The West Virginian. [volume] (Fairmont, W. Va.) 1914-1974, 1917-04-06
TRAINING is NECESSARY
Normals are Strictly Voca-
tional as Law or Medi-
cal Schools.

nal school education, and stressed the
Importance of professional education
for teachers. In part he said:
'Fiftythree years ago on the Goth
| of June last, West Virginia took her
place in the sisternood OF common
wealths,-a state literally carved Out
OF the raw material. Her population
was small, her transportation facilities
limited, her industries undeveloped,
and OF state institutions she had none.
Besides all this, the nation was rent
with a great civil strife and the divid-
ing line between the two factions
passed through the very heart OF her
territory, and her energies were con.
sumed and her slender resources eX-
hausted by that struggle. Neverthe-
less, within four years from the date
of her entrance into the Union she had
provided, for a first, second, a third
and fourth state normal school, the
founding of one Of which we celebrate
here today.
In the early establishment oC
schools TO be devoted especially to the
training OF teachers, the new state
I pledged herself to policy which not
only bears testimony TO the high stand
ard OF craftsmanship OF her early lead
erS but demonstrates her interest III
public education and suggested the fin
est kind OF educational leadership. 1t
is perhaps not too much TO declare thai
u single individual was more RESPONSE
BILE than all else for the states wise
educational foundations. 1t was Doc
tor William Ryland White, the State
Superintendent. OF Schools aud one OF
the carly principals OF the Fairmont
/ Normal school who with prophetic vi
sion declared: 1t would be peter to
suspend the schools of the state for
Two years and donate the entire school
revenue for that time 10 the establish.
4 ment and endowment OF state normal
school than to have none at all.
The sacrifice proposed by Doctor
White was not required but mis- coun
sci was needed fortunately and a state
normal school was established. The
establishment OF Que normal school
did not satisfy public sentiment which
had been aroused TO the need OF such
schools and accordingly the Legislature
soon provide dior three more and
few years later addeQ a fifth and d
sixth school.
In the establishment of schools TO
be devoted especially to the training
OF teachers the mountain state eXhtU'
tied that holiness and independence o.
action which has always been state
Il characteristic for there were not d
1 dozen in the Union even including the
eldest and greatest thar tLnA maintain
ed such schools. In 1880 MaSsachu.
sets established three state normal
schools which announced that they
would give a thorough course in re-
view in the common school branches
with a special view to the preparation
of teachers. In 1859 Pennsylvania rec
ognized the school at Millersvilie as u
state normal and began to furnish
/ state aid for such schools but it was
many years before the state assumed
full responsibility for any school de-
voted especially to The professional
training Of teachers. Our neighbor Oh
the west was still more tardy in the
development OF the normal school
idea. In 1900 Ohio made its first zap.
preparation for the establishment @!
state normal schools but the two
schools provided for were not opened
up till two years later.
Maryland provided for a normal
department in connection with Wash
ington College in 1896, but ito first real
normal school. the Frostburs normal,
was not established until 1898. Nir-
ginia came along still later. Her first
two normal schools established the
same year, yet lack several months OF
being ten years old. Kentucky, pro-
gressive in so many things, failed to
| take up the normal school idea until
caught up like many other states by
the cyclone OF sentiment in the first
decade of the present century. She
has but two state normal schools at
the present time, both established by
| act. of the legislature of 1906. 1t Is
clearly apparent that West Virginia
was the leader among the states of the
wonderful group Of which she is the
geographical centre and of her primary
in that matter she has just cause Tor
! feeling Of qualification.
Some one has aptly said the pro.
Eessionally trained teacher knows
when he has made mistake, but the
non.professional continues &c make
the SANG mistake from year TO year,
and is entirely ignorant OF his errors
TO the non.professional teacher ignor.
ance is bliss but the professional.
teacher at least knows when he is ig
norant. OF the 1924 teachers in
West Virginia only 1884 are graduates
Of normal schools In other words only
10 per cent. OF the teachers in the state
are normal graduates and less than
6 per cent. are college graduates. Only
I one.fourth of the teachers in the state,
| therefore, have had standard amount
/ Of professional training.
The professionally trained teacher
looks upon the child as something to
be developed. The non.professional
teacher looks at the text book and the
| subject matter and adheres rigidly to
this. The former understands chic |
nature and gives it an opportunity to
grow and develop. The latter is ig-
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