Volume Thirty-Four

January, 1930

Number- Two

The TEACHERS
COLLEGE HERALD
Rural Number and Advanced Summer
Session Announcement

S I A T E T E A C I 1ERS C O L L E G E
SHIPFENSBURG, PENNSYLVANIA

TABLE OF CONTENTS

.
' ,-X-/ Page
President’s Letter to the A lu m n i----- ------- 1------------------------------ 1
Second Semester Opens January 27
3
Advanced Courses' for Two and Three Year Graduates During
,
the Summer Term B e i --.—
---------------- -----X x X ^
Courses Open to Students Lacking Standard Certification-------- 6
Expenses fo r the, Summer Session — --------------—— ------- — " 7
Rural Training School. — -------— - - X A - - - - - - -- - X ---------- ^
Opportunities for Student TeachingDuring Summer dX-- „------ .8
Summary of Courses Offered During the Summer Session __------- 8
Registration for the. Fall Term
■
—_______—
— --- 9
Meetings of the County Alumni Associations |X--------- -— ------- 10
Adams ) County i 1___— ;*_ __ __ _- _
— - - - - - - x i S X 1°
Bedford County —— u—Xgir-i----- l®
si ' Cumberland .County
fl
;1 Dauphin County ___— ——
----- - —--.-— - - ------- - 11
Franklin County
_'i—XXgX^___uu_u__>X----_ 12
r i f e i i i f : County ¿_-._X.h4----- -x-z&r-------- :—------ 7 ^ - —— 1|Perry County
- — —— - —- - - - - 74 4 - —.1— .—— 18
York County 2-------------- X --------—------------------------------13
To Members of the Class of 1900 s. '
.-------—
"AlumniPersonals^ —X - - - - t e - 4 - - -------.- f f ----- ------------- . 18
Announcements ___ —
------16
Cupid’s C o lu m n __ X - ------------l - X - X i - - . - f —-X__XiSS4f------ - 16
■■Stork Column
- —_X - —X-i - - - - - - - - —- - - - CsiRC -,—- - — 17
'’Obituary ' - - - — X — M K vX X ----- ---------------------__u.___i.__ .18
Rural Training School Center 1929-1930 .—
— — 19
Better Teaching in Elementary Grades, Hannah A. Kieffer
'X
Foreword i_ -X ----------------- ------- ------------------------------- - - 20
Better Teaching Units and Individual Instruction Program
A
for One-Teacher S c h o o ls__ _______ -----------------------21-22
VInterpreting the Program-&-i__-------- _X ___i
----- 23
Teacher and Pupil Guides for Planning Better Teaching
' Units
----------- ---------- r- - - —
26
A Better Teaching U n it,in G eography-------—--- -------------- 26
I ..." Types of Pupil A ctiv ities .___XXi|X-‘^ --X — — __------ 30
First Steps in Developing a Better Teaching Unit in Arith­
metic-' _—
—-------A Better Teaching Unit in History ------- ------ ----- ...--------- 3-1
A Tentative and Limited Book List for Teachers Eager to
‘ do Better Teachinggp—.__— '_ _ -_ _ _ X X -X X ---~ -_ -—-- 38
- A Limited list of Practice and Drill Material ___________ 39
r; Summary' X - - —X X h X X _ - - 5X - - ‘---X '--—Hr—.-__,-_r---_'/42
A Socialized Contract, Edna Stamy Fox - X - i - - - — X - - : —
Silent Reading Activities for Backward Children in the Primary
• ‘ Grades, Mary tea York1
— f S S i A ! ------ 43
Phonics7 in the F irst Grade, Mary E. Y o r k _________ ,__________ _ 45
Country Life Club Notes AX----- ----- —- - - X X — __-_X iiX X X --'¡¥§
Library Paste R e c ip e --------! X ——
---------- - — 48

••

T he Teachers College Herald

••

PUBLISHED OCTOBER, JANUARY, APRIL AND JULY
Entered as Second Class Matter at the Post Office
Shippensburg, Pa.
MARION H. BLOOD ■ ----- „--------- i - — g —-•— B B S S Editor
ADA V. HORTON, ’88 ___ ________ - M Honorary Personal Editor
MRS. HARRIET WYLIE STEWART, ’9 3 -------------. Personal Editor
J. S. HEIGES, ’9 1 ____ I ____ ------------------, ------Business Manager
'Subscription Price 25 cents per year strictly in advance. Single
copies’ 10 cents each.
Address all communication^ to THE
TEACHERS COLLEGE HERALD, Shippensburg, Pa. Alumni and
former members of the school will favor us by sending any items that
they think would be interesting for publication.
VOLUME 34

JANUARY 1930

NUMBER 2

PRESIDENT’S LETTER TO THE ALUMNI
Dear Alumnus:
The first semester of the college year 1929-30 will soon be a
thing of the past. Thus far it has been an uneventful one: We need
only record that our problems have been largely administrative ones,
but these have not always been easy of solution.
We have 715 students enrolled and the problems of housing them,
providing adequate class room! facilities, and opportunity for extra
curricular activity is an ever present one.
Fortunately, we can see light ahead for, if the State carries out
its building program, we will have three new and adequately equipped
buildings within the next five years. We expect to have our new lib­
rary ready next fall as the plans have been drawn and approved and
the contract will soon be let. Then will follow a new auditorium and
a science hall, with an enlarged gymnasium. When these buildings
are erected, it will be possible to utilize the present class rooms in
“Old ¡Main” for additional dormitory space. We are all looking for­
ward to that time.
Home Coming Day was well attended by the Alumni of the oddnumbered years. We were especially gratified to note the large at­
tendance of the-“old grads”, those who left the institution at least

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twenty-five years ago. The speeches at the banquet were short as
befitted an occasion of this kind, but every speaker pointed the way
to still ibigger and better things for Alma Mater. The date of Home
Coming Day for 1930 has not yet been set but we believe that the
clans from the even-numbered classes will have just as large and
good a meeting next fall.
Then, too,|i|‘Dads’ Day,” under the direction of the Y. M. and
Y. W. C. A., was an outstanding event. About one hundred and fifty
fathers were: here and we know they had a fine time. Mothers’ Day
will be held at a date to be announced some time after Easter.
The second semester will open Monday, January 27, and ap­
pearances indicate that we shall'have the usual number of new en­
trant^; We shall lose about forty students at the close of the first
semester, through graduation and other causes. This will make it
possible for us to take on a corresponding number of new students.
On January 1 we shall begin receiving applications-for room res­
ervations for next year. A large numfber of boarding students are
rooming in private homes at present and the list will .be still larger
next year. For this reason, we ask you to see to it that your own
Sons or .daughters, your younger brothers and sisters, and other young
people in whom you. may be interested send the room reservation fee
($ 10.00) as early as possible so that they may secure a room in one
of our campus dormitories. A s rooms are assigned in the order in
which applications are received, those who register early will secure
the most pleasantly located rooms not claimed by students who are
enrolled with us at present.
It may seem a far cry to Commencement and Alumni Day, but
the time will pass rapidly—and it is not a bit too early for the classes
that expect to have reunions to begin preparations for these events.
The classes of ’SO, ’85, ’90, ’95, 1900, ’05, ’10, ’15, ’20, ’25, and ’28
should be planning for a big reunion. Let me call yoUr 'attention to
the Commencement calendar: Saturday, M!ay 24, is Alumni Day. The
Alumni Procession will form on the campus for the parade at 1:15.
At 2 o’clock the Alumni Reunion and Business Meeting will be held.
This will adjourn at 3:30, Many of the classes will use the period
immediately following for class banquets and reunions.
Of course
some of the classes will meet on the previous Friday night.
It is highly important that reservations be made by class officers
as soon as possible so as to secure a place for a reunion. Shipipensburg has three hotels: the Sherman House, the Fort Morris, and the
Morrison Restaurant and Hotel. All of these have suitable rooms
for a dinner and dance. The women’s auxiliary organizations of the
Church of God, Lutheran, Reformed and Penn Street United Brethren

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Churches will furnish m eals'in the basements of their respective
churches. But the important thing is to make your reservation early
enough.
The New Year will be well under way when the January Herald
reaches you but I trust that it will not be too late to wish all of you
a very Happy and Prosperous New Year.
Fraternally yours£>i
Ezra Lehman ’89

SECOND SEMESTER OPENS JANUARY 27
As indicated elsewhere, about forty students will be graduated
or will leave for other pauses at the close of the first semester, Jan­
uary 25. This will make it possible for us to accommodate an equal­
ly large number of new students at the opening of the second semes­
ter. New classes will be organized for these so that they may take
up the work without loss of time.
Students who will be graduated from! high school in January or
early in February may desire to continue their studies without loss
of time. They, can carry out this plan ¡by enrolling with us. Others
who were graduated from high school last year, but who were unable
to enroll in September, will gain a half year in time of graduation
by entering on January 27.
Graduates of the two year course not engaged in teaching may
enroll for the advanced two year course. Registration should be
made as early as possible. so that the Dean of Instruction may ar­
range your classification in advance of your coming.

ADVANCED COURSES FOR TWO AND THREE YEAR
GRADUATES DURING THE SUMMER TERM
The six weeks ’Summer Session opens Monday, June 23.
Present appearances indicate that at least one-half of the student
body will be composed of graduates of the two and three year courses
who are looking forward to the completion of the B. S. degree. We
were gratified last summer to note that more than one-third of our
student body was made up of our forward looking Alumni. In the
light of legislative action in numerous states since then we feel that
the term “forward looking” is peculiarly applicable to these students^
For a number of states have raised the requirement for teachers in
all grades to four years of academic and professional training in ad­
vance of graduation from high school, and a group at or near our bor­
ders have raised it to three years. Pennsylvania will undoubtedly
advance jtg own standard to three or four years in the near future.

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The tw o .year certificates held by our 'graduates will continue to
be legal in Pennsylvania, tout when the holder of. such certificate
wishes to secure a position in a state with a three or four year stan­
dard, he will find that his two year certificate will not be accepted.
Even in our own state a large number of superintendents and prin­
cipals in progressive districts are requiring the baccalaureate degree
or post graduate work in addition to the two year certificate.
Certainly every progressive teacher who holds either a two or
three year certificate should plan to complete the four year course
as soon as possible. The Summer course offers a fine opportunity
to begin or continue this work.
One of the most encouraging features of our work is found in
the fact that one-third of our .present student body is enrolled in the
four year course.
This course should be particularly attractive since the larger
universities: have accepted the graduates of State Teachers Colleges
in the four year course as candidates for the Master’s degree. Our
own B. S. graduates were enrolled last summer in three of the out­
standing universities as candidates for the .master’s degree. We be­
lieve this is as it . should be. The universities and large colleges
should carry on graduate work in advance of the baccalaureate de­
gree and the Teachers Colleges should give the courses required for
the bachelor degree.
A t the recent Educational Congress held in Harrisburg, borough
and city superintendents joined in paying tribute to the work being
done by graduates of the four year course in the State Teachers Col­
leges.
They stressed the fact that these graduates were not only well
trained academically, but that they were finely equipped profession­
ally, that they knew how to outline a lesson and to present it to pu­
pils. Th'ey called attention to the fact that these graduates under­
stood the technique of teaching and that they had the proper attitude
toward their work.
This Was a fine tribute* especially when we remember that it is
only four years ago that this and six other Normal Schools were rec­
ognized officially as Teachers Colleges.
A teacher with one or more years of experience in the public
schools will be aible to secure a good position when he or she com­
pletes the four year course. Why not return for the Summer Ses­
sion and begin or continue the work needed for this degree?
We want to offer the courses needed by our graduates. You can
help us if you will look over the appended list of subjects and tell us
what two subjects you would like to take. Some of these you will

