STATE OF NEW-YORK.
No. 18.
IN SENATE, |
Jan. 14, 1848.
ANNUAL REPORT
Of the Executive Committee of the State Normal School.
‘TO THE LEGISLATURE.
Pursuant to the provisions of the act, chapter 311, of the Laws
of 1844, the undersigned have the honor to transmit herewith the
annual report of the Executive Committee of the State Normal School,
which has been received and approved of ; which report contains a.
full statement of the receipts and expenditures of money under the
same act during the past year, in pursuance of appropriations made
Ay law.+ .
: N. S. BENTON,
Supt. of Common Schools.
Albany, December 16th, 1847. .
PETER WENDELL,
Chancellor of the University,
in behalf of the Regents.
[Senate, No. 18.] T _ fun & 5t & 500]
REPORT
Of the Executive Committee of the State Normal School,
To the State Superintendent of Common: Schools, and Regents of
the University of New-York.
. The Executive Committee of the State Normal School
Resperruniy Revonr: ie
The provisions of the act of the Legislature, passed May 7, 1844,
“ For ‘the-establishment of a Normal School,” require the Executive
Committee to present to the Regents “a detailed report” of the pro-
gress, condition and prospects of the school.. In obedience to, this
requisition, it is designed in this. report to give such an account of
the affairs of the school, as will make the Regents thoroughly ac-
quainted with its regulations, management and actual condition. —
By a regulation of the committee, which has been approved by
your honorable body, the’ number of students who may at any one
time be admitted to the school, is limited to 256, each county having :
the privilege of sending twice as many pupils as it has members in
the Assembly. ‘he selection of the pupils is entrusted.to the coun- ~
ty and town superintendents in each county, the following directions
-being sent to them, to govern them-in making their choice:
1. That the appointments: in ‘each county should be made:at a
meeting of the county and town superintendents, called by the coun-
ty superintendents for-that purpose.
‘2. Females sent to the school must be sixteen years of- Be, and
sealed eighteen.
4 [Sexarz
3. The superintendents, in making their appointments, are to pay
no regard to the political opinions of the applicants. The selections:
should’be made with reference to the moral worth and abilities of
the candidates. Decided preference ought to be given to those who,
in the judgment of the superintendents, give the highest pfomise of
becoming the most efficient teachers of common schools. It is also
desirable that those only should be appointed who have already a
good knowledge of the common branches of study, and who intend
to remain in thé school until they graduate. .
_ 4, As the pupils entering the school are required to sign a decla~
ration, that it is their intention to devote themselves to the business.
of teaching district schools, and that their sole object in resorting to:
the Normal School, is the better to prepare themselves for this import-
ant duty; therefore, it is expected of the superintendents that they
shall, select ‘such as will sacredly fulfill their engagements in this.
particular. ‘
‘B. Pupils once admitted to the school will have the right to re-
, main until they ‘graduate, unless they forfeit that right by voluntarily
vacating their place, or by improper conduct.
It is, due’ to the superintendents to state, that in general, great
judgment and care have been displayed in the selection of pupils,
‘and it is believed that in most eases, strict regard has been i to.
the above. regulations. ~
Inasmuch, however, as some of the counties. failed ih sending to
the school ‘their full proportion of pupils, and as it was deemed im-
portant: that the school should afford ‘its advantages to as large a
number ag possible, the following additional regulation was.. passed
and-sent to the county-and town superintendents in the month of
September last: c
“Tn the selection of, pupils, preference- is always to be given to
those who reside in your own county; but if there are no suitable _
persons within your county who wish to avail themselves of the ad—
vantages of the school, the superintendents. may then select the re~
‘sidents of other counties:in this State, who may apply, provided they.
bring satisfactory evidence that they are. suitable candidates.”
Upon entering the school, all the pupils are required to sign a decla~
ration .of their. intention to devote themselves to the business of
Aeaching district schools, and that their sole object in resorting ta the
No. 18.] 5
‘Normal School is, the better te prepare ‘tiene for that’ important
‘duty,
The classification of the students upon their first coming to the
‘school, is found to be an exceedingly difficult duty 5 3 that it may be
properly madg, every student is subjected to a rigorous examination,
and then all are classed according to their attainments and abilities.
These introductory examinations afford the strongest argument in-fa-
vor of the establishment of the Normal School, proving that its
course of training was needed to elevate the profession of the teacher,
and’to fit him for the discharge of his dyties. Four-fifths of the pu-
pils of the school have been already engaged in teaching the district
schools of the State, and when thus engaged they were regarded as
having attainments equal to the other district school teachers of their
own age, and yet these introductory examinations show most conclu
sively, that the most of them did well in coming fora term to the
Normal School. Indeed many of the pupils do not hesitate to say
of themselves, that they were unfit to discharge the duties of a teach:
er, and ail declare that they have received very. great advantage from
the Normal School.
The students are expected to remain in the school until they are
fitted to graduate. This requires a longer ‘or a shorter period, ac-
cording to the attainments, ‘ability and industry of the pupil. ‘The
majority complete the course-of studies in one year, ‘but many ‘are
required to remain from eighteen months to two years. ” <
‘The following is a list of the names anil duties of the present
corps of instructors: 2
Davin P. Page, A. M., Principal.
Grorcr R. Perxins, A. M., Professor of Mathematics.
WriawF, Pures, Permanent Teacher of Experimental School.
Darwin G. Eston, Teacher of Mathematics, &c.
Sumner C. Wess, Teacher of Arithmetic, History, &c.
Stas T. Bowen, Teacher of Grammar, Mathematics, &c.
Wiiram. W: Crarx, Teacher of Natural History and Chemistry.
Truman H. Bowen, Teacher of Vocal Music, &c.
Exizasera C, Hance; Teacher of Reading and Geography.
Ann Mania Orsrom, Teacher of Drawing, &c.
Tt is a fact worth nientioning, and one highly ereditable to the
“Normal School, that all of the teachers,.with the exception’ of
8 . [Savare
Messrs. Page and Perkins, are graduates of the Normal School; and
the statement is made with pleasure, that they are most competent
teachers, laboring assiduously to promote the best interests of the
pupils, and they have'the entire confidence of the committee.
For a full statement of the daily recitations of the school, see ap-
pendix (E.y An examination of this programe of recitations, will
show that the powers of the students are taxed to the utmost, and it
may therefore most truly be said, that they are too’ heavily taxed.
