注：机翻，未校。
From 1871 to 2021: A Short History of Education in the United States
December 8, 2021
By Wendy A. Paterson
In 1600s and 1700s America, prior to the first and second Industrial Revolutions, educational opportunity varied widely depending on region, race, gender, and social class.
在 1600 年代和 1700 年代的美国，在第一次和第二次工业革命之前，教育机会因地区、种族、性别和社会阶层而异。
Photo: Staff of the Record student newspaper,1913.
Public education, common in New England, was class-based, and the working class received few benefits, if any. Instructional styles and the nature of the curriculum were locally determined. Teachers themselves were expected to be models of strict moral behavior.
在新英格兰常见的公共教育是以阶级为基础的，工人阶级几乎没有得到任何好处，如果有的话。教学风格和课程性质由当地确定。教师本身被期望成为严格道德行为的榜样。
By the mid-1800s, most states had accepted three basic assumptions governing public education: that schools should be free and supported by taxes, that teachers should be trained, and that children should be required to attend school.
到 1800 年代中期，大多数州都接受了管理公共教育的三个基本假设：学校应该是免费的并由税收支持，教师应该接受培训，并且应该要求儿童上学。
The term “normal school” is based on the French école normale, a sixteenth-century model school with model classrooms where model teaching practices were taught to teacher candidates. In the United States, normal schools were developed and built primarily to train elementary-level teachers for the public schools.
“师范学校”一词基于法国师范学校，这是一所 16 世纪的模范学校，设有模范教室，向教师候选人教授模范教学实践。在美国，师范学校的开发和建造主要是为了培训公立学校的小学教师。
The Normal School
The term “normal school” is based on the French école normale, a sixteenth-century model school with model classrooms where model teaching practices were taught to teacher candidates. This was a laboratory school where children on both the primary or secondary levels were taught, and where their teachers, and the instructors of those teachers, learned together in the same building. This model was employed from the inception of the Buffalo Normal School, where the “School of Practice” inhabited the first floors of the teacher preparation academy. In testament to its effectiveness, the Campus School continued in the same tradition after the college was incorporated and relocated on the Elmwood campus.
师范学校 “师范学校”一词基于法国师范学校，这是一所 16 世纪的模范学校，设有模范教室，向教师候选人教授模范教学实践。这是一所实验学校，小学或中学的孩子都在这里接受教育，他们的老师和这些老师的教员在同一栋楼里一起学习。这种模式从布法罗师范学校成立之初就采用，其中“实践学校”位于教师准备学院的一楼。为了证明其有效性，校园学校在学院合并并搬迁到埃尔姆伍德校区后继续保持相同的传统。
Earlier normal schools were reserved for men in Europe for many years, as men were thought to have greater intellectual capacity for scholarship than women. This changed (fortunately) during the nineteenth century, when women were more successful as private tutors than were men.
在欧洲，早期的师范学校多年来一直为男性保留，因为人们认为男性比女性具有更大的学术智力。这种情况在19世纪发生了变化，当时女性在担任私人教师方面比男性更成功。
In the late nineteenth and early twentieth centuries, newly industrialized European economies needed a reliable, reproducible, and uniform work force. The preparation of teachers to accomplish this goal became ever more important. The process of instilling in future citizens the norms of moral behavior led to the creation of the first uniform, formalized national educational curriculum. Thus, “normal” schools were tasked with developing this new curriculum and the techniques through which teachers would communicate and model these ideas, behaviors, and values for students who, it was hoped, through formal education, might desire and seek a better quality of life.
在19世纪末和20世纪初，新兴工业化的欧洲经济体需要一支可靠、可复制和统一的劳动力。为实现这一目标，教师的准备工作变得愈发重要。向未来公民灌输道德行为规范的过程导致了第一个统一的、正式的国家教育课程的创建。因此，“普通”学校的任务是开发这种新课程和教师的技术，通过这些技术，教师将向学生传达和塑造这些思想、行为和价值观，这些学生希望通过正规教育，可能渴望并寻求更好的生活质量。
In the United States, normal schools were developed and built primarily to train elementary-level teachers for the public schools. In 1823, Reverend Samuel Read Hall founded the first private normal school in the United States, the Columbian School in Concord, Vermont. The first public normal school in the United States was founded shortly thereafter in 1839 in Lexington, Massachusetts. Both public and private “normals” initially offered a two-year course beyond the secondary level, but by the twentieth century, teacher-training programs required a minimum of four years. By the 1930s most normal schools had become “teachers colleges,” and by the 1950s they had evolved into distinct academic departments or schools of education within universities.