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note are certain to be given. Others will be given if enough persons
elect them. If you will notify us now which courses .you desire to
take we can arrange to meet your needs, but we may not be able to
offer them if you and others interested do not give us the desired in­
formation. It may seem a long time till June, but we must make
our arrangements in the matter of faculty and courses a considerable
time in advance. Won’t you help us to help you by giving the desired
information promptly ?
If you want a pleasantly located room, we ask you to send the
ten dollar room reservation fee as soon as possible. If you expect to
come as a day student, i||ds not necessary for you to send reservation
fee in advance, but we do want to know the subjects in which you
will he interested. In any event, fill out inside back page of cover
and detach. Don’t hesitate to ask questions about subjects in which
you are interested.
The following courses will be open to those in the Advanced two
year (B. S.) Course in Elementary Education.
To the graduates of the Primary-Kindergarten group:
Teaching of Arithmetic | p |_ ----------------------- 3 S. H.
Teaching of Geography
3 'S. H.
Teaching of E n g lis h ___-1_i l lB |___fiij l__3
S. H.
Teaching of Social S tu d ie s___ _______ •__ 3 S. H.
To the graduates of the Intermediate Group:
Teaching of Primary R ea d in g _________ ,_l. 3 S. H.
Teaching of Number 1________
2 . S. H.
Kindergarten-Primary Theory _____________ 2 S. H.
Teaching of Primary S u b je c ts :_____ to
4 S. H.
To the graduates of the Rural Group:
Teaching of E n g lis h ________ ______ 4&r ’3 S. H.
Teaching of N u m b e r __ -_____________ ¿ -to 2'
H.
Kindergarten-Primary T h e o r y __ ___________2 S. H.
Teaching of Primary Subjects ______ _to 4 S. H.
To all the .above groups the following courses will be available:
Education P sych ology___ ______
3 S. H.
3 S. H.
Educational M easurem ents_—____ ;____
American Literature to __ I.;__ ______ ^___2 S. H.
Educational Biology _____ L*_________ iJRiL 3 ®. H.
History and Organization of Education in
PennsylvaniaBgg-Jttu__________________ 2 S. H.
Principles of Education _to_____________
3 S. H.
Advanced C om position !__ to..__________ ’ 3 S. H.
History and Appreciation of A r t _________ 2 S. H.
History and Appreciation of M u sic_________ 2 S. H.

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American G overnm ent----- —------------¡¡t—.3
S. H.
Economics H L —
----------^
------3 S. H.
Other courses will be offered if elected by a sufficient number
of students;- : ,
The following courses will be open to students who wish to se­
cure the B. S. degree qualifying for teaching in Junior or Senior High
Schools:
Educational Psychology ---------3
S. H.
Educational Measurements
—*4------------- 3 S. H.
Health and Hygiene ---------------------------- g - 3 S. H.
American Literature -------------,----- ------------- 2 S. H.
American Government^®.-------------------------1 3 S. H.
Advanced Composition. -------------------3. S. H.
Philology -----------.— ■ ---------- ¡4 .-:--— ---------3 S. H.
History and Organization of Education in
Pennsylvania —J ® .--------------2 S. H.
Principles of Education
3 S. H.
Modern Novel
----------- - — ------- ---------- -3 S. H.
Dramatic English
----- —------------------------3 S. H.
Educational Biology
----- — „___.^® 3
S. H.
Physiography (Geology) or Economic Biol.
3 S. H.
Economics or Political Science ----------- •----- 3 S. H.
Mathematical Analysis Course II ----------------3 S. H.
Teaching of M athematics---- 44---------3 S. H.
Geography of European C ountries-------------- 3 S. H.
The following courses will be given if elected by a sufficient
number:
English ¡Literature --------------------2 S. H.
Physics or Chemistry ® _ _ ----- s|L_--------------- 3 S. H.
American History -$&!§------- --------- ••--------- 3 S. H.
Human Geography -------------,-------------------- 3 S. H.
-------- .agl------ 44— 3 S. H.
Shakesperian Drama
Mathematics I (College Algebra) or
Mathematics IV (Dif. and Int. Calculus) 3 S. H.
Contemporary P o e t r y -------- .----- ------- .—
S. H.
History of Education ------------- 48J.-----------3 S. H.
French—Third Year .14--------- S B ----------1|3 S. H.

COURSES OPEN TO STUDENTS LACKING
STANDARD CERTIFICATION
The following courses will be open to students who wish to se­
cure the renewal of a Partial Elementary Certificate or the State

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Standard Certificate. These courses may also be counted toward
the completion of the two year course:
Credit Allowed
Oral E x p ression ___ (¿.i-______________ —— 2 S. H.
Hand Writing flHp-u____ __________________1 S. H.
Physical Education --BBBt_____ :_,_______ I S. H.
Psychology apd Child Study
________
English II
-3f.". S.
H.
Music II
____ —
_____ l j S. H.
Art II _
_
BR l-. lfv S . H.
Nature Study __________________
2S.H.
Teaching of Primary Reading H f_.__ B H p .' 3 iS, H.
Teaching of Number
2, S.H.
Eduieational Sociology *____________ _______3 S. H.
Children’s Literature and Story Telling
3 S. H.
Educational M easurem ents______________
3 S. H.
Health and Hygiene y f l ______ _____________ 3 S. H.
Student Teaching in Training S c h o o l_____ 6
S. H.
Teaching of Primary 'Subjects'
4 S. H.
Teaching of Arithmetic ____________________3 S. H.
Teaching of Geography
_i :_c_ 3 S. H.
Teaching of Social Studies (H isto r y )___ 1_3
S. H.
Teaching of English B __ ___ B u i__________ 3' S. H.
Teaching of R e a d in g ___ ______________ I s 3»* S. H,
All courses ;are open to teachers in service who may wish to
specialize along certain lines of study.

EXPENSES FOR THE SUMMER SESSION
Tuition is free to all students from Pennsylvania. Students liv­
ing outside the state must pay $35.00 tuition.
The expenses to boarding students from Pennsylvania are the
enrollment service fee of $15.00 and $48.00 for board, furnished room,
laundry, light and nurses and doctor’s services in the infirmary for
a period of three days or less. A deposit of ten dollars is required
so that a room may be reserved. This is credited toward the pay­
ment of the enrollment fee when the student enters.
The charge to day students is the registration and service fee of
$15.00 for the session.
Books and supplies -can be secured at the supply room. The
cost of these items should not exceed seven dollars.
All fees and expenses must ¡be paid before the student will be ad-

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mitted to classes.
If a student is unable for any: reason to enter College for the
Summer Session the $10.00 reservation deposit will be returned pro­
vided notice of inability to enter is given not later than May 26. No
reservation deposits will be returned after that date.
Attention is called to the catalogue regulations: “Students will
not be allowed to board outside the building except with parents or
near relatives.” By^near relatives” is meant brother or sister, uncle
or aunt, or grandparents. As all boarding students can be accommo­
dated in our dormitory during the summer session, this rule will be
strictly enforced.

RURAL TRAINING SCHOOL
.Pleasant Hill one teacher training school will be open during the
six weeks of the .summer session. The school offers an •opportunity
for a limited number olfstudents to do teaching under supervision;
special demonstration in grades one to eight will be given before
the college methods’ classes. .. ; . . ; -. - - , v.Two types of class and study programs will be used—the typical
program for one teacher schools and the Shippensburg Adaptation
of the Better Teaching Unit and individual help program in one
teacher schools. The latter will be of interest to experienced teach­
ers who are eager for new ideas. This work twill ¡be in charge of
Miss Hannah A. Kieffer, Director of Rural Education.

OPPORTUNITIES FOR STUDENT TEACHING
DURING SUMMER
The Campus Training School will be in operation during the six
weeks of the Summer Session. Opportunity will thus be afforded
for student teaching in all grades to a limited number of students.
As it will not be possible to accommodate all applicants, those who
wish this opportunity are urged to apply at once, indicating the group
or grades in which student teaching is desired. Such persons will be
informed whether it is possible to give them the opportunity sought.

SUMMARY OF COURSES OFFERED DURING THE
SUMMER SESSION
1.
Renewal of the partial elementary certificate. The branches
taken for this purpose will all count toward the State Standard Certi­
ficate and graduation from the two year course in the Primary-Kin­
dergarten, Intermediate, or Rural School Group. Certain of these

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branches also count toward the completion of the four year (B.S.)
course.
We shall offer a number of studies that count directly toward
the completion of the advanced two ¡year (B.S) course. A list of
these subjects is given elsewhere.
2. Subjects required for the State Standard Certificate. These
branches may also be credited toward the two year Normal Certi­
ficate.
3. Subjects required for the two year certificate in PrimaryKindergarten, Intermediate or Rural Groups.
4. Subjects required for the advanced two year (B.S:) course;
Open to graduates of the two year Normal School course.
5. -Subjects required for the Four Year Curriculum (B .S.)'in
Elementary Education. (This course fits for supervisory positions
and principalships of elementary schools, ward buildings, etc.)
6. Subjects for the Four Year Curriculum (B.S.) in Prepara­
tion for Teaching in Junior and Senior High Schools.
7. Special courses open to those holding Standard, Normal
School or college certificates, who wish to give special attention to
some phase of educational work.
The program of classes for the Summer Session will appear in
the April number of the Herald.

REGISTRATION FOR THE FALL TERM
The Fall Session (First -Semester) will open Tuesday, September
2nd. Registration of -boarding students will begin January 1st, and
rooms will be assigned at a later date strictly in the order of which
applications; were received. All applications for a room must be ac­
companied by an advance reservation deposit of ten dollars. Thissum will be deducted from the first payment when the student enters,
in September.
In case a student is unable to enter as originally -planned, the ad­
vance reservation deposit will be returned if notice^fs sent to the
President of the College not less than th-ree weeks prior to the open­
ing of the semester.
We urge a prompt reservation of rooms as soon as possible. This
year a large group of boarding students were unable to secure rooms
in our campus dormitories and are roaming in -private homes in Shippensburg. They take their meals in the college dining hall and have
all the privileges accorded stu’dents who room on the campu-s. Every
indication points to a still" larger number of students next year who
will be compelled to room off the campus.
All students seventeen or more years of age, who are residents of

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-Pennsylvania will receive free tuition if they sign a statement indi­
cating that it is their intention, to teach at least two years in the
public schools of the State after graduation. The necessary expenses
exclusive ofïhooks, suppliés, etc., are :
Enrollment and service fee of $20.00 for each semester. This
fee includes registration and keeping record of students, library, ath­
letics, lectures, entertainments, student welfare, health service (in­
cluding services of registered nurse and physician and use of infir­
mary for a period of three days or less), laboratory fees and the col­
lege weekly paper. Boarding including furnished room, laundry, heat
and light: cost $288.00 for the college year of thirty-six weeks. The
total necessary expense for the items listed above is $328.00 annually.
Day students will pay an Enrollment and Service fee of $20.00 a
semester.

MEETINGS OF THE COUNTY ALUMNI
ASSOCIATIONS
ADAMS COUNTY
The' Alumni and former students of Adams County held the
largest and most successful meeting in their history during the noon
hour on Tuesday of Institute Week.
The banquet was held in the dining room of the Methodist Epis­
copal Church, Gettysburg, which was decorated in Red and Blue, the
college colors. Guile Lefevre, ’17, Principal of the Gettysburg High
School, was Toastmaster. The speakers included Dr. Ezra Lehman,
’89, President of the College; Dr. J. S. Heiges, ’91, Dean of the Col­
lege; Dr. Garry G. Myers, ’05, of Cleveland College, Cleveland, Ohio;
Superintendent Raymond Shank, ’07; and former 'Superintendent H.
Milton Roth, ’89. The Alumni voted a gift of $100.00' to the College
to swell the Almiuni Endowment Fund. Among the guests present
were graduates of Millersville, W est Chester, and Kutztown State
Teachers Colleges.
The f(Bowing officers were re-elected for the coming year: J.
Floyd Slaybaugh, T 6, President; C. I. Raffensperger, ’17, Vice-Presi­
dent; Mrs. C. 0 . Taylor, ’21, Secretary; Leslie V. Stock, ’21, Treas­
urer.

