Oriole and Tower-Light, 1922-1927, Part 103

Author: Maryland State Normal School (Towson, Md.)
Publication date: 1922-1927
Publisher: Maryland State Normal School (Towson, Md.)
Number of Pages: 1024

USA > Maryland > Baltimore County > Towson > Oriole and Tower-Light, 1922-1927 > Part 103

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Following Dr. Saunders' t. 1k, we were given a brief lecture by Dr. Richardson. also of that in titution. terest in the world. Their minds are He named the difference between the occupied with the thing which de- old descriptive psychology and the prived them of some interest. e. g., a death or some self pity.

Since it is the aim of Shepard Pratt Hospital to get the patients to accommodate themselves to the out- side environment, they are led to be- lieve that they are not so peculiar, until gradually they fit into a day's routine and are constantly occupied. The place is called a hospital. not an asylum, and their treatment is differ- ent from that of other hospitals be- cause their illness is different.

finto fancying and stay there. They cannot balance ideas of religion and believe in occult powers: they feel

minds. They are unable to keep up with little things; they drift off in-

appearance. When given clothes, they proceed to alter them and create some grotesque style.

In addition to the functional type

are born enfeebled. Such people are divided into three classes, the idiot, the emhecile, and the moron.

are greatest advantage. She claimed that they could do more for the young, functional type insteal of the elderly organic type, since the latter life is run and the young person has a

TOWER LIGHT

ALBERT S. COOK LIBRARY TATE TEACHERS COLLEGE ATTTOWSON RAI TIMORE 4

March, 1

1926

Hope is the dream of a man awake.

TOWER LIGHT

Be not simply good; be good for something.

Vol. 5-No. 6

MARCH, 1926

Published Monthly by Students of Maryland State Normal School, Towsen, Md.

SENIORS, ALL ABOARD!

FROM NORMAL TO NEW YORK.

The Senior Trip To New York.

The group of Seniors left for New York on the afternoon of March 3, for the purpose of visiting certain schools which are putting into prac- tice outstanding educational pro- grams. The students numbered thirty: Marguerite Travers, Sr. 1 Marie Goodrich, Sr. 2; Ellen Cable, Sr. 3; Sophie Mindell, Sr. 3; Margaret Matthews, Sr. 6; Mable Hasson, Sr. 7; Jeannette Griffith, Sr. 8; Ruth Chrest, Sr. 9; Phyllis Booth, Sr. 12; Gara Morris, Sr. 13; Mar- guerite Dierker, Sr. 1, Helen E. Knorr, Sr. 3; Alice Busenius, Sr. 6; Elizabeth Hartman, Sr. 7; Elizabeth Kirtley, Sr. 9; Elizabeth Sparks, Sr.

gens, Sr. 3; Helen Feaster, Sr. 7; School Instructor. On Thursday, the Rosalind Kramer, Sr. 9; Jeanette Raynor, Sr. 7; Thelma Scoggins, Sr. Lincoln School, the Horace Mann and the Ethical Culture School were studied by groups directed respec- tively by Miss Snyder, Miss Conyne, and Miss Steele. On Friday, the City and Country School, the. Walden School and School 45 (Angelo Patri's School), were studied. 3; Olga Gebb, Sr. 3; Virginia. Donel- son, Sr. 7; Vivian Jackson, Sr. 7; Edna Rau, Sr. 1; Alma Martin, Sr. 1; Dolly Schepler, Sr. 9; Virginia Peddicord, Sr. 9; Lida Lee Grist, Jr. 13.

The party included five vice-prin- cipals and two teachers of Baltimore city: Miss Martha Beetham, Miss Mildred Tyson, Miss Claudia V. Did- ier, Miss Eleanor Frush, Miss Josephine Turnbull, Miss Norma

Miss Irene M. Steele, Miss Marguerite Conyne and Miss Agnes Snyder, in- structors of the Normal School, planned and conducted the trip. Miss Emma V. McClayton, passenger representative of the Baltimore and Ohio Rallroad, planned the details of travel and hotel accommodations.

The party was divided into three 15; Lydia Lutz, Sr. 1; Loulse Hud- groups. each directed by a Normal

Besides study of the above schools, the trip included a visit to the Met- ropolitan Museum of Art, the Aquar- ium. Columbia University, the Ca- thedral of St. John the Divine, the Museum of Natural History, the

Kramer and Miss Thelma Ditto. theatre to see The Song of the Flame, Greenwich Village, and Chinatown.

