometry.
This series is a reorganization of the text books in arithmetic
published by the same authors, with an introduction of algebra and
geometry in the seventh and eighth years.
Junior High School Mathematics* Taylor and Allen.
This series continues the work in arithmetic by drill to obtain
speed and accuracy, by a study of percentage and its applications in
ordinary business and in ordinary affairs, and by a study of mensura­
tion. Books one and two extend the mathematical content of the
course of the seventh and eighth grades by including those parts of
elementary algebra and geometry that are adapted to the abilities of
the pupils of these grades.
The algebra is approached through the formula. Throughout
the course the pupil is given practice in stating rules as formulas
and formulas as rules until the formula comes to be a natural ex­
pression of mathematical rules. Other algebraic notions included
are: the equation; negative number, which we fear is too difficult for
this early part of the course; and the graph. Common geometric
notions are: the angle; the triangle, and polygon used in construction
and in various problems in mensuration. Many important theor­
ems of elementary geometry are developed from observation and con­
struction, and are used in applied problems.
We may sum up the content of the series as follows: (1) Much
drill in the fundamental operations of arithmetic. (2) Practice in
the interpretation of problems. (3) Exercises in the use of literal
notation in interpretating and evaluating' formulas. (4) A study of
percentage. (5) The study of a considerable number of geometric
notions. These books approach the ideals of junior high school ma­
thematics, but they provide for only the seventh and eighth grades.
F irst Year Mathematics, Breslich, Ernst R.
This book combines the easier portions of algebra and geometry,
and is intended for use in the ninth year.
The first chapter introduces algebra through the equation; the
axioms o f the four fundamental processes are stated and illustrated
by concrete examples. Algebraic problems are developed from the
laws of percentage and from the sides, angles, arid areas of polygons.
The laws of the lever and of beams are established by experimental in
the classroom and are made the basis for the development of the
fundamental processes and the laws of signs. Drawing to scale gives
many problems in similarity of triangles and in ratio and proportion.
The pupil is taught to graph statistics, equations, and general ex­
pressions o f number.
To secure mastery of the equation as an instrument for the solu-

THE NORMAL SCHOOL HERALD

45

iion of problems, considerable practice is given stating verbal prob­
lems in the form o f the equation and in translating formal equations
into verbal language.
To emphasize the applied features of algebra, as well as to pre­
pare for work in physics, many problems are taken from the latter
science, and many formulas of physics are translated into verbal
language, and are also solved for different symbols. In the study of
factoring, application is made at once to operations with fractions
and the solution of quadratic and higher equations. Simultaneous
equations with three or more unknown quantities and a body of
geometrical theorems on congruence of triangles and parallelograms
complete the text.
Fundamentals of High School Mathematics,
Rugg, Harold 0 ., Clark, John R.
The tex t is intended for use in the ninth year of school, and the
course of study is based upon the assumption that the mathematics
of the ninth grade will be the last year required. Hence they aim to
include “all the fundamental mathematical notions” which can be
taught in one year and to the children of that grade of maturity.
The following principles governed the authors in the selection of
the subject m atter: “social worth” and “thinking value.” On the
basis of social worth the course includes the use of letters to repre­
sent numbers; the use of the simple equation; finding of unknown
distances by means of scale drawings, principles of similarity in tri­
angles, use o f the properties of the right triangle; use of statistical
tables and graphs to represent and' compare quantities.
On the basis of “thinking value” it endeavors to develop the
principle of “functionality” or of dependence or relationship. Signed
number is postponed to the second half of the ¡book. This is in ac­
cord with the leading mathematical thought of today. The formula
is introduced in the first chapter by analysis o f problems in arith­
metic.
The next chapter develops the way to use the equation. Chapter
nine illustrates what is meant by opposite qualities, or numbers of
opposite nature. Among the special features of the course are care­
ful explanations, timed practice exercises, and a chapter on statistical
tables and graphs.
The book should lead to economy of time because the authors
have excluded non-essentials and a large amount of meaningless
manipulations, such as is found in courses in algebra. I t devotes
about eighty per cent of work to the verbal problems, or to “prob­
lem solving.”
Junior High School Mathematics, Lindquist, Theodore
Book one contains a complete but not lengthy review of the work

46

THE NORMAL SCHOOL HERALD

of the first six years. The reviews are arranged elastically, so that
the time devoted to them can be determined by the needs of the class.
The author aims to remove the monotony of review by connecting
the matter reviewed by historical references of interest, by looking
at it from a standpoint of business, by number contests, and by us­
ing the matter to be reviewed as a background for new work.
In connection with computations, checks are given a prominent
place. Estimates and approximations are used continually. Literal
numbers are confined to monomials, which are used principally in
stating laws and geometric formulas. In geometric work the appeal
is made to the constructive and discovering nature of the child.
Signed numbers are introduced in book one, in the last chapter. Ac­
cording to my judgment this is too early an introduction of this
phase of number.
Rook two reviews short cuts, approximations, and checks. Liter­
al numbers are studied much more fully. The equation and formula
are accepted as the chief literal mathematical tools. Literal frac­
tions are studied with numerical fractions. Graphs are studied as
a new mathematical language for the comparison of quantities. One
chapter is devoted to logarithms. They are treated as exponents;
the pupil is not mistified by “characteristic” and “mantissa,” but is
given intelligible words, “whole number” and “decimal part” instead.
Tho material in these two ¡books is excellent, but it may ¡be too
difficult for average seventh and eighth grades.
Book three deals with advanced business procedure.
General Mathematics, Schorling, Raleigh; Reeves, William D.
This book is intended for the ninth grade in a junior high school
or the 'first year in a four year high school.
The authors give as their aim the following: “To obtain a vital,
modern, scholarly course in introductory mathematics that may serve
to give such careful training in quantitative thinking and expression
as well informed citizens of a democracy should possess.”
Accordingly, in addition to the formal work of algebra and the
solution of problems ¡by algebraic methods we find chapters on
measurement, angle relation, the formula, statistics and graph, sim­
ilarity of figures, logarithms, the slide rule, and trigonometric func­
tions.
It eliminates the excessive formalism and drill on non-essentials,
that is'so characteristic of the conventional first year algebra. The
book also gives the pupil the vocabulary of and the fundamental
ideas of geometry. I t offers the pupil the consideration of such in­
teresting and valuable material that the field of secondary mathe­
matics has to offer and which may give the pupil very early an idea
of the scope of mathematice and its application. There is also

THE NORMAL SCHOOL HERALD

47

enough history of mathematics given to impress the pupil with the
influence of mathematics upon the progress of civilization.
A pupil who has studied such a course cannot fa il to be im­
pressed by the large variety of mathematical applications and must
recognize the value of the study of mathematics.
S. ALICE HUBER.

BEGINNERS’ LATIN IN THE JUNIOR HIGH SCHOOL
Two of the reports handed in by Seniors of work done in their
classes in the Junior High School Department of the Training School.
The junior high school has brought about a need for certain
changes in the organization and methods of presentation of different
high school subjects. Such changes are especially important in the
study of foreign languages, because the pupils of the junior high
school have had less time for training in English. It is important
therefore, that they be given an opportunity to sense the relation of
Latin to English in the simplest and most practical ways.
The teachers seek to make the pupils aware of the fa ct that
they have unconsciously been using Latin expressions for some time;
they plan the work so as to bring the pupils into contact with Latin
by requiring them to search the newspapers, magazines, and books
for Latin expressions; they endeavor to have the pupils see that
Latin makes the English language more intelligible, in that it helps
one to see the real meaning of well-known English words; that it is
the key to the meaning of many unusual English words; that a
knowledge of the root word often illuminates the meaning of dozens
of others; and that many Latin words have come into the English
language unchanged. Prominence is given, therefore, to the study
of English derivatives from Latin, and much emphasis is placed upon
note book work.
The following plan is one that was worked during the first ten
weeks of beginning Latin.
Beginners’ Latin either creates or kills a desire for a thorough
knowledge not only of Latin but also of our own English, and so it
is of great importance that the pupil interested in his work from the
start. In order to do this, we tried various devices, but the one in
which the pupils took the greatest delight was the working up of de­
rivative books.
The teacher of drawing first had the pupils make under her
supervision the books to be used. These consisted of two backs of
covered cardboard on which each drew and painted a simple, approv­
ed design. For these we used loose-leaf notebook paper and nickel
rine-s.

