Oriole and Tower-Light, 1922-1927, Part 118

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 118

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Bonser names as one of the four large fields of purposeful activities, the "occupying of leisure in pursuits engaged in for the enjoyment which they yield." "The mark of a civil- ized man is the way he uses his leisure, so we want to make all our Kohn Co. pupils love reading, and the right their own books, to add to the col- reading."-Dean Wm. Inge, Journal of National Educational Association. The library is a valuable addition to every schoolhouse. to It aims guide and direct the reading of chit- dren into channels which they would never know otherwise.

Now, the pupils begin to bring in lection. Since they are mostly old, torn, thumb-marked copies, the chil- dren will hesitate to place them with the lovely new books just purchased. Experience shows that the outward form of a book has much to do with arousing or depressing a child's in- terest in it. Often the popularity of a book is greatly increased by the attractiveness of its physical makeup. This problem leads to a suggestion for rebinding old books.

The class could be taken to a lo- cal bookbinder, and there initiated into the intricacies of the art of mak- ing old books new. Encouraged by

the teacher to ask questions, the children would bring their problems

June, 1926

TOWER LIGHT.

Page 14

to the workers, who will explain and illustrate for their benefit.

Returning from that expedition. the class should, with the help of paste, heavy paper and binders' vel- lum, convert the lot of disreputable looking editions into fairly good re- plicas of the books seen at the book- binders'.

When the class is ready to borrow the first box from the Pratt Library. the teacher should take children to select the ones to be included. Here they should learn the value of a balanced diet in books, and should include humor. adventure, romance. fanciful tales, etc.

When the books have been as- sembled, the new books, the re- paired, and the borrowed ones from the library, the children will nat- urally be interested

whether they may take the books home with them to read. T'be teach- er should meet these questions hy in- troducing the need for keeping a record of books borrowed Several lessons should be given on the classi- fcation and arrangement of books and the use of the card catalogue. These should be followed by a trip to the Pratt Library. With the co- operation of the librarian, they should learn. to some extent, how the books are numbered, the method of filing the slips, with name, address and book number, the marking of cards. and the checking of cards and slips in file.

With this knowledge of catalogu- ing and filing to intrigue their inter- est, the class should appoint a com- mittee, the chairman to act as chief librarian, with the others as assist- ant bookkeepers.

These offices should be changed frequently, so that all of the children will have an ex- perience as librarian.

The duties of the first committee, with the help of the class, would be to number each book, and list the titles and corresponding numbers in a notebook provided for the purpose. Their next duty would be to distri- bute individual cards among the children; then to procure a supply of slips ofpaper which will keep the record of books withdrawn. When a child chooses a book to take home, he must fill out a slip in this man- ner:

Book No. 68 Anna Dudley -- 5B

March 15, 1926.

The librarian should then stamp the slip and the card, file the former in and I wanted nothing better than to a drawer marked "Borrowed," and be big enough to put a finger in this the record is then acenrately desig-industry which was building America nated.

After the trip to the library, the class could write formal letters of appreciation to the children's librar- ian and send them to her at the library.

It would be a delightful experience thing in nature that causes new lor the children to find out what growth to come out of old dirt and

new worlds to be continually spawned from the ashes of old played-out suns and stars."

Quoted from Beneker in The

Mentor:

"The late Charles Steinmetz in speaking of the development of elec- trical power from our running streams, said: 'All this development of natural resources is absolutely use- less unless along with it we develop the spiritual nature in man, in which all that is best in art can help.' "

CHART STORIES.

I. Things We Do At School.

We see our teacher.

We look at pictures.

We play games.

We eat our lunches together. we our play

see look

Il. Things We Have In Our Room. We have two rabbits in our room,

They are white with pink eyes. We have a bowl of gold fish.

We feed them every day.

We love our school room. have they a

are

111. Things We Do At Recess.

We play many games.

We play outdoors.

Miss Edelson plays with us,

We eat our lunches.

We come in when the bell rings. come eat us

with

the

IV. Things In Our School Yard.

We have a large school yard. There are many trees on it. We like the apple trees best.

The apple tree has red apples.

We have many flowers, too.

We like to keep our yard pretty. has like there

it keep

V. Things We Do At Home. We help mother to feed the chickens.

We get up the eggs for her.

We pick flowers for the table.

We go to the store.

