Oriole and Tower-Light, 1922-1927, Part 55

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 55

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in solving it. Encourage the children to answer in sentences-not words. Whenever possible, use the text in class and make use of the map at all

To teach means to aid growth, but when we say we teach, we do not times.

mean that it is up to us to give all to the child and receive nething in return. We must ask and not tell definite working effort to find what

Agood procedure for teaching a lesson in arithmetic is: (1) Make a those things which a child can think always be centered in the child rather than in the teacher. she having made Test. out for himself. The lesson must the class knows; (2) Plan how to get it over; (3) Teach it; (4) Give children a chance to apply it; (5) In deducting a general prin- the work genuine, sincere and child- ciple always take a number of in- like so that it will appeat to child- stances. like interests. Work, which call forth the earnest effort

After you get the general- will ization, test it out by applying. Have of the the children aware of the fact that child, must have a purpose; the re they are testing it and after the test mote purposes are best gained by a let them again assert the generaliz- number of succeeding "near" pur- ation. peses.

CATHERINE HINES, M. S. N. S., Sr. III, Lutherville, (Upper)

OUR ALUMNI.

March 26, 1924.

Dear Miss Tall :-

I was se disappointed that you had to be away this

past week-end. Really, the play was great. { think we have had a number of good plays, but that has them atl beaten.

Miss Tall, I know it will please you to hear how lovely everyone was to us while we were at school. All the girls who were back are anxious te go again. There is such an in- provement in the meals. don't think anyone ever complains any mere.

you Saturday L. and I just had so much fun with the Craft Club out at their house. I know would have enjoyed it if you could have been along.

There is certainly something about Normal School which holds us and makes us want to come back.

When I think of that school in the fall of 1920 I wonder if it can be the same place.

It is great to see the little booklets of school rules, etc,, being used.

Best wishes to you.

Lovingly,

ANOTHER WISE CRACK.

A prominent educator says school teachers make the best wives. Alı, well, they are accustomed to bessing

Although points of theory are very important, they do not lead to suc -! cessful teaching, until some practical helps are mastered. The more of these you are able to master during your training. the better prepared you are for your work as a beginning teacher.

The teacher's preparation is of course a most important help. Care- ful preparation and knowledge of subject matter leads to the teacher's interest and will lead to the chil- dren's interest. A number of texts must be used to obtain different au- ' thor's viewpoints on a certain sub-

The next important help is the

child's preparation. A study les- son before the recitation is very es- sential. We cannot expect to get satisfactory lessons from a class un- less they have some conception of what the teacher is "driving at."

There are certain qualities which a teacher must possess before she can carry on a class recitation suc- cessfully. She must be with her class in both manner and spirit. The curiosity and interest of the child must be aroused. This can be done by the force, pep and imagination ef the teacher.

Problem teaching is an excellent method in the upper grades as far as inferiors.

SPECIAL OFFER TO STUDENTS

(10

Page 3

THE ORIOLE

A LOG CABIN PROJECT.

( Anna Marie Larrimore)

Mr. Bonser has said that a project is a whole-hearted purposeful activ- ity in which each child participates. Following this, the fourth and fifth grades at the Pasadena Consolidated School, guided by myself, planned and carried out a most interesting project.

The project was initiated by the class with a twofold purpose in mind. First of all, the Fifth grade studied "Life in the colonies prior to the Revolution," during the early autumn months. Into this came the home life which they loved best. One day an enthusiastic pupil said: "I wish I'd lived then, for it must have been great fun to build a

log cabin." Then came the question of how they were built. Finally several piped in: "Let's build one right here."

"Where will we get the logs, clay. greased paper and rough stone used by the settlers?" asked one.

was easily settled, for at the time the those children bring all of those hat-

school ground was being cleaned of young shoots about one inch in di- ameter.

So we had a two-fold purpose. We might help clean the yard and at the same time go back and live with those early settlers who so nobly paved the way for us. Our log cabin must be essentially typical of the pioneer type. Indeed, we would be pioneers until it was com- pleted. Having our purpose in mind to build a log cabin such as those settlers built back in the old colonial days, as a means of finding out the history of the log cabin and to real- ize (by actually doing) the hard- ships and problems which confronted them.

