STATE OF NEW-YORK.
No. 32.
IN SENATE,
January 27, 1846.
COMMUNICATION
From the Secretary of State and Chancellor of the
Regents of the University, transmitting the report
of the executive committee of the State Normal
School.
TO THE LEGISLATURE.
Pursuant to the provisions of the fourth section of the act chapter
311, of the laws of 1844, the undersigned have the honor to state
that the Hon. Samuel Young has been appointed one of the executive
committee for the care, management and government of the Normal
School, in the place of Alonzo Potter, resigned, since the date of our
last report ;. and that the full amount of the receipts and expenditures
of money under the act, is stated in the report which has been received
from the executive cemnmittee and approved of, and is herewith trans-
mitted. .
N.S. BENTON,
Supt. Common Schools.
Albany, January 22d, 1846.
By order.
PETER WENDELL, Chancellor,
in behalf of the Regents of the University.
{Senate, No. 32.] 1 (u. a, & 1,500.)
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 ,
Respecrrutity Report :
The provisions of the act of the Legislature, passed May ‘7th,
1844, “for the establishment of a Normal School,” require the exe-
cutive committee to present to the Regents “a detailed report” “ of
the progress, condition and prospects of the school.”
Of course,’ the last report which the committee had the honor to
present, could contain no such detail, as it bears the date of January
29th, which was about five weeks after the opening of the school.
Now, however, when a year has elapsed, during which abundant oppor-
tunity has been afforded of observing the practical working of the
normal system, the committee feel able to give “a detailed report,”
and it is their purpose to obey the requirements of ‘the law upon this
point.
BUILDING AND ACCOMMODATIONS.
In the building which the city of Albany had placed at the dispo-
sal of the committee, eight rooms have been fitted up for the exelu-
sive use of the Normal School, viz: two study rooms, four recitation
rooms, a lecture room, and one apartment for the library and appa-
4 z [Senate
ratus. The study rooms are provided with comfortable desks and
seats, affording accommodation for about 200 pupils. Males and
females occupy the same rooms, the latter being seated in front, next
to the desk of the teacher, while the males are placed immediately in
the rear of them. Each study room has a clock, which is indispen-
sable wherever punctuality is so much insisted on asitis at the Normal
School.
The lecture room is a commodious apartment which will seat 350
persons.
These eight rooms are in constant use as recitation rooms, and are
all provided with large black-boards.
All of these eight apartments were not however fitted up and in
order upon the first opening of the school ; but new rooms were from
time to time prepared, as the increase in the number of the students
and the exigences of the school required. The committee have acted
upon the principle, that there should be no lavish expenditure of the
public money, and hence there have been few prospective outlays,
based upon the hope or expectation of the success of the, school.
What the comfort of teachers and students required, has been attended
to, and no more.
It is proper to remark in this place, that the exterior of the build-
ing, fronting on State-st., has been handsomely painted, and nearly
the whole expense of it paid by gentlemen residing in the immediate
vicinity of the school. The committee thought that such kindness
ought to be suitably acknowledged, and accordingly the following
preamble and resolution were passed and published in the daily papers.
“Wurrnas: Through the liberal agency of Isaiah Townsend, Esq.,
and other citizens of Albany, a fund has been subscribed for painting
and ornamenting the front of the edifice occupied by the State Normal
School,
“ Resolved, That the secretary be instructed to communicate to
Mr. Townsend, and through him to the subscribers, the thanks of the
~ committee for this timely aid ; and that copies of this resolution be
published in the daily papers of the city of Albany.”
No. 32.] u 5
STATISTICS OF THE SCHOOL.
The third term of the school is now in progress. The first term
began December 18th, 1844 ; during which, the whole of the instruc-
tion, except in music and drawing, was imparted by the Principal,
David P. Page, and the Professor of Mathematics, George R. Perkins.
The number of pupils, who presented themselves on the first day,
was 29, thirteen males and sixteen females. ‘The number of counties
then represented was fourteen. The school gradually increased
during the term, until the number on the roll reached ninety-eight ;
about an equal number of whom was of each sex. Of these, sixty-
nine were “ State Pupils,” who received a weekly allowance of money;
the females receiving $1.25, and the males $1.00.
The school closed its first term upon the 11th of March, 1845 ;
having been in session twelve weeks, during which forty counties
were represented.
After a vacation of four weeks, the duties of the school were re-
sumed on April 9th; and every thing assumed a more favorable aspect.
‘There were 170 pupils present on the first day, and the whole number
enrolled, during the term, was 185, of whom 119 were “State Pupils,”
and 66 “ Volunteers.” More than half of the pupils during the
second term were males, and about nine-tenths of the whole had been
teachers for a longer or shorter period. The fact, that every county
in the State but one was represented, was exceedingly gratifying, and
‘was regarded as indicative of an increase of confidence in the school.
The weekly allowance in the second term was made without regard
to sex, and each State pupil received $1.00.
This term closed on August 27th, when thirty-four of the students
completed the course, and received a diploma, See Appendix, (4.)
After a vacation of ‘seven weeks, the school commenced its present
term on October 15th. There were 180 present on the first day, and
the number has now increased to 197. A few more than half are
females. Of the whole number, 122 are “ State Pupils,” and 75 are
“ Volunteers,” and all but 21 have been teachers, some of them for
several years.’ Every county but one is now represented in the school;
and it is proper to state, that the officers of the unrepresented county
6 [Senate
_ did appoint a pupil, but for reasons of a private nature he thought it
not advisable to enter. The weekly allowance to the State pupils
during this term is seventy-five cents.
PLEDGE TO TEACH.
All the pupils on entering the school are required to sign the fol-
lowing declaration.
“We the subscribers hereby declare, that it is our intention to
devote ourselves to the business of teaching district schools, and that
our sole object in resorting to this Normal School is the better to pre-
pare ourselves for that important duty.”
The committee felt themselves imperatively bound to guard the
trust committed to them from abuse. The design of the Legislature
‘was not to endow an institution, whither any or all might resort, who
desired to obtain a solid education ; the act expressly declares, that it
was founded “ for the instruction and practice of teachers of common
schools in the science of education and in the art of teaching.” The
end: of the law would therefore have been defeated, if the doors of
the school had been thrown open to any who would enter. This con-
sideratiou induced the committee to demand the above pledge, which
they wished to make as stringent as possible. And it gives them
pleasure to state, that they have not the shadow of a reason for
doubting the honesty of the pupils who have signed it. It may also
be stated here, that, of the thirty-four graduates of the school, thirty-
three are actually engaged in common schools, and one is fulfilling
the duties of a county superintendent.