To attend five recitations a day, is more than any student should be
required to do; but under existing circumstances this is, perhaps, un-
avoidable. The most of the students are persons of limited means,
and it is only by the most rigid economy that they are able to.re-
main at the school as long a time as is. now required “for gradua~
tion. But if the number of the daily recitations was diminished,
the consequence would be, that the pupils would be compelled -to re-
main one or two terms longer to complete’ the prescribed course of
studies. Now the limited pecuniary resources of the students will not
permit this; dnd however desirable such a change of the present re-
gulations of the school may be, it is impossible to adopt it, for the
effect would be to prevent pupils from attending the school.”
The recitations of the school are characterized by thoroughness.
In every case an instructor is appointed to teach those branches in
which he himself excels, and for which he has a fondness... This
fondness imparts animation to bis teaching, and a desirable en~
thusiasm is awakened in the breasts of the pupils. Hence there’ is
less. of listlessness in the recitation rooms of the Normal Schoo! than
is usual in other schools; while the student has this additional con--
sideration operating upon him as an incentive to attention, he knows
he cannot. receive a diploma until every study-of the course is. mas-
tered. ’
But besides this, the idea is constantly kept before the minds of the
students that they have made a solemn promise that they will become
teachers of district schools. It is spoken of, therefore, as a matter of
course, that they will be as good as their word. But they are told further
that their promise is not kept if they merely “ keep a school.” To be
men of their word, they must strive to be efficient teachers. If they
‘mean to be indolent and inefficient, it is better far for them not to teach
“at all. Hence this question is ever before the mind of the Normal pupil,
“how shall I fit. myself to be a useful teacher?’ And he is- told
“that, in as far as knowledge is concerned, two things are necessary:
No. 18] 7
First, to be accurately acquainted with every subject that he ‘will be
required to teach; and secondly,-to be able to communicate his ideas
in plain and easily intelligible language. He is taught that it is no
evidence of profundity to be incomprehensible—that it is the easiest ~
thing in the. world to talk in such a way that no mortal mind can
gather his meaning, and one of the most difficult, as well as valuable
attainments, to be able to make a subject intelligible to the capacity
of a child. Now this is common. sense, and it is believed that the
students of the Normal School appreciate it, and are earnestly endea-
yoring to obtain accurate knowledge, and a perspicwous manner of
telling what they know. And it is certain, that if they obtain’ the
latter quality, of speaking in a plain and simple manner, they will
be forced to study, for ignorance is easily seen through the transpa-
rent medium of. simple language. Now the committee believe. that
these are two great lessons, which are taught in the Normal School,
and which, if thoroughly learned, will amply compensate the student *
for a two years residence in Albany;.and they further believe, that a
great end will be gained, if, in any degree, the Normal School can
thus aid in banishing ignorance and grandiloquence from the teach-
er’s desk.
A list of the studies pursued in the school, and also of the text-
books which are used, is. given in the appendix (B.) In regard to
studies, the committee have little to add to what they have said in
former reports. It is well, ‘however, to state, that in addition to the
course of: instruction in the “theory. and practice of teaching,” the
principal has, during the past year, given a course of lectures to the
graduating classes, on the details of instruction, in which the every-
day duties of the teacher are more fully illustrated and enforced, the
better methods of teaching the different branches, presented in a fa-
miliar- style, and the prominent faults and errors of young teachers
pointed out. This is found to be a most profitable exercise, and the
students engage in it with great interest. 4
x
In teaching Drawing; the study of perspective is connected. with
instruction in Geometry; and imitative drawing is made a class ex-
ercise, in which a part of thé clas§ is required to draw upon the
black board each day. This is a very important exercise for teach-
ets; fitting them to teach drawing to their pupils, and also enabling
them to illustrate many important subjects to their schools; indeed in
-the absence of apparatus, it is the only way in which the teacher can
address the eye. The specimens of drawing executed by the pupils,
Be a {Senarz
are highly creditable both to them and to their instructor, and the
, committee tefer to these specimens with ride and pleasure.
The question is often asked by persons not familiar with the ‘eb
ject, “in what respects does the Normal’ School differ from an ordi-
nary academy, and why cannot the best of our academies afford to
teachers all. the instruction and training which they require to fit
them for the work of instruction?”
“In answer to this inquiry, the committee design to make a few
remarks, not so much for the purpose of answering objections which
have been made to the School, as to give accurate information in re-
‘gard to the course and methods of instruction pursued in it.
1, The Normal School has a prescribed course of study which the
pupil is required to pursue. He is not, (as is too often and unavoid-
ably the case in academies,) permitted to follow his own whims,
studying what he pleases, and in the order which may seem best to
him. Having been examined and classified, he is expected to take
up those studies which his teachers’ think necessary for him. If he
is ignorant of the elements, he must, however mortifying it may be
to his pride, go"back to the first principles and master them; nor is
he allowed to leave a lower study and enter upon a higher, until he
has given the most satisfactory evidence that he thoroughly under 2
stands the lower study.
2. The Normal pupil is subjected to a rigor of daily examination,
Avhich is impossible in an academy. He is required not-only to re
-cite a lesson, but-also to illustrate it, as a teacher would to his spu-
_pils. A lesson, or the subject: of study, is not regarded as mastered,
- unless'the pupil can tell what he’ knows, and can give full informa-
tion upon it without its being necessary to draw that inforiation out
éf him by the’asking of some dozen. of interrogatories. He who.
cannot do this when it is required of him, is ‘regarded as having
fallen short, and he must study the more diligently and come up to
this mark. He-is made to feel that he has come to the State school
for two purposes—first, 10 acquire knowledge, and secondly, to learn
how to communicate that knowledge to others. Now, the former he
thay acquire ata good academy as well-as at the Normal School;
“put the latter he cannot, and yet without the latter, he will be useless
as a ‘teacher.
3. A imuch longér timie’is spent in the recitation room than is
"- possible in-our académiés. Tn the Normal ‘School: each récitation
No. 18.]
occupies forty-five minutes,
nearly four hours every day.
y
and the student is engaged # in ‘reciting
4, There are studies necessarily purstied in the Normal School,
somé of which, though appropriate to academies,-are not usually
taught in them, and others
than in the Normal school.
would be wholly out of place elsewhere
Of the former, class, are voca Imusic
and drawing, and of the latter are daily recitations and lectures on
the theory and practice of
teaching. Indeed, it may be said with
strict regard to truth, that one-half of the time of the Normal pupil
is necessarily and properly
occupied about matters that concern the
teacher’s work. But this could not be done in the academy without
doing great injustice to tho:
se of the pupils who have no desire to ‘fit
themselves for instructing, and if in the academy .a~majority of the
pupils were designed for teachers, and a course of studies suitable for
them were introduced, then it would cease to be an.academy, that is a
place designed for the instruction of pupils in the higher Drenihiet,
and it would become in fact a Normal School.
From these vetbarke it
will be .seen, that the academy and the
Normal School, are in their very nature wholly different institutions.