We planued our correlation of subjects so that everything might be woven around the log cabin.

Arithmetic-Working out specifi- cations for the cabin. We decided to make it 112 feet long, 1 foot wide and 14 feet high. We planned our doorway. window, chimney, roof, etc. in detail. Measuring and notching the logs was aimed to provide drill for the 5th Grade, who were just knee-deep in fractions at the time.

Drawing-Fortunately we have an artist in our class who drew a log cabin on a rear blackboard as we

imagine ours would be like when com- pleted. We made a study of the pic- tures of log cabins of those early days that we might draw them. We found Lincoln's, Boone's and many other pioneer homes. In this the 4th Grade assisted us very earnestly.

Language-Our written language consisted of paragraphs written about the log cabin. Here the need for spelling of such words as pioneer, early arose. For oral language we worked up the story of the log cabin

together and selected one to tell it at a meeting of the patrons during Education Week. During her talk she used our drawing on the board and our actual work on the cabin in our room as an illustration.

Geography-Study of the climatic conditions of the part of the country in which these cabins were built, etc.

History-The study of the life of the early settlers, including the build- ing and furnishing of their homes. We searched reference books such as histories, stories of pioneer life and others for material. Pictures here again helped 11s.

Physical Ed .- We had a story play of "Building the Log Cabin." We

played we were settlers actually doing the things the settlers did in build- ing their homes.

Industrial Arts-The most interest- We believe in Mr. Bonser's concep- ing of all was the actual building of the log cabin. The next day after tion of a project. for we have carried we planned the project, the bus driv- out the idea to the fullest extent.

er came into the school asking ex- This citedly: "What in the world did

chets and saws to school for?"

"You'll see," we replied, and he did, for one could soon feel the as- mosphere of those early colonial days in those sounds of hatchets ringing through the yard. The children be- gan felling the trees and trimming them almost at once. These they brought into our cloak room and

later measured for sawing. Chisels appeared for notching, for we tried to do everything those settlers did. Numerous visits were made to the clay hole for the clay which was prepared by the youngsters for use. The roof was our greatest problem, but we managed it without much difficulty. Our chimney we dabbed with rough stone, as our history said the settlers did it. We used waxed paper for the window, which the chil- dren saved from their lunch boxes. What fun we had peeping through that window, but at first we saw only the bare room. Since Thanksgiving was drawing near, I had a sudden inspiration and flew to my much handled industrial art books for help. There I found a large picture in gay colors of a room inside a Pilgrim's log cabin. Two Pilgrims were seated be- side the open fireplace in a cozy,

cheerful room. This picture I ccut out and placed against the back wall of the cabin. Then we beheld Pil- grims beside the fireplace when we looked through the window and door. The 4th Grade were deeply interested now because they were studying Pil- grim history.

We invited the lower grades in to see and they were delighted. Christ- mas we made a lovely winter scene of the cabin by using moss, pine boughs, imitation snow and icicles. We used the cabin as reference many times in our history. For instance, when studying Abe Lincoln, as a rail-

splitter in February the children brought in our log cabin as an illus- tration.

Each child loves the log cabin. When the photographer came they asked him to take a picture of it, and he did. You may be sure each child bought one.

Our project carried over into the home and we had the hearty co-oper- ation of the parents, who were really interested. Many of the girls have tried to build log cabins at home for doll houses. The boys built one in the village on Saturdays large enough for several to get in.

Onr project, representing two and one-half months of happy and earnest work on the part of each of us, at the same time furnished much knowledge in practically every sub- ject.

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Page 4

THE ORIOLE

PUBLISHED MONTHLY

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

Business Manager, SAM'L C. TROUPE

PAUL HOFFMASTER

Advertising Mgrs.

NAOMI HARSH

MARGARET REILLY

Circulation Mgrs. MARY THOMAS LAVINIA MOORE

PRICE: One Dollar For Ten Copies.

APRIL, 1924.

HEALTH: HAVE YOU CON- SIDERED IT?

