Oriole and Tower-Light, 1922-1927, Part 8

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 8

Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).

MIRIAM SHAWN - Advertising Mgr.

DOROTHY JUMP NOVILLA CALLAHAN Circulation Mgrs. BERTHA WOOD Business Mgr.

APRIL, 1922.

TONY SARG'S MARIONETTES.

54 West Ninth Street New York, April 14, 1922.

Miss Virginia E. Stone, Maryland State Normal School, Towson, Maryland. My Dear Miss Stone:

Your very nice letter and the one from the Sixth Grade have just been received and I hasten to answer. I am indeed sorry that it is quite im- possible for me to attend the per- formance that your pupils are giv- inging as 1 have several lecture dates here in New York at that time, mak- ing it impossible for me to leave.

I assure you it would be a great pleasure for me to attend the per- formance as I am so interested in the many children learning the art of making puppets and produc- ing little plays.

1 thank you for inviting me and please express my sincere regret to the children who so kindly wrote asking me to come. I shall be de- lighted to hear from you again and if you are in the vicinity of New York at any time, I should be de- lighted to have you visit my studio at the above address.

Very sincerely yours,

TONY SARG.

THE SIXTH GRADE MARION- ETTE SHOW.

A Marionette Show has been planned and staged in Grade as a result of an interest in the Tony Sarg Marionettes which the| children saw last fall.

After a study of marionettes, it was decided to write a play, make When his prowess was known, mighty his name, the marionettes and stage the play. An old Norse. myth furnished mater- As the years passed he ascended to fame. ial for the play. The nine marion- ettes, which represented the charac- So is he praised by low minstrel's ters, were made by hand and strung : song, and managed by the Sixth Grade But soon shall his throne to another belong." ...

children. From the golden-haired princess and the monarch In his kingly robes to the little lad in red, "Many great nobles throughout this appropriateness of costuming was broad land considered. The stage, made of Shall come nigh in search of thy beaver board, was built by the Sixth sweet daughter's hand. Grade boys. The boys also planned Bringing three gifts to this feast the electric light fixtures and ad- hall some day justed the pulleys for the curtain.

The four acts of the play were

A SCENE FROM OUR MARIONETTE PLAY.

respectively: (1) the king's feast These hall in the far north land, (2) the home of the north wind, (3) an old Norse Inn, (4) the king's feast hall. The king deplores his old age and announces his decision to give and his own." the crown to some man who can | And claim all your kingdom for him prove himself capable of ruling the kingdom. Three courtiers and a young Norse lad start out to prove SNOWFLAKES. their fitness. With the help of the north wind, the young lad returns with proof of his courage and hon- Fourth Grade. esty and therefore the princess mar- ries him and he is given the throne.

Skald's song, written for the mar- Falling so softly, no noise they make.

ionette play by

HELEN LUMMIS, VI.

"Oh, gallant our King, noble is he, Who ruleth the North and the Norse Countree.

the Sixth And far spread his name in this wide stretching land, When he won with his power this sturdy Norse band.

The above stanza was composed by the Fourth Grade. Miss Shurtz, our Supervisor, set it to music.

MASON'S GOVANS EXPRESS COMPANY

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THE

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Three wonderful gifts to before you display.

for wonderful gifts your And thus be the pride of the noble daughter to claim who came. This noble will wish to gain your rich throne

Out of the sky, the snowflakes fall, softly and gently over us all. Covering trees and hills and lakes

Snow, you have come to make us glad

Sun do not melt it and make us sad, Such fun we'll have while out on our sleds

From afternoon till we're called to our beds.

PRIZE AWARDED TO ELE- MENTARY PUPIL.

The following letter is one that in the business world there is no room for the man who is not exact, or for the one who guesses when a definite conclusion is desired. In came to Joseph McCord, Grade VII, informing him of a prize awarded for a composition on linoleum in the con- test held by Hochschild, Kohu & Co., the business of education, the ten- several weeks ago. We are proud of dency in the past has been to guess .Joseph.

HOCHSCHILD, KOHN & CO. Howard and Lexington Streets, Baltimore. April 10, 1922.

Mr. Joseph McCord, Towson, Maryland.