ORGANIZATION AND INSTRUCTION.
As upon the first of opening of the school, the number of the
pupils was small, all the instruction, except in vocal music and draw-
ing, was given by the Principal and Professor of Mathematics.
Observation as well as experience had produced the conviction,
‘that the first great thing to be done in the school, was, to imbue the
pupils with a sense of the importance of the teacher’s work, and of
the necessity of high qualifications for the successful discharge of a
teacher’s duty.
“k
No. 32.]
To accomplish this a course of lectures was at once commenced by
the principal, on the “Responsibilities of the Teacher;” the
“ Habits of the Teacher ;” “Modes of Teaching ;” “Modes of Go-
vernment ;” “Qualifications of the Teacher ;” “Securing parental
Co-operation ;? “Waking up Mind; in School, in the District.”
“ Motives to be addressed,” &c. &c.
A very commendable spirit soon manifested itself in the school, in
the ¢eachableness of the pupils. It was found that the most of them
were willing to descend again to first principles, and to lay anew the
foundation stones of a good education. ‘Thus, too, the way was pre-
pared for the classification of the students, a duty always difficult and
often unpleasant for the teacher, especially when the pupil shows an
unwillingness to take his proper place, thinking more favorably than
his teachers of his own proficiency. But the influence of these lec-
tures carried the majority of the students to the extreme, the opposite
of self confidence, for they seemed to feel that they had every thing
to learn, and they were willing to be classed among those who were
to acquire the elements of knowledge.
When the way was thus prepared for labor, the instructors, to make
themselves useful tothe school, relied mainly upon actual teaching
and thorough drilling. The classes were soon formed, and the ele-
mentary branches thoroughly taught, and at every step with a special
reference to the manner of teaching them again in the district school.
The teachers had no desire to introduce novelties or extraordinary
methods to the attention of the school. It was their desire rather to
bring before them such methods, as their own experience had proved
to be most useful. Not how much, but how well,” was one of
their mottos, and “ Books are but’ helps,” was another. They en-
deavored to awaken an interest in the subjects treated upon, while
books were regarded only as instruments. Above all, it was kept
steadily before the minds of the student that he was receiving, that he
might again dispense; hence the question was so often asked, “ How
would you explain that to.a-child”? that it was not unfrequently .an-
ticipated by the reciter ; who would say, “ If I were teaching a class,
I would‘explain it thus.”
Much time was spent during the ‘first term upon the common
i
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8 [Sznarz
' branches — reading, spelling, writing, geography, arithmetic and
grammar. For it was soon discovered, that in the various schools?
where these pupils had been educated, these branches — the first two
especially —had been almost entirely neglected, for the pursuit of
the higher branches. Many had studied philosophy, whose spelling
was deficient; and others had studied algebra, who found it very diffi-
cult to explain intelligibly the mystery of “ borrowing ten and carry-
ing one” in simple substraction. And yet alarge number of these
pupils had been engaged in teaching the district schools of the State.
It was therefore believed, that the usefulness of the Normal School
would be best promoted by at once directing attention to these Jitile
things. Reading and spelling became therefore daily exercises, and
were conducted with special reference to the manner of teaching these
branches most thoroughly in district schools.
In teaching reading it was thought of the utmost importance, to
break up the mechanical mode in which, it is too often taught in the
schools, Reading, it was believed, had its rules and reasons and
principles, as much as any other branch of study, and the point sought
was to lay hold of these principles and to develope them — in other
words— to teach reading philosophically, and not mechanically.
This was ‘attempted and prosecuted by Mr. Page in the following
manner. It is well known that there are about forty elementary sounds
in-opur language. The first step therefore was, to teach every pupil
the utterance of these sounds. For this purpose a chart was prepared
with much care by the Principal, upon which these sounds were indi-
cated by their most common representatives. After this, the less fre-
quent representatives were explained under the name of equivalents.
When ‘the students were able to give perfect utterance to the “ simple
eléments,” they were next exercised upon a series of combinations of
these elements, until many of the most difficult in our language were
mastered. Thus words were analyzed into their elements, and the
elements again combined into words ; and then the whole was appli-
ed to the reading lessons. The effect upon the tones of the voice,
and upon articulation was speedily obvious ‘to all. When perfect
utterance was acquired — the first essential step toward good reading
or speaking —then the inflections and modulations of the voice,
pauses and emphasis, quantity and force, in a word, all those nicer
No, 32.] 9
variations, attention to which make the perfect reader, were not
neglected.
The effect of this thorough course of teaching in improving the
reading and especially the articulation of the pupils, was so apparent
as to excite the remarks of all who visited the sahool ; and the com-
mittee were much gratified in observing, that in proportion to the
thoroughness of the instruction, there was a corresponding disposi-
tion on the part of the students, to be strictly thorough themselves.
No unimportant part of the instruction in reading, was that devoted
to giving an idea of the best methods of teaching children to read.
Here, instruction in the elementary sounds at a very early stage of
the child’s progress was earnestly urged.
These methods were fully illustrated in familiar lectures by the
Principal, but further detail seems kere inadmissible, since it would
occupy too great space.
Spelling was taught to a considerable extent by the use of the slate,
It was believed that oral spelling had been too much relied on in dis-
trict schools; and the evil of such exclusive reliance is apparent from
the fact, that good oral spellers frequently commit mistakes, when
called on to write. Various methods were therefore practised, not
only with the view of immediately benefitting the pupils, but also to
furnish them with the means of securing an interest in this important
branch of education, when they were called to teach.
