Oriole and Tower-Light, 1922-1927, Part 121

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 121

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MARGARET HAINES, Junior Class President.

A Message From Frostburg's Principal

Class 1926:

I rejoice with you as you stand on the threshold of your chosen profes- sion, eager to attack its problems and happy to get going, as it were, in teach- ing. During your school life, you have felt a thrill when the horizon of achievement has lifted, as visions of larger endeavor were flashed to you. Maybe quietly or openly you resolved to push on ; perhaps some success here or there gave you renewed confidence to carry on.

It is with this thought that I dare intrude at this gala heydey of your career to suggest that you look just a little ahead in planning the next few years both for yourself and humanity whom you serve. Life to be richest, to be most successful in happiness and full service, must reach out in hope, in faith in one's self, and above all, in purposes to be achieved in the days both near and remote. And those purposes will be valuable to the extent that they are clear and definite and to the extent that they are surcharged with dynamic force.

Your institution has recognized you as a student seeking truth ; you must now continue your habits so well begun and so establish yourself as a student in your profession. Your institution has recognized and stamped you as having high ideals as well as with a determination to live up to them; you will need to confirm these opinions to yourself and to your community and your co-workers. Your institution has conferred upon you the greatest honor within a democracy-that of being a teacher. Those of you who accept this great honor, privilege and responsibility must not forget that you teach at all times-in your homes, and on your vacations, as well as in your classrooms. It is out of every act of your daily living that come the issues of life.

The next few years are fraught with the greatest possibilities for you. You have caught the vision. Your chosen profession is full of opportunities for you, if you have the stamina and the intelligent confidence to push on to those rich fields of unexplored production that you have certainly envisaged.

J. L. DUNKLE.

Do You Mind?

Do you mind being called a child, my dear ? I'd like awfully much to know, For some folks think you a tiny grown-up, And would not belittle you so.

If I were you it seems to me, I'd love my mother to say, Dear child, run along, take your doll and your boat, And stay in the sun all day.

I'd think it quite nice if a lady I liked, Would rumple my curls with her hand,

And tell me she thought me a sweet little child, While she helped me to dig in the sand.

A child is a gift of sunshine and stars, A wee lovely bit of the sky, A pearl drop of dew on a shell pink rose, A fleecy cloud floating on high.

Nobody on earth can take from that word The charm it inherently holds, God made the dear creatures to whom it belongs, And carefully changed all the molds.

Tell me, my sweet. do you mind awfully much If I use the name for you? I love you a heap and I'd like to know Just what you'd want me to do.

-Louise K. Siehler.

Transition

April's song is tender, Appealing, soft and low, For she is a timid maiden, She dreams, but does not know.

But oh! the call of Maytime, Compelling, strong and clear, For she is a dauntless woman, She knows, but does not fear.

We've heard the song of April, And paused to dream awhile, But now across the threshold Gleams Maytime's luring smile.

We'll hasten on, we can't resist The mystery and the charms, But yet we leave behind us Sweet April's outstretched arms.

We'll venture Life with Maytime, We'll travel far and long, I wonder-are there echoes Of April's guileless song? -Dorothy W'ilson.

Living Through Play

HE desire to act and feel as others act and feel is common to all, but it is especially noticeable in children, who abound with energy which demands dramatic expression. Their action is natural and spontaneous.

It may be seen in the make-believe of the little child, for all play which induces illusion may be classified as dramatic. The little girl playing house, the boys in soldier's suits, digging trenches and fighting battles, are actuated by the dramatic urge. The child's imagination is not capable of creating new situations. It only enables him to reproduce the action of others. Through his imitative play the little child is being educated. As he grows older the child begins to imitate the idea as well as the thing seen. Now the inner spirit appeals to him and he strives to represent it in his play. It is the life of the object which appeals. It is not enough for him to go through motions, he must add expression, so he not only gets into the cart and moves along like a locomotive but to attain complete satisfaction he must puff and hiss and make the sounds of the bell. He thinks everything is possessed of the qualities he finds in himself. He has no difficulty in con- ceiving of fairies in the woods or elves in the meadows.

