CHAPTER VI.

THE MOUNT VERNON SCHOOL.

Perhaps there is no way by which teachers can, in a given time, do more

to acquire a knowledge of their art, and an interest in it, than by

visiting each others' schools.

It is not always the case that any thing is observed by the visitor

which he can directly and wholly introduce into his own school, but what

he sees suggests to him modifications or changes, and it gives him, at

any rate, renewed strength and resolution in his work to see how similar

objects are accomplished, or similar difficulties removed by others. I

have often thought that there ought, on this account, to be far greater

freedom and frequency in the inter-change of visits than there is.

Next, however, to a visit to a school, comes the reading of a vivid

description of it. I do not mean a cold, theoretical exposition of the

general principles of its management and instruction, for these are

essentially the same in all good schools. I mean a minute account of the

plans and arrangements by which these general principles are applied.

Suppose twenty of the most successful teachers in New England would

write such a description, each of his own school, how valuable would be

the volume which should contain them!

With these views, I have concluded to devote one chapter to the

description of a school which was for several years under my care.[4]

The account was originally prepared and _printed_, but not published,

for the purpose of distribution among the scholars, simply because this

seemed to be the easiest and surest method of making them, on their

admission to the school, acquainted with its arrangements and plans. It

is addressed, therefore, throughout to a pupil, and I preserve its

original form, as, by its being addressed to pupils, and intended to

influence them, it is an example of the mode of address and the kind of

influence recommended in this work. It was chiefly designed for new

scholars; a copy of it was presented to each on the day of her admission

to the school, and it was made her first duty to read it attentively.

[Footnote 4: The author was still connected with this school at the time

when this work was written.]

The system which it describes is one which gradually grew up in the

institution under the writer's care. The school was commenced with a

small number of pupils, and without any system or plan whatever, and the

one here described was formed insensibly and by slow degrees, through

the influence of various and accidental circumstances. I have no idea

that it is superior to the plans of government and instruction adopted

in many other schools. It is true that there must necessarily be _some_

system in every large institution; but various instructors will fall

upon different principles of organization, which will naturally be such

as are adapted to the habits of thought and manner of instruction of

their respective authors, and consequently each will be best for its own

place. While, therefore, some system--some methodical arrangement is

necessary in all schools, it is not necessary that it should be the same

in all. It is not even desirable that it should be. I consider this plan

as only one among a multitude of others, each of which will be

successful, not by the power of its intrinsic qualities, but just in

proportion to the ability and faithfulness with which it is carried into

effect.

There may be features of this plan which teachers who may read it may be

inclined to adopt. In other cases, suggestions may occur to the mind of

the reader, which may modify in some degree his present plans. Others

may merely be interested in seeing how others effect what they, by other

methods, are equally successful in effecting.

It is in these and similar ways that I have often myself been highly

benefited in visiting schools and, in reading descriptions of them, and

it is for such purposes that I insert the account here.

TO A NEW SCHOLAR ON HER ADMISSION TO THE MOUNT VERNON SCHOOL.

As a large school is necessarily somewhat complicated in its plan, and

as new scholars usually find that it requires some time and gives them

no little trouble to understand the arrangements they find in operation

here, I have concluded to write a brief description of these

arrangements, by help of which you will, I hope, the sooner feel at home

in your new place of duty. That I may be more distinct and specific, I

shall class what I have to say under separate heads.

I. YOUR PERSONAL DUTY.

Your first anxiety as you come into the school-room, and take your seat

among the busy multitude, if you are conscientiously desirous of doing

your duty, will be, lest, ignorant as you are of the whole plan and of

all the regulations of the institution, you should inadvertently do what

will be considered wrong. I wish first, then, to put you at rest on this

score. There is but one rule of this school. That you can easily keep.

You will observe on one side of my desk a clock upon the wall, and not

far from it a piece of apparatus that is probably new to you. It is a

metallic plate, upon which are marked, in gilded letters, the words

"_Study Hours."_ This is upright, but it is so attached by its lower

edge to its support by means of a hinge that it can fall over from

above, and thus be in a _horizontal_ position; or it will rest in an

_inclined_ position--_half down,_ as it is called. It is drawn up and

let down by a cord passing over a pulley. When it passes either way, its

upper part touches a bell, which gives all in the room notice of its

motion.

Now when this "_Study Card"_ [5] as the scholars call it, is _up_, so

that the words "STUDY HOURS" are presented to the view of the school, it

is the signal for silence and study. THERE IS THEN TO BE NO

COMMUNICATION AND NO LEAVING OF SEATS EXCEPT AT THE DIRECTION OF

TEACHERS. When it is _half down,_ each scholar may leave her seat and

whisper, but she must do nothing which will disturb others. When it is

_down_, all the duties of school are suspended, and scholars are left

entirely to their liberty.

[Footnote 5: This apparatus has been previously described. See p. 47.]

As this is the only rule of the school, it deserves a little more full

explanation; for not only your progress in study, but your influence in

promoting the welfare of the school, and, consequently, your peace and

happiness while you are a member of it, will depend upon the strictness

with which you observe it.

Whenever, then, the study card goes up, and you hear the sound of its

little bell, immediately and instantaneously stop, whatever you are

saying. If you are away from your seat, go directly to it and there

remain, and forget in your own silent and solitary studies, so far as

you can, all that are around you. You will remember that all

_communication_ is forbidden. Whispering, making signs, writing upon

paper or a slate, bowing to any one, and, in fact, _every_ possible way

by which one person may have any sort of mental intercourse with

another, is wrong. A large number of the scholars take a pride and

pleasure in carrying this rule into as perfect an observance as

possible. They say that as this is the only rule with which I trouble

them, they ought certainly to observe this faithfully. I myself,

however, put it upon other ground. I am satisfied that it is better and

pleasanter for you to observe it most rigidly, if it is attempted to be

enforced at all.

You will ask, "Can not we obtain permission of you or of the teachers to

leave our seats or to whisper if it is necessary?" The answer is "No."

You must never ask permission of me or of the teachers. You can leave

seats or speak at the _direction_ of the teachers, that is, when they of

their own accord ask you to do it, but you are never to ask their

permission. If you should, and if any teachers should give you

permission, it would be of no avail. I have never given them authority

to grant any permissions of the kind.

You will then say, "Are we never, on any occasion whatever, to leave our

seats in study hours?" Yes, you are. There are two ways:

1. _At the direction of teachers._--Going to and from recitations is

considered as at the _direction_ of teachers. So, if a person is

requested by a teacher to transact any business, or is elected to a

public office, or appointed upon a committee, leaving seats or speaking,

so far as is really necessary for the accomplishing such a purpose, is

considered as at the direction of teachers, and is consequently right.

In the same manner, if a teacher should ask you individually, or give

general notice to the members of a class, to come to her seat for

private instruction, or to go to any part of the school-room for her, it

would be right to do it. The distinction, you observe, is this: the

teacher may, _of her own accord,_ direct any leaving of seats which she

may think necessary to accomplish the objects of the school. She must

not, however, _at the request of an individual,_ for the sake of her

mere private convenience, give her permission to speak or to leave her

seat. If, for example, a teacher should say to you in your class, "As

soon as you have performed a certain work you may bring it to me," you

would, in bringing it, be acting under her _direction_, and would

consequently do right. If, however, you should want a pencil, and should

ask her to give you leave to borrow it, even if she should give you

leave you would do wrong to go, for you would not be acting at her

_direction,_ but simply by her _consent_, and she has no authority to

grant consent.

2. The second case in which you may leave your seat is when some very

uncommon occurrence takes place, which is sufficient reason for

suspending all rules. If your neighbor is faint, you may speak to her,

and, if necessary, lead her out. If your mother or some other friend

should come into the school-room, you can go and sit with her upon the

sofa, and talk about the school.[6] And so in many other similar cases.