Let us reflect for a moment on the familiar scene of a small community. The largest things usually are first to attract the eye. Therefore we are a trifle dismayed when we gaze firsti upon a village church. Greater still in size (and importance, in my opin- ion ) stands the village school, which blinks at one from its solid walls of red brick as it to say: "Gaze upon me, for l am capable of great things."

Then we enter this eight-grade school building. Not so bad after all, for there are the classrooms, as usual. However, we must next de- scend the stairs, follow the coal bin to its farmost end, enter a tiny door and there's where my story begins.

Many things have happened in this little second-grade room. Perhaps the greatest work carried on is that relating to health. First of all, 1 began by having the children wash their hands before eating. A chart was made upon which the children were checked up on hand washing, bathing, cleaning the teeth twice a day and sleeping with windows open. Discussions of health rules followed. This called for poster marking, of which the posters "What We Eat To Make Us Healthy," and A Child's Day" were the most important. Our work on a sand table project which we called "A Journey Through Healthland," delighted the children. This work proved a help to keep the children busy as well as interested. For instance, the making of milk bottles for "The Milky Way" and bathtubs for "Bathtubville," furnislı- ed some very good lessons on object drawing.

After habits of good health had heen established the second graders agreed with me that it would be a very good plan to write a health play. So the "forty-five" did so and were allowed to give it in an assembly. As you read the play 1 ask that you remember it is the work of second grade children only-their thought and composition.

My work continues. It is my aim to give correct habits and attitudes in regard to health to the future men and women of this community. My greatest desire is to see my "forty- i five" grow to be fiue specimens of manhood, being equally benefitted physically as well as mentally.

A Health Play written by the sec- ond grade, Linthicum Heights School.

Characters: Good Health and his workers; Bad Health and his work- ers-Johnny and Mary.

Act I, Scene 1-Good Health is in liis garden in Healthland. He is

talking to his workers.

Good Health-"Do you know any little children who disobey my health rules ?"

Worker-"1 know two children whose names are Johnny and Mary. They have disobeyed your health rules."

Good Health-"We must go once to see those little children."

Good Health and his workers go to see Johnny and Mary.

Act 1, Scene 2-

In the home of Johnny and Mary. Bad Health and his workers are just leaving the housse.

Good Health-"What is the matter with you?"

Mary-"Bad Health has been to see us. He told us not to do the things we are supposed to do. John- ny has the toothache and I am so sick."

Good Health leaves room and re- turns with a big tooth brush in his hand He has his friends with him. Each friend talks to the children.

Good Health-': 'Johnny, I will show you how to clean your teeth." He takes the tooth brush, cleans his teeth and sings:

" 'Brush, brush, brush your teeth, Every, every day,

Father and mother, and sister and brother,

Every, every day.' "

Candy-"All children like me, but don't eat me between meals."

weight of each child. After weigh- ing them 1 found many children un- Mary, but I contain white, rich milk. day Drink me three times a day."

derweight. So the following forty-five second-graders were sur- prised to see a large milk

Vegetable Men-"We are the little bottle vegetable men. You should eat us

drawn on the board waiting to be twice a day."

filled with names of those who brought milk for lunch. You may you eat me each morning for break- he sure the bottle is nearly full.

out!

Egg-"1 am an egg and your good friend."

Orange-" 'F' is for fruits, wheth- er fresh, dried or stewed :

If dried, at the grocer's, You'll buy them if shrewd."

Good Health-"Now, Mary and Johnny, if you eat the right foods you may never be sick again. Will you promise me that you will?"

Mary and Johnny-"Yes, yes, we will never listen to Bad Health again."

ELIZABETH ANDERSON, '23 Linthicum Heights School.

A MESSAGE FROM KENT COUNTY.

There are so many interesting things happening every day where I am teaching in the one-room school at Lynch, Kent county, that it is hard to choose something that would he most interesting to you.

I have thirteen lively "young Am- ericans" in five different grades, so you can imagine some of the funny things that happen every day.

