Grand Forks herald. [volume] (Grand Forks, N.D.) 1916-1955, 1918-06-18

increase of 333 in three years, the
largest Of any state in the union. 1t
can readily be seen what this means
to the university"
DR.. Z. F. Ladd, president of the
Agricultural college, conveyed the
greetings of that institution in the fol-
lowing words.
the North Dakota Agricultural college,
to offer its heartiest fluctuations to the
University of North Dakota. This &C.
casion IN as a milestone in the
lives of all those who are privileged
to participate in and attend these in
augural exercises at this the Oldest ed
vocational institution in the state, rich
in achievements for the up-building
of a new commonwealth destined to be
among the foremost of the agriculture
al states of the union and with posi-
bilities, if properly guided, of ensur-
ing a great future in industrial lines.
Four Necessary Virtues.
ITO this end it is essential that we in
the educational world forget self and
devote our united energies to building
depends mainly on the development of
a few simple virtues that all may
have, rather than special gifts and
opportunities, virtues that must be
fostered Inc nurtured in all success
full educational training. They are:
!. The economic virtues.
.. The domestic virtues.
8. The patriotic virtues.
4. The spiritual virtues.
Failing in developing any one of
these cardinal virtues mean failure
greatest possibilities in life. Nc insti-
tuition can in this age shirk the re-
sronsibility of proper training for each
of these: neither can it neglect the at
tainnents that come from their ap-
%plication in practical experience of
everyday life"
Duty t 0 Schools.
I'VE cannon overlook our duty to
the common schools Of the state,-
great mill of the commonwealth
through which pours the mass of for
eign porn of every nationality, the
purpose being to SO prepare them as
that leads to the agricultural college
and to the university. This is large
~ our problem. When the people
cannot come to the higher institu-
tons, the college must go out and, if
need be. down to them, and extend
a welcome hand to guide them to
intelligent citizenship, self-respect,
oLto dOAiitS " W. llil6S well because
of simple Investigations and expert
ments made in the class room and in
the laboratories Of Nature which
gave them confidence.
For the part o may play in this
great work our congratulations this
day are sincere and hearty. We re-
joice with you in what you have
achieved n in what you may
achieve in the future. Like all edu-
| "a finn91 nCtitl1finnc in tho non, e<o<o1
we have had u troubles and sur
lvived them.-mild attacks of juvenile
diseases, jealousies Of youth, and the
attempts of jealous, if misguided,
self-centered patriots to undermine
our superstructures, and in our
adolescent period are now ready to
launch out on a greater mission, each
activities, each to live it's own life, and
IN the possibilities of that future let
us all rejoice that we may, if we will,
together go forward to the fulfillment
or a great task, the fruition of our
desires for a great, but intelligent and
prosperous commonwealth
Normal Schools Represented.
Thomas A. Hillyear, president of
the Mayville normal school, spoke in
part as follows:
The first attempts at training
teachers that accomplished anything
definite were made by Prussia in the
first quarter of the nineteenth cen
fury. England didn't begin the work
until the last quarter Of the century
and France and the United States be.
gan 1t only a generation before.
The first permanent state norma,
schools in this country were estab.
ished by Massachusetts, in 1889 anc
'4O-at Lexington, Barre and Bridge.
port. Under their inspiration and the
enthusiasm of such leaders as Horace
Mann, James G. Carter and Henri,
. Barnard other state normal schools
followed until they are now fount
> throughout the Union.
/ 1T was forty years after the ap
= %pearance Of the first state norma
schools that the next public agency
. which has since become quite com
mon, entered the field Of trainin,
teachers. This was the state colleg
: or university department of educa
: : ton, first established at the Uniyer
4 4 sity Of Michigan in 1879.
= Then came the third agency. firs
! in New York in 1895, the high schoo
: normal training department., which
: has since spread widely and has eve!
been aided in some states by specia
appropriations.
9 Originally the state norma
), schools were expected. without limita
8 ton. to train teachers for the publ
schools. but then nearly all publ
schools were elementary. AS the hiR
schools multiplied, the state college q
university department Of educatio
o appeared demanding the privilege {
training the teachers for these schoo
ana insisting that the state norm,
schools be permanently limited to tn
training of teachers for the ell.
n mentary schools. AS the demand Fl
: teachers for the elementary schoo
{ increased the normal school were n,
developed to the demand but
part OF this work was handed over
the high school training department
The state normal schools have tn,
come to occupy a position betwee
tho two other teacher trainir
agencies, a crowded ana cramped o.
1 sition. in which they must strugg
for what seems to them q fair an
reasonable opportunity for develo,
ment.
Needs In This State.
In our state two thingas see
to be definitely determlned-I) tn,
the normal schools shall devo
themselves exclusively to the trainir
OF teachers for the elementary schoc
and az that there shall he a pluraIf
= OF normal schools 20 that their VOL
- which Is relatively elementary shs
be easily accessible to the people
81 2 part Of h state. But most
the other matters are Is debatab
hers ~ anywhere else.
normal schools OF this sta
ihayes11et especially serious obstacl
Tito their development. These diflcr
JIttee ~ been partly upon tn side
3 many other educational instit
Is Itt0pe Offering work which should I