Be very careful not to abuse this privilege, and make slight causes the

grounds of your exceptions. It ought to be a very clear case. If a young

lady is unwell in a trifling degree, so as to need no assistance, you

would evidently do wrong to talk to her. The rule, in fact, is very

similar to that which all well-bred people observe at church. They never

speak or leave their seats unless some really important cause, such as

sickness, requires them to break over all rules and go out. You have, in

the same manner, in really important cases, such as serious sickness in

your own case or in that of your companions, or the coming in of a

stranger, or any thing else equally extraordinary, power to lay aside

any rule, and to act as the emergency may require. In using this

discretion, however, be sure to be on the safe side. In such cases,

never ask permission. You must act on your own responsibility.

[Footnote 6: A sofa was placed against the wall, by the side of the

teachers' for the accommodation of visitors.]

_Reasons for this rule._--When the school was first established, there

was no absolute prohibition of whispering. Each scholar was allowed to

whisper in relation to her studies. They were often, very often,

enjoined to be conscientious and faithful, but, as might have been

anticipated, the experiment failed. It was almost universally the

practice to whisper more or less about subjects entirely foreign to the

business of the school. This all the scholars repeatedly acknowledged;

and they almost unanimously admitted that the good of the school

required the prohibition of all communication during certain hours. I

gave them their choice, either always to ask permission when they wished

to speak, or to have a certain time allowed for the purpose, during

which free intercommunication might be allowed to all the school, with

the understanding, however, that, out of this time, no permission should

ever be asked or granted. They very wisely chose the latter plan, and

the Study Card was constructed and put up, to mark the times of free

communication and of silent study. The card was at first down every half

hour for one or two minutes. The scholars afterward thinking that their

intellectual habits would be improved and the welfare of the school

promoted by their having a longer time for uninterrupted study, of their

own accord, without any influence from me, proposed that the card should

be down only once an hour. This plan was adopted by them by vote. I wish

it to be understood that it was not _my_ plan, but _theirs_; and that I

am at any time willing to have the Study Card down once in half an hour,

whenever a majority of the scholars, voting by ballot, desire it.

You will find that this system of having a distinct time for whispering,

when all may whisper freely, all communication being entirely excluded

at other times, will at first give you some trouble. It will be hard for

you, if you are not accustomed to it, to learn conscientiously and

faithfully to comply. Besides, at first you will often need some little

information or desire to ask for an article which you might obtain in a

moment, but which you can not innocently ask for till the card is down,

and this might keep you waiting an hour. You will, however, after a few

such instances, soon learn to make your preparations beforehand, and if

you are a girl of enlarged views and elevated feelings, you will

good-humoredly acquiesce in suffering a little inconvenience yourself

for the sake of helping to preserve those _distinct_ and well _defined_

lines by which all boundaries must be marked in a large establishment,

if order and system are to be preserved at all.

Though at first you may experience a little inconvenience, you will soon

take pleasure in the scientific strictness of the plan. It will gratify

you to observe the profound stillness of the room where a hundred are

studying. You will take pleasure in observing the sudden transition from

the silence of study hours to the joyful sounds and the animating

activity of recess when the Study Card goes down; and then when it rises

again at the close of the recess, you will be gratified to observe how

suddenly the sounds which have filled the air, and made the room so

lively a scene, are hushed into silence by the single and almost

inaudible touch of that little bell. You will take pleasure in this; for

young and old always take pleasure in the strict and rigid operation of

_system_ rather than in laxity and disorder. I am convinced, also, that

the scholars do like the operation of this plan, for I do not have to

make any efforts to sustain it. With the exception that occasionally,

usually not oftener than once in several months, I allude to the

subject, and that chiefly on account of a few careless and unfaithful

individuals, I have little to say or to do to maintain the authority of

the Study Card. Most of the scholars obey it of their own accord,

implicitly and cordially. And I believe they consider this faithful

monitor not only one of the most useful, but one of the most agreeable

friends they have. We should not only regret its services, but miss its

company if it should be taken away.

This regulation then, namely, to abstain from all communication with

one another, and from all leaving of seats, at certain times which are

marked by the position of the Study Card, is the only one which can

properly be called a _rule_ of the school. There are a great many

arrangements and plans relating to the _instruction_ of the pupils, but

no other specific _rules_ relating to _their conduct._ You are, of

course, while in the school, under the same moral obligations which rest

upon you elsewhere. You must be kind to one another, respectful to

superiors, and quiet and orderly in your deportment. You must do nothing

to encroach upon another's rights, or to interrupt and disturb your

companions in their pursuits. You must not produce disorder, or be

wasteful of the public property, or do any thing else which you might

know is in itself wrong. But you are to avoid these things, not because

there are any rules in this school against them, for there are none, but

because they are in _themselves wrong_--in all places and under all

circumstances, wrong. The universal and unchangeable principles of duty

are the same here as elsewhere. I do not make rules pointing them out,

but expect that you will, through your own conscience and moral

principle, discover and obey them.

It is wrong, for instance, for you to speak harshly or unkindly to your

companions, or to do any thing to wound their feelings unnecessarily, in

any way. But this is a universal principle of duty, not a rule of

school.

So it is wrong for you to be rude and noisy, and thus disturb others who

are studying, or to brush by them carelessly, so as to jostle them at

their writing or derange their books. But to be careful not to do injury

to others in the reckless pursuit of our own pleasures is a universal

principle of duty, not a rule of school.

Such a case as this, for example, once occurred. A number of little

girls began to amuse themselves in recess with running about among the

desks in pursuit of one another, and they told me, in excuse for it,

when I called them to account, that they did not know that it was

"_against the rule"_.

[Illustration]

"It is not against the rule," said I; "I have never made any rule

against running about among the desks."

"Then," asked they, "did we do wrong?"

"Do you think it would be a good plan," I inquired, "to have it a common

amusement in the recess for the girls to hunt each other among the

desks?"

"No, sir," they replied, simultaneously.

"Why not? There are some reasons. I do not know, however, whether you

will have the ingenuity to think of them."

"We may start the desks from their places," said one.

"Yes," said I, "they are fastened down very slightly, so that I may

easily alter their position."

"We might upset the inkstands," said another.

"Sometimes," added a third, "we run against the scholars who are sitting

in their seats."

"It seems, then, you have ingenuity enough to discover the reasons. Why

did not these reasons prevent your doing it?"

"We did not think of them before."

"True; that is the exact state of the case. Now, when persons are so

eager to promote their own enjoyment as to forget the rights and the

comforts of others, it is _selfishness. _ Now is there any rule in this

school against selfishness?"

"No, sir."

"You are right. There is not. But selfishness is wrong, very wrong, in

whatever form it appears, here and every where else, and that whether I

make any rules against it or not."

You will see, from this anecdote, that, though there is but one rule of

the school, I by no means intend to say that there is only _one way of

doing wrong here._ That would be very absurd. You _must not do any thing

which you may know, by proper reflection, to be in itself wrong._ This,

however, is a universal principle of duty, not a _rule_ of the Mount

Vernon School. If I should attempt to make rules which would specify and

prohibit every possible way by which you might do wrong, my laws would

be innumerable, and even then I should fail of securing my object,

unless you had the disposition to do your duty. No legislation can enact

laws as fast as a perverted ingenuity can find means to evade them.

You will perhaps ask what will be the consequence if we transgress

either the single rule of the school or any of the great principles of

duty. In other words, What are the punishments which are resorted to in

the Mount Vernon School? The answer is, there are no punishments. I do

not say that I should not, in case all other means should fail, resort

to the most decisive measures to secure obedience and subordination.

Most certainly I should do so, as it would plainly be my duty to do it.

