Oriole and Tower-Light, 1922-1927, Part 124

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 124

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Trans- hands clutching the desk for sup- port, a memorized plan before her, she begins to teach the assigned song. "Oh, we've had that song be- fore!" What to do? With no other song prepared, the only possible thing to do is to change the plans and have a quick review. An inexperi- enced teacher surely does not enjoy such a time.

A student teacher for this the first time comes in contact with supervis- ors, superintendents, and training teachers. At first is hard because the teacher writes a criticism while the student is teaching. After one has put forth her best effort, to have it adversely criticised is almost heartbreaking. But soon the tide turns; she realizes that these ex- perienced educators are trying to help with the job rather than merely selecting faults.

When she returns to school, her attitude toward class work, subject matter, and the principles of educa- tion is affected by her experience. She knows the class room matter was usable in her practice experience, so she appreciates all help.

The best training a teacher can obtain is supervised experience. She studies girls and boys; she watches their instincts at work. She learns their individual differences, their difficulties and their small triumphs, she achieves happiness for herself through the knowledge that she can do well the big life-task that she has chosen

Marguerite Welch, Class of '26.

SWITCHED AROUND.

"So Bill was arrested last night for being drunk and driving without lights?"

"Yes; Bill was lit, but the car pleasant, huilding In a student, poise, I wasn't "

The term of real teaching is the

Page 3

TOWER LIGHT

October, 1926

COLONIAL TAVERNS.

Early taverns opened for the com- fort of townspeople, for interchange of news and opinions, for sale of liquors and for the incidental gossip

It was the custom for the night- watch to go his rounds to call the hour and weather. He would stum- which would occur. They restricted | ble along with a long staff and a dim the entertainment of unknown strangers. The landlord had to give the names of all strangers to the town selectmen, who would warn them to leave town should they prove undesirable. This custom lantern. Although he inspired no fear in the bosoms of people lolter- ing in taverns, still his voice gave a certain sense of protection to all who woke in the night, a knowledge is de- that a friend was near. It was enough to stop any argument when his words were heard.

picted in Les Miserables. The bet- ter class of old-time taverns always had a parlor, which was used as a sitting room for women travellers, or which might be hired for the use of some wealthy family. However, it was not as cheerful as the tap- room, the name given to the recep- tion room in every tavern. The tap- room was a cheerful room, and in the winter a glowing fire in the open fireplace gave an atmosphere of warmth and welcome. It was usually the largest room in the tavern, with a bare, sanded floor, ample seats and chairs. Sometimes there was a tall, rather rude writing desk, at which a traveler might write a letter. It was a common thing to find the room decorated with broad hints to cus- tomers. Over the walls hung such verses as these:

"I've trusted many to my sorrow, Pay today; I'll trust tomorrow." Another ran:

"My liquor's good, my measure just, But honest sirs, I will not trust."

Another showed a dead cat, with this motto:

"Care killed this cat,

Trust kills the landlord." Still another:

"If trust I must,

My ale

Will pale."

In the towns a night watch was instituted. Lights had to be out in the tavern at night. "If they see liglits, to inquire if there be warrant- able cause; and if there be any noise or disorder, wisely to demand the reason; if they are dancing and sing- ing vainly, to demand the reason and admonish them to cease; if they do not discontinne after moderate ad- monition then the constable to take their names and acquaint the au- thorities. If they find young men walking after ten o'clock, modestly to demand the cause, and if they ap- pear ill-minded, to watch them nar- rowly, and command them to go to their lodgings." In 1663 it was found that young sparks walking with their sweethearts had to go home at 9 o'clock.

resort of widows of small means to open taverns, just as they take In boarders today.

Twelve o'clock.

"It's midnight now! and at that hour ye know

With lamps to meet the bridegroom we must go."

Six o'clock :

"The clock is six! and from the watch I'm free,

And everyone may his own watch- man be!"

We speak of the charm of the tav- erns. Let me describe one in par- ticular It was usually bustling with customers, yet it was set back from the road, a quiet and restful retreat for weary and heated travel- ers. On either side of the front dooryard grew low spreading trees. One could sit there, cool among the trees, drinking tea, and watch the mail coach rattle up, a flash of color and noise and life, pour out its pas- sengers, and roll away. It was like a scene in a light opera.

It was interesting to note the con- tents of a tavern when an inventory was taken. There was rum, cider and other drinks. Punch bowls, tum- blers, decanters, funnels, black bot- tles and nutmeg graters were plenty. Feather beds and pillows were in abundance, and blankets and cover- lets, much pewter and a little china and kitchen supplies of all sorts could be seen.