We play with our friends. go to help

get her

VZ. A Day In The Woods. One day we went to the woods.

They were playing in the trees,

We saw little birds too.

The birds were singing pretty songs.

We found some flowers. saw went fuond

wele too

VII. What We Saw On The Farm.

We saw "Farmer Brown." "Farmer Brown" was in the barn.

He was giving corn to the pigs. We saw his cows in the field.

His sheep were in the meadow.

"Farmer Brown" has a large farm. was he farm

giving his

other classes in the city have librar- ies and how they manage them. Since the others' ideas might prove helpful to them. they could write to those people to find out the interest- ing details of managing a library. Schools No. 65, No. 40, and No. 69 could supply excellent material. An exchange of correspondence o fthis kind would probably lead to the arrangement of an excursion to one of the places, on which occasion the visiting children could relate to the others how they formed their library.

The library should contain a sec- tion for magazines which children bring in after they have been read at home. In addition, there should be a shelf of reference books to which the children can repair if they wish to read further on an assign-

and have a library period of reading and reporting on them. Another method of bringing books to the reader consists of making an exhibit or display of attractive books in con- pection with a school topic.

In the case where a school has several class libraries, that will usually stimulate the instinet of rivalry, with an ensuing contest to discover the best managed library, the library with the best collection of books, fiction and reference, the coziest library, or the best library exhibit. The winner of anyone of them might be presented, by the principal, with a banner of excellence to stimulate other classes to form new libraries.

A possible outgrowth of the for- mation of a library would be the.or- ganization of a Story-telling Club. to meet weekly in the "Coz Corner" and hear stories from several mem- bers.

References:

The Materials of Reading-Uhil.

The effect of Physical Makeup of a Book Upon Children's Selection- F. E. Bamberger.

The School and the Library -- R. I.

Johnson. Yetta Brickman, Sr. 7.

T. COLEMAN DU PONT-

"If your work does not yield you ; We saw little squirrels.

satisfaction. money never will."

JAMES J. DAVIS -- Secretary of

Lanor:

"My hands itched for honest labor

before my eyes. . , 1 lusted for labor, I worked and I liked it. . .

There is something in man that

drives him forward to do the world's work and build bigger for the com- ing generations just as there is some-

in knowing ment. The teacher could use these books to assign special reports, or she could distribute the various books

Page 15

TOWER LIGHT.

June, 1926

VIII. Our Pet.

Ben is our pet dog. Ben is Brown and white. He loves to play with us. We drive the chickens away. We have lots of fun together.

is and together

run

drive

IX. A Party. We had a fine party. We told stories

We cut out pictures.

We ate some candy and cakes. We spent a happy day together. had cut ate

told out

X. Trip To The Seashore. Niss Edelen took us to the river. We built houses of sand. We paddled in the water. The water was nice and warm. We like to go to the river.

took made cakes

build water

XI. Trip To The Zoo. We went to Rock Creek Park. We saw a big bear.

The bear was brown.

We saw an elephant.

We saw some monkeys.

Monkeys are cunning animals. We like the monkeys best.

big some bear

an animals XII. My Baby Sister.

I have a baby sister.

Her name is Anne. Anne has curly hair. Her eyes are blue. Mamma is with Anne. I love my baby sister.

eyes sister love

my baby

List of 122 words, including the 60 words for drill. Pre, primer, see, our, look, at, play, eat, together, have, two, rabbits, in. they, are, white, with, pink, eyes, a, of, them, love, us, come, when, yard, there, trees, on, it, like, the, apple, red, flowers, too, pretty, help, mother, chickens. get, up, eggs, for, her, table, go, to, one, day, went, woods, little, squirrels, were, birds, singing, found some, farmer, barn, giving, pigs, corn, cows, field, sheep, mead- ows, water, bear, baby, is, eyes, hair, away, by, him, games, gold, rings, farm, dog, brown, drive, cats, parts, told, ate, and, warm, an, sister, has, blue, I, his. home, look, room, many, large, cake, happy, cut, out. had, took, build, houses, made, big, ani- mals, name, curly, dress, my, do, song, nice, feed, bell.

LIFE OF ELBERT H. GARY.