If you should at any time be so unhappy as to violate your obligations

to yourself, to your companions, or to me--should you misimprove your

time, or exhibit an unkind or a selfish spirit, or be disrespectful or

insubordinate to your teachers, I should go frankly and openly, but

kindly to you, and endeavor to convince you of your fault. I should very

probably do this by addressing a note to you, as I suppose this would be

less unpleasant to you than a conversation. In such a case, I shall hope

that you will as frankly and openly reply, telling me whether you admit

your fault and are determined to amend, or else informing me of the

contrary. I shall wish you to be _sincere_, and then I shall know what

course to take next. But as to the consequences which may result to you

if you should persist in what is wrong, it is not necessary that you

should know them beforehand. They who wander from duty always plunge

themselves into troubles which they do not anticipate; and if you do

what, at the time you are doing it, you know to be wrong, it will not be

unjust that you should suffer the consequences, even if they were not

beforehand understood and expected. This will be the case with you all

through life, and it will be the case here.

I say it _will_ be the case here; I ought rather to say that it will be

the case should you be so unhappy as to do wrong and to persist in it.

Such persistance, however, never occurs--at least it occurs so seldom,

and at intervals so great, that every thing of the nature of punishment,

that is, the depriving a pupil of any enjoyment, or subjecting her to

any disgrace, or giving her pain in any way in consequence of her

faults, except the simple pain of awakening conscience in her bosom, is

almost entirely unknown. I hope that you will always be ready to confess

and forsake your faults, and endeavor, while you remain in school, to

improve in character, and attain, as far as possible, every moral

excellence.

I ought to remark, before dismissing this topic, that I place very great

confidence in the scholars in regard to their moral conduct and

deportment, and they fully deserve it. I have no care and no trouble in

what is commonly called _the government of the school._ Neither myself

nor any one else is employed in any way in watching the scholars, or

keeping any sort of account of them. I should not at any time hesitate

to call all the teachers into an adjoining room, leaving the school

alone for half an hour, and I should be confident that, at such a time,

order, and stillness, and attention to study would prevail as much as

ever. The scholars would not look to see whether I was in my desk, but

whether the Study Card was up. The school was left in this way, half an

hour every day, during a quarter, that we might have a teachers'

meeting, and the studies went on generally quite as well, to say the

least, as when the teachers were present. One or two instances of

irregular conduct occurred. I do not now recollect precisely what they

were. They were, however, fully acknowledged and not repeated, and I

believe the scholars were generally more scrupulous and faithful then

than at other times. They would not betray the confidence reposed in

them. This plan was continued until it was found more convenient to have

the teachers' meetings in the afternoons.

When any thing wrong is done in school, I generally state the case, and

request the individuals who have done it to let me know who they are.

They inform me sometimes by notes and sometimes in conversation; but

they always inform me. The plan _always_ succeeds. The scholars all know

that there is nothing to be feared from confessing faults to me; but

that, on the other hand, it is a most direct and certain way to secure

returning peace and happiness.

I can illustrate this by describing a case which actually occurred,

though the description is not to be considered so much an accurate

account of what took place in a particular instance as an illustration

of the _general spirit and manner_ in which such cases are disposed of.

I accidentally understood that some of the younger scholars were in the

habit, during recesses and after school, of ringing the door-bell and

then running away, to amuse themselves with the perplexity of their

companions who should go to the door and find no one there. I explained

in a few words, one day, to the school, that this was wrong.

"How many," I then asked, "have ever been put to the trouble to go to

the door when the bell has thus been rung? They may rise."

A very large number of scholars stood up. Those who had done the

mischief were evidently surprised at the extent of the trouble they had

occasioned.

"Now," I continued, "I think all will be convinced that the trouble

which this practice has occasioned to the fifty or sixty young ladies,

who can not be expected to find amusement in such a way, is far greater

than the pleasure it can have given to the few who are young enough to

have enjoyed it. Therefore it was wrong. Do you think that the girls who

rang the bell might have known this by proper reflection?"

"Yes, sir," the school generally answered.

"I do not mean," said I, "if they had set themselves formally at work to

think about the subject, but with such a degree of reflection as ought

reasonably to be expected of little girls in the hilarity of recess and

of play."

"Yes, sir," was still the reply, but fainter than before.

"There is one way by which I might ascertain whether you were old enough

to know that this was wrong, and that is by asking those who have

refrained from doing this, because they supposed it would be wrong, to

rise. Then, if some of the youngest scholars in school should stand up,

as I have no doubt they would, it would prove that all might have known,

if they had been equally conscientious. But if I ask those to rise who

have _not_ rung the bell, I shall make known to the whole school who

they are that have done it, and I wish that the exposure of faults

should be private, unless it is _necessary_ that it should be public. I

will, therefore, not do it. I have myself, however, no doubt that all

might have known that it was wrong.

"There is," continued I, "another injury which must grow out of such a

practice. This I should not have expected the little girls could think

of. In fact, I doubt whether any in school will think of it. Can any one

tell me what it is?"

No one replied.

"I should suppose that it would lead you to disregard the bell when it

rings, and that consequently a gentleman or lady might sometimes ring in

vain, the scholars near the door saying, 'Oh, it is only the little

girls.'"

"Yes, sir," was heard from all parts of the room.

I found, from farther inquiry, that this had been the case, and I closed

by saying,

"I am satisfied that those who have inadvertently fallen into this

practice are sorry for it, and that if I should leave it here, no more

cases of it would occur, and this is all I wish. At the same time, they

who have done this will feel more effectually relieved from the pain

which having done wrong must necessarily give them, if they individually

acknowledge it to me. I wish, therefore, that all who have thus rung the

bell in play would write me notes stating the facts. If any one does not

do it, she will punish herself severely, for she will feel for many days

to come that while her companions were willing to acknowledge their

faults, she wished to conceal and cover hers. Conscience will reproach

her bitterly for her insincerity, and, whenever she hears the sound of

the door-bell, it will remind her not only of her fault, but of what is

far worse, _her willingness to appear innocent when she was really

guilty."_

Before the close of the school I had eight or ten notes acknowledging

the fault, describing the circumstances of each case, and expressing

promises to do so no more.

It is by such methods as this, rather than by threatening and

punishment, that I manage the cases of discipline which from time to

time occur; but even such as this, slight as it is, occur very seldom.

Weeks and weeks sometimes elapse without one. When they do occur, they

are always easily settled by confession and reform. Sometimes I am asked

to _forgive_ the offense. But I have no power to forgive. God must

forgive you when you do wrong, or the burden must remain. My duty is to

take measures to prevent future transgression, and to lead those who

have been guilty of it to God for pardon. If they do not go to Him,

though they may satisfy me, as principal of a school, by not repeating

the offence, they must remain _unforgiven_. I can _forget_, and I do

forget. For example, in this last case I have not the slightest

recollection of any individual who was engaged in it. The evil was

entirely removed, and had it not afforded me a convenient illustration

here, perhaps I should never have thought of it again; still, it may not

yet be _forgiven._ It may seem strange that I should speak so seriously

of God's forgiveness for such a trifle as that. Does He notice a child's

ringing a door-bell in play? He notices when a child is willing to yield

to temptation to do what she knows to be wrong, and to act even in the

slightest trifle from a selfish disregard for the convenience of others.

This spirit He always notices, and though I may stop any particular form

of its exhibition, it is for Him alone to forgive it and to purify the

heart from its power. But I shall speak more particularly on this

subject under the head of Religious Instruction.

II. ORDER OF DAILY EXERCISES.

There will be given you, when you enter the school, a blank schedule, in

which the divisions of each forenoon for one week are marked, and in

which your own employments for every half hour are to be written. (A

copy of this is inserted on page 222.)

This schedule, when filled up, forms a sort of a map for the week, in

which you can readily find what are your duties for any particular

time. The following description will enable you better to understand it.

