Bridgewater State University - Alpha Yearbook (Bridgewater, MA)

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28 NORMAL OFFERING rooms. In some villages, indeed, there is only a barn-room, or, as it is called, a stable-room, Which is unsatisfactory in every Way, having very poor ventilation, and being very dark and unfurnished. But I am glad to say that the conditions are improving day by day, and at this present time there are a fevv vvell-furnished schools even in the country. Under these conditions, of course, it is impossible to give a very systematic and high education, and so What a teacher gives is a simple knowledge which trains the scholars to be fit for their daily Work. A ARAM G. GULUMIAN. Svrhnnl Cfarhvn Aannriaiinn. HE School Gardeners' Association met September 20, 1913, at 10 o'clock, in Assembly Hall. Miss Davis spoke of the progress and success of the school garden and greenhouse. Ovvingto illness Mr. A. G. Boyden did not address the meeting. Interesting reports were read by the committees on books and seeds useful in public schools. An account was given of the helpful reports which maygbe obtained from Washington, D. C. Officers for the next year were elected. Lunch was served, after which the gardeners Went with Miss Davis to the garden and greenhouse. This association meets annually the third Saturday in September at 10.30 a. m., in Assembly Hall. These meetings are interesting and helpful. All gardeners should make an effort to attend. MARTHA E. MAHONEY, B. N. S., '09,

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NORMAL OFFERING 27 A Zirarhrrh mark in an Armrniam Hillagv. N to AM very glad indeed to write about a teacher's life in M1 49 3 'll 11 1 ' A ' d ' 11' ,aio if a V1 age sc oo 1n rmenia, an to try to picture 1S Qx97' O u n . Q 1 45351, X' daily life, because the work IS quite different from a ' , teacher's work in America. my 1 There was a time when a teacher in a village was .:. . tl -- ...... I . the one person who was able to read a little from the Bible or other religious books. He was both teacher and preacher, and very often the lawyer and the judge of the village. But since the last half of the nineteenth century the conditions have been a good deal changed, although not entirely. After the cities began to pay attention to their schools, giving them every possible chance in their progress toward a normal and satisfac- tory condition, the villages too got their own share, but of course not so rapidly as the cities. The villages, too, changed their old school system and tried to follow new methods, but of course it was impossi- ble to change conditions entirely, and so even in our day the teacher not only gives instruction but is sometimes the preacher, and, if not the judge, at least the lawyer of the village. A village teacher in these days is a graduate from a high school, or very seldom from an academy, in the city. These high schools do not give special attention to methods, or the art of teaching, but in the absence of normal schools the teachers have to be satisfied with high- school knowledge and go into the country to teach. Here they have to meet practical life with its hard and difficult sides, but, being very young yet, they like this busy work, and they put all their time and thought into it. They are teaching school, and in the meantime trying to make the villagers understand what is thereal value of education, because most of the villagers think that the new methods of teaching are guiding their children away from their religion. There are govern- ment officials in the city or village, but, because they are Mohamedans, the villagers do not believe in them, and therefore come to the teacher to iind out who is at fault or who is in the right. This is another extra work that the teacher has to do. In some of these villages, school buildings are very poor indeed, containing sometimes just one room, though usually two or three

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