Towson University - Tower Echoes Yearbook (Towson, MD)

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THE TOWER LIGHT Reverie IfI would learn that you had ceased to care, I would not cry, nor show an outward sign, I could not let the world know what despair Was raging 'neath this calm repose of mine. I'd wear my brightest clothes, my sweetest smile, I'd be so gay-no one would ever guess That 'neath that mask Cfor every little whilel I'd sigh, and catch my breath in loneliness. But now, just when I am about to speak, I hear your voice, feel your sweet face so dear, Your lips, a silent pledge against my cheek, And know the comfort in your being near. Now I can greet the day, its beauty see- Sure that your love will ever dwell with me. LORELLE HEADLEY, Sapb. I Q 9i Little Sparks As I sit in somber silence Gazing at the ruddy flame My tho'ts, with the sparks Go twirling upwards To heaven, from whence all life came. I think of the miracles of nature, Of the works of our great Lord God, And how these sparks could mar the virtue Of all of life that's rare and odd. But these little glowing sparks Bring warmth to all our souls, Give life to all of earth's mankind, Do these little glowing coals. Submitted by EDWARD TURNER, '35. 7

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THE TOWER LIGHT held its red attic above the sand dunes. It wasn't so bad though. At least there were rooms inside. Needless to say, the first thing we did was eat. I did more than that. I insisted upon upsetting the last of the iced tea into the lap of a table-mate. Not content with that, I wanted to put the pickle jar in the same place, but the lap rebelledg it got up and walked right away. Then we swam. Oh, boy, how we swam! There were two people among the nine who could swim more than a hundred feet without resting. The others felt lucky if they got their feet olf bottom without their heads going under. The breakers were lovely too. They knocked us over and poured sand up our suits. Then they made us twirl about upon-the bottom of the ocean like veritable mermaids and mermen. I put a patch in my bathing suit after two days of that. Now and then, during the week, we took time out between eating and swimming for sleeping. We found it essential, and tho we didn't like the sand that crept insistently into our beds during the night we managed to rest in some measure of peace. I slept downstairs one night on a couch that had more bumips than the Towson car has stops. The breakers kept me awake until ar into the night, and-I have a brother. He has the uncivilized habit of awak-. ening at the ungodly hour of six in the morning. His awakenings were always accompanied by muttered imprecations and the swat of a fly- swatter. I broke the fly-swatter one day, but it didn't do any good. He found another one. After two nights, I slept upstairs. One day we visited a place near the beach that called itself a town. We thought blot on the landscape was more truthful, but we com- promised by calling it a village. It was the kind of place where the men couldn't find any blades to fit their razors and where the natives never heard of a short chocolate. They called it a pip. Isn't that cute? Furthermore, they had a Justice of the Peace there who was named Hazzard. Did that mean anything? We didn't ask. We didn't want to get married anyhow. Speaking of weird names, our beach was named Broadkill. CDid they mean it?D And there was another shore that was called Slaughter Beach. We didn't want to get killed or slaughtered, so we went to Re- hoboth now and then-to get away from the murderous atmosphere. When we were thoroughly full of sand, salt and homicidal names, we went home. Before we left, I added the finishing touches to an al- ready perfect holiday. I upset an intractable ash tray three times, and the last time I poured a pitcher of water over the remains. I spent my last hour mopping the floor. Was I ready to go home! I was. M. COOLEY ' 6

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THE TOWER LIGHT Models: New Tools for Education HILDREN teaching themselves! Many thousands of them, and how slow we teachers are to learn their lesson by heart! Every- where in America our boys and girls are building fascinating models of ships, airplanes, and trains. Their wondering teachers look on, a little bewildered, nod their heads and say, , Oh, they surprise me so much sometimes . . . I could never make that myself. Why . . . I haven't the patience! Are an intelligent, gifted body of people-those capable teachers to whom the world concedes most extraordinary patience-are these very teachers going to turn pale green at the very suggestion that they too are capable of doing what any twelve-year-old accomplishes with- out half trying? Are we, the teachers, unable to spend a ew thought- ful hours with glue, cardboard, and razor blade putting together some- thing which can be used repeatedly in science or social studies? Cer- tainly not! There is nothing mysterious about those handsome, finished look- ing models which one sees so often in movies, papers, or show cases. That difficult, complicated appearance need not deceive you. Most models are little more than a thick coat of good paint. Underneath they are all cardboard, wire, glue, and little blocks of soft wood. Effective educational models are easy to construct. The only diffi- cult models are those painstaking copies of mechanical perfection, carefully machined on metalworking lathes so as to demonstrate the skill of the maker. With such work we shall have little to do. They possess far less educational value for the average child than simplified objects. Why do children make models? There are two reasons. One is to satisfy their innate creative instincts. The other, to learn more con- cerning the marvellous world abut them. Why do teachers make models? CWe all do make some models.j For both of the previous reasons, and a third greater one: to help others to find out about their world. In both cases it is an educative process, but teachers are educating others as well as themselves. lima-oR's N OTEZ This is the second of a series of articles by Charles Meigs on Model Making for Teachers and Children. Any teacher can with little trouble turn out in his or her spare time dozens of fine-looking, highly educational classroom models. Explicit details will appear in later articles. 8