_Opening of the School._

The first thing which will call your attention as the hour for the

commencement of the school approaches in the morning is the ringing of a

bell five minutes before the time arrives by the regulator, who sits at

the curtained desk before the Study Card. One minute before the time the

bell is rung again, which is the signal for all to take their seats and

prepare for the opening of the school. When the precise moment arrives,

the Study Card is drawn up, and at the sound of its little bell, all the

scholars recline their heads upon their desks, and unite with me in a

very short prayer for God's protection and blessing during the day. I

adopted the plan of allowing the scholars to sit, because I thought it

would be pleasanter for them, and they have, in return, been generally,

so far as I know, faithful in complying with my wish that they would all

assume the posture proposed, so that the school may present the uniform

and serious aspect which is proper when we are engaged in so solemn a

duty. If you move your chair back a little, you will find the posture

not inconvenient; but the only reward you will have for faithfully

complying with the general custom is the pleasure of doing your duty,

for no one watches you, and you would not be called to account should

you neglect to conform to the usage of the school.

I hope, however, that you will conform to it. Indeed, all truly refined

and well-bred people make it a universal rule of life to conform to the

innocent religious usages of those around them, wherever they may be.

After the prayer we sing one or two verses of a hymn. The music is led

by a piano, and we wish all to join in it who can sing. The exercises

which follow are exhibited to the eye by the diagram on the next page.

MOUNT VERNON SCHOOL

SCHEDULE OF STUDIES. 1833.

_Miss_

+---------+---------------+-----------+-----+-----------+-----+-----------+

| |FIRST HOUR. |SECOND HOUR| |THIRD HOUR | |FOURTH HOUR|

| +---------------+-----------+--+--+-----------+--+--+-----------+

| |EVENING LESSONS|LANGUAGES. |G.|R.|MATHEMATICS|G.|R.|SECTIONS. |

+---------+--------+------+-----+-----+--+--+-----+-----+--+--+-----------+

|MONDAY | | | | | | | | | | | |

+---------+--------+------+-----+-----+--+ +-----+-----+--+ +-----------+

|TUESDAY | | | | | | | | | | | |

+---------+--------+------+-----+-----+--+ +-----+-----+--+ +-----------+

|WEDNESDAY| | | | | | | | | | | |

+---------+--------+------+-----+-----+--+ +-----+-----+--+ +-----------+

|THURSDAY | | | | | | | | | | | |

+---------+--------+------+-----+-----+--+ +-----+-----+--+ +-----------+

|FRIDAY | | | | | | | | | | | |

+---------+--------+------+-----+-----+--+ +-----+-----+--+ +-----------+

|SATURDAY | | | | | | | | | | | |

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I now proceed to describe in detail the several hours, as represented

in the diagram.

_First Hour._--_Evening Lessons._

The first hour of the day, as you will see by the schedule, is marked

evening lessons, because most, though not all, of the studies assigned

to it are intended to be prepared out of school. These studies are

miscellaneous in their character, comprising Geography, History, Natural

and Intellectual Philosophy, and Natural History. This hour, like all

the other hours for study, is divided into two equal parts, some classes

reciting in the first part, and others in the second. A bell is always

rung _five minutes before_ the time for closing the recitation, to give

the teachers notice that their time is nearly expired, and then again

_at the time,_ to give notice to new classes to take their places. Thus

you will observe that five minutes before the half hour expires the bell

will ring, soon after which the classes in recitation will take their

seats. Precisely at the end of the half hour it will ring again, when

new classes will take their places. In the same manner, notice is given

five minutes before the second half of the hour expires, and so in all

the other three hours.

At the end of the first hour the Study Card will be let half down five

minutes, and you will perceive that the sound of its bell will

immediately produce a decided change in the whole aspect of the room. It

is the signal, as has been before explained, for universal permission to

whisper and to leave seats, though not for loud talking or play, so that

those who wish to continue their studies may do so without interruption.

When the five-minute period has expired the card goes up again, and its

sound immediately restores silence and order.

_Second Hour._--_Languages._ We then commence the second hour of the

school. This is devoted to the study of the languages. The Latin,

French, and English classes recite at this time. By English classes I

mean those studying the English _as a language,_ that is, classes in

Grammar, Rhetoric, and Composition. The hour is divided as the first

hour is, and the bell is rung in the same way, that is, at the close of

each half hour, and also five minutes before the close, to give the

classes notice that the time for recitation is about to expire.

_First General Exercise._

You will observe, then, that there follows upon the schedule a quarter

of an hour marked G. That initial stands for General Exercise, and when

it arrives each pupil is to lay aside her work, and attend to any

exercise which may be proposed. This quarter of an hour is appropriated

to a great variety of purposes. Sometimes I give a short and familiar

lecture on some useful subject connected with science or art, or the

principles of duty. Sometimes we have a general reading lesson.

Sometimes we turn the school into a Bible class. Again, the time is

occupied in attending to some _general_ business of the school. The bell

is rung one minute before the close of the time, and when the period

appropriated to this purpose has actually expired, the Study Card, for

the first time in the morning, is let entirely down, and the room is at

once suddenly transformed into a scene of life, and motion, and gayety.

_First Recess._

The time for the recess is a quarter of an hour, and, as you will see,

it is marked R. on the schedule. We have various modes of amusing

ourselves, and finding exercise and recreation in recesses. Sometimes

the girls bring their battledores to school. Sometimes they have a large

number of soft balls with which they amuse themselves. A more common

amusement is marching to the music of the piano. For this purpose a set

of signals by the whistle has been devised, by which commands are

communicated to the school.

In these and similar amusements the recesses pass away, and one minute

before it expires the bell is rung to give notice of the approach of

study hours.

At this signal the scholars begin to prepare for a return to the

ordinary duties of school, and when, at the full expiration of the

recess, the Study Card again goes up, silence, and attention, and order

is immediately restored.

_Third Hour.--Mathematics_.

There follows next, as you will see by reference to the schedule, an

hour marked Mathematics. It is time for studying and reciting

Arithmetic, Algebra, Geometry, and similar studies. It is divided, as

the previous hours were, into two equal parts, and the bell is rung, as

has been described, five minutes before the close, and also precisely at

the close of each half hour.

_Second General Exercise.--Business_.

Then follow two quarter hours, appropriated like those heretofore

described, the first to a General Exercise, the second to a recess. At

the first of these the general business of the school is transacted. As

this business will probably appear new to you, and will attract your

attention, I will describe its nature and design.

At first you will observe a young lady rise at the secretary's desk to

read a journal of what was done the day before. The notices which I

gave, the arrangements I made, the subjects discussed and decided, and,

in fact, every thing important and interesting in the business or

occurrences of the preceding day, is recorded by the secretary of the

school, and read at this time. This journal ought not to be a mere dry

record of votes and business, but, as far as possible, an interesting

description, in a narrative style, of the occurrences of the day. The

secretary must keep a memorandum, and ascertain that every thing

important really finds a place in the record, but she may employ any

good writer in school to prepare, from her minutes, the full account.

After the record is read, you will observe me take from a little red

morocco wrapper which has been brought to my desk a number of narrow

slips of paper, which I am to read aloud. In most assemblies, it is

customary for any person wishing it to rise in his place and propose any

plan, or, as it is called, "make any motion" that he pleases. It would

be unpleasant for a young lady to do this in presence of a hundred

companions, and we have consequently resorted to another plan. The red

wrapper is placed in a part of the room accessible to all, and any one

who pleases writes upon a narrow slip of paper any thing she wishes to

lay before the school, and deposits it there, and at the appointed time

the whole are brought to me. These propositions are of various kinds. I

can, perhaps, best give you an idea of them by such specimens as occur

to me.

"A.B. resigns her office of copyist, as she is about to leave school."

"Proposed that a class in Botany be formed. There are many who would

like to join it."

"When will vacation commence?"

"Proposed that a music committee be appointed, so that we can have some

marching in recess."

"Proposed that school begin at nine o'clock."

"Mr. Abbott, will you have the goodness to explain to us what is meant

by the Veto Message?"

"Proposed that we have locks upon our desks."