Few ancient taverns are now stand- ing. There is a famous one in Bladensburg, Md., where still stands the Old Indian Queen Tavern.

Travel In Stage Coach Days.

There was a closeness of associa- tion in stage coach travel which made fellow passengers companionable. One could feel a decided intimacy with fellow-passengers who had traveled with him for several days. Many pleasant intimacies and ac- and maidens, not of known fidelity, quaintances were begun on the stage coach; flirtatlons, even court- ships were carried on.

Women kept taverns from early days. Widows were plentiful, for the life of the male colonist was hard, exposure was great and many Coaches were also overturned or died in middle age. It was then the) blown off bridges by heavy winds.

It was constantly necessary to bal- ance the stage by all of the passen- gers leaning to one side to prevent It from overturning in the deep ruts. The driver frequently called out: "Now, gentlemen, to the right," at which the passengers stretched their bodies halfway out of the carriage to balance on that side.

Yetta Brickman, Sr. 7, Class of '26.

OH! SHAW!

(With All Due Respect) .

We have with us, as a member of the faculty this year, Mr. Robert M. Shaw, a gentleman from the great open spaces. Mr. Shaw, of very pleasing personality, has already taken over the duties of being the adviser to the boys and, no doubt, he and the masculines of the school will get along very well together. During class periods you may peek into Normal's rooms and observe him teaching History of Education to the fair lads and lassies of the school. Mr. Shaw is fond of teaching; in fact, he thinks it is just lots of fun. He ought to know, because he taught general science in a high school in Salida, Colorado.

Mr. Shaw comes to us very well recommended. He is a graduate of the Denver University, and he spent two years at the Agricultural Uni- versity at Fort Collins, Colorade. Mr. Shaw studied two years at Teachers' College, Columbia Uni- versity, and is continuing his re- search here. He has his master's degree.

When in the West, Mr. Shaw, our faculty member, was very fond of the ontdoors, hiking and act- ting as guide in the mountains He does not pretend to be a cowboy.

To quote Mr. Shaw's words about his coming to Maryland State Normal School.

School: "The Maryland State Normal School was my very deliberate choice as the scene for further adventure in teaching. I am quite convinced now of the worthwhileness of becoming one of the big family here."

We welcome you to our family, Mr. Shaw, and we are glad to know you .- A. Maxine Potts, Sr. Special.

IF --

"It takes a fifty-thousand dollar man to --

Guide a client. Develop a coal mine.

Put a corporation on its feet-

What is the teacher worth who

takes that boy of yours and-

Guides him.

Develops him.

Puts him on his feet, and

Makes a man of him?"

Travelers did not find much pleas- ure in long journeys by stage coach. They probably enjoyed short trips, but long trips, especially in winter, must Have been a slow form of ling- often ering death Coaches were snowed in and had to be deserted by passengers, who were rescued in vehicles called pods and pungs.

Page 4

TOWER LIGHT

October, 1926

TOU ER LIGHT

PUBLISHED MONTHLY

Circulation Manager HOWARD FLOOR

BY THE STUDENTS OF THE MARY-

Student Editors

LAND STATE NORMAL SCHOOL.

RACHEL POWELL

TOWSON, MD.

ADELE FLOOK

ELEANORA BOWLING

Business Manager FOSTER FORD

Managing Editor ALICE L. MUNN

AAdvertising Managers SYBIL LAVIN

Price :- One Dollar Fifty Cents For fen Copies.

LOUISE MANUEL

Single Issues Fifteen Cents.

OCTOBER. 1926

Eslitorial

FACULTY MEMBERS WRITE TOO! GROWTH IN FREEDOM.

(An Assembly Talk)

We hear much today in education of freedom. If children are only permitted to be free-free to move about the room as they wish, free to choose their own occupations, free to enter and leave the building as they wish, free to select their own materials, free to speak

in class without being called upon-it would seem that their growth is assured. In some cases. these conditions are the outward sign of the existence of vital freedom. In others. they repre- sent that initial step from which true freedom will be developed. In still other cases, however, such a condition is but a mere form and

dancer that you have ever seen. Watch her as she poises, evey mus- cle responsive to her desire. Then busied themselves putting the masts think of an infant striking out with arms and legs unable to make any- thing but random movements which will not bring him his desire. He stretches out vainly toward the light tends rather to eripple than to de- that he would seize. He makes tot- velop freedom. In any event, they ' tering steps . forward toward his mother, but lacking control over his illustrate but a very narrow inter- easel painting a boat. pretation of freedom in education, body he is unable to gain what he for freedom is not concerned primar- wishes. The dancer is free; the baby ily with the material, but is, in its is not free. The dancer has gained essence spiritual

freedom of body: the baby is bound

As a spiritual force, freedom can to the earth through lack of control, inner urge for neither be given to nor taken away over his body.

from one individual by another. In- stead. it can be gradually attained The best that any individual can do for another is to make the con- ditions such as will permit him to attain freedom.

