Salem State University - Clipper Yearbook

Page 18 text:

Miserere There was a gloom cast o'er our classg We Seniors were in sorrow. Our groans were loud, our sighs were deep At thoughts of each tomorrow. For we were sailing troubled seasg Our crafts were hard to mang Our course lay through the rocks and reefs Of the shorthand lesson-plan. The chart was thus mapped out for us: The aim you first defineg Then down the center of the page You draw a bold black line. Instructions follow quite minute: Begin them with reviewg Then when you're sure they've mastered that, Just give them something new. We steered our course by broad moonlight Through many a curve and angle , But midst the '4l1ooks we sailors bold Were caught in hopeless tangle. By perseverance we emerged In somewhat worse oonditiong When cruel fate laid hold of us In the gulf-stream of position, Soon half-lengths brought us choppy seas. We murmured Sink or Swim g But no fear was in the Captain's heart And we owe our lives bo him. But Senior patience suffereth long, Eternal is our sorrowg ' For now we've mastered Benn Pitman, We've other woes to borrow. L. E. O 14

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Kappa Delta Phi One of the greatest bonds for holding students together in school or college, or after they have become alumni, is a fraternal society. For some years there has been an or- ganization of this kind, the Kappa Delta Phi, at the Bridgewater Normal School. In consequence of the steadily increasing number of men at the Salem Normal School, a chapter of this Fraternity was organized during the past term. Fitchburg Normal and Boston Normal Art are the next to be considered. The Salem Chapter was organized on January 17 by a committee from the Frater- nity at Bridgewater and a number of the alumni, under the direction of Mr. Cushing. Ten charter members were admitted on that night and it was an interesting night for the new members. The charter members are E. F. Richards, Pres., M. R. Hutchinson, V. P., A. M. Rankin, Treas.g C. C. Olson, Sec., T. J. Driscoll, A. VV. S. Turner, C. E. Hogan, G. W. Turner, J. M. Burke, and C. D. Bresee. In April C. P. O'Rourke, W. F. Barrett, and L. C. Millard took the first and second degrees, and after they have fully recovered the effects, the third degree will be adminis- tered to them. This will make them members of the Kappa Delta Phi. The Fraternity holds an annual banquet at Boston each year. Several of our mem- bers attended the 1914 banquet. There is also a banquet given in June by the individual chapters to elect oflicers for the coming year and close up business for the past year. The aim of the society is to create a fraternal spirit and not in any way to lead to the formation of cliques. E. F. R. A. M. R. The Gentleman I mustn't make a noise today Because my grandmais sick 5 I mustn't dare to run away Or Papa'll get the stick. I mustn, t play with other boys Or have a bit of fun 5 I must sit quietly, and try To be a gentleman. G. E. M. 13

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ff, , . Exit! 1 fir ,..S'-' fi , ---L. - . 5 Q fn fi f X f fl f' lf, -v fs' .Pc C . f f TVw fm V' I Wk 'f , ' 74 in NN 1 ' ln- . 1 X ,N -f f lb frft tv rL?N ff? Z -- V pkg fig- gg , gi -ll! ,i f , X .N S-f - fl ll I Z ,f 'qi ZQJQ grfff- A I al 2i. E'--ff?-3, -fm LEAlQIN'THE'DlltE . Dramatization forms a very important part of the language Work, especially in the lower grades. In the first grade, the children dramatize orally rhymes in reading, fables, and other graphic stories. The story is read to them, and then the children are chosen to represent the characters. Children very readily enter into the spirit of the story, and act out the parts with considerable originality, with only a little guidance on the part of the teacher. The work continues throughout the year with longer stories and more characters. In the second and third grades, pictures are introduced as a basis for original com- position. Before allowing the children to make up a conversation suggested by a picture, the teacher must interest them in the picture by asking questions which will suggest a story. The conversation may be cooperative work written on the board by the teacher. Thus with oral training in dramatizing stories, and making up stories in form of conversations from pictures as a basis, a class in the fourth or fifth grade may put a story into simple dramatic form. In a simple selection like t'The Leak in the Dikev, it is necessary iirst to get the setting of the story. For instance, the children need to know what dikes are, why they are necessary, and the responsibility each person feels in pro- tecting the country from destruction by the ocean. After getting the setting, the teacher should read the story to the children. When the main thought is familiar, it is necessary to discuss the characters, the divisions of the story into parts to represent the scenes, and the setting of each scene. The children are then ready to make up the conversation together. The following might be what the children would produce. H. E. S. 15