You see that the variety is very great, and there are usually from four

or five to ten or fifteen of such papers daily. You will be at liberty

to make in this way any suggestion or inquiry, or to propose any change

you please in any part of the instruction or administration of the

school. If any thing dissatisfies you, you ought not to murmur at it in

private, or complain of it to your companions, thus injuring to no

purpose both your own peace and happiness and theirs, but you ought

immediately to bring up the subject in the way above described, that the

evil may be removed. I receive some of the most valuable suggestions in

this way from the older and most reflecting pupils. These suggestions

are read. Sometimes I decide the question that arises myself. Sometimes

I say that the pupils may decide it. Sometimes I ask their opinion and

wishes, and then, after taking them into consideration, come to a

conclusion.

For example, I will insert a few of these propositions, as these papers

are called, describing the way in which they would be disposed of. Most

of them are real cases.

"Mr. Abbott, the first class in Geography is so large that we have not

room in the recitation seats. Can not we have another place?"

After reading this, I should perhaps say, "The class in Geography may

rise and be counted." They rise. Those in each division are counted by

the proper officer, as will hereafter be explained, and the numbers are

reported aloud to me. It is all done in a moment.

"How many of you think you need better accommodations?"

If a majority of hands are raised, I say, "I wish the teacher of that

class would ascertain whether any other place of recitation is vacant,

or occupied by a smaller class at that time, and report the case to me."

"Proposed that we be allowed to walk upon the common in the recesses."

"I should like to have some plan formed by which you can walk on the

common in recesses, but there are difficulties. If all should go out

together, it is probable that some would be rude and noisy, and that

others would come back tardy and out of breath. Besides, as the recess

is short, so many would be in haste to prepare to go out, that there

would be a great crowd and much confusion in the ante-room and

passage-ways. I do not mention these as insuperable objections, but

only as difficulties which there must be some plan to avoid. Perhaps,

however, they can not be avoided. Do any of you think of any plan?"

I see, perhaps, two or three hands raised, and call upon the individuals

by name, and they express their opinions. One says that a part can go

out at a time. Another proposes that those who are tardy one day should

not go out again, &c.

"I think it possible that a plan can be formed on these or some such

principles. If you will appoint a committee who will prepare a plan, and

mature its details, and take charge of the execution of it, you may try

the experiment. I will allow it to go on as long as you avoid the evils

I have above alluded to."

A committee is then raised, to report in writing at the business hour of

the following day.

"Proposed that the Study Card be down every half hour."

"You may decide this question yourselves. That you may vote more freely,

I wish you to vote by ballot. The boxes will be open during the next

recess. The vote-receivers will write the question and place it upon the

boxes. All who feel interested in the subject may carry in their votes,

Aye or Nay. When the result is reported to me I will read it to the

school."

In this and similar ways the various business brought up is disposed of.

This custom is useful to the scholars, for it exercises and strengthens

their judgment and their reflecting powers more than almost any thing

besides; so that, if interesting them in this way in the management of

the school were of no benefit to me, I should retain the practice as

most valuable to them. But it is most useful to me and to the school. I

think that nothing has contributed more to its prosperity than the

active interest which the scholars have always taken in its concerns,

and the assistance they have rendered me in carrying my plans into

effect.

You will observe that in transacting this business very little is

actually done by myself, except making the ultimate decision. All the

details of business are assigned to teachers, or to officers and

committees appointed for the purpose. By this means we dispatch business

very rapidly. The system of offices will be explained in another place;

but I may say here that all appointments and elections are made in this

quarter hour, and by means of the assistance of these officers the

transaction of business is so facilitated that much more can sometimes

be accomplished than you would suppose possible. I consider this period

as one of the most important in the whole morning.

_Second Recess._

After the expiration of the quarter hour above described, the Study Card

is dropped, and a recess succeeds.

_Fourth Hour._--_Sections_.

In all the former part of the day the scholars are divided into

_classes_, according to their proficiency in particular branches of

study, and they resort to their _recitations_ for _instruction. _ They

now are divided into six _sections_, as we call them, and placed under

the care of _superintendents_, not for instruction, but for what may be

called supervision. _Teaching_ a pupil is not all that is necessary to

be done for her in school. There are many other things to be attended

to, such as supplying her with the various articles necessary for her

use, seeing that her desk is convenient, that her time is well arranged,

that she has not too much to do nor too little, and that no difficulty

which can be removed obstructs her progress in study or her happiness in

school. The last hour is appropriated to this purpose, with the

understanding, however, that such a portion of it as is not wanted by

the superintendent is to be spent in study. You will see, then, when the

last hour arrives, that all the scholars go in various directions to the

meetings of their respective sections. Here they remain as long as the

superintendent retains them. Sometimes they adjourn almost immediately,

perhaps after having simply attended to the distribution of pens for the

next day; at other times they remain during the hour, attending to such

exercises as the superintendent may plan. The design, however, and

nature of this whole arrangement I shall explain more fully in another

place.

_Close of the School._

As the end of the hour approaches, five minutes' notice is given by the

bell, and when the time arrives the Study Card is half dropped for a

moment before the closing exercises. When it rises again the room is

restored to silence and order. We then sing a verse or two of a hymn,

and commend ourselves to God's protection in a short prayer. As the

scholars raise their heads from the posture of reverence which they have

assumed, they pause a moment till the regulator lets down the Study

Card, and the sound of its bell is the signal that our duties at school

are ended for the day.

III. INSTRUCTION AND SUPERVISION OF PUPILS.

For the instruction of the pupils the school is divided into _classes_,

and for their general supervision into _sections_, as has been intimated

under the preceding caption. The head of a _class_ is called a

_teacher_, and the head of a _section_ a _superintendent_. The same

individual may be both the teacher of a class and the superintendent of

a section. The two offices are, however, entirely distinct in their

nature and design. As you will perceive by recalling to mind the daily

order of exercises, the classes meet and recite during the first three

hours of the school, and the sections assemble on the fourth and last.

We shall give each a separate description.

1. CLASSES.

The object of the division into classes is _instruction_. Whenever it is

desirable that several individuals should pursue a particular study, a

list of their names is made out, a book selected, a time for recitation

assigned, a teacher appointed, and the exercises begin. In this way a

large number of classes have been formed, and the wishes of parents, or

the opinion of the principal, and, in many cases, that of the pupil,

determines how many and what shall be assigned to each individual. A

list of these classes, with the average age of the members, the name of

the teacher, and the time of recitation, is posted in a conspicuous

place, and public notice is given whenever a new class is formed. You

will therefore have the opportunity to know all the arrangements of

school in this respect, and I wish you to exercise your own judgment and

discretion a great deal in regard to your studies. I do not mean I

expect you to _decide_, but to _reflect_ upon them. Look at the list,

and consider what are most useful for you. Propose to me or to your

parents changes, whenever you think they are necessary; and when you

finish one study, reflect carefully, yourself, on the question what you

shall next commence.

The scholars prepare their lessons when they please. They are expected

to be present and prepared at the time of recitation, but they make the

preparation when it is most convenient. The more methodical and

systematic of the young ladies mark the times of _study_ as well as of

_recitation_ upon their schedules, so that the employment of their whole

time at school is regulated by a systematic plan. You will observe, too,

that by this plan of having a great many classes reciting through the

first three hours of the morning, every pupil can be employed as much or

as little as her parents desire. In a case of ill health, she may, as

has often been done in such cases at the request of parents, join one or

two classes only, and occupy the whole forenoon in preparing for them,

and be entirely free from school duties at home. Or she may, as is much

more frequently the case, choose to join a great many classes, so as to

fill up, perhaps, her whole schedule with recitations, in which case she

must prepare all her lessons at home. It is the duty of teachers to take

care, however, when a pupil pleads want of time as a reason for being

unprepared in any lesson, that the case is fully examined, in order that

it may be ascertained whether the individual has joined too many

classes, in which case some one should be dropped, and thus the time and

the employments of each individual should be so adjusted as to give her

constant occupation _in school,_ and as much more as her parents may

desire. By this plan of the classes, each scholar advances just as

rapidly in her studies as her time, and talents, and health will allow.