BEDFORD COUNTY
Though the weatherman, did not smile-upon the efforts of the
Bedford County Alumni, their enthusiasm overcame all the difficul­
ties occasioned by a downpouring rain and the worst fog of the sea-

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son. Forty-six sat down to a banquet at noon on Wednesday, Decem­
ber 18, in the Washington Hotel, Bedford, Pa. Mr. Frank A. Arnold,
’04, presided, and introduced ‘Supt. Lloyd H. Hinkle as first speaker.
He paid a high tribute to Shippensburg State Teachers College and
its graduates. Dr. Lehman brought the greetings of the institution
and spoke of the advancement that has been made in recent (yearS
Other speakers were W. F. Benner, ’97, of Hopewell, Pa.; Mrs. R. L.
Fyan, 1900; Ross K. Snyder, ’26; Mrs. W. B. McIntyre, ’10; Mrs. Ber­
tha Henry, ’91; and Mrs. S. E. Lee, ’99. Miss Winona Garbrick, ’26,
rendered a musical selection.
The Association voted to effect a permanent organization and a
committee was appointed to bring this-about and to arrange for a
picnic of the Alumni and former students of the county late in May
or early in September, It is fair to all concerned that we should say
that the meeting of the Bedford Countians was one of the most en­
thusiastic that it has Ibeen our privilege to attend during the year.
As a result of their interest, Bedford County has doubled its aliphdance at the college during the past two years.

CUMBERLAND COUNTY
The Alumni and former students of Cumberland County held
their annual get-together dinner at the Argonne Hotel on Wednesday,
October 9. Prof. Harley presided and called upon a number of the
members for short talks. All responded, voicing their interest in the
continued growth of their Alma Mater. Among the guests present
were Supt. Potter of Carlisle, and Prof. Yoder of Ivyland.
Prof. W. M, 'Rife, ’91, was re-elected President and Miss ¡Mary
Yeager, ’16, Secretary.

DAUPHIN COUNTY
Dauphin County always has a successful banquet and the annual
affair held on October 7 in Zwingli Hall at Green and Verbeke StreetJ§
Harrisburg, was fully up to the standard of previous years. Ray­
mond Bressler, Assistant Director of Agriculture, was Toastmaster.
Major Linn Adams, Head of the State Constabulary, was the principal
speaker of the evening and gave an interesting address. Dr. J. S.
Heiges, Dean of the college, spoke of the encouraging outlook at the
institution. A quartette composed of Misses Hamme and Baumgard­
ner and Messrs. Richard and M. D. Wolfe, rendered several musical
selections. Miss Kathryn Heefner, ’23, sang a solo.
Officers for the coming year are: Mrs. Ernest Wolf, ’99, Presi­
dent; Raymond Bressler, ’04, Vice-President; Jessie Wright, ’04, 'Sec­
retary; and John F. Kob, ’08, Treasurer.

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FRANKLIN COUNTY
The Franklin County Alumni Association oi the Shippensburg
State Teachers College held its annual banquet in the basement oi
St. Johns Reformed Church School, November 20, 1929, from ll||f).;
A. M. until 2:00 P. M.
After dinner had been served, Prof. R. G. Mowery, ’06, as Toast­
master led the group in the singing of Auld Gang Syne, Carry Me
Back to Old Virginny, and The Long, Long Trail.
Short and interesting addresses were made by Dr. Lehman and
Dr. Heiges from the CollegelfMr. McDowell, Music Director of the
Institute; Dr. Hall Quest and! Dr. Rigdon, Institute Director.
The girls of the College, accompanied by Miss Randall, Super­
visor of Music at the; College, presented a number of musical numbers;
The following officers were elected: H. G. Etter, ’16, President;
J. L. Brake, ’21, Vice-President; C. Gail Walker, ’24, Secretary-Treasurer.
Eighty-four persons, representing twenty-four classes were pres­
ent.

MIFFLIN COUNTY
Alumni and ex-students of the Shippensburg Teachers College,
now residing in Mifflin County, met Tuesday evening, December 3,
1929, in the Coleman Hotel at Lewistown, Pa., in celebration of the
third annual banquet and dance of the Mifflin County Alumni Asso­
ciation of that college.
The inclement weather prevented many from adjoining counties
from being present, but a very spirited gathering „attended the cele­
bration, which began at 6:30 >P. iM. with the banquet served in the
main dining room of the hotel. This was followed by a short toast
by Thomas F. Beck, principal of the Lewistown High School, Who
paid a great tribute to the work which the graduates of the Shippens­
burg Teachers College were accomplishing in the teaching rank of
Mifflin County, and of the high standards of the college.
Professor Beck’s toast was followed by a short, humorous toast
by W. A. G. Linn, a graduate of thè college, in the class of ’01. Sam­
uel Shearer, coach and teacher at Lewistown High School, made some
very interesting and appropriate remarks. Mr. Shearer was a grad­
uate of the college in the class of ’16.
The toastmaster and president of the association, Paul S. Leh­
man, Esq., of the class of ’21, then introduced his. father, Dr. Ezra
Lehman, President of the Shippensburg Teachers College, and paid
a fitting tribute to the work which had been accomplished in the sew-

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enteen years of Dr. Lehman’s presence at 'Shippensburg. Dr. Lehman
then told of the rapid growth of the institution and the recent changes
and appropriations granted by the State Department for new ¡build­
ings. The speaker continued at length to tell of the new science hall,
auditorium and library that will be erected in the near future. Dr.
Lehman complimented the iMifflin County 'Alumni Association in'- hav­
ing sent twenty-five students from Mifflin County who are now* at­
tending the institution.
A short business meeting was held in which the date for the next
year’s reunion was definitely set for the Tuesday. of Institute Week
for Mifflin County teachers, and the following officers were elected
for the ensuing year:. President, Blair Hess, ’23, Yeagertown, Pa.;
Vice President, Dr. Howard M. Smiley, ’93, Lewistown, P a |l Secre­
tary-Treasurer, Dorothea Ulsh, ’28, Lewistown, Pa.
Following the business meeting dancing was enjoyed between
the hours of nine and eleven thirty o’clock, with music furnished by
Stetson Kieferle’s orchestra. Cards were enjoyed by those who did
not care to dance. The meeting closed with the singing of the Alma
Mater.

PERRY COUNTY
The second annual meeting of the Perry County Alumni of the
Shippensburg State Teachers College met Thursday, December 5, in
the Sunday School room of the Methodist Episcopal Church in Bloom­
field in connection with the annual Perry County Institute.
The meeting included a dinner that was served by the women of
the church. The president of the Alumni Association, C. B. Coyle,
of Marysville, was the toastmaster. J. S. Heiges, Dean of Instruc­
tion at the college; Miss Frances W. Oyer; Training Teacher at the
college; and D. A. Kline, County Superintendent of Schools, were the
other speakers.
The officers of the association were re-elected. C. R. Coyle, ’16,
President; Ralph Swan, ’25, Vice-President; and Miss Irene Ritter,
’26, Secretary-Treasurer.
Sixty-three members of the Alumni were present.

YORK COUNTY
York County held its annual banquet in the dining room of
Ralph’s Restaurant on Wednesday noon, November 27. Portis Smith,
’07, of Wellsville, presided and presented the representatives of the
college, Dr.pLehman, Dr. Heiges, and Mr. Mark, all of whom spoke
briefly. Hon. J. G. Glessner, one of our ¡most active Alumni, spoke
in favor of establishing a York County Scholarship fund for the as-

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sistance of deserving York County' students. Other members voiced
the similar sentiments.
itiw a s decided i||> hold; future Alumni reunions in the evening
so as to have more time for social features and to make it possible
for graduates from Hanover to be present.
The following officers were elected: George Kauffman, ’27, Presi­
dent; A. C. Rawhouser, ’86, Vice-President; Mary H. Heiges, ’28,
Secretary; Helen :M. Bennett, ’26, Treasurer.

TO MEMBERS OF THE CLASS OF 1900
Your Alma Mater .beckons, and your classmates and friends hope
to greet you on Alumni Day, Saturday, May 24th, 1930.
It is indeed no small privilege to be invited, after thirty years of
active participation in the'¡worlds work, as one of the honor guests
on this important day. We trust that every living member of the
“Naughty Naughts” will make every effort possible to be present.
Mark the date on your calendar and plan to be present. DO IT
NOW.
J. E. McCullough

ALUMNI PERSONALS,
’77. Our friend J. L. McCaskey of Pittsburgh is doing yoeman
service for the State Hemlocks Park Association. He is using all his
own influence and calling upon his friends to help secure $200',000.00
from the appropriation available for parks. No one is more inter­
ested in the development of the Cumberland Valley than is our friend
McCaskey. He positively refuses to grow old and is just as youthful
as any of our recent graduates.
’8 Sly D. Keller -Stanley of 142 E. King St', -Shippensburg, Pa.,
gave an evening of readings, impersonations and characterizations in
the. Chapel of the Shippensburg Memorial Lutheran Church on Nov­
ember 7. Mr. Stamey is , a graduate of the N eff College of Oratory
and for a number of years was head of the Department of Interpreta­
tions in that institution.
’86. Laura B. Staley, who recently resigned her position as Sup­
ervisor of Music in the Lower Merion Schools and who is still actively
engaged in everything that makes for the advance of music, is Chair­
man of Rural Music in Pennsylvania.' She recently visited in the far
West and had a most enjoyable trip through Nevada and California.
’89. Mrs. Margaret Krall haS recently addressed a number of
Women’s Clubs in the interest of the State Federation of Pennsylvan­
ia Women. On November 18, she presided at the Central District
meeting at Mansfield, Pa.

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’90. Assistant Superintendent M. II. Thomas of Harrisburg ad­
dressed the Humimelstown Parent-Teacher Association on “The Fu­
ture of Children” at. the regular meeting November 21.
’96. Dr. Ernest M. Gross, State Botamst,fgf Harrisburg recently
spoke on “Masonry” at the annual Ladies’.Nite meeting of the Mas­
onic Club of Fulton County.
’99. G. Will 'Henry was the principal speaker at a meeting held
in the Warfordshurg High School Auditorium, November 16, under
the auspices of the Warfordshurg I. O. O. F.
’02. H. E. D. Gray was elected President of the Waynesboro
School Board at its recent reorganization.
’08. Earle H. Scheaffer was elected a member of the Harrisburg
Chamber of Commerce Board of Directors on November 4. Earle is
also past President of the Exchange Club of Harrisburg. He is Man­
ager, of the Southern Pennsylvania District of the Fidelity Mutual
Life Insurance Company,
’09. Prof. Emory J. Middour, Assistant ¡Master of the Mercersburg Academy, addressed the adult Bible classes of Waynesboro at
a meeting held November 24 in Waynesboro.
TO. Mrs. Verna Wolf Bailing now resides in Suffolk, Virginia.
11. J. Frank Faust, Principal of' the Chambersburg High
School,; was recently elected President of the Franklin County Teach­
ers Association.
T5. Liberty McClelland, who filled the position of Dean of Girls
in a private school in Easton, Pa. for several years, has accepted a
position as Dean of the three thousand girls in. the Scarsdale, New
York, High School.
15. Bhea: Squires, teacher of Music and Art in the Junior High
School at Hagerstown, Md., was a representative of the Washington
ounty Teachers Association at the annual meeting of the Maryland
State Teachers.
* l 16' Howard Etter °f Shippensburg, is now Assistant Principal
o ^e new consolidated school at Jacksonville, Cumberland County.
_’2° Fred D. Lamberson is teaching in the Duquesne, Pennsylvama. High School. He also served as Assistant Football Coach and
isaselball Coach.
’21. Paul S. Lehman was the speaker on the Armistice Dav Program in' Lewistown.
’23. John F. Brougher of Meahanicsburg is now one of the State
Supervisors of Secondary Education. He w as' recently appointed to

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this position by Dr. John A. H. Keith, State Superintendent of Public
Instruction. Mr. Brougher had been serving as Supervising Princi­
pal of thè schools at'Clark Sumimit, Pa. He received his Master de­
gree from Teachers College a few years ago.
•’26. Mrs. Lena Thomas Charlesworth. is- teaching a fifth grade
room in thè schools of Virga, N. J. :She resides in Westville, N. J.
’26. Ernest R. McClain recently received the degree of Bachelor
of Arts from the University of Pittsburgh. He vis now teaching in
the Perndale Junior High School, Johnstown, Pa.
’27. Ray Booz recently accepted a position on the staff of the
Central Y. M. C. A. of Minneapolis, Minn.
’27. Anson Throne is Principal of the Newton Township Conso­
lidated School at Oakville.
’28. Monroe S. E. Gobrecht, Assistant Principal of the Dry Run
High School, has arranged for the presentation of five one-act plays
to be given by the members of the Sophomore Class of the high school.
’29. The many friends of Eleanor Hayes will be pleased to learn
that she is rapidly recovering from the attack of typhoid fever which
has kept her from her school for a considerable time.

