Oriole and Tower-Light, 1922-1927, Part 114

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 114

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The boy who is the healthiest will beat.

( 12) Sleep Long Hours.

"Diddle Diddle Dumpling."

Sleep long hours is a healthy man He lives in the Never Never Land, Early to bed and Early to rise Makes a man healthy, wealthy and wise.

(13) Captain Coffee.

"Here Comes Jack O' Lantern."

Here comes old Captain Coffee All black and bitter, too

1 think he's very naughty

I won't drink him, will you?

Go away you naughty coffee And keep away from me; I will not taste you, Coffee, You nor your brother, Tea.

(14) Too Much Candy.

"Are You Sleeping, Brother John?" Too much candy Too much candy Makes me sick

Makes me sick

A little would be dandy A little would be dandy Just one stick Just one stick

(15) Cucumber Green. "Grasshopper Green."

Cucumber Green is a terrible thing I wouldn't eat him-no, no, He upsets my stomach and doesn't taste good He won't even let me grow

He may be alright for the grown up folks

If they will chew him up fine But no, no, no, no, 110. no, No cucumbers for mine.

A toothbrush is a very handy thing It makes your teeth look pretty | (16) First of May-All First of May.

(1) Today's the first of May

( 2) We're healthy and we're gay

May, 1926.

TOWER LIGHT.

Page 14

(3) Good bye dear Queen, goodbye We'll meet again some day Before the first of May We'll meet again some day

( 17 ) May Pole Dance .- All. "Jolly Miller."

Oh, we all are well and healthy In the Never Never Land We play with healthy fairies And we play with Peter Pan If you really want to join us You will have your clothes to pack The Queen steps forward And the soldiers step back.

DEFICIENCIES IN ORAL AND SI- LENT READING AND SUGGEST- ED REMEDIAL TREATMENT FOR GRADES 4 AND 5.

( Continued from Page 1)

sight vocabulary that she should have had to be on the Fourth Grade level. Perhaps her reading experiences had not been meaningful enough to her to insure an accumulation of sight words.

Remedial Treatment :

The child should keep a list of all those words for which she required help. After the lesson a drill on the words should follow. The child ought to keep her lists and check one day's list against that of the day causing the confusion.

before to see that the same word, if it appears twice, needs special study. t Read page 29-'24 Year Book pp. "Attention to Vocabulary When Dealing With Context" -- Page 85- Page 94).

During seat work period the child may he given ten sheets of paper, one nhonctic rule being written at the top of each. Then she can list words of the different families, found in her reading material, on their ap- propriate pages. A chart on the wall illustrating hy simple words the different rules, may help.

Case 1. Bertram Riggs, a Fifth Grade boy, read in a hit or miss, pell ! good mell fashion, without any regard for proper word grouping. Even a period did not stop the flow of words and then he would come to an abrupt stop in the middle of a thought unit.

In the diagnosis of his difficulty Have a drill period in which the one might find that the trouble lay child is trained to break up words. Teach him to look for familiar parts in new words. Let him syllabilize the word.

in several or one- of several things. Ignorance of sentence structures and inability to profit by punctuation marks might be the weak spots. Per- haps his attention span is restricted so that he does not anticipate the have been trained to recognize short eye voice span.

thought units. He may have a the cards one at a time for a very

gins with the same letter. Expose short time and in a varied order. Remedial Treatment : Have phrases on the board and have The child should have much drill them read rapidly.

Case V. One boy in the Fifth

know." When the child read orally le halted and stammered and mum- bled rather than spoke.

This boy had evidently had in- adequate satisfaction from his read- ing recitations, so it happened, he had repeated a grade and so no doubt felt that he was deficient. It might have been a case of wrong placement or that the method used did not en- list his interest and effort.

Remedial Treatment :

An important point here is to pre- vent discouragement and to raise the child's valuation of his own ability. This may be accomplished by getting the hoy to read to you away from the group and commending everything good that you found in his reading. Give him help when he needs it on the words he does not know.

Provide phrase drills or stories that he can read and post them so that he may feel more confident after realizing some measure of success.

Let him take part in or work out a dramatization.

Give him easy material if that on the grade level proves too difficult. Deficiencies in Silent Reading And Suggested Remedial Work.