Dear Joseph:

It is with a great deal of pleasure that we inform you that your Essay on Linoleum has been awarded the Second Prize of $10.00 in the con- test recently held by us.

Enclosed you will find our check for this amount. Please accept it with our compliments and best wishes.

We are sending your essay to the Armstrong Cork Co., believing they will be interested in reading it.

Congratulating you on your suc- cess, we are,

Sincerely yours, HOCHSCHILD, KOHN & CO.

THE END OF THE COURSE.

We, of Junior II, have just com- pleted our course in Ancient and Medieval History. Of course, all good things must end and so it was with our History. Did some one say good things? Yes, of course History was good, not only in itself, but for us. Did we not all need to know about the progress of man since earliest times, so that we of today might profit from his many efforts and success, might carry on and improve many of his under- takings, making progress continue.

Our course in History, carried us over two terms of work, in thinking back now, it seems that it must have been very pleasurable work, because although we often wished for the end of the term, yet today we have a certain longing to once more wend our way to Room 202.

We shall of course, study History next year, but it will be another type of work and not the very interest- ing story of the Ancient. Next year, we shall have the opportunity of teaching what we learned this year. This, of course, is one advantage, because it does keep us in touch with History, but you know there is quite a difference between studying a sub- ject and teaching it.

HELEN SCHOULER.

Helen-Alma, did you hear the Chef's wife last evening? Doesn't she play well?

Alma - "Yes, player-piano's, do sound well."

EDUCATIONAL MEASURE- MENTS.

at results. Now there is a definite measure, the standardized test, with which I am sure most of us are fa- miliar.

Senior II has been doing a very interesting piece of work with the tests in the Elementary School, and the results were given at the Te-Pa- Chi Club meeting, April seventh.

In the fall Miss Birdsong gave tests in reading, spelling, and the fundamentals of arithmetic. In the spring, tests were repeated to see if there had been any growth. We graded the papers, and recorded the scores in graph form, and presented the graphs to the Parent Teachers' Association.

The class accompanied Miss Bird- song when the reading test was giv- en to the fourth and second grades, we were all very much interested to see the reaction of the different chil- dren to the test, The directions were given very clearly, and for the most part the response was good.

In correcting the papers, an op- portunity was given to see how the minds of the pupils worked.

In graphing the results, the fall test was taken first, the spring test placed second, and a space was left for the final test, which will be given before the close of the term. The results were given in terms of per- cent., using one hundred per cent. as the grade standard. By this ar- rangement, it is easy to check up, and see if any progress has been made.

The question is often asked "Why

give a standardized test?" One may Though we may look roguish, as well say, "Why use the yard in We never are rude, measuring cloth ?"

We give the tests because they are a measure, a standardized measure of the ability or achievement of chil- dren .. Aside from that, they show the teacher whether she is falling down or keeping up with her work. If a test is given in the fall, and an- other in the spring the teacher may evaluate her own work.

In the scoring, the teacher sees what reaction each individual is Nor-mal El-e-men-ta-ry.

making to his work, and what each one needs. In this way, the test is

used as a means to diagnose the chil- The Imps seek the good of the State

dren's difficulties, and to suggest what correctives must be applied to ibring each one up to standard.

INA HERRMANN, Sr. II.

Miss S-"Billy, do you play on the piano?"

Billy "Not when mother's

around! She's afraid I'll fall off."

SPRING TIDINGS.

Although the birds and the bud- ding shrubs tell us spring is in the air, and for a day or two we even thought summer was here, there are no signs of spring fever in the li- brary.

It may be interesting to learn the increased use of books since autumn. In the month of December, 1513 books were circulated with an ap- proximate attendance of 4811; in January, 3703 books, with an at- tendance of 5575; in February, 4347 were circulated, with 6050 attend- ance; and in March, 3466, with an attendance of 4850. Had it not been for the enforced vacation, our circulation would have passed the 5000 mark.

We are enjoying an increasing co- operation with the Elementary School. Each class has a period set aside each week for a reading hour in the library. The most attractive and best illustrated books we own are put out on the tables, and it is as interesting for us to watch the children's enthusiasm, as it is for them to use the books.

