Salem State University - Clipper Yearbook

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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

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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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1 930 75th Qfffrfzzivefyczfy Cooperation is a world trend today and the adoption of its policy is being urged in all fields of human activity and relationships. That it does exist between school men is necessary and highly important. But equally significant, equally important, is the fact that this fortunate situation has resulted from very definite influences. Among the causes and influences operating to bring about an understanding! of the necessary relationship towards a better functioning of the high school in its relation to the normal school, may be found: S Improved state department organization. Summer normal school work. Annual conferences of principals. The present plan of admission to the normal schools. Demand for improved skill and methods of teaching. Improved facilities and equipment. V Urgent public demand for improved education which shall produce a better school product generally. A change in attitude toward the broadened curriculum. With the development of the Commercial Department in the Normal School, the High School principal had to make a new contact with the Normal School. He real- ized that if his graduates, trained in commercial work in the Normal School, were to be found later teaching in high schools, his own perhaps, that in preparing and recom- mending pupils for admission to the Normal School, both the obligation of his school and his own responsibility were increased. Closer relationship with the normal school was both necessary and imperative. ' The normal schools of Massachusetts, originally designed to train teachers for the grades, today train not only for grade teaching but for Junior and Senior High Schools as well. Originally regarded as independent schools, today these institutions are vitally a part of a great public school system, to the work of which the high school principal must relate himself and his school, understandingly, conscientiously, if the normal schools are to function to provide society with teachers of superior skill and character. What the fountain sends forth, returns again to the fountain. Gibe Professional Training uf Tlliearbers as Wietneia hp the Quperintenhent uf btbunls DR. S. MONROE GRAVES, Prefident of tire Marxzzcloufettf Superintendentf' Arfocizzfion OUR score and ten years ago our educational forefather, Horace Mann, idealized and promulgated a natural but carefully thought-out plan for the professional training of public school teachers. At the present time, however, a new note should be sounded in the educational world and all who would join the truly progressive teaching class must harken to the new call. For the last two or three decades American schools have been content to make progress more largely in one particular field, a field typifying in every respect similar 27 1 I