At this age the child is not conscious of his dramatic play. To himself he is living, not playing. But by this practice of impersonation the child's imagination is being developed and his first knowledge of solving his prob- lems, making adjustments and putting himself in another's place is being acquired.

As the child grows he enters a period of reality. Imitation continues but the child now desires an audience to witness his act. He longs to make his own ideals visible to others. Before, his dramatic instinct was individualistic in its tendency, now it has become social.

With the means at hand and the way already prepared would it not be a mistake to overlook drama as a teaching method available for use by the public school, the church and community ?

The youth is discovering a new world, one filled with people. He is eager to learn of the things that have been done and the chance of action for himself.

It is true that the awkward, self-conscious boy of thirteen or fourteen years does not always wish to appear in public in a conspicuous position, but it is equally true that he enjoys a dramatic situation and is willing to take part in it, for then he forgets himself and becomes the character he is imper- sonating. He will cheerfully consent to be King Arthur, Robin Hood or Washington. He will love to play the Good Samaritan or David in captivity. Something of the thoughts, emotions and deeds which have caused these men

to be admired will reach the child and urge him to heroic action and cour- ageous living.

William V. Meredith says: "The test of the leader of young people is to use the hidden desires, longings and aspirations of each individual and direct activities which will bring out latent qualities, promote clean and wholesome living and stimulate high ideals. Educational Dramatics is especially suited to this purpose. It affords an opportunity for creative effort in any number of ways-writing of script, designing of costumes, study of historical facts and interpretation of character. It enables the individual to play for hours in the thrill of exultation which possessed the character he plays, and quickens within him the enthusiasm for righteous living."

You would not have children play sophisticated things nor try to play something without a plot. It must be dramatic, it must have action, it must be worth while. Select fine material, that which is worth learning. Proper- ties, music and costumes will not make a play.

Use play material that will leave them just as sweet and beautiful as they were before. If not, your dramatizing is all wrong.

May I quote Mary Masters Neeham, for I can find no better way or words to express this beautiful thought? "For to give joy is to give life-to institu- tions, to people and to living itself. It is Education."

M. STRAUGHN, SR. 5.

THE PRINCIPAL'S RESIDENCE

A VOLLEY BALL GAME

A HOCKEY TEAM

S.N

M.S.

N. S.

.S.N.S

S. N.d

NORMAL'S NINE

Baseball

Normal School started its baseball season with a bang. The team was composed almost entirely of green material, Captain Snyder being the only regular from last year. Thus, the squad was not expected to hit much of a stride. However, the Juniors nobly held up their end and enabled Normal to win its first three games handily. Unfortunately the team slumped and lost the next three games. But the potential ability of the squad is expected to come again to the fore and make a good showing the remaining games scheduled by capable Manager Martin.

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TENNIS PLAYERS

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A BASKETBALL SQUAD

ATHLETIC ASSOCIATION BOARD

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1920

NORMAL BOOTERS

Soccer

The Soccer team completed a fairly successful season by being able to show as many games on the credit side as on the debit, with one game a tie. Normal beat Frostburg here 6 to 2, but lost to its rival upstate at the score of 3 to 1. Normal lost a tough setto to Barton, State prep champs in the coun- ties, by one goal. The half-back line, composed of Captain Durry, Mahaney and Windsor, proved to be the backbone of the team during the season, while Miller, goalie, should also come in for praise. The players all laud Manager Prout for his untiring efforts in their behalf.

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1224

CAGERS OF M. S. N. S.

Basketball

Normal's basketball season was successful. Although the men's team lost a majority of their games. they won the Normal School championship of the State by beating Frostburg in two exciting games. Coach Callowhill was handicapped with the return of only one regular from last year, Captain Miller. This last player starred on the offensive for Normal, while Mahaney. a Junior, proved to be a "find" with his defensive ability. Manager Derr should be complimented for arranging a hard schedule of games, for that is the only way to develop Normal playing calibre.

.......