在美国，师范学校的开发和建造主要是为了培训公立学校的小学教师。1823年，塞缪尔·里德·霍尔牧师在佛蒙特州康科德创立了美国第一所私立师范学校——哥伦比亚学校。此后不久，美国第一所公立师范学校于 1839 年在马萨诸塞州列克星敦成立。公立和私立“师范”最初都提供中等教育以外的两年制课程，但到了二十世纪，教师培训计划至少需要四年。到 1930 年代，大多数师范学校已成为“师范学院”，到 1950 年代，它们已演变为大学内独特的学术部门或教育学院。
The Buffalo Normal School
Buffalo State was founded in 1871 as the Buffalo Normal School. It changed its name more often than it changed its building. It has been called the State Normal and Training School (1888–1927), the State Teachers College at Buffalo (1928–1946), the New York State College for Teachers at Buffalo (1946–1950), SUNY, New York State College for Teachers (1950–1951), the State University College for Teachers at Buffalo (1951–1959), the State University College of Education at Buffalo (1960–1961), and finally the State University College at Buffalo in 1962, or as we know it more succinctly, SUNY Buffalo State College.
布法罗师范学校 布法罗州立大学成立于 1871 年，前身为布法罗师范学校。它改名的次数比改动建筑物的次数还要多。它被称为州立师范和培训学校（1888-1927）、布法罗州立师范学院（1928-1946）、布法罗纽约州立教师学院（1946-1950）、纽约州立大学、纽约州立教师学院（1950-1951）、布法罗州立大学教师学院（1951-1959）、布法罗州立大学教育学院（1960-1961）， 最后是 1962 年的布法罗州立大学学院，或者我们更简洁地知道，纽约州立大学布法罗州立大学。
As early as the 1800s, visionary teachers explored teaching people with disabilities. Thomas Galludet developed a method to educate the deaf and hearing impaired. Dr. Samuel Howe focused on teaching the visually impaired, creating books with large, raised letters to assist people with sight impairments to “read” with their fingers.
早在 1800 年代，有远见的教师就探索过教残疾人。托马斯·加卢德特（Thomas Galludet）开发了一种教育聋人和听力障碍者的方法。塞缪尔·豪（Samuel Howe）博士专注于教授视力障碍者，创作了带有大而凸起字母的书籍，以帮助视力障碍者用手指“阅读”。
What Goes Around, Comes Around: What Is Good Teaching?
Throughout most of post-Renaissance history, teachers were most often male scholars or clergymen who were the elite literates who had no formal training in “how” to teach the content in which they were most well-versed. Many accepted the tenet that “teachers were born, not made.” It was not until “pedagogy,” the “art and science of teaching,” attained a theoretical respectability that the training of educated individuals in the science of teaching was considered important.
什么在发生，在什么地方发生：什么是好的教导？ 在文艺复兴后历史的大部分时间里，教师通常是男性学者或神职人员，他们是精英识字者，他们没有接受过“如何”教授他们最精通的内容的正式培训。许多人接受了“教师是天生的，而不是后天培养的”的信条。直到“教育学”，即“教学的艺术和科学”在理论上受到尊重，才被认为对受过教育的个人进行教学科学的培训很重要。
While scholars of other natural and social sciences still debate the scholarship behind the “science” of teaching, even those who accept pedagogy as a science admit that there is reason to support one theory that people can be “born” with the predisposition to be a good teacher. Even today, while teacher education programs are held accountable by accreditors for “what” they teach teachers, the “dispositions of teaching” are widely debated, yet considered essential to assess the suitability of a teacher candidate to the complexities of the profession. Since the nineteenth century, however, pedagogy has attempted to define the minimal characteristics needed to qualify a person as a teacher. These have remained fairly constant as the bases for educator preparation programs across the country: knowledge of subject matter, knowledge of teaching methods, and practical experience in applying both are still the norm. The establishment of the “norms” of pedagogy and curriculum, hence the original name of “normal school” for teacher training institutions, recognized the social benefit and moral value of ensuring a quality education for all.
