Oriole and Tower-Light, 1922-1927, Part 57

Author: Maryland State Normal School (Towson, Md.)
Publication date: 1922-1927
Publisher: Maryland State Normal School (Towson, Md.)
Number of Pages: 1024

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Then again the question may arise as to whether the cost of maintaining a consolidated school is less than the cost of several rural schools. In.

Anne Arundel county the greatest cost of schools today is the cost of instructors. Teachers draw from

year. If the

teacher has less children than the average there is a waste. Some of the rural schools average less than Some of us say most emphatically twelve pupils, which means over one "No!" while others really consider hundred dollars per child. Millers- this an opportunity.

Every citizen of the United States wants to do the most he can for his country; and better teachers for our rural schools is one sure step toward

a stalk of corn that no other soil in all the world will raise." This means that every one of us can do a certain job better than any one else can do it; it's up to us to find the job and do it. How do you know that your job isn't a rural school?

Don't he afraid of the work in store

thing that makes us happy-idleness the thing that makes us miserable. It really depends on the mind set whether a thing is work or drudgery. If we are determined to get enjoy- ment out of our work, we find it pleasure, and thus the more work the more pleasure.

Every year there are a few fortu- nate people at Normal School who; To be able to fulfill the qualifica- carry away with them a bit of money , tions for a rural teacher the Maryland to spend in their first school room. Plans of every sort come to one's State Normal School gives a course to prepare us for this work. Those who go out into the rural training schools follow a program beside their student teaching not unlike this: mind until the ten or twenty dollars one possesses purchases in the imag- ination things that would cost a hun- dred. It is well to dream awhile, but that doesn't solve the problem of where the money should be expended. Every Monday, Wednesday and Friday they attend group meetings with their rural supervisor, to talk over lessons taught and to give con- sideration to work that is to be taken up. My own school room is the primary . room of a rural school, the same that 1 attended as a child. Except for a few slate boards no change has been wrought. Stained walls, broken '

On the first Tuesday of every panes of gglass in the too few win- month a meeting of all the rural dows; scarred woodwork and dilapi- training teachers is held at the Mary- dated furniture greeted me. And im- land State Normal School for the pur- mediately my check, which had seem- ed quite large. dwindled pose of discussing the progress of the My mind sped back to my school days

to a dot. student teachers, and the minimum essentials of the different subjects.

there and told me that the thing I But the training school is described had longed for most was not a pretty elsewhere in this issue.

room. but pretty books. My decision was made. The hearts of my chil- dren were not to be starved for books as mine had been. We could find

What rural training centers try to give is experience in one and two- room schools to specially prepare teachers to serve under rural condi- beauty and cleanliness in each other , tions all over the State. rather than in our dwelling, bụt nothing could act as a substitute for hooks.

LORETTA SCHWARTZ. Senior I.

Now our library table boasts seven- teen volumes that are a joy to the Their soiled pages tell of the A WORTH-WHILE PHILOSOPHY. use they have endured. But l alone know what an incentive they have proved to better work. Every day has been the happier and the richer "Be well assured that on our side

Though headlong wind and heaping tide

Make us afraid to-night.

By force of weather, not of war, In jeopardy we steer.

Then welcome Fate's discourtesy, Whereby it shall appear

How, wherein the time of our distress And our deliverance, too,

The game is more than the players of the game,

And the ship is than the

crew."

-Kipling.

ville, which is the most typical con- solidatfed school in Anne Arundel county cost last year sixty dollars per child. including transportation and nearly every child is carried at !better citizenship.

the county's expense, thus proving

Emerson said: "Every one of us that consolidated schools do not cost has in him a bit of soil that will raise any more to be maintained, if as much, as several rural schools.

This shows what one county is do- ing toward consolidating schools. but the time is rapidly coming wlien when every county will realize that' a consolidated school will better meet the needs of the child of today, and i

in doing so will lead them to become for the rural teacher; work is the

JHILDRED LEE DUVALL. Sr. 11.

A GOOD INVESTMENT.

CAROLINE READ. A Rural Teacher.

WHY RURAL SCHOOLS?

One of the first questions that many of our county superintendents ask when we are applying for a school is: "Will you teach in a rural school?"

$1000 to $1200 per

lecause of them.

The untroubled heavens fight.

THE ORIOLE

NORMAL PESTALOZZI CON- TEST NO. II.