In‘the Academy, many thin
gs must be taught, which would be out of
place in the-Normal School; and in like manner many subjects must
be pursued Jong and thorou
ighly in the latter, which would be. very
iappropriate in the academy, and: -would seriously interfere with the
advancement of the other pupils. .
STATISTICS.
The Committee would now present to the Regents, certain statis«
ties; which will throw light upon the practical working of the
* School. The School begén its seventh term onthe Ist of November
last. It has therefore completed’six whole terms. The following
table will show the number ‘of students in each term, and also the
number of graduates:
Term. '
Ist. Winter,
2d. Summer, --
3d. Winter, -
4th. Summer, --
Students, Graduates.
98 0
185 34
197 | 47
205 63
~ 6th. Winter, --- 46
_ 6th. Summer, 64
7th. the present term,
Total Graduates, Tate nneewee, ee ee 2540
210 [Senare
The number of names entered on the Register, independent of
those now in the school, is 537. That is, 537 persons who now
have no connection with the school, have for a longer or shorter pe-
riod enjoyed its advantages. Of ‘those 537; 234 are graduates, and,
the connection of the remaining 283 with the Normal School, ceas-
ed before they had graduated.
The committee have felt very desirous to obtain accurate informa-
tion as to the pursuits of these 537 persons, and the result of their
enquiries will now be presented.
Of the graduates, there have died, 6
Never taught, - 3
Taught six months, and then relinquished the profession on
account of ill health,----+---+------+---+-----22e--- a)
Taught from six months to a year, and then left the State to .
teach in other States, “5
Taught six months, and then engaged in other pursuits, es
Graduates who have taught in the State, but in academies or
select schools only, --------- creer resents 2
Graduates who, after teaching in the common schools of: the
State from.six months to two years, have gone into acade-
mies or select schodls, --------------++ nett eee ee eeee 7
Graduates: whom the committee, from the best information
which they could gain, believe to be now engaged in teach-
ing the common schools of this State,--------~-------~ 222
It is due to the memory of those who have died, to state, that
there is no reproach upon their names for the violation of plighted
faith; allof them died at their post.
Now these statistics speak, yolumes in favor of the moral principle
of the graduates of the Normal. School; of the 254 graduates, all,
except five, have taught for a longer or-a shorter period in the dis-
trict schools, and of these five, two, are now teaching in academies
of the-State. And it may be well to mention in this connection, a
circumstance which has come to the knowledge of the committee
within the last week.
S
At a teachers’ institute lately held, a gentleman from New-York
offered one of the students of the school a situation as a teacher at
a-salary of $300; she replied, she could not accept his offer, for she
had madé a solemn promise that she would teach in district schools.
No. 18.] i
It is proper to add, that the present salary of this high-minded young
woman is $10 a month.
But the 283 undergraduates, whose connection with the school has
ceased, ast now be spoken of. Of these—
Died, ----------+----+- 200-2 22-t eee eee eee e renee a]
In the school one térm or less, and left without being qualified
to teach, --+--------- 92-2 eee eee ere e een ener ee
Dismissed for incompetence or misconduct, :
” Married, (a female,)
Left to enter college, a student for one term,-
Left on account of ill. health,-----~---+---------------+
Of these 31, few, if any, have taught in the common schools since
they left the State institution. Of the remaining 252:
Teaching in other States, --- 3
Taught one year, and then relinguished the business on: ac-
count of ill health,- -----------------------------+--- a
Females, who have taught from six months to two years and -
. then relinquished the business on account of marriage,--- 8
Taught common schools from six months to'two years, and.
.sthen engaged in academies or select schools, ape 2
Those of whom nothing definite is known, (these -were stu-
dents of, the last term, and there has been no opportunity
of hearing from them.) 39
Those whom the committee, from the best. information which
they could gain, believe to be now engaged in the common.
schools of this State,~----+:-+-+---------+-e2 eee enone 199
From these statements it appears: first, ‘that of these 537. gradu-
ates and undergraduates, 501 have been engaged for a longer or
shorter period in the district schools of the State, since their connéc-
tion with the Normal School ceased; and secondly, that 421:are bes
lieved to be now employed in’ the district schools of this State. __
These statistics give also the data by which may be determined
“the actual expense incurred by the State in sending each of these
teachers into the district school. Ifthe $30,000, drawn from the
treasury during the last three years, be divided by 421, which is the
2 (Sexare
wember of the pupils now believed to be teaching, it shows that each
of these teachers has cost the State $71. 25.* And when it is taken
into account, that during the’ first year the expenses of the School
were necessarily much greater in proportion to the results than they
can be in future years; that during the first year the graduates were
only 34, and that they now number about a hundred a year; also that
about-a hundred under graduates very well prepared to teach, ‘leave
the school yearly and engage in our district schools; it will be seen
that the expense of each teacher to the State will not probably éx-
eeed $50.
It is proper in this place to state, that in general the most flatter-
ing accounts have been received of the manner in which-the pupils
of the Normal School are discharging their duties as teachers.
Ti he History of the past Year.
The affairs of the School during the last year have strengthened
the convictions of the committee in favor of the Normal School: The
” teachers are competent and faithful, and of the pupils it is only ne-
cessary to state, that during the summer term, there was not a single’
case of discipline: Every thing in and‘about the school is orderly;
_ the kindest feelings seem to exist among the pupils, and they display
great affection for their teachers. But above all, there is constantly
manifested-a regard for what is right, and there is in the Normal
School what the. committee have never seen in the same degree in
‘any other school, a moral power which keeps in check the least ten-
dency to evil doing.
It may be: well to state here, that those: persons who in past years
“have been found to be incompetent or immoral, were chiefly from the
class of pupils who in former reports have been spoken of under the
name of volunteers. By the present mode of appointing pupils, and
especially if the superintendents are faithful, no unsuitable persons
either as to morals or ability, will be found in ‘the ‘School. .
During the past year vocal music ‘has ‘been taught by’ one of the
teachers of the School; who is also employed in teaching other
* In this calculation, the $9,000 appropriated for the establishment of the school is
‘not taken into account, because, Ist, liftle more than the half of itis as yet expend?
ed ; and ily, the books, ferniture, &-which have,been bought with it, arenow.in
use, and will continue to have a permanent value, and therefore though $5,000 has
been expended within the last threé years, yet it ought not to be regardeil asa charge
‘against-the present school,
No. 18.] 13
branches. Agricultural chemistry has ‘also iesived considerable at-
tention.
