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About The Rimrock Echo (Billings, Mont.) 1930-1943 | View This Issue
The Rimrock Echo (Billings, Mont.), 15 March 1933, located at <http://montananewspapers.org/lccn/TheRimrockEcho/1933-03-15/ed-1/seq-2/>, image provided by MONTANA NEWSPAPERS, Montana Historical Society, Helena, Montana.
i fPresident'sCorner COURAGE This issue of the Rimrock Echo is printed in green in honor of St. Patrick. Day after tomorrow all those men who have Irish blood and many who have not will wear green neckties. To be sure, not all of the decorated ones will know what it is all about but the fact re- mains that St. Patrick's day does exist in American life. Just why this should be is rather baffling. Personally, I think the answer must be that St. Patrick stands for something in the Irish character that we admire—possibly refusal to admit defeat and pos- sibly courage. In these times we need courage more than we have need it in a long time and I hope on this 17th of March we will emulate this leg- endary figure and call upon all of our reserves to see us through the year. Do not give up! If health, finances or other dificulties threat- en, talk them over with your friends on the faculty. I shall be very glad to do all I can to help. —L. B. McMullen, President. NEWS NOTES FROM OUR EXCHANGES An interesting method of settling campus problems has been started at Central State Teachers College, at Mount Pleasant, Michigan. An open forum is held at stated inter- vals, at which the students and fac- ulty discuss questions which are pertinent to college life. At the forum meeting on Febru- ary 15, the following questions were discussed: 1. Shall we have more examina- tions or none at all? 2. Are students who are depart- ment \majors\ favored in marking? 3. Should mid-term marks be given by all instructors? • • • • • • • • Book Review I \Hoover and His Times\ One of the fairly recent non-fic- tion books which should be read by persons interested in contemporary Americans is \Hoover and His Times,\ which traces the life of President Hoover up to the first year of his administrations. The author uses a singular meth- od in relating this biography. He begins—not with ancestry and birth —but with the inauguration in 1929 and certain subsequent events, and proceeds backward. The method is novel and has many points of su- periority. The author has scores of illustra- tions in the form of news clippings, cartoons and sketches; he has se- cured the assistance in his work of Mrs. Hoover and others connected with Mr. Hoover. The volume may be looked upon as authoritative, especially in its reference to the 1928 campaign. It can be found at the E. M. N. S. library. 2 THE RIMROCK FCHO THE RIMROCK ECHO Published by EASTERN MONTANA NORMAL SCHOOL AT BILLINGS, MONT. Student Editor Bill Giltner Associate Editors Grace Cain, Idamae Alexander, Wilfred Orr Faculty Adviser Mary J. Meek EDITORIALS .44619.12 TRIBUTE TO THE NEW CHIEF Now that Franklin D. Roosevelt has been inaugurated as the new President of the United States, we are no longer Republicans, Demo- crats, or Socialists, but are all Americans. We know that he is under- taking a task, the very contemplation of which would discourage an ordinary man, but we realize that Mr. Roosevelt is not an ordinary man. His courage has been tried under fire and his character has been tested by suffering, and throughout it all he has proved his sterling worth. We do not know what storms may assail the \ship of state\ during the hazardous sailing of the next four years, but we have un- limited faith in our captain and know that the helm is in strong hands. We join with every patriotic institution in the country in extending our best wishes, and in renewing our pledge of allegiance. The building of bridges and power plants can be deferred, but educa- tion deferred now, can never be made up. THOMAS J. WALSH Nothing that we could say can add anything to the tribute that has already been paid to Montana's famous senator, the late Thomas J. Walsh. The whole world, deeply shocked at his death, was profuse in expressions of its sorrow and tribute; newspapers throughout the land have extended their praise and sincere sympathy to all Montana and America. Most of us have heard the late senator speak. During the time that he has been in public life he has returned to Montana at every possible opportunity; he has spoken at high school and college commencements within the state. Last fall, while campaigning for President Roosevelt, he spoke in Billings before an audience that packed the Coliseum. All of us are familiar with him. No greater tribute can be paid any man than was paid the late senator by Graham MacNamee: \The spirit of the man always incorruptible, the body has now put on incorruptibility.\ RESPONSIBILITY OF TEACHERS \The purpose of education is to give to the soul all the beauty and perfection of which it is capable.