REPORT
OF THE
SUPERINTENDENT
OF
PUBLIC INSTRUCTION
(Henry C. Morrison)
BEING THE
FIFTY-SIXTH REPORT UPON THE PUBLIC
SCHOOLS OF NEW HAMPSHIRE
___________________
CONCORD.
1910.
(P. 376-7)
CHAPTER V.
THE STATE NORMAL SCHOOLS.
PLYMOUTH
Involved in the primary purpose of the school, which is the training of teachers, are three functions, each of which is an important matter. They are, (a) the academic or theoretic side of the training process, sometimes loosely thought of as normal school proper; (b) the model or practice schools, which are not only a part of the training process of the institution, but are also a large part of the elementary school system of Plymouth, and as such of importance in themselves; and (c) the housing, boarding and care of the students of the normal school, an undertaking vitally related to the well-being both of the institution and of the students, and a business undertaking of considerable proportions.
Normal instruction. The academic side of instruction centers around courses in psychology, general pedagogy, school management, history of education - with other courses in special method as applied to the teaching of the various classroom subjects.
The theory under which these courses are given is the personal development of the prospective teacher within the range of her calling…..
Model or practice schools. The trustees are under contract with the school district of Plymouth to furnish instruction in these schools capable of preparing the pupils for a first-class standard high school. They are allowed by the terms of the contract to use the schools for a specified portion of the normal school course of study as training or practice schools….
(P. 379)
Dormitory and board. The students in attendance are roomed in a three-story dormitory, in a rented dwelling-house converted into a dormitory, and to some extent in private dwellings. All are furnished board in the main dining-hall of the dormitory….
(P. 380)
Discipline and general spirit of the school. The discipline of the normal school is excellent, both in method and in results. The general spirit of the school is wholesome. The whole tendency of the academic side of the school puts a premium upon healthful and interested study.
(P. 381)
KEENE
The Keene normal school is but one year old and has not as yet become completely organized. It is, therefore, impossible to report upon results.
The school has no dormitory problem as yet. Its model and practice school side is potentially much more extensive than that of Plymouth, since the management of the school under the terms of their contract may take over the entire elementary school system of the city. At this date the school is operating eight elementary schoolrooms. So far as can be judged from observations of the schools in operation, without the possibility of checking up results, they are doing efficient work.
I have seen nothing in the conduct of the normal school in any of its phases worthy of criticism in this report.
(P. 382)
TERMS OF ADMISSION
The terms of admission to the two schools are identical.
Graduates of first-class approved secondary schools are admitted to the regular courses without examination.
Graduates of these schools, or schools of equal standing, are admitted to a post-graduate course of one year.
Teachers of excellence are admitted to a teachers’ course of one year.
A special course of eight weeks is offered to college graduates.
A summer session of eight weeks is maintained at Plymouth. Attendance at each summer session counts one-quarter toward the completion of the teachers’ course.
TIMES OF COMMENCEMENT AND CLOSE OF SESSIONS
KEENE
1909-10
September 27, 1909. Opening of Fall Term.
December 16, 1909. Close of Fall Term.
January 3, 1910. Opening of Winter Term.
March 25, 1910. Close of Winter Term.
April 4, 1910. Opening of Spring Term.
June 23, 1910 Close of Spring Term
June 24-June 28. Commencement.
(P. 448)
RESOLUTIONS PASSED BY THE NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION ADOPTED AT THE FIFTY-SIXTH MEETING, 1909
A backward glance over the year shows us a period of unusual progress and one, at the same time, full of promise for the future. At many sessions of this Association the cry has been for more normal school facilities, and for an extension of the equalization laws. Through the combined efforts of our honored superintendent of public instruction, the school boards throughout the state and the state grange, we have a splendid extension of the application of the equalization laws, so framed that its enactment has doubled the number of certificated teachers in the state, and we also have a second normal school as a veritable fact.
The way in which the friends of education rallied to the support of educational measures at the last session of the general court gives promise of still greater progress in the future….
(P. 450)
RESOLUTIONS PASSED BY THE NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION ADOPTED AT THE FIFTY-SEVENTH MEETING, 1910
On looking back we find there is much to recall with pride the marked advancement in our rural schools, the successful start by another most excellent normal school, the increase of enrollment of pupils under supervision until 67 per cent, are now so enrolled and many things are as equally important. But we are most interested in the work to be accomplished.
Almost annually this Association has declared itself in favor of certification of teachers by the state and for an extension of the state equalization law. After a year’s experience under this law we are pleased with results and urge teachers by passing examinations and superintendents and school officials by employing normal graduates and certificated teachers to take advantage of this law to the effect that every town in the state may receive the maximum state aid to which it might be entitled….