Case 1. A little girl in the Fourth Grade seemed to have great diffi- culty in extracting thought from her silent reading. When asked ques- tions on the material read she was often unable to answer, especially if the question involved thought or judgment. Orally, she read rather well.

This deficiency may have been due to several causes. Case IV. Marvin Winkler, a Fifth Her vocabulary of words meaningful to her may have Grade boy, stumbled over any long been very meagre. Her interest was

not captured and held so that she was at a low level of attention. The assignments might not have been such as to require an assimilation of the material read or to demand se- lective thinking and reorganization. Romedial Treatment:

Get the child interested in reading. Give her books and stories to read which are about the things she likes. Discuss the books with her and so lead her to see that reading is more than just saying words or getting facts.

Give her a purpose for reading. Make your problem big enough to demand the reading of the entire as- signment. and thought provoking enough so that it cannot be entirely answered from facts.

Break your assignment up into

covering each thought unit. Let the child select the important ideas.

Select easy material and let the child pick out the central thought of cach paragraph.

on phrases. He should be taught to pick out from the sentence the Let the child illustrate the story. Case HI. A Fifth Grade boy had Grade, when called upon to read oral- phrases or groups of words that go ly said that he couldn't. His responses | very bad work habits. After getting

together. During a seat work period

in other classes were poor, consist- he may be given an old book of his ing of a word or so or just "I don't grade level, or easier, with instruc- tions to mark all the phrases, i. e: to

of course, should be done very lightly in pencil so that the material may be used again

I think I would emphasize the me- chanical side of reading, for awhile, by having him state the words that ended sentences-making him con- scious of sentence structure.

The teacher may have phrase books made from old books cut up. On each page one phrase could be pasted. Then the page could be ex- posed for a very short period to the pupil. Twenty or thirty phrases may be used for one drill lesson The phrases at first would be quite easy and grow harder as the child improved. Let the child illustrate Phrases.

He should be taught the punctu- ation marks and their meaning.

Case II. Bobby Gwynn was in the Fourth Grade. Whenever he was called upon to read orally he had periods of confusion. This was due to the fact that he had very little power of word analysis or that the material was beyond his ability.

Remedial Treatment :

Have word drills on the words

Let the child analyze the words into their phonetic elements. The same seat work may be used here as was suggested for ('ase 1.

Keep a record of the child's growth in word recognition so as to encour- age him.

or unfamiliar words that were in the lesson. He also mispronounced many words because he guessed at them from seeing the initial letter or supplied what he thought ought to he there.

He had not been provided with habits of recognition. He

placed too much dependence on con- text and form cues. There was no method by which he had been taught to break up new or long words.

Remedial Treatment :

Ilave phrase drills and emphasize accurate recognition. Have a num- ber of phrase cards on each of which

meaning of that follows. Ile may not the principal word of the phrase be- minor problems

(*) Goodbye dear friends, goodbye. enclose them in parentheses. This,

Page 15

TOWER LIGHT.

May, 1926.

the assignment he would just dawdle over the getting out of his book and the finding of his place. While he was reading he would glance up now and then and look around the room and even try to attract the attention of other pupils. Sometimes

he would simply stop and stare off into space. When asked a question he but more often he just said, "I don't know."

would sometimes answer correctly, 'selection and hold the child respon-

This child had poor attitudes to- ward school or work. The material might he unsuited to the child's in- material and then check on the com- terests or abilities. The work may prehension by questions. be too formal with too much atten- Case IV. A boy in the Fifth Grade would very often not answer a ques- tion wholly. He would give a part of it, but seemed not to be able to think it through to the end. tion paid to the group and not enough to the individual. The boy might have been criticised without receiving any constructive help. His attitude may be the result of nag- ging.

Remedial Treatment :

Find where the child's interests lie and give him reading material based on them. Give him some leads and then an opportunity to choose the reading matter that he wants.

Have activities in which the child must read in order to carry them on. a motion picture, a dramatization, or constructive work of some kind are examples of these activities that may be tied up with reading. In the motion picture let the children, of course, draw the pictures.

Help the child when he needs it and commend his efforts. Let him see his weak points, but show him how to improve and make him con- scious of progress.

