Oriole and Tower-Light, 1922-1927, Part 11

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 11

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I was sure the Pests had won, so while the judges were making their decision I was preparing to receive blue and gold ribbons to help me the better to decorate the Pest's side of the contest box" in 1922-23. I really did want to change my position as

I had been with the Normals three And see what the SCOUTS will do!

Some of the other rooms contain years and a new residence would

have been very acceptable. Never- theless, when Miss Tall presented me to Bertha Wood, President of the Normals, I decided to make the best of it till next year. I heartily en- dorsed the speech of Frances Garber. President of the Pests, when she urged the Pests not to "give up the ship.'

My dear "Ban," I hope next year, we will be together under the Blue and Gold. If you know any people who didn't come last Thursday and who would be interested in a good school fight, as well as a worthwhile entertainment, tell them not to miss

Your old friend,

LITERARY SOCIETY MEDAL,

Per A. PEST.

CORNELIA A. WILSON. VIRGINIA H. THOMAS.

THE ENGLISHMAN.

"A glorious charter, deny it who can, Is breathed in the words, 'I'm an Englishman.' "

-Eliza Cook.

The English nation embraces many people of whom, although they are our ancestors, we know very lit- tle. Do you know that the small island which includes the country of England, owns one-third of the land of the world, that she controls these countries very successfully, and that many of these countries are large, rich countries, such as Canada, In- dia and Egypt?

These people, who speak the same tongue as ours are a liberty-loving people. Shakespeare said: "This England never did, nor never shall, lie at the proud foot of a conqueror." Nor are they selfish with their lib- erty. Hindu princes remain on their thrones in India, Canada practically governs herself. They are really so fine that Rhodesla wants to remain

England contains most of the suc- cessful business men of the world. They can Import the raw material, manufacture the products in Eng- land, ship it back and sell it cheaper than the natives who manufacture it at home. Why? "Because." the woman's reason, they own their own ships, their business houses are of long standing, they use "their gray matter."

With England controlling one- third of the land of the world, we must admit these people are the most successful colonizers. They go there, they stay there, they live there, they die there.

Americans, be proud of yourselves, you're their first cousins.

NELLIE PERRY.

GIRL SCOUT DAY

Come to the North Campus on Saturday, May 27, at 7.30 P. M.

Admission, 10 Cents.

On The Class Of 1923

WHO HAVE SHARED WITH US THE WORK, THE RESPONSIBILITIES, THE JOYS, PLEAS- URES AND FRIENDSHIPS OF A HAPPY YEAR AT THE MARYLAND STATE NORMAL SCHOOL THE CLASS OF 1922 DEDICATE THIS "ORIOLE"

THE CLASS OF 1922.

Behold! Here is Commencement once more! The season of joy, of remembrance, aspiration aud love! Joy, for one's personal success; Remembrance, for the days spent at Normal;

Aspiration, for the vision of service;

And Love, for the chosen vocation.

May the work of thy hands, And the understanding of thy hearts, Be acceptable in the sight of little children Whose opportunities lie in thy keeping.

Blessed be the coming generation of men! And blessed be the "Class of 1922," For they go forth one hundred strong To battle on the greatest line of defense Any cause has ever mobilized; And-a little child shall lead them.

To each Senior leaving us this year to enter the field next year, the Faculty bids God-speed. If she has been inspired to truly great work, then failures will count only as stepping stones, and the work of education, for "all the children of all the people" will be carried forward, because a traiued and inspired teacher must "carry on." Come back to us at the Alumni reunions next year, and there, through the mingling with those who have caught the vision throughout the fifty-six years of the life of our school, we shall all receive new impetus, new faith, and new courage. Sincerely, your friend,

LIDA LEE TALL.

TEACHER'S OATH.

Perhaps the teaching profession would be more closely knit together in fraternal feeling if there was an oath comparable to the Hippocratic Oath. The Seniors, this year, became interested in this and framed the following oath which they named "The Aristotelian Oath":

I do hereby swear, as a member of the teaching profession, to do my duty toward the Nation, the State, the County, the community, and the school in which I teach; to heartily co-operate with other members of the profession in every way; to willingly recognize and appreciate the good works of my fellow teachers; to do my utmost to further the physical, so- cial, mental, and moral growth of my pupils; to be honest, sincere, and just to myself, my pupils, and my co-workers; to refrain always from speaking in public anything which is, or should be a secret hearing rela- tionship to the profession.