The mention of agricultural chemistry calls up ‘to the recol-
jection of the committee the name of Silas Wright. That distin-
guished statesman urged upon the committee and Faculty of the
School the importance of paying much attention to this subject. He
said that the most of the pupils‘would probably be employed in the
tural districts of the State, where they might, if well informed, im-
prove greatly the present modes of culture, and call forth more largely
the resources of the State, which as yet are very imperfectly deve-
loped. And the committee will be pardoned if they mention another
fact in regard to'this distinguished man, -When he was elected to
the office of Governor he was far from friendly to the Normal School,
and hence in. his first message he did not say a single-word in com-
mendation of it. But afterwards, when he came to reside in Albany,
and had an opportunity of visiting the school and of seeing its prac-
tical working, he became its friend and advocate, and in his message
of 1846, ‘he presents his views in regard to the School in a clear and
masterly manner. The committee are also ‘happy to add, that the
county of St. Lawrence, where Mr. Wright resided, which did not
at first avail itself of the advantages of the Normal School, is now
fully represented.
Library and Apparatus. . ]
There are at present 732 volumes in the Miscellaneous Library,
showing an increase of 39 volumes: since last report. The Text-
book Library numbers 5,710 volumes. In’ both libraries there are
6,442 volumes.
The philosophical and chemical apparatus has been supposed to
‘be. as extensive as the wants of the School require, hence but slight
additions have been made during, the year. The committee are hap-
py to bear witness to the excellent condition of the apparatus, evince»
ing, as it does the capability and efficiency of the teaclier in this de-
partment. eet
Experimental School.
The Expetimental School is composed of one hundred pupils, be-
‘tween the ages of six and sixteen years, drawn from families resi-
dent in the city of Albany. One half of this number are fatherless
* children, who teceive their instruction Statuitously.. The remaining
half pay a tuition of twenty-dollars per year, each, which defrays
the expense of sustaining the school The great-design of this de-
14 \ [Senate
partment is to afford the Normal graduates an opportunity to prac-
. tice the modes of instruction and discipline inculcated in the Normal
School, as well as to ascertain their aptness to teach and to perform
the various and complicated functions of the teacher’s high office.
To secure these ends, the department is placed under the supervision
of a permanent teacher, whdse duty itis to govern, arrange, and
_ classify it according to his best judgment, and to ,make such criti-
cisms and suggestions relative to the modes of instruction adopted
by the teachers, as circumstances may require. The instruction of
the pupils .is mainly performed by eight members of the graduating
élass per week; four of whom act as “ observers,” and four as teach-
ers. At the commencement of every term this class is met by the
.permanent teacher, their relations to the school are clearly defined,
"and a copy of the regulations and blank report is presented to each
member. They are thus afforded ample opportunity to become ac-
quainted with their duties, and to prepare for their proper dischargé -
before being called upon to engage in them.
The aim has been to present to the inspection of these teachers a
school, which, in point of classification, arrangements and system,
should be a model; and at the same time to furnish them with every
facility for giving a fair specimen of their tact and ability as in-
structors of the young. From their entrance into this school to their
exit, their course is carefully noticed, their excellencies are commend-
ed, and their faults corrected. The better to do this work, teacher’s
meetings have beer instituted. After the close of the daily session
they are called together, and the errors of the day ate commented.
upon in-a kind of general lecture, and at the same time the “ better
way” is pointed out. They are, furthermore, allowed to ask any.
questions relative to the school, or upon any subject.connected with
their duties as ‘teachers. To give greater variety and interest to
these meetings, as well as to cultivate the teaching faculty, subjects
are assigned to the acting teachers beforehand, who, at a specified
time, are allowed twenty minutes to develope it, in the same manner
as they would be required to do before a class of younger pupils,
They are advised to study brevity and perspecuity in these exercises,
and whenever there is a failure in these respects it is pointed out to
‘them. Two exercises of this kind are expected from each teacher,
which sets him to think upon the best modes of imparting his know-
ledge to others, besides bringing the experience: of all into one com-
mon Store-house. The Permanent Teacher is in the habit, at these
meetings, of giving short lectures on various matters connected with
school duties, methods of instruction, &c... They are for the present
No. 18.] 15 » a
held on Monday, Tuesday; Thursday and Friday, of each week, from
3to4-P.M. © :
The reports required to bé made are thorough and searching. The
‘lank has heen, so constructed as to call their attention to most of the
important items in a teacher’s round of duty, and it is hoped by thus
directing their attention for two weeks to these matters, that such an
impression may be made, as shall influence them throughout their
whole course as teachers. These reports are made to.the permanent
teacher, who-passes his judgment upon.the labors of the individual,
and brings his case before the faculty, about the time of making out _
the graduation list. It is understood that his course in this school
has a material influence in deciding the question of his graduation.
A statement of the receipts and expenditures, from September 30th,
1846, to September 30th, 1847, is herewith submitted, and the vouch-
ers for every item of expenditure are in the possession of the com-
mittee, :
All which is respectfully submitted. ze
2 WM. H- CAMPBELL,
8. YOUNG, | >
"GIDEON HAWLEY,
~ H, BLEECKER.’
X
I concur in the foregoing report.
N. S. BENTON,
i Sup’t of Common Schools.
Albany, December‘ 13th, 1847. , a
It is necessary to add, that since the date of the above report, the
institution has experienced a severe loss in the death of David P.
Page, Principal. The Executive Committee have chosen Professor
Perkins to the vacant office. fo
NEW-YORK STATE. NORMAL SCHOOL, IN ACCOUNT WITH THE EXECUTIVE COMMITTEE.
en an
DR. . CR.
1847, t
Sept. 30, To Cash paid from September 30, 1846, :to this ||“ 1847,
date, for improving the school building, in- Sept. 30. By cash in Bank, Sept. 30,1846, .. $554 31
cluding the finishing and furnishing of three F
new rooms with stoves and fixtures, repairs of By cash received at sundry times from
. roof, deafening the floor, &d.,.. $657 33 “ the Comptroller, by draft of the
To cash paid for text books, library Z Superintendent, from the appro-
», books, £0... 60000 aeeeet vee 367 41} riation to ‘ Establish the Normal. ,
To cash paid for apparatus, chemi- ae choo!” to this date, since Sept.
Cals, KC.) cece cece ctecee veee 95 49 30; BAG. eee rene reece ences 1,000 00
To cash paid for mileage of the stu- “~~ :
dents, - ss... 005 3,128 55 By cash received as above from the
To cash paid for the salaries of teac! i appropriation, to “support the , ~ “
Cll, sane esiveyiessewacesecsts ¢ °265096\ 00 Normal School,” ....sse+s+0« 9,600 00
To cash paid for support of the ex-
perimental school one year, in- By cash received from Sept. 30,1846, .
cluding repairs of roof, deafen- to this-date, for tuition in the ex- -
ing floor, &c.,. asd aw eR 804 07 perimental. school, elas 766.50
To cash paid for incidental expenses, E
‘including fuel, cleaning, pay of By cash received of sundry Normal
janitors, librarians, Reise ces ¢ 179 23 students for loss of text books,.. 14 69
To cash in bank, Sept. 30, ‘1847, we 73 42
$11,835 50 $11,885 50
ot
aivNag] -
DOCUMENTS.
