Oriole and Tower-Light, 1922-1927, Part 95

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 95

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).

205 W. Fayette St., Baltimore, Md.

J. W. Scott-James Francis

WALTER HOOS 421 York Road TOWSON, MD.

Sanitary Meat Market FRUITS - VEGETABLES

WM. A. LEE

General Merchandise

York Road and Penna Ave. TOWSON, MID.

Page 11

THE ORIOLE

December, 1925.

APPRECIATION OF POETRY.

Before coming to Normal School, poetry was one of the things I dis- liked most. The word poetry and something "highbrow" and dull al- ways associated themselves in my mind. It was something that I had absolutely no interest in.

During the course in "Children's Literature" with Miss Frum, last year, I learned that poetry was every- thing I thought it was not. For the first time in my life, 1 gained a real understanding and love of poetry. Poetry has helped to enrich my life by enabling me to understand and enjoy the beauty in poems.

I can truly say that Miss Frum was the first person who helped me understand poetry, and love it. To her, I affectionately dedicate two of my own efforts in poetry:

\ TREE.

A living monument to God is a tree, With its leafy arms outstretched ! cannot resist it. She is a true friend even nnto eternity. to all who love her. No matter what It shelters happy birds in protecting bowers, your race or religion, she is waiting for everyone. She is ever changing, From colds and many showers. never the same. More fascinating she becomes as l fonow her through all her mocds and phases.

It invites the weary wanderer to rest in its shade,

And forms a trysting place for a lover and his maid.

Creatures of the earth near the tree abonnd,

Busily seeking food and making no hook. sound.

The tree will live on and on,

And even after I'm gone,

It will still be a living thing of beauty and joy, Who lived and died.

OUR CAMPUS.

In Spring, the budding trees bring life anew.

Each blade of grass wonders how fast it grew.

Slowly, each blossom grows, and grows,

And the resurrection of life plainly shows.

Summer comes, and all the world is bright and gay,

Birds chirp and chatter throughout the day;

Our campus is replendent in its sum- mer regalia,

And in it we like to walk so gaily.

Now it is Autumn. and the cool, green carpet of our campus

Is slowly losing its brilliant green. The leaves have donned their fall costumes,

No gayer colors have you seen. They whirl and twirl in gay ecstasy. And frolic ahout in high glee. Soon they will be laid to rest, To protect Mother Earth, lest- The snow. and ice, and cold Will get too strong a hold, And harm the stilled life within.

Winter turns our campus into a veritable fairyland,

Jack Frost has indeed carved with an artist's hand; The snow-clad earth lies peacefully at rest,

Waiting for Spring, when life is at best. ROSE L. KORNBLATT, Sr. 3.

A GOOD FRIEND.

Perhaps we all long for a good friend more than anything else. have one who wants to know you. 1 hear hier calling: "Are you a real hoy or real girl? Then come and follow me. 1 have many things to teach you, many wonders to disclose to you, many secrets to intrust to you, many joys and happy days in store for you. I need your help. Come!"

Have you never heard her?

To me her calling is so strong 1

Unnumbered are the pages and great is her book. You need but open and enter, you will never regret it. To many she is like a closed To others she is an open one. It makes no difference what page you open to, for on each the story is so interesting, so thrilling, that one must pass on to the following pages; and as their secrets are gradually un- covered, keener becomes our search to read to the end of this wonderful story. The leaves turn over one after another. and on and on we go. They become more intricate and more marvelous than we can con- ceive.

She is endless-great is her depth, mighty is her height and boundless is her breadth.

Won't you answer her? Only through knowing can you love her, and only through loving can you really know my friend-NATURE. -The Tattler.

THE HERGENRATHER DRUG CO. Prescription Druggists And

Hergenrather's Gift Store 509 York Road

Are Headquarters for School Supplies Kodaks, Films, Stationery, Spald-

ing's Sporting

Goods,

Keds

and

Sweaters; Greeting Cards for all Occasions. Supreme Ice Cream and Soda Water. Agents for Water- man's Ideal Fountain Pens, Whit- man's Delicious Chocolates and Bon- Bons.

THE CAMPUS.

Has God made thee a beauty spot That we may hetter grow;

'To give us inspiration As down life's road we go?

Did He make the trees upon thy breast

In this wondrous fairyland

That His great power and mighty love 1

We may better understand?

The rains from heaven came today And kissed thy fairy face.

It seemed to make thee grow more fair,

'To give thee statelier grace. RUTH OWENS.