SENIOR I, 1922.

CALENDAR OF EVENTS AT M. S. N. S.

MAY 20-Senior Dance, Eight o'clock.

MAY 26-Junior Evening, Eight o'clock.

MAY 27-Scout Day Afternoon and Evening, Eight o'clock.

MAY 30-Normal School Meet, Three-Fifteen.

MAY 31-Pageant ( Elementary School), Seven O'clock.

JUNE 1-Pageant, (Elementary School), Seven O'clock. In case of rain. JUNE 2-Pageant, (Elementary School), Seven O'clock.

JUNE 3-Alumni Day, from Three to Twelve.

(a) Social Greetings.

(b) Dinner, Six-Thirty.

(d) Dancing, Nine to Twelve.

JUNE 3-Baltimore County Meet, 10 A. M. to 4 P. M.

JUNE 4-Baccalaureate Sermon, Four O'clock.

JUNE 5-Class Day, Afternoon.

JUNE 7-Junior Day, Afternoon and Evening.

JUNE 8-Commencement, Eleven O'clock.

JUNE 8-Luncheon to Graduates and Parents, One O'clock.

CLASS POEM OF '22.

Rosy with visions of youth we stand At the gate of an untried life. Knowing naught of the great world's pain, Naught of its toil and strife.

Eager to chase with our flying feet Its rainbows, colors and gleams, Painting the future with radiant hues, And building our castles of dreams.

Happily next year we'll launch abroad, And the teaching profession we'll try, For a teacher's work is a nohle work, And '22 will make it high!

Sometimes the path will seem hard to tread, And we'll flounder about in dismay, When we see how carefully we planned our work, And it failed to turn out our way.

But we must learn the lesson taught In the difficult school of life, That the greatest heights are won with pain, And that victory's gained by strife.

And when at last success is ours And the highest heights we attain When the victor's wreath is placed at our feet And our work's not been in vain.

We'll think of you old Normal School And the faculty we had while there, How you helped and cheered us on again When we wanted to leave in despair.

E. L. M.

WHAT IS AN EDUCATED PERSON?

Anybody making a list of the twelve men whom he considers the best educated in the United States today would most certainly include in that list ex-President Woodrow Wilson. Yet when the question-"What constitutes an educated person today?" was put to him, he replied, "The question you propound in your letter of January eighteenth is too much for me. Ask me something easy." From this answer you may gain some idea of what a momentous question it seems to a mere Junior just begin- ning the study of Principles of Education, Methods Underlying the Teach- ing, of English, of Mathematics, and of Industrial Arts, and why she should turn for help to books and people wiser than herself.

Modern essayists have been brave enough to attack the problem which makes a president pause and causes a school girl hours of ponder- ing. Among these essayists is Katherine Gerould, who says, "A riddle is not a riddle when there is no answer."

She considers this question unsolvable. But she believes that the answer, if there were any, would be a solution of one of the most inter- esting problems in all the world. She adds that outside of China it can- not be answered se as to satisfy more than a very small number of people. To her it seems that each man must make his own definition of an edu- cated person. She likens this riddle to the one given by the Sphinx, which was guaranteed unsolvable until the answer of Aedipus. In spite of this she also has attempted an answer, "The minimum, then, is: ability to use one's native language correctly; a general notion of the problems of the race, and an idea of how the race has tried to solve some of them- either mental, spiritual, political or physical; some degree of orientation in time. Proper cultivation of any field of knowledge will give this to any average mind. Some will get it by a nicely arranged smattering. But beyond this, in the direction of the specific, I doubt if you can go."

Another noted woman essayist, Agnes Repplier, also agrees that it is uncommonly difficult to define an educated man today. In her essay, "Education," found in the Atlantic Monthly for April, 1922, she sums up her view: "This is where we stand today. The elimination of Greek from the college curriculum blurred the high light, the supreme distinction, of scholarship. The elimination of Latin as an essential study leaves us without any educational standard save a correct knowledge of English, a

MRS. EDWARD W. STAPLETON, Honorary Member Junior Class.

partial knowledge of modern languages, and some acquaintance, never clearly defined, with precise academic studies. The scientist discards many of these studies as not being germane to his subject. The professional student deals with them as charily as possible. The future financier fears to embarrass his mind with things he does not need to know.