CAL)
NAMES AND RESIDENCES,
April Ist, 1847.
Of the Pupils who received the Diploma’ of Graduation
Names. County.
Cornelia E. Gifford; . .|Albany.
Eliza Winton,.. +++. (Chemung.
Emily E. Jones,.. New-Lebanon,....|Colombia.
Elizabeth Stiles, .. .-|Tompkins, ......{Delaware.
Emeline J. Fern,... «-(Davenport, . . do
Marcia L. Hard, . unter, ........./Greene.
Maria L. Isham,.............{Watertown, ...,..jJefferson.
Nancy’A. Tarner,.... 0+ Nelson, . -« -|Madison.
Sophia A. McNaughton,
Ewily Bailey,,...
Maria P. Mason, .
Susan Maria Cox,.
Henrietta B. White,.
Jane A. Butin, ..
Sarah A. Gue, .
Frances M. Sherma:
Delia Krum,-... .
Nancy McHinch, .
Cynthia A. Osborn,
Salmon 0. Simonds,
Charles C. Shockley,
James BE. Dexter,
Azariah S. Palmer,
Harry Cole, .
Hiram C. Burlingame, ..
James Baldwin,
James Wood, Jr
Oscar W. Lord,
Tryewee
Farmington,
Saratoga, ...
Middleburgh, ..
Broome,...
1Yorktown,
?
-|Scipio, «2.05
s|Bethany, «++.
[Senate, No. 18.} 2 He
Onondaga.
‘ do
do
{Ontario.
Saratoga.
Schoharic.
do
\Westchester,
Cattaraugus.
- |Cayuga.
do
Chautauque, |
. |Chenango.
\ do
\Cortland.
Erie,
Genesee.
. : 18 . [Senars
Se eg a ETT YEAR TEE
Names. Town. Counrizs.
George D. Chapel, .. -|Oakfield, .. Genesee.
George L. Farnham, . Watertown,.. Jefferson.
John Felt; Jr., ... Felt’s Mills,......] do
William J. Grannis, . Lyme, .... at do
Francis Ferry, .. Liecester, , [Livingston.
Jedediah Gaskell,..... ..|Porter, » | Niagara.
Myron Wheaton, ....... Tully, «|Onondaga.
Joseph H. Palmer,...... Granby, . Oswego.
Isaac Johuson, ....... Palermo, «| do
‘Thomas H. Reed, .|Carmel, .{Putnam,
William Ross,.... Ovid, .. «Seneca,
Edward H. Hallock, ‘Southold, Suffolk.
do:
Jeremiah G. Tuthill,
Jairah I. Foote,..
‘Thomas P; Hunt,
Ezra Leonard, ..
Benjamin F. Cooke,..
Henry A. Bruner, ....+4 see
Females 19; Males, 27; Total, 46.
NAMES AND RESIDENCES
pe the pupils who received the diploma of graduation,
September 16, 1847.
oz oe sR i PE SI
Namgs. Posr-Orrics. County.
Margaret S. Arnout, . [New-York,....... (New-York. —
Phebe A. Barnard, [Union Village,... «{Washington.
Emily S. Corwin, . Gloversville; ..... Fulton.
Catharine M: Griffin, INew-York,.......|New-York.
Jane A. Holbrook, .... .flima,.......... ‘Livingston.
Marguerite A. Hillman, . Albany, . « +-{Albany. |
Emeline D. Howard,. Perry Centre,. ‘Wyoming.
Clarissa Harris, ..... .-|Portland, . Chautauque.
Frances J. Johnston, . ‘ Northumberland, ..;Saratoga.
Elizabeth M. Lewis,. Groton, ..... |Tompkins.
Sarah J. Loomis, .. .|Wampsyille, . (Madison.
Charlotte McDuffie, . . [Albany.
A. McSorley, ...... Sade. -jOneida, |
Barbara H. McDonnell, -- eae .|New-York.
Sarah 8. Niles,.... : .|Madison.
Mariette A. Noble, «|Herkimer:
A. Louisa Ostrom,.
Marion Phelps,....
Ann Amenia’ Pomero;
Lucy A.. Riley, .
Catharine Robingon, Sade’
Elvira Searle; ....
Sarah A. Sherman, «
Catharine A. Terry, .
Mary Whalon,....
A. Butler, Jr.,..
R. W. Baker,
G. E. Benson, ..
G. H. Collier, ..
H. W. Collins,
J. T. Conkling, .
L. B. Corey, .
Isaac T. Davis, .
.;Fort-Plain,...
.-.|Bemis’ Heights,...
«ses. (Clymer,
soso |Milton,..05 oe
Westfield, .......
Pavillion Centre,..
North Easton, ....
+o+|Mina, . 02.
Kirkland, .
Brooklyn, 2
Ferguson’s Corner,
Coeymans Hollow,
«Livingston, +
|Tompkins.
-|New-York, ......|New-York.
.{Alimond,. . .{Allegany.
-|Rose, .. Wayne. ©
Montgomery.
Saratoga.
Chautauque.
Saratoga.
(Richmond.
Genesee.
Washington:
Chautauque.
Oneida.
+ |Kings.
Yates.
|Albany.
[Senate
Names.
J. M. Denton, ..
G. H. Dunham, .
Elihu Enos Jr.,.
Park Fellows,
Judson Flatt,.
J. W. Frisbee,
Addison C. Gibbs,.
Charles H. Gillett,.
Edward Gray, ....6:
Samuel Hallett,.
John B. Loomis,
Gilbert Losee, ..
Andrew L, Martin,
James BE. McVean, ....
W. D. Nichols, .....
JR. Page, vss seceee coeee
Hezekiah E. Pitcher,.
H.P. Platt, ©. ...
J. B. Poucher,
John Prentice, ....
Enos K. Reed,..
William Smith, ...
J. H. Stephens, .
John F. Stoddard,.
Joseph H. Tompkins,
D. Waterbury,.......
J. P. Welsh, ..... 5.
William L. Wood,
L. M. Wiles, ...-
Lapis, ....
GENTLEMEN, ...¢
20 “
J <
Post-Orrtce. County.
-|Durham, Greene.
. |Orangeville, Wyoming.
«|Kingsboro’ . Fulton.
.|Syracuse, .. Onondaga.
.|Barton, ... -|Tioga.
«|Roxbury, .. Delaware.
