{ title: 'The Rimrock Echo (Billings, Mont.) 1930-1943, February 19, 1937, Page 2, Image 2', download_links: [ { link: 'http://www.loc.gov/rss/ndnp/ndnp.xml', label: 'application/rss+xml', meta: 'News about Chronicling America - RSS Feed', }, { link: '/lccn/TheRimrockEcho/1937-02-19/ed-1/seq-2.png', label: 'image/png', meta: '', }, { link: '/lccn/TheRimrockEcho/1937-02-19/ed-1/seq-2.pdf', label: 'application/pdf', meta: '', }, { link: '/lccn/TheRimrockEcho/1937-02-19/ed-1/seq-2/ocr.xml', label: 'application/xml', meta: '', }, { link: '/lccn/TheRimrockEcho/1937-02-19/ed-1/seq-2/ocr.txt', label: 'text/plain', meta: '', }, ] }
About The Rimrock Echo (Billings, Mont.) 1930-1943 | View This Issue
The Rimrock Echo (Billings, Mont.), 19 Feb. 1937, located at <http://montananewspapers.org/lccn/TheRimrockEcho/1937-02-19/ed-1/seq-2/>, image provided by MONTANA NEWSPAPERS, Montana Historical Society, Helena, Montana.
THE RIMROCK ECHO Published by EASTERN MONTANA STATE NORMAL SCHOOL at Billings, Montana Staff—Herbert Berg, Marie Carter, Leona Dixon, Alice Enevoldsen, Luis Gonzales, Helen Hardy, Jean Hickok, Audrey Jarvis, Jean Jimmerson, Helen McKee, Margaret Morrison, Clara Pust, Marie Sieg, Rose Schopp, Marion Stewart, Matilda Vescovi, Robert Wilson. Faculty Adviser Mary J. Meek EDITORIALS JUNIOR RED CROSS IN SCHOOLS The flood disaster of 1937 has called forth donations to the American Red Cross totalling 20 million dollars. With this money the Red Cross is caring for almost a million refugees. These facts show the value of such an organization and form the best argument for loyal support to the Red Cross by each and every American. As teachers we should be prepared to promote membership drives for this worthy cause, and the graphic pictures of the flood victims to be found in any paper or magazine should be filed away in our student teaching notebook to be used as potent argument when Red Cross work comes next November. Of course rural school children can't be expected to donate much of monetary value, but that isn't the aim of the Junior Red Cross. It seeks to promote health, to develop altruistic tendencies in children, to give practice in good citizenship, and to promote international friendliness among children of the world. Such school room activities as writing let- ters, making surprise boxes, toys, etc., for unfortunate or foreign children would be done with much enthusiasm by the children, and their sympathy and understanding of children of other lands would be greatly increased. Every teacher should acquaint herself with the work of the Junior Red Cross and use it to vitalize the work in language, art, history, and litera- ture. Send to the \American National Red Cross,\ Washington, D. C., for some material concerning the Junior Red Cross, and add it to your student teaching note book. It will prove valuable later. Another good thing about telling the truth is that you don't have to remember what you said before. BE NEWS CONSCIOUS Too few of us take advantage of the very valuable sources of informa- tion that surround us. There are many radio programs that are educa- tional as well as entertaining to which we may well listen. We should learn to read something in our newsnapers besides the \fun- nies\ and the headlines. A few minutes spent in systematic reading of the daily paper enables us to converse intelligently on current affairs. By reading magazine articles we can more easily get a more unbiased view of controversial issues than we can by listening to the ideas of our next-door neighbor. Take advantage of the information at your fingertips. Be news conscious! PIONEER THINKING As we travel the paths of life most of us choose those which are worn down by those who came before us. In pioneer days it was easiest for our ancestors to follow the already broken trails, but it was also necessary to break new ones, a task which was accomplished by the more courageous pioneers. Our paths of thought run in much the same fashion. Because others do not believe as we do, we are afraid to voice our opinions. We are not brave enough to try the new paths until others have made them easy. We lack that last ounce of courage necessary to be a leader. Perhaps we are willing to be followers always. Perhaps we fail to see the worth of a noble idea when it is not popular. The satisfaction of having a new idea and carrying it through to the end should be ample reward for the time and trouble it would take. TEN PER CENT OF COLLEGE STUDENTS IN N. Y. A. tz Page Two THE RIMROCK ECHO Nearly ten per cent of the young men and women attending colleges and universities in the United States this year are earning a part of their expenses through employment in the Student Aid Program of the Na- tional Youth Administration, Aubrey Williams, Executive Director, an- nounced recently. Reports show that 124,818 young people are enrolled on N. Y. A. projects in 1,686 colleges and uni- versities in 48 states. These com- prise about 98 per cent of all the schools of higher education and the District of Columbia. The total col- lege and university enrollment this year is approximately 1,788,000. Of the total number of students receiving aid, 119,583 are undergrad- uates and 5,235 are graduates. Out of the total of 1,686 participating institutions, 200 are colleges or uni- versities offering master's, doctor's or professional degrees. Monthly allocations for aid in De- cember were $1,869,143, which was divided, $1,770,533 for undergradu- ate aid and $98,610 for graduate aid, an increase over last year alloca- tions. Montana figures show a monthly allocation of $12,150 to ten institu- tions in the state. There are 79 undergraduates receiving aid and seven graduates, making a total of 803 receiving aid in Montana insti- tutions. Questionnaire Reveals Interesting Facts The returns of the questionnaire given to the students last quarter made an interesting study. Ques- tionnaires were filled out by 250 students. From these results we find that: 8 students were living in their own homes. 