Case TII. A Fifth . Grade girl seemed unable to work out any as- signment that required reading in a text book. After periods of inde- pendent study, though she seemingly applied herself, she often could not answer the factual questions that the assignment called for.

The books may have been too diffi- cult or the assignments too vague. Her study habits may not have been good or her reading habits may have been faulty. Perhaps her back- ground of experiences is insufficient and that many words convey 110 meaning to her.

Remedial Treatment :

Provide material that is not too difficult.

Let the child make a list of words she does not know the meaning of; then guide her to see that she can get the meaning from the context. This may be done by appropriate skillful questioning. When this is not suc- cessful, let her look up the word. Then have a word study in which you give the word as much color and background as possible by tying it up with its meaning, and using it in ways in which the child will en- counter it. An analysis may be made

prefixes belonging to families that the child will meet ofteli.

Break up a selection into a num- ber of parts and assign a problem to each part. Give the child the first problem and let her read to find the answer. Repeat for the other prob- lems.

Give one big problem for the entire

sible for the answer to just that. Then ask for contributing factors.

Have a drill on matching phrases. Time the child's reading of easy

This was due to divided attention or failure to hold the question in -

mind. Perhaps some elements were over-potent while others seemed in- significant. It may have been lack of training in grasping total mean- ings of sentences and longer units, or inattention to relational words and conditional clauses.

Remedial Treatment :

Make the child feel that he is re- sponsible for the complete answer.

Plan your questions so that they involve the grasp of rather long units.

Have drills showing the effects of modifiers, relational words and clauses on the meaning of the sen- tence.

.Make the assignment or problem specific and clear.

Carelessness may have caused this deficiency, or lack of experiences that make for correct concepts. may have been the failure to recog- nize and realize phrase meanings as units and to organize these meanings while reading. The child may be ignorant of typical sentence struc- ture. The material might be ab- stract.

Remedial Treatment :

Avoid "Yes" and "No" questions. Use pictures, maps, and common experiences to explain abstract terms. Provide concrete illustrations to correct erroneous concepts.

mistake lay and have him give the statement correctly.

Have lessons in which the child organizes the material around a big problem.

Lead the child to anticipate the meaning from the context and then show the effect

of conditioning clauses. Make the child see that he cannot read a part of the sentence and then guess at the rest.

"THE BIBLE GOD'S TRUST- WORTHY MESSAGE TO MAN."

Instrumental And Vocal Solos By

Miss Cropscy And Miss Heinemann.

The long looked for visit to onr Normal School by the famous sur- geon, Dr. floward A. Kelly, of Balti- more, has passed. His address to the Y. W. and Y. M. C. A.'s on Sun- day evening was entirely along the religious line with the exception of one or two illustration drawn from his professional life.

The Bible was described by Dr. Kelly as being like the Rock of Gib- raltar in that in spite of all the little guns that men shoot at it, it still stands firm. It contains the word of God from beginning to end and the ry of the human heart is for God.

Many mistakes in life came from not observing the saying "Audi et alterem partem"-"hear the other side, too." This is something we should always endeavor to do.

The power of God is great. When Case V. A Fifth Grade boy who was very bright in most of his stnd- ies would frequently make the most absurd statements about things he had read. In class he would some- God's new power came into the world. namely, Christ, the world was turned upside down in a spiritual way, a thing which seems impossible in a material sense. The power of times give a totally wrong answerįGod can be found in all those who have followed His command "Ye must be born again."

and when asked for the source he would give the text book. When told to verify the statement be opened Unbelief is illogical. People may say they do not believe in God and the Bible because they don't believe in miracles. But, if his book, found the place and re. ferred the class to it. Sometimes on reading the material aloud he realized his mistake, but more often the teacher or another member of real truth, then that is the best thing the class had to point out the error.

an allegory teaches a lesson much better than a to use. Read your Bible and study it carefully. Don't spiritualize it where it is not meant to be spiritual- Ized and you will be able to learn much more from it. Get to know the Bible and you will not need to worry when questioned about it, for those who know believe and vice versa. Sinners received something which they could not have had except through the Bible and the grace of God .-- "The Green Stone," West Chester Normal, West Chester, Pa.

RELIGIOUS HANDICAP.