48

THE NORMAL SCHOOL HERALD

The pupils had already studied “stella,” star, and some of its de­
rivatives, so we took that as the first for our books. Each of the
pupils were provided with a star to be used as a pattern, and after
we had discussed the derivatives of “stella” with the definitions and
uses in sentences, we drew a star on the first sheet and pretended
that the derivatives were rays radiating from it.
Then, together we used our dictionaries to work out the deriva­
tives of “luna” in a similar way. The pupils agreed on a crescent­
shaped moon as the best drawing to accompany the words, so we
placed a moon on the second page and grouped the derivatives
about it.
After completing the study of this word, the children had enter­
ed so heartily into the spirit of the work, that we decided to have
them work out for themselves “insula,” “island,” and “porto,” I car­
ry. Next day, we found that some of the pupils had as many as
.fifteen derivatives for “porto” and a large number for “insula.”
After following the same procedure as before in the giving of
definitions and uses, we asked for suggestions for suitable drawings.
For “insula” the pupils chose an island with the derivatives as
waves, so this was put into the book as the third drawing.
As the work progressed the pupils worked out together various
other words, and we hope that as they realize how hundreds of
Latin words are thus rich in English derivatives, they may realize
the importance of a knowledge of Latin for the understanding of
English words.
MARIAN FICK ES.

CURRENT EVENTS CLUB
The Current Events Club is a club organized among the various
grades of the Junior High School which has for its purpose the plan
of making the boys and girls of the department interested in reading
the daily neswpapers and magazines and then discussing what they
have read with the class. The period is socialized by having the
meetings conducted entirely by members of the class, who are elected
to their respective offices. The meetings are carried out according
to parliamentry rules and under the supervision of the history teach­
er in the various grades of the department. One day of each week
is set apart for this purpose which, of course, takes the place of the
regular history lesson, for we thoroughly believe that the pupils of
our American schools should be taught the present day happenings
as well as those of long ago.
In order to show the type of work that is being done by the Club,
we shall give a program of one of the meetings:
Calling to Order—President.
Reports from members of the club.

THE NORMAL SCHOOL HERALD

4*

Bad Conditions in Ireland.
Disorders in Turkey.
Farmers Ask Congress for Relief.
Conditions Relating to Coal Miners.
Miscellaneous Discussions.
Questions on Topics Discussed.
Critic’s Remarks.
Teacher’s Remarks.
Adjournment.
L E SL IE STOCK:.

ART IN THE TRAINING SCHOOL
Some one has said “A rt is adding beauty to things of neces­
sity.”
Work without an element of art is deadening and sordid.
To create and see an object grow from common crude material
be it of clay, wood, paper, or whatever it may be,’ and produce a
complete finished object of use is a pleasure every boy and girl
should know and add to this finishing touch which will impart an
element of beauty, however simple. The product arouses a feel­
ing of pride and a ccertain degree of satisfaction in the creator.
This feeling of pride in creating we endeavor to arouse in the
children of the Training School and to this creative work we try
to add an artistic quality.
A rt is the basis for true enjoyment and enrichment of life and
every boy and girl should have an equal opportunity to realize his
and her right to it.
We try to train the senses, to develop the faculties of observa­
tion, perception and discrimination that they may be the clearer,
the finer, and so the better able to enjoy the works of both God
and man.
Drawing is the basis of all the arts and has often been called
the universal language, so we teach the primary grades to draw
simple pictures, fam iliar objects, fam iliar activities. Illustrations of
various activities are encouraged in which the children tell their
stories in their own way, the teacher merely giving such sugges­
tion® and additions as they can execute and which will help tell the
story more planily.
The children model fruits, vegetables, and animals from clay
developing the sense of touch and an understanding of thickness
which drawing does not give them for in the primary grades two
dimensions only are given to draw.
Children’s fondness for scissors and paper cutting are en­
couraged and used to develop the sense of form and proportion.
Flowers are cut from colored papers and pasted to appear in a

go

THE NORMAL SCHOOL HERALD

▼ase bowl or basket; fruit is cut from colored paper or from ma»ila ’paper,' colored and pasted to appear in a bowl, on a plate, or
in a basket; vegetables are cut and mounted in the same way.
Animals cut and colored, especially when jointed and so fasten­
ed together as to assume any attitude the child may wish, prove
fascinating and educational. These animals may be arranged to
appear as in a circus parade, to which may be added the usual
down, the balloon man, and any of the other fam iliar characters.
Simple weaving in paper, raffia, and cord are excellent both
from the viewpoint of industrial training and design.
All children love pictures, so we foster this love by familiar­
izing them with the world’s best art. We arrange the subjects to
•onform with the different ages and grades, stages of development
and appreciation.
We try to have the work in drawing correlated, as fa r as
possible, with the general work of the grades. Special days are
observed as are special activities and occasions.
On the occasion of a Hallowe’en musical entertainment, the
girls of the eighth and ninth grades made the necessary decora­
tions for the costumes worn by those participating in the play.
During the same week the teachers of the third grade had a
party for the grade; so the drawing teacher used several periods
previous to the d ay’ in working out favors and decorations for the
occasion. (The teacher’s description of this party is given elsjewhere).
The work in the intermediate grades is follow up work m
part in that we strive harder to inculcate more deeply the idea
of beauty as a necessity in industry.
We try to teach that it costs very little more to produce ft
beautiful box, bookmark, sign for ROOMS TO LET, or BOARD­
ING than to produce a careless piece of work and often no more.
We try to make pupils discriminating and on the alert to ap­
preciate1 what is good from the viewpoint of color and design both
as preparatory for their responsibility as future producers and
purchasers.
We take up poster work to encourage and foster an apprecia­
tion for good advertising from the decorative standpoint as well
ae the commercial standpoint with concerns itself chiefly with the
lettering.
One common method of advertising is by means o f the bill­
board which has been so annoying to people of culture and refine­
ment that war has been waged against it. I t is such a source
of profit, however, to the advertiser that, according to those who
have made it a careful study, it has come to stay, so the only
thing to do is to make it as att ractive as possible. From this
angle, lately, the best designers and artists of note have bee»

THE NORMAL SCHOOL HERALD

51

giving it their attention with the result that the objectionable bill­
board is becoming an annoyance of the past and new ones of mefl*it
are taking its place.
I f a community of the public highways must have their bill­
boards by all means let us educate the boys and girls to be dis­
criminating and not allow anything to be there except the best of
its kind.
The boys and girls in school today are going to be the design­
ers, advertising and commercial artists of tomorrow so it is im­
portant that the principles of design, drawing and color are plant­
ed early and kept constantly before children.
Color makes a strong appeal to all so in our work in design,
whether it be a simple border to decorate a box or handkerchief
ease, careful attention is given to color.
Simple costumes are designed. School dresses with appropriate
trimming, or collar cuffs and belt are worked out by both boys
and girls. Boys sometimes work out suits with appropriate tie
suggestions for themselves.
This work is done by allowingthe pupils to trace the contour
of a boy or girl from a catalogue of styles, then adapting or
changing the details of the dress, thus learning how to adapt
styles from fashion plates to their needs and individual tastes. We
hope in this' way to bring before the children the advantage of
tastful dress, the ease with which it may be secured if only a little
time and thought of the right kind be given to it and also over­
coming that inability of men and woman to select suitable clothing
for themselves.
We also have the pupils design simple forms for dishes, bowls,
cups, and pitchers and later decorate them simply to inculcate right
ideas of what to select when in later years they buy these things
for general use.
These are some of the ways in which we make our work
practical.
We do not forget the aesthetic while teaching the industrial
part of the work. We teach art appreciation all the while and at
least once a month teach one of the world’s great pictures, select­
ing them according to age and grade.
Every boy and girl who does not go through high school
should have had his and 'her share of knowledge of the beautiful
creations of man in so fa r as pictures can reveal them.
They should have an opportunity to know some of Raphael’s
beautiful Madonnas, The Madonna of the Chair and The Sistine
Madonna and those of some of the other Masters.
They should know Millet’s pictures which bring all closer to
the working man and woman and bring about a sympathy for the
dignity of labor. Who does not delight in Millet’s “The Angelue?”

