Framingham State University - Dial Yearbook (Framingham, MA)

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IZ Well, Miranda, began Sarah, I don't see why -- Some folks, interrupted Miss Miranda, remind me of the story about the little boy his father told to keep quiet so's folks wouldn't know he wan't bright. Miss Miranda opened the door, and Sarah, who never bore ill will against her neighbor, said pleasantly, Come in again when you can. Most probably I shan't come when I can't, rejoined Miranda. I don't know's she's so much to blame, she mused as she crossed the street. Folks that didn't have any too many brains to start with ain't exactly responsible after the little they did have's been evaporatin' for thirty years. With this remark Miss Miranda entered her house, took off her shawl and resumed her patchwork sewing. C. M. R. 91635 Archie and I When I was a naughty girl, About so high, i Mama took a little Reid And made me cry. Archibald, from sympathy. Tears came down like hail. Mother ran to Ketchum In a wooden pail. Howe she ever did it, Is Moore than I can tell, For little Archie shed enough To fill a dried-up well. M. P.K.

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demonstration. He looked up at Miss Miranda's entrance, and seeing that lady's glance bent full upon him, he gave a nervous cough and said, Your friend has decided to take one of these machines of such ines- timable worth. Couldn't we persuade you - But Miss Miranda paid no attention to him beyond that first annihi- lating glance, Sarah Tink, she scornfully began, if you've washed dishes upwards of twenty years and now don't know how to do 'em without a machine, I'll come over any day an' teach you. Now, addressing her- self to the astonished agent, you pack up your dish washer an' take it where they ain't got any more sense'n some folks I know. The women in this town don't want you insultin' 'em by makin' out they haven't got brains enough to wash their own dishes. But, Miranda, weakly protested Sarah, l've-- She's bought the machine , put in the agent shifting uneasily under Miranda's glance. One dollar down and a dollar a week for two months. I-believe you were just about to give me the dollar, Miss Tinkf' Miss Miranda drew her tall figure to its full height. She presented a striking appearance. One long arm pointed straight toward the door. The plaid shawl hung loosely about her like the robe of an Oriental. Not a muscle of her rigid figure moved. The peculiar gaze of her piercing eyes was bent full upon the man before her. The look, the attitude, the significant gesture, all said, Col in language plainer than any words. The agent squirmed under Miranda's gaze and fingered his machine nervously. Well, Miss Tink, he began hesitatingly. But Sarah was not permitted to speak. Miss Tink's got no more to say about it, announced Miss Miranda decisively as she dropped her ex- tended arm and satistiflly upon the edge of a chair. You can stay here all night or you can leave your machine if you want to, but not one red cent o' Sarah Tink's money will you ever get. Now see here, began the agent. But Sarah interrupted him. I guess you better take your machine, she said with a little giggle. I hadn't exactly said l'd keep it, an' anyhow Miranda won't let me pay you nothing. With a smothered exclamation under his breath the agent rattled his machine together, and a look of grim triumph overspread the face of Miran- da Higgs. She rose and hospitably opened the door, and without a word the agent gathered up his dish washing machine and banged toward it. Sarah arose with a sigh. I hope you'll call -she began, but the slam of the door cut short her remark. Miss Miranda readjusted her shawl. Now, Sarah, she began, as the auto snorted angrily down the street, now, Sarah Tink, I've settled up this affair, and don't you ever let me know of you're actin' this way again. You better get 05 your red tie an' take them Howers off your dress an' do some o' the work you've been neglectin' these three days.

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I 3 Home Geography OF all forms of geography there is, I think, none of more importance than home geography. There are two reasons why this is true. First, in order that the children may grow up citizens of the most useful kind, it is really necessary for them to have a knowledge of the history, de- velopment and economic conditions of the town in which they live. To lead to this understanding, the study of the geography which has so much influence on the life of the town, is very important. But the second great value of home geography is equal to the first. Home geography is the best basis for the study of the geography of the rest of the world. The children need to know about the relations which bind the countries of the earth together, and make each part dependent on the other parts. Perhaps the best way to show the value of home geography, and how its two purposes may be secured, is to study the town of Framingham and see how the geography of this town could be taught to children. The physical geography of the town has many interesting features, and in the several sections varied occupations are carried ong so there are many sub- jects to deal with in connection with Framingham, and its relation to the outside world. These subjects may be classified thus: first, those relating to physical geographyg and second, those relating to industrial geography. In the making of the physical features of the town, the glacier played a very important part. The story of the glacier would be told in the fifth or sixth grade. After the teacher had explained what the physical fea- tures, due to the passage of a glacier, are, they would recognize whatever of these features they had seen. As an example take the story of the forma- tion of sand plains, which the teacher could tell in this way. When the glacier spread all over this part of North America where we live, there were streams of water flowing on the ice. Sometimes these rivers would come to a place where the ice had melted to form hollows, and there they would spread out and form lakes. In their course these streams had collected sand and gravel, and as they spread out in the lakes, they could not flow so rapidly, and could not carry so heavy a load. So when they flowed into the lakes, they dropped some of the gravel, and the nearer they got to the center, the more sand they spread over the lake floor. They kept on doing this until the glacier melted, and when the lakes had disap- peared, the layers of sand they left behind settled onto the ground, and we have named them sand plains. Then the teacher would ask where in this town there is fine white sand and what this place is called. One of these sand plains made it possible