From time to time we are able to add a little decoration in the shape of a new picture, posters made by students, and the unusually beauti- ful pussywillows brought by Miss Hisley.

The librarian wishes - to express her grateful thanks to the girls who are so thoughtful as to help in tidy- ing tables and chairs and straight- ening books at the end of each period.

MARGARET E. ROBINSON.

THE IMPS.

Lest our name you misunderstand, An explanation is at hand.

Though we call ourselves Imps We are very good.

'Tis but part of a name

You will like full well,

We pray you give heed

As that name we spell.

I-m-p-r-o-v-e-m-e-n-t C-1-u-b.

Who are we? Who are we?

So though it may seem contrary to rule,

Normal School.

JUNIOR VI.

We are always in the swim And we're up to lots of tricks, For we're full of life and vim, Hurrah for us! We're JUNIOR

VI.

A STORY OF HISTORY COURSES OF STUDY.

Janet Duke.

When Sr. II and III began their History Methods' Course last fall they became engrossed in a piece of work which we feel is quite impor- tant toward the betterment of edu- cation.

It is coming to be believed that teachers should have a greater part than they have had in the making of courses of study. The Seniors de- cided that it would be interesting to find out to just what extent history courses were used in the United States, and if possible to obtain these courses and compare them.

They first went to the Education- al Directory, a government bulletin, and secured a list of the names of the superintendents of schools in the forty-eight States.

Then letters were written to these superintend- ents asking them if they had special history courses. Forty answers were received. Sixteen States replied by sending general courses of study. Some of these bulletins contained courses for elementary schools only, some for elementary and high schools, and some for primary or grammar grades only. Others were for rural schools and Junior High Schools. In addition, the Canal Zone sent an Elementary Course. Honolulu, a course for primary and grammar grades, and Washington, D. C., replied that they had no

course available for distribution. Maine's supply of special courses was exhausted, but the superintend- ent sent a local project. Thirteen States sent addresses of places from which their courses could be ob- tained.

It is interesting to know that from Maryland we obtained a copy of the High School course of Study. There is a rural school course in manuscript. Talbott, Montgomery, Carrol and Frederick Counties have worked out good courses of study and we are all familiar with the Bal- timore County Course.

At the beginning of the Second Term, Senior I wrote to the superin- tendents of thirty-six City schools for special history courses. All an- swered. Thirteen Cities sent courses; ten had no courses; nine answered that the history course was included in the General Course, and two sent addresses of places from which to obtain the courses.

The next thing in order was to compare the material, methods, and

aims as found in these manuals. For a standard, the Baltimore Coun- ty Course was used. It was found that while 33% of the courses made provision for history in the 1st grades, 67% did not begin until the 4th grade or later. Most of the courses did not provide for home and community activities in 1st grade, but for a study of primitive life instead.

It was very interesting to note what different courses emphasized in the methods of teaching history. Most of them seemed to believe that the success of history teaching in the first four grades depends upon the teacher's ability as a story-teller.

Some even believed that the bi- ographical idea should continue through the 6th grade. If you re- member, Dr. Johnson says that usu- ally too much emphasis is placed on biography. He says the courses can be made more interesting by group- ing men about events rather than events about men; and by studying men as groups rather than as indi- viduals. A quotation from Seattle says "Children love a good story and if the teacher is a good story- teller she may vitalize her teaching by means of this gift better than in any other way." Thus we saw that some of the courses presented er- roneous ideas.

The various conceptions of his- tory aims were even more interest- ing. To quote one course of study "The purpose of history teaching in the intermediate grades is to awak- en interest, encourage supplemen- tary reading and present worthy ideals. As an outcome of the work of 5th and 6th grades, the pupils should be able to use a text-book in- telligently." From the Patterson, N. J., Course we take this: "The aim of history teaching is to develop the consciousness in the child of himself and members of the human family and to help him to self-devel- opment as an intelligent and patri- otic American citizen." Upon exam- ination you will find that this course of study is outlined in such topics as: What America owes to Europe; Some Social, Economic and Political Conditions, and Problems of the Present. Jersey City follows a dif- ferent line of thought. "The main object in studying history is to ac- quire a taste for it and a love for history reading rather than memoriz- ing facts." Accordingly, Jersey City has outlined its course as a story would be outlined, for exam- ple: Colonial Life; The Struggle be- twee the French and English, and so on.