ANNOUNCEMENTS
Mr. and Mrs. Jacob Sadosuk of Mount Union announce the en­
gagement of their daughter, Olga, ’26 to Irwin J. Clement of Toms
River, N. J.
Mr. and Mrs. William K. Crozier, 1523 Swatara St., Harrisburg,
Pa., announce the engagement of their daughter Helen, ’24, to Her­
bert G. Kline of 312 S. Fourteenth St., Harrisburg, Pa.

CUPID’S COLUMN
Gipe—Snyder. Miss Louise Snyder ’27 of Chambersburg, R. R.
10, was married to Mr. Edgar G. Gipe of Chamlbersburg at the Re­
formed Parsonage, Marion, Pa., by Rev. John G. Sanders. They will
make their home in Chamlbersburg.
Dolbin—Shearer. Mr. and Mrs. John Shearer of Duncannon have
announced the marriage of their daughter, Miss Roxzanna Shearer
’25 to Mr. Robert S. Dolbin of Harrisburg. The wedding took place
on June 28 in -St. George’s Protestant Episcopal Church, Fredericks­
burg, Virginia. Mr. and Mrs. Dolbin will reside in Duncannon.
Shaffner—Harlacher. Miss Anne Marie Harlacher ’27 of Pro­
gress, Pa. and Mr. Charles Howard Shaffner of Camp Hill, Pa., were

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married in the Camp Hill Methodist Episcopal Church on November
9 by the Rev. W. W. Willard. Mr. and Mrs. Shaffner will make
their home at 37 N. Fifteenth St., Camp Hill, Pa.
Blanch__Kirk. Mrs. Blanche Kirk has announced the marriage of
her daughter, Miss Dorothea Grace Kirk ’27 to. Mr. Karl H. Blanch
’23 of Highspire, Pa. The wedding was solemnized on October 19
in the Washington Memorial Chapel, Valley Forge, Pa., with the Rev.
Dr. W. Herbert Berk officiating. Mrs; Blanch taught in the Hulmeville Public Schools and Mr. Blanch has been engaged as instructor
in English in the Wenonah Military Academy, Wenonah, N. J.
Bothwell—Uppermian. Miss Sara Upperman ’23 of Pleasant Hall
and Mr. Kenneth H. Bothwell ’27 of Highspire were married in the
Presbyterian Church at Springfield, N. J., on Oct. 5 by Rev. George
Liggett, D.D. Mr. and Mrs. Bothwell are teaching in the public
schools of Hillside, N. J., and will reside in the Lexington Apart­
ments, Elizabeth, N. J.
•Welsh—Wilkinson. The wedding of Harold Croft Welsh ’17 of
Waynesboro and Miss Margaret Wilkinson of Fayetteville took place
on October 18 in the United Brethren Church of Shippensburg. The
ceremony was performed by Rev. J. Stewart Glen, the pastor of the
church. Mr. and Mrs. Welsh will reside at the Fulton House, McConnellsburg, where Mr. Welsh is Principal of Schools.
Harr—Nesbit. Mr. Robert L. Harr of Rose Garden and Miss
Mary E. Nesbit ’25 of Dillsburg were married at their newly furnished
apartment, 121 Evergreen St., Harrisburg, Pa., by Rev. J. Sutton of
Rossville, on October 10. Mrs. 'Harr had been /teaching in'the' Lemoyne Junior High School.

STORK COLUMN
WATSON. Mr. and Mrs. Gerald Watson; 225 S. Nineteenth St.,
Harrisburg, Pa., announce that William, Gerald Watson arrived at the
Harrisburg Hospital, November 20. Mrs. Watson was Miss Margaret
Eshleman ’18, and Mr. Watson is also a member of the same class.
STRICKLAND. Mr. and Mrs. Frank H. 'Strickland, 1544 Oak St.,
Lebanon, Pa., announce the birth of a son at the Harrisburg Hospi­
tal, November 18. . Mrs. Strickland will be remembered as •Miss Sue
Shive, ’19.
BERT. Mr. and Mrs. Reese E. Bert, 46 Campbell St;, East Williston, N. Y-., announce that a permanent boarder named Charles Reese
Bert came to their household on November 24. Mr; Bert is a grad­
uate of the class of ’21;

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MACLAY. Rev. and Mrs. Charles Maclay of F'annettsburg, Pa.,
announce that a son, Charles William Maclay, arrived at their house
on October 17. Mr. Maclay was graduated at this institution in 1919.
BENDER. Mr. and Mrs. Lloyd A. Bender announce the birth of
a daughter, Joan Bender, at the Carlisle Hospital on October 18. Mrs.
Bender was Alice Hetrick, ’17.
ALLEMAN. A daughter came to the household of Mr. and Mrs.
William Alleman of Cumberland Avenue, Shippensburg, Pa., on Oc­
tober 2. Mrs. Alleman was Mary Allen, ’18.
JACOBY. Mr. and Mrs. D. C. Jacoby of Carlisle, Pa., announce
the birth of a son, William Kerr, on May 13. Mrs. Jacoby was Mar­
garet Bender ’21.
JENSEN. From far off Chamupo, Corea, comes the announce­
ment of the birth of a daughter, Clair Lee Jensen, on October 11, to
Rev. and Mrs. H. A. Jensen. Mrs. Jensen was Maude Keister, ’22, of
New Cumberland, Pa.

OBITUARY
MRS. FRANK A. FAILOR
Mrs. Frank A. Failor, ’02, of 55 E. Simpson St., Mechanicsburg,
Pa., died at the Harrisburg Hospital on November 21 after an illness
of one week. Mrs. Failor, who will be remembered as Marne Harlan,
was born at Newville and, after her graduation from the Shippens­
burg Normal School, taught nine years. Mrs. Failor is survived by
her husband and four sons, Richard, Frank, Donald and Paul and one
daughter Mary. She was buried in the Newville Cemetery.
MRS. RUTH H. BRIDGETTS
Mrs. Ruth H. Bridgetts, ’l l , of Harrington, N. J., died at the home
of her mother, Mrs., Emma Retta Gorkes, 1223 North Second St.,
Harrisburg, Pa,, on July 24, 1929. Mrs. Bridgetts, who will be re­
membered as Ruth Gorkes, was a former teacher in the schools of
Harrisburg.
ESTHER M. GROOME
Miss Esther M. Groome died in Philadelphia on Thanksgiving
Day after a brief illness. Miss Groome will be remembered by many
of our graduates and former students as an instructor in the Art De­
partment of this institution. She also was the head of the Art De­
partment in the West Chester State Normal School and served in that
position for twenty-six years;
'
After retiring front teaching, she established a studio in Phil-

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adelphia and produced many oil and water color paintings. She was
buried from the residence of her brother, Dr. J. C. Groome, 126 W.
Louther St., Carlisle, Pa.

RURAL TRAINING SCHOOL CENTER 1929— 1930
Pleasant Hill School, Shippensburg Twp. Cumberland Co. Pennsylvania
Prof. Ralph Jacoby----------------- -----------------County Superintendent
Prof. Win. lM. Rife —L -------------Assistant County Superintendent
Prof. O. Lee Shuleiiberger----------Assistant County Superintendent
Mr. Harold Park - J B j ® - — — --------¡B t__ Vocational Director
iMiss Grace Seyfret, R. N. BB — ----- J-Bft----------- County Nurse

BOARD OF DIRECTORS
Mr. C. E. Hollinger —
-------________ _____________ _ President
Mr. H. B. C r a ig -------—:__B-------------- —— J |B -------------Secretary
Shippensburg First National B a n k ___ _________
Treasurer
Prof. J. K. Stewart
MQr. Charles Funk
Mr. J. M. Smith
W. P. Harley, A.M.
------- -------- Director of Training School!
Hannah A. Kieffer, A.M. ----------- _■____ Director of Rural Education

BB—

PLEASANT HILL SCHOOL
Mrs. Edna Stamy Fox, B.S. ___i M -------— ___ I Training Teacher
Grades I to VIII inclusive _—Jp.__ §8 pupils .

WEST END TWO-ROOM SCHOOL,
SHIPPENSBURG, PA.
Mrs. Mabel B. S to c k ----- ------------ _-------- ------- Training Teacher
Grades I & II jgp— -----_________— ._ 45 pupils
Miss Edith Morrison — —k ^ -------—
Cl BTr a i ni ng Teacher
Grades III & IV — .----- -JLl------------------ gg pupils
RURAL GROUP SENIORS IN TRAINING, 1929-30—49

COLLEGE FACULTY ADVISERS
Marion A. Blood, A.M.
__ ___________ §§.1,____ English
Writing
H. L. Burkholder, A .M .__
Grace E, Kyle, R.N. l-------- -------- -—B -------------Provisional Services
Nora A. Kieffer, A.M. ____________-------------- 1 1 — 1__ Arithmetic
¡M. Irene Huber, B.S. ._______ B _______ i f _______.____ _
'
Arj;
Claudia Robb, B.S. __----------- __________---------- Health Education
Mrs. J. K. Stewart, A.B--------- — _ £ _ __ _ _| |_---------- Social Studies
Iona Devers, B.S, | -------____________________________ _
Music
______ _______________ Reading
Mary A. York, A.M.
Hannah A. Kieffer, A.M. .............. ......... ...........Geography

_____JB_B " B

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forew ord

The reports of experiments in elementary education are inspir­
ing, helpful and challenging to the educators responsible for provid­
ing: equivalent educational opportunities for Pennsylvania s farm
population.
Better Teaching in the consolidated rural school and also the oneteacher rural school with eight grades requires a program sufficiently
flexible to permit of class planning, class instruction and class dis­
cussion. 'This program ,should also permit of group and individual
.activities with and without thé teacher’s aid hut always with the
teacher’s approval. This program, if not submitted by the superin­
tendent, should be approved by him. The Rural One-Teacher Schools
of Illinois, Circular No. 234 (1929) prepared by Mr. U . J. Hoffman,
State Supervisor of Rural Schools and issued by Dr. Francis G. Btor,
State Superintendent of Public Instruction,-contains the type ^of pro­
gram that permits of Bètter Teaching and that leads to the “Super­
ior One-Teacher Schools” found in that State.
Better Teaching is possible where the teacher is acquainted with
modern classroom technique: and has the ability'to direct the activi­
ties of different groups,;* so that the planning, thé impression *ctmtieffand the expression activities whether class,- group - or individual
will lead to the mastery of subject matter and also to the development
of the whole child.
Better Teaching in one-teacher schools, as in graded schools, re­
quires equipment of all ty p e s|“What the best and wisest parent wants
' for his own child, that must the community want for all its children”
(John Dewey). Equipm ent's essential to good teaching whether
the organization is on the one-teacher or the consolidated plan.
In order to do Better Teaching in a one-teacher school th |||p p p o rto f the community is essential. The members of the community
should be as well informed on educational progress 'as on progress
•in scientific farming, growth of hydro-electric power,- the new model
automobiles, etc.
• Better Teaching is possible in every type of school including the
one-téacher school. The following pages- should prove a challenge|
to all teachers and patrons interested in better teaching technique.
, At no time should these tentative suggestions be imposed upon a
. class. They- should be used as guides by the teacher in working with
. her i pupils, -‘-‘Education is- growth.” The Shippensburg' plan has
‘been'evolved gradually and is constantly undergoing improvement as
different groups of teachers and children work with it.

