Oriole and Tower-Light, 1922-1927, Part 58

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 58

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Among the many other things that the Fine Arts Department of the Maryland State Normal School has accomplished this year are many posters hich have been made by the different students. This is the best kind of advertising for our school, and shows we are alive in our work, for the posters are sent to the dif- ferent stores in Towson and Govans- town, or shown in the nighborhood churches to announce our extra cur- ricular activities.

Poster-making means hard and in- i tensive work, but the students like it. At present they have a real

pride in displaying prospective con- tests of literary societies.

Posters give a chance to work

with different materials, such as heavy cardboard and tempera, or show card colors. Lettering is dif- ficult and the poster has created a desire to overcome this. The plan- ning of the illustrations also calls for initiative on the part of the stu- dent.

Special credit is due Mr. Sieverts, Trezise, Miss Keating,. Miss Black- lock, Miss Rich and Miss Morlock. who have achieved real success and were never known to refuse a rush order, although it imposed an extra

Posters shave been designed this year for the Craft Club, Y. W. C. A., Elementary School Monstrel Show. Literary Contests, and for the Dra- matic Clubs of our Normal and Pas- talozzi Societties. We fecl that our Fine Arts Department has taken a lively interest in all the ac- tivities of the school by thus lending a land towards the advertising.

HILDA C. ATWILL, MARIE E. GETTINGS, HARRY H. BATCHELOR.

ATHLETICS.

Athletics I simply do adore

And who, I ask, can help it; 'Cause if you practice every day Why then, you'll never rue it.

It puts a sparkle in your eye, And color in your face, And quickness in your arms and legs, And helps you walk with grace.

Think in hockey how glad you are, When a wonderful goal you score; Or in basket too, which is such fuu, You all just holler for more.

volley and captain and endball too,

There's a keen sport in playing them all,

And I wish you all would listen hard And heed Athletic's call

A word should be said of our teach- ers dear,

Miss Cook and Miss Sammis, you know 'em.

They want us all to be trained ath- letes, And I hope, by Jove, we'll show 'em.

DOROTHEA JACKSON, Junior VII.

SR. III WONDERS

If you know- That Talmadge Strong says he just loves bobbed hair ?

That T. B. (Total Budget) used in School Management Class does not mean the same as T. B. (Tuber- enlosis) used in Hygiene Class?

That everyone likes (?) to write history term papers?

That this is Spring and everybody is feeling ambitious?

That there are only four more weeks before we say "good bye" to Norman ?

The there are three things in life we cannot escape: 1. Taxes 2. Death

3. Term Papers ?

That the fifty-minute periods are twice as long now as they were two months ago?

That Sr. Ill has been called the most unruly section in school?

That all of the instructors think their subject is the only one that has to be prepared ?

That if we had any more work to do we'd probably spend our vacation at Sheppard Pratt?

That if space in The Oriole wasn't so valuable we'd tell you some more interesting facts?

That if we weren't so modest we'd sign our names to this article?

Think it over!

Standing still may be safe, but it doesn't get you anywhere.

€10

Page 3

THE ORIOLE

THE CRAFT CLUB.

There is a club at Normal School, A better one 1 say

You could not find the whole world 'round,

Than the Craft Club, so gay.

We work and play and sing and dance,

And a good time have we;

For we love it so fond and true, In it we like to be.

We take a hike for many long miles, You'd think we would tired be; But dear Miss Greenlaw is so nice, We all love lier, you see.

On Thursday night at seven o'clock A merry group you'll find;

All gathered 'round to work and chat.

And then sometimes we dine.

We hope the Craft Club will always be

A club most good and true,

And show dear old M. S. N. S. The work that we can do.

FRANCES PAXON, Jr. 7.

CALIFORNIA AND INTEREST- ING PLACES THERE.

Everyone has heard of Califor- nia, the land of fruit and flowers. Alost all year the sun shines on Southern California and many peo- ple from the East go there for their health and to see this wonderful State.

Many people are engaged in rais- ing fruit, for most any tropical plant will grow in Southern California, so we find oranges, peaches, grapes, lemons and grapefruit.