虽然其他自然科学和社会科学的学者仍在争论教学“科学”背后的学术性，但即使是那些接受教育学作为一门科学的人也承认，有理由支持一种理论，即人们可以“生来”具有成为好教师的倾向。即使在今天，虽然教师教育计划被认证机构要求对教师“教什么”负责，但“教学倾向”受到广泛争议，但被认为对于评估教师候选人是否适合该职业的复杂性至关重要。然而，自19世纪以来，教育学一直试图定义一个人有资格成为教师所需的最低限度的特征。作为全国教育工作者准备计划的基础，这些保持相当稳定：主题知识、教学方法知识和应用两者的实践经验仍然是常态。建立了教学法和课程的“规范”，因此对师资培训机构来说，原名“师范学校”，承认了确保全民优质教育的社会效益和道德价值。
As with so many innovations and trends that swept the post-industrial world in the twentieth century, education, too, has experienced many changes. The names of the great educational theorists and reformers of the Progressive Era in education are known to all who know even a little about teaching and learning: Jean Piaget, Benjamin Bloom, Maria Montessori, Horace Mann, and John Dewey to name only a few.
与二十世纪席卷后工业世界的众多创新和趋势一样，教育也经历了许多变化。进步时代伟大的教育理论家和教育改革者的名字，即使是对教学和学习有一点了解的人都知道：让·皮亚杰、本杰明·布鲁姆、玛丽亚·蒙台梭利、霍勒斯·曼和约翰·杜威等等。
As early as the 1800s, visionary teachers explored teaching people with disabilities. Thomas Galludet developed a method to educate the deaf and hearing impaired. He opened the Hartford School for the Deaf in Connecticut in 1817. Dr. Samuel Howe focused on teaching the visually impaired, creating books with large, raised letters to assist people with sight impairments to “read” with their fingers. Howe led the Perkins Institute, a school for the blind, in Boston. Such schools were usually boarding schools for students with disabilities. There are still residential schools such as St. Mary’s School for the Deaf in Buffalo, but as pedagogy for all children moved into the twentieth century, inclusive practice where children with disabilities were educated in classrooms with non-disabled peers yielded excellent results. This is the predominant pedagogy taught by our Exceptional Education faculty today.
早在 1800 年代，有远见的教师就探索过教残疾人。托马斯·加卢德特（Thomas Galludet）开发了一种教育聋人和听力障碍者的方法。他于 1817 年在康涅狄格州开设了哈特福德聋人学校。塞缪尔·豪（Samuel Howe）博士专注于教授视力障碍者，创作了带有大而凸起字母的书籍，以帮助视力障碍者用手指“阅读”。豪领导了波士顿的一所盲人学校珀金斯研究所。这些学校通常是残疾学生的寄宿学校。仍然有寄宿学校，如布法罗的圣玛丽聋人学校，但随着所有儿童的教学法进入20世纪，残疾儿童在与非残疾同龄人一起上课的课堂上接受教育的包容性实践产生了出色的效果。这是我们特殊教育学院今天教授的主要教学法。
As the reform movements in education throughout the twentieth century introduced ideas of equality, child-centered learning, assessment of learner achievement as a measure of good teaching, and other revolutionary ideas such as inquiry-based practice, educating the whole person, and assuring educational opportunities for all persons, so did the greater emphasis on preparing teachers to serve the children of the public, not just those of the elite.
随着整个20世纪的教育改革运动引入了平等、以儿童为中心的学习、评估学习者成绩作为良好教学的衡量标准，以及其他革命性的思想，如基于探究的实践、全人教育、确保所有人的教育机会，因此更加强调培养教师为公众的孩子服务， 不仅仅是精英阶层。
This abridged version of events that affected teacher education throughout the twentieth century mirrors the incredible history of the country from WWI’s post-industrial explosion to the turbulent 1960s, when the civil rights movement and the women’s rights movement dominated the political scene and schools became the proving ground for integration and Title IX enforcement of equality of opportunity. Segregation in schools went to the Supreme Court in 1954 with Brown vs. Board of Education. Following this monumental decision, schools began the slow process of desegregating schools, a process that, sadly, is still not yet achieved.
