Brigham Young University - Banyan Yearbook (Provo, UT)

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mestic Science department; The rest of the $13000 needed was donated by the Alpine, Nebo, Utah, Wasatch, and Juab Stakes, in consideration of the fact that a missionary and a Prepara- tory or Sub-high school department should also have quarters here. The building was dedi- cated October 26, 1904. Two other building acquired during the same year, while of little note from an architectural point of view, deserve mention for their usefulness. These are the blacksmith shop, erected at a cost of $2500 and the Cluff store, which was purchased and remodelled to serve as temporary quarters for the Arts and Trades department. The splendid efforts of the Alumni Associati n toward the completion of the Maeser Mem- orial building, are discussed at length elsewhere. One remark by way of concluson may not be inappropriate. The successive steps in the home-making of the Brigham Young University constitute a most typical example of the virile power of faith, when joined by short links with works. In no instance was the end of any new building foreseen from the beginning; but always the one step visible toward that end was taken as soon as it came into view; and this step led to the next until the outcome was assured; illustrating, the providence of God as set forth in that pas- sage by Paul; viz., The just shall live by faith. The Maeser Memorial [15]

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Church Teachers College and the Professional Training of Teachers HE idea of training teachers professionally for ttieir work is a modern one. It originated in Germany about tfie time of the Reformation. Luther and other educators began advocating the need of professional training, in addition to the ordinary scholastic learning, for the im- portant work of teaching. The idea soon found expression in the establishment of Normal schools where prospective teachers were taught not only what they were to teach but also how to teach it. In America this idea is not much over a century old. It began to be advocated here shortly after the American Revolution, and in the early part of last century it found concrete expression in the es- tablishment of private normal schools. When private adventure had proved the value of these institutions they began to be estab- lished by pubhc school systems of State and city. The idea of pro- fessional training given in Normal schools has proved its value; now practically all states and large cities thus train the teachers of the elementary schools. With the rapid multiplication of high schools in the United States in the latter part of the last century a new movement in the profes- sional training of teachers began. A great need of properly trained secondary or high school teachers was felt. To meet this need, college departments of education were established. The first of these was opened in the University of Michigan in 1879. Others followed in rapid succession. At the present time there are few if any colleges of prominence that have not added this new department. These college departments are of two kinds. Some give the professional studies of educa- tion and psychology in theory only, while others have connected with them elementary and secondary schools in which prospective teachers may receive actual practice in teaching under [17]