Oriole and Tower-Light, 1922-1927, Part 44

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 44

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WITTICISMS OF SENIOR V, ENGLISH CLASS.

Senior V, English Class, reading Hiawatha. Miss Munn appoints sev- eral girls to represent the four winds.

MISS MUNN-Miss Lemon, you| may be the South Wind. Now tell us in the first person, all about your- self.

MISS LEMON (a small, thin girl)- I am the South Wind, fat and lazy. I loved a mortal maiden, but was and hikes are becoming a joy to all. too lazy to go down to earth to get' Early in December we expect to | invest our Tenderfoot Scouts, and

MISS MUNN-But South Wind, I not many weeks later to have sev- eral Second Class Scouts. think I hear you sighing?" "Ma'am?"

Our trips to Stevenson's woods, our dips into wood lore, our experi- ences with camp fires and outdoor cooking, are all making us lovers of

Scouts, aren't we proud of our or- ganization ? Let's make it a real and vital part of our Normal School lives.

ESTELLE HAINES.

"Say It With Flowers"

ISAAC H. MOSS, Inc. FLORIST and NURSERYMAN

Office: Cut Flower and Plant Dept. 5315 York Road

Nursery: Gittings and Bellona Aves. Govans, Baltimore, Maryland.

(10)

Lincoln Ford Fordson

CARS.TRUCKS . TRACTORS

HENRY RECKORD

TOWSON

(8)

Compliments of

THE BLACK & DECKER MFG. CO.

TOWSON HEIGHTS

BALTIMORE, MD.

"I think I hear you sighing. Why do you sigh ?"

"Wh-why, I guess it's because I'm short of breath. I-1 have a 'the great outdoors.

cold."

JUNIORS! PSYCHOLOGY CLUB WILL GET YOU IF YOU DON'T WATCH OUT.

The Psychology Club is planning for a very interesting and beneficial project this year.

It was rather hard to choose from the interesting plans that were sug- gested by Mr. Bishop, our adviser, But the most vital and concrete one seemed to be the study of our Jun- iors. So Juniors, we have picked on you, though it is for your benefit and not for your detriment. We are planning to study every individual

those students who are in the habit! of spending their week-ends away,

and those who belong to clubs, and ·how many clubs they belong to. We are going to compare this data with the respective marks of the students and draw our conclusions.

We will submit our conclusions to Miss Tall to be used in her files. HELEN WARREN.

"THE LARK."

What is it? A one act play given by Camp Fire Girls.

Where is it? M. S. N. S. Audi-

torium. When is it? Friday, November 23, at 8 P. M. Who is, invited ? Everybody. What will be special? Dancing.

GIRL SCOUTS,

Work, health and joy-these three things fill the life of the Girl Scout. With Lolita Downin as Lieutenant, and Miss Dowell and Miss Medwedeff to guide us, our weekly meetings

It was decided to have no regular dues, but when money was needed each member was to be assessed for, in the Junior class. We wish to find the amount needed.

her, etc."

BALTI . .

"A good archer is not known by his arrows, but by his aim."

THE ORIOLE .5

At least once a day read a little poetry, sing a song or look at a picture.

Vol. 3-No. 4

DECEMBER, 1923

Published Monthly by Students of the Maryland State Normal School, Towson, Md.

THREE SIGNIFICANT EVENTS

Three significant events mark the calendar since the publication of the last number of "The Oriole."

On Saturday, November 17, there came back to the school seventy-five of the graduates of 1923, in re- sponse to a call from us for a home- coming day. They came to tell us what we had not done for them in their training; and to unfold the problems they were meeting in this. their first year of teaching experi- ence, for which they were not fully prepared. In their appeals for help, they asked for teaching experience in as many grades as possible dur- ing their student teaching; educative seat-work; help with retarded chil- dren in the normal grouping; over- age children and reading in the first grade. They showed great appreciation for the help their su- pervisors in the field were giving them and gave evidence of a spirit of loyalty that we hope will make them welcome members of the pro- fession throughout the State. The home coming was not all serious; the dance at night lent an air of jollification and helped to renew friendships that we hope will con- tinue in their lives.

On November 7, forty-five stu- dents of the International Institute from Teachers' College, Columbia University, came to visit the school. The International Institute is a de- partment devoted to research for foreign students. The group that came to us is taking a field course in education. Fifteen nations were represented among the visitors, who spent part of two days with us. Pro- fessor Wilson, instructor in charge of the party, writes us that his class will come again next year if we will allow them to do so. The latch

string is out. We shall not soon

forget the guest from Egypt who talked with us about King (To-ot); the charming Italian; . the calm, subtle, poised, fascinating Brahmin; nor the vivid Japanese woman.