VOTE NOW!

No Age Restrictions!

M. S. N. S. Stages An Election !

The object of the election is to find out Who's Who at Normal. Have you not often wondered who the best looking girl is, which one is most popular, and who the most con-

The result will be published in the next Oriole.

BALLOT:

A 2. Most popular girl.

4. Best all around sport-hoy.

5. Best all around sport-girl.

6. Best athlete-boy.

7. Best athlete-girl.

and 8. Laziest boy.

explained to the anxious societies and 10. Biggest talker-boy.

visitors, the details of the contest '11. Biggest talker-girl.

and the program opened. The first 12. Best line.

14. Biggest sheik.

15. Most in love-boy.

16. Most in love-girl.

17. Best looking boy.

18. Best looking girl.

19. Best dancer-boy.

20. Best dancer-girl.

21. Biggest eater-boy.

22. Biggest eater- girl.

23. Most conscientious student.

24. Most dignified Senior.

Normals was Dorothy Flounders, who 25. Most unselfish student.

spoke on Current

Poetry.

Corrine

Muck represented the Pests and spoke on The Informal Essay. Both of

these speakers received cheers from the andience. The Pests then sang

one of their rousing songs. The Story-Telling Club, the last one on the program, was represented on

by Miss Mathews, Normal side

who delightfully told "The Butterfly ings than the names "Pest" and Mary Thomas, who with equal ability neither and practically all were in-

That Stamped," and on the Pest side "Normal." A few had heard of different to society affiliations.

told the story of "The Cat That Walked by Himself." The school song closed the program and everyone into groups the members attended the left feeling that his side was the winner.

Much commendation is

When the societies were organized various group meetings from a sense of duty and rather because "every- due the body does it" than because consciousness of "I'm a Pest" or "I'm a Normal." This typified the atti-

presidents of the two societies, Owen Thomas and Charlotte Helm, who splendidly led their respective sides tude of the Juniors. The Seniors were more seriously loyal and had an air of expectancy: "Just wait 'til the contests begin." The blase Juniors

wildly under the colors .. Streamers waved from every available spot and everyone sang as he had never sung before.

But the real society spirit lies

deeper than mere demonstration. It consists in grinding to put forth the best intellectual product, and in training to be a "good sport" in de- feat or victory. The philisophy of the contests is admirable: "The best will win. We hope we are, but if we are not we'll gladly congratulate the other fellows. They are our best friends, you know!"

JULIA BLACKLOCK, Jr. IV.

NORMAL-PESTALOZZI DEBATE.

Look at the Pest banner up in the tower. It was the morning of the debate and the Normals gazed with envious eyes upon the blue and white glittering in the spring sunshine. It seems that the Normals had scored a point. But assembly came, and in the rush that preceded the opening of the program the stage curtain rolled back to display Normal in all her fiery glory on the cycle around the back-ground. The shouts of de- light, amazement and chagrin de- picted a hot contest for the night. And it was hot. A bucking, sur- prised billy goat, decorated in Nor- mal colors and bearing the sign "The Normals Have Got Your Goat" was pulled in, very much against his will. It seemed that the goat was rather partial to the Pests, for it stubbornly refused to move from their side. Af- ter the excitement and uproar had

subsided, a tenseness filled the air as the students eagerly awaited the fray. The question debated was: Resolved, that the honor system should be used in all prisons. The Pests upheld the

affirmative side; the Normals the

The majority of the two hundred negative side. and fifty Juniors who drew lots for The speakers on the the society membership in Septemberi affirmitive side in the order of their knew nothing more of the proceed- appearance were: Tom Rice, Charles Wren and Grace Jones. The speak- ers for the negative side were Minnie Evans, Harry Batchelor and John Gildea. Nine minutes were allowed for each speaker and four minutes' rebuttal for each side.

Both debating teams argued con- vincingly, showed such thorough

of the preparation and delivered with such insight in the field of argument that even the students found it hard to make a decision.

BETH CAPLES, Jr. III.

A MISUNDERSTANDING.

Curtis-Miss Boulden, Mr. Griffith

As time went on enthusiasm grew. said he was going to dust my thous-

Rumors from the rival camp acted ers. What does he mean? as an incentive and everyone prepared Miss Boulden-What have Curtis-I sat down on a dirty you for a momentous struggle. The ex- been doing that is wrong, Curtis? citement spread like a flame on a dry bougb. Crowds cheered madly board, but I'd rather dust my trous- and the hearts of individuals beat ers myself.