In teaching geography, the great aim was, to fix in the mind of the
pupil an idea of the shape, extent and general features of a country ;
the character of the surface, as level, undulating, hilly or mountain-
"ous; the course and extent of the mountains, the basins or great re-
servoirs for the streams of the uplands; the position of the cities ; the
canals, railroads, &c. To accomplish this, the students were required
to draw at home an outline map of the country, delineating, as far as
possible, these general features. And from the instruction in draw-
ing, which had been imparted, the students executed this task with
much accuracy and even beauty. Then in the class, they were requi-
red to draw, from memory, the same map upon the black board, which
after some practice, they were able to-do with despatch. After this,
[Senate, No. 32.] 2
10 [Senate
they recited, somewhat in the form of a lecture, all the information
which they had acquired concerning the history of the country, inclu-
ding the form of government, language, religion, laws, customs and
remarkable events. At this point, the teacher, either by questioning
the other pupils, or by his own statements, corrected mistakes,or com-
municated such additional information, as he deemed to be important.
A very thorough course of lectures was also delivered by the pro-
fessor of mathematics, on the use of the globes and on mathematica?
geography, in which many of the elementary principles of astronomy
were appropriately introduced.
In commencing the mathematical course, it-was thought that tho-
roughness alone could secure a pleasant and profitable progress. To
gain this, instruction commenced at the fundamental principles of
arithmetic. The students were required to solve orally and without
the aid of a book, all the questions in “Colburn’s Intellectual Arith-
metic.” After the attainment of considerable proficiency in this exer-
cise, they were allowed to propose to each other, such questions as in-
volved the principles already acquired. This gave additional interést
to the subject of study ; while the brevity and clearness displayed in
stating the questions, and the facility and ingenuity in solving them,
clearly proved, that the students were making not only a thorough
but rapid advancement.
In teaching written arithmetic, great care was taken that the prin-
ciples on which the rales were grounded, should be fully comprehen-
ded. To this end, the pupils were required to go to the black board,
and taking the position of a teacher, to go carefully through the anal-
ysis of each topic; while any member of the class was permitted to
point out whatever he deemed incorrect or defective, and the tempo-
rary teacher was called on to defend his course, or to correct his mis-
take. Thus rigid criticisth was encouraged, and no subject was dis-
missed, until it was so well understood, that any of the class could act
the part of a teacher, and explain it at the black board. Frequently
several members of the class were called on in succession to elucidate
the same subject ; thus affording an “opportunity for comparing the
relative merits of various methods. ‘
The same course was pursued in algebra and geometry.
No. 32.] ML
In order to be certain that the instruction was thorough, frequent
reviews were required ; and the maxim was continually repeated “not
how much, but how well.” :
Lectures were also delivered by the professor of mathematics, on
the best methods of demonstrating the rules of arithmetic, and these
lectures included a. consideration, as well of the most intricate,‘as of
the elementary principles of the science of numbers.
The instruction in grammar awakened, from the first, much interest
among the students. All of them had studied the subject somewhat 5
and many of them had come to the school with strong predilections.
for the peculiar opinions of particular authors. Bullions, Goold,
Brown, Pierce, Kirkham, Smith, &c. had their friends, and the school,
in this respect, resembled somewhat Paul’s account of the church at
Corinth, where every one had “a doctrine.” This, of course, awa-
kened interest, called forth inquiry, and tended much to increase the
knowledge of thescience. And the committee can say of themselves,
that they never attended the recitation of the grammar classes, with-
out receiving some profitable suggestion, or finding their own minds
fillipped to think.
After the elementary studies were thus reviewed, some of the higher
branches were taken up. Among the number were natural philoso-
phy and human physiology, besides higher arithmetic and algebra, of
which mention has been already made. Composition and declama-
tion were also regularly attended to.
A teacher of vocal music and also of drawing were procured for
the school, and corimenced their instructions immediately upon the
opening of it. It was believed that a knowledge of both of these
branches, was important to the teacher. By music, the ear is cultiva-
ted and the feelings refined, and it also affords an instructor.a means
of preserving a state of feeling in his school, which would, to some
extent, render a resort to severity less frequent.
Vocal music has been taught elementarily, so as to prepare the pu-
pils for teaching it to others in a proper manner. Care has also been
taken to familiarize the students with many of the little songs adapted
to childhood, in order that the graduates may be able to carry into their
schools such music.as shall be attractive to the young.
12 [Senate
Drawing, also, it was thought, ought to be taught to all children,
no less for its direct utility than for the influence it would have in the
cultivation of all their powers, by disciplining the eye, improving the
taste, and by awakening the observation both of natural and artificial
forms. Besides, a knowledge of drawing greatly facilitates an instruc-
tor’s power to teach; and in the absence of apparatus, it is his only
way of addressing the eye.
The first term of the school was closed by a public examination,
but no special preparations were made for it. It was resolved that
all such examinations should be a thorough sifting of the students, and
not a periodical occasion of displaying certain well conned portions
of thestudies pursued. Accordingly the pupils were simply informed,
that they would be examined on all the subjects of study pursued du-
ring the term, and they were required to prepare themselves as well
as they could. The result was highly creditable to teachers and pu-
pils; and the committee were told by many members of the last Le-
glislature and other friends of education, that ¢f the same indefatigable
diligence and interest, on the part of teachers and. taught, were kept
up, the success of the school was placed beyond a peradventure.
Still the first term could hardly be looked upon as a éesé of the
Normal “caperiment.” Besides being a very short term, (twelve
weeks,) it was constantly interrupted by the admission of new scho-
lars, who of course could be but imperfectly classed.
None graduated at the close of this term ; as the committee had de-
termined that no one should receive a diploma, unless he had been a
member of the school for one entire term. of twenty weeks. Several
individuals had however distinguished themselves, as well by an apt-
ness to teach, as by the thoroughness of their attainments as far as
they had gone. By the advice of the committee, six of these were
engaged as assistants for the next term. They were still to pursue
their studies, while they should hear two recitations daily in the school,
and for which they were to receive a small compensation.
SECOND TERM.
The school opened with about double the number of the former
term; a new professor was also added to the corps of instruction.
No 32.] 13
The organization of the school was arranged with reference to a
drilling of the new pupils in the elementary branches. All went on
prosperously for about eight weeks, when the new professor was
obliged to resign his position, by reason of sickness in his family,
then residing in a distant part of the State. This wasa crisis of great
interest to the school. The appointment of a new professor in the
middle of a term—if even a good one could have been procured—
would have been aserious drawback upon the progress of the school ;
but no one was at hand, and the place had to be filled by adding two
others to the number of the assistants. This was at first looked upon
as a temporary arrangement ; but as they, beyond expectation, sus-
tained themselves in their position as teachers, it was, after mature
deliberation, decided by the committee, that no further change should
be made in the board of instruction during the term.