We have all felt the seriousness of such a project as the field work of this International Institute he- cause we realize that what these for- eign students see done in the name of education in this country is go- ing to be used either in constructive or destructive work in their own countries when they return to use their influence to change the educa. tional systems of their nations.

'Tis The Week Before Xmas!

No More 8.30 - classes!

Dances

Sawive the NawYear İN -

ΣΦΣ

€.Shockley

On December 8 we passed one through a great deal of attention milestone in the year's work. first term is ended. The paid to the post and much repaint- ing in white. If one expects to un- derstand the business of the train- For the Juniors it will be an in- dication of their ability to adjust to the new situation here in the Nor- mal and to find out their capacities ling of children, it can be done only through much study of children and through study of one's own aptitude for this scientific job of education

and tendencies for the teaching field. For some of the Seniors, it To the Juniors! Keep your minds ly your field for apprenticeship in teaching; will it be rural, aprimary

Tutor dissatisfaction. The enthusiastic grade, or an intermediate grade ex- perience ? To the Seniors! Con-

means the end of their first experi -; and emotions open and choose wise- ence in teaching. They finish these twelve weeks either with enthusiasm gratulations-that the practice is done or about to begin, or three months away! The goal,-to manage a group of children and interpret them and the curriculum, through their powers to think and act and feel-is no mean task but, one worthy of the highest effort. ones will boost our professional spirit; dissatisfaction will be an in- dication, perhaps, of little aptitude for a chosen field. The students must take stock of their assets care- fully. For the Seniors who have been scheduled in the regular nor- mal courses, the term will have been an indication of growth along all lines, above and beyond their Jun- ior class record.

Ben-So your engagement to Eva

A milestone is a strategic sigu is off. And I thought she just doted and points the way forward or back- you. ward. If one expects to keep

Tom-Yes, she did. But her fath- white post white, it can be done only 'er proved to be an antidote.

10.30 AM

At The Xmas L

THE ORIOLE

Page 2

FRANK A PERSOHN & SON

OPTOMETRISTS

and OPTICIANS

Consult an Optometrist, the Eyesight Specialist, when your eyes need attention.

Glasses Furnished Lenses Duplicated

426 York Road Towson, Md.

1212 E. Monument Street (Second Floor)

Baltimore Maryland. (10)

TOWSON BAKERY-THE GOODY SHOP

Fancy Cakes, Pies, Pastries, Ice Cream i change their own form or structure.

Sodas

L. W. HELD & SONS, Inc.

Phone 204 Towson (10)

GO TO DEARIE'S STORE

For Your School Supplies For Your Goodles MISS AGNES ANDERSON, Prop. York Road Towson, Md.

(10)

SPECIAL OFFER TO STUDENTS

This coupon and $2.50 may be used to purchase six of our regular $8.00 a dozen photographs with one of our regular $25.00 a dozen pho- tographs, if presented during the scholastic year.

THE ATELIER

103 West Lexington Street BALTIMORE, MD.

EVOLUTION AND THEORIES OF EVOLUTION.

Organic evolution as a definite working principle is comparatively modern, being but little more than one hundred years old; but the con- ception of evolution, both inorganic and organic, is as old as our records of man's thought. However, there is a sharp distinction between the speculative stage of evolution and the observation stage. The former is imaginative and philosophical, and could not establish evolution as a fact; the latter is scientific and has established evolution as a fact.

What was it that led to the open- ing of the eyes of man, and finally compelled him to accept organic evo- lution as a fact?

First of all, the growing proof that the inorganic world had been forined by a process of slow evolution rath- er than by a series of miraculous catastrophes, compelled the sugges- tion that the organic world may have developed in the same gradual way by natural processes.

Observations hegin to show that plants and animals are often able to respond to changed conditions, and

This is called "adaptation," and is one of the chief sources of the fact of evolution. The small changes ob- served naturally suggests the possi- bility of indefinitely extended changes.

Through the study of embryology, plants and animals have been traced, stage by stage, from the egg to the adult form. In the course of this development resemblances to other forms appeared, which had disap- peared when the adult stage was reached. The idea developed that here were glimpses of earlier con- nections, and it became formulated, that the history of the individual re- peats the history of the race-a the- ory called "recapitulation."

