Salem State University - Clipper Yearbook

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I 930 75 iff QAf'n7zzVzJef'sazfy we.ll as in methods of teaching, and their faculties should contain members especially trained in educational research. Although expensive, it is highly desirable that each normal school should have at its disposal three somewhat distinct types of elementary schools: a school of ob- servation taught entirely by teachers of outstanding ability in the techniqueiof teach- ing, a training school in which the most of the teaching is done by normal school students for practice as at present, and a school maintained primarily for the purpose of carrying on long continued experiments in education. With these facilities, there should be a closer co-ordination between the normal schools and the training schools than sometimes exists under present conditions. A modern normal school plant should provide for the housing of a large propor- tion of the students in residence halls. This would make possible a well-rounded institutional life, the educative influences of which can be made of the greatest im- portance in the preparation of teachers. These suggested improvements in a steadily growing profession imply increased cost, but the American public is ever ready to make real investments in popular educa- tion. .Because of this spirit,-and only because of it,-have the ideals of Horace Mann and his immediate co-workers and those of the founders of this oldschool, become realities. - Zmihgematet, the Mother uf Salem , DR. ARTHUR C. BOYDEN, Prinripfzl of the Bridgezwzfer Normal School RIDGEWATER congratulates Salem on its long and splendid career. We are especially proud of the fact that the first principal, Richard Edwards, and his assistant, Miss Martha Kingman, were distinguished graduates of the Bridgewater School. Salem was founded on the work of these two professionally trained teachers who brought the highest devotion to the school. It is a noteworthy fact that the Massachusetts Normal Schools were established as teaching inrtitatfonr, not as academies with teaching attachments and not as method institutions built on some system of pedagogy. This was due to two reasons. First, the Massachusetts Schools were established on the general plan of Normal Schools in Prussia and France, where they were distinct institutions established by the govern- ment for a specific purpose. The early friends of Normal Schools in Massachusetts wisely insisted upon this new form of teacher-training institution as best adapted to the situation, a decision which was far-reaching in its influence, on the whole country. e The second reason for the development of this idea was the fact that the first principals were selected because of their unusual teaching ability. These two teachers who came to Salem brought the two great essentials of a teacher,-personality and the fine aft of teaching. The science of education is-today making great advances and will be of invaluable assistance, but nothing can supersede the supreme elements of a teacher which these two persons who built the foundations ofthe Salem School possessed. - 19

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75 M effmzz'-vermfy 1 930 The needs of a complex society must be supplied by a more elaborate system of education than that of former years: and there must be a corresponding differentiation in the preparation of teachers. Special needs must be met by more highly specialized training. Longer and more intensive courses of professional training have become imperative. Such professional standards demand a degree of material reward that will attract to, and retain in the profession, teachers of the highest type. The increasing demand for teachers of physical education should be met by one of our normal schools rather than by private institutions. The courses offered should make liberal provision for instruction in anatomy, physiology and hygiene, carried beyond the elementary stage, as vvell as for a complete program of instruction in physical training and athletics. Public school systems are finding employment for school nurses, and but few who have had adequate professional training for this particular form of service are avail- able. One of the normal schools might profitably engage in the preparation of school nurses in cooperation with one or more selected hospitals. The library facilities in many normal schools throughout the country are inade- quate. The library should occupy quarters which vvill accommodate large numbers of students who vvill use it as a study hall. The library itself should be carefullychosen, vvith especial reference to the needs of each department in the school, and the general library should include a large and comprehensive collection of books calculated to meet the general needs of an educational institution of a high grade. It should be under the direction of one or more trained librarians vvho have sufficient ability as teachers to give instruction in library methods to all students. . There should also be adequate opportunity for graduates in service to secure professional degrees. In part, this may be accomplished by a closer co-ordination between the normal schools and the State Division of University Extension and by establishing closer relations vvith university departments of education. At least some of the normal schools should at once be authorized to confer the master's degree. It is a question for careful consideration vvhether the school year should not be divided into quarters so that the summer quarter, at least in certain schools, may constitute a definite unit of professional Work. Such an arrangement of the calendar would facilitate the continuation of professional work by teachers in service, and would be of great assistance in the evaluation of credits. . There is novv a marked tendency to require at least the equivalent of a master's degree as a prerequisite for a position as a teacher in a normal school. This degree should be based in large measure upon professional Work, unless adequate professional training in addition to four years of academic Work is already possessed by the candi- date. Obviously, successful experience in teaching should be another requirement, and continued professional training in the service should be encouraged, if not absolutely required. It is apparent that no less professional training should be required of reach? ers in the training school, since they are the instructors who set definite ezfamples in the technique of teaching and who apply the theory of the normal school in apractical, not to say philosophical, way, The normal schools ought to be leaders in curricula and selected subject matter as 18

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75116 Qfffzfzzbefsrzfy I 930 81117132 QEhuIutiun uf a jietn QEngIaniJ Zllieatijers' QEuIIege DR. JOHN L. ALGER, Proficient, Rhode fflono' College of Education HE evolution of Normal Schools and Teachers' Colleges has been gradual. The change may be attributed to the eminent teachers who have built these schools. Henry Barnard shares with Horace Mann the honors paid to American Educators. Through the efforts of Mr. Barnard the act of 1844 was passed in Rhode Island. This required the commissioner to establish one thoroughly organized normal school. The question of funds was serious. The ten years before the appropriation was voted were not, however, without progress. Samuel S. Greene was appointed to a professorship in didatics. During the winter of 1851 to 1852, his first normal school classes were taught. The success of the enterprise finally brought, in 1854, the ap- propriation needed from the State for its support. The school was discontinued after the Civil War for lack of both students and money. Six years later, in 1871, it was firmly re-established with James C. Greenough as its principal. This time the school was centrally located in Providence with a generous appropriation not only for its running expenses but even for the equalization of the traveling expenses of all its students, ln 1892, William E. Wilson called attention to the need for a training school. Several rooms in a Providence school were used as model schools for observation and demonstration, and other rooms in the same building were used as training schools where students were given practical training in teaching. From 1898 the period of practical training was extended to include for each student a full half year in charge of a single room of the regular public schools. ' The first movement toward controlling attendance was made in 1909. It was found impossible to receive students from other states on a basis of free tuition. A little later it was found necessary to provide competitive examinations. For the last five years, admission has been entirely competitive, with an established quota for every town and city in the State. ' an The change of name for the school was brought about in 1920. This was largely through the efforts of Commissioner Walter E. Ranger. Soon after the change of name the old course of two and one-half years was changed to three years. Students may still obtain a state certificate after the comple- tion of three years of college work, but plans are already being made for the time when this certification will be discontinued, and all students will remain for the four-year college course. ' - It may be well here to say a word regarding the results of the change in name and of the lengthening of the course. First, there is a gain in the desire for admission. This has made possible a better selection. Second, there is incentive for a higher quality of-work. Third, the final year brings an inspiration to students based on their increasing power and their growing enthusiasm for their profession. Fourth, there is the gain to the State and to the College through the attendance of thousands of teach- ers at our afternoon, Saturday, and summer classes. 20