.|East Otto, ......,|Cattaraugus.
«|Scott, 2.2.06 Cortland,
.|Oswego,. ......./Oswego.
‘East Canisteo, ....)Steuben.
Milan, ....
Caledonia, .
Berlin, ..
‘Bethany,
‘Syracuse, ..
[Charlottville,
. Jefferson.
Dutchess.
«“
‘Livingston.
Rensselaer.
Genesee.
.|Cayuga.
Rensselaer.
Onondaga.
; Wyoming.
Delaware.,
Onondaga.
Schoharie.
Wyoming.
Total, Lineetaederseeens sense tenses
CB)
COURSE OF STUDY.
‘The following is the course of study forthe School; and a tho-
rough acquaintance with the whole of it, on the part of the male
pupils, is made a condition for graduating:
Orthography,-----«-+-~ Ween eb aneacnne
Analysis of derivative words,
Reading and Elocution,-
Writing, «
Geography. and Outline Maps, (with map
drawing,) --+=+---= arte beeeeseeees
English Grammar, (with composition,)-+
History of United States, oo
Human Physiology, -
Mental Arithmetic, -
Elementary. Arithmetic,
, Higher Arithmetic,--
Elementary Algebra,
Higher Algebra, chap. 7 and 8, (omitting
Multinomial Theorem and Recurring
series.)
Geometry, six books;--
Plane Trigonometry as contained in,
. Land Surveying, ----- -
Natural Philosophy,-
Chemistry, (with experimental lectures,)-
Intellectual Philosophy,
Moral Philosophy,
Constitutional Law, with select parts of
the Statutes of this State; most intimate-
ly connected with the rights and duties
of citizens, --+
irre ee
Normal Chart.
Town’s.
National W. Book.
Mitchell’s.
Brown’s.
Willson’s,
Lee’s.
“Colburn’s,
Perkins’.
Perkins’,
Perkins’:
Perkins’.
Davies’ Legendre: ©
Davies’ Legendre.
Davies’.
Olmstead’s. .
Silliman’s.
Abercrombie’s,
Lectures
Young’s Science of Gor, .
Revised Statutes.
22 {Sexarz
Lectures.
Art of Teaching, -
Practice of Teaching,
and Experimental
School.
Mathematical Geography, use of Globes
and Elements of Astronomy,--------- Lectures,
Lessons in drawing and vocal music, to be given to all.
Ce)
As frequent enquiries are received from other States for, the act of
the Legislature establishing the Normal School, it has been thought
proper to append it to this report.
"AN ACT Sor the establishment of a Normal School.
Passed May 7, 1844.
The People of the State of New-York, represented in Senate and
Assembly, do enact as follows :
§ 1. The treasurer shall pay, on the warrant of the comptroller,
to the order of the superintendent of common schools, from. that por-
tion of the avails of the literature fund appropriated by chapter two .
hundred and forty-one, of the Laws of one thousand eight hundred
and thirty-four, to the support of academical departments for the in-
struction of teachers of common schools, the sum-of nine thousand
six hundred dollars; which sum shall be ‘expended under the direc-
tion of the superintendent of common schools, and the regents of the
university, in the establishment and support of a normal school for
the instruction and practice of teachers of common schools in the
science of education, and in the art of teaching, to be located in the :
“county of Alkiny.
§ 2. The sum of ten thousand dollars shall, after the present year,
be annually paid by the treasurer on the warrant of the Comptroller.
to. the superintendent of common schools from the revenue of the
Literature Fund, for the maintenance and support of the school so
established, for five years, and until otherwise directed by law.
Lectures, . Theory and
No. 18] 23
§ 8. The said school shall be under the ‘supervision, management
and government of the superintendent of common schools and the’
regents of the university. The said superintendent and regents shall,
from time totime, make all needful rules and regulations, to fix the
number and compensation of teachers and others to be employed
therein, to prescribe the preliminary examination and the terms and
conditions on which pupils shall be received and instructed therein,
the number of pupils from the respective cities and counties, con-
forming as nearly as may be to the ratio of population, to fix the
location of the said school, and the terms and conditions on which
the grounds and buildings therefor shall be rented,‘if the same shall
not be provided by the corporation of the city of Albany, and to
provide in all things for the good government and management of
the said school. They shall appoint a board consisting of five per-
sons, of whom the said supermtendent shall be one, who shall con-
stitute an executive committee’ for the care, management and govern~
ment of the said school under the rules and regulations prescribed’as
aforesaid, whose duty it shall be from time to time to make fall and
detailed reports to the said superintendent and regents, and among-
other things to recommend the rules and ‘regulations which they
deem necessary and proper for said school,
§ 4. The superintendent and regents shall annually, transmit to the
legislature 2 full account of their proceedings and expenditures ‘of
money under this act, together with a detailed report by said execu-
tive committee of the progress, condition and prospects of the:
school.
(D.)
In order to give a definite idea of what is required of a pupil of
the graduating class while in the experimental department, we ap-
pend a copy of a form of report which every student is expected to
fill up, and leave in the hands of ‘the permanent teacher. We have
here given a form as actually filled by one of the students of the
present term. The form is printed i in roman letter, and the Jilling
up in italic letter.
24 _— [Senave
EXPERIMENTAL DEPARTMENT OF STATE NORMAL’
SCHOOL.
Report of ——-_——-, of —---—— county, made ‘on the twen-
tieth day of November 1847. Age twenty-two years. No.of months
taught before entering Normal School forty-five. Entered the upper
room as “Observer,” the eighth day of November 1847; Hours of
entering and. leaving at each session, as-follows:
[Moxa haan | We’bay. (TH’spay. | Frivay.
Sel
i i
es . Pema. at PeatlA. Ms Peat Asats Be M.|Ac Me P.M.
m. bem.!h.m. h.m |h.m. b.m. ham. h.m.{h.m. hm ~
En. as Observer: 3 20 730 840 830 830
Left: i 2 5) 25 25 2 5. 25.
En. as Teacher: 8 30: \8 30 is 35 18 25 6 35
Left: | 26) -210 210 2501 eo 35°.
“ WAbstract of Duties Performed as Observer.
I spent my time while “Observer” in answering the questions of
the pupils in regard to their lessons, in preserving order, and in
learning the name and, attainments of each pupil,. that I might. be
better prepared for the duties of the second week,
Entered as tacher the fifteenth day of November, 1847. Left
the nineteenth day of November. No. of occasional absences dur-
ing session hours.. Mone. No. of pupils corrected or reported for
delinquencies. Twelve. No. of times the school room and. furniture
have been thoroughly inspected with reference to cleanliness and ge-
neral condition. Daily. Whole No. of Recitations heard. Forty-
fwe. Do. without preparation. JVone.: No. of good recitations
heard. Thirty-siz.. No. of poor do. Nine. No. of general exer-
eises given. Ong. On what subjects. On the growth of trees.