‘The course of instruction during the second term did not materially
differ from that pursued before. Experience of course suggested some
modifications, and among these was the introduction of what is fami-
liarly called the “ Sub Lecture Exercise.” Shortly after the middle
of the term, a demand was made by the county superintendents, for
teachers who should assist in the county institutes, which were to be
convened during the approaching vacation of the Normal School. In
order therefore to prepare the students for this duty, by improving
their ability of communicating their knowledge, the “ sub lectures”
were introduced. Some fifteen of the more advanced pupils were ap-
pointed weekly, who were expected to prepare themselves to eluci-
date a given topic on the following Wednesday. The pupil, in the
presence of the whole school, was then required to assume the atti-
tude of a teacher, and by means of diagrams on the black board, &c.,
to explain, as best he could, the particular point assigned. . The lec-
ture of each pupil was limited to six minutes, and when each had per-
formed his duty, his matter, manner and style were criticised by the
principal. The improvement observable from week to week, showed
this exercise to be one of no small importance. See Appendix (B.)
The lectures of the principal before the whole school were conti-
nued, in which all the important subjects already spoken of were care-
fully discussed.
14 [Senate
The second term closéd with the public examination ; at this, large
audiences were present ; and as far as the committee had opportunity
to learn’ the opinions of those who attended, but one sentiment was
expressed : that for honesty and rigowr, the public examinations of the
Normal school might be equalled, but could not be surpassed.
At the close of the examination, thirty-four of the pupils were
judged to be “well qualified to teack,” and they accordingly received
the diploma of the school. See Appendix (E.)
THIRD TERM.
‘There are, at the present timie, nearly two’ hundred pupils’ in the
school, who are pursuing their studies with diligence’and profit.
The assistants having sustained themselves so well during the
second term, it was, after mature deliberation, thought best not to
appoint another professor with a large salary, but to employ instead
several of those who had been'temporarily engaged as’ assistants, to
become permanent teachers. Accordingly four males and one female,
were appointed, who are devoting their whole time to their work.
The aggregate compensation, received by these five, scarcely exceeds
the salary of one professor; while it is believed, that the services ren+
dered by several of them—owiiig to their knowledge of the plans'and
wishes ofthe principal—are quite as valuable as could be procured at
any price. .
The following is a list of the names and duties of the present corps
of instructors :
Davin P. Pace, Principal.
Gzorcr R. Perkins, A, M., Professor of Mathematics.
Darwin G. Eston; Teacher of Mathematics, §c.
Sumver C. Wess, Teacher of Arithmetic and Geography.
Sizas T. Bowen, Teacher of Grammar.
W. W. Cuarx, Teacher of Nat. Philosophy and Chemistry:
Exizazern C. Hanes, Teacher of Reading and History.
Ww. F. Purxps, Permanent Teacher of the Model School.
F. 1. Instry, Teacher of Vocal: Music.
J. B. Howarp, Teacher of Drawing.
The number of the pupils having increased so much, a modification
of the duties of the principal was imperatively required. A general
No. 32.] ib
supervision of the teachers is necessary, and this could not be exer-
cised, so long as the principal was confined during all the school
hours, engaged in actual teaching. At the first, necessity required
his services in the recitation room, but it was even then felt to be an
evil, which ought to be corrected as soon as possible. Accordingly
his duties as an actual teacher have been somewhat lightened, and a
portion of every day is spent by him, in visiting the classes taught by
the assistants.
The course, together with the kind of instruction now imparted
is much the same as in former terms. The elements are first taught,
and the higher branches afterwards. In addition to the Wednesday
“sub lectures,” some of the more advanced classes spend an hour
each week, in what is denominated an “ Institute Exercise.” Three
or four persons are designated, who having prepared themselves, take
the place of Institute Teachers ; thus a facility is acquired in per-
forming an important service which will be expected of them when
they graduate.
There are also in the school, several associations which meet every
Saturday, for the purpose of discussing the duties of the teacher, the
best modes of discipline, and the means of elevating the profession of
the teacher, so that it may become worthy of the public respect ; it
is believed that these associations are exerting a salutary influence,
At a meeting of the executive committee held on the 25th of last
August, the following resolution was unanimously passed :
“ Resolved, That constitutional law,:together with select parts of
the statutes of this State, most intimately connected with the rights
and duties of citizens, shall be pursued as a study in the normal
school.” .
Accordingly this branch of study has been introduced, and is now
pursued with much interest, and it is believed, with profit.
A class is also now forming, which will commence the study of
intellectual and moral philosophy.
PUNCTUALITY AND SYSTEM.
Punctuality is esteemed ‘essential for the teacher, who wishes to
preserve his own self-respect, or to be useful to his pupils ; its obery-
16 s [Senate
ance has therefore been earnestly urged upon all, both by precept
and example ; and the normal school affords an example of the ease
with which punctuality may be observed in a school, by teachers’
being punctual themselves. The normal school teachers are never
“behind the time.” *
Success also in a school depends much upon adherence to system
in all its arrrangements and exercises. The rule of the normal school
is, that there is “a time for every thing, and every thing must be in
its time.” ‘To illustrate this, the “Progamme” of the exercises of
the school is subjoined, it shows the classification of the school, the
studies at present pursued, and the order of time. See Appendix. (C.)
DISCIPLINE.
It was thought best to have few laws. The wish of the Principal,
kindly expressed, has been the law of the school, while the good
intention and ever ready compliance on the part of the pupils, to
that wish, has made the discipline of the school an honor to teachers
and students, and a gratification to all who have witnessed it.
LIBRARY AND APPARATUS.
In the, report of last year, it was stated, ‘that a donation for ‘an
educational library has been made to the normal school, by the execu-
tors of the Hon. James Wadsworth, out of certain funds left by that
distinguished friend of education, to be disbursed in such manver as
would best promote the interests of the schools of the people.”
This valuable donation has been received, and composes the principal
part of the “Miscellaneous Library,” which now numbers 601
volumes.
The expense of the school, in the purchase of text books, has also
been much lessened by the liberality of publishers. The number of
volumes “in the “Text Book Library is 5,005. The number’ of
volumes in both libraries is 5,606.
