University of Wisconsin Stevens Point - Horizon / Iris Yearbook (Stevens Point, WI)

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 Mrs. Mary 1). Bradford «

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Remembrances A PERSONAL TRIBUTE. One evening more than twelve years ago, the conductor of a teachers’ institute and the state high school inspector, who hud l een visiting the former’s classes, went out Main Street and walked around upon the foundations of a new normal school that was just coming into being. A goodly building seemed promised, but the two men agreed that the task of creating the school would be far more difficult than that of erecting tin building. Neither then knew that either would be specially interested in the new project. Later, however, they did return and worked together, one as president and tin other as institute conductor, in the foundation of the school; the former always at home, planning, guiding, directing, the other frequently in the field, carrying information about the new school and executing the plans of his chief. Only I, who willingly seconded his activities, can appreciate the wisdom and excellence of Mr. Pray’s designs, the tact and resourcefulness of his nature. It was as difficult a task as ever faced a man. for the new school was not everywhere welcome, its location was openly criticised, and some leaders in neighboring schools were distinctly unfriendly. Through all these manifold difficulties Mr. Pray guided the new school with a skill, gentleness and conservatism that disarmed the criticism of enemies, won the support of strangers and taught the state that a school could he created at Stevens Point; that it could outstrip others in point of attendance and yet not antagonize them. For more than six years I saw the school grow in numbers and take its place among the best of the normals,—a recognized influence in the educational affairs of the state. Since leaving the institution I have watched as well as 1 could from a distance, the continuous development of tin great school, and though its students are now nearly all strangers to ine, yet I f el sure that the spirit of loyalty that characterized the early years is as strong as ever, and that the same devotion to right professional principles still endures. To the man who created the school and directed its growth to tin present time, the state owes a debt it can never pay. Spotless character, unquestionable integrity of purpose even in minute things, unobtrusive helpfulness, undemonstrative but hearty sympathy in every good work,—such were the traits that endeared to us all the man who now leaves the stewardship. The hundreds of students everywhere, tin faculty members, the citizens of Stevens Point, will not forget the strong personality that molded the institution, and new students will feel it for a long time to come. To take up and carry on a work so nobly begun is an honor to any man, and, without a doubt, Mr. Pray’s successor will tind that true students show their appreciation of past teaching by their loyalty to the new. C. II. SYLVESTER.

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To Mrs. Bradford. At the close of this school year but six of Mr. Pray’s original faculty remain at Stevens Point, and Mrs. Bradford will not return to the school in the fall. At such a time one’s thoughts naturally turn to those Autumn days when the Normal opened, and the three teachers of the Model School were confronted by the curious ag£reKat'on children who had been sent into the new institution. To properly classify so strange a company, who varied no less in age and physical development than they did in mental culture, was the work of days. But almost immediately the three departments were differentiated and Mrs. Bradford, Miss Quinn and Miss Faddis began their sympathetic labors with the youngsters assigned to them. To one whose work involved daily observation of the rooms of those three notable teachers, there is cause for wonder, even to this day, at the ready solution of difficulties, the rapid extension of influence and the hearty response from the confused and embarrassed children. No more inspiring lessons were ever seen by pupil-teachers than came out of those early days, and their influence has been felt in a hundred different communities. The children themselves, now grown to manhood and womanhood, all carrying their own burdens and reaping the rewards of their own exertions, will understand how sincere and earnest was the teaching they received. Changes come in every school, and later Mrs. Bradford, who had established her skill as a teacher in the High School at Kenosha, before she came to the Normal School, was chosen for the vacancy created by the resignation of the first Teacher of Methods. Here the experience she had gained in the years while herself a teacher in the Model School, enabled her to recognize at a glance the difficulties of the Practice Teachers, and to assist them not only in planning their work, but also in carrying it out in their classrooms. While her influence as an Institute Conductor has extended to the remotest corners of the State, it has never been felt outside in the same vital way as by those students who have fallen under her daily influence for months and have realized the intelligent comprehension, the broad sympathy, and the marvelous power for work which characterize her. Now, as she severs her connection with the school, there is a feeling of deep regret in the heart of everybody who remains behind. Wherever her lines may be placed, the teachers and the pupils, old and new, will join in a hearty wish that she may have the strength and courage to do the same good work she has done here, and that other friends may take the place of the hundreds sin- leaves behind.