The Freshman cries, The Sophomore blows, The Junior sighs,

The Senior knows. -Ex.

Friday, April 5th, 1924, the Nor- mal-Pestalozzi Literary Societies met in the Auditorium for their second contest. The auditorium was beau- tifully decorated in the colors of the two societies. At eight o'clock the Normals and Pestalozzi marched to scientious student is? This is chance for you to find out.

their respective places, the Normals dressed in red and yellow caps and carrying canes with colors attached.

On Page - you will find a ballot. Cut it out and vote. Do not write Both societies were keyed up to the your name on the ballot. Drop it highest pitch of enthusiasm and in- terest. Everyone sat on the edge of

his seat, breathlessly awaiting the outcome of the

second contest. Though none knew the results of the debate, every fellow was convinced 1. Most popular boy.

that the other side had won. breathless hush fell over the assembly 3. Biggest flirt.

at thecloseofthesinging of the society songs. This contest was composed of two contestants representing both literary societies from the three

clubs, Authorship, Magazine

Story Telling. Mrs. Stapleton then 9. Laziest girl.

in the box in Miss Munn's room on

LITERARY SOCIETY SPIRIT AT M. S. N. S.

13. Most lucky.

speaker representing the Normals, on the Authorship Club was Elizabeth Flowers, who read her story called "Fulfillment." This was followed by Emma Teipe, a Pest, who read her "Ways and Means Committee." Al- though of different types, both stories were splendid. The Normals then sang one of their songs, waving high their decorated canes. The Maga- zine Club was next on the program and the first speaker representing the

in the singing. The students of the societies also deserved much praise in the way they responded to the -

leaders and inspired their speakers. thought their enthusiasm superficial. DOROTHY MILLER, Jr. III

THE ORIOLE

THE CALL,

A would be Ruralite's vision-

Each year from the Md. State Nor- mal School

Go teachers prim and sedate,

To train for future citizens

The children of the State.

Of these teachers, trained to rule, The majority choose the rural school. There's a call from the country chil- dren,

Whose pleasures are but few,

And who haven't the many advant- ages

That city children do.

We can do many things to help them, And fiill their lives with joy;

We can give of the best we have to give

To every girl and boy,

So we've answered the call of the children

And sacrifice we'll make,

And although our job is a man's size one,

It's fulfillment we'll undertake.

So give a cheer for the rural school, For the rural teacher too.

She's doing her bit for Maryland And throwing a challenge to you. M. HILL.

AN INTERVIEW.

Miss Elizabeth Wilson, Sr. I, did her practice teaching in the lower grades. The following article is one of her many interesting experiences as she related it to me.

"When I ardived at the school many problems confronted me, as they have every new teacher. One was to interest one of our third grade boys, who was twelve years old; really too old for that class in age, especially in his reading, for here his lack of vocabulary and self- consciousness made his life miser- able. When called upon to work a written problem in arithmetic which required some reading, it was the same story-only a shake of the head. Something had to he done to make his work vital and interesting to him. Aided by Miss Greenlaw, I did my first wood-work, just a tiny rab- bit sawed out of a cigar hox, which 1 dressed in jacket and trousers. Why did I select a rabbit? We were reading 'Peter Rabbit.' Well, you can imagine the result. I almost had

a riot over on whose table Peter could set. Then everyone wanted to know how he was made and if they could make one-with one exception -my special problem, who only shook his head and said: 'I'm not going to try, for I know I can't do it.' When the reading lesson was finished, and finished well by the other children, we trooped out on the back porch with our cigar boxes, which we had to wash and scrape. Soon he was the hardest worker in the crowd, and when we came to)

sawing out the rabbit he was the leader and helped all the little maid- ens.

"After the sawing came the cray- on work, and when the judging of rabbits came Fred's was voted as the best. This was only a small part of the success, for soon Fred read aloud for me. Never shall I forget that reading lesson. I believe I beamed on the world for the rest of the day.

"Our work did not end here, for the boys were ready for larger things and when asked what they would like to make suggested a sand-table,

since they had none. Here again Miss Greenlaw came to my aid with suggestions, materials and tools. We had no industrial arts period, so we used the recess period. Why take their play period? They had never used it profitably, for they did noth- ing but hold up a side of the build- ing. I didn't require them to work. They always came for permission to work and each was ready to take his place as 'boss' when his day came.

