Oriole and Tower-Light, 1922-1927, Part 79

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 79

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Last week I read several of Rose Fyleman's fairy poems for appreci- ation. The children were delighted with them, so I thought I would see how they would respond to writing a poem. They seemed to like the idea, and as a result I had some lovely little poems. I am sending you the best, I think. It is rather hard to make the selection, since there were a number of good ones. I hope they will be of use to you for the Oriole.

Sincerely,

MARGARET L. MICHAEL, Sr. III. Miss Helen Lerean's Practice Center, School 86.

A FAIRY POEM.

A dainty fairy came last night, Her wings were white

And her hair was light.

She peeped in the window all over the room,

To see if I was asleep, or sweeping with a broom.

She came in my room, and sat by my bed,

One, two, three, dreams she put in my head.

KATHERINE OHLE, Class 3-A 2.

WHO CAME ONE NIGHT?

Who came one night I do not know, For she came on real tip toe. No one can tell-

PHILIP MANGER,

Class 3-A 2.

THE FAIRIES.

A dainty fairy comes at night;

Her hair is light,

Her wings are bright, She's dressed in white.

She kisses all on pillow-down,

And says to all goodnight, goodnight. Then away she went when mid-night came,

And chased the clouds all around. RUTH ROSEMAN, Class 3-A 2.

SIXTH GRADE.

The Sixth Grade of the Normal Elementary School is studying the geography of the Plateau States by "taking a trip."

On the first day the class planned the route of the tour. We decided to begin at Glacier National Park, and after seeing this park to proceed to the Coeur d' Alene mining district and then on to Yellowstone Park, to Rocky Mountain National Park, to Mesaherde National Park, to Carls- bad Caverns, to Grand Canyon, to Zion National Park (just opened this year); Bryce Canyon, and then on to Salt Lake.

The class also considered the cost of such & trip and the clothing which it would be necessary to take.

In our "travelling" we are using several text books, a large number of National Geographic Magazines, fold- ers, pamphlets and booklets issued by the Department of Interior, by the various parks and by the railroad companies. In our lessons we find out as much as we can about the parks by reading in our texts, then we find out a great deal more from other members of the class who have booklets or folders from which to talk and with which to illustrate their talks. These pupils are "guides" and the remainder of the class are "tourists."

We are all keeping diaries of our trips. Each day in language class we write a paragraph of what we have seen that day on tour.

We like this way of studying geography, and we are almost as in- terested in our trips as though we were really "travelling."

-Sixth Grade.

The following are some of our diaries:

MY DIARY.

This morning we went to Iceburg Lake, which is partly surrounded by towering walls of granite. The tops

of these walls are

irregular and jagged, the sides are banded in rain- bow-colored layers.

This afternoon we came upon an Indian tepee pitched beside a stream that reminded us that Glacier Nat- ional Park was the original home of the proud Blackfoot Indians.

This evening we took a ride on Two Medicine Lake, which is sur- rounded by mountains. The main one is Mt. Rockwell, which is more than 4,000 feet high. The Two Medicine Valley excells in beauty of mountain grouping with a chain of three beautiful mountain lakes at varying altitudes, combined with a score of surrounding peaks. ALLAN KEMP, 6th Grade. (Continued on Page 10)

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April, 1925.

THE ORIOLE

Fage 10

SIXTH GRADE.

(Continued from Page 9)

GLACIER PARK.

South from Sexton Glacier lies a noble massing of mountains. Here, as elsewhere, abound rushing rivers and exquisite lakelets lavishly col- ored by nature.

Lake Ellen Wilson, fed by per- petual snows, is considered one of the noblest scenes on the Western Hemisphere.

The Park Alpine Majesty is the only spot on earth that rivals Switzerland.

Gunsight Mountain rises a majes- tic pyramid-shaped mountain, with a V-shaped peak. Old prospectors called it Gun Sight Peak, and soon named the Mountain Gunsight Moun- tain. Many mountains and lakes feature this park of America's beau- ties of nature.