Phone, Mt. Vernon 1052

J. TROCKENBROT & CO.

324 W. Saratoga Street

Opp. Brager's Baltimore, Md.

Original and Special Designs to Order We Can Duplicate Any Pin

Makers of State Normal Pins & Rings

If You Have Any Cleaning, Dyeing, Hemstitching or Pleating to be Done,

See

Miss E. W. JANNEY

319 York Road

Special Rates For Students.

HAVE YOU VISITED THE

STANOR

(STAte NORmal)

SWEET SHOP

West Side York Road, above Burke

Avenue

If Not, Why Not?

Music By

RADIO.

Page 12

THE ORIOLE

December, 1925

EVANGELINE IN THE SEV- ENTH GRADE.

In the study of Evangeline in the Seventh Grade of the Normal Ele- mentary School the motivation used was the historical background of the poem. The coming

of the French to Acadia, their life there, their conflict with the English, and finally their expulsion were explained to the class. Thus a desire to read Evangeline was aroused.

The teacher read the whole poem through. stopping each day at a high point of interest. During this reading the class was impressed by the vivid pictures portrayed by Long- fellow, and they decided to make a moving picture of the poem. This desire gave adequate reason for reading the masterpiece the second time.

During this reading the children "Not that you will injure the in- read one thought unit each day-a stitution-not that-but when you scene of action er description er disparage the concern of which you are a part, you disparage yourself." character study. As the reading progressed and the details of each picture were decided upon, groups of WHO'S WHO-AND WHY? children drew and colored the pic- ures.

Two boys built the moving picture machine. A grape box, fourteen and one-half inches high and seventeen and one-half inches long was secured and an opening nine inches by twelve inches was sawed in the bottom of the box for the screen. An old broom stick was sawed into two pieces of the desired length and placed in each end of the box.

The pictures were pasted on a roll of brown paper. This "film" was attached to the round sticks

which were turned by

a wooden

handle. In order to make the mov- ing picture more realistic the girls secured some scraps of drapery ma- terial and made a curtain for the screen. The curtain was placed on a heavy cord held in place by three thumb tacks.

The "movie" was given by the class for their parents during liter- ature period without rehearsing. The pictures were assigned to in- dividuals of the class a few hours prior to the performance. The people with pictures assigned them were given one-half hour in which to decide what they were going to say or read. They were told not to leave any gaps in the story, but were unaided by the teacher.

The machine was operated by two boys of the class, and as a picture appeared on the screen the person to whom It had been assigned stood and told or read the part of, the story which the picture represented.

The only work done by the teacher was the offering of suggestions on a vltal question and the teaching of the story during literature periods E. E. P.

ELBERT HUBBARD'S IDEA OF LOYALTY.

"If you work for a man, in heav- en's name work for him. If he pays wages that supply your bread and butter, werk for him, speak well of him, think well of him, stand by the institution he represents.

"I think if I worked for a man. I would work for him. I would not work for him part of the time, but all of the time. I would give him an undivided service or none.

"If put to a pinch, an ounce of ¡loyalty is worth a pound of clever- ness.

"If you must villify, condemn and eternally disparage, why resign your position, and when you are outside, damn to your heart's content.

But I pray, so long as you are a part of an institution, do not con- demn it.

1. Famous sayings of famous peo- ple: "What lessons do we have for analysis and over-emphasis on form tomorrow?' Though his father isn't values. flour merchant, our here's a- Raymond Miller.

2. Who is that social child who rules the destinies of Normal frivoli- ties ?

JEAN Swardowicy.

3. From what planet came that in- tellectual junior in our midst-and who is he?

Irving Sollers.

4. Big Darnum and Daily Circus -- everybody come-we had 3000 peo- ple in a London fog. Signed Manager D. Katherine Dicky.

6. What girl has a monopoly on most of the vice-presidencies at Nor- mal?

"Lib" Arnold.

7. Do you know the owner of the merriest laugh 'round these parts Chas. Dudderar.

8. What girl was most instrumental in getting 100 per cent. Athletic dues?

Louise K. Siehler.

9. What girl has the biggest co - lection of organization pins?

"Pep" Legum.

10. And last but not least, who is it that leads ye Normalites in goodly council? 1. Turk.

A teacher endeavoring to elicit the answer. "Bad Habits." from her class, asked, "What is it we find se easy to get into, and so hard to get|knowledge?

out of? There was silence for a moment, and then one bright student replied, "Bed."

CHRISTMAS SPIRIT.

The leaves were hidden by the snow, The wind was fierce and cold,

The sun was sinking in the west, The day was growing old.