THE STUDENT COUNCIL

Y. W. C. A. CABINET

THE GIRLS' GLEE CLUB

The Girls' Glee Club

The Girls' Glee Club plays an important part in the musical life of the school. The girls lead the singing in assembly and provide special music on many occasions. The outstanding musical events of the year are the Christ- mas music, the annual Glee Club Concert, which comes in the spring, and Baccalaureate and Commencement music.

Our Orchestra

The orchestra has to its credit, or will have by the close of the school year, the following "bookings:" Several assembly programs; two perform- ances at Parent Teachers' Association meetings in Baltimore County, one at the Towson High School, one at Fullerton; a number of joint appearances with the Glee Club, as on the occasion of the Christmas singing, the Glee and Instrumental Club Concert, the Baccalaureate Service, and the Commence- ment.

"By their pieces ye shall know them." The people in Miss Carley's office, over whose heads the practicing is done, will always remember the orchestra by "My Hero," from "The Chocolate Soldier," and "The Student Prince."

CHI ALPHA SIGMA FRATERNITY

ليستر

Mylar神

營地光筆茶營養茶靠高高會著

What The Chi Alpha Sigma Fraternity Means To Maryland State Normal School

HEN a person sets certain standards for himself, towards which he then strives, he has gone a step forward in the path of life. In like manner when a school sets up certain standards, towards which its students may strive, I think it has made of itself a better institution.

Last year our school set up certain standards of character, achievement and scholarship in the Chi Alpha Sigma Honorary Fraternity. Those who measured up to standard were elected to membership in the fraternity and were given the privilege of working with it to raise the ideals of the school.

The membership of the fraternity is made up of

1. Seniors who have the highest scholarship in their class, provided they also meet the additional requirements of good personal conduct and achievements which constitute a contribution to the school.

2. Juniors who have met these requirements by the end of the third term, the number not exceeding ten.

3. Graduates whose work since graduation entitles them to such honors, and

4. Persons who have become distinguished in education and are acting as the society's adviser and friend is The Senate, composed of such members of the faculty as are members of honor societies or who have won honor scholarships or fellowships.

The aim of the fraternity is the promotion of scholarship and high stand- ards of personal and professional conduct.

One of our objectives is a definite contribution to the school each year of something which will be of use to all the students.

We have found that it is difficult for teachers to get interesting material in some of their counties when they are teaching county history.

This year we are gathering historic material from all of the counties of the State for that purpose.

This compilation will be left in the library of the school. It may be used at any time by the students here and graduates are welcome to come back and refer to it. We will be able to add to our project from year to year as we discover new material.

At our meetings this year we have been fortunate enough to secure several excellent speakers, two from outside the school, and Miss Dowell and Miss Halberg from our own group. Dr. Weglein also spoke at the beginning of the school year to the whole student body on the meaning to a school of an Honorary Society.

Our fraternity has a social side, too. In the fall, at our first meeting, we had a dinner in Baltimore at Quinby Inn. It was in the nature of a reunion for a great many of last year's girls were back. At that dinner Dr. Hilligeist. from the University of Maryland, talked to us of our responsibility as leaders.

The big initiation of the year is held in June, when our newly elected members are admitted to our ranks. We had our first initiation last June at Miss Tall's home. I am sure all of the initiates will remember the occasion as one of the milestones in their careers.

We are still young-just a year old ! We have not done anything remark- able as yet. for we are quietly taking root and gaining a place for ourselves in the busy life of the school. In a few years' time we hope to be better known. Whether our wish comes true or not will depend in great measure on those who come after us.

If in this, its first year of existence, we have begun a type of activity which is of value to the school, we feel as glad as any pioneers must feel when blazing unknown trails on which we hope many others will follow.

EMILY P. GIBSON, Senior 10.

THE RURAL CLUB

Rural Club Creed

We, the members of the Rural Club of the Maryland State Normal School, believe that whether in work or play, our aims and purposes are best achieved through united effort.

By common endeavor, city may appreciate country, country understand city.

All men may see and love beauty whether made by God or Man.

For so all men may be inspired to nobler and more united efforts in the art of living.