JAMES LESLIE, Grade Six.

As an outcime of a geography les- son on "Why Should One Move To Canada" and "Why Does Canada Grow Wheat?" the Sixth Grade in Language wrote the following para- graph. The paragraph is supposed to be one which might have appeared in a farm journal advertising Can- ada:

COME TO CANADA!

Canada is an excellent country in which to raise wheat. The soil and surface are best suited to wheat growing. The soil in Red River Valley is fertile and mealy, while the surface is clear and free from

rocks and stumps.

This

land

Akin to soil level and easy to plow.

climate. This is and surface is

temperate and in the month of June there is a

heavy rainfall which

brings up the spring wheat. An- cther advantage is cheap land. The average price is twenty-four dollars rer acre. Another good feature is the aid given by the Canadian Gov- ernment. Still another advantage offered by Canada is the cheap budget page in Thorndike and spent freight rates on the railroads, which two lessons in learning to keep one. are almost entirely owned and oper- In Composition Class we wrote ar- ated by the Canadian Government. ticles o i:the opera for the "Elemen- Altogether Canada is an excellent tary Monthly," our school magazine.

place for the wheat farmer to locate. -Sixth Grade Campus School.

The meanest man I ever knew, A grouch beyond compare, He had a quarrel with himself While playing solitaire. -The Quill.

THE SPECTATOR.

Carlton-"What makes you think country people are brighter than city had to learn what an opera was. In lour music class with Miss McEach-

people?"

John S .- "Why right here in my ern, which we have once a week, she almanac it says that the population gave us the knowledge which has of the city is denser than that of helped us get a real appreciation of the country."

this opera.

Now, we had all of our material, so we started on the real work of learning our opera. The story of "Hanse; and Gretel" was studied in the literature class and the records were played. In music the following songs were then taught: "Susie, Little Susie," "Brother, Come and Dance With Me," "In The Forest," "The Evening Prayer" and the "Finale.'

The last thing we did before re-

than making adequate provision for enjoyment of recreative leisure; not only for the sake of immediate viewing the songs and concluding the opera was to play the records for the children and explain them by using the score of the opera.

Thus the study of the opera has given us a real, vital need for arith- its work in music. In this desire; metic, in keeping the budget; com-

part of the child's life and has been correlated with every subject in the curriculum. Just as we said during the war, "A singing nation is a win- position in writing up articles for the "Elementary Monthly," literature, in reading the story of the opera; and Physical Education in the learning of the dances, and has thus been ning," so a singing grade is a win-|correlated with all those subjects.

ESTHER WOLFF, Sr. X.

Student Teacher.

HOW ROBIN HOOD MET WITH LITTLE JOHN.

Robin Hood lay in the forest for over a year. One morning Robin

bring it to the schoolroom, and we awakened and said to his friends who stayed with him: "I am going Louise to seek new adventure, as it is such Homer and Alma Gluck and the pic- a fine morning."

He had not gone far when he came Little Susie," "I Am the Little Sand- to a little stream which had a log laid across it. On the other side stood a tall stranger whom he did not know.

man," and the "Witches' Dance." The children were so much interested in making a study of the opera that they agreed to bring money from Robin said, "Step back until I get The stranger paid no attention and their own allowances to pay for the across." records and the book. Some of them even volunteered to wash dishes came on. He said, "I will not; you

From wait yourself."

and caddy for the money. this activity grew the keeping of a budget. One little girl said she had go across too.

Robin grew angry and started to He grabbed a large to learn to keep a budget before she stick from a tree and -kept on. As could get her allowance, so we all the men reached the middle they be- took out our arithmetic books to the gan to fight each other. Neither of

them said he had had enough or that he wanted to stop. Suddenly Robin gave the stranger a hard blow across his back. He nearly fell backwards. Then the stranger turned around and hit Robin. At this Robin fell into the water. When Robin got out another man by the name of Will Scarlet came along.