The roads were paved with icy sleet, The ponds were frozen fast.

The pine trees standing on the hill Swayed in the chilling blast.

Beneath the banks of the drifted snow,

Close by an apple tree,

A snug and tiny cottage stood Where happy as could be

A group of jolly girls and boys With shouts of merry glee,

Were hanging ornaments and gifts Upon a Christmas tree.

Ruth Owens.

PRINCIPLES OF A LESSON OF AN APPRECIATIVE TYPE.

1. The selection of subject-matter must be suited to the tastes and in- terests of the pupils.

2. The teacher must appreciate the selection herself and understand the essential value involved.

3. The teacher should avoid over-

4. She must keep in mind the fact that "literature is a thing to be ex- perienced, not to be studied; to be used, not to be analyzed; to be pleas- urable experience motivated from within. and not tasks arbitrarily im- posed from without."

5. The first step in teaching a poem is the presentation of the poem as a whole; the second step is the analysis of the poem into its essen- tial elements; the final step should be one of synthesis, and new experi- ence of the whole.

Questions.

1. Was the subject-matter suited to the tastes and interests of the pupils ?

2. Did the teacher appreciate the selection herself?

3. Did she appreciate the essential value of the selection?

4. Did the teacher over-emphasize details and form values, such as con- struction, classification, and other matters?

5. Did the pupils manifest a favor- able attitude of mind towards the selection ?

6. Did the recitation

lead to worthy ideals, wholesome interests. and right attitudes?

7. What particular emotion did the recitation tend to arouse?

8. Did the pupils have sufficient knowledge to appreciate the selec- tion ?

9. How did the teacher supply this

10. Was the interest of the selec- tion from within or from without; subjective or objective?

Page 13

THE ORIOLE

December, 1925.

MILITARY TREATIES.

On the continent of Europe, with its many nations, its widely diver- gent ideals, its jealousies and strifes and its common aim of national ex- pansion and growth of power it has been customary to form defensive alliances for protection from power- ful enemies and offensive coalitions to check the ambition of growing na- tions. The

most outstanding of these military treaties are the triple alliance and the Triple Entente.

After the Franco-Prussian War of 1870 many French politicians made the recovery of Alsace-Lorraine the keynote of their policy and there was talk of a war of revenge. Bismarck decided on a policy of isolation for France and humiliated her at every opportunity. Germany had proved herself so powerful that for the time she became a sort of European lead- er. In 1878 the Congress of Berlin was called for the purpose of adjust- ing the terms of a treaty between Russia and Turkey. Bismarck an- gered Russia hy awarding to his non- participant friend, Austria, part of the spoils that Russia considered hers.

Fearing trouble from Russia, Bis- marck effected in 1879, an alliance between Germany and Austria, in which each of these countries bound itself to help the other in case of an attack by Russia or by any other country aided by Russia. They agreed to be neutral in the event of an attack by other nations.

In 1881, Italy, planning for terri- torial expansion and coveting Tunis, became angered at it.s seizure hy France. She also feared French in- terference in the Papal States and so turned to Germany. Thus was the Triple Alliance formed in 1882.

The text of the alliance was kept secret until 1887, and in the mean- time Bismarck scored another though short-lived diplomatic triumph. Eng- Iand resented Russian acquisition of territory in the East and relations; between the two countries were strained. Russia, fearing war, turned to Germany and formed an alliance with her and Austria which was called the Three-Kaiser Alliance. It was binding for three years and at the end of that time, immediate dan- ger being removed and old distrust of Germany revived, Russia withdrew.

So we had the Central Powers of Europe- Germany, Austria and Italy, hound together in the defen- sive Triple Alliance.

Now France, humiliated and, crushed, hating and fearing Ger- many, isolated in Europe, began of the Alliance and the Entente, be- came saturated with an atmosphere of rivalry, distrust, ambition, sec-

looking about for means of ending that isolation and rendering herself less helpless. Monsieur Delcasse, recy, and a feeling of tension which the French Foreign Minister, began negotiations with Russia in 1891 by finally culminated in that awful. cataclysm that shook the world-the which friendly commercial relatior ; Great War of 1914-1918.

:and understanding might be estab-

lished. In 1894 this was extended to the Duplica or Alliance which provided for the maintenance of peace and the balance of power.

A "gentleman's agreement" by which France and Italy bound them- selves to live on friendly terms with each other was Delicasse's next step.

In 1904 Delicasse turned his at- tention to England, which was begin- ning to doubt the safety of his for- eign policy of "splendid isolation."