Los Angeles is located in Southern California, near the Pacific Coast. The winter is much like the latter part of our spring. Outside the city is a high mountain called Alt. Lowe. Cars carrying passengers are drawn to the top by heavy chains. Going to the top makes one very nervous if you have not gone up to a great height before.

Another interesting trip is that to Catalina Island. A steamer takes you to the islands and then you get on a smaller boat with a glass bot- tom. One can look through the bottom and see the subterranean gardens. These are in the bottom of the Pacific. From the boat one can see many beautiful fish. I saw the sea-weed from which iodine is made.

One place I will always remember in California is Chinatown, San Francisco. I noticed especially the deep, dark, musty cellars in which some of the Chinese lived. In many of these deep cellared houses many curious trinkets, brought from China were being sold. The little time I was in Chinatown I felt frightened, for Talhot.

even if my parents were with me, for l heard people talk of how

treacherous Chinese were. Many of the Chinese girls have straight, black, bobbed hair. Their mothers wear their hair up on their head. The women and girls dressed very plainly. They wore low slip- pers, and the men and boys wore the usual Chinese costumes which we see in pictures. There were other interesting places and things in California, but those 1 mentioned impressed me

most of all.

BESSIE SEXTON,

6th Grade, Hereford School. May 12, 1924.

LIBRARY ACTIVITIES IN TALBOT COUNTY.

The Library Association of Talbot County, which has a hundred mem- bers, ,has been engaged in the last year and a half in making known what a county library is, how it should serve the several parts of the county-the rural districts, the small and large towns and its sev- eral organizations, schools and clubs; and in raising an equipment fund with which to establish a coun- ty library.

Its work of propaganda has been done by monthly meetings of mem- bers and by a few large public meet- ings at each of which a librarian has spoken who is familiar with the work of county libraries. Usually music by well-known professionals has done much toward securing a large attendance whichi has varied from 100 to 500 people.

The Association has worked out a budget for equipment and main- tenance of a county library, based on the budget of a library in a town- ship in New Jersey which has about the same population and area as has Talbot county. This budget totals $5,000 for equipment and $5,000 for maintenance. Items in equip- ment are a book truck; office equip- ment, shelving and fitting up of headquarters; library supplies and books. Items in maintenance are a trained librarian; part time untrain- ed service; maintenance of book truck; rent and janitor service; cur- rent books and magazines.

The Association has raised $2000 by pledges of $50 each from forty women. It hopes to raise another $1000 by fifty-dollar pledges. It is now working on raising the remain- ing $2000 by a series of social events, entertainments and lectures. It hopes to have the rest of the en- tire equipment fund on hand in a year.

As soon as the raising of this first fund is accomplished the Association will make an active campaign for public support of a county library

HOW INDUSTRIAL ARTS PLANS OUT.

At the school about which I am writing we are very fortunate in having some money to spend on In- dustrial Arts. This money has been made in various

ways. For in- stance, before Christmas we had a cantata and a bazaar. The boys of the school made and enameled tin book-ends. These were sold at the bazaar. Since then we have bought materials for woodblock work. The

boys from the Fourth Grade through the Seventh have done this work. The prints turned out well. Re- cently we three girls who have the classes in Industrial Arts were back at school. We saw the woodwork which is being done. Our boys have brought good boxes, we have furnish- ed them with coping saws, and such fun as we have had sawing out rab- bits, elephants and animals of all descriptions. A few have mounted the animals on tin preparatory to painting them to use for book-ends. I certainly think it is grreat that we learned such interesting work at Normal. We three girls from Nor- mal have taught Industrial Arts to seventy-five boys

all this year. While the boys are with us, two other teachers, one of whom is a Normal School girl. have sewing classes with the girls.

LOUISE CLIFT, ANN GRIFFITH, ELIZABETH SMITH, EVELYN PEACOCK,

District Line School,

Seat Pleasant. Prince George's County, Md.

YORK ROAD GARAGE

Towson

BUICK MOTOR CARS (Four Wheel Brakes)

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

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)

THE ORIOLE

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.

ΜΑΥ, 1924.

"STOP NOW AND TAKE STOCK."