In the purchase of chemical and philosophical apparatus, the com-
mittee have sought to avoid all extravagance ; and they believe, that
the school now has all that is needed for the present.
No. 32.] Ww
EXPERIMENTAL SCHOOL.
During the second term, an experimental school was opened, con
sisting of forty-five children between the ages of five and sixteen
years. This school was taught during that term by the graduating
class, who went in by turns for that purpose.
The design of this school is, to afford the normal pupils an oppor-
tunity, under the eye of the principal, to practise the methods of
teaching inculcated in the instructions which they have received.
They spend two weeks each in the school. The first week, they act
as observers, and the second as teachers. As observers, it is their
duty to notice closely the mode of discipline, teaching, &c. ; also at
every recitation to keep the “ class book,” and to mark therein the
manner in which every child recites his lesson. The second week,
the observers become teachers, and new pupils come in from the Nor-
mal School, to take the place of observers.
Uniformity of instruction and government is secured by the ap-
pointment of one of the graduates of the Normal School, as a perma-
nent teacher. It is his duty to keep the school well classified and in
good order ; to give occasional specimens.of teaching, and to make
such suggestions te the teachers as he shall think proper.
It is proposed to open shortly another experimental school, the city
of Albany having agreed to pay $200 for fitting up and furnishing
the room. Both the schools will be under the supervision of the
“ Permanent Teacher,” while more ample opportunity for practice in
teaching will be afforded to the normal pupils.
Hitherto the instruction in the experimental. school has been gra~
tuitous, but it is the purpose of the committee, hereafter to charge
those who are able to pay a tuition fee ; thus it is intended, that the
schools shall defray their own expenses: An-idea of the organiza-
tion and management of this school, may be obtained from the “ sug-
gestions in aid of the experimental school.” See appendix. (D.)
THE PROSPECTS OF THE SCHOOL.
The executive committee have thus detailed at length “ the pro-
gress and condition” of the school ; but this is only a part of the duty
required of them by the provisions of the act’for the establishment of
[Senate, No. 32.] 3
18 [Senate
the Normal School : for they are also enjoined to give “a detailed
report” “of the prospects of the school.”
OF course the Legislature did not expect the committee to per-
form the prophet’s functions, and to foretell the future. They are
simply commanded, as men having the oversight and direction of the
school, and who ought to be conversant with its details, to tell their
honest opinion about it. The committee think they hear the voice of
the Legislature, speaking to them in the act of May ‘7th, 1844, and
saying : Tell us honestly what is your opinion of the Normal School ?
‘Will it accomplish the proposed end? As far as they are able, the
committee will answer these inquiries.
The end proposed in the establishment of the Normal School was,
to educate teachers for our common schools; to send forth those, to
take charge of the susceptible minds of the children of this common-
wealth, who, together with high moral principle, should possess the
requisite knowledge of the branches to be taught, and withal be “apt
to.teach.” ‘The school was designed to educate the moral qualities
of the instructor—to impress him with the solemn responsibilities of
his work—so that he might feel the blessedness of being patient, long
suffering and unwearied in his efforts for the good of his pupils. It
was intended to teach its students, and by their precept and example
to impress all, who aspired to the honor of instructing, that the work
of teaching was so important, that no labor of preparation could be
too great, since the good, that could be accomplished, was vast, be-
yond the powers of human conception. Hence a stimulus was to be
imparted to the teacher, which should never be spent, but be continu-
ally operative, urging him to the acquisition of higher attainments
in virtue, knowledge and aptness to teach. ‘This, it is conceived, was
the philanthropic end which the Legislature of 1844 had in view,
when they established the Normal School.
But it may be asked, “ was not the establishment of this school un-
necessary, since the teachers of the State were already fully compe-
tent for the discharge of their duties?” In reply, it may be asked,
are the district teachers as a body, such men as the Legislature hope
to'send forth from their Normal School? The annual reports of the
Superintendent of Cominon Schools give in answer a decided negative.
While these reports speak of many of the teachers, in terms of high
No. 32] 19
and deserved praise—declaring their entire competence as to’ virtue
and knowledge, and their unwearied, self-denying toil for the good of
the young—they also say, with a mournful truthfulness, that the num-
ber of really competent teachers constitutes but a small fraction of the
whole class. They state, that there has been and is a gradual im-
provement in the condition of the district schools; but it is, alas, too
apparent from their urgent requests for farther legislation, that they
regard the bettering process as far too slow, to meet the wants of the
rising generation. Governor De Witt Clinton used the following lan-
guage in his executive message of 1819: “The most durable impres-
sions are derived from the first stages of education ; ignorant and vi-
cious preceptors, and injudicious and ill-arranged systems of education
must have a most pernicious influence upon the habits, manners, mo-
rals and mind of our youth, and vitiate their conduct through life.”
Similar language has been repeated ever since by. governors, the edu-
cational committees of the Legislature, and the superintendents of
common schools, accompanied by the urgent request, that some plan
should be devised for elevating the character of the teacher.
The Legislature was not inattentive’ to these earnest prayers, and
the incorporated academies of the State were looked'to, ‘as capable,
under certain modifications, of affording a remedy for the evil.
It was said by those who devised what, for convenience, may be
called the Academical plan, that it “ was more advantageous than to
create separate seminaries for the instruction of teachers.” But, as
‘was predicted by many of the friends of education, little was effected
by this plan. A distinguished gentleman writing upon this subject
in 1839, remarked, that “the pursuits and objects of a common aca-
demical class are so different from those of a normal one, that it
would seem to us, that the two! can be far more-successfully prose-
cuted. separately than together.” But experience taught even a
stronger lesson, that the amalgamation of an academical and normal
school was incompatible, and when united, that anormal school could
only succeed,.in any degree, by defeating the ends for which acade-
mies were instituted.
It would appear, therefore, that the present Normal School owed
its establishment to the actual educational wants of the State, and the
20 [Sexarx
hope was cherished that it. would supply, to a considerable extent, a
remedy for some of the existing evils.
But is there a reasonable prospect that the Normal School, as an
educational scheme, will be more successful than the plans which
have preceeded it? To this it is answered, that if the school con-
tinue under the charge of teachers, every way so competent as the
present instructors, and if ‘fostered by the Legislature, it cannot fail.