B ET T E R T EA C H IN G U N IT A N D IN D IV ID U A L IN ST R U C T IO N PROGRAM FOR O N E-TEA C H ER SCHOOLS
S u b m itted by H annah A . K ieffer and C o-workers a t Shippensburg S ta te T eachers C ollege 1930
CLASS & SU BJECT

TIM E

Bible R eading & P ra y e r__ E n tire

9:05-10

M usic

9:15-20

R eading D
A-B Silent Reading

9:35-40

C-B-A

F orm al

School

F R E E ACTIVITY
M aximum tim e lim its on u n its.

V ariety of Types

A rithm etic

BLOCK B

Types adapted to g r o u p __
Grades I-II
Grades V -V I-V II-V III ___ T ypes adapted to pupil
leadership on u n it plan
40M B e tte r Teach. U nits
G rad esIII-IV -V -V I-V II-V III 30M C lass-S tudy and Drill
M.
T.
W.
Th.
F ri.
Ill
IV
III
IV Drill
V
VI
V II V III U nits.
10M Group A ctiv ity and
Individual Help

10:15-15

R e c e s s ______'—._______

E n tire

10:30-20

D R eading

Grades I-II

10:50-15

G rade III
III G eography 2
Grades III-IV
Ci N atn rp 1
C H istory-C ivics 2 B H H I G rades I l i - V I

11:05-15

D

11:20-40

Grades V -V I
C-B-A G eography 4
Grades IV -V I-V
IV -B H ygiene 1
B N atu re S tudy 1 _______ Grades V II-V III
A A g ricu ltu re 1
H om em aking Club 1 __

12.00-60

DIRECTED ACTIVITY

GRADES

BLOCK A
9:00^5

A rithm etic
A ltern ate In stru c tio n

School

Supervised play
playground

School

th e

E xpression A ctivities D ram atiza­
tion p re p a ra tio n ; sandtable p ro ­
je c ts ;
h andw ritin g
p ra c tic e ;
spelling g a m e s; booklets and’
ch a rts assem bled ; school files
assem bled; E ducational gam es
played, a privilege in recogni­
tion of achievem ent.

V ariety of types
M odern . class
procedure
based on p ro ject idea

G rades I -II

L unch a t table or d e s k s __ E n tire

on

D rill A ctivities un d er pupil lead-ership includes drill fo r learn-ing and te s tin g individuals,
groups and classes.

_

Class procedure b e s t adap­
ted to p rim ary children
40M B e tte r Teach. U n its
20 M C lass-D irected Study
M.
T.
W.
T h.
F ri.
IV
A.
B.
H yg.
B.
20M Group A ctiv ity and
Individual Help—-3 days
B N a tu re Study, Monday
A gricu ltu re, F riday
Hom e M aking, F riday

_._____ ___ . One h o t dish a day

■SHE

L ib rary reading stressed .
■Group preparation fo r club, and
public m eetings.
B ench-w ork, all types of activ ities
adapted to grades II to V III
R elaxation periods encouraged.
C reative opportunities
fo r all.
grades and different sub jects.
P layground activ ities.

TIM E
BLOCK C
12 :55-5
1 :00-20
1:20-60

2:20-25

BLOCK D
2:45-15
3:00-15
3:15-15
3:30-30
4:00

CLASS & SU BJEC T

GRADES

DIRECTED ACTIVITY

Assem ble School
JD R eading ....

P upil G overnm ent
V ariety of Types
including silen t reading
C-B-A E n g lish 4
G rades III-IV
60M B e tte r T each. U n its
C-B-A- O ral R eading 1
Grades V -V I
40M C lass-D irected S tudy
Grades V II-V III ________ M.
T.
W.
T h.
F ri.
Gr. III-IV -V -V I-V II-V III- C
C
C
C
Aud.
A
B
A
B
Read.
20 M Group A ctivity, I n ­
dividual Help
D-C-B-A H andw riting 2— E n tire School
In stru c tio n and P ractice _
5
m in.
Review
U pper
grades
1 Omin I n s tr u c t P rim ary
10 m in. in s tr u c t U pper
Grades
G rades II-V III
D -C-B-A Spelling 3
Class assig n m en t — te s t
Individual study— te s t
R ecess .......
Im pressions S tressed .----O ral E xpression 4 _
- G rades I-II
A rt periods m ay be comfirndea T-TT-TTT
A rt 1 P rim ary
bined or sep arate
A rt 1 U pper Grades WSM Grades IV -V III ___
V ariety of types
C O ral & Silent R eading 4 G rades III-IV
B-A H istory-C ivies 4 ------ G rades V -V I-V II-V III — 30 M B e tte r T each. U nits
20M C lass-D irected S tudy
Orad es VTT-VTTT
A H ygiene 1
10M Group A ctivity, In ­
E n tire School D ism issal _
dividual Help

F R E E ACTIVITY
All types of educative seatworkdevices used by pupils.
R est periods encouraged.
Socialized atm o sp h ere ' p revails
rules form ulated by pupils only
when fig h ts of o th ers are notconsidered.
School governm ent handles all'
problem s in discipline w ith thehelp of th e teacher.
P upil directed oral read in g e n ­
couraged w hen pupils qualify'
fo r leadership.
Sequence in abilities, skills, h a b ­
its recognized and a t all tim es
a high goal as an objective.
U n its c arry a
m axim um
timelim it.
R apid w orkers develop additional,
individual expression u n its in ­
volving a m ore enriched experi--.
enee intellectually an d socia­
lly.
R ecognition of required and addi­
tio n al achievem ents is essential*
as an u ltim ate goal.

E X PLA N A TIO N S: In a rra n g in g th is program all S ta te req u irem en ts w ere considered. A lternation of in stru ctio n and su b ject
m a tte r b y years is in keeping w ith th e S ta te Syllabus.
H isto ry and Civics are a lte rn a te d by years or by days.
O ral E xpression fo r grades 1 and II includes sto rie s : lite ra tu re , h isto ry , civic virtu e, hygiene, n a tu re : poem s and p ictu re stu d y
E n g lish h ab it form ation g a m e s; a lim ited am o u n t of blackboard w ork. Group G rades I, II, III in hygiene.
In in tro ducing th e u n it plan of in stru c tio n i t will be advisable to develop one block a term u sin g a m ore form al p ro g ram f o r
th e o th er th re e blocks. T he B e tte r T eaching U n it tim e d istrib u tio n is s u g g e stiv e ; arra n g e to m eet your needs.
L e tte rs concerning th is u n it p rogram will be answ ered if r e tu rn postage is enclosed.

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INTERPRETING THE PROGRAM
1.
ness.
2.
term.
3.
pils in

Please study this program with, an attitude of open-minded­
Rearrange Block A to meet the needs of your school this
Discuss the advantages of this new program with your pu­
grades three to eight inclusive.

4. If the pupils offer suggestions which will improve the pro­
gram in terms of your needs, by all means use them.
5. Begin Better Teaching Units with the seventh and eighth
grades. When these children are progressing and pleased with the
plan, develop a Better Teaching Unit with Group B. When the two
groups are able to go forward with their plans according to schedule,inyite Group C to participate., At all times follow the state plan of
alternation in branches (One-Teacher Elementary School Handbook
of Organization and Course of 'Study for Pennsylvania.—P. 90).
6. Select one unit of your blocking of subject matter for the
year and conduct a planning lesson with the class. (See Teacher and
Pupil Guides for Planning Better Teaching Units. The Better Teach­
ing Units listed in this number of the Herald may be used as guides
for the teacher).

7. You, as the teacher, should aim to develop in the minds of
the children clear concepts of units of work to be mastered before
they begin their investigations.
8 . Copies of guide steps in the hands of the children until con­
cepts are clear will save much time.

9. As different units are developed the expression work should
show sequence in terms of desired growth.
10; The ejass discussion and conference work should be under
the direction of the teacher whose business it is to see that reports,
etc., given by pupils are worth while.
11. Habits of different types to be developed during the school
year should be listed and specifically worked upon by the pupils;
12. Psychological principles should be followed in the acquiring
of these habits.
13. Plan drill units with each group. The learning steps are
emphasized the first four days of the week under leaders chosen by
the classes and the teacher. Each Friday the contests may be held
under the direction and with the help of the teacher. Individual dif-

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ficulties and needs are noted for later practice periods. Achievements
are recorded and new work planned.
14. Objective tests should be used for pretesting, the learning
step, reviews and final testing.
15. Progress and achievement may be recognized by the use of
graphs, a good story, a poem, approval by the group or class or
school, etc^
16. The space provided for exhibits and the school room in gen­
eral should give evidence of activity units in progress or completed
by pupils.
t
17. Daily, activities should be motivated by club and school pro­
grams. An English Club may serve as the unifying factor in pre­
senting to the school and to the public final best results of work in
health, poetry, reading, arithmetic, geography, etc.
18. What is your attitude toward creative work of pupils? Do
you encourage, counsel, and suggest when higher standards are es­
sential and do you1approve of achievement on the various levels ?
19. Have you and the children placed your approval on certain
free activities while other have been rejected until “freedom with
control” is possible as a result of definite habits, attitudes and ideals?
Free activity periods must be introduced gradually. High ideals
of conduct must be the goal of the entire school. The teacher must
lead very definitely in developing these ideals. “We cannot remind
ourselves too often that mere removal of restraint in an impoverished
situation, and without heightened self-control and mutual goodwill,
is not real freedom.”
Children must ¡be led to understand that “freedom means not lib-,
erty to do anything that one pleases to do, but an enlarged opportun­
ity to please to do, or to choose, from among those things which pub­
lic opinion says are right and desirable.”' (From the Primary School
by Annie Moore.)
20. What type of attitude prevails in your school room? Are
you considered a friend and helper or a dictator? To be a teacher
who has established bonds of sympathetic understanding and mutual
helpfulness with the children involves high ideals and goals toward
which all are striving. It does not mean “soft pedagogy” on the part
of the teacher and familiarity on the part of the children. The teacher
who is a true friend and helper causes the children to desire and at­
tain a finer and better type of conduct, workmanship:, scholarship, etc.
21. Do the children share in the responsibility for good school
government ? The teacher must hold the school to ' high standards.

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It is the duty of the teacher to keep firm control at all times and
places where the “instructed conscience”: of the children is not equal
to the demand.
22. Do you have a Room Committee of children whose duty it is
to adjust window shades, read the thermometer, place the window
boards as needed, etc.
23. Do you recognize that the best teachers use many different
types of class and group activities during the impression stage and
different types of class and group activities during the expression
stage? Ample time should be given for clinching and helping those
who need help. For this reason the class periods and the supervised
periods will vary. Sometimes three class periods in succession are
necessary while at other times only one or two a week [will be re­
quired.
24. Have youi asked your superintendent to help evolve or ap­
prove a program which will enable you to introduce the Better Teach­
ing program?
25. Have you blocked tentatively units of subject matter for
the term? The program in Health Instruction by Months for
Grades I to VIII submitted by Miss Helen McCray, Department of
Public Instruction, Harrisburg, Pennsylvania is a fine example.
26. Have you copies of units in the process of development on
your desk for your superintendents when they visit ? Plan books
for each class are helpful. Tentative plans, achievements and prob­
lems for discussion with the superintendents should be listed.
27. Have you sent copies of units developed to the Director of
Rural Education so that the department may benefit by your prob­
lems and successes?
28. Are you approaching your children from day to day with an
eagerness, to do Better Teaching or are you satisfied to follow the
question and answer method or the testing of Children with vague
Concepts?
29.
year ?
39.

How many books on Better Teaching have you read this
What have you added to your educative seatwork fileá ?

31. Are you ‘buying supplementary instructional material as
you invest school funds gained through community effort?
32.

Are you changing your environment or is it changing you?

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TEACHER AND PUPIL GUIDES FOR PLANNING
BETTER TEACHING UNITS
T h e s e guides, are submitted h £ the Director of Rural Education
after developing units of subject matter ¡with teachers in training
from January 1928 to January 1930.
1. Plan all units co-operatively with the pupils ¡who are to devel­
op the unit.
2. Select the unit in keeping with the blocking for the year.
3. Word the major problem and the minor problems.
4. Analyze the minor problems giving specific questions and
specific references. Suggest required reading and a list of supple­
mentary readings.- The new vocabulary should be listed both in as­
signment and during preparation. Correlation of material bearing on
the problem from other subjects should be encouraged.
5. Types of pupil activities with a maximum time allotment is
arranged by the pupils and the teacher.
6 . Expression units by the class, group or individual plan should
be selected and developed with minimum essentials as guides.
7. Drill projects should be planned and leaders chosen.
8 . Encourage creative work by groups and individuals.’
9. Review work should be stressed ‘by objective tests and ex­
pression work.
10. Reviews at lengthened intervals may be given by using edu­
cational games as well as objective tests.
11. Impression activities need special emphasis and much time.
Here ip where tools of different types aid in developing clear con­
cepts. Directed, study and individual help should be stressed.

