Salem State University - Clipper Yearbook

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1930 75ffz effnnziversafy of the state maintain regular courses of two years. In addition to these two-year courses, at Gorham Normal School a course of three years in manual arts and one of three years preparatory to junior high school teaching, as well as a two-year course for kindergarten, are offered. Thus, we can see that, in common with the other New England states, rapid strides have been made in Maine along the lines of professional training for teachers. The Professional Training of Teachers in fem Ziaampsbite ERNEST NV. BUTTERFIELD, Coinmirriofzef' of Edzzcatiafz OR a considerable time, we have thoroughly believed that teachers are not a gift, but a crop. When we have given to us some gift, whatever it may be, we feel obliged to cherish it without too great use and keep it always, as long as we live. Teachers are not a gift to be cherished in any such way as that. The State's position is to regard teachers as a crop. Regarding teachers as a crop, also means that there must be the nurture of the students during their period of preparation. We have two normal schools in New Hampshire. These normal schools must be maintained upon a status that makes it possible for the homes of the state to contribute their daughters without a financial burden that is beyond their power. They must keep within certain standards ofliving, so that the girls may associate with each other and yet keep life on a somewhat humble status, in order that the standard of living may not become such that many are prevented taking advantage of the opportunity that should be theirs. We also must help them to find positions in the state. And so we give the crop care during the first year or two. 't A When our first normal school was founded Q1 8702, and our second about 20 years ago, the wisest educational leaders stated what the purpose of normal school was to be. They made this statement in the laws: C'That there shall be two courses of study, one which shall include the branches of the common schools, and the second which shall include the branches of the higher schools. You know how the pendulum swingsgthe pendulum has swung back from its former position and we have had a desire to have it definitely known what the normal school should do. A committee of experts were secured to conduct a survey, a committee of three most excellent men were given the task of determining what the object of professional education might well be. And so the survey was made. The conclusions were three: I l. We are led to believe that in high vocational subjects there may be a possi- bility of training teachers, but in such subjects as English and history, never. H 2. Although we are ready to admit the truth of the statement-'The medical college trains doctors, a liberal college does not-'when people make the state- ment, '-'A normal school trains teachers, a liberal college does not'-we protest. . H3. It is probably true, we agree, that for younger children there is such a thing as a profession of education, but, above the elementary school, absolutely no. Question: 'How do you know these things? Answer: 'Thus saith the Lordf 23

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75 M efffwz'fUer.vczfy I 930 The iatufessiunal Training uf Ulieatbets in Maine BERTRAM E. PACKARD, Cammirnaizer of Ealzzmrimz HE professional training of teachers goes back for a period of approximately seventy years. Prior to 1860, for a number of years, the law had provided that county institutes should be held for periods of time ranging from two days to a week during the year, and that at these county institutes a certain amount of normal in- struction should be given. - The legislature of 1860 provided that normal schools should be established in connection with eighteen academies in the state. ln each academy a normal school should be kept for not less than eleven weeks during the spring and fall terms with qualified teachers and suitable accommodations for at least fifty pupils. All pupils applying should be examined in common school branches by a committee, and given a certificate of admission if two terms of instruction would fit the applicant to teach. Rules for the management of the school should be made by the state superintendent. These normal courses were established in the academies designated and were operated for about two years. A committee of three persons, appointed by the Governor and Council was provided by the legislature of 1863 to locate two normal schools, one in the eastern and the other in the western Part of the state. The aims and purposes of these schools were interesting. CD They shall devote themselves to the training of teachers, QD Courses of study shall consist of such branches essential to mental, moral, and physical education of their pupils, C31 The best methods of government and management shall be included, QD The normal schools shall be opened to persons of different religious connections on terms of entire equality. The superintendent of the common schools acted as superintendent of the normal schools also. In the meantime, the normal courses in the academies had been abolished and the Western State Normal School was opened at Farmington on August 24, 1864 with an enrollment of fifty-nine students. Three years later on September 7, the Eastern State Normal School was opened at Castine with thirteen pupils enrolled. In the same year, a training school for teachers among the French speaking people of northeastern Maine was provided for. In 1887, the Madawaslca Training School was permanently located at Fort Kent. Since 1900, two other normal schools have been established in Maine, the Wash- ington State Normal School at Machias, and the Aroostook State Normal School at Presque Isle. The attendance of these schools has rapidly increased in recent years. There have also been established professional courses for teachers in Bates College, Colby College, and the University of lyiaine. With the exception of the Madawaska Training School, where an equivalent of only one year of normal training is given beyond the high school, the normal schools 22 ' 'ef V' 'et - -f -u-.x.f.f--fi--. ..i1,A.,.,,- , , ., 7 ,Q AA-A--Mf--- Y- - a f- -. .0 WM-fb. .,