Germany was gaining in naval rivalry and distrust and Edward VII had no special love for his Teuton nephew, and a growing fondness for France. There was arranged then an understanding for better and more cordial trade relations between France and England. They also promised to give each other "diplo- matic help" --- an elastic term. A secret text to this treaty or Entente Cordiale was never published.

In 1907 England and Russia be- came friends and allies, so we had the Triple Entente, composed of France, Russia and England.

The European Powers were thus divided into the two camps, each openly, diplomatically and insincere- ly advocating the balance of power and each doing his best to upset it. "Each preached peace and yet covet- ed the spoils of war."

Germany, feeling the Entente was antagonistic, hecame suspicious, ag- gressive and militant. She length- ened her military service period and increased her naval and military armaments. The other powers, not to be outdone, did likewise.

Each country established in every other a network of spy systems to ferret out secret diplomacies and agreements, breach of faith and hid- lin has been with den hostilities.

On several occasions war was nar- rowly averted as when Germany dis- covered a secret agreement between England. France and Spain regard- ing the partition of Morocco, and dispatched a warship to Agodis. The| Conference of Algeciras resulted, in which Germany suffered a diplo- matie defeat. Some authorities claim that this caused the lesser powers of Europe to turn toward the Entente. !

Statesmen spoke of fulfilling the "manifest destiny" of their nations, of "legitimate ambitions" and of "patriotic ideals." It was a period of diplomacy behind closed doors-of secrecy that inevitably breeds sus- picion. The people of a country were ignorant of what was really go- ing on.

So it was that Europe, as a result

WHO'S WHO?

Miss Mary Conklin. of the Health and Educational Department, comes to us after a short but vivid teaching career. Immediately after her gradu- ation from Goucher College in 1919, she sailed for Constantinople. For three years she held a position in the Department of Physical Education of the American College for Girls.

Part of her wonderful experience was learning to understand the view- has seen as many as twenty-four

nationalities together

time.

a Into that strangely civilized Oriental stronghold poured a great horde of bewildered Russian refugees, de- serters from the White Army, rem- nants of Gen. Wrangel's force, all very unwelcome, and in wretched need. Miss Conklin, as part of the American colony, did her share in the noble work of salvage.

She is enthusiastic about the new woman of Turkey. The girls she taught spent a year in "Prep" School, mastering English alone before en- tering the non-sectarian American

College.

During the summer Miss Conklin made the most of her splendid oppor- tunity by travel in almost every country of Europe. Returning home, she took her Master's Degree at Columbia. One year of teaching at the Buffalo State Normal School made her desirous of further study in the field of science. There followed a year of intensive work at the Cornell Medical School. This proved to be too great a strain on her health, and she gave up the idea of being a doc- tor.

In the short time that Miss Conk-

the Maryland State Normal School, she has played a unique and indispensable role in the student as well as the faculty life of the school.

E MACGOWAN.

FACE LIFE WITH A SMILE.

You hate to face the winter days,

What will you do when they come? You can not bear to sing their praise As for summer you have often done.

But there is some joy in winter days Some joy that you might see, For it hardly seems that God's way Would hold no pleasure for thee. So to you, my friend, let me say Your sadness will last a short while,

Soon before you will open a bright way

So face your troubles with a smile. Ruth Owens.

Poly Press, Baltimore Md .-

Your outstanding headlines are most attractive. We like the style of your paper- it seems effervescent

ANNE SCHAEFFER, Sp. Sr. with school spirit and school events.

strength, there was a feeling of points of many other peoples. She

December, 1925

THE ORIOLE

Page 14

THANKSGIVING DAY.

One day some pilgrim's were talking, Talking in a whispering tone, Would not it be nice to have a feast, A feast to call our own.

And give thanks to the Heavenly Father

For all He has done, you know.

It is the duty of everyone to know Thanking him for the beautiful bis own State. When we natives of world- Maryland turn to pages of her His- The true world here below. tory, duty turns to love; for we find so much to love and revere. She To the feast they invited some In-Iwas one of the little colonies that dians,

The Indians were full of cheer;

They went home with a merry heart And all filled up with deer.

They gave thanks to our Heavenly Father

In a very mannerly way,

And ever since that joyous time We've celebrated Thanksgiving Day.

By MARY FUSS, Seventh Grade Elementary, Emmitsburg, Md.

Teacher, MARY SMITH, '25.

LEAGUE OF WOMEN VOTERS.

Alsace-Lorraine.

"When a country possesses a re- gion of rich economic value shall that country be menaced by powerful neighbors who desire it for them- selves ?"

