REPORT
OF THE
SUPERINTENDENT
OF
PUBLIC INSTRUCTION
(Henry C. Morrison)
BEING THE
FIFTY-SEVENTH REPORT UPON THE PUBLIC
SCHOOLS OF NEW HAMPSHIRE
___________________
CONCORD.
1912.
(P. 151-2)
CHAPTER X.
THE CONDITION OF THE NORMAL SCHOOLS.
(Note: Where comments relate only to Plymouth, they have been omitted.)
In seeking to understand the working condition of a normal school, there are at least four prominent features of its work which must first be understood in detail. These are: the normal school proper, the model and practice department, the material equipment, and the financial administration.
The Normal School Proper.
… (In the past) individual freedom and general development were emphasized, and specific training in methods and school management minimized. This conception of the training process was common to both schools and a reversal of the process has taken place in the two schools simultaneously. The theory had come to break down in practice. Graduates were found to have acquired considerable general ability as teachers and after a time, under the oversight and instruction of a superintendent, acquired facility in schoolroom routine. They did not learn how to teach and how to handle a school.
A program has been prescribed by the trustees calculated to give specific and definite training for teaching in the elementary schools of this state. The state course of study is made the basis if instruction in methods and the same is made the course of study in the model and practice schools.
Thus, the students under training are made familiar from the outset with the line of work which they must carry out as teachers.
(P. 153)
It is further provided that each student before graduation must “make good” by teaching one-half of each school day for eighteen weeks in the practice schools, being responsible for the conduct of classrooms for that time….
The Model and Practice Schools.
It should be understood that the state has an obligation to the people of Plymouth and Keene in connection with these schools which ought to be observed to the utmost. The normal schools proper are the state’s own affair, but the school districts of Plymouth and Keene entrust their children to the agents of the state in order that the state may train teachers for service all over the state….
The model and practice schools, viewed simply as public schools, are in better condition to-day than at any time in recent years, - at least as far as the arts fundamental to all education are concerned.
(P. 154)
They will average well with the best class of schools of the state, but they cannot be said to be the best of their class.
(P. 155)
Buildings at Keene.
When the Hale and Thayer estates were taken over for the normal school at Keene, they were acquired by the state: the two mansion houses, a cottage, large greenhouse, and a large stable and carriage house.
The Hale house was remodeled to serve the purposes of a schoolhouse. The Thayer mansion house was devoted to the purpose of the principle’s residence. The cottage is rented to a member of the faculty. The greenhouse repaired and put in good condition does good service as a laboratory for the nature study work and elementary agriculture. The stable has been somewhat altered and made to do as a schoolhouse, for a part of the model and practice school system.
These buildings are all in suitable repair.
It is presumed that the general court, in making its appropriation of $10,000 for the establishment of the school, never intended that the institution should be left permanently without proper educational facilities.
The Hale house is totally inadequate for the purposes of a school building, but it will doubtless serve well permanently as a library or similar accessory.
(P. 156)
An appropriation for the erection of a school building was made by the last session of the general court but the bill was vetoed. This appropriation or a similar one, should be renewed and building operations commenced as soon as possible.
There is further urgently needed by the school provision for dormitory and boarding facilities. It is not wise for the students to room and board about the city. It hampers the school in an essential part of its work and many parents are unwilling to send their daughters to the school unless their home life can be supervised during their term of residence.
Financial.
The management of the income of the Plymouth school has, for some time, been growing lax and in some items extravagant…. The report of the (outside) accountants revealed a very untoward condition of the finances of the institution, involving entirely improper use of public money as well as numerous unauthorized expenditures extending over a period of years…. On July 16, 1911, the principal’s resignation was accepted.
(P. 157)
The Keene finances were meantime well conducted….
The system of accounting was brought up to date and made uniform at both schools. The principals were both required to submit to the board at each meeting their needs for the ensuing quarter, and no expenditures whatever were allowed except as previously authorized by the board….
The cost of teachers in the Keene model and practice schools is, in my judgment, somewhat excessive. With this comparatively unimportant exception, both schools now seem to be in a thoroughly healthy financial condition.
Terms of Admission and Graduation.
Students are admitted to the regular two-year course who are graduates of first-class secondary schools approved as such by this office, or of equivalent institutions.
Experienced teachers are admitted to a special course of one year. Beginning with the school year 1913-1914, all such persons must have had an experience of at least three years; this will be raised to four years for the year 1914-1915; to five years for the year 1915-1916; and thereafter the teachers’ course will be abolished.
(P. 158)
Students are admitted in September only.
Students who have fulfilled the requirements of the several courses are granted the diploma of the school.
Commencement and Close of Sessions
Keene
1910-1911. September 27. Opening of Fall Term.
December 16 End of Fall Term.
January 3. Opening of Winter Term.
March 25. End of Winter Term.
April 4. Opening of Spring Term.
June 23. Commencement.
1911-1912. September 19. Opening of First Term.
December 15 to January 2. Christmas Vacation.
February 13. Opening of Second Term..
April 2-16. Spring Vacation.
June 20. Commencement.
(P. 427)
RESOLUTIONS PASSED BY THE NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION AT THE FIFTY-NINTH ANNUAL MEETING, 1912
We, the members of the State Teachers’ Association of New Hampshire, at the fifty-ninth annual meeting of the society believe that the educational needs of the public schools of the state demand:
1. An increase in the force of the Department of Public Instruction by the addition of inspectors, which will permit a closer relation between the department and the schools of the state and will enable the department to inspect the schools more adequately than is at present possible.
2. An increase of the facilities of the Normal Schools and the State College by the addition of new buildings by the state at the existing institutions and the establishment of such additional normal schools as may be necessary.
3. Compulsory supervision of all schools in the state.
4. The appointment of a committee of five by the Educational Council for the furtherance of the policy of the Association as herein stated.
We adopt these recommendations as the resolutions of the Association, earnestly desiring that they may be given careful consideration by the people of New Hampshire.
(Wallace E. Mason was a member of this committee.)