* * * * *

I am aware that this book may fall into the hands of some, who may take little interest in the subject of this chapter. To such I may perhaps owe an apology, for having thus fully discussed a topic, in which only a part of my readers can be supposed to be interested. My apology is this. It is obvious and unquestionable that we all owe allegiance to the Supreme. It is so obvious and unquestionable, as to be entirely beyond the necessity of proof, for it is plain that nothing but such a bond of union, can keep the peace, among the millions of distinct intelligences with which the creation is filled. It is therefore the plain duty of every man, to establish that connexion between himself and his Maker, which the Bible requires, and to do what he can to bring others to the peace and happiness of piety. These truths are so plain that they admit of no discussion and no denial, and it seems to me highly unsafe, for any man to neglect or to postpone the performance of the duty which arises from them. A still greater hazard is incurred, when such a man having forty or fifty fellow beings almost entirely under his influence, leads them, by his example, away from their Maker, and so far, that he must in many cases hopelessly confirm the separation. With these views I could not, when writing on the duties of a teacher of the young, refrain from bringing distinctly to view, this, which has so imperious a claim.



CHAPTER VI.

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.

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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.



CHAPTER VII.

SCHEMING.

The best teachers in our country, or rather those who might be the best, lose a great deal of their time, and endanger, or perhaps entirely destroy their hopes of success, by a scheming spirit, which is always reaching forward to something new. One has in his mind some new school book, by which Arithmetic, Grammar, or Geography are to be taught with unexampled rapidity, and his own purse to be filled, in a much more easy way, than by waiting for the rewards of patient industry. Another has the plan of a school, bringing into operation new principles of management or instruction, which he is to establish on some favored spot, and which is to become in a few years a second Hofwyl. Another has some royal road to learning, and though he is trammeled and held down by what he calls the ignorance and stupidity of his Trustees or his School Committee, yet if he could fairly put his principles and methods to the test, he is certain of advancing the science of Education half a century at least, at a single leap.

Ingenuity in devising new ways, and enterprise in following them, are among the happiest characteristics of a new country rapidly filling with a thriving population. Without these qualities there could be no advance; society must be stationary; and from a stationary to a retrograde condition, the progress is inevitable. The disposition to make improvements and changes may however be too great. If so, it must he checked. On the other hand a slavish attachment to old established practices may prevail. Then the spirit of enterprise and experiment must be awakened and encouraged. Which of these two is to be the duty of a writer at any time, will of course depend upon the situation of the community at the time he writes, and of the class of readers for which he takes his pen. Now at the present time, it is undoubtedly true, that, while among the great mass of teachers there may be too little originality and enterprise, there is still among many a spirit of innovation and change, to which a caution ought to be addressed. But before I proceed, let me protect myself from misconception by one or two remarks.

1. There are a few individuals in various parts of our country, who by ingenuity and enterprise, have made real and important improvements in many departments of our science, and are still making them. The science is to be carried forward by such men. Let them not therefore understand that any thing which I shall say, applies at all to those real improvements which are from time to time, brought before the public. As examples of this there might easily be mentioned, were it necessary, several new modes of study, and new text books, and literary institutions on new plans, which have been brought forward within a few years, and proved, on actual trial, to be of real and permanent value.

These are, or rather they were, when first conceived by the original projectors, new schemes; and the result has proved that they were good ones. Every teacher too must hope that such improvements will continue to be made. Let nothing therefore which shall be said on the subject of scheming in this chapter, be interpreted as intended to condemn real improvements of this kind, or to check those which may now be in progress, by men of age or experience, or of sound judgment, who are capable of distinguishing between a real improvement and a whimsical innovation, which can never live any longer than it is sustained by the enthusiasm of the original inventor.

2. There are a great many teachers in our country, who make their business a mere dull and formal routine, through which they plod on, month after month, and year after year, without variety or change, and who are inclined to stigmatize with the appellation of idle scheming, all plans, of whatever kind, to give variety or interest to the exercises of the school. Now whatever may be said in this chapter against unnecessary innovation and change, does not apply to efforts to secure variety in the details of daily study, while the great leading objects are steadily pursued. This subject has already been discussed in the chapter on Instruction, where it has been shown that every wise teacher, while he pursues the same great object, and adopts in substance the same leading measures at all times, will exercise all the ingenuity he possesses, and bring all his inventive powers into requisition to give variety and interest to the minute details.