On returning, it was found that The Oriole was about to go to press. Rather than wait another month to share the experience with the other students it was decided to give in this issue just two impressions

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TOWER LIGHT.

March, 1926.

ANGELO PATRI,

(Continued from Page 1)

We entered the school building, went up the stairs into a room and there stood Angelo Patri -- the man of whom I had heard so much. I had had an imaginative picture of Mr. Patri, and on the train I saw his photographed picture-neither of

the two pictures were near as im- pressive and delightful as the living picture. l gazed at Mr. Patri for a full minute and neither saw nor heard anything but Angelo Patri. In that one minute 1 saw a man who seemed young and yet old: whose face was bright and yet sad; whose voice was calm. low and lovely; whose soft, white hair added to the kind expression in his eyes. The next thought that came to my mind was: "What a pleasure to have seen him! I shall never forget him!"

Mr. Patri has done much in the educational field. For twenty-seven years he has been first, a teacher, and later a principal. He has written several books, and among the best known are: "The School That Every- body Wants." and "A School Master of the Great City." His articles on child training appear in many news- papers. Read them, for you will profit, not only as a teacher but also enjoy them as a student.

Mr. Patri was born in Italy forty -. eight years ago. He studied in our schools, was graduated from the col- lege of the City of New York and from Columbia University. All that he has within him, his education, his talent, his personality-he has put into education. The work of his school has done much for the tene- ment child of Eastside New York. Can you picture this: A child from a miserably poor home of probably two rooms, with ugly, dirty surround- ings, enters this school of artistic surroundings, clean rooms and is gradually surrounded with the bean- tiful in literature, art, music, thoughts and deeds - surrounded with beauty itself. That's the pic- lure I saw. On the average of every three hundred children, a genius is discovered-yes, a genius, for though poor in worldly goods, some of these children are born artists. While we were there a sculptor-Tony Filipo. came to visit the man and the school

much for human happiness is the son.

greatest kind of work. Angelo helped them to understand parts of also to the sevens.

P'atri's years of struggle have been their lessons.

repaid- perhaps -not by the gran-,

deur they deserve, nor by the ap-

ing existed between the teacher and preciation of all, but by giving hap- his pupils. He seemed to be a big piness to others. The spirit of brother rather than a teacher. In- Angelo Patri will never die, for the stead of calling him Mr. Slavason as results of his work live in every heart of every east-side New York child who attends his school .- Edna C. Rau, Sr. 1.

THE WALDEN SCHOOL.

The chief aims of the Walden School are to develop work which in- terests the child and which he feels charming places I have ever seen. a need for in order to give the child The children are just as charming an opportunity to function on his as the room because they are so en- own developmental plane, and to have thusiastic over their work. They

him find out things for himself just seem to be "bubbling over." through his own experience. Mr. S. When I was visiting this room, the R. Slavason has tried to carry out these aims in children were talking about trees. They were trying to determine the names of trees from twigs supplied by the Brooklyn Botanical Gardens. The children had gone on an excur- sion before the lesson and they had seen the trees. This lesson might have been uninteresting but the chil- dren were so eager to identify the twigs that it was not necessary to provide motivation at the beginning of the lesson. After the children had drawn pictures of the twigs in their note books, they were allowed to walk around the room and play his science work. Whenever it is possible, the science work is linked up with other work The laboratory and books are often used to solve the problems that arise in the work. If several children are interested in solving the same problem they work in a group. If the children are interested in dif- ferent things they work individually. Cooperation is not thrust upon the children in the Walden School. The teachers think that cooperation, as developed in student clubs and stu- dent the teachers an the children. Therefore. cooperation does not ex- ist unless the children really want it. government is imposed by with the animals that were there. Such interesting animals they were. too! There was a mother mouse, a father monse and five dear little mice

just two days old, several guinea pigs, salamanders, rats, tur- tles and gold fish. All of the animals have attractive names such as

"Tweedle Dum." "Tweedle Dee" "Snowflake," etc. The children love the animals and study them from all angles.

Since the teachers of the Walden School are so interested in their work and are striving to carry out the very splendid aims of the school, I am sure that the school can furnish much help to those interested in edu- cation.

from Mr. Slavason, who remains in CITY AND COUNTRY SCHOOL.

the same kind of work if they wish City and Country School interested

to.