When I started teaching at Lynch School there was a very active Parent Teacher's Association there. Not only the parents belong to the asso- ciation, but also quite a number of people who have no children in the school. It is very agreeable for the teachers to have patrons and parents so interested in the welfare of the school. To raise funds

for the school we have had two pie socials this season. One purpose of the funds is to pay for the hot lunches that are served free to every child during the winter monthss; another, to help pay a janitor, and still an- other, to pay for the "New Beacon Reading and Phonetic Charts" that are being used in nearly every school in Kent county for the purpose of bringing up the reading standards in the county.

And now you may ask: "Do you like your present teaching position ?" or "Do you like teaching school?"

Sure, 1 do!

MILDRED PARSONS.

DRAMATIC CONTEST.

May 16th will be a red?letter day. Good Health-"Mary, here is Good The third of a series of contests falls upon this day. The two dramatic Good Potato-"you should eat me clubs will give the plays which are the culmination of their year's study Milk Bottle-"I am only a bottle, and effort. All loyal Normals and Pests come back for this great event! Come and cheer for your society and -do you want to know whether the Miss Oatmeal-"Here I am. Do Normals or the Pests have won this year All right! Come and find fast ?"

If you visit our second grade room Potato."

you will notice a chart showing the height, average weight and normal roasted every day."

Page 5

THE ORIOLE

A TALK FOR STUDENT- TEACHERS-HABITS AND ATTITUDES.

We would like you to know that in many of your habits and In much of your attitude we find even more than we had hoped for. We like your willingness to work hard, your desire to succeed, the fine quality of sweetness and squareness we meet in you. You are very heartening and good for the children and for us in ways you may not suspect.

Habits and attitudes can not, of course, be built in ten-minute talks. We thought though, we might save time in forming them if we outlined some of our biggest aims in student- teaching.

One outstanding thing you will need to do when you come to us, is to assume the attitude of a worker rather than that of a student. There are several reasons for this. You will enter a room where a teacher's whole time and effort are absorbed by her class. If you are to be taught you must save for her the time in which she teaches you. You can do this, of course, by such helpful work as bringing supplementary material, making graphs and maps, helping with reports, marking papers, ven- tilating the room, keeping house, etc.

Auother reason for asking your help is that you may be trained as a soldier is, under conditions approxi- mating those he will find in action, that you may make good in matters of routine next year. Begin now to learn to do things when there is no time to do them-

In thinking of yourself as a work- er, note that while a student is meas- ured by results achieved within him- self, a worker is measured by what he accomplishes outside of himself. Center your attention upon the thing to be done, rather than upon your- self as doer. This doesn't mean your growth is to be ignored; it is an ap- plication of the old principle of los- ing one's life to find it.

To be more explicit, when you en- ter a room you will find each grade with a number of subjects, in some cases nine of ten. Find where each is, get your course of study and see what has been accomplished and is to be accomplished by June. If you will begin to assume the responsibility of bringing this to pass, your growth will be certain. We want to find in you worthy apprentices and co-work- ers.

Again, we hope you will recognize the value of high standards in work; that you will appreciate the fact that how a thing is done-its quality of achievement-is of at least equal im- portance with what is done, in the matter of school work,

It is easy to recognize the signifi-

cance of quality in a big job like that of making the Constitution of the U. S., in the work of an engineer, or even in the making of furniture that is more lovely after a centuries' use than when new, but to see that margins, legihle writing, correct spelling, accuracy of statement and careful habits are of corresponding value in the work of a teacher, seems for some of us rather difficult.

It is "revelling in the obvious" to say that each profession emphasizes certain requirements. Just as a lay- man's ideas of cleanliness would be inadequate in a surgeon, so a stu- dent's observance of these matters of detail is often unsatisfactory from the standpoint of a teacher.

To acquire then, habits of particu- lar work, to emphasize them in a forceful way, to exaggerate as an actor exaggerates his reactions to carry over to the audience, to guard against lapses-in all these ways to inculcate good habits in our children is a very necessary part of our teach- ing job.