A message to every member of this school community from Miss Tall: "Just four more weeks until the close of school-and much must be crowded into these four short weeks." Thus Miss Tall began her talk with me the other afternoon.

"The Senior Class must formulate its creed (which is really the edu- cational code by which its members are to be guided in the future. The principals of this code are based on the lessons which have been learned during the Senior Class's life here. May this code be one made up of the highest ideals!"

"And the Juniors, Miss Tall, what does this time of the year mean to them

"The Juniorr Class,' answered Miss Tall, "has a task before them equally difficult. The class election will soon take place. By this time each and every Junior has a definite and determined idea of leadership. Such ideas will be shown in the elec- tion and ( little though it is realized ) these ideas practically foretell the visions of the Junior Class in the fu- ture.

"It is a stock taking time for

everyone. We should stop and con- bles and looks forward to a success- sider many things. We might ask ful season.

ourselves the following questions-

and then thinking carefully of each love affairs, and dives into the one, reply truthfully and conscien-'springtime, for then it is "A young ciously :

Have I gained in those things far which the achievement chart was Seniors-are we eligible to a thor-

planned ? Ilave I realized and been ough checking up? Are our habits rerady to assume those responsibili- the kind we want to keep all our ties in the organizations to which I lives, for nine times out of ten the belong? Have l evidencel any powers habits we have now will be ours for- of cooperation in my dealings with ever and a day.

others? Do I realize my duty to the community and to the world ??

Even if after careful consideration 'us by? Is our outlook on life the we can answer

these in a positive kind We want to pass on to the chil- way the most important question to, dren who will unconsciously copy us . cems to be this-Have we a "their teacher"?

growing sense of the significance of teaching?

"I was quite pleased

the other self see you as you are?

Check up on yourself!

GWENDOLYN THOMAS, SR. III.

HOW MUCH ARE YOU WORTH?

Nearly every State in the Union woruld rather pay a teacher three thousand or thirty-five hundred dol- lars a year than to pay him five hun- dred or a thousand. This, at first, may seem a little surprising, but nevertheless, it is true.

Why then, you may wish to know. do they not pay the larger salary instead of the smaller one if that is what they would prefer to do?

The answer lies largely in the worth of the teachers to the pro- fession. Some who are getting five hundred dollars a year are getting all they are worth; some who are getting a thousand are getting

they are worth. The more than

thirty-five hundred dollar teacher. on the other hand, is worth that and probably more to his superintendent. As teachers jump into the profes- sion they need to realize that they will not for very long receive more than they are worth. Some will look forward, get more training and make the best of every opportunity that presents itself so that they will be ever increasing in value to them- selves ,their superintendents, coun- ties. States, country and the pro- fession; while some will glide along easily enough for the time being in what is commonly termed the path of least resistance," until they finally end in the "rut," detriments rather than "valuable potentialities" to the progress of civilization.

In other words, one makes his position. It may be either a "mill- stone around his neck or a stepping stone to success." Faithfulness and reliability are twins which must be met on the road to promotion.

They are invaluable. There are, however, numerous teachers in the profession who have literally adopt- . ed these twins, but still fail to get Little brother counts out his mar- far up in the ranks of education.

Possibly they do not put their own brain's and imaginations into their work. They probably do only what they are told and consider their duty done. What are you going to do?

The type of teacher who is in

planning to become more useful in the profession., the one who through study and practice, is be- coming more efficient. Teachers of this type, although they may be fill- ing obscure positions at first, put

they were supervisors, as they are or will be, of all that comes under

them.

What are you worth and what are you going to be worth to the pro- fession ?

GUNDY, '24.

"I'm nobody's fool," she declared.

"Be mine," he offered generously.

-Tiger.

the very best iu me.' From this

very charming way in which he ex- pressed himself. 1 believe that he has come to know just what a produc- tive thing teaching is.

"Since I talked with you the last time we have had many interestiug visitors. Among them Dr. R. J.

Reynolds, Director of the Bureau of Educational Servirce of Teachers' College. Columbia University; Miss Mabel Carney, head of the Rural Education; Miss Halberg, instruc- tor in Psychology at Baltimore City Training School; Miss Mary Lewis, head of the Park School, Buffalo, N. Y., and Miss Annie Reynolds, Assistant Director of Rural Educa- tion, Bureau of Education, Washing- ton, D. C. Each of these guests brought a message of encourage- ment from his work.