Great changes have also been wrought in plants by cultivation, and in animals by domestication. These changes have been so great, in many cases that the wild origi- nals could not be recognized with certainty. These facts of evolution so impressed scientific men that they searched for an explanation of the process.

To accept organic evolutiou as a fact, and to explain it as a process, are two very different things. It should be kept in mind that the problem is to explain how one spe- cies can produce another. The first attempt at a scientific explanation of organic evolution resulted in the answer that It is caused by changes in environment. This explanation began to take definite form during the last part of the 18th century in the writings of Erasmus Darwin, of England; St. Hilaire, of France, and

Gruth, of Germany. These observ- ers saw changes occurring in plants and animals, in response to changes in seasons, exposure changes in cli- mate, etc., and their picture of the process of evolution was that plants and animals are plastic organisms that are being molded by their en- vironment. But it was not long be- fore it was recognized that the changes thus produced are too su- perficial and ephemeral to furnish an adequate explanation of evolu- tion.

In the early part of the 19th cen- tury, the first substantial explana- tion of organic evolution was pro- posed. Its author was Lamarck, and the theory has become known as Lamarckism, or, the la wof use and disuse. The conception is simple enough and has a basis in fact. It is well known that use strengthens a muscle, and that disuse deterior- ates it, a deterioration that may reach so far as inability to function. A change in environment naturally means a change in the demands on the structures of plants and animals, and these demands are met by the active exertion of the organism.

For example, a grazing animal, with an ordinary neck, is placed in conditions that demand feeding upon the foliage of trees. The continual stretching of the neck would cause the neck to increase somewhat in length. This slight increase, ac- cording to Lamarck, would be trans- mitted to the next generation, which in turn, would add to it, until a vast number of generations would suc- ceed in the exaggerated neck of the giraffe. For quite a while the consensus of opinion seemed to be that acquired characters are not transmitted from parent to offspring. However, experiments show that If . the germ plasm which contains the factors for heredity are also changed, acquired characteristics are transmitted. Lamarck did not know about the mechanism of heredity, and so he thought all modifications were transmissible.

The explanation offered by Dar- win, the theory of Natural Selection, (Continued on Page 3)

HOLIDAY GREETING

The Boot Shop

WM. F. ORTH, Prop.

Graduate Practipedist

529 York Road

Towson, Md.

SHOES

ARCHES

RUBBERS

Phone Towson 59-M.

(10

Page 3

THE ORIOLE

EVOLUTION AND THEORIES OF adaptation, survival of the fittest, EVOLUTION.

(Continued from Page 2)

proved to he the most epoch-making theory in the history of biological science. The ratio of increase of or- ganisms, lead to over-population and a struggle for existence. In heredi- ty there is transmitted, not ouly a likeness to the parent, but also a slight unlikeness, called the law of variation. It is this variation that gives rise to individuality in plants and animals. This slight difference makes one individual better suited to his environment thau another, and so he survives while another of the species perishes. In the next gener- ation, some of the descendants have the parent's characteristic of sur- vival value, and through the law of variation may again have a charac- teristic of survival value. These in- dividuals would, of course, survive, while those varying in an unfavor- able direction, by the law of natural selection would, of course, perish. From this, we can see how, in many generations, the original structure may have changed beyond recogni- tion.

We come now to the work of the last twenty years. The fact that mutuations, or sudden changes, oc- curred, was given as another expla- nation by De Vries of how evolution came about. His work establishes the study of evolution upon an ex- perimental hasis. Through experi- mentation, scientists show that new species were appearing. suddenly produced by the parent form, fully equipped as a species, without any intermediate stages or any building up by selection. This does not ban- ish the theory of natural selection as a factor in evolution, but assigns to it a new role, which is not to pro- duce species, hut to select among those already produced.

Darwin's explanation, Lamarck's explanation, every explanation hith- erto proposed may he found inade- quate and still organic evolution will remain to he explained. It must be remembered that the work of biolo- gists has been to explain the fact of organic evolution, not to propose it as an idea, and the destruction of no explanation can weaken the fact.

From Castle, Coulter, Davenport, East and Tower -'s, "Heredity and Eugenics." pages 1-20.

l'certainly believe in evolution as an explanation of man's origin on earth. If man's origin was not evo- lution, what was it? If man were simply placed on earth as he appears today, where did the lower animals came from ? How can the anti-evo- lutionist explain the adaptations which we know have taken place in different animals during the ages? Aren't the theories of evolutionists, such as the law of use and disuse,

etc., being proved every day. Doesn't the scientific experimentation of ar- tificial selection by animal breeders and horticulturists prove the theory of natural selection possible and pro- bahle? If the anti-evolutionist does not believe in evolution, what does he believe in? What theory can he advance that is backed up as strong- ly as that of evolution ?

