Towson University - Tower Echoes Yearbook (Towson, MD)

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George W. Ward Principal, 1905-1909 and of advancing the cause of education in the state was conceived of and came into being as the Maryland School Journal, later called the Atlantic Education Journal. Lesson plans, articles on professional topics, information about sciences, book reviews, and educational news filled its pages. Numerous and interesting are lesson plans and articles by Lida Lee Tall, then of the Baltimore, Training School. The educational challenge stirring everywhere was felt by the faculty. In October, 1906, regular bi-weekly faculty meetings were begun. At the first meeting at- tention was directed to O ' Shea ' s Dynamic Factors in Edu- cation. At the second meeting, Dr. Ward led a discussion on education from the sociological point of view. The newer educational philosophy and practices were just beginning to take form, and claimed the kind of con- sideration which such meetings afford. The fullness of time brings about much. In 1909, Miss Sarah E. Richmond was appointed principal, crown- ing her years of association with the Normal School as student, teacher, and vice-principal — an association dating from the founding of the school. These had been tremendously rich and fruitful years. Vitally concerned as she was with every present need and circumstance of the school — curriculum, quality of work, physical features, soundness of purpose and procedure, calibre of students and their welfare — Miss Richmond was at the same time looking forward with vision and faith to the time when a cherished dream would come true. The spacious building of forty years before had become out- moded. Not without thought and labor did the dream ap- proach reality; during the six years following her ap- pointment as head of the school Miss Richmond, with Sarah E. Richmond Principal, 1909-1917 Henry Skinner West Principal, 1917-1920

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truth and courage were added in manhood the graces of piety as simple, as serious, as a faith as geninue as unpre- tending. As Principal of the Normal School, Professor Prettyman has been very successful, and is loved and respected by all those who have an interest therein. The changes and growth characterizing the curriculum are noteworthy. Constant thought and study are evidenced in revisions and refinements made from time to time. One wonders how a faculty which until 1900 nexer exceeded sixteen in number could do the amount and variety of teaching involved. By this time, the curriculum arrangement was definitely for three years, divided into first and second terms. More and more students were remaining to complete the course; those who did so received a diploma, and, after one year of successful teaching, the real of Maryland was affixed to the diploma. This was, in substance, a life certificate. In selecting teachers for the Normal School, the State Board of Education looked frequently to its own graduate for suitable candidates. In this way, young, able teachers were invited and brought to the staff of their Alma Mater: Belle A. Newell, Minnie C. Henkle, Minnie L. Davis, Mary H. Scarborough, and Hanna M. Coale. Later came Theresa Wiedefeld, Lucetta Sisk, Elsie Hichew. In 1906, Dr. Ward, appointed principal the preceding year, predicted that with raising of the High School training to the standard four-year course in Maryland, there will disappear the necessity for more information courses in the Maryland State Normal School. Further- more, he adds, giving a long look into the future, would it not be economical for the State to advance a sum of money sufficient to establish this school in the suburbs of Baltimore, with suitable dormitory and campus facilities? In 1905, a committee had been appointed to prepare a course of study which could be adopted by the State Board as a uniform normal school curriculum. A four- year school was definitely se t up. Two years of academic work were offered to students who had finished the work of the elementary grades only; following, were two years of professional courses, upon which graduates of high schools were qualified to enter, and for which students irWhe academic department were prepared. The principal and Miss Richmond represented the Maryland State Normal School. Their ideas were incorporated as they were tried out in the Baltimore school. Amplification was worked out through the following recently created de- partments: Pedaogoy, English, History, Science, Mathe- matics. In addition were the following courses not listed under departments: Latin, voice culture, art, manual train- ing, physical training, and vocal training. A library of be- tween four and five thousand volumes was being con- tinuously added to, though a librarian was not added to the staff until 1909. Thorough scholarship was of tremendous significance to Dr. Ward. Nearly two decades of studying and teaching in liberal arts colleges prior to his coming to the Normal School had confirmed his scholarly attitudes and outlook. He became principal of the State Normal School in 1905 — a position which he filled for four years. Meantime, on every hand were evidences of professional growth of teachers. Of the several channels through which this was encouraged, none perhaps was more im- portant than the State Reading Circle. Organized largely through the efforts of Professor Austin and State Superin- tendent Stephens, it was wholeheartedly supported and guided by the faculty of the Normal School. A second means of broadening the horizons of teachers

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imagination stirred and effort insipred, helped translate the idea into brick and mortar. The commencement of 1915 was the last of forty to be held in this spot. Not only were faces turned toward Towson, but footsteps went, once more with rejoicing, over the threshold of new and beautiful buildings, leaving the building on Carrollton Avenue as an outgrown shell in the unresting sea of education. The new school at Towson consisted of the Adminis- tration Building, with classrooms, offices, libraries, labora- tories, and locker space, a dormitory — Newell Hall, a power house, a laundry, a residence for the principal, and a home for the farmer (the principal ' s and farmer ' s homes were already on the site when purchased by the state ) . In 1917 Dr. Henry S. West was appointed principal of Towson State Normal School. His problems as such ditions, had now established a distressing low in public service. In a number of schools were to be found ignorant, untrained, and inefficient teachers. This was largely because the normal schools of that state were able to supply only a limited number of trained candidates annually. The rest of the positions in the schools were filled by pers ons who had succeeded in passing a series of rather easy tests. Such examinations, of course, had little r l value in testing the teaching ability of applicants. By I9I8 the State Board of Education, much disturbed by the declining school standards, decided to offer to teachers summer school courses, and to establish a system of certifi- cation and consequent promotion to those who attended accredited summer schools. By this plan the authorities hoped to improve the scholarship and teaching of those in the schools who were not graduates of normal schools or of teachers colleges, and htus to raise the general Albert S. Cook Library were new and many. Prospective students and their parents were not all readily convinced that living in Towson and in a dormitory was to their liking. It took several years for the actual effects of this shake-up to be measured and appraised. In the meanwhile, many related problems sprang up and had to be grappled with. The war in Europe had been going on for three years and its effects were strongly felt, especially in the eastern part of the United States. Old values were challenged, and new freedoms were demanded. Educational standards already affected by new pyschological developments were shifting. From another angle also problems of an economic nature were developing. The Maryland schools, partly as a result of war con- standard fo the state system. The first summer session at Towson was established under Dr. West in 1918. Dr. West left Towson to assume the position of Superintendent of the Baltimore Schools and Miss Lida Lee Tall was appointed the new principal on August 15, 1920. The first marked change in the life of the school came in 1924 when the Training School for Teachers in Balti- more City was closed, and its students sent to Towson. In 1931 the course of study was increased to at least three years by an Act of Legislature. This was a forward looking step. On May 25, 1934, the State Board of Education again took a most progressive step by extending the course for elementary teachers to four years with the B.S. in 13