25 students were living with their parents. 16 students were living with other relatives. 35 students were paying board and room in private homes. 5 students were boarding in one place and rooming in another. 84 students doing light housekeep- ing. 21 students were living in hotels and apartment houses. We find that 60% or more of our students work for all or part of their expenses. 69 students are working on N. Y. A. 24 students are working in business houses. 11 students are working for part of their board and room. 56 students are working for all of their board and room. The aver- age hours of work reported was 29 per week, one student work- ing as much as 55 hours a week and two students working 44 hours per week. The sources from which the stu- dents get their money were as fol- lows: 121 had money supplied by relatives. 2 had money supplied by unre- lated friends. 67 borrowed rrom relatives. 3 borrowed from unrelated friends. 6 borrowed from organizations. 41 had money previously earned. The average cost of housekeeping rooms was $d.04 per month per stu- dent. Average for groceries was $7.80 per month. The average books and school supplies was $10.59 per quar- ter. The expenditure for books and school supplies ranged from $1.00 to $25.00 a quarter. The average cash spent for a quarter was $82.80 and the amounts spent varied from $22.50 a quarter to $253.00, which included a $150.00 doctor bill. One hundred twenty-one students said they could not have attended college if the school had not been in Linings, Forty-six said they pre- ferred another course; five of these wanted to become librarians. The preferences of the others were scat- tered. Two hundred thirty-two plan to finish the course and 218 plan to teach after graduation. +- There is much controversy just how much time one should spend on preparation for classes. Else- where in the issue there is a state- ment that twice as many hours should be spent in preparation of lessons as hours in class. Just how many students, especially those who are working part time, spend even as many hours in preparation as in class? It is a general opinion that if more ours of restful sleep were added to the program of our students there would not be so many nervous, high-strung future teachers. Then, too, at least some portion of a day should be set aside for leisure and recreation to freshen the body, thus giving the mind a chance for better thinking Where Do We Go From Here? On September 12, 1927 the Eastern Montana Normal School was started with 135 students enrolled. It was the primary function of the school to furnish specially trained elemen- tary teachers fOr the eastern part of the state. That the school has been success- ful is shown by the fact that all graduates who wanted positions have found satisfactory ones. The school had a fairly uniform growth until the state board of edu- cation authorized a two-year teacher training course at Havre. However, in spite of this the number of grad- uates has increased yearly; last year• we graduated 172. This school has played a very def- inite part in enabling schools to meet the requirements of teachers with two years of Normal School training by September 1, 1E6. At the pres- ent time we have a total of 656 graduates teaching in the state. The percentages of E. M. S. N. S. grad- uates teaching in Yellowstone and other nearby counties are as fol- lows: Yellowstone County, 39%; Big Horn County, 46%; Carbon County, 44%; Golden Valley County, 47%. The question arises, \Where do we go from here?\ We have a new building capable of caring for as many as 600 students without undue crowding. The trend of some peo- ple's thinking seems to be that we should add a liberal arts course, in other words, go into the junior col- lege field. Others think we should continue in our present field, but increase our teacher training course to three or four years so that our students who are now going out of the state for senior college work can continue their training in Montana. That a three or four-year teacher training course will be necessary soon is shown by the upward trend of requirements. The National Edu- cation Association at Washington, D. C. publishes the following figures on minimum requirements in vari- ous states. Seventeen states, located almost entirely in the southern and western parts of the U. S., have a minimum requirement of one to one and one-half years of college train- ing for elementary teachers. Eight- een states require two years of training, and we find Montana in this group since last September. Ten states require three years of training and three states and the District of Columbia require four years of training. Our school should increase its scope to take care of the growing requirements. Action in weighty matters like this is always slow; however, it can do no harm to be thinking about it. Warning to Gum Chewers It may be of interest to those who go out for gum chewing to know that there is such a thing as second- hand gum. A fact magazine of late confirms this statement, saying that there are in United States 11 deal- ers in this business. The gum which is left in desks, on chairs, tables, theater seats and other likely places is collected, run again through the machinery, flavored, wrapped, and put on the market as fresh, new gum. No wonder the chewing gum industry remains near the top while other industries suffer.