这种影响整个 20 世纪教师教育的事件的删节版本反映了该国从第一次世界大战的后工业爆炸到动荡的 1960 年代令人难以置信的历史，当时民权运动和女权运动主导了政治舞台，学校成为融合和第九条执行机会平等的试验场。1954 年，学校中的种族隔离在布朗诉教育委员会案中进入最高法院。在做出这一具有里程碑意义的决定之后，学校开始了缓慢的取消学校种族隔离的进程，可悲的是，这一进程至今仍未实现。
As schools became more and more essential to the post-industrial economy and the promotion of human rights for all, teaching became more and more regulated. By the end of the twentieth century, licensing requirements had stiffened considerably in public education, and salary and advancement often depended on the earning of advanced degrees and professional development in school-based settings.
随着学校对后工业经济和促进所有人的人权越来越重要，教学变得越来越规范。到20世纪末，公共教育的许可要求已大大严格，工资和晋升往往取决于获得高级学位和在学校环境中的专业发展。
In the second half of the twentieth century, the Sputnik generation’s worship of science gave rise to similarities in terminology between the preparation of teachers and the preparation of doctors. “Lab schools” and quantitative research using experimental and quasi-experimental designs to test reading and math programs and other curricular innovations were reminiscent of the experimental designs used in medical research. Student teaching was considered an “internship,” akin to the stages of practice doctors followed. Such terminology and parallels to medicine, however, fell out of vogue with a general disenchantment with science and positivism in the latter decades of the twentieth century. Interestingly, these parallels have resurfaced today as we refer to our model of educating teachers in “clinically rich settings.” We have even returned to “residency” programs, where teacher candidates are prepared entirely in the schools where they will eventually teach.
在二十世纪下半叶，人造卫星一代对科学的崇拜导致了教师的培养和医生的培养之间的术语相似。“实验学校”和定量研究，使用实验和准实验设计来测试阅读和数学课程以及其他课程创新，让人想起医学研究中使用的实验设计。学生教学被认为是一种“实习”，类似于医生所遵循的实践阶段。然而，在二十世纪后期的几十年里，随着人们对科学和实证主义的普遍失望，这种术语和与医学的相似之处已经不再流行。 有趣的是，这些相似之处今天重新浮出水面，因为我们指的是在“临床丰富的环境中”教育教师的模式。我们甚至回到了“住院医师”计划，在这种计划中，教师候选人完全在他们最终将任教的学校中做好准备。
As schools became more and more essential to the post-industrial economy and the promotion of human rights for all, teaching became more and more regulated. By the end of the twentieth century, licensing requirements had stiffened considerably in public education, and salary and advancement often depended on the earning of advanced degrees and professional development in school-based settings. Even today, all programs in colleges and universities that prepare teachers must follow extensive and detailed guidelines established by the New York State Education Department that determine what must be included in such programs. Additions such as teaching to students with disabilities and teaching to English language learners are requirements that reflect the changing needs of classrooms.
随着学校对后工业经济和促进所有人的人权越来越重要，教学变得越来越规范。到20世纪末，公共教育的许可要求已大大严格，工资和晋升往往取决于获得高级学位和在学校环境中的专业发展。即使在今天，学院和大学中所有为教师提供培训的课程都必须遵循纽约州教育部制定的广泛而详细的指导方针，这些指导方针确定了此类课程必须包含哪些内容。诸如向残疾学生进行教学和向英语学习者进行教学等附加内容是反映课堂不断变化的需求的要求。
As the world changed, so did the preparation of teachers. The assimilation of the normal school into colleges and universities marked the evolution of teaching as a profession, a steady recognition over the last 150 years that has allowed the teacher as scientist to explore how teaching and learning work in tandem and to suggest that pedagogy is dynamic and interactive with sociopolitical forces and that schools play a critical role in the democratic promotion of social justice.
随着世界的变化，教师的准备工作也发生了变化。师范学校被学院和大学同化标志着教学作为一种职业的演变，在过去150年中，这种稳步的认识使教师作为科学家能够探索教学和学习如何协同工作，并表明教学法是动态的，与社会政治力量互动，学校在民主促进社会正义方面发挥着关键作用。
Campus Schools and Alternative Classroom Organization
During the ’60s and ’70s, new concepts of schooling such as multigrade classrooms and open-concept spaces, where students followed their own curiosity through project-based learning, were played out right here at Buffalo State in what was then the College Learning Lab (Campus School). Campus School shared many of the college’s resources and served as the clinical site for the preparation of teachers. School administration and teachers held joint appointments at the college and in the lab. Classrooms were visible through one-way glass, where teacher candidates could observe and review what they saw with the lab school teacher afterward. Participation in these classrooms was a requirement during the junior year. (I myself did my junior participation in a 5/6 open class there.)