"What did we do while nailing and sawing? We talked of lumber and lumber camps, and it was really an education to all of us. Then we dis- cussed measuring, and had some real problems to solve.

"When the sand-table was com- pleted and varnished we closed our work with a little true and false test covering what we had learned in our work periods. Probably it was too easy, for they all had perfect papers. "My only regret was that I had to leave before we had worked out a sand-table project.

"Did I accomplish my purpose?""' LOLITA DOWNIN.

OUR LIBRARY.

Each week we get a number of books from the Normal School. We keep the books until Friday and then they are taken back. The children should read them because they are very interesting. Some of the older people borrow these books too.

Some of the books are: Doctor Do- little, The Adventures of a Brownie, The King of the Golden River, Stories of the Gorilla Country, and Betty Leicester.

GLADY TROYER, Grade 6, Hereford School.

THE RED SCHOOL HOUSE.

How dear to the heart is the sight of a school house,

When near-future prospects pre- sent one to view;

The school bell, the play-ground, the coal house near by it,

And every bare spot where the grass ever grew

The teacher's large desk, the black- board near by it,

Erasers and chalk,

whose use time will tell;

The hook for the hats, for the coats one close by it

All make up the schod room

where highest hopes dwall.

The old little school-house, the wea- ther-worn school-house,

The moss-covered school-house

That stands on the hill.

MARY HILL Cecil County.

SENIOR III'S WONDER-

1. Why Miss Medwedeff persists in calling on Mr. Strange? 2. Why Anna Mallonee delights in riding on a Charles Street bus?

3. Why Catharine Hines likes to visit a certain grocery store ?

4. Why Group I doesn't get call-

ed on so much in history this term 5. Why Miss sMunn doesn't like us to say: "Spring has came and win- ter has went"?

6. Why Elizabeth Benson, our honorable section chairman, is al- ways in a hurry?

7. Why we must continually be "checked up"? 8. Why we want to know so much ? K. E. H., Sr. III.

"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

Fordson

CARS-TRUCKS .TRACTORS

HENRY RECKORD

TOWSON

(8)

Compliments 01

THE BLACK & DECKER MFG. CO.

TOWSON HEIGHTS

BALTIMORE, MD.

Mary'end Stale Nommal Schaut

Knowing does not come to us by details, but in flashes of light from Heaven.

THE ORIOLE

Any sincere thought is irresistible.

Vol. 3 --- No. 9

MAY, 1924

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

PROFESSIONAL STANDARDS AND ETHICS OF THE TEACHING CRAFT.

By Nicholas Orem

Supt. Prince George's County. Only a few years ago educational writers were defending the thesis "teaching is a profession"; but now happily within the last decade thel professional status is that the teach- er is accepted not only by the edu- cational writer but by a large part of the intelligent laymen, who no longer tell the teacher how to teach, but who express in no uncertain terms their contempt for the un- trained person who would attempt to teach.

Only comparatively few years ago Dr. Payne said: "Teaching is the noblest of professions but the sor- riest of trades." But another writ- er said: "Teachers must never fail to rise to the greatness of their vo- cation-even as yet though poorly remunerative."

the finest thing in the world, the training and development of it the finest calling in the world."

Thus we see teaching referred to variously as a calling, a vocation, and while its professional status is rapidly becoming fixed, this status will not and cannot become firmly and finally established until we who are engaged in its prractice fix for ourselves and our calling certain and definite standards of conduct and a code of professional ethics that are recognized not only by ourselves but by the public in ger eral.

What is a profession? Webster says "That of which one possesses knowledge, a vocation if not purely commercial, ,agricultural, mechani- cal, or the like."

To classify a vocation a profession,

MORE TRUTH THAN POETRY.

What Normal is to teachers, What popularity is to the boys, What fame is to the Pests, What grammar is to English, What themes are to History, What projects are to Geography, Yea, yea, and more yeas What sleep is to Juniors,

What commencement is to Seniors Gives but a slight idea of what Our faculty is to all of us.

