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Page 19 text:
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on ie- to of 'lic on 'ns ies mi- me- vl- ral Ell- ust ns. ost 11y ers are ive fer are 53' ry ed ,ed rs' ith to ng nd bv CSS OF led ers led :ds 'or of u- ns d, gh :rs 9- CHARLES A. LEE State Superintendent of Schools fiiil
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Page 18 text:
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THE TEACHERS CDLLEIEE UBLIC consciousness is progressive and when convinced of an obligation readily assumes the responsibility. The history of education traces the de- velopment of the idea of public education. The idea of institutions .devoted to training teaching personnel necessarily logically followed..The establishment of teachers colleges in this country is relatively recent and is the result of public opinion supporting the idea that not only should we have public education as a state function, but that we should have state supported institutions furnishing a type of training which would fit persons to discharge the duties of the teachers in the light of scientific procedure. The teachers college concentrates upon offering persons adequate opportuni- ties to become well trained teachers. A knowledge of history, English, mathe- matics, science, art, music, etc., does not mean the persons having this knowl- edge can teach. While the teachers colleges offer college courses in the liberal arts and vocational training, they likewise offer work to prepare college stu- dents to teach children. Teachers must not only understand children but must know chow to present lessons effectively. They must know ways and means. They must have a method of procedure. They must be scientific. The most important factor of a school is a well trained teacher, one who not only knows subject matter but one who can effectively teach children. The teachers colleges with their courses in education, demonstration and practice schools are providing the type of training necessary to make good teachers. Given native ability with an affinity to teaching and the experiences teachers colleges offer in professional training and our teaching personnel will continue to serve more fully the schools and also render the schools more able to discharge the obliga- tions placed upon them by the social order ever increasing in its complexity and demands. The teachers colleges did not thrust themselves upon society. They evolved from small institutions which had their birth because of a need for trained teachers. These small institutions, called normal schools, offered Hteachers' courses and graduated persons in the teacher's course. These persons with the limited elementary training they received went into the rural schools to teach. However, most of the rural teaching personnel did not have this training in the normal school. With the coming of the teachers colleges the rural and elementary schools of this and other states have become largely -manned by teachers with varied amounts of teachers college training, and the real progress in public education is directly due to what these institutions have done for teachers. Teachers, supervisors and school administrators have been provided with objectives and how to reach them by the training received in the teachers college. They have become scientific in their procedure. They have learned how to conduct studies, do research work and more fully ascertain the needs of a school and how to meet these needs. The time came in.Missouri when the state realized more fully the need for better trained teachers for the public schools. The state assumed support of the public schools in part and it is but logical the state should support institu- tions in which the teaching personnel should be trained. Five such institutions are state supported and their work has justified the effort and money invested for the children in the public schools throughout the state have proited infinite- ly because of the increased educational advantages they have enjoyed through their contact with b-etter trained teachers from the student bodies of the teachers colleges. T P CHARLES A. LEE. f12l
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Page 20 text:
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'NALTER.G.RATHBONE President, Board of Regents I 14 I year two grol ano 'I cap: two
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