A BETTER TEACHING UNIT IN GEOGRAPHY
This unit was tentatively planned for a demonstration before thé
Huntingdon County Institute in October 1929 with a class of sev­
enth grade children from the 'Mount Union Schools, Miss Mabel :Cor­
nelius, teacher.
The revised unit was reviewed with the Rural Teachers of Nor­
thumberland and Carbon Counties. The unit is’submitted as a tenta­
tive guide for teachers interested in Better Teaching Units in Geog­
raphy.
MAJOR PROBLEM: Why have the North Central States become
such an important group ?

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MINOR PROBLEMS:
A. How do the people of this group compare with the people
of the groups we have studied?
1. Study pictures in your texts and note similarities and
differences.
2. Add other questions listed by the class.
B.

How do the people of the North Central States make a liv-’
ing?.
1. Why does agriculture rank high among the leading activitiesfin this area?
2. Why is this the greatest corn producing region in the
; U. S.'?1'.
3. What are some of the factors that aid in the production
of corn?
4. List five of the states leading in the production of corn.
5. Locate these states on your outline map.
6. Make a graph comparing the corn production in this
group with the production in the United States.'
7. What becomes of the large corn crop produced in this
area?
8 . Why does wheat thrive here?
9. Why is this a great live-stock region?
10. Why is dairying an important industry?
11. What other agricultural industries do we find?

C. What mineral resources are found in these states ?
1. Account for the rank of these states in the production of
iron ore, copper, salt, zinc and lead.
2. What methods of mining are followed?
3. How are the minerals used ?
4. What factors have helped to give this group of states
much available fuel and water power?
D.

How do you explain the increase in manufacturing in the'
Central States ?
1. Learn what you can about:'
The rubber industry of Akron.
The pottery products made in Cincinnati.
The shoe industry in St. Louis.
Why Chicago is the world’s greatest meat packing city.
Why Ohio, Indiana and Illinois rank first in the man­
ufacture of farm machinery.

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E.

Why are the people of the Central States?.jinterested in for­
est resources?
1. How have the forests influenced the development of this
area?
2. Has deforestation affected erosion?
3. Are there areas unsuited to other purposes?

F.

How do these states meet their transportation problems?
1. Are they satisfied?
| 2. How many great railway centers do we find?
3. What interest has this area shown in aviation?

The subject matter of the textbook should be covered. Specific
references for each problem should be given at first. All additional
references should be listed ■by the teacher and the pupils with each
pupil using a different reference book. Two books that should be
in the hands of the teacher for constant use are: A Teacher’s Geog­
raphy by ;M. E. Branom, published in 1928 by The Macmillan Co. and
Unit Studies in Geography by Rose B. Clark, published in . 1926 by
The World Book Co.
VOCABULARY: Each unit, presents a new vocabulary which
must be listed by the pupils and the teacher, studied and drilled
until mastered. The following is a limited list on the preceding
unit: ice age, boulders, iMoline, Omaha, Milwaukee, Duluth, Appa­
lachian, portage, hinter land, cyclonic storm, barometer, tornado,
Des Moines, Sault St. Marie, Wichita.
EXPRESSION UNITS possible:
1. Charts on industries.
2. Graphs on the following: area, amount of any product,
temperature at different periods, rainfall as to amount
at different periods, population as to states and also in
different large cities.
3. Motion Pictures developed by children depicting journeys
to industries,, to cities, different natural scenery and
points of interest.
4. Outline Maps: wall or desk, if started for the United
States, fill in this group of states as to political, physi­
cal, climate, transportation, economic population.
5. Booklets on industries, states, etc.
6. Dramatization: Early settlers in this area. Correlate
with History.
7. Debate: That the construction by the Federal Government

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of a deep waterway from the Great Lakes to the Gulf of
Mexico^ would benefit the .entire country.
8.
Encourage children to suggest! other forms of expres­
sion.
DRILL UNIT Suggestions:
1. Name and locate these ;states- on an unmarked outline
map.
2. Name and locate the Great Lakes, and connecting links.
3.

On an outline map trace three important railways.

4.

Locate the coal fields; the iron ore centres;, copper, lead
and zinc areas.

5. Locate Great Plains; Central Plains and Lake Plains.
6.

List twenty-five leading trade centres and associate an
interesting fact with each.

7.

Practice pronunciation and use of vocabulary previous­
ly listed.

8.

Use good place geography questions found in the text­
book.

9. Use important review questions found in the textbook.
Examples of Objective Tests: and Review Questions to be used
for clinching and practice testing as well as final testing:
1. Wlhy are the middle and northern highways impassable
during the winter months ?
Corn goes to market “on the hoof”. Explain.
. 2. The two largest cities of the Ohio Valley a r e --------------and---------!— — -------.
An important mineral product of Eastern Kansas is '
3. Match the following:
City
Detroit
Minneapolis
Akron
Chicago
St? Louis

■

Manufactured Article
flour
rubber
automobiles
-shoes
farm machinery

4. Name the following mineral products of the Central
■ States:
Two fuels found in the Appalachian Plateau
Two; metals mined in-the Ozark Plateau

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References:
The Americas, Book II by Atwood—Thomas, published
in 1929 by Ginn and Co.
Advanced Geography by Dodge—Lackey, published in
' 1928 by Rand McNally and- Co.
Interesting Journeys through the Central States:
A day in Chicago.
Visiting the automobile shops in Detroit.
Plowing with gang plows.
A trip through the International Harvester Company’s plant.
A trip to the stock yards in Kansas City.
A summer on a cattle ranch.
A trip on the Great Lakes.
A visit to the great power dam at Keokuk.
An excursion visiting creameries and dairies in the Central
Plains.
Lantern slides on “Meat Packing for the World”.

TYPES OF PUPIL ACTIVITIES
for a
Better Teaching Unit in Geography — Class B
Time allotment: 2 weeks, 40 minutes, 4 days a week (See program).
FIRST DAY: (1) 20 minutes—Plan the unit with the class. The pu­
pils record in note books the class conclusions written on the black­
board by the teacher.
(2) 20 minufe^-Discussion on the class, group or individual
expression units. Reference material collected.
SECOND DAY: (1) 20 minutes—'Directed individual investigation.
This is the impression period when the textbook and all supplemen­
tary books and materials function.
J:.;$2 ) 20 minutes—Group activities involving the use of materials
with individual help as needed.
THIRD DAY: (1) 20 minutes— Class conference for reports on
progress to date. Types of expression work chosen and minimum es­
sentials listed to avoid waste in learning.
(2) 20/,minutes—Group activities for the development of a map
project; objective tests on problems which were discussed in confer­
ence. Individual help given by the teacher as needed.
FOURTH DAY: (1) 20 minutes—Directed individual study of new

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problems. Summaries noted in writing for reports in class confer­
ence.
(2) 20 minutes—Group and individual conferences on problems
and expression work. Individual help by the teacher as needed.
FIFTH DAY: (1) 20 minutes—Directed individual study of prob­
lems concluded. Summaries organized for class discussion.
(2) 20 minutes—.Group and individual work on.expression units'!
SIXTH DAY: (1) 20 minutes—Class conference on Summaries of
all problems. Specific directions for clinching of unit planned.
(2) 20;.minutes— Group activities and individual help continued.
SEVENTH DAY.: (1) 20 minutes—Directed individual review
through objective tests which have been, assembled for this purpose,
(2) 20 minutes—Group and individual practice work on clinch­
ing steps. Geography games, journeys on outline maps, etc. may
function here.
EIGHTH DAY: 40 minutes—Written response to unit using objective
test. Expression units submitted to be checked upon by the teacher
and developed further by the pupils.
COMMENTS: Remember this is suggestive only. The distribution of
time may be different with different units. More time may be needed
on class work until the children have acquired definite abilities and
skills.

First Steps in the Development of a Better Teaching Unit
in Arithmetic— Fourth Grade
This unit was actually developed with a group of children. The
major unit is long division. This unit whether developed by either
one of the two accepted methods is difficult. It is, therefore, most
essential that the children become really interested as à result of the
introductory lessons.
In order to master long division the teacher should use a care­
fully graded list of exercises for practice. This involves abstract
work of -a difficult type. Hence, it is necessary to spend more time
on the introductory steps than in some other subjects or types of pro­
cesses. .
It is important that the first learning steps are directed in a skill­
ful numner by.th© teacher. This requires a number of class periods
in succession. The length of the periods 'should conform with the
^program. (See program.) Clear concepts may be gradually

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developed through class and group work while preparatory drill work
of a specific nature is being done during the periods designated for
study and individual help.
• The aims of the teacher were (1) To develop clearer concepts
along informational lines, such as average standard prices of various
foods, weights used in selling such foods in smiall quantities and in
large quantities, difference in prices in terms of quality, quantity,
freshness, etc.; (2) To develop a desire to explore and master the unit
known a s long division; (3) To develop an attitude of interest in oth­
er people and a spirit of service, good-will and helpfulness.
MAJOR PROBLEM: How much will two “real” Christmas baskets
for needy families of the community cost and how much must each
pupil pay?
MINOR PROBLEM'S:
A.

What should a Christmas basket contain?
1. List all articles which the class wishes to include.
Children listed a fowl, potatoes;| | peas or corn, celery,
cranberry sauce, jelly* bread, butter, coffee, milk, fruit
cake and mints. Other items were suggested but had to
be eliminated because probable cost was a constant factor
; to be considered.
2.

What are the market prices of turkey, chicken, goose and
duck?
3. What is the weight of an average size fowl of each kind;
also large size?
A committee was appointed to secure information on
numbers two and three. The class ’then decided to buy
large chickens.
4.

What are the market prices of the other articles listed?
a. Prices- on canned goods.
b. Prices on green groceries.
b. Why these prices are different,
d. Why fruit cake is more expensive than some other
kinds?.

5. What is the method of measuring each article included
in the list in small quantities; in large quantities?
6. How much of each should be bought for each farilily do
be supplied?
Size of each family had to be considered and the mothers

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of the pupils were consulted as . to the quantity of each
article to he bought for each family.
B.

How shall we find the total cost?
The class was divided into two groups. Each group list­
ed the contents of one basket and found the total cost.
The accuracy of the numerical work was checked by
members of the group comparing results. The total cost
of the two baskets was given by combining the results
found by both groups.

C. If we give baskets as planned, how much must each member
of the class pay ?
1. A member of the class suggested an Arithmetic Journey
to learn how to do this. They then listed different roads
over which to travel, viz.—Addition, Subtraction, Multi­
plication, Division. Problems such as, “If a bill of 24c
is to be paid by four persons, how much must each pay ?”
were solved. Division Road was finally chosen as the
desired road.

D.

2.

Problems involving division of numbers such as $3.69 di-.
vided by three were solved.

3.

Short division examples were reviewed and the steps
were evolved by writing the solutions in full as in long
division.

4.

Class decided to list the steps evolved as guide posts on
“Division Road.” These steps were divide, multiply,
subtract, compare, annex. As each step was associated
with a specific response the class became conscious of
specific difficulties involved, such as, the sequence of
steps, the uncertainty of quotient figures before multi­
plication is completed, etc. These were starred and listed
as dangerous cross roads between guide posts.

5.

Class decided to list the guide posts on each sheet of
paper when practicing division until work can be done,
without guides.

If market prices change before purchases are made, the
numbers will not be the same as listed now. How shall we
develop the habits and skills necessary to solve any problem
in long division at any time ?

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1. The need of the textbook now ‘became clear to all.
2. The table of contents was consulted and specific refer­
ences on division were listed. Supplementary texts were
also consulted and references listed.
.