Rural Club History

HE Rural Club of the M. S. N. S. came into existence in 1923. Like many other similar organizations it illustrates the old adage, "great oaks from little acorns grow." At the time that the club organized there were about five hundred students in the M. S. N. S. Nearly all of these students were county students, who were doubtless expecting to teach in rural schools. This would seem to indicate that they were interested primarily in rural activities, yet when the first meeting for the purpose of organizing the Rural Club was called there were very few present. However, at sub- sequent meetings the attendance increased until the club had a large number of willing workers. In fact it has not increased its membership very much since, but has rather endeavored to carry on more and better activities.

The purpose of this club, as stated in the constitution. was: "to engage in social activities within the social group which will promote fellowship and solidarity among students with the rural field in mind; to hold social meet- ings with training teachers in the rural field and with adult organizations of nearby rural communities."

Since its organization in 1923, the Rural Club has been carrying out this purpose through three main activities.

Social intercourse between members of the group has been brought about through hikes, picnics and parties. These activities are all very informal and are usually arranged so as to provide for physical recreation. In addition to these informal parties the club has usually staged some Folk plays each year to develop the students' artistic taste.

The club members meet adult groups in entertainments given by the club to the training teachers.

The formal activities are usually addresses given to the club by speakers of high educational standing. These addresses are given largely by the mem- bers of the Advisory Council, a body of twelve people chosen by the club for a term of one year. The members of this council are chosen from among State supervisors and other people interested in rural education.

The Rural Club has not always been able to carry out all of these activi- ties as well as it would like to do, but it expects to do better each year. Again comparing the Rural Club to the old adage, "great oaks from little acorns grow." I would say that. although it is no longer in the acorn stage. it is yet far from the great oak, and that it may take many years to reach its maximum goal.

PARLEY HUFF. Senior 10.

SOAP

Speakers of The Rural Club

N' our Rural Club we have not only business meetings and things of social activity, but, through the noted speakers we have had this year, we have gained a knowledge of some of the problems and also advantages a teacher has in a rural community.

When we sit and listen to these speeches it makes us feel that the rural school is the place we want to go. We have had super- visors of different counties, State Superintendent Cook and other people who are connected with education in some way. Most all the speakers have once been teachers in rural communities.

In a rural community the teacher not only meets the responsibility of the classroom, but is looked up to as a leader of the community. The speakers told us of young teachers who have gone to rural communities, and how they have built up the community and school. They had no easy task, but they had the ambition and initiative to stick to it. Do not get discouraged if the farmer is not interested in school, but be sure you (the teacher) have sufficient interest. Teach a good school, but explain to the public why you are teaching as you are and get the parents interested in all the school work. Remember when you have an entertainment the teacher should say a few words because the parents like to hear from those who are teaching their children.

N. BUTTS. A. DARBY.

Our Hike

URAL CLUB activities start at the beginning of the year. Our first social event was a hike which took place in October.

Previous to the hike, we had taken in about twenty-five new members from the Junior and Senior classes, and this opportunity was taken to initiate them into the Rural Club. The first thing on the program was of course the "eats." A roomy camp-fire was built and the "hot dogs" on the ends of sticks were burnt to a frazzle. Following the dessert, of cake and bananas, the gang played games until dusk.

Of course, do not expect to read about the mystic ceremonies of initiation in this article. They are dark and deep secrets. We will say they are full of fun and all of us enjoyed them immensely.

About 7.15 P. M. someone remembered that Miss Sperry had ordered us to be back to the dormitories by 7 P. M. and, reluctantly, "we plodded our weary, homeward way." As we walked down the road in little groups of two and three (usually two) the "ukes" were plunking "In Those Dear Old Normal Days" and "When I Was a Student at Normal." The two miles, between our camp ground and the dormitories, were traversed in the record time of about two hours.

THEODORE R. SNYDER, Senior 10.

"The Husking Bee"

TILLNESS! Save for the light fall of soft and numerous snow- flakes. Such was the night of the annual Rural Club Husking Bee, and we had anticipated so many things as : clear night and moon- light.