P. BAILEY, Sr. IV.|

those engaged in it must be able to answer in the affirmative these ques- tions:

1. Is there a body of knowledge peculiar to that profession, a content of method, of practice, procedure and technique that can be taught, and which no one not possessing can follow the profession ? Lawyers and doctors, "yes," but teachers not yet. 1

2. Does its practice satisfy public need, perform an essential public service of such nature that those practicing it have the complete respect and confidence of the public, who acknowledge its leadership and essential nature ?

For teachers, 'sey "

3. Are the standards of admission to its practice controlled within the craft itself as is done by physicians and lawyers?

Not entirely so with teaching, al- though there is a rapidly increasing tendency in this direction on the part of the public.

Stated another way: 1. Teaching will become or has become a fully recognized profession

was painted by an Austrian girl fourteen years old. It was evident- a picture of springtime, for a rrequirements are so standardized little girl is standing with her arms

that to be a teacher will mean for everyone so engaged a certain mini- mum of qualification in its methods. 2. When methods of practice, procedure and technique of those who practice it have become SO

standardized, as they are rapidly be- coming, and are so exact that to be a teacher will imply not only a thor- ough knowledge of that method, but a real willingness; nay, even keen desire to maintain and apply an acquaintance with changes and im- provements in that method.

What can you and I do to help make teaching a firmly established profession ?

1. Know method and technique. If not, then teaching is but unskilled labor.

2. Keep abreast of the times, for the science and art of teaching is so rapidly improving that we cannot be content with what we know today. Matthew Arnold said: 'I would rath- er my pupils drink from a fresh run- ning fountain than from a stagnant pool."

3. Stand for a high standard of admission. Only last week a com- mittee of the Baltimore Bar Asso- ciation reported :

"The best place for elevating the (Continued on Page 5)

THE EXHIBIT OF THE VIENNA SCHOOL FOR ARTS AND CRAFTS.

Talmadge A. R. Strong.

I don't believe I ever before saw a such a combination of color in all my life as I did when I entered the room in the Maryland Institute where the work of the Viennese chil- dren was on exhibit. Red, green, blue and yellow, in many tints and shades, were the predominating col- ors which caught my eye.

The exhibit was especially inter- esting to me because it was the un- supervised expression of the chil- dren's own ideas. As you would naturally expect, most of the pictures were of action: such as children at play, farm scenes and animals. What struck me the most forcibly was that many of the best pictures were painted by children from twelve to fourteen years of age.

The picture which 1 liked best

full of flowers, which she had picked from the many which grew around her feet. Little trees, just coming into leaf,, are on each side of her. A little bird is sitting singing in one of the trees. In the distance white clouds float lazily in the blue sky.

The wood carvings were equally as good as the paintings and showed great skill .. The one of these which 1 preferred was made by a boy thir- teen years old. It depicted cavalry marching and showed great skill and thought, as even the smallest details were fully carried out.

The school where this work is produced is in Vienna .. It is open only on Saturday and Sunday. Any child who desires to may attend. The materials are furnished free of cost by the city. There is no in-

structor to suggest what to do or how to do it,, so the children's own ideas and thoughts are expressed in their work.

If the work is continued it seems evident that Italy will have many great artists.

WHAT A DUMB-BELL!

One of our girls was heard to ex- claim upon seeing a pumpkin, "Oh, there is one of those jack-o-lanterns, but it hasn't got it"s eyes open yet."

And still another: "Human life is only in so far as members of the craft itself will or have fixed and jealously guard the requirements of admission to its practice, when those ly

Page 2

THE ORIOLE

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)

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Sodas

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GO TO

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For Your School Supplies For Your Goodies MISS AGNES ANDERSON, Prop. York Road (10)

Towson, Md.

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 task upon them.

of our regular $25.00 a dozen pho- tographs, if presented during the scholastic year.

THE ATELIER

103 West Lexington Street BALTIMORE, MD.

ART IN POSTERS.

From the old days in England when the rail posts which protected foot-passengers in the streets were used ,posters in some form or an- other have had an important place in business.

Now we have well designed and well executed posters. At first post- ers were printed in black on white or on tinted paper. In Europe after 1894 the posters began to improve by having less detail and being bold- er in design. Nevertheless., it was not until 1889 that any of real merit were produced in the United States. If our American artists have been behind the times in the production of posters, it has not been so with regard to post cards, books and mag- azine covers with such men working in this field as Charles Dana Gibson and others. The poster has become not only an advertisement, but a real thing of artistic merit.

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Oriole and Tower-Light, 1922-1927, Part 57

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