And the committee feel justified in speaking strongly, from the success
that has already crowned the effort. The minds of the pupils have
been aroused, and they have labored with most commendable zeal in
the acquisition of knowledge and of the best modes of imparting in-
struction. No one can enter the recitation rooms of the Normal
School without feeling, that teachers and taught are in earnest, that
here there is no child’s play. Of nearly all the thirty-four gradu-
ates who have gone forth from the school, it may be affirmed, that
their educational fabric is granite from the base to the top stone.
And those who occupy the seats during the present term, are busily
engaged in quarrying, polishing and laying the same solid material.
Nothing in the school makes so strong an impression upon the
minds of visitors, as the display of a determined purpose on the part
of the students, to get at the truth upon every subject of study.
Implicit faith in the dicta of a teacher is not an article in: the educa-
tional creed of the Normal School, and the instructors are doing their
utmost that it may never become so. At recitation the pupil has the
privilege of stating his difficulties and doubts, and even his objec-
tions, and the subject under consideration is not passed until it is
thoroughly sifted. The committee watched with deep interest, and
not without apprehension, this feature in the system of instruction of
Messrs. Page and Perkins. At first they feared, lest the teachers
might, sooner or later, be placed in an awkward dilemma, and be found
‘wanting on some point ; for nothing is truer, than that a person of
ordinary capacity may ask a question, which a wiser man ought, and
yet may not be able to answer. But the committee did not then
know the teachers of the Normal School as well asthey now do ; and
indeed all apprehension on this point was dispelled before the close
of the first term. . Before leaving this topic, it may, however, be wely
to remark, that the daily ordeal of questioning through which the in-
No. 32.) ” : 21
structors and their assistants pass, is one, to say the least, to which
the executive committee would not like to be exposed. A distin-
guished officer in one.of our colleges, upon his visit to the school,
remarked that “it would not be safe to expose our college profes-
sors to such a trial,” and he suggested that the privilege of ques-
tioning ought to be much curtailed, for there was danger of placing
the teachers in an unpleasant position. But confidence has so com-
pletely supplanted: feat in the minds of the committee, that the sug-
gestion of the professor is not likely to be soon adopted.
The committee would therefore state their strong conviction that
this gratifying state of interest and effort, as witnessed in the school,
has been caused by the excellence of the normal system, efficiently
carried out,
And if such has been the result of the first year, why may not each
succeeding one witness the same or even greater results? In the first
year of any enterprise, much time is necessarily spent in planning and
arranging, but when the arrangements have been completed, and the
whole time is devoted to the purpose proposed in the institution,
greater results may be confidently expected, than could be in its inci-
pient stages.
The committee can hardly hope, that they have escaped making
mistakes in their plans and arrangements, still they do hope and be-
lieve, that if they have erred, their errors. are fewer than is usual in
the commencement of such an undertaking. Nor do they take to
themselves any credit for this avoidance of mistakes, since they pro-
fited by the experience of those who had been engaged in the organi-
zation and management of similar institutions.
One arrangement of the school has perhaps occasioned more re-
marks as to its wisdors than all the rest—allusion is here made to the
division of the students into two classes, called.“ State pupils” and
“volunteers.” But some such arrangement was unavoidable in the
beginning of the school. The committee would, have been. blame-
worthy had they thrown open the doors, and said to all “ come, we
will support you.” There was a limited amount of funds committed
to them, and of course, they could not but fix a limit, beyond which
pecuniaty assistance must not be rendered. Butit may beasked, why
was it necessary to give pecuniary aid at all? Itis replied, that with-
22 [Senate
out this-aid, students could not have been induced to enter the school.
Doubts were very extensively entertained as to'the feasibility of the
plan ; some regarded it as a novelty doomed to fail, and others hinted
that the Legislature of 1845 would rescind the act passed by their pre~
decessors. Strong inducements had therefore to be presented, before
students would connect themselves with an institution, the permanence
of which was so'doubtful.. But still the committee were aware, that
their arrangements were sufficient. for the education of a larger num-
ber, than they could assist in supporting : hence they resolved’ to ad-
mit others upon examination, who should only receive tuition and the
use of text books free of expense.
But the circumstances, which rendered this’ arrangement ‘impera-
tive, no longer exist. The school has grown so much into favor with
the community at large, and the kind purposes of the Legislature have
been so fully expressed, that it is believed the payment of a bonus to
a portion of the students is no longer necessary. he distinction of
“State pupils” and “volunteers” will consequently cease’ after the
present term. The details of the new arrangement are not yet fully
settled ; but by fitting up an additional room, 256 pupils can be accom-
modated, which will be twice the number of the members of the As-
sembly. If so large a number be admitted, they will all be classed as
“State pupils,” and be selected from: the counties according to the ra-
tio’ of representation; and each will receive: an: allowance, a little
more than sufficient to-defray his travelling expenses to and from the
_ school.
This arrangement, it is believed, will give the school inereased fa-
vor with the community, as. well as greatly augment its usefulness.
As to the influence which the school shall exert upon the standing
of teachers, and the cause of education, the community must judge.
The committee believe, however, that those who are thoroughly trained
with reference to teaching, who have the methods of teaching and the
means of exciting an-interest in the young, must: be more successful
than those, who enter the schools without thought, and who, having
nothing to guide:them but a sort of extemporaneous impulse, are
nearly as likely to go wrong as right.
It is believed, too, that the indirect influence of the school will be
salutary: Wherever a normal pupil is employed :to teach, there will
No, 32.] _ 28
he a large circle of other teachers incited to effort to be his equals,
who otherwise might never have been roused to any extraordinary
exertion. A few poor teachers, indeed, conscious of their own infe-
riority, will be moved to oppose the school and denounce the system
of instruction, which they cannot hope to emulate; but the majority
will desire improvement, and be glad to take the hints which they
can gather from any good example around them. On this point the
institutes, which were held. during the last autumn, may be cited as
proof. In several of the counties, the graduates of the school offi-
ciated by request as teachers. So far as heard from, their reception
was most gratifying. They not only did not. excite any untoward
jealousies, but gained largely upon the confidence and good will of
the teachers assembled. This is shown by the resolutions passed by
many of the institutes, a few of which will be presented.