A Story of Steel. Ida M. Tarbell. Miss Tarbell's latest book, The Life of Elbert H. Gary, is exactly what its title implies-a Story of Steel. The background of Gary's family is interwoven with the back- ground of the steel industry-the The company played a tremendous history of the one involves and in- part in the World War, furnishing | burning clay.

cludes the history of the other. Part of Gary's childhood was spent on a farm through which the Galena and Chicago railroad was being built. What an impression the construction of this revolutionizing factor of the steel industry must have made upon his childish mind. All of his

younger years, and indeed his whole life, were colored by the strict Methodist training which he received Part of this training consisted of memorized pious jingles.

This strict training stood him in good stead when he later became a lawyer-a profession in which he was naturally interested since his father had for years settled neigh- borhood disputes in a court which he held in his home. Well known lawyers appeared before this court. and possibly one of these inspired in Elbert Gary a desire to follow the same profession. Into his training went the same seriousness and con- centration which had characterized his action in earlier years. Once

started on his career, his Methodist training showed itself in that he never accepted a case until he him- self was sure that his client was in the right. In the Judgment of his friends, Gary won one case because he studied nights while the opposing lawyers played poker. So success- ful was he as a lawyer and such a reputation did he gain, that in 1882 he was elected Judge of DuPage County. He held this office for two terms of four years each, but refused reelection for a third.

Judge Gary's fame spread, and soon J. P. Morgan's attorney called him in to give an opinion regarding Illinois law and practice in regard to railroads. Morgan remembered Gary's ability in this matter, and Jater, when he was considering amalgamation of the iron and steel industries, it was Gary who con- vinced him of the necessity for so doing. Gary was in charge of the organization of this tremendous company, and when the task was completed Morgan made him presi- dent, with the privilege of selecting the directors. naming the executive committee, choosing the officers and naming his own salary. The organ- ization was called the Federal Steel Company. One of Gary's business policies was the care of the employ- ees of his company, both at work and in their homes. Model communities were built near the factories, and modern hospitals were established. A scheme was worked out by means of which the workers could buy stock in the company, and every ad- vantage possible in the way of training and advancement was af- forded them.

materials to the Allies and the United States in record-breaking quantities and at a moderate price. Judge Gary's influence was felt in the matter of fixing the price. He would not allow his company to profiteer at the expense of the Gov- ernment, and he influenced others to follow his example.

Judge Gary's leadership in the iron and steel world is the logical result of a combination of fine prin- ciples unwaveringly applied for . a period of twenty-five years. No man in contemporary affairs has more honestly earned the title of Industrial Statesman. So says Miss Tarbell at the close of her biog- raphy. A better summary of Gary's life could hardly be found.

Virginia Donelson- Sr. 7.

THE CLAY INDUSTRY IN MARYLAND.

Maryland ranks clay as one of her natural resources. In a geological survey made in 1902 it was found that she ranked eleventh among the States of the Union in clay produc- tion. Most of the clays are found in the eastern and southern parts of Maryland, though some of the most important occur in the central and western counties.

These clays belong to different geological periods and are of differ- ent formations.

The two big general classifications of clay are sedimentary and residual clays. The former are sometimes called transported clays since they were formed by the depositing of sediment in bygone ages. The re- sidual clays on the other hand have their origin in the crumbling pro- cess due to weathering of various kinds of rock.

Sedimentary clays are made up of rather uniformly small particles, al- though pebbles and coarser grains may sometimes be found.

Residual clays consist of fine par- ticles near the surface. but the deeper one goes the coarser the par- ticles become for obvious reasons when one considers their origin.

The Columbia loams are one form- ation of clay found extensively in Eastern and Southern Maryland. They contain enough iron to burn a good red color. The particles are fine enough to insure the proper plasticity and yet there is enough grit to prevent excessive shrinkage in burning.

The Marlboro clay in Southern Maryland is well suited to the manufacture of both pressed and common brick.

The Raritan clay is found in Anne Arundel county. It is also a red-

found

Page 16

TOWER LIGHT.

June, 1926

MARYLAND CLAY REGIONS.

This cut was prepared by Franklin Gilds, Senior Eleven. 1 .- Shales 3 .- Columbian Clays. 2 .- Potomac Clays. 4 .- Residual Clays.

5 .- Fire Clays.

Along the margin of the Coastal Plain and just under the Raritan is found the Patapsco formation. This kind is more plastic than the Colum- bia clay and well adapted to the'

manufacture of stiff-mud bricks. The Columbia is too gritty for that particular industry. The Patapsco clay is of commercial importance then. ranking next to the Columbia in that respect.