No one is kept back by the rest. Each class goes on regularly and

systematically, all its members keeping exactly together in that study;

but the various members of it will have joined a greater or less number

of other classes, according to their age, or abilities, or progress in

study, so that all will or may have full employment for their time.

When you first enter the school, you will, for a day or two, be assigned

to but few classes, for your mind will be distracted by the excitement

of new scenes and pursuits, and the intellectual effort necessary for

_joining_ a class is greater than that requisite for _going on_ with it

after being once under way. After a few days you will come to me and

say, perhaps (for this is ordinarily the process),

"Mr. Abbott, I think I have time for some more studies."

"I will thank you to bring me your schedule," I say in reply, "so that I

can see what you have now to do."

By glancing my eye over the schedule in such a case, I see in a moment

what duties have been already assigned you, and from my general

schedule, containing all the studies of the school, I select what would

be most suitable for you after conferring with you about your past

pursuits, and your own wishes or those of your parents in regard to your

future course. Additions are thus made until your time is fully

occupied.

The manner of recitation in the classes is almost boundlessly varied.

The design is not to have you commit to memory what the book contains,

but to understand and digest it--to incorporate it fully into your own

mind, that it may come up in future life in such a form as you wish it

for use. Do not then, in ordinary cases, endeavor to fix _words_, but

_ideas_ in your minds. Conceive clearly--paint distinctly to your

imagination what is described--contemplate facts in all their bearings

and relations, and thus endeavor to exercise the judgment, and the

thinking and reasoning powers, rather than the mere memory, upon the

subjects which will come before you.

2. SECTIONS.

In describing the order of daily exercises, I alluded to the _sections_

which assemble in the last hour of the school. It is necessary that I

should fully describe the system of sections, as it constitutes a very

important part of the plan of the school.

Besides giving the scholars the necessary intellectual instruction,

there are, as I have already remarked, a great many other points which

must receive attention in order to promote their progress, and to secure

the regular operation and general welfare of the school. These various

points have something common in their nature, but it is difficult to

give them a common name. They are such as supplying the pupils with pens

and paper, and stationery of other kinds; becoming acquainted with each

individual; ascertaining that she has enough and not too much to do;

arranging her work so that no one of her duties shall interfere with

another; assisting her to discover and correct her faults, and removing

any sources of difficulty or causes of discontent which may gradually

come in her way. These, and a multitude of similar points, constituting

what may be called the general _administration_ of the school, become,

when the number of pupils is large, a most important branch of the

teacher's duty.

To accomplish these objects more effectually, the school is divided into

six sections, arranged, not according to proficiency in particular

studies, as the several classes are, but according to _age and general

maturity of mind._ Each one of these sections is assigned to the care of

a superintendent. These superintendents, it is true, during most of

school hours, are also teachers. Their duties, however, as _Teachers_

and as _Superintendents_, are entirely distinct. I shall briefly

enumerate the duties which devolve upon her in the latter capacity.

1. A superintendent ought to prepare an exact list of the members of her

section, and to become intimately acquainted with them, so as to be as

far as possible their friend and confidante, and to feel a stronger

interest in their progress in study and their happiness in school, and a

greater personal attachment to them than to any other scholars.

2. She is to superintend the preparation of their schedules; to see that

each one has enough and not too much to do, by making known to me the

necessity of a change, where such necessity exists; to see that the

schedules are submitted to the parents, and that their opinion or

suggestions, if they wish to make any, are reported to me.

3. She is to take care that all the daily wants of her section are

supplied--that all have pens and paper, and desks of suitable height. If

any are new scholars, she ought to interest herself in assisting them to

become acquainted in school; if they are friendless and alone, to find

companions for them, and to endeavor in every way to make their time

pass pleasantly and happily.

4. To watch the characters of the members of her section. To inquire of

their several teachers as to the progress they make in study, and the

faithfulness and punctuality with which they prepare their lessons. She

ought to ascertain whether they are punctual at school and regular in

their habits--whether their desks are neat and well arranged, and their

exercises carefully executed. She ought to correct, through her own

influence, any evils of this kind she may find, or else immediately to

refer the cases where this can not be done to me.

The better and the more pleasantly to accomplish the object of exerting

a favorable influence upon the characters of the members of their

section, the superintendents ought often to bring up subjects connected

with moral and religious duty in section meetings. This may be done in

the form of subjects assigned for composition, or proposed for free

discussion in writing or conversation, or the superintendents may write

themselves, and read to the section the instructions they wish to give.

When subjects for written composition are thus assigned, they should be

so presented to the pupils as to lead their minds to a very practical

mode of regarding them. For example, instead of simply assigning the

subject _Truth_ as the theme of an abstract moral essay, bring up

definite points of a practical character, such especially as are

connected with the trials and temptations of early life. "I wish you

would all give me your opinions," the teacher might say in such a case,

"on the question, What is the most frequent inducement that leads

children to tell falsehoods? Also, do you think it is right to tell

untruths to very little children, as many persons do, or to people who

are sick? Also, whether it would be right to tell a falsehood to an

insane man in order to manage him?"

Sometimes, instead of assigning a subject of composition _verbally_, the

superintendent exhibits an engraving, and the several members of the

class then write any thing they please which is suggested to them by

the engraving. For example, suppose the picture thus exhibited were to

represent a girl sewing in an attic. The compositions to which it would

give rise might be very various. One pupil would perhaps simply give an

account of the picture itself, describing the arrangements of the room,

and specifying the particular articles of furniture contained in it.

Another would give a soliloquy supposed to be spoken by the sewing-girl

as she sits at her work. Another would narrate the history of her life,

of course an imaginary one. Another would write an essay on the

advantages of industry and independence.

This is a very good way of assigning subjects of composition, and, if

well managed, it may be the means of awakening a great interest in

writing among almost all the pupils of a school.

5. Though the superintendents, as such, have, necessarily speaking, no

_teaching_ to do, still they ought particularly to secure the progress

of every pupil in what may be called the _essential_ studies, such as

reading, writing, and spelling. For this purpose, they either see that

their pupils are going on successfully in classes in school in these

branches, or they may attend to them in the section, provided that they

never allow such instruction to interfere with their more appropriate

and important duties.

In a word, the superintendents are to consider the members of their

sections as pupils confided to their care, and they are not merely to

discharge mechanically any mere routine of duty, such as can be here

pointed out, but to exert all their powers, their ingenuity, their

knowledge of human character, their judgment and discretion, in every

way, to secure for each of those committed to their care the highest

benefits which the institution to which they belong can afford. They are

to keep a careful and faithful record of their plans and of the history

of their respective sections, and to endeavor as faithfully and as

diligently to advance the interests of the members of them as if the

sections were separate and independent schools of their own.

A great responsibility is thus evidently intrusted to them, but not a great

deal of _power_. They ought not to make changes, except in very plain

cases, without referring the subject to me. They ought not to make rash

experiments, or even to try many new plans, without first obtaining my

approval of them. They ought to refer all cases which they can not easily

manage to my care. They ought to understand the distinction between _seeing

that a thing is done_ and _doing it_. For example, if a superintendent

thinks that one of her section is in too high a class in Arithmetic, her

duty is not to undertake, by her own authority, to remove her to a lower

one, for, as superintendent, she has no authority over Arithmetic classes,

nor should she go to the opposite extreme of saying, "I have no authority

over Arithmetic classes, and therefore I have nothing to do with this

case." She ought to go to the teacher of the class to which her pupil

had been unwisely assigned, converse with her, obtain her opinion, then

find some other class more suited to her attainments, and after fully

ascertaining all the facts in the case, bring them to me, that I may

make the change. This is _superintendence--looking over_ the condition

and progress of the scholar. The superintendents have thus great

responsibility, and yet, comparatively, little power. They accomplish a

great deal of good, and, in its ordinary course, it is by their direct

personal efforts; but in making changes, and remedying defects and

evils, they act generally in a different way.