THE STEBBINS-ANDERSON COAL & LUMBER CO., Sioux City sent one of the richest and best courses of study. It asserts that the appreciation of our histor- Dealers in Coal, Lumber, Hardware, Bullders' Supplies ical Inheritance does not imply a study of the details of general his- tory. In short, it has to do with the TOWSON, MD. RIDERWOOD, MD. milestones of progress. This course

however, is largely based on the Cul- ture Epoch Theory, which is gradu- ally being discarded.

All of the courses suffered in com- parison with the Baltimore County Course, which is one of the best in the U. S. Here we have no stereo- typed outline, but a wealth of prac- tical material. There were about a half dozen courses that came up to the Baltimore County standard.

This study has given us an idea of what is generally contained in a. good history course of study. The knowledge of where and how to, ob- tain the best courses of study will be invaluable in our teaching next year. We will, too, have gained a. more critical attitude toward courses of study.

We know that not all of the States. have the same attitude toward his- tory. Some of them answered "Our course of study is out of print, as it is being revised," due, no doubt. to the different ideals of history teaching which the war has brought about and the prominence of the project method. History lends it- self particularly well to this method often involving other subjects.

In the new history courses one of the most important things is the statement of minimum essentials. Every child must cover so much ground and those who are capable of going farther than these may do so.

It will be up to us to boost such ideas as much as possible, and work with the courses of study will have helped in making us more capable of doing the job!

of doing the job.

SMILES OR FROWNS? WHICH?

Oh, there are many girls at school Who always wear a smile,

They never seem to break a rule, But make things worth their while.

How oft you've seen them here and there

With smiles upon their faces, And wished and wished, oh, maidens fair,

That you were in their places.

₹

And there are many girls we know, Who always fret and frown, You see them all out in a row, "The world seems upside down."

You see them and you sigh, "Oh me!

Those girls seem awful sad, Whatever can the matter be? I wish they'd just be glad." NINA P. MORRIS, Jr. V.

Down's Wedding Invitations JAS. H. DOWNS, Engraver 229 N. Charles St., BALTIMORE -

WAITING AT THE DENTIST'S. HOW TO MAKE A CAMPFIRE.

Janet Duke.

There is one ordeal to which I shall never grow accustomed; that is, waiting at the dentist's. The min- ute I am ushered into the waiting room something seems to snap with- in.me and at that instant I become a different person,

The room is empty. I take my seat and pick up last month's maga- zine or yesterday's paper, and settle back trying to appear comfortable, calm and collected. Before many minutes I have a companion who sits should be notched to hold the pot opposite me and prepares to read a paper.

I look up from the printed page foot above the ground.

Then gather a small armful of sound, dry twigs. Take no twig that lies flat on the ground, for they are generally damp.

which I have only been pretending to read and stare moodily at the newcomer. He presents a rather in- teresting appearance having a pecu- liar puffiness in his left jaw. Our, Select three of the best sticks for kindling. Shave each of them al- most through, for half its length, leaving the lower end of the shav- ings attached to the stick, one under the other. eyes meet and we glance hastily away. I look at my watch; he looks at his. I am burning with curiosity to see the inside sheets of his paper. The dentist appears and asks our pardon for being late. It is five Stand these is a triangular form, minutes past my appointment but |under the hanging pot with the he asks the other patient to walk into his office. I am usually ready to stand up for my rights, but now I am meekness itself. Indeed, I; am only too glad to postpone my torture. curls down. Around them place the other sticks in a conical shape, standing each on end and slanting toward the centre. Leave air space between the sticks. Now touch off the shaved sticks and in a moment you will have a fire under the pot. This will steam up in a hurry. Put

I continue to sit, though I am abnormally interested in what is go- ing on in the next room. I hear the small sticks on when needed.

low murmur of voices and the doc- tors' soothing "This may hurt a lit- tle." There is a hair-raising scream which brings me to my feet. I grab my hat, but thinking again, I drop into my chair. My composure has fled.