He said, "Master Robin, what has happened to you?"

Robin replied: "This stranger has knocked me off into the water. He would not let me pass first, and there wasn't room enough for us both to pass."

Then the stranger said, "My name is Little John."

After this Robin and Little John became friends and never fought on a bridge any more.

ETHEL TROYER, Grade 5, Hereford School.

THE OPERA.

Just as Dr. Dewey says in "De- mocracy in Education." If educa- tion does not afford opportunities for wholesome recreation and train capacity for seeking and finding it, the suppressed instincts find all sorts of illicit outlets. Education has no more serious responsibility than

health but still more, if possible, for the sake of its lasting effect upon j habits of mind. Art is again the answer to this demand and one thing the Fifth Grade did to satisfy this is ciass music has become an innate

ning grade because it makes for

happy cooperation and provides a means of expression common to all. My music work this term has heen a project of the opera "Han- sel and Gretel, by Humperdinck." Just as in any piece of work, it was necessary for us to have it well danned. We couldn't take the children to the opera, we had to did this by securing the story of the opera, the records sung by

tures. The records were "Susie,

Mrs. McCord procured the score of the opera from Enoch Pratt Library; for us. We bought twelve picture frames at twenty-five cents apiece; cut the pictures from the book of the story and framed them. At first we put them on a background of white, but we didn't like the effect, so we went down to Miss Evans and she suggested brown, which we finally decided to use.

Now, before we could continue we

Page 11

THE ORIOLE

April, 1925.

RIDGE.

The baseball team in a one-room school is apt to be an assortment of sizes. The Ridge team is no excep- tion, as the team includes members from every grade but the first. The spirit of the team is high, however, and they have sent a challenge to the team of the one-room school at the Normal.

The school at Ridge is carrying on a correspondence just now with the demonstration one-room school of the Ypsilanti Normal School, Michi- gan. The two schools are describing the country around their schools. We started this work before we There is also to be some exchange of had a special period for it and made

rock specimens and plants. This exchange grew out of Miss Tall's western visit.

BARE HILLS.

While Dr. Kilpatrick was visiting Baltimore last Thursday the educa- tional theories which he expounded were being lived at Bare Hills, not that this day was an exception, but it is taken for record. The children had planned to take their parents and other visitors on an imaginary trip to Japan, to serve Japanese food and entertain with Japanese dance aud song.

The children of the First, Second and Third Grades of the Bare Hills School conducted the trip. Almost everyone in the school took charge of some part of the program which progressed from Baltimore to Japan by means of oral description, with explanatory pictures. Child leaders directed the order of the children taking part, the teacher taking a seat with the visitors in the back of the room. Japanese costumes and Jap- alese food eaten with chop sticks helped to make the trip extraordinar- ily vivid. The outstanding observa- tion that one would make of the ac- tivity in this room is that the chil- dren are living their subject matter in school time and choosing to play it in their playtime. The children's leadership means the opportunity to exercise politeness to comrades, to ask questions of each other so that among several answers the best may he choses, and then, too, inattentive children and children who do not stick to the point are disciplined by their comrades who point out to ion. them that the questions asked "have been answered" or that the class is waiting, if inattention is very notice- able.

Those who remember "Bare Facts" of last year may be interested to know that a paper edited by the chil- dren is published by the entire school this year.

BELAIR CHILDREN MAKE ORANGE CRATE FURNITURE.

We found the Bel Air School with no movable furniture, and the chil- dren in need of some industrial work. Because of these two needs we began a work period in both the Second and Third Grades. Our aim was to get movable chairs to use in group work, to form a friendly contact with the children, to furnish a useful outlet for their energy and to give them an appreciation for furniture so they will take care of it. children's aim was to make furni- ture they could use.