The same. subject: was brought up-and discussed two days in succes-
ston. =
‘How conducted. On a'previous' day the following questions were
given out: Do trees grow by a succession of layers on’ the outside,
or is matter deposited on the inside forcing the layers outwardly?
When and how does sap ascend and. descend: in perennial plants ?
For consideration neat day, the similarity of the circulation of
No, 18] 25
sap to the circulation of blood in animals. Various opinions were
given by the pupils which. were followed by an explanation .of the
true theory by the teacher.
With what success. . From the inéerest manifested by the pupils
during the discussion, 1 think many of them will be led to examine
the subject more fully.
Means adopted for conveying moral instruction: By encouraging
the pupils to act from principle, asking themselves. this question : Is
this right or wrong? First by ecample, then by precept.
What bad habits are prevalent, and -what means adopted for cor-
recting them. Tale telling and disregard of order. I endeavored to
correct the first, by showing the baseness and dishonor of the tale
bearer. The second, by salutary advice, showing the necessity of or= -
der and by firmly enforcing the rules of the school.
Classes heard, where commenced and where ended:
B class. Promiscuous exercises in the “Analytical Reader.”
sC class. _ do ~ do “Russell’s Primary Reader.”
Ai class. Ment. Arith. commenced 5th ex. 116th page. Ended -
64th ex: 120 page.
Blass. Writ’n Arith. com. Dec. Frac. p. 52, End. Mul. of
Dee. p. 56.
A class: Writn Arith. com. rnb: 3rd‘ p, 167, End. Discount
p» 169.
A class. Gram, com. Pallet p: ape End. Conjugation of the
verb sug p. 42.
D class. Oval instruction. in Notation, Addition and Subtrac-
tion. . .
B class. Geography, com. Conn. p. 20, End, Counties of MV.
¥. p. 22.
Suggestions and Remarks.
- I would respectfully suggest that the “Teachers” should more clear-
ly define the duties of their “Observers,” that they may the better
know their sphere of action. For this purpose, I would suggest that
the “Teachers” meet their “Observers” before entering and inform .
them of the condition of the school, and their plans for the ensuing
week,
. 26 [Senate
Many circumstances are against the school, but if Normal pupils
will exert themselves as they are in honor and duty bound to do, it
may be, by the assistance of the permanent teacher, not only an or-
nament but a useful appendage to the Normal School.
All of which is respectfully submitted.
Regulations of Experimental School:
The care of this School has been placed under a permanent
teacher, whose duty it shall be to govern, classify and arrange. it ac-
cording to his best judgment.
He is to be aided in the work of instruction and carrying out of
his plans by two “teachers,” and two “ observers,’ each week; it
being understood that the “ observers” of one week: shall become the
“ teachers” for the next.
In order to make the school as useful as possible, both to-the
teachers and the taught, the following suggestions are submitted to -
those who may be called upon to take part in its instruction, in the
hope that they may be rigidly observed: 4
I. That you be in the school room promptly at 20 minutes before the
hour of opening every day during your stay in the School in readi-
ness to attend to any duties that may be assigned to you.
II. That you thorough'y prepare yourselves for your work while
here; examine every lesson before you meet your classes, and thus
be enabled to conduct the exercises with animation and interest.
Til. That you take special pains to interest yourselves in behalf
of the school; that you study to promote its welfare, as if its pros-
. perity and-usefulness depended entirely upon your own exertions.
IV. That you be prepared during your week of service to present
at least one “ topic exercise” of not.less than 5 minutes in length.
V. That you be rigidly thorough in every thing you teach, bear-
ing in mind our motto—* not how much but how well.”
VI. That, your intercourse with the pupils be characterized by :
kindness and calmness, and at the same time. by firmness and deci-
sion. -
* gonvenient to the Normal School.
“appertaining to its practical operations; and in one of this deserip-
No. 18.| eT
VIJ. That you punctually attend every meeting appointed for the
purpose of conferring on matters relating to the school.
VIIL That while the general direction and government of the
School is left with the permanent teacher, ‘you consider yourself re-
sponsible for the deportment of pupils during ‘class exercises, as .
well as for their scholarship and progress while under your charge;
and—
IX. That all cases of disobedience or misconduct of any kind be
promptly reported to the permanent teacher. ,
X. That you keep in mind constantly the object for which this
School was established; and that your own fitness for the duties. of
the teacher’s responsible office, may, in a great measure, be~dete?-
mined by your course of proceeding while here.” .
The “observers” are -expected to keep a faithful record of the
recitations and deportment of each pupil in the classes they attend;
and thus.endeavor during the week to learn, the name and attain-
ments of each scholar. They should strive to make themselves quite
familiar with all the operations of the school, that they may be
the better prepared for the duties of the second week.
It is also the duty of observers to regard the deportment of the
pupils af recess. To this end it is desirable they should be among
the scholars most of the time at recess, in order to direct their sports,
or to restrain any noise or disorder that would be improper or in-
Special Suggestions.
All experience has shown that the success of any school depends,
in a gréat degree, upon the attention devoted to many of.the minutiz »
tion, where there is a constant change- of instructors, it'must be ap-
parent that very particular pains are necessary in this'repect to en-
sure a tolerable degree of progress. The teacher’s duty ends not
with the mere imparting of intellectual instruction. His is the pre- A
rogative to cultivate and bring into healthy action the higher powers
of the yoimg mind—to educate the moral nature—to implant.a rev-
erence for all that is just, true and god-like in man. His is the task |
to demonstrate by precept and example the beauty of the social virtues, |
and the nobleness of correct personal habits. In short, he is to watch |
28 [Assempiy
over and guard with untiring vigilance the whole nature of childhood,
and to aid, as far as possible, in the formation of such habits as shall
make the intelligent, useful, conscientious citizen—the honest man—
_ “the noblest work of God.”
‘To secure results so desirable, therefore, it has been found necessa-
ry to present the following “ special suggestions,” that the attention
* of our teachers may be called to these important matters; and it is
earnestly requested that, as far as _ Possible, they should endeavor to
cany them into effect. :
I. Previous to the commencement of each session, at recess and
at other times of relaxation, the conduct of the pupil should be an
object of close observation. Rude and boisterous behavior, conten
tions, quarrels, and all indecorous and disrespectful deportment,
should be kindly yet firmly checked and reproved. Much may be
done by our Observers and Teachers towards breaking up such habits,
and it is hoped that their unwearied attention will be devoted to it.