Yet, what difference does such a night mean to a crowd of young people, especially after they have planned a sport? In spite of the snowfall, we gathered and planned what we would do under the circumstances.

About 4.30 o'clock one afternoon before Thanksgiving about twenty-five persons "climbed" into one of the school buses and started for a farm about twelve miles away. What a time! Laughter! Ukes! and a puncture !

Finally we reached our destination. We had our supper in one of the farm buildings, due to the snow.

After supper the fun began. We went to the barn and there divided into two teams. On each side of the barn were large corn shocks. A time limit was set for the "husking match" and when the judges cried "start" one could hardly be seen for the fodder and dust. Everyone went to work with a will, only too eager to see his side win. When time was called the win- ning team was not so far ahead of the losing team as one might expect.

After the husking match we went into the house and danced and played games. We certainly appreciated the hospitality. About 9.45 we began our homeward journey.

Did we enjoy that "husking bee?" I'll tell you a secret-we have started already anticipating that same trip next year.

V: FYFFE '27.

The Collegiate Country Life Club of America

HEN Miss Annie Reynolds, of the United States Bureau of Educa- tion, came to Towson to talk to the Rural Club she told us of a national Country Life Club.

Miss Reynolds felt it would benefit us greatly if we became members of such a national organization. The Rural Club was interested and wrote to the secretary of the National Country Life Club, asking him for information regarding the club.

The secretary received this reply from the club: "The pur- pose of the Collegiate Country Life Club of America is to promote fraternal relations among collegiate students and faculty members who are sincerely interested in developing country life, who are willing to put forth serious effort to make the country a more satisfactory place in which to live and work."

The club reads and discusses vital issues of the day as they affect country life ; the club listens to well-informed speakers and arranges study groups to consider phases of country life not touched by college curricula. "The sheaf of wheat indicates belief in and idealization of country living and its insep- arable connection with toil in the soil, that the world may have bread and all things good for both body and soul. An abiding faith in, a sincere sympathy for and an idealization of agriculture, as an occupation and mode of living, are deeply written in the hearts of members."

"Membership in the Collegiate Country Life Club is not urged upon those who are only 'luke warm' in their acceptance of these ideals. The organiza- tion wants its membership to consist of choice spirits who can work and play together in a common cause guided by an enlightened knowledge and upheld by deep convictions."

Organizations desiring to become members of the club are required to take a pledge of allegiance to its ideals.

The members of the Rural Club of the Maryland State Normal School are very much interested in the work of this organization and are enthused over the prospect of membership in this national club.

If the Rural Club as a part of its program were to seek affiliation with a national organization of like character the present isolation of the club would disappear.

MARY MORNINGSTAR, Senior 13, President of Rural Club.

Rural Experience

ICTURE, if you can, a little yellow frame building, situated at the foot of Fair View Mountain. It was in this school, after a year's training at Normal, that I began my life as a teacher. At times I find myself longing for that little building and those typical mountain children, because I had learned to love them.

I had had very few methods in teaching. Subject matter did not bother me, but the "putting it across" did. How I wished for someone to contribute an idea, something I might use to train plastic little human beings in citizenship.

Many times I became disheartened, but I was there- it was my job to carry on the work of another. I had not started it-neither was it my job to finish the task-but it was my job to fill in the niche. The responsibility was mine. I knew that an enriched, radiant, fragrant, abundant life was the only kind that was needed to lead these children. In order to have this life. I, myself, needed to grow. What sources could I use from which to grow? How foolish I was to ponder over such a question. Right at my very door was a world of nature which fairly beckoned me to use her.

Words fail me when I try to convey to you the inspiration I received from this country life. Morning after morning those little barefoot boys and girls trudged to school. A few of them walked three miles. Nevertheless it was these children, who came peeking out of mountain paths who brought with them their material from nature. Often one had a story to tell about the first violet, the different kinds of trees or birds he had seen or perhaps one had been stung by a bumble-bee. One instance I remember particularly was the first arbutus brought to school. This led to the study of the beau- tiful poem, "The Mayflowers," by John Greenleaf Whittier.

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 121

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