52

THE NORMAL SCHOOL HERALD

Landseer’s and. Bonheur’s animal pictures should be fam iliar to
all children in the grades for they will the better love and care
for anials.
The works of Corot and the other nature painters awaken an
interest in the beauty of God’s handiwork which is all around us
. but which so few people see.
These pictures can be purchased, for schoolroom use, for a
half-cent apiece, or larger sizes for one cent apiece from The Perry
Picture Company, Malden, Mass., or The University Prints 7 Boyd
Streep Newton, Mass.
’
In the Junior High School we stress the fundamental principles
of art and endeavor to develop good taste and judgment and as
much skill as possible in handling the various media.
We try to have the teaching bear fruit in matters of dress,
decoration of all kinds whether objects constructed as books, writ­
ing pads, portifolios, decorative boxes, whisk broom holders, cushion
tops, and table runners.
Lettering and design receive careful attention and are applied
to posters for advertising or announcing some school activity or
entertainment.
At the time of this writing the pupils in the seventh grade
are making cushion tops of odds and ends of patches brought from
home. Harmonious tints and shades are selected by pupils with
the teacher’s guidance and arranged on the foundation which is
dull blue, brown, tan, green, black and white, simply what could be
found a t home. Out of a collection o f small pieces of material,
patches too small for use a t home, and of all' kinds of fabrics,
muslins dipped in water color paint to dye them ginghams’
batiste, silk, and sateen, the pupils with the teacher’s aid, are
working out designs of conventional fruits and flowers, which are
to be appliqued to the foundation with some dark thread by means
o f the blanket stitch. The boys are much interested and are doing
their work very neatly, in most cases, as well as the girls.
So in every way possible breadth of treatment and a practical
application of the principles of art are employed for their development.
M. IR E N E HUBER^ A rt Supervisor,

CORRELATING DRAWING WITH SCHOOL ACTIVITIES
The following is one way in which drawing may be correlated
with the work and activities of the school:
All of the teachers in the third grade joined in giving the child­
ren a Hallowe’en party on Friday preceding Hallowe’en.
The day happened to be a dull, gray day so the shades were
drawn and candles lighted.

THE NORMAL SCHOOL HERALD

53

The roam was decorated with jack-o-lanterns, boughs of leaves,
while witches cut from black paper, black cats and bats were sus­
pended from opposite sides of the room forming a perfect canopy
of flying forms, and filling the children with expectations of “lots
o f fun” and a “good time.”
As favors, I had each pupil make a paper cap the day before
the party. This consisted of a band of orange paper the size of
the head. On the front of this band was a large bat with out­
stretched wings set well above the top of the band. On each side
of this central bat were two smaller ones with outstretched wings
drawn by the pupils after patterns which I had given them. The
bats were colored black with colored crayons. After the coloring
was done the bands were pasted together. They were worn by the
children during the party.
As containers for the candy, cakes, and nuts which the teach­
ers had provided, as a part of the refreshments, I had the pupils
make baskets of construction paper. I cut five inch squares •of
green paper indicating where certain cutting was to be done which
the children did. They then cut paper pumpkins from orange
paper after patterns I had given to them. Faces were drawn on
these pumpkins and the pumpkins pasted on the sides of the
basket extending more than half the height of the pumpkin above
the sides of the basket. A strip of paper was fastened with brass
sprigs to opposite sides of the basket after the sides had been
pasted together.
These baskets were a good problem in construction for the
grade, gave the children pleasure and profit in the making, and ex­
pedited the serving of refreshments, and, with the head band, were
souvenirs of the party to take home.
M ABERT SPANGLER, '21.

WEDDINGS
ADAMS— BAER. Cards have recently been issued by ex-Sheriff
and Mrs. Ja s. M. Baer announcing the marriage of their daughter
Edna, ’12, to Jam es Fowler Adams, at New York, April 15, 1920.
Mr. and Mrs. Adams will reside in Newark, Del., where Dr. Adams
is Plant Pathologist at Delaware College.
POTTER—SN IVELY. The marriage of Margaret Isabel Snively, ’12) and William Potter was solemnized Oct. 27, 1920, a t the
home of the bride’s parents Mr. and Mrs. Ed. Snively, Greeneastle,
Pa. The ceremony was performed by Rev. Dr. Lester M. Conrow,
pastor of the Presbyterian Church. They have gone to housekeep­
ing in Waynesboro where Mr. P otter holds a responsible position,
OLUGSTON—ARMER. Miss Rachel Armer of Bellefontaine,
Ohio, and C. Lester Clugston ’13, of East Waterford, Pa., were

54

THE NORMAL SCHOOL HERALD

married Oct. 6, 1920. They expect to teach in Christian College,
Iquique, Chile.
ROWLAND—ESS1CK. Mr. and Mrs. Walter B. Essick of
Chambersburg, announce the marriage of their daubhter Anna Jean­
nette, ’12, and Henry Engard Rowland of Waynej near Philadel­
phia. The wedding took place at the parsonage of the Methodist
Episcopal Church in Lehighton, Nov. 20, 1920, the pastor, Rev. Geo.
Rowland, brother of the groom, officiating.
CHRIST—B Y E R L Y . In June, 1920, at Wiconisco^ Mary Byerly,
’18, and John F . Christ were married. Their address is 115 West
Sunbury St., Shamokin, Pa.
HICKEY— FOGELSANGER. The marriage of Mildred Fogelsanger, ’15 and Harry Hickey of Harrisburg, took place Nov. 23,
1920, in the New Cumberland Methodist Church, the Rev. V. T.
Rue officiated.
FIC K ES— HUSTON. Mary Elizabeth Huston, ’08, was united
in marriage with Benjamin Kahler Fickes of Rochester, New York,
at the home of the bride’s father Nov. 24, 1920. The ceremony
was performed by Dr. G. M. Reed of the United Presbyterian
Church of Newville assisted by Rev. J . J . Glenn, of the Dickinson
Presbyterian Church. They will make their home in Rochester,
New York.
COYLE—BENDER. The marriage of Miss Nettie Minerva
Bender of Carlisle, and Mr. Robert Coyle, T6, of Everet, was
solemnized Dec. 15, 1920 in the F irst Presbyterian Church of
Carlisle, Rev. Dr. A. N. Haggerty officiated.
STOCK—KEEN Y. In the- New Oxford Reformed Church by
the Rev. John Keener, Martha M. Keeny, ’12, became the bride of
Harry C. Stock, Dec. 3, 1920. They will live in New Oxford.
McCAULEY— LALONDE. On September 30, 1919, by Rev. I.
Darms, Lieut. Earl H. McCauley and Oral M. La Londe; ’16. They
reside at 1996 Senator Ave., Detroit, Mich.

BIRTHS
SP E A S— Oct. 11, 1920. A son, Richard Norris Speas was born
to Mr. and Mrs. Alvin Speas of Penbrook, Pa. Mrs. Speas was
formerly Miss Ida M. Newcomer, class of 1900.
MUMER— Oct. 9; 1920. At Newport, Pa., a son to Mr. and
Mrs. Wm. E. Mumer. Mrs. Mumer was Miss Hettie Smith, 1909.

ALUMNI PERSONALS
The following resolution and recommendation have come into
the hands of the personal editor of THE HERALD, who believes

THE NORMAL SCHOOL HERALD

55

it will be of interest to the Alumni in general, as well as to the
•lass of 1890, as it is an endorsement of the work of the school
and an appreciation of the splendid welcome that the members of
the class of 1890 received when they returned to the school.
A RESOLUTION endorsing the administration of our fellow
student, Dr. Ezra Lehman, with the assurance to him of our loyalty
and support and COMMENDING THE TR U STE E S of the institu­
tion upon their wisdom in choosing one so capable from among the
alumni to lead the school, was passed unanimously.
A RECOMMENDATION bringing to the attention of the
Principal the suggestion that he urge the various classes to appoint
a permanent Secretary to inspire and preserve the class spirit and
cooperation for the school was passed unanimously. J . M. Fogelsanger, class of ’90, 38 West Phil Ellena St., Mount Airy, Philadel­
phia, was elected permanent Secretary.
A CALL for a class reunion in 1925 with the pledge of all those
present to support it by their presence and their help in bring­
ing forth a larger representation was passed on to the Secretary.
Our Record: 1910, 17 present; 1920, 27 present; 1925 ?. Up
to you THE CALL IS OUT NOW!
With thanks for your kind cooperation, I am
Sincerely,
J . M. FOGELSANGER.
’91. The following letter explains itself and will be of especial
interest to the members of the class of ’91:
Huntingdon, Pa., December 1, 192®.
Dear Classmate of ’91,
The almanac says that Tuesday, June 21 1921, marks the
thirtieth anniversary of your graduation from the C. V. S. N. S. O *
that date Dr. Lehman very cordially invites you back to Normal
in reunion and tenders the hospitality of the school for your enter­
tainment. We shall unanimously accept his invitation— EV ER Y
ONE OF US. One of the assembly rooms has been reserved for
•ur use and I have appointed Prof. J . S. Heiges, Mr. J . S.
Omwake, and Miss Nancy B. Martin as a committee to complete
the arrangements for our reunion and banquet. Please plan to a t­
tend our class reunion; it is a long time since we have met one
another. The date is June 21, 1921. Kindly give me early notice of
your intention to be present that I may make reservation of a
room for you.
Very sincerely yours,
W. M. R IF E ; President, ’91.
’93. Dr. Jam es D. Kennedy writes to have his address changed
to Toadlena, New Mexico. He is Government Physician a t the U.
S. Indian School located there.