‘The institute at Canandaigua, (160 members,) was mostly con-
ducted by five normal pupils from that county. At the close the fol-
lowing resolution was passed:
“ Resolved, That the State normal students, by the talent they have
displayed, by the interest they have inspired, and by the instruction
they have given during the session of the institute, have furnished a
noble and praiseworthy commentary upon the utility of that institu-°
tion, and conferred a lasting honor upon its principal.”
In Auburn, Cayuga county, two of the normal pupils gave nearly
all the instruction for two weeks to about 150 members. ‘The fol-
lowing is their expression :
~ © Resolved, That Messrs. W. F. Phelps and Charles D. Lawrences
of the State Normal School, are entitled to our lasting gratitude and
confidence for their efficient and arduous efforts as teachers of the
institute.”
At ‘Oswego, an institute of 277 members was held. ‘They thu®
express themselves :
“ Resolved, That in the assistant teachers, Mr. Alexander M. Ba-
ker, and Miss Martha A. Nelson, pupils of the State Normal School,
we have strikingly exhibited the benefits of that institution, in their ap-
propriate and interesting manner of. communicating instruction.”
4 [Sexare
‘The committee have been led to quote these resolutions from their
high regard for the opinions of the county institutes—a regard which
it is believed, is cherished by the community at large. Hence the
expressions of the institutes, in favor of the Normal School, are looked
upon by the committee as high authority, evincing the increase of
public confidence in the normal system.
The committee would therefore conclude their report, by stating
their strong conviction, that the normal system, in connection with
the county institutes, more than any thing else, will tend to elevate
the character of the district school teachers of the State, and to pour
blessings upon the young.
It is with deep regret, that the committee communicate the death of
Francis Dwight, Esq., an efficierit member of the executive committee ;
his unwearied services as a friend of education sufficiently speak his
praise, and the memory of this good man shall not perish.
STATEMENT OF RECEIPTS AND DISBURSEMENTS.
The committee, on submitting to you the following statement of
receipts and expenditures for the establishment and support of the Nor-
mal School, take the liberty to say, that, as their last statement was
presented only a few weeks after the opening of the school, (Jan. 29,
1845,) and for that reason was necessarily limited, they have thought
proper at this time to cover the whole period from the beginning up
to December 18th, 1845, the time when by the death of their treasu-
rer, the accounts passed into other hands.
Hereafter it is the intention of the committee-to close the financial
year at the termination of each yearly appropriation, which, by the
act of May 7th, 1844, is on the 30th of September, annually.
The vouchers for the items of expenditure are in possession of the
* executive committee, who have satisfied themselves that the subjoined
statement is correct. :
No. 32.]
25
WVew-York State Normal School in account with Francis Dwight,
1845.
Treasurer:
DR.
Dec. 18. To cash paid for altering and improving building furnished
by the city of Albany to prepare same for Nor-
mal School, and for furniture, &c., from the be-
ginning to this date,;, $3,586 07
“ “paid for text books and
educational Jibrary
Books, maps, &c.,..
8: ‘paid for apparatus, ....
« “ * paid for salaries of tea- “
CHES, cee oecece
© “paid for board of pupils,
“ “
paid for incidentals, in-
cluding salary’ of
treasurer, janitor, li-
brarian, -fuel, &c.,..
Total amount of disbursements, ..
CR.
1844.
Oct. 19. By cash received of the city of
Albany, ...sec ese
Noy. 19. « ree’d of Comptroller,.
Dec. 16. “ bd ease
1845.
Jan. 4. if
« 99, «& “
Feb. 22, « co
Mar. 10... «
“« 2 «& “
Aprilll. “
May 27. «
June 9. “
Carried forward,.......06. 8
[Senate, No. 32.] 4
1,005 36
515 53
4,408 00
3,138 86
1,189 56
———— $13,838.38
— =
$500 00
700 06
500 00
2 [Sense
Brought forward,......... $
July 19. By cash rec’d of Comptrolier,, 1,000 00
Aug. 19. ef & 1... 2,500 00
Sept. 6. is © .... 1,000 00
« 20; , & “ 1,000 00
Total amount of receipts,.. ———— $13,700 00
Balance overpaid by the treasurer
out of private funds and now due
the repesentatives of Francis
Dwight, ......0sse22 eee ee 143 38
$13,838 38
Of the above $13,700, there has been
drawn, from the “ appropriation to establish
the school,...... .seeee ceeeer seeeee ves $3,200 00
From the “appropriation to support the
school,” one yeary.... sss seeeeeeeeeees 10,000 00
From the corporation of the city of Alba-
TY; AS ADOVE, ses eee vecees ceeees ceeeees 500 00
$13,700 00
All which is respectfully submitted.
WM. H. CAMPBELL,
8. YOUNG,
GIDEON HAWLEY.
I concur in the foregoing report. :
N. 8. BENTON,
Sup’t. Common Schools.
Axpany, January 14th, 1846.
DOCUMENTS.
(A)
Copy of the Diploma of the State Normal School,
Albany, N.Y. 184 «
This certifies that A. B, has been a member of the State Normal
School months, and that he is judged by the Faculty of the
institution to be well qualified to engage in the duties of a teacher.
( Signed, ) Principal,
Prof. Math.
To whom it may concern:
In consideration of the above certificate, the undersigned, the ex-
cutive committee, hereby recommend the said A. B. as a worthy gra-
duate of the State Normal School.
Signed,
. ¢ Executive
Committee.
State of New-York, :
Done at Albany, 184.
(B)
Subjects of Sub-Lectures.
Circles on the globe, Functions of the heart,
Simple subtraction, Propulsion of the blood,
Long division, Mechanics of circulation,
Colburn’s Arithmetic,
Names of the human bones,
Human skull,
Human teeth,
Ball and socket joints,
Human heart,
The larynx,
The brain,
The nerves,
Touch,
Taste,
Sleep,
Ear and sound,
Division of fractions,
Multiplication of fractions,
Discount,
Proportion,
Square root,
_ Cube root,
‘Transposition in music,
Commencing’ grammar,
Use of the ball-frame,
Laws of gravitation,
The lever,
The pulley,
The screw,
‘Wheel and axle,
Lightning rods,
Rainbow,
28 . [Sexare
Mechanics of respiration,
Renovation of blood,
Secretion,
Absorption,
Description of the eye,
Philosophy of sight,
The spinal column,
The arm and hand,
Ventilation,
‘The air,
Water,
Heat,
Oxygen,
Phrenology,
Digestive o:gans,
Animal heat,
General exercises,
Arrangements of a school,
“ Boarding round,”
Money for schools,
Parallel perspective,
Oblique perspective,
Decimals,
Duodecimals,
Motion,
Solar system,
Motions of the earth,
Moon.
