Salem State University - Clipper Yearbook

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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

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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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75ffz 047172 zafefrafy g I 930 progress in the industrial realm. A million, aye, literally millions of boys and girls the educational mills and like the product of those Detroit factories have become shining examples of the new era. As the highways of civilization stretching out before them have changed so they themselves in the educational process have been transformed partly to meet the possibilities open to them. There are those persons, however, here and there, real thoughtful persons, who have passed through have examined the results with careful scrutiny. They admit the desirability of quick action. They admire the beauty of new developments. They take pleasure in the adaptations of the youth of the land to meet the new situations surrounding them. At the same time they question with considerable degree of assurance the results ulti- mately to be achieved. They behold a great country, rich beyond dreams in all that wealth can buy or produce, a country which is a veritable empire in its territorial expanse, in its mineral and power resources, a real paradise for great industrial de- velopment, yet, withal, dependent upon the youth of the land in its realization of its highest ideals as well as in its HIOSIZ complete unfolding. In our own beloved country are we building safely for the future or are we con- structing a flimsy fabric which shall be torn by disrupting sociological forces and be totally destroyed by unforseen- and unexpected elements in our national life? It is well for us to study this great mass production in the educational systems of our countrv. The leading part in this large undertaking must of choice be carried by the teach- ers of our youth. What, then, do superintendents expect of the professionally trained teachers? First of all I believe that the superintendent expects of the individual aptitude for the work which the individual is to undertake. Next I would ask of the prospective teacher fh01'0ZLgblZ8J'.f and willizzgneff to toil assiduously in the chosen profession. Aptitude without hard work never may hope to achieve the full measure of success. Also every individual going into the teaching profession should have in high degree the quality of tefztbfzblefzeff. I In a truly successful teacher I also would ask a deep and abiding inferert both in the childrenwhom he teaches and in the subject which he is presenting to them. . The teacher in our school must be thrifzy, thrifty in the use of his time, thrifty in using the most economical methods, thrifty in judging his Opgfatious as vgyell nsihis resources. I close contact with great humanitirians in cfh QCP elffmnzing made Sympaihetlc bl' keen in its perception by a study of natural ffirlcvol ci nstolyi im understimdmg made Standing widened in its applimtion b - 'ld esqan natural consequencesg an under- . ' ' 1 y woi travel and world contactsg an under- standing reverent 1n its worship of the Creator and His llluuifestutions- And with understa Siflsjliile llgigi filcgitxe for the best in heaven and earthg a devotion fast in its led t ' . t P ge 0 the AIHGFICSHI home and to the opportunities of American child- n ' - Cllng I would ask that the teacher possess a real sense of P P merican democracy, a devotion remaining stead- 28