§6

THE NORMAL SCHOOL HERALD

'97. Rev. E. M. Sando is now pastor of the W est Manheim
Reformed Church, Hanover, Pa.
............................
. v
’92. Mabel K. Shryock writes that she is living within sight
and sound of the Pacific in wonderful California. She is principal
o f school No. 129 in Los Angeles. She finds it more convenient to
home in Long Beach. Her address is 338 Cedar Ave., Long Beach,
California.
’05. Dr. Garry C. Myers is at the head of the Department of
Tests and Measurements in the Cleveland School of Education,
Cleveland, Ohio. Elsewhere the advertisement of the Myers Tests
and Measurements will be found. These tests are being used in
many cities and towns. Cleveland has adopted them for use in all
its grades from the first grade up through the Normal School. We
have recently introduced them into our own Training School and
commend them to superintendents and teachers.
’07. Elder P. J . Weibe is dean of Beulah College, Upland
California, and is teaching Latin and Algebra in the institution. He
writes that if any of the Alumni ever go to California that he will
fee delighted to have them call to see him, and he will be glad to
-entertain them.
’l l . Ira C. Mummert’s address is changed from Williamstown,
Pa., to Lititz, Pa.
’l l . Jos. W. Eshelman writes from the Sunny South that he
likes his work very much and well pleased with the locality. He
has charge of the entire south for the Republic Plow Meters Com­
pany. His address is 927 Grant Bldg., Atlanta, Georgia.

ALUMNI MEETINGS AND BANQUETS
Luncheon by Adams County Alumni
Fifty alumni of the Shippensburg Normal School a t present
living in Adams county attended their second annual danceluncheon held a t the Hoffman Hotel after the evening session of
Institute Thursday.
Dancing reigned supreme until eleven o’clock when it gave way
to a luncheon served in the other dining room of the hotel.
Harper Wentz presided over the gathering and called on Pro­
fessor H. Milton Roth Hon. C. Arthur Griest, Professor W. Ray­
mond Shank and Percy Eichelberger for speeches, after which of­
ficers for the ensuing year were elected as follows: president, Percy
Eichelberger; vice president, Professor Guile Lefevre; secretary,
and treasurer, Miss Eva M. Boyer. The president then appointed
Professor W alter D. Reynolds, Professor W. Raymond Shank Mrs.
Guile Lefevre and Mrs. Lloyd Hartman as an executive committee
to arrange for the annual affair next year during the Institute
«essions.

THE NORMAL SCHOOL HERALD
Professors W alter D. Reynolds, Guile Lefevre
Wentz comprised the committee on arrangements.

57
and Harper

Cumberland County Alumni Banquet
¿The Cumberland County Alumni and former students of this
school sat down to a splendid banquet in the Blue room of Hotel
Carlisle on Thursday evening, December 2nd. The menu was pre­
pared and served to the entire satisfaction of the diners. Toast­
master J . C. Wagner then called upon the following persons to
respond to toasts: Supt. J . Kelso Green, Assistant Supt. W. G.
Rice and Dr. Ezra Lehman. The speeches were short as the hour
for Hie evening entertainm ent, had arrived, -but all united in ex­
pressing the hope that the banquet might be a regular yearly
affair. By unanimous vote it was decided to hold the banquet a t
an early hour on Monday evening of Institute week next year. As
there will be no evening entertainment on that date, it will be
possible for all to get together for a good time socially and wind
up with a dance for those who are fond of this pastime. The
officers for 1920 were re-elected for the ensuing year.. The Normal
School was represented by Miss Keiffer, Miss Stroh and Dr. and Mrs,
Lehman.
C. V. S . N. S. Banquet at Huntingdon
About 35 person®—graduates of the C. V. S. N. S.__Met in
Fisher’s restaurant Thursday evening of Institute week and had a
banquet which was enjoyed by all present. Addresses were madeby Prof. Rife, Miss Zeiders and Jo. Hays. I t is gratifying to know
that the teaching force in the county from our school has increased
from 15 in 1917 to 35 in 1920. The following is a partial list of
those present: Miss Mildred Bales, Isabel Cunningham, Ruth
Diven, Margaret Dorsey, Anna Goshorn, Anna Hecter, Ora and
Kathryn Houck, Byrd McClain, Miss Miller, Marie Steel, Ora Underwoodj Elizabeth Whittaker, Maybelle Zeiders, Messrs Warren
Cochlm Norman Eberiy, Paul Freet Jo Hays, J . A. Kell, Lester
Sachs, Miss Harris, Mr. and Mrs. Young, Mr. and Mrs. W. M. Rife
and son John. The faculty was represented by Miss Harris.
Franklin County Alumni Dine at Hotel Wallace
At the close of the entertainment, on Wednesday evening, Nov.
17th, the Franklin County Alumni and their friends journeyed to
Hotel Wallace where a fine banquet had been provided under the
supervision of a capable committee headed by John Maclay of the
High School faculty. The president and toastmaster was Prof. A.
C. Schuck, principal of the Chambersburg High School. He called
upon Principal Lehman as the first speaker. A fter expressing his
gratification at the large number who were present Dr Lehman
spoke o f the work that the alumni ought to do to help realize the
plans of Dr. Finegan. He urged all present to unite to bring about

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THE NORMAL SCHOOL HERALD

a bigger, better Pennsylvania educationally. Dr. Henderson of the
University of Michigan was present and expressed his gratification
a t the fine spirit that characterized the men and women who rep­
resented the Normal School. Dr. Warren formerly of Almyra, N.
Y., but now of Mansfield, Pa., brought the greetings of the Mans­
field Noral School to the representatives of Shippensburg. Prof.
Schuck and the other officers were re-elected for another year.
The members of the faculty present were Dr. and Mrs. Lehman,
Prof. Heiges and Miss Keiffer.
Fulton County Alumni Meet
The Fulton County Alumni and former students met in the
High School room of the Public School building on Friday forenoon,
Dec. 10. President Harper P. Barton, ’l l , presided. Dr. Lehman
was introduced and spoke briefly urging the alumni to support the
measures to be brought before the legislature for the improvement
of the Public School System. The association sent its greeting to
the Fulton students a t Normal. Prof. Barton was re-elected presi­
dent and Miss Marguerite Stigers, secretary.
York County C. Y. S. N. S. Banquet
Thursday evening of York County Institute a banquet was
held which was attended by the following persons: Misses Belle
Anthony, Georgietta and Miriam Arnold, Ruth B air; Elva Baker,
Mary Burger, Nellie Bushey, Bess Cadwallader Mildred Haar, Cora
Hake, Winifred Kauffman, Miriam and Reba Lutz, Mary M. Martin,
Mr. and Mrs. Kenneth Preisler, Clara Rife, Mary Schue, Margaret
Skinner, Mrs. G. W. Smith, Elsie Springer, Estella Thomas; Clara
E, Waltemeyer, Nannie Williams, Clara Youndt, Messrs. Charles
Albright H. M. Arnold, A. H. Filler, J . A. Fishel, C. E. Myers, G.
H. Quickel and O. L. Spahr. Speeches were made by Messrs. Al­
bright and Preisler, also by Miss Harris. The association com­
mended the administration of the school and resolved to stand
back of it. Mr. Charles Albright was elected president for the
coming year and Miss Belle Anthony, secretary. A committee was
appointed to make arrangements for a meeting to be held next
year to be attended by members of the alumni and undergraduate«
o f the school. Miss Harris was the one member of the faculty
present a t the banquet.