The

a little headway by working before school and during recess. When the class teachers saw that we were do- ing something worthwhile, they gave us regular time on the schedule. The Second Grade has had one per- iod and the Third Grade will start this coming week. Interest had be- gun to lag a little because there was so little time to work and it took away from play time; but this second boom of interest surpasses the first, and we expect to have some nice little chairs around the room.

One of the practice teachers made a modei for the children. The chil- dren bring their own boxes, ham- mers, saws and nails. We are in hopes we can make tables a little later to use for group work and reference work and for library books.

Directions for chairs and table fol- low:

Orangfe Crate Chairs.

Use orange crate or similar double box, and some boards two inches wide by one-half inch thick. Chairs Without Arms.

These chairs are easily and quickly made by Second Graders, but are not as strong as the chairs with arms.

1-Saw off sides just above middle division.

2-Knock off the end and the two loose sides.

3-Nail a narrow board across the back at top, which is formed by the bottom of the box.

Chairs With Arms.

These chairs are harder to make, but with help and directions Third Grade enildren can make them.

1 -- Saw both sides of one end half way between the middle division and the end, parallel to the middle divis-

2-Knock off the end and the two loose halves. The other halves form the arms for the chair and the bot- tom of the box forms the back.

3-Nail a narrow board across the back, at the top.

4-Nail boards on the outside of the two arms, even with the top edge.

5-Nail boards flat on top of the arms. 6-Nail board across the back from arm to arm to brace the chair. 7-If necessary, nail strips of boards to the sides directly under seat to strengthen it.

CORA BOWEN. Student Teacher.

Directions For Making An Orange Crate Table.

1-Get four orange crates and one Ivory soap box, or any box with fairly long heavy boards.

2-Saw the four orange crates in half, lengthwise, so that the crates will be half as deep as the original ones.

3-Nail two of the orange crates together, side to side, to form a kind of book-case.

4-Nail the other two together in the same way.

5-Rip the Ivory soap box apart. 6-Select the smooth boards and those that fit together tightly, for the top of the table.

7-Place the table ends (book- case effect) as far apart as is neces- sary to fit the boards that are for top, with the open part showing the shelves, facing out. The shelves can be used for reference books.

8-Place the boards for the top, upon these table ends, and nail se- curely. Be sure to use a square to keep the table straight.

9-Mix the paint and apply.

Practicability of the Table.

This can be made in any school, for there is little or no expense in- volved. You can get the boxes from any grocery store, and the chil- dren can usually bring left-over paint from home. If they cannot, paint can be obtained at the ten-cent store for a very small sum.

This is especially practical for a one-room school. since very little equipment is required. All that is needed is a saw, a hammer, a square, and a paint brush. All of these can be borrowed in any rural community.

A table of this sort can be used as a reading table, where the children do individual reference work, have library periods, have supervised study lessons or do group work. Can any rural school afford to be without this useful piece of equip- ment.

HILDA COVEY, KATHERINE CRONISE. Student Teachers.

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April, 1925.

THE ORIOLE

Page 12

A HYGIENE UNIT IN 4TH GRADE.

By watching the children of

Grade 4 buy lunches it was dis- covered that in many instances too much carbohydrate and a very small portion of protein was present in their bill of fare. To aid the pupils in purchasing their food so that their bodily needs might be well supplied a series of food lessons was planned.

The work was introduced through

stories found in

"The Land

Health," by Hallock and Winslow. Stories of Fanny Fat, Viola Vitamin, Patrick Protein, Sally Sugar, and their work led the children to real- ize that it was necessary to eat many kinds of food. They then began to remedying his individual difficulty study the composition of the foods and has seemed interesting to the pupils and student teacher.

they ate daily, learning which foods were rich in the various food sub- stances. The cafeteria menus were discussed and balanced lunches were planned from them. This was done with the fact in mind that most of the children had but fifteen cents to spend. From this time on, student teachers checked each child's lunch. As a fitting climax to this work came a luncheon which Fourth Grade gave to Fifth. The children planned and prepared the whole af- fair. In hygiene and composition classes they planned menus, commit- tees, general management, and the writing of an invitation. Fine arts took care of decoration, place cards, and a design for the invitation. There was an urge to learn long division so that each of the twenty- eight pupils might learn what his share of the expenses was.