Other scientific work such as bi- 'walked through an outside passage-

who made him what he is. While a ology, psychology, and physiology, way and in again; we mounted steps. are carried on in Mr. Slavason's lab- and steps, and steps, until we came

"hild at the school-and a very bad one, it is said -- Tony's ability and oratory also. On the day of my vis- to Miss Field's room, where the ten- talent as a sculptor was discovered and developed. Todav, his it to the Walden School a class of year-olds studied. I do not remember art is six girls were discussing "digestion." ever seeing so many activities going known and exhibited for the appreci- The girls had obtained information on at once in one free work period.

on the subject from books in the One boy was printing reading charts library and had written a paper for the seven-year-olds, another pair

ation of all There are others whom Angelo Patri bas diverted from ugly surroundings to the beautiful things about it These papers were read and were sewing aprons to wear during in life. Such work which does so discussed by the girls and Mr. Slava- printing work, and still more were

A chart of the human body pasting large portfolios, to be given

The class had a chairman, a treasurer. 2

A splendid spirit and understand- librarian. secretary.

( Intermediate )

There were just two of us at the

in the intermediate grades. We

Mr. Slavason's laboratory is a very interesting place where very remark- able work takes place. The room is not very large but large enough to be equipped with engines, cells, wires, magnets, bells, small dynamos, test tubes, rubber tubes, etc. These materials are used by the children who prefer to do free investigation' in the laboratory. Through their own experiments and investigations the children often find out such in- teresting things as what makes a bell ring, or how electricity is made. They work entirely by them- selves unless they need a little help the room with them. Boys, as a rule, are more interested in this kind of work but the girls may do

most persons would expect, the chil- dren called him "Slavy." Because of this feeling between the teacher and the children and because the chil- dren were allowed to do work which they were interested in and needed, the room was indeed a pleasant place and many happy times are had there.

The nature study room of the Walden School is one of the most

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TOWER LIGHT.

March, 1926.

yard committee, and a housekeeper.

All money to be given out for supplies was to be put into the hands of the children, and they bought all supplies themselves from the school store, which is managed by the eight- year-old-children. The teacher once asked them to economize for they had spent eighty-one cents that week for paper towels.

The children could not have been more informal if they had been at home. Indeed, I think that they felt or at table We, who went, have a common understanding that will mean that any exchange of ideas

more comfortable here. They sat in little. pale. green-enamelel chairs

at green tables and called upon the is one of the best outcomes of ex- teacher continually, never afraid to perience. We wish that we could ask for help. Once she corrected a share with you the thought and feel- child for talking too much, but this ing awakened by it.

seemed more of a class joke than anything else, for the little girl jabbered to herself when no one else was near.

Once the teacher said that she would put some arithmetic on the board- but nobody was to do it un- less he wanted. The arithmetic had come out of their work of measuring the portfolios.

It seemed, however, that

the child for whom the mathematics was intended, decided to write a story in- stead, so he pulled out a little book and began a weird bandit narration. He asked for words to be written on the board and after awhile said "Miss Field, you can rub that mys- terious off now."

One boy asked how many minutes were left before they would go out- side, and when the teacher answered "twenty-five," he exclaimed, "Oh, goody, then we'll have time to finish our pasting."

When the time came, they ran to their lockers, which appeared very different from what we have heen used to, and hurried into their wraps.

Miss Field talked to us for

an hour at least, she showed 11S her books and told us about her lesson procedure and for the first time I learned what the word "correlation" means.

Her class was studying medieval Europe in history, geography and al- most every other subject. She asked us, out of curiosity, which children we thought had come from wealthy professional homes, and which were scholarship pupils. The child that I chose for one of the lower types was the daughter of one of the most in- fluential men in New York, and the two little girls who were so unusu- ally refined and cooperative came from tenement houses.

The teacher herself did not know whether or not they were scholarship that it is very true.

pupils, but she did know where they ! I was eagerly looking forward to lived. It is not so hard to see how hearing Dr. Kilpartick speak, be- much each class of children contrib- utes to the other,

AN OUTCOME OF THE NEW YORK TRIP THE FAR HORIZON.

It is difficult to estimate the out- come of the experience of the New York trip. It is difficult to express the changes that it has made in those of us who went. We felt it in each other as we chatted in small groups in the subway, in taxis, in our rooms

Perhaps we can, for perhaps you will want to join The Far Horizon. What is it? The Far Horizon is the Travel Club we thought of forming in order that we may better mobilize our resources for taking us far afield. Who may be members? The quali- fications are simple. Membership is open to all who believe that the best life is one which has experienced much and, having experienced much, responds to, and understands many people; to all who would seek to understand the people of all places and of all races, both in the common- płace details of their living and in the depths of their thinking; to all to whom an open road and the smell of the sea possess an irresistible charm; and finally, to all those to whom the foregoing means so much that they are willing to do without some of the material things of life: for that which they believe to have a larger value .- Agnes Snyder, Head of Education Department.