If you go to the kindergarten you will find paper tacked to easels show- through the individual's own effort. ing the first efforts of the children to express their ideas with paint and brush. The other day one of these children wanted to make a picture of toys in a house. He wanted both' the toys and the house to show. store of the groping of the race to- of how. to express

The story of civilization may be regarded. from one angle, as the Lacking the skill and the knowledge His ideas, he ward freedom. If we peer back into finally placed the toys upon the roof!

our dim beginnings we can make If you go to the studio of a great expression. "keeps herself in the

many shart contrasts between the artist you will see perhaps a picture

now and then, between the state of on an easel which embodies the idea the usual pedagogical position in the lack of freedom on the one hand and of its creator. It is beautiful both front of the room. Children rise to that of realization of freecom on in form and color, for the artist can speak without being called on. They the other. The savage, cowering in make his brush obey his will. The offer suggestions and politely "beg the wilderness afraid of the light- artist has gained an inner freedom to differ" with something that some- ning bolt that pierces the sky is not to express his ideas because through one has said. The teacher is happy free; an Edison working in his lab- years of effort he has gained control over the fact that her classroom is oratory with the same element that over his muscles so that he can mix being conducted with freedom. It

is present in the lightning bolt is the colors and determine the line in may be so. The real test does not, free, for he has gained that control such a way that both can be used to however, lie in these externals, but

bring forth the thing that he would express. The child, on the contrary, has but little control; he can not produce the colors and he can not make the line that would tell his story. He lacks the control of ma- terial and technique that he must gain before he possesses freedom of expression.

A little child playing, shouts with glee, calls out to his companions, speaks the thought that comes quick- ly to his mind, and expresses the emotion that he feels. What he says or does has little weight. as a rule, in influencing his companions. They too, are shouting, laughing, calling out impulsive words. Many times they are all talking and laughing at once with no effort to heed what each other says. As a contrast to this, the finished speaker sways his audience with his thought. As he stands before a group he is free to put into words the ideas that come to him. His freedom has come through the control of his thought, his emo- tion, and the words that express both. The great gap between the im- pulsive ejaculation of the child and

us presentsiemotion and the words that express them.

During a free work period in the first grade the other day, some chil- dren curled up on benches engrossed in books, a group at the work bench

into a sail boat they were making, a group at the table cut out bright colored materials fitting them to the dolls for which they were making dresses. a few children experienced the delight of manipulating clay, while two children stood before an These chil- dren were completely free of any ex- ternal control. They answered, with- in the limits of the materials pro- vided in the schoolroom, their own expression. They were free that day. Would they be free tomorrow? We cannot say. The control that they have over materials and technique is sufficient to them today for the expression of their ideas. Out of their desires today must come increased control over materials and technique so that they will be able to express their greater ideas of tomorrow.

Many classrooms today are exter- nally free. The teacher, in popular background." A child may occupy

over nature which the savage lacked. The sailor of the Middle Ages creep- ing slowly in his frail ship about the Mediterranean coasts was not free; the master of the great liner today plowing its way across the Atlantic is free for he no longer has his move- ments curbed by ignorance of tide . the finished speech of the orator can and wind, for he has the mechanism be bridged only by years of constant which can meet them. effort at control of both thought and

A human life about

many sharp contrasts between the lack of and the possession of free- dom. Picture the most beautiful

Page 5

TOWER LIGHT

October, 1926

in the inner life of the individual. Is ple-approximately eight hundred

he growing in increased grace of thousand-so uniformly

meets its

hody, skill in expression, mastery of obligations, so effectively does its

materials, control over self? Out of joh, so decently behaves itself, as to these come that fearlessness in fac- he almost utterly inconspicuous in a ing facts, that courage

in going sensation-loving country. It implies ahead, that self-reliance in meeting a wealth of character, of tact, of pa- difficulties which are the true signs of freedom.

AGNES SNYDER.

Head of Department of Education.

THE LIBRARY.

The Librarian congratulates the students of the Maryland State Nor- mal School upon the appearance of industry that pervades the Library this year. As an evidence most tan- gible, we present the figures of 16,- 572 books circulated this September, as against 13.422 last September when the enrollment was approxi- mately 200 greater.

