Salem State University - Clipper Yearbook

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1 930 75 M Qfffrnzazersczfy character and content of school program itself, QD the belief that the normal schools must be intimately tied up in that program. The normal schools themselves, build up, follow through, and promote the edu- cational program which is to be carried out. One of Vermont's fundamental concep- tions of education is that in order to fulfill its function, the normal school is to help the teachers develop all of the educational activities that will help the children. Qlbe 3J9.utmaI Stbuuls uf Qlunnettitut DR. ALONZO F. MYERS, Director, Divirian of Teacher Prepfcmtiofz of Connecticut AM very happy in having the opportunity of presenting the congratulations of the Connecticut Normal Schools and the Connecticut Board of Education to the Salem Normal School on this occasion. . Appreciation of the contribution of the State of Massachusetts in the field of edu- cation, in particular the field of normal school education, might reasonably be ex- pected from those who reside in Connecticut. One of the chief contributions that the normal schools of Massachusetts have made is that they have held steadfastly to the purpose for which they were established -that of being teacher-training institutions. Since the present situation in Connecticut is one in which we have more people trying to enter the teaching profession than can be admitted, we will try to promote the idea of elevating the standards of the teaching profession, CU by careful selection, QD through securing a much better prepared faculty. . Connecticut is also about to embark upon a step Massachusetts has already taken. In order to handle elementary teaching in Connecticut one must have more than two years' training. - I assure you that we have a very real feeling of indebtedness to Massachusetts and we turn to Massachusetts' normal schools to meet some of these problems. greetings from Maine DR. AUGUSTUS O. THOMAS, Prefident of W01'ld Fedemtion of Edzcccztiamzl Afrocicztionf T is a great pleasure to participate in the celebration of the Seventy-Fifth Anni- versary of the Salem Normal School, and to congratulate the principal, the faculty, and the state itself on the fine service the school has rendered and its high standard of efficiency. The school is to be congratulated on the long service of the Principal, J. Asbury Pitman, a man of fine friendships, of sound education and ideals, and of the utmost integrity. , t It seems fitting at this time to speak a word on the achievement of women during the last generation. A few years ago, woman had not emerged from her obscurity, She was not generally deemed worthy of education, and had no political nor property rights. At present, however, they have entered every business or profession which was formerly assigned to men. They own 4272, of the property in the United States. 25

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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

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75ffz uYf:1f1z'fversczry g 1930 They occupy prominent placesin political affairs. It is not amiss to say that the achieve- ment of women, since the doors of the college swung open to them, is the most brilliant page in history. U just now, there is considerable discussion as to the effeminizing of the generation by having a majority of women teachers in our schools. I have never considered this an effeminate age. Things are being done by this generation that do not.evidence timidity, cowardice, or lack of initiative. This is an age of miracles. It requires as much stolid courage to sit at the stick of an airplane as to drive an ox-team. This appeals to me as a virile age. The swift moving pace of our daily life necessitates strength and vigor. I can think of nothing better in the life of the average boy than the influence of a fine woman. There are two things in present day education that are especially worth mention- ing. The first is the fact that a generation ago a woman could not handle the winter term school and not all men were capable of doing it. When the winter came, the woman teacher stepped aside. It is a very great compliment to the youth of to-day that a gentle woman scarcely out of her teens can teach them with higher civility. The youth of the presentday is not fully appreciated by his elders. The second im- portant thing in education isithat out of our schools comes very little of the juvenile crime. It might be added that the scholarship of today is, in a measure, back of the scientific discoveries and research that are adding so much to the material improve- ment of our times. 'In closing, I wish to congratulate the governing board on establishing a policy or program of permanence in the administrative and teaching ends of the Salem Normal School. . Qlibe Relationships hettneen the ibigij Qtbnul ani: the ,ilintmal Svtbunl FORREST BROVVN, Prerident of the MdIJdCZ7ZZJ6ffI High School Principal! , Arracifztian HE Relation of the High School to the Normal School. I interpret this subject to mean a consideration CID of the obligation of the high school to provide such a program of studies, such instructions, .and such guidance, as will enable those of its graduates who gain admission to the Normal School, to relate themselves readily to teacher training, and C25 of the responsibility of the high school principal of recom- mending for admission to the normal school, only thoseiwho have the qualifications requisite to render adequate returns to society in effective teacher service. However, I prefer not to follow the beaten track, but to blaze a trail into the realm of a relation- ship that exists as a result of new influence. It is my belief that the relationship existing between the normal school and the high school principals is of a distinctly high ethical, personal, and professional order. Today with a general increased public interest in education, there have developed improved educational organizations, educational agencies, and trained educational leadership that, recognizing the necessity of frequent and varied professional contacts, have created a relationship based upon cooperation and understanding. 26 ' ' '1 - - VALL. -,,-A, ,,A,L