E. TEIPE, Jr. VI.

HOW TO ENLARGE MAPS.

In working out our Geography project on "Japan" we found it nec- essary to have an enlarged map of this country, our efforts to find this were in vain. As Japan is situated on the Eastern Coast of Asia, it was impossible to find a map of any size which could be used. Countries ly- ing so near the Coast are often dis- torted.

How were we to enlarge this small map? This puzzled us for some- time, then it was suggested that we use the pantograph. I wonder how many know just what the panto- graph is. As it is something every teacher should know about and he able to use, I will endeavor to give you a brief description of this won- derful instrument.

The pantograph is an instrument used to make an outline copy of a map or any other drawing, either on the same scale or a large or smaller one. This useful tool consists of a system of levers coupled in such a way as to form two equiangular par- allelograms. A motion of a given point on the parallelogram produces a relative motion in the correspond- ing point of the other parallelogram. By altering the size of one parallel- ogram the ratio of movement is al- tered in the same relation as the parallelogram.

We obtained a small map of Ja- pan from an old Atlas where the central parallel and meridian crossed in the centre of the map. Then we placed the small map in the lower left hand corner of the larger pa- per on which the enlarged map was to be traced. The tracer was guided over the outline of the small map while the other arm carried the pen- cil point and produced the enlarged tracing. We found the pantograph most interesting and very useful in many ways; many pictures and de- signs can be made, not only on pa- per, but on blackboards by substitut- ing chalk for the pencil. A panto- graph can be bought for the small sum of $1.50 at any art shop or any school supply store.

If you are not familiar with the pantograph I advise every one read- ing this to get familiar with it and purchase one for your school. It

will be money well spent.

M. HOGAN, Sr. VI.

Service While You Wait! Shoes Repaired. We Do It Electrically

NICK CASTELLO

2 Chesapeake Avenne, Towson, Md. (10)

Down's Wedding Invitations

JAS. H. DOWNS,

Engraver

229 N. Charles St., Baltimore, Md. (10)

WILLIAM A. LEE

Dealer in Fancy and Staple Groceries, Flour and Feed

York Road

Towson, Md.

(5)

Table Delicacies

GEORGE H. STIEBER

Towson, Md.

(5)

YORK ROAD GARAGE Towson BUICK MOTOR CARS (Four Wheel Brakes)

F. B. and M. L. Ports, Props. Phone Towson 525 (10)

MATHIAS GROSS BARBER SHOP

York Road (10)

- Towson, Md.

Shoes of Comfort and Style

For Men. Women and Children

THE TOWSON SHOE STORE York and Joppa Roads, Towson, Md.

Repairing done equal to new. (10)

Safety

Service

Be Thrifty

Save Your Money and Invest With.

The BALTIMORE COUNTY BANK

Towson, Md.

(10)

Page 4

THE ORIOLE

PUBLISHED MONTHLY

BY THE STUDENTS OF THE MARY - LAND STATE NORMAL SCHOOL, TOWSON, MD.

Business Manager, SAM'L C. TROUPE Advertising Mgrs. PAUL HOFFMASTER NAOMI HARSH

MARGARET REILLY

Circulation Mgrs. MARY THOMAS LAVINIA MOORE

PRICE: One Dollar For Ten Copies.

DECEMBER, 1923

AN IDEAL NORMALITE.

Where I went to High School I learned with much perspiration what 1 failed to learn through inspiration, that is: the requisites of a subject on which to speak with a good line of data; it must be recent, interest- ing and personal. So, when I write of: "An Ideal Normanite," I think I have found one that fills the re- quirements. The subject is recent, it is about a Normalite, so it will be interesting to Normalites, and it is certainly personal because it features myself.

This last will ,no doubt, cause many to register surprise, consterna- tion, and perhaps amusement, so possibly I had better explain my conception of an ideal Normalite. I think he is one who takes advantage of everything the School has to of- fer, one who has the utmost consid- eration for others, and who believes in the traditions of the school- when they are applied to other peo- ple. These qualifications can hest be illustrated by an example of which I know, no less an individual than myself.