THE NATIONAL EDUCATION ASSOCIATION CONFERENCE AT WASHINGTON FEBRU- ARY 25 TO 29.

Meetings may come and meetings may go,

But me, the Kindergarten-Pri- mary one

Was the whole row.

I only had the privilege of attend- ing this one meeting, but it certainly was a red letter day for me. The two speakers who interested me most, at this meeting, were Lucy Spraig Mitchell, and Dr. Kilpartick.

Mrs. Mitchell's strongest point was that the child needed activity. He did not need entertainment, but an out- let for his activity. She made one statement that is very significant. "The child thinks with his muscles." It sounds queer at first, hut if you ohserve an active child, you will see

anxious to see the man who was the "instigator" of it all. I was not disap- pointed. Dr. Kilpatrick is a man of striking appearance; iron gray hair, and a youthful face that is full of life and animation. At the close of the meeting, several of us had the privilege of being introduced to him. "Ain't it a grand and glorious feel- ing?"

But now we must return to the lecture itself. These are some of the things that seem to be most im- portant to me.

"Education comes through the way we manage the situation. There- tore, give children opportunities to do. How shall we teach what is to be learned? We learn only what we practice. In practice, we learn to do what we succeed in doing. Learn- ing is behaving. Behaving is the way we respond, whether internal or external.

How can we best get the whole child, to work under such conditions as will bring out the best attitudes? Bring the child into active life, help him to succeed best when he prac- tices the best side of nature."

This resolves itself into the next were put before the faculty a specific subject? How shall we teach the child?"

Dr. Kilpatrick plainly showed that the attendant learnings were the most important in the learning of children. Other learnings than the specific subject itself take place. It is inevitable. The child learns, un- der many heads, simultaneously.

This subject gives us "food for thought." It should make us all give a little more thought when teaching. You can well imagine how I felt when Dr. Kilpatrick discussed something that I understood perfect- ly,, because of previous class work. ( Here is a little tip. It does pay to be attentive in class. )

I was really inspired when I sat with those people who have all proh- ably made some contribution to edu- cation, some, not as great as others, hut nevertheless, contributions. I re- solved that some day I would return to another meeting, when I, too. could proudly say that I had made some contribution to education, no matter how small. This Ied me to think of education in this light. Edn- cation is not stagnant: it is an ever- moving. ever-improving process, and I shall endeavor to move along with it .- Rose L. Kornblatt, Sr. 3.

OVERHEARD AT YALE

St. Anthony: "Say, nigger, what am de best way to keep from fallin' in love at first sight?" St. Elmo: "Circumstansically

cause we are studying his "Founda- speakin', I'd say dat de best way am tion of Method." I was more than to take a second look."

Page 4

TOWER LIGHT.

· March, 1926.

TOWER LIGHT

PUBLISHED MONTHLY

BY THE STUDENTS OF THE MARY- LAND STATE NORMAL SCHOOL. TOWSON, MD.

Student Editors: ROSE L. KORNBLATT HENRY B. WASKOW

CHARLES DUDDERAR, JR. MARGARET HAINES

Managing Editor: ALICE L. MUNN

PRICE: tine Dollar For Ten Copies.

MARCH, 1926

Editorialy®

WHAT'S IN A NAME!

And it came to pass, on the atter- noon of March 10, that a new name was decided upon for The Oriole. Amid clattering cups and munching of cake. The Oriole became "Tower . Light." Ahoy, there! The Ship of Success is off the bow. We're com- ing aboard to stay for "evermore."

Light," "Normalite," "Tower Light," "State Norm," and "Campos Chimes." These names were put together before the faculty for the final selection of one of them.

Miss Tall presided at the Faculty Mecting. She asked if there were any more suggestions. "The Normal Curve" was suggested by Mr. Woel- old and new schoolroom, can appre- fel for Miss Cook. (Correlation of ciate the difference. A teacher's day is principally one of patience, tact, discretion, and application of certain psychological principles. Indirectly, while doing all of these things, the teacher is building character, form- ing good habits, correcting bad ones, developing unselash dispositions and preparing the children to be citizens of the United States. Educational Measurements). After discussions pro and con. "Tower Light" was the victor. While the discussion was going on. I was too excited to take more than a sip of my coffee. You see, it too, was served at the Faculty Meeting. Didn't. it pay to go?