Your methods' classes have no doubt given you insight into the pre- paration of subject matter for teach- ing. I shall only say here that the mastery of subject matter for teach- ing calls for thorough and lengthy preparation. It may be possible for you to pass some tests if you draw the mere facts of the story of Colum- bus. You can't teach Columbus, though, unless you've sensed the mat- ter-of-fact and the romantic in his life, wondered how his patience could hold as he sacrificed present pros- perity for a dream, considered the steadfast effort hy which he finally reached his goal, and wondered a bit why after all this, he could die apparently a failure. You will need more than facts in teaching.

Perhaps the spirit of what I've tried to put into this talk may be had from this extract from "Carry a Message to Garcia." It is not hook- learning young men need, nor in- struction about this and that, but a stiffening of the vertebrae which will cause them to be loyal to a trust, to act promptly, concentrate their ener- gies-do the thing.

OLIVE MOORE.

Aviator-"I fooled seventy-five per cent. of those people down there then. They thought we were going to fall."

Passenger-"Yes, and you fooled fifty per cent. of us up here." -Voo Doo.

He-"I had a good joke to tell you this evening, but I see you are not in a condition to receive it." She-"Why?"

He-"Because if your face lights up, the powder will go off."

-St. John's Collegian.

AN EXPERIENCE WORTH HAVING.

To return from a delightful week- end trip, ready and eager (?) to be- gin practice-teaching, and to find that instead we were to spend a whole week just observing-well, it had rather the effect of a dash of cold water. You see, someone was so in- considerate as to contract

scarlet fever at that time so that we were barred from the county schools. And of course, although we pretended to be terribly frightened and to expect all kinds of dreadful things to hap- pen to us out in these unknown rural schools, we were really anxious and impatient to begin and find out what it was like.

However, a week at Normal School goes more quickly than you can im- agine. Great was the excitement the afternoon that word went around that we were to go out next day- and still greater excitement the next morning as the truck and bus bore away their several loads of hopeful, fearful student teachers.

Our feelings and impressions on that first day were crowded into so short a time that they can scarcely he described. To those who had never been in a rural school, it must indeed have been a novel experience, while all of us found that we had much to learn about them. Of course, it had to come gradually, and the three weeks that we have been out have served principally to show us how little we really know.

In spite of the difficulties, perplexi- ties and inconveniences that we en- counter in this work, I can imagine nothing that could offer more valu- able experience or more real pleasure. For each day we are helping our critic teachers to meet such real sit- uations as we will be meeting in our

own schools next year. We are learning to know children and to work with them; we are gaining poise and confidence in ourselves and pow- er to manage the routine of the schoolroom, to plan lessons, and to put our ideas across to our classes. Best of all, we are seeing each day the work of a professional teacher who has had the experience and train- ing necessary to make a really good teacher.

Altogether, I think that of all the helpful experiences that Normal School life offers us, this is by far the most valuable and at the same time the most delightful.

E. KATHERINE GIBSON, Sr. V.

Miss Munn says it would be ter- rible if the members of Senior III went out to teach and did not use correct English. She need not worry on that score if we manage to survive her present course.

HARRY M. BATCHELOR, Reporter, Senior III.

Page 6

MY LAST PRACTICE TEACHING.

(With apologies to Robt. Browning) That's our last group of rural teach- ers,

Wil't please you to sit and talk with them? I said

"Rural Teachers" by design, for

Mary Kingdon and I were assigned never looked to Fullerton 5th for our Strangers like you at those smiling countenances, Partici- pation Work. Friday, March the 21st was our first time to go out. I But to myself they turned (since none Knows better the trials of a rural teacher, than I) unusual for me get ready in a cold atmospphere and run over to Newell And seemed as they would ask me, Hall for breakfast, and pack my if they durst, lunch. It certainly tried my soul to How such a group came there. So not the go out that early in the cold and snow. but as 1 desire a professional attitude, I went.

First are you to turn and ask thus. Sir, 'twas not

The presence of rural schools only, that called

These girls forth to teach; perhaps Their conscience said, "A better thing I do

lf ] go forth to teach little children," or "None

Can hope to give us better training than rural schools."

Such thoughts were real. And cause enough

For twelve weeks of work and toil.

Sir, "twas a fine group. My compli- ments to the teachers,

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Oriole and Tower-Light, 1922-1927, Part 55

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