"One of them talked concerning a wealthy manufacturer of Phila- delphia, who being quite interested in education, has decided to devote the greater part of his time and for- tune to educational purposes. He has further decided to devote all of his labor toward better teacher- training, for to him that seems of greatest importance.

If the training of teachers is con- sidered so important by a layman. how should one who is now training feel about it?"

Yes, now is a good time to stop. take stock and press on with more vigor than ever before.

ESTHER McDOWELL, Reporter, Sr. VI.

CHECKING UP.

This is Spring-the time when everybody checks up in some form. Mother "checks up" around home by Spring house cleaning.

Dad checks up on the coal of the past winter and proceeds to clean out the cellar and the back yard.

Big brother "checks up" on his

man's fancy"-you know the rest.

But how about ourselves-we demand is the one which is always

Is our personality the kind we themselves into those positions as if want other people to use to judge

Seniors, Juniors-all be serious are you willing to have your real

day to hear one of our men students, say: 'Teaching is more difficult than practicing law. It is a challenge to

Page 5

THE ORIOLE

PROFESSIONAL STANDARDS AND ETHICS OF THE TEACHING CRAFT.

(Continued from Page 1)

standards and improving the quality of the profession is at the source of supply. Unless vigilant care is ta- ken to admit to the practice of law only candidates of high character, desirable antecedents and adequate training, ,the legal professsion must inevitably fall to lower levels of de- cadence."

4. Know school work and insist that only those who do shall be ad- mitted to its practice.

In all the world's work is there anything which should call for more extended preparation, active vigil- ance, a greater desire to grow, and higher efficiency than the work of a builder of human life and character? Write over evey school house: "Let no one ignorant of the professsion enter as master here."

5. Then observe the ethics, the rules of conduct, if you please, of the profession.

The bar committee referred to above recommended that "knowl- edge of legal ethics should be re- quired of all bar candidates."

There has as yet been developed no fixed and definite code of ethics, no generally accepted rules of pro- fessional conduct for the teacher such as the canons of ethics pre- scrihed by the American Bar Asso- ciation which forbid a lawyer:

1. From communicating or ar- guing privately with a judge about a case in which he is interested.

2. From purchasing an interest in a lawsuit which he is conducting. 3. From conversing with a juror.

4. From using a client's money.

5. From advertising for business.

6. From employing runners to solicit business, and which permits a lawyer or association to start dis- barment proceedings against one who has violated this code. Similar codes govern the conduct of the med- ical and other professions.

While the rules of professional conduct for teachers have not yet! become crystallized into

a code, there are certain well

recognized things which a professional teacher must and will do, certain standards of right and wrong, honor and dis- honor as applied to the profession

which are becoming our code of the sacredness of a contract, while in ethics.

Bagley says that in a profession, "In matters pertaining solely to the craft welfare, the members of each 11. Will be sincerely and active- ly loyal : guild legislate for themselves. The guild is essentially a close corpor- a. To administration ation. 1ts rulings are self-imposed ; making constructive criticisms and self-sustained and self-sufficient." ¡ suggestions direct to those concern- Not so with teachers; their stand- ed.

ards are fixed by statutory enact- ment or by higher officials, because the teachers have not yet seen fit to determine their own standards, their own code of ethics.

"If a human calling would win the world's respect, it must first respect itself."

The true teacher, the teacher with a professional and ethical attitude 1. Will consider her vocation worthy and as affording her distinct opportunity to serve society first and herself last.

2. Will strive to improve her- self, to grow, to increase her effici- ency, to enlarge her service, and by so doing attest her faith in the fun- damental principle that "He profits most who serves best."

3. Will realize that she is in a noble calling, that she is ambitious to succeed, but that first of all she is a professional and ethical person, and wishes no success that is not founded on the highest merit and greatest worth to her pupils.

4. Will esteem the moral, physi- cal, social and mental growth of her pupils her greatest duty, above all personal pleasure and satisfaction.