\—Plato. The teacher is the school. Fine buildings, elaborate libraries, and complete research facilities play an important part in education but are all secondary to the teacher. Realization of this fact will convince the prospective teachers of the responsibility which is going to rest upon their shoulders. The teacher is in contact with future citizens for five or six hours a day, five days a week for months at a time, and it is during this period that character is made or unmade. The school, which is the teacher, moulds the intellectual and moral life of the chil- dren to a greater extent than any other institution, with the possible exception of the home and the church, and in the case of a great many children, plays a more important part than either of these other in- stitutions. The unpardonable sins of a teacher are a lack of adequate prepara- tion and an incomplete realization of his responsibility. Either is fatal. It is easy to \get by,\ and many students are prone to look upon their preparation as a necessary evil to be endured so that they may in time secure a paying position, never realizing the effect that such an attitude is going to have upon the children whom they will be called upon to direct. The ability to read and write may be a line of demarcation between literacy and illiteracy, but it is not an educational standard. Fortunate- ly teachers from E. M. N. S. have in the past upheld high standards of academic training and moral conduct, and have won the proud distinc- tion of being fully prepared for their tasks, both intellectually and morally. If we are to continue to live up to this tradition we must take our preparation seriously and realize fully the dire responsibility and remarkable privilege which are ours in the building of the future citizenry. RADIO BALLYHOO, JAZZ, HORROR, OR EDUCATION? Because such a tremendous and widespread protest must be registered by the listening public before the radio program of any sponsor can be forced to discontinue its broadcast, the average indivivdual is inclined to accept radio programs without much question since it apparently costs him nothing. However, certain programs have called forth de- cided objections from public-spirited groups. Probably the greatest is the parents' protest against the blood and thunder type of evening radio program which has an over stimulating and harmful effect on boys and girls. If advertisers remain unmoved by these protests, defense against such an unwise policy must come from the Federal Radio Commission. When President Hoover recently appointed to the Federal Radio Com- mission John C. Jensen, director of station WCAJ, Nebraska Wesleyan University, Lincoln, Nebraska, he gave educators renewed hope for getting more educational entertainments on the air. Mr. Jensen is a radio engineer, an educator, and an executive of considerable experi- ence; with him as the one representative on the commission, the public can look forward to more appropriate and better balanced programs than those now practically controlled by advertisers. Important steps have already been taken toward the advancement of radio education. Among these are the daily half-hour public school classroom broadcasts of WMAD in Chicago; the University of Florida station WRUF series on \Economic Conditions of Today\; a radio course of teaching technique over KSL, St. Louis; and a variety of ex- tension courses by a number of universities and colleges. It is expected that much will be done along this line when leading educators and broadcasters meet at the Institute for Education by Radio at Ohio State University at Columbus, Ohio in May. However, it is only with the whole-hearted cooperation of the general public that these leaders in radio education will be able to make effective progress. The Three Leaves of the Shamrock argument by holding up the sham- rock leaf, as an example of \Three in One.\ This use of the shamrock as a device . in teaching has been carried through the centuries down to the present day. We often hear edu- cational experts expounding the principles of the home, the school and the church in development of physical, m en t a 1 and spiritual planes. Almost every school sub- ject lends itself in some way to the devices of the three leaves of sham- rock. Civics seems to have been founded on it, for there is no better way to ilustrate our government with its legislative, executive and judicial departments than by the use of a large shamrock leaf. Other illustrations are nature study with its creatures from land, sea, and air; language with its imitation, reproduction and creation; history of ancient, medieval and modern times; mathematics with its multi- plier, multiplicand and product, its dividend, divisor and quotient; and modern agriculture with its under- ground, overhead and surface irri- gation. All of these subjects and many more hover round the sham- rock as does life itself filled with faith, hope and charity. Sure, \it's the three leaves of shamrock, the Irishman's sham- rock\ that grows in the Emerald Isle. BACK TO THE FARM About a year ago Henry Ford wrote three or four articles on unem- ployment, which he published at his own expense in several national weekly magazines. The articles were a summary of his thoughts, about the present depression, and were presented to the public for consid- eration. The experiences of the famous automobile manufacturer led him to the following conclusions: (1) That \a man has no divine right to a job.