ATHLETICS
Football
The success of the 1920 football season was very gratifying to
all who are interested in C. V. S. N. S. athletics, not only because
of the large number of games won, but also because of the unselfish

THE NORMAL SCHOOL HERALD

59

loyalty manifested a t all times by the players) students, members
of the Faculty, and friends of the institution.
Faculty Manager, L. C. Krebs, had arranged an excellent
schedule. It was probably the hardest schedule ever attempted by a
Red and Blue eleven, but was well balanced and afforded oppor­
tunity for gradual development.
Only (three men o f the strong) 1919 team responded to the
call for candidates early in September. Consequently a new team
lined up against Gettysburg High School for the first game of the
season on October 2. The Normal team won this game by the
score of 21 to 0.
The next week the Scotland Industrial School surprised the
over-confident Normal eleven, working the forward pass success­
fully for a 20 to 7 victory. This unexpected defeat, however, pro­
vided the proper stimulus for harder work, the results of which
were evident when Shippensburg defeated the strong Mercersburg
Academy Reserves to the tune of 20 to 0.
Next came the most important game of the season considered
from the standpoint of rivalry— Millersville Normal. The Millersville team was heavier than the local boys and both teams were
determined to win. A fter an hour of desperate conflict the Red
and Blue warriors proved their superiority and sent the Millers­
ville boys home with the short end of a 25 to21 score.
On October 23 Shippensburg went to Bloomsburg to match
her prowess against another of the State Normal Schools. Al­
though a hard game was anticipated Capt. Shope found little
difficulty in leading his men to a 40 to 0 victory.
Shippensburg added another to her string of victories when
she defeated Dickinson College Freshmen on the 30th of October,
the score being 34 to 12.
The game against Juniata College on November 13 was the
only game of the season that the Normal team was unable to
cross the enemy’s goal line. The Shippensburg boys put up a
plucky fight against the heavier and more mature college team and
in the first half clearly outplayed them although neither team
scored. In the second half Juniata proved too strong and succeeded
in scoring four touchdowns. During this half of a game was the
only time during the season that the local boys felt that they were
playing a stronger team.
The last game of the season against Tarsus Gymnastie School,
of Harrisburg, although a 66 to 0 victory for the Normal, was a
disappointment. The Tarsus team did not have all of their players
on the grounds but insisted on playing short-handed against the
wishes of the Normal. We were sorry to end our season with a
game of this kind and in the future will be more careful in arrang­
ing with teams whose management is questionable.

-60

THE NORMAL SCHOOL HERALD
C. V. S. N. S. Football Schedule, 1920.

Oct.
Oct.
Oct.
Oct.
Oct.
Nov.
Nov.
Nov.

Nor. Opp.
2—Gettysburg High School, at Shippensburg________21
0
9— Scotland Industrial School, at Shippensburg__ _
7
20
16-—Mercersburg Academy Reserves, at Mereersburg 20
0
23— Millersville State Normal, at Shippensburg__ !__ 25
21
30—Bloomsburg State Normal, at Bloomsburg_______ 40
0’
6— Dickinson College Freshmen, at Shippensburg. _ 34
12
13—Juniata College, at Huntingdon________i i - - i ____ 0
28
0
20—Tarsus Gymnastic School, at Shippensburg____ 66

T o te iM f-—S g S — W W M H W W M B i _______ 213
¿1
The Athletic Committee awarded the ’Varsity S to the following
players: Captan Shope, quarterback; Craig, halfback; Moore, half­
back; Warren, fullback; Spessard, le ft end; J . Neely, left tackle; W.
Neely, left guard; Sealover center; Epley, right guard; Mellott,
right tackle; King, right end; G. Kelly, utility halfback; and E.
Raffensberger, student manager. Second team letters were award­
ed to Gapt. Shull, Nagle, Meredith, H. Markley Neill, Charlton,
Harvey, Hoover, Hensel, Benner, and C. Kelley.
At a meeting of the ’Varsity letter men Sterling King o f
Littlestown, Pa., was almost unanimously elected to captain the
1921 football team. Mr. King has played two years in the position
of right end. His enthusiasm and good judgment should make
him a very capable leader.
Basketball
The outlook for the 1920-21 basket ball season is very bright.
Although we do not have any of the regular ’Varsity men of last
year; the candidates are working hard and are developing rapidly.
We are sorry to lose Capt. Charlton, who on account o f severe ill­
ness o f some time ago is unable to take part in his favorite sport
th is season. Ed. Craig, of Shippensburg, has been elected to suc­
ceed him as Captain. Although the team has not been definitely
chosen, there is plenty of good material from which to choose.

MEETING OF SUPERINTENDENTS AT NORMAL
On Thursday, November 4th, a most important meeting was held
a t Normal. Invitations had been issued to twenty of the city, bor­
ough, county and assistant county superintendents in our Normal
School district, or from adjacent territory.
The purpose of the conference was to give all an opportunity to
discuss the practical problems that the Normal School authorities
and the superintendents had in common. No definite program had
'been prepared and the conference was entirely informal. A number
of questions were discussed that dealt with the work of the normal

THE NORMAL SCHOOL HERALD

61

school graduate in the public schools, the best methods of following
up this work, the type of work to be given the student who is teach*
mg on a provisional certificate, the best methods of presenting pro­
fessional courses to the young teacher, etc. All present agreed that
the conference was a most helpful one and a resolution was passed
asking that such conference be of as frequent occurrence as possible
because of their helpfulness since it was possible for the superinendents and the Normal School authorities to work out their prob­
lems to better advantage as a result of these conferences. The city
superintendents present were Layton of Altoona, Downes of Harris­
b u rg and Wanner of York; borough superintendents, Gordy of Chambersburg, McCulloch of Waynesboro, Wagner of Carlisle, Davis of
■
I
C°*“ ;ty and assistant county superintendents present
SB
a j d ■finafrock of Franklin, Green and Rice of Cumber­
land, Roth and Shank of Adams, Kline of Perry, Rife of Hunting­
don, and Albright of York.
K

NORMAL LITERARY SOCIETY
Did you ever hear of a loyal member of a society thint-ing “his”
society was “the” society? Well that is what each member of N. L.
is. thinks. We all have ample reason for thinking thus, as you will
see in these notes.
J
R H

b

S oMngS that a SOdety needs’ to

* move, are the things

that N. L. S. possesses:—enthusiasm— true spirt—earnestness— loyaly good attendance— good order— co-operation— and last but not
least— Society Pep.

I will now explain a few of the very good numbers that Normal
renders weekly:
• B
i l have, OTen excelled the Normal standard in music dur­
ing the past few weeks. Each member does his and her part to make
all vocal as well as instrumental music the best. I t shows that tal­
ent for this particular feature is available in our society.
The dances we render are a great help in the balancing of our
programs. They are both interesting and humorous. The Japanese
dance which was given lately, was a good feature in which we could
use our imagination.
We are very much pleased to find :SuCh good, workable talent in
the new students when it comes to humorous recitations. The reader
is always recalled to the rostrum by the enthusiastic applause
Orations, discussions, as well as topics of the day are always
found to be carefully selected and prepared. Topics that are vital
are always chosen.
The Short plays that are given always show that the participants
are anxious to do their best. They show that no person is lacking in
co-operation. Pantomimes show the same thing, The Pilgrim scene

62

THE NORMAL SCHOOL HERALD

Of Captain Miles Standish, Priscilla and John Alden took us all back
to a bit of every interesting history.
Last but not least, are the debates. This is the feature that
shows Normal’s working material. They ajso show its ingenuity and
are very helpful. They hold the interest of each and every member.
Our questions for debate are always vital. The splendid general de­
bates prove this. A few of our questions are: Resolved, That the
League of Nations Should be Ratified Without Further Reservation
of the United States Senate. That the Smith Towner Bill should be
passed, etc. The latter was debated at our last meeting Nov. 26,
1920. The debaters on these questions deserve special comment. A
good sportsmanship is always shown by the side that loses. We are
glad to say that no person assumes a harsh spirit towards his oppon­
ent in debating these most vital political questions.
These are some of the big features of Normal. Come to visit us
and you will see, that our society is everything we claim it to be,
IRMA E ST E L L E HOFFMAN, 21, Secretary’

PHILOMATHEAN LITERARY SOCIETY
The mere mention of “Philomathean Literary Society,” gives
each of its members a satisfied anticipation of an evening spent in
educational enjoyment and wholesome humor.
Much interest is continually manifested whenever a debate is
scheduled for Philomathean’s members show their literary ability and
interest by lively and spirited discussions.
Other numbers, which we as members and others as visitors en­
joy, are the special features Which always keep us in suspended sur­
prise which is usually gratified te the fullest extent.

