THE MT. VERNON SCHOOL.
There is perhaps 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 visiter,
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 interchange 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 a
description of the school which has been for four years under my care.
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.
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 school; but various instructers 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 easy
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 MT. 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 upon
the other 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_"[C] 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.
[Footnote C: This apparatus has been previously described. See p. 40.]
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.
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, "Cannot 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, i. e. 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 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. 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.
_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 they all repeatedly acknowledged; and the
scholars 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 inter-communication 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 afterwards 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 an article which you might obtain in a moment, but which
you cannot 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 before hand, 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, viz., 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.
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,
that they did not know that it was "_against the rule_."
"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 an universal principle of duty, not a _rule_ of the Mt. 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 Mt. 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 should
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 before hand. They who wander from duty, always plunge
themselves into troubles 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 cases however never occur. At least they occur 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 in 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
school 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'
meeting 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 do it sometimes by notes and sometimes in conversation,--but they
always do it. 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 occurred in a particular case, 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 cannot 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 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 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 done so, 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 offence. But I never forgive. 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 196.
* * * * *
This schedule, when filled up, forms a sort of a map of 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.
After the prayer we sing one or two verses of a hymn. The music is led
by the piano; and we wish all to join in it who can sing. The exercises
which follow are exhibited to the eye by the following diagram.
MOUNT VERNON SCHOOL.
SCHEDULE OF STUDIES. 1833.
_Miss_
+-------+----------+------------+-----+-------------+-----+-----------+
| | FIRST | SECOND | | THIRD | | FOURTH |
| | HOUR. | HOUR. | | HOUR. | | HOUR. |
+-------+----------+------------+--+--+-------------+--+--+-----------+
| | EVENING | LANGUAGES. |G.|R.|MATHEMATICS. |G.|R.| SECTIONS. |
| | LESSONS. | | | | | | | |
+-------+----+-----+------+-----+--+--+------+------+--+--+-----+-----+
|MONDAY.| | | | | | | | | | | | |
+-------+----+-----+------+-----+--+ +------+------+--+ +-----+-----+
| TUES. | | | | | | | | | | | | |
+-------+----+-----+------+-----+--+ +------+------+--+ +-----+-----+
| WED. | | | | | | | | | | | | |
+-------+----+-----+------+-----+--+ +------+------+--+ +-----+-----+
|THURS. | | | | | | | | | | | | |
+-------+----+-----+------+-----+--+ +------+------+--+ +-----+-----+
|FRIDAY.| | | | | | | | | | | | |
+-------+----+-----+------+-----+--+ +------+------+--+ +-----+-----+
| SAT. | | | | | | | | | | | | |
+-------+----+-----+------+-----+--+--+------+------+--+--+-----+-----+
_First Hour.--Evening Lessons._
(See plan; page 196.)
We then, as you will see by the schedule, commence the first hour of the
day. It is marked evening lessons, because most, though not all, of the
studies 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 minutes has expired, the Card goes up again,
and its sound immediately restores silence and order.
_Second Hour.--Languages._
(See plan.)
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_, i. e. classes in Grammar, Rhetoric, and Composition. The hour
is divided as the first hour is, and the bell is rung in the same way,
i. e. 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._
(See Plan.)
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 gaiety.
_First Recess._
(See plan.)
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 battledoors 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 recess passes 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._
(See plan.)
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 precisely at the
close of each half hour.
_Second General Exercise.--Business._
(See plan.)
Then follows 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 anything 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 more reflecting pupils. These suggestions
are read. Sometimes I decide myself. Sometimes I say the pupils may
decide. 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. Cannot 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 cannot 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, Ay 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 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 despatch 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 the most important in the whole morning.
_Second Recess._
(See plan.)
After the expiration of the quarter hour above described, the study card
is dropped, and a recess succeeds.
_Fourth Hour.--Sections._
(See plan.)
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 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 in the preceding chapter. 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 am most useful for you. Propose to me or to your
parents, changes, whenever you think any 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 please. 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, 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 goes on 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 stationary 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 to 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 confidant, 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 cannot 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
sections, 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.
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 cannot
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 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 co-operate 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 towards 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
offices 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 entrusted 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 stationary.
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 teacher's 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 entrusted 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 any leisure moment, before the close of school, each one
went with her box to the stationary 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 Accountant's 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
defence, 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, i. e. confinement to her seat
until the 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 bystanders, 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 defence 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 defence.
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 defence 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 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 entrusted 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
hew much pleasanter it is for me to have the school controlled by such
an influence, than if it were necessary for we 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 every thing
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 _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.
Second. _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
not 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.
Third. _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 re-considered, 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 Mt. Vernon School to sympathize with you, and
to encourage and help you on your way.