JI. The deportment of pupils during session hours should be care-
fully guarded—not in that spirit which prompts to fretfulness at
their little delinquencies—not,in such a manner as will” lead them
to distrust-our confidence in their virtue—but in the true spirit of
kindness. With dignity should the pupil ever be approached; he
should be corrected in such a manner as will lead him to. respect
and obey his instructor, and fear again to incur his disapprobation..
Particular attention is invited to the changing of classes,-that it be
done quietly, respectfully, and thoughtfully. To this end let the di-
rections be given in a subdued quiet tone, and “occasionally a kind
suggestion be made to the class previous. to leaving their seats for
recitation, that all be “done decently and in order.” The position
of pupils during. class exercises should also be regarded, they should
be reminded that they are forming characters, and that their good
” ‘name requires them to be dignified, -manly and respectful. All for-
wwardness. should be checked in such a manner as to be felt and re-
membered... Talking during recitation should be strictly prohibited
unless called for by the teacher.
TH. The personal appearance of the pupils and the neatness of
the school room are also matters deserving of particular attention
Pupils should not be justified in eating in the room and scattering
the refuse about the floor, or in strewing paper and other filth around
their desks, The rooms with their furniture should be carefully and
No. 18] “99
daily inspected with reference to their neatness and order. No ink
spots or scratches should be tolerated about the seats or other fix-
tures. The black-boards should not be" disfigured with useless and
unmeaning writing. Every thing which relates to the neatness,
comfort and convenience of the school should be vigilantly regarded.
IV. Special préparation for the recitations will do much toward -
securing the attention of pupils, creating an interest in their studies
and thereby diminishing the desire for mischief, and their disposition
to be otherwise troublesome. A thrilling narrative or an interesting
fact occasionally introduced into the exercise, will give the teacher
great power over his class, and greatly diminish the labor of discipli-
ning the school.
V. Finally, promptitude, patience, earnestness and industry will
almost conquer impossibilities. Let these, then, be the watch words
here, and your labors will be fraught with interest and satisfaction te
yourself, and. profit to the deathless minds for whose welfare you la-
bor. - '
2
MEMORANDUM OF PERMANENT TEACHER.
Mr. » possesses in an eminent degree. the true spirit of the
teacher; ‘he has earnestly and conscientiously sought to discharge his
whole duty, and his efforts have been crowned with success. Mild
though firm as a disciplinarian, accurate as a scholar and apt to com-
municate as an instructor, he has happily succeeded in the preserva-
tion of order, and in gaining the confidence and securing the atten=
tion of his pupils. His services have been alike creditable to himself, —
profitable to the school, and satisfactory to those in charge.
(Signed.)
Permanent Tracner. |
(EY,
- PROGRAME,
For a portion of the Term, commencing November 1, 1847.
Time.
Exenciszs.
1
‘Tracuer.
From 9 to 9.30 minutes, A. M.
Opening exercises.’ Lecture Room.
From 9.30 to 10.15 minutes,
+ Junior, No. 1, Grammar, . be
Senior, No. 2 Natural Philosophy, .-+e0. ..00
do 2, Geometry, «
Middle, No. 1, Grammar, ..
do 2) Higher Arithmetic,
do 3, Algebra, .
do 4, Drawing, .
do 2, Geography, .......- 00
Mr. Clark.
Mr, Eaton.
Mr. 8. T. Bowen.
Mr. Webb. $s
Prof. Perkins.
Miss Ostrom.
. Mr. T. H. Bowen.
Miss Hance.
From 10,15 to 10.20 minutes,
Change of classes.
From 10,20 to 11.5 minutes,
2
ee Middle, No.1 and 2, Human Physiology).
Senior, No. 1, Geometry, .......
do.” 2) Natural “Philosophy
do 8, Grammar, ...0...sees
do. 4, Higher. Avithmetic,,...
Junior, No. 1, Reading,-+++ ..s.seeee
Mr. 8. T. Bowen.
Mr. Clark.
Principal,
Mr. T. H. Bowen.
Mr. Webb,
Miss Hance.
aLyNag]
ve ‘ :
Junior, No. 2, Mental Arithmetic,......
Miss Ostrom.
From 11.5 to 11.15 minutes,
Change of classes and singing. ©
From 11,15 to 12,
. Middle No. > Higher Ailwadie ae,
Senior, No. b Mental Ehalosophy ix eaee ceeee
do
do 2, Reading,
do 8 and 4,.
Junior, No. 1, Mental .
do 2, Elementary ‘Arithmetic, seeeeee
Mr. Eaton.
Mr. 8. T. Bowen.
Prof. Perkins,
Miss Hance.
Principal.
Miss Ostrom,
Mr. Webb.
From‘12:to 12.20 minutes,
Recess.
From 12.20 to 1.5 minutes,
Senior No. 1 and 2, Lectures in Rhetoric,.....
Middle, No. 1, Reading, .
do 2, Algebra;
do. .3, Drawing,. we
do 4, Algebra, ...... 2.05
Junior, No. 1, Elementary Arithmetic,.......
do 25 Grammar, oo... sceesese sees
Principal.
Miss Hance.
Mr. Eaton.
Miss Ostrom.
Prof.: Perkins.
Mr. Webb.
Mr. 8. T. Bowen.
From 1.5 to 1.10’ minutes,
Change of classes.
From 1.10 to 1.65 minutes, 7
Senior, No. 1 and 2, Chemistry, ...
Middle, No. 1, Algebra, ...
do 2, Grammar, «++...
do 3 Higher Arithmetic, seeee sess.
“
Mr. Clark.
Mr. Eaton.
S. T. Bowen.
Mr. Webb.
[et ‘on
1
Tints.
Exerciszs. ! Teachers.
“Middle, No. 4, Grammar, ....
. Mr. T, H. Bowen.
Miss Ostrom.
Junior, No. 1, Drawing, .
do 2, Writing, .
From 1.55 to 2,
i
| Miss Hance.
Dismission.
—
eas
|
From 3.15 to 4.15 minutes, |
‘A class, Mondays and Thursdays, Vocal Music,.
B. class, Tuesdays and Fridays, , do im My, T.H. Bowen.
Whole school, Wednesday, General Lecture, .. {Principal or Prof. Perkins.
‘Norse. The school’is divided into three grand divisions, viz: The Sensor, or Grapuatine Cuass;: the Mippix Crass, |
consisting of those who are expecting to form the graduating: class of next term; and the Junior Cuass, or those who
expect to remain at least two terms more. ‘These classes are subdivided for recitation—the ‘Senior into two, the Middle
into four; and the Junior into two divisions. These divisions number from twenty to thirty pupils. For some exercises
two or more divisions are united. Each division has five recitations. The exercises are begun and ended with the
strictest ptinctuality.
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