As modern essayists did not seem to answer the question very sat- isfactorily, this puzzledJunior turned to famous contemporaries for an answer. Surely, she thought, some of the noted writers, educators and public men of Baltimore City can certainly solve the knotty problem. So she turned for help to them.

Mr. Sydney L. Nyburg, writer and historian, in his interesting let- ter says, "I have read the Gerould essay and also Dr. Cabot's book on the subject as well as Mr. H. G. Well's sprightly preachment "Joan and Peter," which seems to promise so much light at the beginning and has given you so little at the end. Out of reading and thinking, I have come to a most undogmatic viewpoint on the subject. I don't believe a knowledge of Latin or Greek or Mathematics, or any other specific thing or any group of subjects can be taken as a hall-mark, the presence or absence of which may be used to distinguish the educated man from the uneducated. But an educated man must have a love for learning of some kind, and from that love must have sprung a thirst strong enough to have caused him to make his love an intimate part of his life. In my judgment a man is cer- iainly not educated merely because he can do things well; nor, on the other hand, is the pedant who has acquired a dry, memorized, familiarity with some branch of learning, truly educated. I think there must be a real affection for some particular branch of learning-not necessarily classics-and that the fruits of this affection and the study it entails- not as a matter of duty, but because the man really wants to know more of the subject which interests him-these must become part of the web and woof of his mind and emotions."

Next, Dr. Bernard C. Steiner, of Enoch-Pratt Free Library, thinks, "A person is educated whose natural powers of intellect have been devel- oped through teaching so that the mind of the person is equipped to meet the emergencies of life as they must be faced. The more power a person has acquired to grapple with and overcome the difficulties which arise throughout his life, the better educated is that person."

That ripe old scholar, Dr. James W. Bright, of Johns Hopkins University, bas given not only a definition of an educated person, but also his idea of a true scholar. The definition of an educated person may be comprised in two terms: "A disciplined mind and nobility of character. The mind must be trained in right methods of thought; the sympathy, perceptions and all the truest activities of heart and spirit must be educated and set free from perversities. The true scientist, or scholar, pursues knowledge, devotes himself to the discovery of truth, with deep emotion, with love of truth, with patience, tolerance, open-mindedness and sympa- thy toward everything that contributes to the recognition of what is true and good, and therefore, as Plato says, beautiful. The scholar who does not thus pursue knowledge emotionally as well as intellectually, is not of the highest type."

"Now, the scholar's philosophy of life is deeply reverential before the mysteries of human destiny. He belongs to the most truthful becanse the most truth-loving of men. Nobility of character is conceived by him to be the essential basis of a worthy life. He cannot compromise with unreasoned assumptions; he hates wilful evasion of truth; but he is most tolerant of human weakness, because he best understands it."

Dr. Edward F. Buchner, Director of the School of Education of Johns Hopkins University, has given probably the most helpful definition: "I like to think of an educated person as anyone being placed in any situ- ation who is able and interested to observe the facts most characteristic of that situation, to analyze these data into their constituents and from such an analysis, to arrive at inferences whose validity will be tested by

the success of their application to the problems inherent in the situation which suggest these fundamental types of mental response. One should also not exclude from his idea of an educated person the ability to use the English language with both individual and group satisfaction, nor the ability to respond to the various social demands made upon a citizen in a modern republic. In brief: an educated person is one who is able to find things out for himself and, when found, to turn them to the good of others."

It is interesting to note how a man whose profession has called him into the so-called practical affairs of life, views the problem. Mr. Henry G. Shirley, Roads and Sanitary Engineer of Baltimore County, after discussing very interestingly education, hoth professional and technical, concludes: "Practically speaking, however, I should say that anyone who can read and write and speak the English language correctly and forcibly, knowing how to construct sentences that would be most forcible, keep up with current events, and takes a general interest, would he a fairly well educated person. I am inclined to believe that one who has had reading, and writing and arithmetic, the English branches, and a few of the older languages, sufficient to give him the knowledge of the derivation of words, or who reads the best literature today in an intelligent and absorbing way, would be the best educated person, much better than those who specialize along certain lines, and become very efficient on a special subject, and remain very deficient on other branches."

"You are digging into a field that has so many sides to it, that it is practically unlimited, and it is really hard to find a definite conclusion. The greatest education of all however, is an abundance of good, old, hard, common, horse sense."