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-,,.,1T- . ,,. ,aw ,.., .. .,.. ....-.... .. ..-..:....-.. ...,. We.. .-,. tv. ..: .., --. ,. .. .,,, ,.,,,,.- .,,,.,,,.,.,.,,-,.,,,,, .. .,, .-.,...,,,.-.. ., , ,,,. ,.. .,., . .N .,.,...,.....-.......f.- .-f- v H- H ----W f- - r 1 1930 75171 efQz71z'fvefm fy V S We h,1Ve Seen a tremendous change in our schools through the 7 L . . . . , coming to them of trained teachers. I can speak of that with indix idual feeling because in the list ten or fifteen years I have seen all of the rural schools made over. And we are . . . ' l f t ' going to See, lust as Soon as We are ready Wlfh gi Suppl y of teachers ful y rained, our high 55110015 reorganized just as our elementary schools have been, and this is not very In spite of thi far in the future. ilibe Professional Qitaining uf Qieatbets in Vermont CLARENCE E. DEMPSEY, Conzwirfiofzef' 0fEdzzcuti01z T is indeed a privilege that I have in bringing to your institution and to your princi- pal the greetings of the State of Vermont. We all know that the relations of the New England states are very intimate. I had the pleasure of having a model teacher from johnson in my list of teachers in Malden. Rhode Island must acknowledge its debt to Vermont, for Dr. Alger obtained a good deal of his training and practice in the normal school at Johnson, Vermont. These are two of the many instances of the intimate and interesting contacts and associations which we have had with one another. I come now to the historical part of my speech. In 1823, Rev. Samuel R. Hall asked to return to his pastorate in Concord, Vermont, stipulated if he did so, he must have the opportunity of establishing a normal school. His request was granted, and his school was the first fairly organized school in the country. He began at once to write treatises on the teaching of arithmetic, English, and other subjects and these were among the first writings that pretended to be a systematic or logical presentation of the art of teaching. Shortly after this the first public state normal school was established in Massachusetts. During the succeeding years of 1823 to 1870 the only teacher training which Vermont could boast was found in the so-called teachers' meetings and conventions. In 1914-1915 a commission was appointed for the thorough study of the educa- tional system of the state. Among the experts who took part were Dr. Nelo B. Hille- gas, and Dr. William C. Bagley. They made a thorough study and offered some very specific recommendations. In 1921 the state legislature passed an act authorizing the State Board of Education to establish courses of teacher training and set up certain standards. That was the year of reorganization. The normal schools have grown in number and efficiency until for the past three years we have had the best system of teacher training in quantity and efficiency that the state has ever enioved. What is Vermont aiming at in its teacher training program? In the first place. that teachers shall have a standard training of at least four vears of high school and ITWO YGFLFS of normal school, Secondly, the course of study must be the best organized IU the content of work which can be put together. Thirdly, the ohiective is to have the training particularl ada ted t th -k 1 ' f, Vermont is doing. Y P o e woi w iich Ntrmont should do, not to what Rural Edu t' 1 H ' -- CH 1011 IUUSC be emphasized in the normal schools, but if the normal schools r ' , ' , . . . ,- A C IO be 162196115 10 GClL1Cdt1on, there are two things to be borne in mind: QD 24