That is the situation of Alsace- Larraine. Looking back over her history we find the provinces inhab- ited by Germans at the time of Caesar. She was included in the loose confederation of German States known as the Holy Roman Empire.

At the end of the thirty years' war, in which she served as

a hattle ground. Alsace-Lorraine was held by the French in accordance with the terms of the Treaty of Westphalia of 1648. She did not become imbued with the French nationalistic spirit until the French Revolution, how- ever.

"JOHNNY."

Johnny used to find content

In standing always rather bent Like an inverted letter J,

llis angry relatives would say.

"Stand up! den't słouch! You've got a spine,

back!

Emma Pounds.

IMPORTANT TO KNOW ONE'S OWN STATE.

Early History Of Maryland Traced. Wealth, Beauty, And Culture Abound. (Communicated ) .

left "Merrie England," braved the broad ocean, and huddled upon a strange new land; but she was up and doing, and sent word back what a wondrous country she had found.

So the Ark and Dove brought more across the water to see for them- selves. She signed the Toleration Act. and those less fortunate who had settled further North, came

down and found what they were seeking-liberty and freedom. Com- mercially, she soon grew big, and strong in her minerals; coal, stone and fine marble; her waters teemed with food for the service of man. Why, the bottom of the Chesapeake Bay pays more revenue than the corn crop grown in one of the big States in the Middle West! She has the largest . nurseries in the world. Her canning industry makes her rank high, and her highways are the admiration of all. Her climate needs no boosters to make her rival that of California and Florida. In beauty she varies from the rugged mountains, pleasing valleys and pla- cid rivers to the shore washed by the unceasing ccean, these making her indeed a Garden Spot.

Intellectually. she has much to be proud of, and boast about; four of her sons signed the Declaration of Independence. Many

of her sons and daughters are famous in art, song, poetry and prose ; her uni-

versities are among the foremost. She has shed blood for the de- fense of her country, she has

After the Franco-Prussian War of 1870 Alsace-Larraine was ceded to the best equipped Naval Schoolj Germany. France mourned the loss in the world; she has the only Star | Sun-lit ways that glint and gleam Spangled Banner that was carried Where the sages 'Tramp the ages. through the Revolutionary War, and

dag, vith barrings of gold and silver, honor and purity, the quartering of black and yellow. service and

strength cannot be excelled in

symmetry and beauty. Her seal, have you ever examined it? It is most unique with its quartering and carving, and has been the special seal for nearly three hundred years. Yet, wich history and wealth, beauty and culture, she is most modest, for from her wonderful wealth of native

sung far and near (the sweetest tune, patriotic and inspiring), whenever, wherever we hear it. We bare the head, stand attention, for it is "Maryland, My Maryland."

PEACE ON EARTH,

Edith E. McGee, Norwood, O. When error flooded all the world with night And wrapped men's souls in dark- ness, like a gem

Of purest lustre radiant with light, Rose in the east the star of Beth- lehem.

When naught but discords harsh of strife and sin

Sounded throughout the earth re- echoing wrong,

In harmony divine above hate's din Was heard the music of the angels' song.

And may the light of love yet find its way_

Where error's shadows to the earth still cling,

And may strife's clamor cease on Christmas Day

So men can hear the songs the. angels sing.

A GIFT TO A CHILD.

William L. Stidger, Detroit, Mich. He who gives a child a book Gives that child a sweeping look Through its pages Down the ages;

Gives that child a ship to sail Where the far adventures hail Down the sea

Of destiny;

Gives that child a vision,-wide As the skies where stars abide Anchored in The love of him;

Gives that child great dreams to

dream:

of a province she had governed for over two hundred years. Whenever there was a parade in Paris, Etras- battles that waved high in other were fought for freedom. Her ban- ner is now in the State House, an ob- bourg was always represented by a figure ir mourning. Always there was the feeling that the "Lost Prov- ject of veneration. Her own State inces" would become again a part of France.

Sweet young thing (in drug store) -"Have you any good hair tonic-" Snappy Clerk-"Why, yes-but your hair looks perfect."

Sweet young thing-"Oh, I don't want it for myself; you see, the fur is falling out of my coat."

-Juggler.

The Eastern Echo, Eastern High School, City :-

You r November number is ex- tremely attractive. interesting and vital. A splendid vibrating echo of all that which goes toward the mak- ing of a desirable school magazine.

Stand like a lamp-post; not a nine!" One day they heard an awful crack- He stood up straight-it broke his| flowers, she chose the little black leyed Susan to be her State Emblem. Her anthem has been played and

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 95

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