Through nine long weeks this humble student has grown thin and pale in the pursuit of this will-o'-the-wisp. Finally, exhausted by the ef- fort to catch the elusive being, she has abandoned the chase and now ap- peals to her teacher in the words of Mr. Wilson: "The question is too much for me. Ask me something easy."

RUTH COLE.

NOW SMILE NU SIGMAS.

Ain't it fine when things are going Topsy-turvy and askew, To discover some one showing Good old-fashioned faith in you?

Ain't it good when life's dreary And your hope's about to end Just to feel the hand-clasp cheery Of a fine, old, loyal friend?

Yes, one fellow to another, Means a lot from day to day Seems we're living for each other In a friendly sort of way. 1

That sums up the relations of every "Nu Sigma" girl to every other "Nu Sigma," and you don't know how good it is to find such a bunch of sisters when you dive into the mysteries of Normal School life.

Then our social life, too. Hooray for the "punch, fun and song" of our "Nu Sig" dormitory parties each month! One of the most de- lightful of these was when the Delta Beta Delta Sorority entertained us. What a jolly bunch when about forty D. B. D. and N. S. girls got to- gether in the North Parlor to get acquainted better and have an evening chock-full of fun-and we had it!

MARYLAND STATE NORMAL SCHOOL, AT TOWSON.).

THE ADMINISTRATION BUILDING: - WHERE STUDENTS LEARN TO TEACH.

Our dances too! Who'll ever forget the N. S. dance at the Emer- son Hotel on November 11, or the one at M. S. N. S. on April 27, at which the N. S. girls greeted the D. B. D. girls with multi-colored serpen- tines, balloons, and confetti. Since every good beginning is deserving of a good ending, don't forget the dance the Alumni gave us at the Emerson on May "13". Unlucky date, perhaps you think-but say not so, for

It's always fair weather to us And cloudy times never may be For we store sunshine up in our hearts We're the "Nu Sig" sisters, you see, Betty Bowman, N. S. '22 ..

LOSING FRECKLES.

If you are not the proud (?) possessor of freckles, perhaps all these experiences which I shall relate, will be new to you; but, if you have those cherished brown spots on your face, the story is an old one. Ever since I can remember I have had freckles. When I got them and how I got them, is an unsolved mystery; but there they are, and there they seem to stay despite all my efforts, trials and pains to remove them.

There are several old adages which might fit in this essay very nicely. One, "experience is the best teacher," and the other "Seek advice, but don't always use it." Experince has surely taught me and I have sought advice and used it; as for the conclusion, I will leave that to you. Now, these freckles of mine did not annoy me for a long time. In fact, I thought they were a part of me and I simply had to have them; but I finally arrived at the age when I decided to dispose of them if pos- sible, for they decidedly marred my beauty (?) and I surely hated the names-"Freckles" or "Turkey Egg"-and other cognomens of that na- ture. I could not and would not endure it.

Some of my playmates had heard that, if you got up early and went out into the woods to a hollow stump and washed your face in rain water, your freckles were "goners." Several of us who were sorely afflicted went to look for the hollow stump, and look where we would, not one stump was hollow. We took it upon ourselves to hollow out a stump and experiment. It took us several days to successfully complete our task, for indeed, that stump was far from old, and I think the stump was either that of a hickory or dogwood tree, for "hard" does not express it. Finally the stump was concave and we were ready for a nice rainy spell. It would not rain. Indeed, we decided there was going to be a drought. Days passed by but not one spatter of rain fell. One day a very kind thunder shower came to our rescue. We all rushed to our cherished stump and proceeded to wash our faces vigorously in the rain water. Of course, we had not told one soul, because we wanted to spring one grand surprise hy suddenly appearing fair and freckleless, so we returned home to await the transformation. But alas! that time never came. Were we disappointed and angry? Indeed we were! If we only knew who started that, but we did not know, so we let the matter drop quietly.