E.

3. The remainder of the unit was planned with the help of
the teacher.
(See Teacher and Pupil Guides for Planning Better
Teaching Units.)
The class decided it would he impossible to limit the Christ­
mas Basket project to the class.
A member of the class
was appointed to present the matter to the entire school and
invite them to join in the project. The problems which were
discussed were:
1. Why each pupil should earn the money and not expect
parents to give it without effort on the part of the chil­
dren.
2.

Types of ¡work available for children and charges for
the same were listed.

Comments: The drill work carried on during practice periods was pur­
poseful and equally interesting. Individual difficulties in addition,
subtraction, multiplication and short division were anticipated, detect­
ed, and stressed before they were met in the complex process called
long division.
This experience led the children into long division with interest
and success^ Arithmetic is more than a skill subject. Its practical
applications make joyful experiences possible.

A BETTER TEACHING UNIT IN COMMUNITY
HISTORY
The 1927 Rural Seniors discussed this project in class. The main
points were summarized for the class by Earl R. Shank and publish­
ed in the January, 1927, Herald. The 1929 summer session students
who taught at Pleasant Hill school reorganized the work on a Better
Teaching Unit basis. This work was reviewed by the Rural Group
teachers of Northumberland and Carbon Counties.
The following tentative guides are submitted for other. teachers
do improve upon and use:,

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MAJOR PROBLEM: What can we learn concerning the history of
this community?
MINOR PROBLEMS:
A.

Who used this land befote the early settlers arrived?
1. Which tribes roampd over this area?
2. What can you learn of their customs andi ways of living ?
3. How did they treat the early settlers?
4. Have you heard or read any legends about the Indians?
of this territory? Summarize in writing giving refer­
ence and date of reference.
5. Have you seen any Indian relics? Photograph or make
drawings and give reference and date of reference.

B.

From which country or countries in Europe did the early set­
tlers come?
1.
2.
3.
4.

Why did they come?
Who were some of their leaders ?
Where did they locate?
List some of the names. Give some of the different
spellings if possible. Give references.

C. How did the early settlers live?; .
1. Describe a log cabin.
2. Which is the oldest house in the community?
3. Name some of the things that the early, settlers used
which are being used today; which are not being used
today.
4.

Photograph and describe early furniture which you own,
choice pieces only. Make drawings of other pieces.’
5. Compare the methods of preparing meals by the early
settlers with our methods today.
6. Have you seen a roohij furnished with antique furniture?
Describe it.
7.

D.

Have you been to Mount Vernon or Weiser Park?
post cards to illustrate your description.
Schools.

1. Compare an early school with our school.
2. Where did the teacher live?

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3.
4.

Photograph the oldest building in the community.'
Have you any old; textbooks, at least 75 years old? Copy
two interesting pages for the file.
5. Make a list of all old books in the community giving the
name and address of the owner in each case. Also give
the exact title of the book, the name of the author, pub­
lishers and date of publication.
'
6. Name leading citizens of the community who at some time
attended our school. Tell briefly about their achieve­
ments.
7.

Copy any descriptions of early schools.

E. Where were the early churches built?
1. How did the settlers go to church ?
2. How did the interior compare with the interior of our
churches today?
3. Were the services similar to ours?
4. How should iwe care for old burial plots on the farm?
Old cemeteries ?F.

How did the early settlers travel?
1. Where were the first roads ?
2. Can you find any old maps? Make copies.
3. Have old residents relate what they recall of legends of
early travel. Give reference and date of reference.
4. Clip pictures of the history of transportation.
5. Where were the canal routes?
6. When were railroads built in this section?
7. W hat can you learn about th e ea rly inns ?
8. List books where good descriptions on travel are found.

G. How did the early settlers îpake a living and supply their
needs i
1. Where were the mills in the community?2. Copy a description of a blacksmith shop.
3. Copy a description of a country store.
H.

How did the early settlers solve their problems of govern­
ment?

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1. Name some of the early political leaders.
2. Who w ere th e R evolutionary heroes fro m th is com m unity ?
3. Where are the Revolutionary heroes buried?
I. Where were the early forts located in this section?
1. Why were they built?
2. Who can write an interesting description of a fort you
have seen?
3. Copy the description of an Indian attack on ah early fort.
J. Add any topics that may have been omitted.
Expression Unit:
1. Development of a community file. Two copies should be as, . semibled; in fact, individual files may be developed.
2.

Copies of deeds, maps,' legends, etc. should be made.
■ should have reference and date of reference.

All

3. Kodak pictures of historical places, fine old buildings, pumps,
mills, doorways, samplers, china, pewter, furniture, Indian re­
lics, old glass, hooked rugs, old quilts, old fireplaces-, etc.,
should have authentic titles and accurate dates. They be­
come valuable data in a file. Children will thus become ac­
quainted with fine Pennsylvania antiques and will prevent
their being sacrificed to antique collectors. Thhv relics of
the Pennsylvania pioneers should remain in the homes of
their descendants and should be appreciated and preserved by
them.
4.

A list of old books, records and furniture found in the homes
of the community should be filed with the consent of the
owners. . _
This data will be valuable for research work with the consent
of the owner.
5. Expression units should he assembled and exhibited once a
year at a Parent-Teachers meeting. Community interest and
support will thus be secured.

This unit of work is developed in most school systems during the
fifth or sixth year. The reference material must come from the
homes and the State Library. This unit cannot be completed within
a time limit. .I t is hoped that the .attitudes and interests will con­
tinue through life. The community interest is essential to the suc-g
cess of this unit.

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A TENTATIVE AND LIMITED BOOK LIST FOR
TEACHERS EAGER TO DO BETTER TEACHING
Burton and Others: The Supervision of Elementary 'Subjects. D. Api
pleton & Co., New York City, 1929.
Burton, William H. : The Nature and Direction of Learning. D. Apple. ton & Co., 1929.
Clark-Otis-Hatton: First Steps in Teaching Number, World Book
Co., Yonkers, New York, 1929.
Clouser & Millikan: Kindergarten-Primary Activities Based on Com­
munity Life. 'Macmillan Co., New York City, 1929.
Coe, George A,: Am I Getting an Education ? Doubleday Doran Co.,
Garden City, New York, 1929.
Coe, George A.: Law and Freedom in the School, University of Chi­
cago Press; 1926.
Department of Public Instruction, Harrisburg, Pa. Educational Mono­
graphs.
(1)

Visual Education & the School Journey, 1927.

(2)

The Object-Specimen-Model as a Visual and Other Sen­
sory Aid and a Blackboard Technique, 1929.

Dewey, Jofhm: The Sources of a Science of Education, Horace Liveright, New York, 1929.
Hague-Chalmèrs-Kelly : Studies in Conduct, Books I & II, University
Publishing Co., New York City, 1928.
(Contains stories to be told to children)
Kelty, Mary G.: Teaching American History in the Middle Grades of
' the Elementary School, Ginn & Co., 1928.
Miller, Harry Lloyd: Creative Learning and Teaching, Charles Scrib­
ner’s Sons, New York City, 1927.
Mossman, L. C.: Teaching and 'Learning in the Elementary School,
Houghton Mifflin Co., New York City, 1929. '
Palmer, Anthony Ray: Progressive Practices in Directing Learning,
' Macmillan Co., 1929.
Rugg, Harold: (1) An Introduction to American Civilization with
pupil’s work book and Teacher’s Guide.
« (2)

Changing Civilizations in the Modern World with pu­
pil’s work book and Teacher’s Guide. Ginn & Co., New
York City, 1929.

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Rugg, Harold & Shumaker, Ann: The Child-centered School, World
Book Co.,. Yonkers-on-Hudson, New York, 1928.
Schmidt, C. C.: Teaching and Learning the Common Branches! D.
Appleton & Co., 1929.
Standard 'Service Course of Study and Manual for Primary Arithme­
tic. Scott, Foresman & Co., New York City, 1929,
Thorndike, E. iL. and Gates, A .'I.: Elementary Principles'of Education.
Macmillan Co., 1929.
Waples, D .: Problems in Classroom Method. Miacmillan Co., 1927
Whitcomb-Beveridige: Our Health Habits. Rand McNally & Co., New
York City, 1927.
Wood-Freeman: Motion Pictures in the Classroom. Houghton Mif­
flin Co., 1929.
Thayer, Vivian Trow: The Passing of the Recitation. D1. C. Heath
Co., New York City, 1928.
The Pennsylvania School Journal and the Journal of the National
Education Association contain excellent book reviews. For titles of
books omitted from this list due to lack of space review the lists in
these two magazines regularly.

A LIMITED LIST OF PRACTICE AND DRILL
MATERIAL
ARITHEMTIC:
Brueckner Drills in Second and Third Grade Arithmetic. Educa­
tional T t|t Bureau, Minneapolis, Minn.
Green, Knight, Ruch, Studebaker Economy Remedial Exercise
‘.. Cards. Scott, Foresman & Co., New York City.
Green, Studebaker, Knight, Ruch Economy Problem—Solving
Exercise Cards. Scott, Foresman & Co.
Ruch, Knight, Studebaker Arithmetic Work-Book. Grades 4 to 8
inclusive. Scott, Foresman &' Co.
Brueckner, Anderson, Banting, Merton Remedial Exercises in
Arithmetic. Grades 3 to 8 inclusive, John C. Winston C ol
Philadelphia.
Schmrling-Clark-Potter Instructional Tests in Arithmetic (Reme­
dial Practice Books) World Book Co., Yonkers-on-Hudson,
m y.

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Adams,: R. E.: Practice Problems in Arithmetic, Grades 3 to 6
inclusive. Row, Peterson & Go., Philadelphia, Pa.
Kuhn’s Drill Test—An Automatic Self-verifying Game of Arith­
metic, Addition, Subtraction, Multiplication, Division, (Fun­
damental Facts), Fractions (Parts of Numbers), Column Ad­
dition. Two drill tests in each box, price per box, 96c net.
The Educational Device Co., Inc., 115 West Center St., Me­
dina, N. Y.
Self-Verifying Seatwofk—Word Building, Word Matching, Arith­
metic, etc. for Reading, Spelling and Arithmetic at 25c to 50c
per box. Milton Bradley Co., Philadelphia, Pa.
CIVICS:

, .

King, Myra: Citizenship Games and Devices.
Co., Los Angeles, Calif.

Gem Publishing

ENGLISH:.
Lyles, Victoria: My Progress Book in English—Two books for
each grade from grades 4 to 8 inclusive. American Educa­
tion Press, :Inc., 40 South Third St., Columbus, Ohio.
Matra vers; C. H.: Drill Material for English Corrective Exercises
• for'Language Errors, Laidlaw Bros., 36 West 24th St., New
York City.
Otis & Wilson: Modem English Exercises.
Co., Chicago, 111.

Tollett Publishing

Pribble-Brezler Practice Cards in English. Set 1 for Grades 3 to
6; Set II for Grades 7 & 8. Lyons & Carnahan, Chicago, 111.
Rand, Helen: Better Sentence Builders. Scott, Foresman & Co.
The Wisely—Gifford Standardized English Exercises. Allyn and
Bacon, New York City.
GEOGRAPHY:
Game of Flags, Parker Bros., Inc., Salem, Mass.
Geographical Game, Milton Bradley Co., Philadelphia, Pa.
Geographical Cross Word Puzzle Book. The Geographical Press,
Columbia University, New York City.
HANDWRITING:
■Lister & Myers: Pénmanship Scale, Board of Education, New
York City.