The Arundel formation is an iron ore clay. It is highly plastic and so easy to mold. In burning it sometimes turns red and sometimes buff, according to the quantity of iron which it contains. Terra cotta and roofing tile are made from Arundel clay.

Potomac clays are found near Baltimore and are suitable for pot- tery of the higher grade.

All the formations mentioned are of the sedimentary type, so that one may have an idea of the varieties possible under that classification.

The residnal clays of the Pied- mont region were formed from granite and

limestone. When burned they turn a deep red. Their plasticity is so great that they must usually be mixed with sand.

The shale found near Cumberland is really a sedimentary clay that has been consolidated under pressure. It Is used in clay manufactures of various kinds.

Pipe clay is the term applied to a fine-grained, plastic clay of bluisli gray color.

Fire clay is any kind of clay that

resists a high degree of heat. It is used to make the saggers for hold- ing pottery when it is burned.

Besides these clays there are cer- tain porcelain materials found. Flint and quartz are two of them. They occur in Cecil. Harford and Baltimore counties. They must be pulverized first of all and there is a plant for that purpose at Conowingo, in Cecil county. The annual output of this product is $85,000.00.

Feldspar. another porcelain ma- terial. is found in Cecil county along the Mason and Dixon Line and in Harford, Baltimore, Carroll and

Howard counties. Great care must be taken that this product be entirely free from colored minerals .. other- wise the clay will be stained.

Kaolin is a residual white clay that is found best developed in Cecil county. It is used in the manufac- ture of paper and in fire clay. The annual output of

the State is $ 10.000.00.

Clay is mined in parts of the State where the vein is quite deep. However, most of the clays are found comparatively near the sur- face and so the open pit method is used, as in quarrying. Mattocks and spades are usually employed to obtain the clay since most owners do not feel justified in the use of ma- chinery. However, at Northeast, in Ceril county, the Maryland Clay Company uses a steam shovel to dig the clay from the pit.

Since any clay industry is rather

an expensive proposition, and owing to the great variability of the differ- ent clay formations it is usually deemed necessary before starting mining operations to test the clay. The elements tested are the degree

of plasticity and the percent of water required to work it. Its ten- sile strength or cohesive power is another important item since if the clay will not hold together under some strain it cannot be manufac-

tured into useful articles. The air

and fire shrinkage which the clay undergoes is determined. Its fusi- bility is tested; also its color when burned. The general character of the burned product also undergoes an analysis.

When it has been determined that the clay has the necessary qualifi- cations and the depth of the vein or strata has been estimated to be sufficiently great then the opening of a clay pit may be a safe financial in- vestment.

After the clay has been dug it is subjected to a weathering or disin- tegrating process. This is usually accomplished by laying it out on the ground. thus exposing it to the action of the elements.

Then the clay is screened and washed to free it from an excess of sand. after which it is usually ready for manufacturing purposes.

Maryland ranks seventh among the States of the Union in clay manu- factured products. One of the most important and indeed the most ex- tensive, since it is found in every section of Maryland. of these pro- ducts is bricks. There are many varieties of bricks manufactured : building. fire, stove and enameled.

Tiles. terra cotta and sewer pipes are other important and more lo- calized mannfactures. Factories producing these may be found in and around Baltimore.

The pottery produced from Mary- land clays is of the inexpensive va- riety, nevertheless it is a valuable in- dustry and growing one. Rocking- ham and yellow ware. as well as stoneware, whiteware and earthen- ware are manufactured. Baltimore is the center where most of the pot- tery factories are located, although they may be found in other localities. Some porcelain is maiufactured. but is usually made from imported clay since the Maryland deposits are not of sufficient fineness of texture. It might be interesting to note the uses of the clay products manufac- tured in the State I. Domestic- porcelain. White Earthenware, Stoneware, Yellowware, Rockingham Ware for table use.

These may be found in Maryland Geological Survey, 1902; Maryland Geological Survey, 1906-The prop- erties and Uses of Clay-H. Ries.

Anne Schacfer, Sr. 13.

TOWER - LIGHT

- hd . STATE TERO GAMI

-44

COVER BY MARGERY WILLIS JR-3.

SENIOR EDITION

JUNE 1, 1926

Miss Tall's Message

To the Class of 1926:

The following poern by Walter de la Mare has caught my mind and emotions. It greatly intrigues my thinking.