Time passed, and my freckles grew more hideous than ever. They just grew by the millions (?) and were the darkest brown. I complained of them continually until some fond friend took pity upon me and told me to get up early some morning and wash my face with dew. Surely this was simple enough, and I would try anything if those freckles would only leave. I would try that the very next morning, so I arose unusually early. It was a lovely morning, but rather warm, and dry. It was my usual habit to sleep rather late and mother always had to call more than once before I would arise, so upon seeing me so early she immediately thought I was ill, and insisted that I must be sick. I could not tell her

what I was going to do, but I did coax her into believing that I was per- fectly well. Again, much to my disappointment, I found no dew. Why on earth did it have to be that special day when no dew had fallen? had to wait a few more days; but several days later } got up early again for the same reason and had to go to all the trouble of convincing mother that I was not ill. There was a heavy dew that morning. I had already decided where I should perform the magic, so I went out into our side yard, where the grass was tall and very wet. I pulled a big handful of grass and leaves and rubbed it over my entire face and arms. 1 repeated this several times, for I wanted no mistake about those freckles leaving. I let it dry in thoroughly and spoke of it to no one. But merciful pity! The next day I could not open my eyes! In my performance of the previous morning I had not only pulled grass, but "poison ivy." Therefore, it is needless to go further in stating what followed, but I will say the results were not those desired. Far from it!

After this horrible experience, and many "heated lectures," hardly had the heart to try any more cures or curses for some time. I had read in a paper or magazine, that lemon juice and orchid white would remove freckles, so, after waiting a while I finally prevailed on mother to let me try it. She yielded reluctantly, and said if I did something else foolish, similar to my previous act, that I would suffer for it, and I did. Perhaps you know that people who freckle have thin skin. Well, that held true with me. I never knew anything but fire could burn as that did, nor did ) dream that anything but itch itself, could terrify as that preparation, but I bore it as meekly as possible, and I might add that 1 don't think my face had, or ever has been washed as often in one day as it was that one day. I thought I was through forever. I never wanted to try anything again. I would just hide myself somewhere ,anywhere, if I had to always have those terrible freckles. The thoughts of them really made me quite miserable.

I made one more attempt. Mother grew so weary of my complaints and knew so well my hatred for freckles that she bought me some very expensive freckle cream, which was absolutely harmless and would work wonders, but it made the complexion peel. I thought I could stand that after all else I had endured, so. I used it and it worked beautifully. My face and arms peeled and I was as fair as could be. Now I was sure that 1 was free from freckles forever, and I was serenely happy. This happi- ness and bliss lasted only one winter, and when the next March came, lo, and hehold, my freckles came back in droves, worse than ever. I was in the depths of despair, but after much thought and many comforting words I decided that freckles were not half so bad as they might be and } guess I could live with them as well as without them, so I became recon- ciled. To this day I am plentifully sprinkled and I guess I always will be. E. JONES, '23.

"IN THE SPRING A STUDENT'S FANCY-"

"Well, tonight is the last night we can possibly go! We must be out giving County tests all next week, and then Commencement. Please, let's go tonight," begged Kitty, ever the ring-leader in nocturnal plans. "Why not?" asked Phyllis, "I want to go tonight, too," and the others acquiescing, the plan was made that the girls of the D. B. D. Sorority, should, as the clock struck twelve, slide down the laundry chute in the main corridor and dance on the North Campus in the moonlight in cos- tumes made for the fairy dance in "A Mid-Summer Night's Dream," the Senior Class Play. This was to be followed by a "feed" at the foot of the big Campus oaks.

Ding, dong-and as the tower clock struck twelve, eighteen barc- footed girls dressed in flowing robes of rainbow hne, with dark locks and

NEWELL HIALL, THE MAIN DORMITORY FOR THE GIRLS, WHERE STUDENTS EAT, SLEEP, AND HAPPILY TOGETHER.

gold hanging around their shoulders, danced out of the basement door on to the stage provided by nature for their enjoyment.

Point heel- point toe-curtsy, and away we go. The dance was ended and the girls, wildly enthusiastic, raced to the corner where the '"feed" was spread.

"Sufferin' eatfish"-came a terrified exclamation from beyond the hedge, followed by a squeaking treble. "Oh, Georgie, what d'you s'pose it is?"

"Hush, girls," cried Carol Sheridan. "There's two youngsters watching us from the road-Heavens. Oh, girls! it's Georgie Fields, one of my pupils-he knows me, I'm sure. Oh, he'll tell, and I shall never be able to stand before my class again. Oh, what? but here, Cecil, her twin, interrupted. "Do be quiet, Carrie. Why, I actually believe they think we're fairies or spooks. Listen to them talk-they're really afraid of us! Oh, joy, I know what you can do."

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Oriole and Tower-Light, 1922-1927, Part 11

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