校园学校和替代课堂组织 在 60 年代和 70 年代，新的学校教育概念，如多年级教室和开放式空间，学生通过基于项目的学习来追随自己的好奇心，就在布法罗州立大学，当时的大学学习实验室（校园学校）。Campus School共享了学院的许多资源，并作为教师培训的临床站点。学校行政部门和教师在学院和实验室共同任职。教室可以通过单向玻璃看到，教师候选人可以在之后与实验学校老师一起观察和回顾他们所看到的内容。在大三期间，必须参加这些课堂。（我自己在那里参加了一个 5/6 的公开课。
However, as the SUNY colleges became less and less supported by New York State budgetary allocations, the Campus School was soon too expensive to staff and to maintain. The baby boom was over, and the population was shrinking. Job opportunities for the graduates of Buffalo State were rare. A 10-year cycle of teacher shortage and teacher over-supply continues to be a trend.
然而，随着纽约州立大学的学院越来越少地得到纽约州预算拨款的支持，校园学校很快就变得过于昂贵，无法配备人员和维护。婴儿潮结束了，人口正在萎缩。布法罗州立大学毕业生的工作机会很少见。教师短缺和教师供过于求的10年周期继续成为一种趋势。
Standards and Norms
In the 1980s, education in America once again turned to “norming,” but now the norms were not measuring one child against others; rather, each child was assessed as he or she approached the “national standards” that theoretically defined the knowledge and skills necessary for all to achieve.
标准和规范 在1980年代，美国的教育再次转向“规范”，但现在的规范不是衡量一个孩子与其他孩子;相反，每个儿童在接近“国家标准”时都接受了评估，这些标准在理论上定义了所有人必须达到的知识和技能。
Fearing America’s loss of stature as the technologically superior leader of the free world, A Nation at Risk, published in 1983, cast a dark shadow over teaching and schools for many years to come until its premises were largely disrupted. During the time after this report, however, being a teacher was not a popular career choice, and teaching as a profession was called into question.
1983年出版的《处于危险中的国家》（A Nation at Risk）一书担心美国会失去作为自由世界技术领先领导者的地位，在接下来的许多年里，它给教学和学校蒙上了一层阴影，直到其场所在很大程度上被破坏。然而，在本报告之后的一段时间里，教师并不是一个受欢迎的职业选择，教学作为一种职业受到质疑。
By 1998, almost every state had defined or implemented academic standards for math and reading. Principals and teachers were judged; students were promoted or retained, and legislation was passed so that high school students would graduate or be denied a diploma based on whether or not they had met the standards, usually as measured by a criterion-referenced test.
到1998年，几乎每个州都定义或实施了数学和阅读的学术标准。对校长和教师进行了评判;学生得到提升或留用，并通过了立法，以便高中生毕业或根据他们是否达到标准被拒绝获得文凭，这些标准通常是通过标准参考测试来衡量的。
In the 1980s, education in America once again turned to “norming,” but now the norms were not measuring one child against others; rather, each child was assessed as he or she approached the “national standards” that theoretically defined the knowledge and skills necessary for all to achieve.
在1980年代，美国的教育再次转向“规范”，但现在的规范不是衡量一个孩子与其他孩子;相反，每个儿童在接近“国家标准”时都接受了评估，这些标准在理论上定义了所有人必须达到的知识和技能。
The pressure to teach to a standards-based curriculum, to test all students in an effort to ensure equal education for all, led to some famous named policies of presidents and secretaries of education in the later twentieth century. National panels and political pundits returned to the roots of the “normal school” movement, urging colleges of teacher education to acquaint teacher candidates with the national educational standards known as Goals 2000. The George H. W. Bush administration kicked off an education summit with the purpose of “righting the ship” since the shock of A Nation at Risk. Standards-based curriculum became a “teacher proof” system of ensuring that all children—no matter what their socioeconomic privilege—would be taught the same material. This “curriculum first” focus for school planning persisted through the Clinton administration with the Elementary and Secondary Education Act (ESEA), the George W. Bush administration with No Child Left Behind, and the Obama administration with Every Student Succeeds Act (ESSA) and the accompanying federal funding called Race to the Top. Such packaged standards-based curriculum movements once again turned the public eye to a need to conform, achieve, and compete.