The picture of the Stag at Bay occupies my attention. The animal the time you drove your stake, the assumes amazing proportions and meal will be cooked.

fixes me with a look that simply terrorizes me. I clutch my hat fran- tically and resolutely turn my back on this monster that is about to de- vour me.

The ticking of the clock becomes so loud as to nearly deafen me. I haven't played any scheduled games am sure murder is being done in the next room. I had better take a look. we have played inter-class games. Every one on the team is trying his At this point, the dentist appears and again begging my pardon hur- ries off to an important meeting. I smile quite affably and as I take my departure the clock ticks a cheer- ful farewell while the stag smiles amicably. I am to come at the same time tomorrow. or her best to live up to the stand- ard in order to win a letter. These letters will not only mean just a prize, but to every one who receives an award It means they can not be surpassed in their school. The girls have chosen the Navy N. This is to be yellow, backed with black. The boys have chosen a similar letter, "QUEER, AIN'T IT." which will not be backed by black. They have a nice new hearse in Towson! People are dying to ride in it! The awarding of the letters will be the biggest event of the season. One has to maintain a high standard to receive a letter. At the end of the Fountain Pens at "HERGENRATHER'S scholastic year we are going to have an impressive assembly, at which Miss Tall will give the awards.

Anna Coffin.

One glance at a camper's fire will tell what kind of a woodsman he is. It is impossible to prepare a good meal over a heap of smoking brush. For a lunch, when you have only to boil coffee and fry something, a large fire is not needed. Drive a forked stick into the ground, lay a green stick across it, slanting up- ward from the ground and weight the lower end with something heavy, so that you can easily regulate the height of a pot. The slanting stick in place, and to be set at such an angle that the pot swings about a

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Meantime get two bed-sticks, four or five inches thick, to support the frying pan. When the firewood has dropped to embers, take out the smoking pieces, leaving only the coals. Put your bed-sticks on either side. Set the pan on then and fry the food. In twenty minutes from

ATHLETICS.

With these warm days come the season for baseball, tennis, field and track activities. Although we

IF YOU'RE NOT A NORMAL, YOU'RE A PEST.

Normal School, some smart Normal Society Girl has proudly directed your gaze to the little gold medal which hangs in the box marked "Normal," in the Main Corridor, and just as surely, some equally loyal Pestalozzi Society Girl has sagely shaken her head and said: "Yeh, but wait till next year!"

All this, dear reader, merely goes to explain that the moment a new student arrives at Normal, he or she is chosen for either the Pestalozzi or Normal Societies. From that mo-[sent into town to be fired and glazed. ment he is keenly alive to the com- petition between the two societies, which reaches a climax on the night of the debate, and an anti-climax, almost, we may say, on the night of the contest.

The winning society in the debate wins the banner, while in the con- test, the prize is a gold medal.

Those songs! Those peppy yells! Those students behind the footlights. determined to win or die-and then -that breathless moment when --- but say, you'll know if you come to our debate on April 27, and contest on May 4 at 8 P. M., in the audi- torium.

The Normals rather disdainfully affirm that the old medal is wearing a hole in their side of the box, but many different kinds of stitching. the Pests vow they'll drag our colors The success we made of these smocks down this year. Alright-go to it, we aren't telling, for if you knew but remember-we're from Missouri, "we gotta be shown!"

BETTY BOWMAN. Sr. I.

THE LAND WHERE LOST THINGS GO.

Where is the "land where lost things go?" It is in the land of No- where, in the kingdom of Every- where. It is the place where lost things wander about at leisure, and where nothing returns to its former home. The lost things themselves, are carried by fairy hands to the por- tals of this Magic world. Upon ar- riving there, all is in pitchy dark- ness, until gay little sprites, with their magic touch, cause a door to swing back on its great hinges. When they once enter the kingdom. all becomes heautiful and they im- mediately enter into all the gay festivities in which the sprites take part. Here in the land of Nowhere, the little lost things have no one to tease them, nor anyone to scold them, so they wander around at will, until some former owner knocks at the door of the kingdom and cap- tures them before they can escape. DORIS OWENS.

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Oriole and Tower-Light, 1922-1927, Part 8

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