Teacher-"Now, Robert, what is a niche in a church ?"

Bobby-"Why, it's just the same as an itch anywhere else, only you

Have the child verify the disputed statement by reading aloud from his of some words that have suffixes orl reference. Lead him to see where his ! can't scratch it as well."

Page 16

TOWER LIGHT.

May, 1926.

SENIOR SEVEN STEPS OUT.

It was a jolly bunch of girls that parked into Miss Greenlaw's Ford on a certain sunny Friday afternoon in May, bound for the Craft Club cot- tage and a good time. All who enter the doors of this quaint. little cottage are bound to have a good time. It could not be otherwise. At least, Senior 7 found such to be the case.

Safely arrived within the portals of said cottage, the first thing on the program was supper. And what a supper! Already the country air had affected our appetites to an alarming extent. The and the roaring fire in that heavenly fireplace served in turning our at- tentions even more assiduously to the art of eating. The remainder of that first evening was spent in the pursnance of various pastimes. ac- cording to one's whim. Hiking along a star-lit road, freezing ice cream and dancing to the strains of the portable vietrola may be mentioned.

Saturday dawned fair and bright. So fair and bright, indeed, that one ambitious mermaid resolved to take a morning dip in the creek nearby. It was not long after that the rest of the merry crowd trouped down in bathing apparel, prepared for the Worst. They got it! I daresay, Western Run sull echoes with the sl:rill screams of the bathing beauties who decided that the . water was rather cold in the second week of May. The sponson went along, de- termined not to miss a thing. It didn't even miss the chance of giving one unsuspecting white beknickered a irv-out on the nice. soft, muddy creek bottom. And these girls who insist on wading in their shoes and stockings!

The real thrill came at night. The cottage is a relie from war times and hence contains all the characteristic features such as trap doors, secluded nooks and the like.

Soft music was being played and a! group of dreamy girls were lazily toasting marshmallows before the big fireplace when suddenly several The friendly children and the flow- ers I've seen a hundred times be- fore. light laps were heard from a not far- distant part of the house. Silence! Could they have come from the collar? Yes! there they were again, Some people like the great things, But the little things that I love, they do not like at all; the far things and the tall, louder this time. Miss Greenlaw had spoken of night prowlers around the country-side, but why should They disturb us? Tap, tap, tap! sud- 1 talk to all the friendly things the restless people pass, denly the very candles were myster- iously extinguished. Everything be- A butterfly upon the bush, a daisy in the grass." gan to happen at once at this junc- ture of the game. Amid the screams Tennyson writes of the ministry of common things and puts one to and the attempts to barricade the trap door, in rushed three girls who thinking about the big-little things swore that a man had been pursuing them up the road. An observant [smaller things aro ladders stretching person might have noticed traces of 10 the greater things. recent, very hearty laughter on cor- tain fares when the candles were at

last lighted. Peace was eventually restored, but more than one unsus- pecting gir! lost sleep that night. Let me advise anyone who does not. believe in ghosts to spend a night in the Craft Club cottage and give his imagination full play. Then see what happens!

Sunday was devoted to an exten- And every common bush afire with sive survey of all the wonderful spots of nature around God. the place. Alter a last swim, with arms full of ¡But only he who sees takes off his shoes." flowers, the tired but happy bunch of girls packed up for The most common things in the world are those which are most valuable to us-sunlight, air, water, flowers, rivers, trees. the homeward journey. Senior 7 advises all other uninitiated classes to just try it ont sometime. And as a side tip, let me tell you that Miss Greenlaw as a chaperone "can't be beat."

Katherine Clare, Sr. 7.

THE BEAUTY OF THE COM- MON PLACE.

"The happiest heart that ever beat, Was in some quiet breast

That found the common daylight

sweet.

And left to Heaven the rest."

"For lo, the winter is past, the rain is over and gone; the flowers appear on the earth; the time of the singing of birds is come, and the voice of the turtle is heard in our land."

In the hustle and bustle of life we search for the great things and often forget the little things. The com- monplace things in life are the little (veryday things; the things which the most of us are too busy even to notice-the tiny bird making the morning brighter with his song, the soft green grass trampled carelessly beneath our feet. the first wild flow- ers peeping half shyly . from under last year's leaves, and the pure deep blue of the sky are all just as beauti- ful as the freaks of nature that many of us travel miles to see.