为了确保所有人的平等教育，要求按照基于标准的课程进行教学，对所有学生进行测试的压力，导致了二十世纪后期一些著名的教育总统和部长政策。国家小组和政治专家回到了“师范学校”运动的根源，敦促师范教育学院让教师候选人熟悉被称为“2000年目标”的国家教育标准。乔治·H·W·布什（George H. W. Bush）政府启动了一场教育峰会，其目的是自《一个处于危险中的国家》震惊以来“纠正错误”。 基于标准的课程成为一种“教师证明”系统，确保所有儿童——无论他们的社会经济特权如何——都能得到相同的教材。 这种“课程优先”的学校规划重点在克林顿政府的《中小学教育法》（ESEA）、乔治·W·布什政府的《不让一个孩子掉队》、奧巴馬政府的《每个学生成功法案》（ESSA）以及随之而来的联邦资金“争先恐后”的联邦资金中持续存在。 这种以标准为基础的一揽子课程运动再次将公众的视线转向了遵守、实现和竞争的需求。
For teachers, the most important development from this pressure to teach to the standards was the controversial Common Core, a nationalized curriculum based on standards of education that were designed to give all students common experiences within a carefully constructed framework that would transcend race, gender, economics, region, and aptitude. So focused were the materials published on the Common Core that schools began to issue scripted materials to their teachers to ensure the same language was used in every classroom. Teacher autonomy was suppressed, and time for language arts and mathematics began to eclipse the study of science, social studies, art, music.
对于教师来说，从这种按照标准进行教学的压力中，最重要的发展是有争议的共同核心，这是一种基于教育标准的国有化课程，旨在在一个精心构建的框架内为所有学生提供共同的体验，该框架将超越种族、性别、经济、地区和能力。在共同核心上发布的材料如此集中，以至于学校开始向教师分发脚本材料，以确保每个教室都使用相同的语言。教师的自主权被压制，语言艺术和数学的时间开始使科学、社会研究、艺术、音乐的研究黯然失色。
Now What?
That takes us almost to today’s schools, where teachers are still accountable for helping student achieve the Common Core standards or more currently the National Standards. Enter the COVID pandemic. Full stop.
现在怎么办？ 这几乎把我们带到了今天的学校，在这些学校里，教师仍然负责帮助学生达到共同核心标准，或者更多的是目前的国家标准。进入 COVID 大流行。句点。
Curriculum, testing, conformity, and standards are out the window. The American parent can now “see into” the classroom and the teacher can likewise “see into” the American home. Two-dimensional, computer-assisted instruction replaced the dynamic interactive classroom where learning is socially constructed and facilitated by teachers who are skilled at classroom management, social-emotional learning, and project-based group work. Teacher candidates must now rely on their status as digital natives to engage and even entertain their students who now come to them as a collective of individuals framed on a computer screen rather than in a classroom of active bodies who engage with each other in myriad ways. Last year’s pedagogical challenges involved mastery of the 20-minute attention span, the teacher as entertainer added to the teacher as facilitator. Many of our teacher candidates learned more about themselves than they did about their students. Yet, predominately, stories of creativity, extraordinary uses of technology, and old-fashioned persistence and ingenuity were the new “norm” for the old Buffalo State Normal School.
课程、测试、一致性和标准都已过时。美国家长现在可以“看到”教室，老师也可以“看到”美国的家庭。二维计算机辅助教学取代了动态互动课堂，在这种课堂中，学习是由熟练掌握课堂管理、社会情感学习和基于项目的小组工作的教师在社会上构建和促进的。教师候选人现在必须依靠他们作为数字原住民的身份来吸引甚至娱乐他们的学生，这些学生现在作为一个被框在计算机屏幕上的个人集体来到他们面前，而不是在一个以各种方式相互交流的活跃身体的教室里。去年的教学挑战涉及掌握20分钟的注意力跨度，教师作为艺人，加上教师作为促进者。我们的许多教师候选人对自己的了解比对学生的了解要多。然而，最重要的是，创造力的故事、对技术的非凡使用以及老式的毅力和独创性是旧布法罗州立师范学校的新“规范”。
There has been nothing “normal” about these last two years as the world learns to cope with a silent enemy. There will be no post-war recovery, no post-industrial reforms, no equity of opportunity in schools around the world. But there will be teaching. And there will be learning. And the Buffalo State Normal School will continue to prepare the highest quality practitioners whose bags of tricks grow ever-more flexible, driven by a world where all that is known doubles in just a few days. Pedagogy is still a science. Teaching is a science, but it is also a craft practiced by master craftsmen and women and learned by apprentices.
