Salem State University - Clipper Yearbook

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75 M efiffz 71 1'-versa 731 I 930 The QEhuIutiun uf the jliurmal btbuul Qpstem nf jliilasaarbusetts FRANK W. XVRIGHT, Deputy Commifrionef' of Education N this historic city the three hundredth anniversary of the coming of the charter of the Massachusetts Bay Colony and the foundation of organized civil government in America is about to be celebrated. It is appropriate that we should gather here to commemorate the evolution of an historic institution, the normal school, that has now become an accepted part of the public school system of every state in the union, and the founding of a school that was a significant contribution to the normal movement. Democratic government and public education are closely allied. Indeed, it may well be said that democracy is the result of public education, and not the cause, as we have so largely heretofore assumed. ln the town of Plymouth stands a house that bears distinction as the home of the first teacher in the Pilgrim colony. In 1635 Philemon Pormort became the first master of the Boston Latin School in the Puritan colony. Significant it is that it required two hundred years to germinate the idea that a teacher should be trained for service before entering the classroom. In 1850 there were seven state normal school in existence. Three of these-West Newton Qnow Framinghaml, Bridgewater and Westfield-were in Massachusetts and the remaining four were distributed as follows: Albany, foundediin 1845, Philadelphia, in 1848, New Britain, Connecticut, in 1849, and Ypsilanti, Michigan, in 1850. What is known as the period of decline in the schools of Massachusetts immedi- ately preceded the establishment of the State Board of Education and the foundation of normal schools, In a memoir of Edmund Dwight, written about 1850, Professor Francis Bowen of Harvard said that the common school system of New England of the early thirties had degenerated into routine and was starved by parsimony. Any hovel would answer for a schoolhouse, any primer would do for a textbook, and any farmer's apprentice was competent to keep school. From such a condition grew the demand for the improvement of schools at the source-the teacher in the classroom. To James G. Carter of Lancaster belongs much of the credit for a movement that was to correct the deplorable condition just described. Fifteen years of unremitting effort to secure seminaries for teachers began in 1824 in a series of articles in the Boiron Patriot under the pen name, Franklin , A A second name, that of Reverend Charles Brooks of Hingham, will always be remembered in connection with the evolution of the Massachusetts Normal Schools. During a visit to Europe Mr. Brooks became interested in teacher training as carried on in Prussia and France. Upon his return he began an agitation for the establishment of a normal school in the Old Colony. Brooks spoke in all parts of the state, and in the memorable year of 1837, in which the Board of Education was established, he spoke twice in the hall ofthe House of Representatives. His theme on all these occa- sions was As is the Teacher, so is the School' '. After the enactment of the law making the first appropriations for State Normal Schools, Brooks renewed his efforts for the establishment of a school in the Old 12