The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1904-06-30
Third Annual Commencement
Exercises of Training School
For Teachers
Held at Turner Opera House at 8 PM.
June 28th Class Exercises at
3P. M. Same DAY

/
Manitowoc County Training School fol
teachers We're held at the Turner Opera
| House, The hall was tastefully deco
rated with the class colors, red and
white and the significant class motto,
| Diligence Conquers All, was beauti.
| fully wrought in the same colors. The
front of the stage was artistically
banked with ferns, potted flowers, and
beautiful palms in jardinieres while the
class flowers red carnations
much in evidence
On the stage We're seated, in a segment
of a circle, the twenty one graduates
eight young men and thirteen young la.
dies Prof. F. 5. Hyer, principal of the
schoo', and Prof c. E Patzer.
The music for the occasion was fur
nished by Urban's orchestra, and was
much appreciated by the fair sized au
dience on the floor of the hall and in the
gallery, as was evinced by the brisk
cheering after the rendition of each mum
| ber
The address to the graduates was de.
livered by Prof Patzer OF the Milwau
kee Normal school The speaker was
introduced to the audience by Prin. Hv
er in few we'll chosen words. in which
Mr.. Hyer referred to the excellent ser
vices rendered by MI Patzer to the
cause Of education in Manitowoc coun
! " during the years he occupied the po
sition Of superintendent of schools in this
county, and said that it WAS in recogni.
tion of this work that Patzer WAS called
to "A larger field of activity and useful.
ness number Of years ago but no man
outside of the county hal the educa-
tlonal interests of Manitowoc county so
closely at heart as Prof. Patzer.
The address was eminently practical
IN every sense of the word. The very
opening sentences showed that the
speaker had something to say. He said
that the founding of the training school
was long step in advance "a step that
would result in fruition The people of
Manltowoc county, had he said solved
one half of the educational problem con
fronting them by establishing county
teachers school whose work would in
crease the efficiency of the country
school-the peoples college. The old
idea still largely adhered to), of exam
lining teachers year after year did not
afford professional training did not help
teachers I in their work of handling chill
dren, The rural schools he said
needed the Inspiration and support of a
reJuvenated public sentiment The
school house should become the center
of the social and educational interests in
each rural community, and the training
school. he said would aid much in
reaching that end The training school
Mr. Patzer continued could do more
than the normal school for the advance
meut OF education III rural districts The
course OF study in the former WAS more
closely related to the actual work in our
country schools In the normal schools
he thought there was decided ten
dency for practice and theory to drift
apart, The state superintendent had
said that the graduates of the training
school compared favorably with the
normal graduates in efficiency in the
rural schools. There should be spirit
of local patriotism fostered in each
school district. The taxpayers should
stand by their home school and strength
en- 1t before they gave any thought to
secondary or to higher education he
said. Manltowoc county. he continued
mad always been pioneer in ednca-
tional matters. Every teacher, he saia
should do missionary work in her dis
trlct besides teaching She must get
ont among the people-get in close
touch with all her constituents she
could not hope to make her influence
felt IN the community, He spoke of the
benefits derived from local educational
gatherings and referred to the interest
aroused IN school matters by the recent
Manitowoc county spelling contest he
showed how this interest in one branch
would affect the character of the work
IN the entire curriculum, and referred
to the far-reaching benefits resulting
from literary societies He said that
more scientific training was the demand
Of the day, for the teacher was the most
important factor in the school. He
spoke of the moral and intellectual
qualities thata essential TO the teach
ers success, and showed how the teach
er should guide the child to right living
not zen or fifteen years hence, but now
and to the end Of his days He depre.
Gated the fact that there are so many
teachers IN the rural schools who do not
have the requisite maturity. Children
were often teaching children, he said
He spoke of the importance of learning
on the part of the teacher In conclu.
sion he said that the other half of the
the educational problem confronting the
people was the salary question and that
the fullest fruition Of the peoples col
lege the rural school could ONLY result
from the right solution Of this problem.
He referred TO the fact that many bright
men leave the calling because the sal.
aries are wholly inadequate, and said
that the schools lost, every year, many