The last hour of school is devoted to the sections. No classes recite

then, but the sections meet, if the superintendents wish, and attend to

such exercises as they provide. Each section has its own organization,

its own officers and plans. These arrangements of course vary in their

character according to the ingenuity and enterprise of the

superintendents, and more especially according to the talents and

intellectual ardor of the members of the section.

The two upper sections are called senior, the next two middle, and the

two younger junior. The senior sections are distinguished by using paper

for section purposes with a light blue tinge. To the middle sections is

assigned a light straw color; and to the junior, pink. These colors are

used for the schedules of the members, and for the records and other

documents of the section.

This account, though it is brief, will be sufficient to explain to you

the general principles of the plan. You will soon become acquainted with

the exercises and arrangements of the particular section to which you

will be assigned, and by taking an active interest in them, and

endeavoring to cooperate with the superintendent in all her measures and

to comply with her wishes, you will very materially add to her

happiness, and do your part toward elevating the character of the

circle to which you will belong.

IV. OFFICERS.

In consequence of the disposition early manifested by the scholars to

render me every assistance in their power in carrying into effect the

plans of the school and promoting its prosperity, I gradually adopted

the plan of assigning to various officers and committees, a number of

specific duties relating to the general business of the school. These

officers have gradually multiplied as the school has increased and as

business has accumulated. The system has, from time to time, been

revised, condensed, and simplified, and at the present time it is thus

arranged. The particular duties of each officer are minutely described

to the individuals themselves at the time of their election; all I

intend here is to give a general view of the plan, such as is necessary

for the scholars at large.

There are, then, _five departments_ of business intrusted to officers of

the school. The names of the officers, and a brief exposition of their

duties, are as follows:

[I omit the particular explanation of the duties of the officers, as the

arrangement must vary in different schools, and the details of any one

plan can only be useful in the school-room to which it belongs. It will

be sufficient to name the officers of each department, with their

duties, in general terms.]

1. REGULATORS.--To assist in the ordinary routine of business in school:

ringing the bells; managing the Study Card; distributing and collecting

papers; counting votes, &c.

2. SECRETARIES.--Keeping the records, and executing writing of various

kinds.

3. ACCOUNTANTS.--Keeping a register of the scholars, and various other

duties connected with the accounts.

4. LIBRARIANS.--To take charge of books and stationery.

5. CURATORS.--To secure neatness and good order in the apartments.

The secretaries and accountants are appointed by the principal, and

will generally be chosen from the teachers. The first in each of the

other departments are chosen by ballot, by the scholars. Each one thus

chosen nominates the second in her department, and they two the

assistants. These nominations must be approved at a teachers' meeting;

for, if a scholar is inattentive to her studies, disorderly in her desk,

or careless and troublesome in her manners, she evidently ought not to

be appointed to public office. No person can hold an office in two of

these departments. She can, if she pleases, however, resign one to

accept another. Each of these departments ought often to assemble and

consult together, and form plans for carrying into effect with greater

efficiency the objects intrusted to them. They are to keep a record of

all their proceedings, the head of the department acting as secretary

for this purpose.

The following may be given as an example of the manner in which business

is transacted by means of these officers. On the day that the above

description of their duties was written, I wished for a sort of

directory to assist the collector employed to receive payments for the

bills, and, to obtain it, I took the following steps:

At the business quarter hour I issued the following order:

"Before the close of school, I wish the distributors to leave upon each

of the desks a piece of paper" (the size I described). "It is for a

purpose which I shall then explain."

Accordingly, at some leisure moment before the close of school, each one

of the regulators went with her box to the stationery shelves, which you

will see in the corners of the room, where a supply of paper of all the

various sizes used in school is kept, and, taking out a sufficient

number, they supplied all the desks in their respective divisions.

When the time for closing school arrived, I requested each young lady to

write the name of her parent or guardian upon the paper, and opposite

to it his place of business. This was done in a minute or two.

"All those whose parent's or guardian's name begins with a letter above

_m_ may rise."

They rose.

"The distributors may collect the papers."

The officers then passed round in regular order, each through her own

division, and collected the papers.

"Deliver them at the accountants' desk."

They were accordingly carried there, and received by the accountants.

In the same manner, the others were collected and received by the

accountants, but kept separate.

"I wish now the second accountant would copy these in a little book I

have prepared for the purpose, arranging them alphabetically, referring

all doubtful cases again to me."

The second accountant then arranged the papers, and prepared them to go

into the book, and the writer who belongs to the department copied them

fairly.

I describe this case, because it was one which occurred at the time I

was writing the above description, and not because there is any thing

otherwise peculiar in it. Such cases are continually taking place, and

by the division of labor above illustrated, I am very much assisted in a

great many of the duties which would otherwise consume a great portion

of my time.

Any of the scholars may at any time make suggestions in writing to any

of these officers or to the whole school; and if an officer should be

partial, or unfaithful, or negligent in her duty, any scholar may

propose her impeachment. After hearing what she chooses to write in her

defense, a vote is taken on sustaining the impeachment. If it is

sustained, she is deprived of the office, and another appointed to fill

her place.

V. THE COURT.

I have already described how all serious cases of doing wrong or neglect

of duty are managed in the school. I manage them myself, by coming as

directly and as openly as I can to the heart and conscience of the

offender. There are, however, a number of little transgressions, too

small to be individually worthy of serious attention, but which are yet

troublesome to the community when frequently repeated. These relate

chiefly to _order in the school-rooms_. These misdemeanors are tried,

half in jest and half in earnest, by a sort of _court_, whose forms of

process might make a legal gentleman smile. They, however, fully answer

our purpose. I can best give you an idea of the court by describing an

actual trial. I ought, however, first to say that any young lady who

chooses to be free from the jurisdiction of the court can signify that

wish to me, and she is safe from it. This, however, is never done. They

all see the useful influence of it, and wish to sustain it.

Near the close of school, I find, perhaps, on my desk a paper, of which

the following may be considered a copy. It is called the indictment.

We accuse Miss A.B. of having waste papers in the aisle opposite her desk,

at 11 o'clock, on Friday, Oct. 12.

C.D.}

E.F.} Witnesses.

I give notice after school that a case is to be tried. Those interested,

twenty or thirty perhaps, gather around my desk, while the sheriff goes

to summon the accused and the witnesses. A certain space is marked off

as the precincts of the court, within which no one must enter in the

slightest degree, on pain of imprisonment, that is, confinement to her

seat until court adjourns.

"Miss A.B., you are accused of having an untidy floor about your desk.

Have you any objection to the indictment?"

While she is looking over the indictment to discover a misspelled word,

or an error in the date, or some other latent flaw, I appoint any two of

the by-standers jury. The jury come forward to listen to the cause.

The accused returns the indictment, saying she has no objection, and the

witnesses are called upon to present their testimony.

Perhaps the prisoner alleges in defense that the papers were out _in the

aisle_, not _under her desk_, or that she did not put them there, or

that they were too few or too small to deserve attention.

My charge to the jury would be somewhat as follows:

"You are to consider and decide whether she was guilty of disorder,

taking into view the testimony of the witnesses and also her defense. It

is considered here that each young lady is responsible not only for the

appearance of the carpet _under her desk_, but also for _the aisle

opposite to it_, so that her first ground of defense must be abandoned.

So, also, with the second, that she did not put them there. She ought

not to _have_ them there. Each scholar must keep her own place in a

proper condition; so that if disorder is found there, no matter who made

it, she is responsible if she only had time to remove it. As to the

third, you must judge whether enough has been proved by the witnesses to

make out real disorder." The jury write _guilty_ or _not guilty_ upon

the paper, and it is returned to me. If sentence is pronounced, it is

usually confinement to the seat during a recess, or part of a recess, or

something that requires a slight effort or sacrifice for the public

good. The sentence is always something _real_, though always _slight_,

and the court has a great deal of influence in a double way--making

amusement and preserving order.

