Salem State University - Clipper Yearbook

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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

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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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I 930 751th exfrarzzbermry hoods 21 Cl6VOfiOn Calling for a true pledge to the ethics of the profession followed, a devotion to give all the realization of the best results possible from the talents given into the individual's keeping. And with all these qualities you will agree with me, I am sure, that there should be found in the schools of our country men and women rich in erlumtionfzl experience, men and women, who, having passed under careful supervision through the training classes of our teachers' colleges, shall have ripened during the years of work which they have carried on, so that they may stand out clearly in the future, lighting well the lanes of progress for the younger men and women who may enter the teaching profession. Summarizing the qualities which I have just considered, you will find that taken together they will spell that one great quality which may be tested with scientific alchemy, and if not found wanting will always mean so much to the successful teacher. A-t-t-i-t-u-d-e. Aptitude, thoroughness, teachableness, interest, thriftiness, understanding, devotion, educational experience, all may be included in the one word, A-t-t-i-t-u-d-e, a word, however, which loses its significance unless properly con- structed. I would have the men and women in charge of the instruction in our schools possess all these qualities developed in high degree, then I believe we can refine our great educational undertaking. I think- then our mass production can be crystallized in the process of refinement so as to produce those qualities which the founders of our nation considered very desirable. The Training uf Teachers in the Svtiente uf Tihutatinn g DR. CHARLES H. JUDD, Director, Srhaal of Edzzcrzlian, University of Chicago HERE has always been something of an antithesis between two markedly different tendencies. On the one hand there has been the tendency to perpetuate in the next generation that which has been carried on by the earlier generation. Many of the courses given in the American normal schools have been courses in the form of dictated personalities that the younger generation has been told they should adopt. There have been, on the other hand, the teacher training institutions, by themselves the best possible centers for the introduction of new methods, and I can find an example in the educational history of Massachusetts perhaps better than any example that can be found elsewhere which will illustrate what I am saying. That same educational statesman who contributed so largely to the establish- ment of the early normal schools in this state, Horace Mann, in a report he made in 1838, introduced a discussion which created very widespread disturbance in his day. He stated that he had consulted the superintendents in charge of the schools in this commonwealth, and he found that eleven our of twelve children in the public schools did not understand the words they read. He did not stop here, however. He would not have been the leader of American education that he was if he had been so discouraged with the fight that he had given up the profession, or said, That is the best we can do. The children must be stupid if 29