The music of our society is keeping up its reputation—
a reputation consisting of praise to no small degree. Everyone seems
to appreciate the eiforts of the Glee Club as well as the individual
contributions of our members.
One of our most recent programs that is worthy of special men­
tion was the one rendered during the Thanksgiving Holiday. At this
time quite a successful pageant was presented, a pageant which de­
picted in episodes the life of the Pilgrims from their first appearance
in America.
We are proud to say that we, as a society, aim not only the rend­
ering of well-organized and appreciated programs, but we aim to fit
ourselves for any kind of future literary work whether it 'be in the
form of a debate, a special feature or an extemporaneous selection.
More of our ability as a society was manifested in the most suc­
cessful program of this year. That program was given on the even­
ing that we devoted the entire time to Shakespeare. I t was a genu­
ine Shakespearian evening when the genui's of this wonderful English

THE NORMAL SCHOOL HERALD

63

poet and dramatist was depicted by all the numbers on the program.
I t was an entertainment of which we are proud to ¡boast—because it
was so different in character from most of the literary programs.
The evening consisted of “Scenes from Shakespeare,” parts of that
great writer’s life, “Sketches” of his greatest works and short, snap­
py numbers which afforded ju st a sufficient amount of humor to touch
the interest of the audience.
We have stated these few out of many interesting bits of Philomathean news to acquaint our alumni with our progress. We feel
that they will be proud to know that we are rapidly ascending the
ladder of successful literary attainment. Another rung which we
are about to add to this ladder will be our great Christmas entertain­
ment which we are planning as the “best ever” of our programs. We
always aim to make this last program before Christmas an interest­
ing and touching appeal— an appeal which follows our members with •
them to their homes over this most appreciated holiday of the year.
Last but not least, we have taken great care lest the aesthetic
side of our interest be neglected. Our dances, whether they be solo or
group, are always welcome numbers. Aesthetic dances tend to relieve
the audience from the continual pour of literary and musical numbers
—and indeed there are several of our members whose ability is very
strongly centered on this aesthetic attainment.
And go in conclusion, the officers as well as the members aim to
uphold these good records of the society so that in the future these
facts may still stand true.
MARY A. LEW IS, ’21, Secretary.

PHILO GLEE CLUB
Phijo Glee Club is feeling very good and is feeling that its efforts
to render good and appropriate music are not all in vain. Last F ri­
day evening, the evening after Thanksgiving, the Glee Club sang Kip­
ling's “Recessional.” The leader felt pleased over the way the Glee
Club had sung the selection and had smiled her appreciation to the
Glee Club. But imagine how pleased both leader and Glee Club were
when our faculty visitor in her remarks, said that was one of the best
renderings o f th at particular piece she had ever heard,—and the
opinion of this member of the faculty is one that we may well feel
proud of having.
The leader was especially inspired by this helpful remark because
the success or failure of the Glee Club almost rests on the leader.
Also this public praise was most helpful for it is always a t the public
rendering of the selection, that shows the leader how the Glee Club
has assimilated her suggestions and coaching.
We are striving to give music not onjy that the audience will feel
that we are up there singing ju st because there has always been a
Philo Glee Club and because it has always sung immediately after the

«64

T H E NORMAL SCHOOL HERALD

reading of the minutes by the secretary, but that they may realize,
these pieces that every one should know may be given in different
ways,—ways that add value to a song. In this day and age of ad­
vancement, our music must advance also and thus you see we can’t
conduct our Glee Club as it has been done years ago. By, modern or
advanced ways we do not mean that we must sing our selections in a
very tremulous voice or in a vaudville voice nor must we have theat­
rical effects to remind the audience that this is almost 1921. No, we
must give our music in the advanced good-music style. We try to
put something back of our singing, we try to put oursejyes into the
song and sing it whole-heartedly.
We have been informed that the alumni are interested in the re­
ports of the Glee Club. Alumni, Why don’t you show your interest
by telling the society or Glee Club or the Glee Club leader what you
think of our music—when you come back to Philo to visit—if we are
advancing, if we stay the same, or if we are backsliding? I f you
hear anything favorable or otherwise about the Glee Club it is almost
your duty to inform the Glee Club so that the unfavorable may be
remedied and the favorable made more favorable. I f you would drop
us a note, we would thank you very much and receive it as construc­
tive criticism. Those looking on can more easily see the faults of
those performing.
This Friday we will give “In Old Madrid.” Class of ’20, do you
rmember how that was given last year? We wish you could hear us
give it this year. We are singing the whole song—words and all,—
not merely notes or a tune. We want our audience to see a Spanish
maid looking out of her casement Window, at the qose of day, listen­
ing to the soft notes of the serenade her lover is playing to her.
But—“oh- the river flow’d along between them ever more.” Then in
later years her lover fell for France and the maid entered a convent,
but still She would look out of her casement window and sigh for her
fallen lover.
The Philo Glee Club wilj give something special at the Christmas
meeting of Philo, based on the old Christmas carols.
REIDA LONGANBCKER, Secretary.

NORMAL SOCIETY GLEE CLUB
The Glee Club of Normal Society has been making rapid prog­
ress during the last few months.
,
Through the efforts of our director, Miss Wineka, we rendered
some fine selections during the Christmas season. Among the songs
were: Bendemer’s Stream by Thomas Moore and Light o f Bethlehem
by Franz Abt.
We have been talking of preparing a musical in the near future.

THE NORMAL SCHOOL HERALD

65

We can very easily do this with the support of our splendid Club.
We are very proud of our Society Song. I t has been mastered
by the entire society, under the direction of Miss Wineka. The song
was written by Harry Taylor, a loyal member o f Normal who was
killed in service in Prance, 1918. No one but a true lover of Normal
could compose such inspiring and praise-worthy words. Neither can
it be sung without arousing a feeling of love and loyalty for our
society.
Normal Society Song:
From voices gay and young,
Send out the joyful song
That sounds the praise of Normal School
In chorus loud and long.
In north, south, east or west,
Where’er may be your guest,
You find that our Society
Will always be the best.
Her crowds delight the eye,
Her banners wave on high,
The boys and girls between her wall?
A lot of joy receive.
A leader great and grand,
With joy at his command,
The products of our Society,
Are known o’er sea and land.
Renowned throughout our land,
Her name illustrious stands
The champion of the rights of men,
A valiant, chosen band,
Then, too, a noble train,
Of cunning hand and brain,
Give story in Society
Which ever shall remain.
Chorus :
Then sing ! Then sing ! In voices free
Glad notes in voices free
For Normal we upraise.
Then sing ! Then sing i Our Normal free
Our Normal fa ir and free
Let all unite to praise;
Let all unite to praise.

66

THE NORMAL SCHOOL HERALD

Y. M. C. A.
Our association is not only a religious organization, but is fund­
amentally a brotherhood, an expression and a promoter of friendship
among the boyis here at school. I t seeks to unite young men both for
fellowship and for service with other young mien.
Mr. L. M. Miller of Harrisburg, State Student Secretary of the
Y. M. C. A., spent Monday evening, Nov. 8, at our school. He gave a
very helpful address to the boys. On Tuesday he had private talks
with some of the boys. All were eager to listen to his gospel mess­
age. He left the school gratified to know that the organization was
moving along so well.
Our Bible Study Class is making progress. The attendance has
increased somewhat, but greater than this, the spirit of Christ is
manifested.
The Cabinet decided that more furniture was needed in the Y. M.
C. A. room. With the kind help o f Prof. Shearer, a dozen chairs were
secured with the promise that more elaborate furniture foe furnished
later.
The boys find the Y. M. C. A. room an interesting place to spend
their time, outside of school hours, in playing games and reading. At
present the reading material consists of “The Church Advocate,”
“The Association Men,” “Oolpers Weekly,” “The Pathfinder” and “The
American Legion.”
The new students have fallen into line and are ever willing to do
their part to help make the Y. M. C. A. a success. May we all do
our part in making our lives rich in friendship, unique in achievement,
abounding with satisfaction, and filled with the consciousness of the
companionship o f God. In this way we can most efficiently serve the
lowly Nazarene.
Father I know that all my life,
Is portioned out by Thee,
And the changes that are sure to come
I do not ask to see:
B ut I ask Thee for a present mind
Intent on pleasing Thee.
JOHN RANKIN MOORE, ’22, Recording Secretary.

Y. W. C. A.
The Y. W. C. A. is still following up its aim of making the new
members feel at home. On Nov. 17th the organization dedicated its
new room by a tea given to the girls of the school. An enjoyable
social time was engaged in by all the members—new and old. The
lady members of the faculty poured and the girls were served by the
cabinet.
Another social time is promised to its members by the Y. W. in

THE NORMAL SCHOOL HERALD

67

thé form of its annual bazaar on Friday, Dec. 17th. All articles are
contributed by the present members and the alumni. The proceeds
will go to the Y. W. fund.
SARA HESS, Secretary.