There is no better way to open the "Some people like the great things, And travel far and wide door of the child's mind to the beauty of the world around him than sea and monntainside. To look upon the strange things, on |through the study of poetry. In reading poetry understandingly, the But I love the friendly things that [child's senses are sharpened, his pass before my door,

imagination stimulated, his sympa- thies broadened.

After all literature is but the in- torpretation of common things. It is the expression of life. It takes the common things of life and glorifies them.

We cannot all be geniuses and write poetry, but through the work of others we can understand and love the beauty in things which we have before considered so common-place. Emerson said :

"'Tis not in the high stars alone, Nor in the cup of budding flowers.

,Nor in the red breast's mellow tone,

of life. He reminds us that the ! Nor in the bow that smiles in show- ers

If only everyone could see thel'There

beauty in the common things, how

much more beautiful and richer the world would be. Professor James Frederick Ferrier said: "Genius is nothing more than the power of see- ing wonders in common things." Mrs. Browning expresses this thought in the following lines:

"Earth's crommed with Heaven

The common place in literature makes up the peoples literature. Literature of the common-place in life is a kind which even the hum- blest person can understand and a kind in which the hanghtiest will

find a balm. The common-place things which we see on every side have been glorified and remade by the poet's pen. "Literature includes all writings that express for us what we unconsciously or consciously feel the need of saying but cannot." In reading some favorite lines we often say, "That expresses just what I hve felt so long but could not ex- press." For instance, many people have had very beautiful thoughts about "Trees," but could never ex- press them in the beautiful way in which Joyce Kilmer expressed them. The poet of today takes from life anything which interests him and makes it the theme of a poem. Hc

never write knows that he can

about anything that he does not feel keenly. The theme must be the spark that kindles the warmth of his emotion. That is why we are some- times tempted to believe that the contemporary poet, like Peter of Old, las heard a voice crying from Heaven, "What God hath cleansed that call not common."

But in the mnd and scum of things always, always something sings." Grace Whitson. Jr. 5.

~ 21

candle light

TOWER LIGHT

ALBERT : COM .N. TEACHERS: 001.2 01 TONSO BALTIMORE 4, MARYLAND

June, 1

1926

Participate in yom own education.

TOWER LIGHT

Reading maketh full man.

Vol. 5 -- No. 9

JUNE, 1926

Published Monthly by Students of Maryl and State Norma/ School, Towson, Md.

MISS TALL HONORED BY THE UNIVERSITY OF MARY- LAND.

On June 5th. the University of Maryland honored Miss Tall by con- ferring the honorary degree of Doc- tor of Letters upon her in recogni- tion of the contribution which she has made to the schools of Maryland, both through her writings and as Principal of the Towson Normal School. Miss Tall is the first woman to receive this degree from the Uni- versity of Maryland, and was the only person to receive such a

degree at the commencement exer- cises this year. It is a signal honor both to Miss Tall and the school.

SENIOR BANQUET AND PROM.

Have you ever wished you could go to the land of the fairies and borrow the invisible cloak, so that you could stroll in forbidden places? Some desirous souls had such a longing in regard to the Senior Ban- quet and Prom. Snch a wish was, of course, impossible, but would you like to hear now just what hap- pened ?

As the clock in the tower tolled six (or maybe it was a few minutes after), the doors of the new dining hall swung open, and there entered groups of gaily attired Seniors. Now and then one caught a glimpse of some faculty member, who, like the Seniors, were laughing and talk- ing, and were hardly distinguishable from the girls themselves. Then, too, there were guests who had come to celebrate the occasion.

When the members of the party looked about them, they fairly held their breath, for the scene which met their eyes was most striking. The entire hall was decorated in the Senior colors-the maroon and gray. Around the walls were hung balloons and gray Spanish moss. The menus were on gray cards printed in red. The place cards carried out the same idea of balloons and Spanish moss. On each table there was a bowl of red tulips and two stately red can- dles, which, in the twilight, lent a mystic glow. The color scheme was even carried down to gray and red |not have been the success it was.

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Oriole and Tower-Light, 1922-1927, Part 114

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