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West, Paul V.: The New American Handwriting Scale. A. N. Pal­
mer Co., New York City.
HEALTH:
National Dairy Council, Chicago, 111. Free materials: Games,
plays, stories.
National Tuberculosis Association, 370 Seventh Ave., New York
City. Free materials.
'Playground and Recreation Association of America. 315 Fourth
Ave., New York City. Interesting health material.
NATURE:
Dunn and Troxell: Mother Nature Reading ‘Series.
Book I—Baby Animals for Grades 1 or 2.
Book II—By the Roadside for Grade 3.
Book III—In Field and Forest for Grade 4.
Row, Peterson & Co., Philadelphia, Pa.
Game of Wild Birds. Geo. P. Brown & Co., Beverly, Mass.
Game of Flowers, Parker Bros., Inc., Salem, Mass.
MISCELLANEOUS:
Knots and Whys of Science. Milton Bradley Co.
Game of Useful Knowledge, Milton Bradley Co.
Game of Riddles, Milton Bradley Co.
The American Education Press, Inc., 1123 Broadway, New York
City offers weekly sheets of reading material for the grades.
My Weekly Reader I—Grades 1 & 2.
My Weekly Reader II—Grades 3 & 4.
The News Outline—Grades 5 & 6.
Current Events—Grades 7 & 8.
Write for prices to close of school year.
MAGAZINES:
Progressive Education, The Progressive Education Association,
Washington, D. C. $3 per year. A quarterly review of the
newer tendencies in education.
Modem Education, Harter Publishing Co., 2046 East 71st St.>
Columbus, Ohio. $1 per year. A quarterly magazine de­
voted to progressive methods and materials of instruction
for elementary schools.
The Rural Seniors, 1929-30, helped compile this list. A more
complete list will appear in a later issue of the Herald.

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Summary
In the better schools of today pupil participation and pupil activ­
ities are displacing the formal, imposed procedure of the teacher.
W!hen children help plan, Better Teaching Units must be recognized
as flexible and not to be followed in a formal way hut constantly
adapted to the needs, interests, and abilities of the pfipils, The typi­
cal life situation is illustrated in school work when different types of
procedure such as given in Geography, Arithmetic and History are
constantly being developed. The writer has aimed to suggest a lim­
ited unit in Geography, an introductory unit in Arithmetic, and a con­
tinuous unit in History. The Arithmetic unit was developed with the
cooperation of Miss Nora A. Kieffer. The writer is indebted to a
great many teachers for valuable suggestions and helpful criticisms.
If this material is helpful to you in your teaching, we invite you
to suggest topics for future numbers of the Herald.
The Rural Department wishes all Alumni members of the Depart­
ment and all other readers of this Herald a happy and prosperous
New Year.
Hannah A. Kieffer

A SOCIALIZED CONTRACT
In this article I shall briefly describe a somewhat different type
of correlation o f subject matter in the development of a unit.
The time given was a period of three days previous to Thanks­
giving Day.
Grades four to eight were included in this project, while grades
one, two and three followed the usual procedure.
An appropriate Thanksgiving poster, made previously by a mem­
ber of the school, became the starting point of discussion and stimu­
lated thinking along lines which led the class to decide upon the par­
ticular unit the teacher had in mind.
A committee of pupils was sent to the library to select books
containing pertinent material, thus adding to the material already fur­
nished by the teacher.
Then the children were ready to plan the work which they de­
sired to accomplish:. I shall outline this briefly:
1. A t least twenty readings.
2. Classify readings (Literature, History, Geography, etc.)
. 3. Write at least one original story or poem.
4. Learn the geography about England, Holland and New Eng­
land.
5. Plan a Thanksgiving dinner for the family and find the cost.

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6. Work out an original Thanksgiving game or puzzle*
7. Compete for the most complete list of words which might be
used for a Thanksgiving spelling lesson.
8. Study one masterpiece, and make two or more drawings (tur­
key, deer, Indian, Pilgrim, Dutch boy or girl, men or women, May­
flower) .
All agreed to summarize results in booklet form and in giving a
Thanksgiving program.
^
A t the end of the planning period each pupil set to work; some
were reading; some were drawing (source material was placed on the
table); some were consulting their history and geography texts for
information. Time passed incredibly fast, and Miss Devers, our mus­
ic supervisor, arrived to teach Thanksgiving songs. Then one group
asked if it might design an appropriate border for the blackboard;
another group wanted to trace on a slated blackboard map the route
the Pilgrims traveled. The next day children brought in newspaper
clippings telling what president proclaimed the first national Thanks­
giving Day, and the part that Sarah Hale played in working for its
annual observance. And so in many ways the children showed initia­
tive, eagerness, and joy in participation.
At the end of the three day. period I found that some pupils had
read thirty selections; several had written unusual poems; the winner
in the spelling contest had a list of one hundred correctly spelled
“Thanksgiving” words; each child had finished his booklet attractive­
ly in good Plalmer Method form; and all members participated in the
program given by the English Club.
EDNA STAMY EOX, B. S.

SILENT READING ACTIVITIES FOR BACKWARD
CHILDREN IN THE PRIMARY GRADES
Mary E. York
The teacher is often at her wits-end in providing independent
reading activities for backward children. As nearly every school has
some children of this type, it is ¡hoped that these suggestions may
fill a widely felt need. Of course, a child of very low mentality is
not capable of carrying on any reading activity. But the “backward”
child is capable of performing such as are here suggested.
1. Following simple directions:— ‘

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Ex.

The teacher makes a stencil by cutting the silhouette
of a duck from a card. Below the picture, she writes:
“Draw two ducks,
Color one yellow.
Color one brown.
Cut out two ducks.”
On the wall the teacher should have a color and number
chart to which the child may refer in case of difficulty.
She may also have a wall picture dictionary for identi­
fying such phrases as “Cut out”, “Draw”, “Color”,
K F ia ste ”.

II.

Matching Exercises—
Have a number of words,, or phrases printed and a num­
ber of pictures on smiall separate cards. The child may
match these. For the purpose of self checking, the
name of the picture may also be written on the back.
Ex. The animal discs published by the Harter School Sup­
ply, Cleveland, Ohio.

III.

Multiple Choice Exercises—
Paste a picture on a card. Ask a number of questions about
the picture on the card. Follow each by a number of ans­
wers, the correct one of which the child is to indicate.
Ex. What is the dog doing? Eating Sleeping Running
How many boys are there ? One Five Two Ten
When the child has finished, he may have access to a key
card and so check his own answers.

IV.

Yes-No Exercises—
Ask a number of very simple questions on a card. Write
“No” and “Yes” after each. Have the child indicate the cor­
rect answer. (The card can be perforated so that a mark
may be made on a paper underneath, and so used many
times).
Ex. Do dlogs walk? Yes No
Do dogs talk?
Yes No

V.

Riddles— These should be simple. If the child cannot write, allow
him to answer by drawing.
Ex. I catch mice.

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I can purr.
I have fur.
I have a long tail.
Draw me.
VI.

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,
'

Picture Choice Exercises—•
Place a number of pictures opposite a word, phrase or sen­
tence. The child chooses the proper picture to fit the phrase.
Ex. Gates is at present preparing a number of such exer­
cises to be published by the MacMillan Puib. Co.
For additional suggestions, refer to Gates “Improvement of
Reading” or Gates “A Method of Teaching Primary Read­
ing,” published by Macmillan Company.
The material accompanying the Courtis Smith Picture Story
Method published by the World Book Company is useful for
children deficient in hearing or having a foreign language
handicap. It is also valuable for its picture dictionary-^
“Work and Play with Words” a work booklet published by
Hall & McCreary Co. is helpful for slow readers.

PHONICS IN THE FIRST GRADES
Mary E. York
When the beginning reader has acquired a stock of about fifty
sight words for a basis of comparison, and begins to note the simi­
larities and differences in the detail of words, the time is ripe for
beginning systematic training in phonics.
We need to recognize that there are three fundamental processes
in this training. They may be termed, development, drill and appli­
cation; Development is the process of calling the child’s attention to
a particular phonic element. Drill is the process of fixing this ele­
ment so that it will be recognized in various situations. Application
is the utilization of .the knowledge of phonics in unlocking new words.
The materials for development should be determined by the
child’s needs. The initial consonants s,‘t, p, m, c (hard), b, d, are
those which occur most, frequently in word lists and should therefore
be developed first. Other initial consonants to be developed,in the
first grade are f, r, 1, w, g, n, h, k, and j.
There is much difference of opinion on the question of teaching
so called “family endings.” If they are taught, the simple ones with

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the short vowel sounds should be developed in the first grade, first.
For example, at, ill, an, en, ell, in, og, and un.
A suggested method of procedure follows:
I.

The child hears and notes a number of words with the
same initial consonant.

Ex.

The teacher recites, KSing a Song of Sixpence.” T.
asks, “Which words sound alike?”
The child answers,;;?“Sing, Song, and Sixpence.”
T.asks, “Which part sounds alike?
C. answers “The first part.”
T. asks the children to name other words which begin
as “sing” does.

II.

The child sees and points out a number of words which
have the same initial consonant.

Ex.

T. writes the- above rhyme on the ¡board.
C. underlines the words which look alike. C. points out
the initial ?‘s” as the common feature of all.
T. writes- another sentence or rhyme on the board and
asks the child to point out the words which resemble
“sing”.
C. suggests other words to write on the board.

III.

A drill exercise is carried on for fixing the newly devel­
oped consonant,

Ex.

The teacher places a number of word cards with dif• ferent initial consonants in the chalk tray. Child col­
lects all those which being as “Sing” does.
A guessing game is carried on—Teacher says, “I’m
thinking of.something which shines in the sky. Who
can guess what it is? ” Children guess “stars” or
. “sun.”
The teacher may make a chart with a picture, and a
key word at the top.

Ex.

Use a picture of a little girl .with the name, “Sally” be­
neath. Whenever new words with initial, “s” occur
in the child’s reading, add them to the list. 'You may
term these lists houses, or families or farms, or any
other name which might appeal to the child.

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IV.

Phonic analysis is applied to new words containing the
element, to aid! in pronouncing them. If all the ele­
ments of the word have been developed previously, this
is largely ¡a matter of blending known elements as
i|il§s at”. But if only one element is known the remain­
ing part must be recognized 'by comparing it with sim­
ilar known words, or getting it through context. An­
other step which may be carried on in connection with
this unit is that of blending the consonant “s” with
known endings such as S un, s ell, and s ad. This is
really a drill process. A number of devices can be
constructed of oak tag.

Ex.

Write a number of endings on a circular card. Write
“s” on a movable strip and prefix it to the endings, to
' form words.

For general policies, to follow in teaching phonics, refer to the
Twenty-Fourth year Book of the National Society for the Study of
Education (Part I)..
Many good suggestions can be obtained from Dougherty, “How
to Teach Phonics.”

COUNTRY LIFE CLUB NOTES
The Country Life Club organized the first week of school, Sep­
tember, 1929,' electing Franklin Sweigert of Franklin County, presi­
dent and Oneda Collins of Adams County, secretary. The enrollment
for the semester is ninety. Due to the size of the club and the hour
of meeting which is 6:30 every Tuesday, an afternoon group was or­
ganized for the winter months. Craig Hemphill was elected presig
dent of this group and Vivian Brumgard, secretary.
This group
meets at 3:15 every Wednesday.
The fall activities of a miscellaneous type have been in charge
of an efficient program committee under the leadership of Carl Sherbine of Cambria county. . Two guests addressed the club, Dr. Lee
Driver of the State Department and 'Superintendent J. L. Finafrock
of Franklin county.
The major activities for the second semester will be to become
acquainted with Pennsylvanians, past and present, who have made
real contributions along various lines. Each club member is doing

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research work on an individual topic. The findings are to be present­
ed to both groups and filed for further use by the club members and
thé Rural Department. At least two guest speakers will appear on
the program during the second semester.
'Plans for the tenth anniversary of the Rural Department are
being formulated. Work on the 1931 Herald has been started. Sug­
gestions from the field on these two topics will be welcomed.

LIBRARY PASTE RECIPE
Materials: 3 cups cold water, 3 cups flour, 3 cups boiling water,
1 teaspoon salicylic acid, 1 tablespoon carbolic acid or lysol, 1 table­
spoon alum and a few drops of wintergreen.
Mix together the flour and salicylic acid; add cold water and mix
until smooth; add this mixture to boiling water, which is in the upper
part of a double boiler. Cook until the mixture is clear and of the
consistency of cream (adding boiling water as needed). Take from
the fire, strain through a wire strainer; add carbolic acid or lysol and
oil of wintergreen and pour into glass containers. This gives I quart
of paste which w ill keep indefinitely.
'
Used and recommended by the Rural Department.