We feel that the new little refer- ence room, made by dividing our workroom 109, and sharing it with the students will be very helpful to many. Miss Holt will

be there after 10.30 in the morning to an- swer questions, find magazines, and look up pictures and pamphlets.

Some delightful ilustrated books have been added to the Elementary School Library by Miss Steele. Some of the most charming are those of My Travel Ship series, and we espec- ially commend "Nursery Friends in France," illustrated by Maude and Miska Petersham. Miss Woolsey can tell you something of Mrs. Peter- sham, who is an old school friend.

THE TEACHER.

Herbert Hoover.

The Public School Teacher cannot live apart; he cannot separate his teaching from his daily walk and conversation. He lives among his pupils during school hours, and among them and their parents all the time. He is peculiarly a public character under the most searching scrutiny of watchful and critical eves. His life is an open book. His habits are known to all. His office, like that of a minister of religion. demands of him an exceptional standard of conduct. And how rare- ly does a teacher fall below that standard! How seldom does a teach- er figure in a sensational headline in a newspaper! It is truly remarkable. I think, that so vast an army of peo-

Rights?

Sybil Lavin, Sr, Special it?"

MISS HELEN BUTTERFIELD.

When I approached Miss Butter- field she was working, of course- but after talking to her a few min- utes she kindly consented to tell me the big points in her "checkered

tience, of quiet competence, to career." I became so interested in achieve such a record. listening to her that I forgot my mis- . sion, but finally I asked "where she hailed from." Miss Butterfield was YES, THE SENIORS HELP born in Michigan (no. I did not ask when), and was graduated from Oliver College, in the TO AND FROM JUNIORS. same State. Juniors. Junior's, yellow-bowed After graduating from college her father said that she might go to New Juniors! Tiny little Juniors, with your safety pins! How many of you have missed your calling? York and live for a year, and Miss Butterfield said she surely did have lots of fun In 1923, after teaching In the cafeteria last week I noticed a Junior. An ideal water-carrier was she. Her face was all aglow. She looked as if she enjoyed laboring for her superiors After working away half of her lunch hour, she sat down, as I hoped, beside me. "Wouldn't you like to tell me what you know of Normal?" I asked. Loosening the yellow' bow around her neck, she for a year in Cleveland, she went to Columbia. Now comes the most thrilling part of the whole story. Miss Butterfield lived on a sheep ranch in the Rattlesnake Mountains, in Wyoming. She is an ardent lover of the West, especially of Seattle, Washington, and parts of California, but she didn't fail to tell me that she answered: "I love it. I love every- thing we do, and everything you do to us. I have wonderful teachers. In truth. I even enjoy carrying water to the seniors." likes it here very much, although it is entirely different from any part of the country in which she has lived. Last year Miss Butterfield taught in Westmoreland College, San An- tonio, Texas, and during the summer weut out to California and up to

Alaska. When I asked how she hap- pened to come here she said that the chief reason was that it was one of the places she had never been.

Corinthia Caldwell, Sr. 2.

YOUNG PEOPLE FROM FARMS ENTER NORMAL SCHOOLS.

"Approximately half of the popula- tion of the United States is rural. What per cent. of the public-school teachers come from rural communi- Parents engaged in agricul- ture furnish 65 per cent. of all the students in the five Missouri Teach- ers' Colleges, according to a study made a decade ago-they were then called "normal schools." More recent surveys showed that 40% of the students in the Louisiana State Nor- mal College and 33 per cent. of those in the four Michigan normal schools came from farms. The average was 20 per cent, from farms for a num- ber of normal schools and teachers colleges in the States of Colorado, California, Massachusetts, Pennsyl- vania and Connecticut. These figures do not include the somewhat larger per cent, of villages. These data in- dicate that rural sections are loyally sending their proportion of recruits to teacher-preparing institutions.

Senior-"Did you ever take chlor- oform?"

Junior-"No ma'am; who teaches

even interviewers make mistakes, so trying to adjust matters, I added: |ties? "but one does mistake Juniors for Seniors, you see; they are not so very different." He smiled, and his

smile told me that he knew that I knew that I was wrong.

"And Normal School; how does it affect you?" I asked.

"Oh, Normal is great. The Senior hoys are a fine lot "

"And the girls?" I timidly asked. "Well, you see, you always find girls a fine crowd, and generally it is the boys who are questionable."