One of the greatest values derived from the work was a social value. The children displayed a high degree of responsibility and cooperation. Each committee attended to its task in a manner amazingly efficient. It was a joy to watch them work. Both guests and hosts had a chance at the social side of the luncheon.

Valentine songs and legends were given while the Knave of Hearts dis- tributed valentines.

Each group participated in the program and the fun with happy hearts.

The luncheon served as an incen- tive for more composition work. Letters of appreciation were written to people who gave us assistance and an account of the luncheon itself was written for the school paper.

CAROLINE READ.

WILLIAM KOERNER

A shave? Just atep this way, sir. A hair cut? Take that chair. You wish to phone? You may, air. A shoe-shine? Over there. A match? The cigar stand, sir.

A manicure? This way. That girl will hold your hand, air. Thanks. Call again. Good-day.

EXPERIMENTAL ARITHMEIC.

Our object in giving the experi- mental work in the fourth grade has been to overcome the deficiencies in both problem analysis and in the four fundamentals. It is remedial work, and has consisted of drills, ac- companied by calculation work. Time records of both were kept. At the end of a series of this variety, an informal test, including types of problems used during the series, is given as a means of checking the work. This work is kept by means of diary sheets, handed to the ex- perimenter and from which she de- termines the following week's work. The work has aided each pupil in

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Page 13

THE ORIOLE

April, 1925.

READING.

The experimental work in reading that has been carried on in the Fourth Grade this year began with the giving of tests. All the children below the grade norm in either the Monroe Reading Comprehension or the Thorndike McCall Reading were given the Gray Standardized Oral Reading Test. The purpose of this test was to locate the specific reading difficulties of this group of children. The results from these tests formed the basis for the types of instruction which followed.

In order to arouse the interest of the children in this work and to stimulate their desire for improve- ment, a chart showing the growth in reading made by each individual, in the tests given in November and March, was presented to the class. Each child could see for himself whether he was up to standard and whether he had made the average gain that he should have made. In this way the results shown were used to encourage the children to beat their own individual records.

The class was then grouped ac- cording to the results obtained from the tests given. The material used were graded in difficulty to suit the needs of each group, yet difficult enough to challenge the best effort of each child. Each week a series of exercises, corresponding to the level of difficulty needed, was sent out by Pupils missing three or more words had a supervised study lesson. The method used was as follows: the experimenter. Three periods each week were devoted to the giving of this test - determined instruction. Diaries of each day's work were kept, 1. Teacher wrote word on board and pronounced it clearly. in which were recorded the results 2. Called on pupil to pronounce gained from each group. From and give a sentence with word tol

these results the experimenter de-show the meaning.

cided what material would be needed for the following week.

The material used by the first group, the non-remedial group, con- sisted of exercises in answering questions about a selection, formu- lating questions about certain para- graphs or selections read, exercises in skimming to get the main thought and supplementary reading in con- nection with geography, history, na- ture study, composition and library work.

The second group, the children weak in sentence and paragraph meaning, were given similar types of exercises using less difficult mater- ial. The types of exercises used may be found in the Maryland School Bulletin on Silent Reading for March. 1924.

The third group, the children weak in power of word recognition and word phrasing, were given drills in the recognition of difficult words, ex- ercises in phrasing, and exercises in answering questions about a reading selection.

The results gained from this ex- perimental work have so far shown

much improvement in the work of each individual in the class. Not only has the work been very interest- ing, but also it has been a valuable experience which I hope will prove helpful to me in my work next year. OLIVIA HEARN. Student Teacher.

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Oriole and Tower-Light, 1922-1927, Part 79

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