THE PRESS CLUB
Our Club is having the most successful year in its career. We
not only have the largest membership in our history but we are plac­
ing our notes in more papers than ever before. We are trying to be
a live wire organization and are striving bo keep abreast with the
times.
Our Club meetings are not dull, and unprofitable but are enlivened
with music, literary exercises and frequent addresses by successful
newspaper men.
At our November meeting Mrs. Rolar, editor of the Shippensburg
Chronicle, delivered a very helpful address. She explained to us the
advantages of the modem way of printing over the former ways.
She also told us that it is the personals about the people from the
community to which we are writing, that are most desired by news­
paper men.
It is our intention to send our items to papers in some of our
more remote counties, and thus send notes of our school to all locali­
ties where our Alumni may reside.
Our annualreeeption wil] be held in April and we are all looking
forward to a most pleasant evening.
The Club meets the second Monday evening of each month at
6:15 o’dock, and we should be very glad to welcome any former mem­
bers of the Club at any time.
RENA HAWK.

THE STUDENTS’ LEAGUE
The close of the year 1920 brought to an end the most successful
period in the records of the Student League. With the dawn of the
New Year comes a greater impetus to strengthen the League for
higher lines of endeavor.
Efforts are being made to strengthen the administration of the
Council. A new feature along this line has recently been added, that
of floor chairman. One member of the Student Council from each
floor of the dormitories has been selected to further maintain the ob­
jects of the League. It is their duty to give the girls information
through the proctors of the respective corridors. Matters discussed
a t the Council Meetings, which pertain to all the girls are explained.
In this way the girls are brought to realize and understand what can
be done to improve the maintenance of quiet and dicorum in the dor-

68

THE NORMAL .SCHOOL HERALD

mitories, to improve the standards in matters of personal conduct
and other objects in accordance with the League’s high ideals.
Ju st before the Christmas holidays, when every student was an­
ticipating the joys Which vacation brings, expectation was made real­
ization. The Students’ League gave another of its jolly parties. As
on previous occasions the girls were not disappointed in their ex­
pectations. It was just a pleasant prelude to the Christmas season
and an agreeable conclusion to the school year.
At the beginning of this, the new year the girls may feel that
they have been benefitted by the Students League and may view their
worth while accomplishments from the standpoint of Anne Mor­
gan, who said:—“Our girls of the future will work as they have been
trained to work, with fearlessness, honesty of purpose, courage and
determination, and with trained intelligence and moral integrity
ready to cope with life’s problems as they present themselves.”
HELEN DRAIS, ’21, Secretary.

THE GIRLS’ ATHLETIC ASSOCIATION
The spirit of the G. A. A. is shown by the number of peopje that
came out for hockey and are coming out for basketball. The differ­
ent class teams were chosen and when we played a game, the other
classes were right there to give their yells and see who would win.
All the classes put up a good fight and showed wonderful spirit
to the opposing team while playing the game. Every one was an­
xiously watching who would get championship, when it was decided
with the Junior and Senior game. Everyone was putting up a good
play, When the whistle blew and the Juniors won championship and
the Seniors close second.
Those on the different class teams were:
Seniors—Forwards.— Misses Krajl, Captain; Williamson, Fox,
Kerlin, Lewis, Longanecker R., Fogelsanger.
Halfbacks— Misses Dougherty, Lewis M., Longanecker M., Stoops.
Full Backs— Misses E. Craig, Manager; Gingrich and Ream.
Goalkeeper—Gladys Wolf.
Junior—Fowards—Misses Henry, Captain; Addams, Sleichter D.,
Craig H., Sleichter M., Kamerer, Brandt.
Halfbacks—Misses Wineka, Beistle, Wittmeyer.
Goalkeeper—Miss Brenneman F.
Sophomores— Forwards— Misses Minehart, Manager; Upperman,
Captain; Miller, Mathna, Curry, Brone, Coble.
Halfbacks— Misses Freby, Baker, Heckman.
Fullbacks— Misses Etter, Krajl.
Goalkeeper—Miss B ert L.
Freshmen—Forwards—'Misses Kime, Taughinbaugh, Hykes, Omwake, Captain; Hiatt, Manager.
Fullbacks—Misses Dyer, Logan, Miller.

THE NORMAL SCHOOL HERALD

69

Halfbacks Misses McKee, Lehman, Bealor, Strohm
Goalkeeper— Miss Boyer.
The G. A. A. had a meeting and decided to get Miss Danielson,
who is ill with typhoid fever, a remembrance from the Association.
They appointed a committee who decided to get her a writing case.
The following girls, Misses Longanecker, Kamerer, Krall and
Williamson, who had secured the required number of points, were
presented with their S ’s by Miss Nason during the chapel service.
The girls a re working hard and are coming out for every sport to
get points to join, get their numerals and school letter. There are
very many girls coming out for basket-ball and this shows that we
will have quite as close observation in choosing bsaketball teams as
in hockey.
Penn Hall asked the physical instructor of Shippensburg Normal
if we would not play them a game in hockey. A fter faculty consid­
eration, they decided to allow us to play the game. This was our
first opportunity of ever having a varsity team in any sport, and we
as an association, appreciate it very much. We decided upon the
varsity team one day and played the next. We put up a very good
fight and held them very well but the score was 6 to 0 in their favor.
They did very good playing and were accustomed to playing colleges
and winning. Students showed their spirit at this game by attend­
ing and giving the school yells and sangs.
The varsity team was chosen by the physical instructor, the four
managers of the different classes, and the head of hockey. The fol­
lowing people were chosen on the varsity team:
Forwards—Misses Henry, Williamson, Captain; Addams, Craig
H., Minehart, Kamerer, SleichterD., Manager.
Halfbacks—Misses Dougherty, King, Lewis M., Mijler.
Fullbacks—Misses Craig E., Winika, Beistle.
Goalkeepers— Misses Brenneman, Wolf G.
ALTA WILLIAMSON, Secretary.

THE CHORAL SOCIETY
The Girls’ Choral Society rendered the selections Donizettes’,
“The Day of Joy ” and Von Flowtows’ “The Forest” a t the Arbor Day
exorcises. A t the Thanksgiving services the society sang Beethov­
ens’ “Creation Hymn.”
The Society is planning a Christmas Carol service to be present­
ed the 22nd of December. The program will be printed in the follow­
ing issue.
The caste has been selected and rehearsals begun for the Orient­
al Operetta “In India,” by Paul Bliss. This wijl be presented either
the latter part of January or the beginning of February.
ROMAINE BREHM, Secretary.

70

THE NORMAL SCHOOL HERALD

JUNIOR HIGH SCHOOL GLEE CLUB NOTES
One of the new features of the Training School, in addition to
the 7th, 8th, 9th grades being the Junior High School, is the Junior
High School Glee Club. The Glee Club meets every Thursday even­
ing at 4:15 and rehearses for J . H. S. literary society, which meets
every two weeks on Friday at 4:00 p.m. But in order to make the
Glee Club more interesting and vital to the members and for enter­
tainment as well, the Glee Club, under the direction of Miss Adams
of the Normal School, gave a little operetta called 1 The Wishing
Leaf.”
■
“The Wishing Leaf” was written by Margaret J . McElroy and
was published in the October, 1920 number of “The Music Bulletin.”
The address of this magazine is, 100 Washington Square, New York
City, or the operetta may be obtained from the American Book Com­
pany. The operetta is based on the legend of Jack j Lantern.
This is a sketch of the operetta:— Little Boy Blue is out hunting
the “Wishing Leaf.” He is going to put it between his lips and wish
that the ship on which his father is may return in safety. Then his
aunt will go away and Boy Blue won’t have to read the books of his
aunt, and most of all his mother will laugh again. While Boy Blue
is searching for this leaf Gypsies came on the stage, give a dance, and
when they hear of Boy Blue’s troubles they promise to help him, and
take Kelvin Grove to consult the witch woman. While the Gypsies
are consulting the witch-woman and asking her to help them in their
various troubles an Owl, Old Man and Jock o’ Lantern come on the
stage. Jack o’ Lantern tells how he had sold his soul on Hallowe’en
to elves and had turned away a poor man whose wife was dying and
whose little children were hungry. Now he must pay penance and
go around with his lantern lit all the time. But the witch tells him
his hour is nearly come. Little Boy Blue asks Jack o’ Lantern if he
will help him and Jack ’o Lantern replies:
“He asks for help—this child!
And in his trouble turns to me
Whom all men mock and hate and fear. Fear not!
Tonight we both shall find the Wishing Leaf.”
Then Little Boy Blue’s mother comes on the stage singing. She
is looking for Boy Blue and asks him where he has been. He replies
that he has been hunting for the “Wishing Leaf.” How happy Boy
Blue is when his mother tells him that she has found the “Wishing
Leaf.” When they leave, they drop the leaf and Jack o’ Lantern puts
it between his lips and wishes. Then he says:
“And so I, too, find rest tomorrow.
No more wondering and no more sorrowing
A little child has trusted me,
And I have kept the tryst.