So, after all-Juniors, have you not gained much by being one of us? Are you not grateful to us for get- ting you started on the right road to what we hope will be your very hap- piest school year And how, pray. could we ever get a band, so big and strong as yours, going as youwished it to go, if we did not give you some- thing to think about? Have you

thought about the Junior Bill of

"And the Junior Bill of Rights?" -- here she interrupted hy saying, "Yes, that's the cause of it all. . Do you think I would ever have known so many Seniors, if not for this yel- low ribbon? It's lots of fun, but I do wish I was a Senior."

Rushing out of the cafeteria, I ac- cidently collided with another Jun- ior. A safety pin was on his shoul- der. "Pardon me."

In our main fiction collection there are new novels or old favorites in new dresses by Terhune, Wres, Rine- hart, Grey, Lincoln, Farnol, Tarking- questioned, I excitedly "Do you belong to ton, and Sabatini For lovers of | Senior Three?" Noticing the bloom dogs, try "Lad: A Dog": for exciting of youth on his face, I realized that adventure "Beau Sabreur." by the author of "Beau Geste"; and for sheer light amusement some hook by P. G. Wodehouse, like "Mostly Sal- ly."-M. L. O.

Page 6

TOWER LIGHT

October, 1926

STEWART& O.

THE BIG FRIENDLY STORE OF BALTIMORE.

Our Service Motto: Honest, Prompt, Courteous, Complete.

DODGE

BROTHERS

Motor Vehicles

YORK ROAD GARAGE TOWSON, MD.

THE ATELIER

JOHN A. SELBY, Mgr.

PHOTOGRAPHERS TO "TOWER- LIGHT"-1926

We are glad to be able to once more extend our special offer of photographs to Normal School Stu- dents.

We are giving six cabinet size and one large photograph, all mounted in folders, embossed with the NOR- MAL SCHOOL SEAL, for $3.00

Saturdays are Reserved for Normal School Students.

Studio: 209 N. LIBERTY ST.

DOWN'S

WEDDING INVITATIONS Cards for All Occasions Every Kind of Stationery DOWNS, Engraver 229 N. Charles St., Baltimore

ISAAC H. MOSS, Inc. FLORIST and NURSERYMAN Office; Cut Flower and Plant Dept. 5315 York Road BALTIMORE, MD.

THE BOOT SHOP

WM. F. ORTH, Proprietor (Graduate Practipedist)

I. O. O. F. BLDG., TOWSON, MD. (Next to Read's)

Fine Shoes for the Whole Family DR. SCHOLL ARCH SUPPORTS Gym Shoes, Rubbers, Arctics Open Evenings.

Ladies' Up-to-Date Hair Bobbing Shampooing and Curling WM. KOERNER

505 York Road Towson, Md.

The Men Huk

Baltimore's Collection of

Smart Specialty Shops

TOWSON SHOE STORE York and Joppa Roads

Ladies Don'tThrow Your Turn Sole Shoes Away.

We repair them without using nails or stitches. Shoes repaired on our new Hydro-Pres Machine with water proof cement Look, Wear and Feel like new shoes.

DOROTHY HAT SHOPPE

409 York Road Towson, Md. Now open with a full line of Genuine Felts, Satins and Velvet Combina- tions. Prices $1.95, $2.93 $3.95 and $4.95 Also a full line of Children's Hats Specially Priced.

THE LINDEN

39 York Road, at Linden Terrace TOWSON, MD.

Confectionery, Cigars and Cigarettes

Light Lunch.

Visit our Ice Cream Parlor

Towson 372-J.

Reserved for Hochschild=Kohn & Co.

Page 7

JUNIORS AT THE FRONT.

CANOE SONG.

The water seems to sleep beneath our prow,

So quiet we go, so soft.

There is no wrinkle on the sea's calm brow,

So still the breeze, aloft.

The moonbeams pave a path of silver bright,

To guide our course, our way.

The tree-clad banks in misty light Are lovelier than all day.

The light craft slowly

glides its silver trail

Across the stream

The bridge looms up from its sur- rounding veil

Of luminous beams.

Eleanora Bowling.

A "FACTUAL" NOVELIST.

Ford is, in his own language, a "factual" novelist. In his two latest novels, which promise to develop into a triology, he has followed this, his consistent stand. In the intro- duction to "No More Parades," he re- states his attitude in diction clear and laconic: present therefore only what I observed or heard." In his book, The Critical Attitude, pub- lished in 1911, is found a more elab- orate description of his naturalistic viewpoint. In discussing the Gals- worthian School as exponents of this mode of doctrine, he declares:

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 124

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