After the decision was made, the new name was telephoned to The Jeffersonian, at Towson, so printing on the March Issue could begin at once.

All of this and more, I have found, goes Into making a teacher's day. 'These discoveries have made me stop and think, and the question in my mind is: "Am I prepared to assume these responsibilities ? Have I the patience to answer dozens of ques- fions a day, and the tactfulness to answer them so that the child will not feel discouraged or hurt, if the answer is not what he expects? A

to explain why his mother's method of solving a problem, while correct. is not the most efficient way, without altering his feeling or opinion toward either the teacher or the mother. The application of the psychological rules of learning and habit formation is coupled with all the work that the teacher does. Many situations call for a combination of tact, discretion and psychology. For instance, all of these are needed to decide the best time and means of introducing to the boys the habit of coming to school ' with clean finger nails and neatly

brushed hair. What reasons would I. as a teacher, be able to give which would influence the boys toward the right habit?

A teacher's day should mean some- thing added to each child in her class in developing his character. habits, disposition, and in preparing him for citizenship. I feel that this will be one of the important aims of my teaching, for, after all, education is really preparing one to live intelli- gently, honestly, and unselfishly. It is a tremendous thing to think that what thirty or forty children become as adults depends to a great degree on everything that we, as teachers, do or say, and what we give them to start with. A teacher must be with- out any prejudices, so that she can give the children the right and broadminded attitude toward history, our government and politics.

In Participation the children them- selves were a discovery. The main discovery which I made about them was the fact that they have minds. ideas, ideals, and suggestions of their own which need to be recognized by all of ns. Some of the children even offered suggestions to the teacher while she was teaching a song, and then stood up and demonstrated to the class how it should be done. The children are bubbling over with en- thusiasm and curiosity, which are made the tools of the teacher. Anoth- er discovery was that special abilities and skill manifest themselves even In children in the kindergarten. One child went each chance she got to the easel and painted. Another child wanted to sing alone during each singing period, while one or two other children were the leaders in each activity, The one thing I have learned about children from Partici- pation, which will be of real help to me, is, that their enthusiasm. their desire for activity, and curiosity will cause them to follow the teacher in any activity if it is presented in the right way.

The discoveries I have made in Participation, some dealing with the teacher and others with the children, have made me reallze that an honest, and earnest preparation is needed be- fore I am ready to assume the re- sponsibility of teaching- Evelyn

Do you like the new name? We hope vou do. Stand by and help us make the paper better. The new name was suggested by Lee Martin. great deal of discretion is required ! Arnold, .Ir., II,

DISCOVERIES IN PARTICI- PATION.

Participation! This is the time when we Juniors get the first thrill of actually being with children and teaching them. I think we pass through this time In a more or less dazed state of mind, not realizing, -- until we take time for considera- tion, the valuable things we have For weeks we have been carrying on a campaign for a new name for learned and discovered. Some, not taking time to ponder over their con- tact with the school room, will never The Oricle. The committee selected fully appreciate the discoveries that the following names to be used In choosing the "real" final one: "Tow- son Tower

they have made. Participation has meant much to me. It has shown me, for one thing, that teaching is much more "than it Is cracked up to be." The discoveries about chil- dren are many and varied.

Formerly, teaching school meant teaching spelling, arithmetic, read- ing. a sprinkling of history and geo- graphy, plus a certain skill in hand- ling the hickory rod. But now, pro- fessional school teaching is so com- plex and overlapping that only those who have been present, both in the

Cirenlation Manager: PARLEY HUFF

Business Manager: LEE MARTIN

. Advertising Managers: EVELYN MINNICK,

Page 5

TOWER LIGHT.

March, 1926.

OUR MISS DOWELL VISITS EUROPEAN SCHOOLS.

On a day last October, when the thermometer registered only 18 degrees at noon, the Lichtwark- schule, a secondary school of Ham- burg, Germany, held its physical training classes out-of-doors. How the girls worked!

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Oriole and Tower-Light, 1922-1927, Part 103

Author: Maryland State Normal School (Towson, Md.) Publication date: 1922-1927 Publisher: Maryland State Normal School (Towson, Md.) Number of Pages: 1024

Author: Maryland State Normal School (Towson, Md.)
Publication date: 1922-1927
Publisher: Maryland State Normal School (Towson, Md.)
Number of Pages: 1024