5. Will consider teaching coordi-

b. To the community, by taking part in those social and community nate in rank and dignity with other activities that have for their object branches of public service, that its the betterment of civic, moral and work to be well done must be done by trained specialists.

social conditions.

To her friends and associates,

6. Will herself insist that onlylby being agreeable, by meeting her trained and expert members of the social obligations, and by refusing craft shall establish the standards to talk shop.

of excellence and efficiency without interference of the layman.

7. Will advance no excuses for work not well done. Not the in- efficiency of the previous teacher, nor the poverty of the homes from which the children come, nor the peculiar conditions of the social en- vironment, nor the falsely asserted dumbness or badness of her pupils can be accepted in lieu of the re- sults demanded.

8. Will think of teaching as a social service and that the rewards of such service are not to be meas- ured in dollars and cents, for though she may deserve large compensation she will not limit her service to the amount she receives for it.

9. Will

know and accept the

modern worthwhile tendencies in her profession, believing she should "Be not the last to lay the old aside

Nor yet the firsst by whom the new is tried."

10. Will have a high regard for

turn employers should have every regard for the advancemeut and welfare of the teacher.

b. To supervision, accepting and using it as oue of the effective means of improvement in service.

c. To her fellow teachers in sup- porting them in their problems, in co-operation with them whenever possible, and in studiously refrain- ing from trying to undermine them, or in desiring or applying for their position until it has become vacant -for the true professional uses no other influence to obtain a position except that of merit. She will dis- dain political or personal pull or that of her friends.

d. To her professional associ- ations-county, State and National -to the end that these assosciations may have her support and aid in their efforts to raise our calling to a professional level.

12. Will meet her obligations: a. To her children first, in giving them a full measure of her time and the best that is in her, abstaining from pleasurable activities that may interfere with this service, either by taking her time direct from her school work or by putting her in such physical condition that she cannot render adequate service.

d. To her creditors, to the end that none shall have their confidence in her or her profession weakened. e. To herself, by taking care of herself physically, bv attending sum- mer school at regular intervals, by subscribing to professional maga- zines, by accumulating a library, by so dressing and conducting herself that she shall have the respect of all with whom she comes in contact, by cultivating a happy frame of mind, and by preserving her youthful at- tractiveness by keeping the corners of her mouth turned up.

f. To those who have taken the responsibility in selecting her and appointing her, to the end that she will justify this selection by deliv- ering the goods; by rendering such effective service that those who recommend her shall feel repaid for so doing.

g. To the law and other regu- lations that govern her work, by making her reports, attending meet- ings and doing those other things that make effective administration possible, and

13. She will develop and main- tain in herself a high educational and professional ideal to the end that those who come in contact with

officials, her will be influenced to feel that teaching is a high and noble profes- sion in which only those who are adequately trained may enter.

Page 6

THE ORIOLE

MONUMENTS AS A MEANS OF PRESERVING RECORDS.

Man's first form of written expres- sion was found in the making of fig- ures on stone. Crude symbolism is

our key to the dim dawn of

history, the life and pursuits

our ancestors. To the historian the archaeologist and every other intelli- gent human being these records are of priceless value, and they are eager for greater knowledge; explorations are carried on in the ancient coun- tries continuously. In the recent discovery in Egypt of which the

world last talked and marveled for the past year, it was not the value of the rare gems and gold which was found there, but a knowledge of the customs of the people found through the records of King Tutankamen. The carvings on the wall were the greatest find, and it was for these records that Lord Carnavan devoted his life's search.

In Egypt the first and oldest of the dead dynasties, the greatest source of history has been the images, py- ramids and idols. For example, should the figure of an animal, dec- orated and built on a pedestal be found, through a logical process of reasoning one could assume that it was a god of the people. Knowing this, one could go further and form a conclusion as to the nature of their worship and thence form an idea of the grade of intelligence of the ancient Egyptians. The phramids

give an idea of the scientific and architectural knowledge as well as the government of the people. The Sphinx is the marvel of the civilized world. It might be called not the fount of knowledge, but the Sphinx of wisdom. In later Egyptian days, and this is the case with the Baby- lonians and Assyrians, histories of the reigns of kings and their cam- raigns were carved carefully in minute details on

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 58

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