Salem State University - Clipper Yearbook

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1927 SALEM NORMAL SCHOOL BIUZ7 to Mr. Whitney's home. After driving along a quiet country road, wc soon stopped before a rustic stone gateway. By following a narrow flagged path as it curyecl up a gentle slope, we reached a delightful little brown bungalow nestled among the pines and birches. Our first impression was one of hospitality which Mr. Whit- ney's home radiates as you approach it. The sun porch is a unique architectural device which makes a visitor feel as though he were really among the slender, white birches that nod at the windows. Here we enjoyed our luncheon. Over a blazing log fire in the fire-place, we brewed our own tea from an old-fashioned tea kettle. After lunch we visited the dining room with its warm tones of yellow and brown. By sitting at a small table near the long, narrow windows that line one side of the room, one may watch the birds as they, too, enjoy their breakfast or as they flit about from tree to tree. The living-room gave an immediate sense of charm, hospitality, and comfort. Here, as throughout the rest of the house, we found the actual application of art to present day needs. In what more appropriate surroundings than the home of an artist, could we discuss the principles of interior furnishings and decoration that we studied in class? Beautiful harmony in the rooms was evident in the blending of the tones of red and green, the base of the color scheme, a complimen- tary harmony. They blended into the warm, rich oriental rugs, the delicate hang- ings, the deep cushions, and the neutral lamp shades which aided in producing an effect of restfulness. Our art excursions have brought to us a keener realization of the fact that by expressing our ideas in a simple and adequate manner we shall achieve the elements which make up fine art. The fruits of our study in art were revealed in The Spirit of the Spectrum, a production written and dramatized by the Junior High Seniors. Sitting at her desk was a tired, discouraged teacher bemoaning her gray, color- less life. Behind her was a background in the form of an immense fan of the same gray tone as the teacher's robe. Suddenly there appeared dressed in red a mes- senger who bore a heart, an offering of love. She was followed by a figure in orange who upheld a lighted lamp, the symbol of knowledge. Then came yellow with her golden star, the light of inspiration and heavenly wisdom. With a budding spray to typify growth and new life, green took her place followed by the blue arch of heaven, emblem of truth, dependability, and honesty. And last, to complete the rainbow, violet appeared with her cross of self-sacrifice and service. As each messenger offered her gift to the teacher a ray of color crossed the gray arch. First red, then orange, yellow, green, blue, and violet,-the entire spectrum had now appeared. At this point as the teacher arose, her gray robe dropped from her shoulders and she appeared in white, the center of the arch. Then the white rays, the key to the whole arch, formed the center of the background. So we carry with us in our teaching life the spectrum and all it signifies. 17

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1927 YE.-Xll BOOK 1927 ART APPRECIATION One ot' the first statements we hear quoted in our art appreciation walks and talks is the following: Fine Art is the free and adequate embodiment of the idea in a form peculiarly appropriate to the idea itself. -Hegel. Some of us hardly grasp the full meaning at first, but shortly, the truth of the words dawns upon us. We see the expression of many ideas, but they are not always adequate nor in a form peculiarly appropriate. The quotation. then, becomes a means which enables us to appreciate and judge our own school building as well as others near at hand. On our Iirst walk we discussed the purpose for which buildings are designed and built. A home, a school, a church and public buildings, each has a purpose. The general aspect of a structure should denote its purpose. It should also be a thing of beauty, and Simplicity is Beauty. On the whole, we found many houses and public buildings greatly overdecorated. We had other Walks and looked for various historic details in the buildings. As one detail We noticed brackets. Their primary purpose was for support, for example-in the Greek, Roman, and Gothic periods-and this purpose was also a manifestation of beauty, but in the process of architectural development they are used quite as much for decorative effect and often not even giving a hint of their original purpose. D We also found the rosette, which probably originated in Egypt having been designed from the lotus Howerg also the shell of Greek and Roman origin. Both are used today for decorative purposes, and often with types of an entirely dif- ferent origin, and lacking fitness. The little Gothic church, near our school building, made a very interesting study. We learned that from the earliest Gothic times, art had had religious and symbolic significance, developing, doubtless, from the early Christian art. Later under Constantine, the natural elements could be drawn but must have religious meaning. In this building we found many little details which had some special religious interpretation. With the idea of the Trinity, we found many of the designs constructed in three parts. The idea of three was also brought out in the' designs of the window and doors. The rooster as a weather vane is an old religious symbol of watchfulness. Christ said to Peter, Before the cock crows twice, thou shalt deny me thrice. U The development of the steeple is also of Gothic origin. Its purpose in early days was to mark the place of worship. Later it became an architectural part of the building itself. The buttress, originally used as a necessary support for the Wall, is now frequently purely decorative. Through interesting stories of the origin of many of these historic details and through our special study, we have learned to appreciate the beauty and charm they lend to architecture. We have also observed other beautiful buildings and find their origin and history a fascinating subject for 'investigation and study. The culmination of our art trips, however, was an eagerly-anticipated visit 16'

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1927 YEAR BOOK 192' SCHOOL SONGS ORANGE tTune: Land where thy bannersni Dear Salem Normal, thy light ever glows, Bright is thy color, our aims to disclose. Loyal are we, may this thought lie our rule, Knowledge shall shine from our dear Normal School. See orange shields as we raise them on high. See orange pennants against the blue sky, These are our banners, the symbols of light. Orange, our color, no darkness nor night. Keep your lamps burning and ever aglow, Pure is the light Salem Normalites throw. Beams of intelligence others may see, Wisdom and learning, yes, Orange for me. SALEM NORMAL fTune: There's a Long, Long Trail J 1. 3. There's a quaint old city, Salem, Here's the school whose past we honor, Old Salem, down by the sea, With future radiance 'twill glow, City known for art and letters, It has won fair fame and glory, Famed in history, We our love bestowg Ancient buildings are in Salem, It has shed its rays of learning, Historic houses we find, Its light has fallen on all Models sought by best of judges. Who have sought its friendly welcome There's one model to our mind. Who have listened to its call. 2. 4. In this ancient city, Salem, Loyal teachers here have labored, There stands a famed Normal School, And loyal Students have fgund Looking out upon the ocean, Guidance, love-now gladly offer Fanned by breezes coolg Praises which resoundg Catching the first gleam at sunrise, And shall ring through all the ages, And all the last rays at night, Where'er its members shall be, When the sun sinks back of tree tops Honor to old Salem Normal, As it slowly fades from sight. Alma Mater, by the sea. IS