Maine Alumnus, Volume 5, Number 8, June 1924

The University of Maine DigitalCommons@UMaine University of Maine Alumni Magazines University of Maine Publications 6-1924 Maine Alumnus, Volume 5, Number 8, June 1924 General Alumni Association, University of Maine Follow this and additional works at: https://digitalcommons.library.umaine.edu/alumni_magazines Part of the Higher Education Commons, and the History Commons Recommended Citation General Alumni Association, University of Maine, "Maine Alumnus, Volume 5, Number 8, June 1924" (1924). University of Maine Alumni Magazines. 55. https://digitalcommons.library.umaine.edu/alumni_magazines/55 This publication is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in University of Maine Alumni Magazines by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Member of the Alumni Magazines Associated Vol. 5, No. 8. JUNE, 1924 Twenty Cents the Copy Commencement Number HEADQUARTERS TENTH REUNION The 1914 at Its Tenth Reunion r Entered as second-class matter October 1, 1921, at the post office at Augusta, Maine, under the act of March 3, 1879 Application for transfer of entry as second-class matter from the Augusta, Maine, post office to the Bangor, Maine, post office on file. 102 THE MAINE ALUMNUS June, 1924 E, the undersigned business houses in the vicinity of the University of Maine, wishing to help the General Alumni Association to successfully close its campaign for $500,000 to erect a Gymnasium-Armory Memorial to the 47 W U. of M. men who gave their lives in the World War— hereby record our support and belief in this Campaign by contributing the advertsing space below, thus enabling T he Maine A lumnus, the official publication, to continue as a vital force in winding up the Memorial Campaign. CHANDLER & CO. JAMES I. PA RK R. I. MYER Good Furniture Our Grocer Meats, Fish and Fancy Floor Coverings Groceries Window Hangings 22 Main St., Orono B a n g o r * Mill Street Orono FOR DAN T. SULLIVAN Office Supplies and Dillingham’s ANYTHING IN MUSIC Equipment Booksellers, Stationers GO TO THE * and Bookbinders A n d r e w s M u s ic H o u s e Co. BANGOR, MAINE Bangor, : : : : Maine BANGOR, ME. * The best of everything men wear; W. A. MOSHER C O . Quality you never have to worry about. * Hardware— Furniture GOLDSMITH BENOIT-MUTTY CO., O r o n o , M a i n e * 191 Exchange St., Bangor THE ALUMNUS CORINTH APPLE From the Press of PRODUCTS CO. Old Town MANUFACTURERS OF FURBUSH Trust Company " Cap Brand " C o PU R E CID ER Savings Department VINEGAR Checking Accounts In Glass and in Wood 108 EXCHANGE STREET ■ R. T. Coffey, '14, High Grade Bonds Treasurer and Manager Bought and Sold Our Success Has Been Attained by Excellent Work and Made in Maine by Maine Men Prompt Service from Maine Apples Old Town Trust Company Bacon Printing Co. Haynes & ChalmersCO. ORONO, MAINE Dependable Printers Wish every alumnus 2 2 State Street, Bangor, Me success We also make RUBBER STAMPS BANGOR, MAINE 4 THE MAINE ALUMNUS 103 A State-Wide System of Higher Education By Dr. C. C. Little The plan to be described has as its the mind of the pupil is the sole as at present as an end product.) aim the building of a State Wide vehicle in which the intellectual bene V. Classification, reasoning, and System of Higher Education centered fits of a college education will be judgment follow next and are only in in and directed from the State Uni carried, is it not worth studying? frequently and then partially attained versity. VI. The present system is built in at present. By “higher" is meant a type of or order to prevent trouble by individuals VI. Imagination, or creative ability, ganization of educational work which and to produce standardization. The may be recognized early and should involves not only the ordinarily recog result is that we find so perfect an be cherished, kept alive and developed nized phases of higher education such organization of material that the wherever possible. as more specialized instructors and qualities of individual responsibility Education should consist in the curricula, but a point of view; a and initiative on the part of the study of the abilities of individuals system which involves emphasizing an student have largely been replaced by and in training them to bring out the intensive and extensive knowledge of a desire to utilize the system and to ability which the study reveals. Too the individual to be educated as more fulfill minimum requirements with a much attention is, at present, paid to important than the present interest in minimum of effort. the “putting in” rather than to the organizing and classifying subject VII. The departments or colleges “bring out.” matter in its various grades. of education are chiefly concerned The above have been