No. 32.] 29
(C.) Programme.
Time. Teachers,
9A. M. to 9.30m. | CHAPEL Exercises, &e. iv LecTure Room.
Prof, Perkins.
Mr, Clark.
Mr Webb.
Mr. Eaton.
Mr. Bowen.
Miss Hance,
‘A. Class. Trigonometry aud Surveying...
B. Class. Algebra .
9.30 to 10.15, ©! Class. Higher A
D. Class. Algebra ....++
E. Class. Grammar ...+
F. Class. | Geography.
10.15 to 10.25. INTERMISSION OR GENERAL EXERCISE.
Prof. Perkins,
A. Class, Algebra,
Grammar—Tuestay and Fri
Reading—Tuesday and Friday
Grammar—Monday and Thursday.
. History and reading, altcrnatel
E. Class. Geography.
¥, Class. Orthography
10.25 to 11.10.
UW to 11.15, IyTERME
A. Class. Science of Government. Mr, Eaton.
B. Class. Reading - Miss Hance.
©. Class, Algebra—Monday, Tuesday & Thurs.| Prof. Perkins,
11.15 to 12. G. Class. Joins D. Class in ‘Lecture, Natural
Philos»phy—Friday. \ | Mr. Clark.
D. Class. Natural Philosophy ny.
B Class. Hlementary Arithmetic. Mr. Webb.
F. Class. Grammar | Mr. Bowen,
12 to 12.15. RECESS.
‘ A. Class, Mr. Bows
B. Class. Prof, Perkins,
12.15 to 1. ©. Class, Mr. Clark.
D, Giass, ‘Mr. Webb.
E. Class. Reading and Orthography Mr. Eaton,
‘Miss Hance,
F. Class. Reading .
1to 1.5. INTERMISSION.
b Mr. Clark.,
Principal.
1.5 to 1.50, Mr. Bowen,
Miss Hance.
Mr. Webb.
1.60 to. 2. Dismrssion. |
Wednesday is devoted to Penmanship, Composition, Declamation, “Sub-Lectures,”
Lectures and general exercises. ;
Vooat Music.
A Class, Monday. A.
3P.M, to 4.30./B. Clase. Wednesday. (Mr. Isley. |B. Class. Thursday, + Mr. Howard:
: Class. Friday, IC. Class, Saturday.
MA
7 Drawing.
. Class. Tuestiay.
30 [Seware
(D.)
Suggestions in aid of the experimental school, To
be read by each Normal pupil, on entering as a
visitor and teacher.
EXPERIMENTAL SCHOOL.
“The care of this school has been placed under a permanent
teacher, whose duty it shall be to govern, classify and arrange the
school according 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 “ visitors” each week ; it being
understood ‘that the “visitors” of one week shall become the
“teachers” for the next. : }
In order to make this 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 will be rigidly observed.
1. That you be in the school room promptly at twenty minutes
before 9, 4. M., every day during your stay in the school, in readi-
ness to attend to any duties that may be assigned you.
2. That you thoroughly 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.
3. That you take special pains to interest yourselves in behalf of
the school ; that you study to promote its welfare, as if its prosperity
and usefulness depended entirely upon your own exertions.
4, That you be prepared, during your week of service, to present
at least one “ topic exercise” of not less than five minutes in length.
5. That you be rigidly thorough in every thing you teach, bearing
in mind our motto: “not how much, but how well.”
6. That your intercourse with the pupils be characterized by kind-
ness and calmness, and at the same time by firmness and decision.
7, That you punctually attend every meeting appointed for the
purpose of ‘conferring on matters relating to the school.
8. That while the general direction and government of the school
js left with the permanent teacher, you consider yourselves responsi-
ble for the deportment of pupils during class exercises, as well as
for their scholarship and progress while under your charge.
9. That all cases of disobedience or misconduct of any kind, be
promptly reported to the permanent teacher. :
10. 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 deter-
mined by your course of proceeding while here.”
“The ‘visitors’ are expected to keep a faithful record of the reci-
No. 32.] 31
tations and deportment of each pupil in the classes they attend, and
thus endeavor during the week to learn the name and attainments of
each scholar. They should strive to make themselves quite familiar
with all the operations of the school, that they may be the better pre-
pared for the duties of the second week.
It is also the duty of the “visitors,” 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
inconvenient to the Normal School.
Those who enter upon their duties as “ visitors,” are requested care-
fully to read these suggestions during the first morning, and to con-
form to them as faithfully as possible during their whole stay in the
school.”
(E)
Names and Counties of the Graduates.
Phebe C. Cazier, Madison county.
Nancy Cross, Schoharie county. ~*
Frances M: Hastings, Oneida county.
Elizabeth C. Hance, Wayne county.
Caroline Smith, Rensselaer county.
James D. Adams, Ontario county.
Nelson W. Butts, Orleans county.
Silas T. Bowen, Otsego county.
Reuben H. Bingham, Saratoga county.
Wm. W. Clark, Livingston county.
Dennis B. Chapin, Allegany county.
Warren Demun, Genesee county.
Marvin Edgerton, Cnondaga county.
James Lysander Enos, Wyoming county.
James La Roy Fay, Madison county.
Daniel Galentine, Monroe county.
Volney S. Hubbard, Jefferson county.
Erasmus D. Kingsley, Erie county.
Daniel Losey, Onondaga county.
James W. Mandeville, Chenango county.
32
George C. Mott, Greene county.
Henry McGonegal, Tompkins county.
Ezra Newland, Livingston county.
Alfred Nichols, Madison county.
‘William Nims, Washington county.
Reuben Ottman, Schoharie county.
Wm. F. Phelps, Cayuga county.
William Scism, Columbia county.
Reuben R. Stetson, Franklin county.
Edward C. Seymour, Tompkins county.
Gilbert Thayer, Essex county.
Wn. Van Olinda, Lewis county.
Wm. Watson, Monroe county.
Sumner C. Webb, Cortland county.
[Sexare