The cases tried are very various, but none of the serious business of

the school is intrusted to it. Its sessions are always held out of

school hours, and, in fact, it is hardly considered by the scholars as a

constituent part of the arrangements of the school; so much so, that I

hesitated much about inserting an account of it in this description.

VI. RELIGIOUS INSTRUCTION.

In giving you this account, brief as it is, I ought not to omit to speak

of one feature of our plan, which we have always intended should be one

of the most prominent and distinctive characteristics of the school. The

gentlemen who originally interested themselves in its establishment had

mainly in view the exertion, by the principal, of a decided moral and

religious influence over the hearts of the pupils. Knowing, as they did,

how much more dutiful and affectionate at home you would be, how much

more successful in your studies at school, how much happier in your

intercourse with each other, and in your prospects for the future both

here and hereafter, if your hearts could be brought under the influence

of Christian principle, they were strongly desirous that the school

should be so conducted that its religious influence, though gentle and

alluring in its character, should be frank, and open, and decided. I

need not say that I myself entered very cordially into these views. It

has been my constant effort, and one of the greatest sources of my

enjoyment, to try to win my pupils to piety, and to create such an

atmosphere in school that conscience, and moral principle, and affection

for the unseen Jehovah should reign here. You can easily see how much

pleasanter it is for me to have the school controlled by such influence,

than if it were necessary for me to hire you to diligence in duty by

prizes or rewards, or to deter you from neglect or from transgression by

reproaches, and threatenings, and punishments.

The influence which the school has thus exerted has always been

cordially welcomed by my pupils, and approved, so far as I have known,

by their parents, though four or five denominations, and fifteen or

twenty different congregations, have been from time to time represented

in the school. There are few parents who would not like to have their

children _Christians_--sincerely and practically so; for everything

which a parent can desire in a child is promoted just in proportion as

she opens her heart to the influence of the spirit of piety. But that

you may understand what course is taken, I shall describe, first, what I

wish to effect in the hearts of my pupils, and then what means I take to

accomplish the object.

1. A large number of young persons of your age, and in circumstances

similar to those in which you are placed, perform with some fidelity

their various outward duties, _but maintain no habitual and daily

communion with God_. It is very wrong for them to live thus without God,

but they do not see, or, rather, do not feel the guilt of it. They only

think of their accountability to _human beings_ like themselves; for

example, their parents, teachers, brothers and sisters, and friends.

Consequently, they think most of their _external_ conduct, which is all

that human beings can see. Their i>hearts_ are neglected, and become

very impure, full of evil thoughts, and desires, and passions, which are

not repented of, and consequently not forgiven. Now what I wish to

accomplish in regard to all my pupils is, that they should begin to

_feel their accountability to God_, and to act according to it; that

they should explore their _hearts_, and ask God's forgiveness for all

their past sins, through Jesus Christ, who died for them that they might

be forgiven; and that they should from this time try to live _near to

God_, feel his presence, and enjoy that solid peace and happiness which

flows from a sense of his protection. When such a change takes place, it

relieves the mind from that constant and irritating uneasiness which the

great mass of mankind feel as a constant burden; the ceaseless

forebodings of a troubled conscience reproaching them for their past

accumulated guilt, and warning them of a judgment to come. The change

which I endeavor to promote relieves the heart both of the present

suffering and of the future danger.

After endeavoring to induce you to begin to act from Christian

principle, I wish to explain to you your various duties to yourselves,

your parents, and to God.

2. The measures to which I resort to accomplish these objects are three:

First, _Religious Exercises in School_.--We open and close the school

with a very short prayer and one or two verses of a hymn. Sometimes I

occupy ten or fifteen minutes at one of the general exercises, or at the

close of the school, in giving instruction upon practical religious

duty. The subjects are sometimes suggested by a passage of Scripture

read for the purpose, but more commonly in another way.

You will observe often, at the close of the school or at an appointed

general exercise, that a scholar will bring to my desk a dark-colored

morocco wrapper containing several small strips of paper, upon which

questions relating to moral or religious duty, or subjects for remarks

from me, or anecdotes, or short statements of facts, giving rise to

inquiries of various kinds, are written. This wrapper is deposited in a

place accessible to all the scholars, and any one who pleases deposits

in it any question or suggestion on religious subjects which may occur

to her. You can at any time do this yourself, thus presenting any doubt,

or difficulty, or inquiry which may at any time occur to you.

Secondly, _Religious Exercise on Saturday afternoon_.--In order to bring

up more distinctly and systematically the subject of religious duty, I

established, a long time ago, a religious meeting on Saturday afternoon.

It is intended for those who feel interested in receiving such

instruction, and who can conveniently attend at that time. If you have

no other engagements, and if your parents approve of it, I should be

happy to have you attend. There will be very little to interest you

except the subject itself, for I make all the instructions which I give

there as plain, direct, and practical as is in my power. A considerable

number of the scholars usually attend, and frequently bring with them

many of their female friends. You can at any time invite any one whom

you please to come to the meeting. It commences at half past three, and

continues about half an hour.

Thirdly, _Personal Religious Instruction._--In consequence of the large

number of my pupils, and the constant occupation of my time in school, I

have scarcely any opportunity of religious conversation with them, even

with those who particularly desire it. The practice has therefore

arisen, and gradually extended itself almost universally in school, of

writing to me on the subject. These communications are usually brief

notes, expressing the writer's interest in the duties of piety, or

bringing forward her own peculiar practical difficulties, or making

specific inquiries, or asking particular instruction in regard to some

branch of religious duty. I answer in a similar way, very briefly and

concisely, however, for the number of notes of this kind which I receive

is very large, and the time which I can devote to such a correspondence

necessarily limited. I should like to receive such communications from

all my pupils; for advice or instruction communicated in reply, being

directly personal, is far more likely to produce effect. Besides, my

remarks, being in writing, can be read a second time, and be more

attentively considered and reconsidered than when words are merely

spoken. These communications must always be begun by the pupil. I never

(unless there may be occasional exceptions in some few very peculiar

cases) commence. I am prevented from doing this both by my unwillingness

to obtrude such a subject personally upon those who might not welcome

it, and by want of time. I have scarcely time to write to all those who

are willing first to write to me. Many cases have occurred where

individuals have strongly desired some private communication with me,

but have hesitated long, and shrunk reluctantly from the first step. I

hope it will not be so with you. Should you ever wish to receive from

me any direct religious instruction, I hope you will write immediately

and freely. I shall very probably not even notice that it is the first

time I have received such a communication from you. So numerous and so

frequent are these communications, that I seldom observe, when I receive

one from any individual for the first time, that it comes from one who

has not written me before.

Such are the means to which I resort in endeavoring to lead my pupils to

God and to duty, and you will observe that the whole design of them is

to win and to allure, not to compel. The regular devotional exercises of

school are all which you will _necessarily_ witness. These are very

short, occupying much less time than many of the pupils think desirable.

The rest is all private and voluntary. I never make any effort to urge

any one to attend the Saturday meeting, nor do I, except in a few rare

and peculiar cases, ever address any one personally, unless she desires

to be so addressed. You will be left, therefore, in this school,

unmolested, to choose your own way. If you should choose to neglect

religious duty, and to wander away from God, I shall still do all in my

power to make you happy in school, and to secure for you in future life

such a measure of enjoyment as can fall to the share of one over whose

prospects in another world there hangs so gloomy a cloud. I shall never

reproach you, and perhaps may not even know what your choice is. Should

you, on the other hand, prefer the peace and happiness of piety, and be

willing to begin to walk in its paths, you will find many, both among

the teachers and pupils of the Mount Vernon School, to sympathize with

you, and to encourage and help you on your way.