ALL BUT BLIND

All but blind In his chambered hole Gropes for worms The four-clawed Mole.

All but blind In the evening sky, The hooded Bat Twirls softly by.

All but blind In the burning day The Barn-Owl blunders On her way.

And blind as are These three to me, So, blind to someone I must be.

To keep you from going blind your thoughtful parents adopted for you the American ideal of education-the high school as a unit. Then because you chose your parents well, they went beyond the average American ideal and have given you two years of education beyond your high school require- ment, and have chosen for you the great profession-teaching. What will you do with it? Loose yourselves from blindness that you may see aright? See whom? See what? See how? Answer for yourselves. Or hearken once more to him who sought the Holy Grail: "Speak truth, right the wrong, follow the gleam, else wherefore born."

The tower light hangs aloft. Lift up your eyes.

LIDA LEE TALL, Your Principal.

Honor Code

Chosen by the Students of the Maryland State Normal School

"For life is a mirror of king and slave, It's just what you are and do; So give to the world the best that you have ; And the best will come back to you." -Bridges.

We, the students of the Maryland State Normal School, in order to pro- mote the honor of our Alma Mater and to further her renown, do hereby in good faith accept the following standards, which we earnestly believe to be a benefit to our school and an inspiration to our lives :

IVe will-

Honor our school at all times as it has given its best to us. Render service wherever and whenever possible. Respect the rights of the other fellow and treat him as our equal.

Learn to look for the best in everything and everybody. Be always honest with ourselves.

Uphold the truth regardless of cost. Never consciously hurt anyone by a partial judgment. Be loyal to our professional leaders and uphold our ideals. Honor our flag and our country in truth to the ideals of democracy. Honor the faith of our fathers and glorify God.

THE FACULTY

"To Thine Own Self Be True"

BLANCHE FRUM Honorary Member of Senior Class

"To Thine Own Self Be True." Nothing more fitting could be said to a group of people who are going to teach boys and girls than that which is expressed in your own motto.

"True to Thyself, thou canst not go astray.

Ask of the inner Voice, the inner Light, And heaven-clear shall be thine outer sight."

Children are a good deal like mirrors : we see reflected there the good and the bad, the beautiful and the ugly of those people whom they have idealized- their parents and teachers.

When we consider the true end of education, we think not only of ideas, but ideals. It is impossible to develop in a child ideals that you yourself do not have.

Every teacher must have a keen sense of values-values to be realized in fulfilling instructional and intellectual functions and values in spiritual, moral and physical development.

Some of the best things of life are caught, not taught. You may teach your children many lessons, and give many rules, but after all the most pow- erful force is your character shaping theirs. You may teach trueness, but your lessons will be not half so forcible as your own trueness.

Life is rudderless without a sense of faith in one's potential self. Look upon your daily task as your "blessing and not your doom" saying, "I am the one by whom this work can best be done in the right way" and strive to become a good teacher just as any artist hopes to attain perfection in his art.

A teacher should symbolize the people who have caught a vision of those ideals of beauty, truth and faith and who say fervently :

"I will to mine own self be true."

BLANCHIE FRUM, Honorary Member of Senior Class.

ALLYNE AUDREY AIREY A toss of curly head, a sparkle of blue eyes, a sunny smile, a pert little giggle-by these ye shall know our ever cheery Allyne. 2243 W. Fayette St.

KATHERINE ALBRITTAIN When love and duty clash, Let duty go to smash. La Plata, Charles Co., Md.

JENNIE ALEXANDER Nu Sig. too, Does she draw ? We're telling you. 306 E. Lanvale St., Baltimore

GLENN H. ALGIRE "ALGEER" Original in word and deed, Glenn Algire takes the lead. 649 W. Franklin St., Baltimore

HELEN VIRGINIA ALVEY A jolly good fellow and full of pep, She'll be 26's Gettier, you can bet. 2712 St. Paul St., Baltimore

SUSIE BROWNLEY AMOS Sue, who is always ready and willing to help anyone with her understanding smile. Rocks, Maryland

ELIZABETH ANDERSON "BETH" Beth Anderson has a mighty good line; In arguing she sure is fine. Annapolis, Md., R. F. D. 1

MOSES APPEL Moses is interested in all that you do ; He loves to play tennis, but he loves to teach, too.

Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.

Oriole and Tower-Light, 1922-1927, Part 118

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