\ (2) That a man must work to find work. (3) That the farther away from the land he gets, the greater his insecurity will be. (4) That, while society must provide the work for man to do, it is squarely up to him to fight his way through and up. It is not difficult to understand the truth of the statement (3) that the farther away from the land man gets, the greater his insecurity must be. After all, whatever civilization we believe we have has been devel- oped over the space of many, many centuries. We have changed from the early man who lived in a turf hut, ate raw meat and wild beasts. We have changed even from the man who was able to cultivate his fields for the use of himself and his family. But we still depend upon the soil. Can man subsist on air? Can he live on electricity? If his comforts and his conveniences were taken away, what would he be forced to do? Back to the soil he would go. And back to the soil must mankind go if it is to conquer this depression. The movement has already started. It is the first signpost on our second \return to normalcy.\ This issue of the \Rimrock Echo\ was published entirely as a class activity by four members of Miss Meek's advanced composition class. All mistakes and errors or what not should be attributed to the staff and not to Miss Meek. THE \ALSO RAN\ Work, play and life itself are really nothing but games. We train; we drill; we practice; we compete. Some times we win, and sometimes we lose, but some one has to lose, and some one usually wins. It makes no difference whether the contest is a horse race, a pig contest, a school examination or an election in national politics, somehow the results always appear the same. The headlines usually mention the victors and sometimes the \booby\ prize, but always there is that long list of \also ran.\ As we progressed through the grades teachers and superintendents appeared before us hundreds of times with thrilling stories of school victories in dramatics, art, mathmatics, debate, basketball, relay work and all the rest. They told us how wonderful those winners were and what they meant to the school. They said that we should fight the battle, play the game and never be an \also ran.\ Those words still ring in our ears; our eyes still see visions of a venerable pedagog stand- ing before us shouting. \James won first, Harry won second, and Oliver, Charles, Warren, Lawrence, Don, David, Leo, Leonard and John also ran.\ Then his feelings would almost sweep him from his feet as he shouted, \Play the game! Don't be an 'also ran'.\ Today we ask, \Is this a world of genius, of victors, of perfection, or is it a world in need of a sound judgment and common \horse sense\? We believe in the \Also Ran,\ for he is the man who can stand when the props are knocked out from under the stock market, who retains his reason in the face of depression and has muscle enough to fight when the battle is unavoidable. We can't all be at the top of the list, the victor in every contest, an Edison or a Henry Ford, but we can dive in and join the race. When we've played the game to the best of our abil- ity, learned its technique and strengthened ourselves by its special ac- tivity we can go on to the next and be glad we had the chance to be an \Also Ran.\ There are a number of people on the ether who should be under it.— Atlanta \Constitution.\ Oh, ye Irish! wave your sham- rocks in memory of your patron saint who was born in England, herded swine for six years in Ire- land, compelled the snakes to fling themselves into the sea, and estab- lished Christianity in the Emerald Isle. Patrick was a man of dreams, but he made those dreams come true. One night he dreamed that a man came to him with a paper bearing these words, \The Voice of the Irish,\ and at the same time he heard the Irish calling, \We pray thee, holy youth, to come and walk amongst us as before.\ He decided that this was a missionary call to Ireland. He went to Gaul, where he spent 14 years preparing for his work. He arrived in Ireland with the title of bishop and the Pope's blessing, and began the work which made him patron saint of his coun- try. It is said that there \were no Christians in Ireland when Patrick began and no pagans when he died.\ There may be a bit of blarney in the statement, but Patrick did do much for Christianity by building churches and monasteries and con- verting the people. There is also an interesting illus- tration in history showing Patrick's ability as a teacher. When some converts questioned the doctrine of the Trinity, St. Patrick ended the