THE NORMAL SCHOOL HERALD

71

The play was certainly successful. The children entered into its
spirit and put themselves right into their parts. The stage was deco­
rated with leaves and the foot-lights were covered! with red paper.
Altogether the staging and background looked as nearly like a forest
scene as possible.
This play enters into the school work especially in that all the
songs used are in the music books used in the school which are the
1st, 2nd, 3rd, 4th, 5th, and 6th year music books of the Hollis Dann
Course. All songs are rote songs. These were taught in regular
music periods, then the persons chosen for the parts sang these and
sang them well and did not need any special teaching.
Another attractive feature was the dances. There are three
dances,— one of gypsies, shadows, and grotesque figures. These de­
lighted children.
The costuming of the play was easy in this case because former
May F ite costumes were used, but in instances where new costumes
are necessary, they could be obtained easily and inexpensively because
they are decorated with witches, owls, pumpkinsfxats, etc., thus mak­
ing plain costumes very appropriate.
About twenty-two took part. The following are the characters:
Boy Blue, Mother, Jack o’ Lantern, Owl, Witch, Old Man, Gypsies,
Inez, Rita Miguel, Lopez, Juan, Gray 'Shadows, Grotesque Figures.
It was very successfully given, and the entire audience express­
ed themselves as very much pleased with the performance.
REIDA LONGANECKER,
Senior Director of J . H. S. Glee Club.

SOCK AND BUSKIN CLUB
The Sock and Buskin Club is doing better work than ever before.
The meetings are ju st full of “pep.” The members are working to­
gether very splendidly as is shown in our meetings. The kind of
‘‘mettle” our members are made from was shown during “Better Eng­
lish Week.” A large number entered the try-out for the Thank-sgiy
ing play. All concerned did the work given them very, very
well. Our programmes are exceptionally good this year. For ex­
ample here is one. Judge it for yourselves:
General Subject— Booth Tarkington
3. Story from Penrod—Martha Lewis.
1. Tarkington— The Man, the Personality— Kathryn Worley.
2. Discussion o f Penrod Stories—Verdella Dick.
4. Synopsis of play—“Clarence”—Blanche Beistline.
5. Scene from—“Clarence”— Mr. Heiges and Mary Lewis, Dir.
Altogether the Sock and Buskin Club is doing the very best work
possible and is fullfilling the “hope” that it be a year of Success and
pleasant experience.
MARTHA. LEW IS, Secretary.

'72

THE NORMAL SCHOOL HERALD

THE DAY STUDENT BOYS’ ASSOCIATION
We as an association feel that our aims are being realized. The
boys seem to have a better attitude toward the school and regulations
fiKiin ever before. Not in the history of our association do we find
as dean a record as we have developed thus fa r this year. We are
going to do our best to keep our record from becoming blurred in any
manner. Although this demands united effort on the part Of all of us
we believe that we are able to do it. These results are both interest­
ing and of value when one compares them with the conditions a
number of years ago when there was no such organization. This
with several other examples a t Normal has proved that student gov­
ernment is the desirable method of student control. I t teaches the
student that one of the most important qualities of life which must
be learned if a successful career is to be hoped for, is to be able to
assume responsibility when called upon.
We are awake to the fact that there is still plenty of room at
the top and we are making this our goal. Of course, all progress is
determined by the amount of determination and effort put forth. We
are doing our best and feel that we are amply repaid by the results
obtained.
The officers together with the House and Order Committee have
effected a decided improvement of conditions in the portions o f the
building given over to us as the Day Student Boys.
R E E S E E. B ER T, Secretary.

ALMA MATER
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,
We’ll be true to you,
Hail to thee, our Alma Mater,
Dear old “red and blue.”
Near the waving corn-fields,
Ju st beyond the town,
Tower the ivy covered buildings
As the sun goes down.
When we leave our Alma Mater
We will praise her name,
Ever live to raise the standard
Of her glorious fame.

CENTRAL{AND
TEACHER’S
AGENCY
A FFILIA T E D AGENCIES)
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SHIPPENSBURG, PA.

H. C. Fry & Bro.
BAKERS
AT

HARGLEROAD & HOLLAR’S
Can Constantly be Found
Anything in the

Fresh & Smoked Meat Line
They have ’phone connection and
deliver meat to any part of town.
17 W. King St., Shippensburg, Pa.

Fresh Bread, Rolls, Rusks, etc.,
always on hand.
Wagon delivers Fresh Bread Daily
172 W. King and 4 N. E arl Sts.
SH IPPENSBURG, PA.

ALTICK
DRUG STORE
FLEM ING & FLEMING,

Props.

SHIPPENSBURG, PA.

READERS 6et the Information— ADVERTISERS Get Results
When They lin e Up W ith
COMMERCIAL
and JO B W ORK

T U 17 1M17 XKT Q
1 1111«

i

NEATI'T and

1 JL. VY O

QUICKLY DONS

12 W EST KING STR E E T, SH IPPENSBURG, PA.

J. J. STROHM
CANDIES, FRUITS, CAKES; ALSO
NOTIONS AND DRY GOODS
STUDENTS SERVED WITH B E ST PRICES

WEAVER

& GATES

T A I L O R S
READY-TO-WEAR CLOTHING

SHOES AND FURNISHINGS

T R I M M E R ’S
THE 5, 10, AND 25c STORE OF SHIPPENSBURG
Full line of Dry Goods, Underwear, Hosiery, Enamelware, Tinware,
China, Notions, Jewelry.
C A K E S and C A N D I E S a Specialty.
D. Edw. Hamilton

Wm. A. Railing

READY-TO-WEAR CLOTHING, SHOES,
TRUNKS, BAGS, GENTS’ FURNISHINGS

HAMILTON & RAILING
33 W EST KING ST R E E T

SHIPPENSBURG, PA

AGENCY FO R B E ST LITHOGRAPHING AND ENGRAVING HOUSES

THE CHRONICLE
(Published Weekly—$1.25 per year)

ADVERTISING

:::

JOB

PRINTING

12 South E arl Street, Shippensburg, Pa.

Globe-Wernicke Sectional Bookcases
AN ORNAMENT TO TH E HOME

TH E UNIT IDEA
Originated and brought to the highest state of mechanical and artistic
perfection by
TH E GLOBE-W ERNICKE CO.
The P E L T STR IP on the upper edge of the door prevents dust
entering the unit, making it DUST-PROOP.
The P E L T STR IP prevents air from escaping and the door closes
N O ISELESSLY because in dropping it compresses the air under it,
automatically forming an air cushion.
The door is NON-BINDING because of a perfect equalizer which
is an extraordinarily strong although simple device that cannot pos­
sibly get out of order and cause trouble.
Cost No More than the Ordinary Kind.

C O TTE R E L - EBNER

COMPANY

Specialists in Office Equipment

9 NORTH SECOND STREET, HARRISBURG, PA.
Exclusive Agts., Safe Cabinets, Cutler Desks, A. B. Dick Mimeographs

THE

First National Bank
SHIPPENSBURG, PA.
Capital, $75,000
Surplus, $125,000
Total Resources Over $1,000,000

Pague & Fegan
Successors to—
J . W. McPherson & Sons

H ardw are
CUTLERY, PAINTS, OILS, ETC.
53 W est King Street
SHIPPENSBURG, PA.

N.

D. ST A LEY

OPTICIAN
66 East King Street
Shippensburg,

Pennsylvania.

Cumberland Valley

State

Normal School
MODERN UP-TO-DATE SCHOOL, finely
equipped. Located in Shippensburg, Pa.,
an ideal

educational community;

no

saloons, twelve churches.
The new course of study gives opportunity for
specializing in Primary, Kindergarten, Interme­
diate, Rural and Junior High School.
FREE TUITION to all students 17 or more years
of age intending to teach.
The Second Semester begins Monday, January
31, 1921. Special nine weeks Spring Term for
teachers begins Monday, April 18. Summer Ses­
sion (nine weeks) begins June 20.
Special classes for Provisional, Professional or
State Permanent Certificate.

For catalogue and other information address

EZRA LEHMAN, Ph.D.
Principal
SHIPPENSBURG, PA.