generalizations based on the present system of higher In the present plan the statement is with offering instruction in the divided into two parts: mechanical phases of teaching. education. We may now take up the function of a State in these matters. (a) The aim and general nature of Thus in five representative institu the plan. tions, Alabama, Arizona, California, Opportunities of a State in Higher (b) Proposed steps towards its es Harvard and Illinois, out of a total Education tablishment. of 276 hours on educational subjects, (a) General Consideration. There will be no point in advancing 225 or 81.5% are on subject matter, The state university has certain the latter unless the former meets history, and administration. None of very valuable assets to utilize in real with approval and our attention will these institutions have apparently in izing this change in viewpoint toward therefore first be focussed on the aim mind a constructive program built on a foundation on permanent biological and nature of the plan. the nature of the individuals to be truths. Weaknesses of Present System educated. In every case the desire I. It is non-partisan— constitution In order to understand exactly what seems rather to be to cover in detail al and legal safeguards exist to pre is involved it will be desirable briefly all present and past methods of in vent the assumption of a non-liberal to indicate what seem to be the weak struction. educational policy. links in the present chain of processes VIII. A t present, “ higher" educa II. It has a greater number of known as higher education. tion, as compared with “lower" grades potential candidates for admission to (a) In handling of personnel. of education, does not involve any draw from than most endowed institu I. The college makes no effort to qualitatively different steps such as tions because it has a right to hunt collect information concerning the in the development of the desire for, or for good material anywhere among dividual aptitudes and weaknesses of of the power for thinking and making the youth of the state. its potential students until they pre sound judgment. It simply offers III. It has, as a state institution, sent themselves for admission. greater diversity of subjects, more re the chance for close co-operation with II. The candidate is usually given quired units, hours, courses, or credits, the public schools, both primary and no examination or interview by the more specialized teachers, and more secondary, throughout the state. This college to determine his motives, char detailed and difficult “ requirements" last named fact is of immense im acter, and maturity. than do the “ lower” stages of educa portance. (See practical suggestions III. In college little is done to give tion. To be truly “ higher" a qualita as to working out of plan.) the exceptionally brilliant student op tive difference must be established and IV. It also has certain responsibil portunity for advancing at a pace maintained. ities— chief among which is the train superior to that of the average of his Suggested Foundation for Reform ing of school superintendents and class. The outstanding weakness in our secondary school teachers. This is IV. In college practically nothing is departments or schools of education, true because done to administer discipline on the in our research in education, in our (a) The state university is non basis of failure to live up to one's teacher training, and in our college partisan and non-sectarian. Teachers capacity for work, i. e., an A or B curricula, is that we have not studied should be trained in such an institu man is not disciplined or ever repri the permanent elements in the situa tion. manded for doing C or D work; a D tion. Systems of Education, as at (b) Teachers should be loyal to the man is not rewarded or recognized for present conceived, change as times state. They can best acquire this loyal doing B or C work. and places, resources and personnel ty at one of its institutions. This is The direct cause of the four matters vary, but certain fundamental biolog of especial importance in a time of mentioned above is to be found in the ical facts are inherent in the human social unrest such as the present. fact that the efforts of colleges are material to be educated— and do not (c) Teachers so trained will, as the being, and for some time past have change. result of their own training, be more chiefly been directed towards the It is upon and around these that we apt to know the secondary educational acquisition of information concerning should build the new system. Some system of the state by first hand ex the nature of the students to be edu of the more important of these facts perience than would teachers from cated.

Load more