在过去的两年里，没有什么“正常”的事情，因为世界正在学会应对一个无声的敌人。不会有战后的复苏，不会有后工业化的改革，不会有世界各地的学校机会平等。但是会有教导。并且会有学习。布法罗州立师范学校将继续培养最高质量的从业者，他们的技巧变得越来越灵活，在一个世界上，所有已知的东西在短短几天内就翻了一番。教育学仍然是一门科学。教学是一门科学，但它也是工匠大师们实践并由学徒学习的手艺。
Teaching has been called the noblest profession. From our earliest roots as the Buffalo Normal School to the current challenges of post-COVID America, we have never changed our dedication to that conviction.
教学被称为最崇高的职业。从我们最早的布法罗师范学校到后 COVID 美国当前的挑战，我们从未改变对这一信念的奉献精神。
Ultimately, however, as even the earliest teacher educators knew, the art of teaching is that ephemeral quality that we cannot teach, but which we know when we see it at work, that makes the great teacher excel far beyond the competent teacher.
然而，归根结底，正如最早的教师教育者所知道的那样，教学的艺术是一种我们无法教导的短暂品质，但当我们在工作时看到它时，我们就知道这种品质，它使伟大的教师远远超过称职的教师。
Teaching has been called the noblest profession. From our earliest roots as the Buffalo Normal School to the current challenges of post-COVID America, we have never changed our dedication to that conviction. We are still doing what the words of Nobel laureate Malala Yousafzai encourage us to do: “One child, one teacher, one book, one pen can change the world.” That was and always will be the mission of Buffalo State, “the Teachers College.”
教学被称为最崇高的职业。从我们最早的布法罗师范学校到后 COVID 美国当前的挑战，我们从未改变对这一信念的奉献精神。我们仍然在做诺贝尔奖获得者马拉拉·优素福扎伊（Malala Yousafzai）鼓励我们做的事情：“一个孩子，一个老师，一本书，一支笔可以改变世界。这曾经是并将永远是布法罗州立大学“师范学院”的使命。
This article was contributed as part of a guest author series observing the 150th anniversary celebration of Buffalo State College. Campus authors who are interested in submitting articles or story ideas pertaining to the sesquicentennial are encouraged to contact the editor.
本文是作为纪念布法罗州立大学 150 周年庆典的客座作者系列的一部分提供的。我们鼓励有兴趣提交与百年纪念有关的文章或故事创意的校园作者与编辑联系。
Wendy Paterson, ’75, ’76, Ph.D., dean of the School of Education, is an internationally recognized scholar in the areas of early literacy and reading, developmental and educational technology, and single parenting. She received the SUNY Chancellor’s Award for Excellence in Professional Service in 1996.
温迪·帕特森（Wendy Paterson），75岁，76岁，博士，教育学院院长，是早期识字和阅读，发展和教育技术以及单亲家庭领域的国际公认的学者。她于 1996 年获得纽约州立大学校长专业服务卓越奖。
References: 引用：
https://courses.lumenlearning.com/teachereducationx92x1/chapter/education-reforms/
https://wikipedia.org/wiki/Normal_school
https://britannica.com/topic/normal-school
https://files.eric.ed.gov/fulltext/EJ1216495.pdf
https://www.newworldencyclopedia.org/entry/Normal_school
http://reformmovements1800s.weebly.com/education.html
http://www.leaderinme.org/blog/history-of-education-the-united-states-in-a-nutshell/
via:
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From 1871 to 2021: A Short History of Education in the United States | News | SUNY Buffalo State University
https://suny.buffalostate.edu/news/1871-2021-short-history-education-united-states
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