In classes I have an excellent chance to show that sterling quality: consideration for others. Only one can stand first in the section. Shall [ selfishly be the one to rob some- one else of the chance? No! A thousand times no! My ideal Nor- malite soul revolts at the thought. Am I not an ideal Normalite? Then why should I stand first? Some may think that there are other rea- sons, but, no! perish the thought. My unselfishness is solely the cause.

My position in regard to what is commonly known as the Student Council is generally misunderstood by most of my brother and sister Normalites. They say that I break rules, regulations, etc., thoughtless- ly. I wish to correct this mistaken idea with a few clear cut phrases and arguments. First, how will one ever become known to the rest of the Normalites if his name isn't "hashed" around in the "Weekly Session," and used by the rest of stood."

the Normalites for current events?

regular visitor. The whole School hears it and if they hear it often enough, they get to know the person himself. It is very easy to become known in this way. Now, here's another. I am often campused as a result of partaking of one of these "Weekly Rules and Regulations Ban- quets," so it serves me well in two ways. It makes my name familiar to all the Normalites and it makes week-ends at school possible.

Being campused is one of the greatest outdoor sports here. Cer- tainly it is the one most indulged in, and the one having the most candi- dates. Some Normalites though, show a marked aversion to being campused, but that merely shows that they lack the qualities that I admit. The Campus is full of beau- tiful grass, trees, hedges, berries, etc., which give one ample material

for intelligently passing leisure time. Then, too, things on the out- side appear much better to us when we are inside looking out. How

could we better learn to appreciate the desired things off campus?

In this school of ours there are traditions as old as the place itself. These traditions are known as "Rules and Regulations of Living Routine." They make quite a vol- ume; and are very useful for Sen- iors who wish to teach Juniors how to live in our school. What can't be found in these "Rules and Regu- lations of Living Routine," may be found in the "Unwritten Laws", which are resorted to frequently in the "Weekly Sessions." Some Nor- malites think that we need no rules, regulations, routine, or laws; but I do my utmost to keep them alive. Suppose, for instance, I cut campus, cut dinner line, do not take the va- cant end seat at the table, etc., I am immediately reported and get my customary invitation.

"The Student Council requests your presence at its meeting Monday evening. South Parlor, 6.25 P. M. No Refreshments.

Sympathetically yours, SEC."

This makes my fellow Normalites remember the laws which they would otherwise have forgotten. But, do they ever thank me for this? No! They laugh at me, but I, martyrlike, continue the good work and so prove myself "An Ideal Normalite," for so persecuted they the prophets."

It is the same way in the dining room. I break dishes, spill food and water, grah things from others, get two desserts, etc., only to remind others that it shouldn't be done. I am always misunderstood. I can readily appreciate the hig statement of that great statesman, Webster, "To be great is to be misunder

Some people may differ with me He won't, that's all-unless he is a in thinking that I am an ideal Nor- malite, but I console myself by agreeing with Webster. I am ideal from the standpoint that I take ad- vantage of everything the school has to offer.

After all I do not want to be con- sidered a model Normalite; one to be patterened after, although I know that many have patterned after me without any persuasion. If I have not made myself perfectly clear, lt is merely hecause Webster was right. So let it be. I am thankful for that much.

"GUNDY," '24.

Dear Faculty and Class of '24:

Saturday, November seventeenth, was "Homecoming," indeed. How good it was to see Normal again! My heart simply sang for joy when I entered the Administration Build- ing for the first time since June. And it continued to sing until time for departure on Saturday night. Every minute was filled with pleas- ant things.

Little did I realize what my visit meant until I returned to my school room. I left it feeling that as a teacher I was a hopeless failure; I returned to it with new life and hope. In the weeks I have been back my inspiration has not once lagged. For a month I had worked from a sense of duty; now I only wish for more hours and materials with which to work.

It is difficult to find just how "Homecoming" wrought this mirac- ulous change, turned despair into hope. Nevertheless, I know that it did, and I want to thank each per- son who was in the least responsible for the happy day you gave the Class of '23.

Perhaps it is not too early to wish you every good thing for Christmas and the coming year. Sincerely yours,

CAROLINE READ.

DO YOUR PATRONS DO THIS?

"How much of an air of bon- homie and comaraderie is there per- meating your school system? In the language of Gasoline Alley, do the patrons gather in your educational garage, watch the machinery in ac- tion, get some of the grease of ac- tual contact upon their clothes, chuckle over the absurdities of the pupil Skeezixes, and observe the teachers, Walt-like in their devo- tion to childhood?"

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Oriole and Tower-Light, 1922-1927, Part 44

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