The mirror. (Stillwater, Minn.) 1894-1925, 1902-06-05
Old New England
School Methods.

Paper Read Before the Chautauqua Circle.
T IAVE the changes which have
~ been made in the public
schools been advantageous?
Does the education, as now
given by them, fit one for the work Of
everyday life, or is it, as some writer's
are pointing out, dropping its distinc-
tive work, and merely acting as pre-
paratory school? With revenue four
times greater, does district school of
today accomplish in a practical way
what the New England school of thirty
years ago did? Does school discipline
as now in vogue make better men and
women? Why is it that teachers, as a
rule, teach but one term in the
same school, when there is no financial
gain for them in changing? Now
there is not time to answer all these
questions and make the comparison,
so will describe the school of thirty
years ago and leave you to make the
comparison. This school is not one 1
heard or read about, but one attended.
To begin with, Solomon's precept Of
"spare the rod and spoil the child" was
followed out to the letter; and when
one of us got lacing there was abso-
lutely no danger of the teacher being
arrested for assault and battery, be-
cause the parents backed up the teacher.
The school was graded one, having
six teachers and principal, the latter
having no classes but exercising a
general supervision. If pupil was
refractory he was handed piece of pa
per by his teacher and told to go to the
principals room. There he got all that
was coming to him. Swearing and vile
talk meant expulsion; the pupil could
not get back without an order from the
trustees, and then came good deal of
begging and apologizing.
School was in session five and one
half days week, Saturday forenoon
being devoted to recitations, dialogues
and spelling matches. This was
the favorite time for visitors to drop in.
Every lesson was marked by the
teacher, and her record would be turned
in to the principal every day. Saturday
each pupil was given card bearing
his percentage in each study, also the
average. These had to'be taken home
and signed by one of the parents, then
brought back to school Monday morn
ing. By this method the parents knew
precisely what their children were do
ing. Any scholar whose average was
IS or under was whipped before the
school, / have seen two men hung
since then and there was not half the
solemnity about the proceedings as was
observed by our old principal.
At the end of each term reward of
merit was given to those who had an
average of ninety per cent or better
for the full term. This was an honor
not only for the pupil, but priced by
the parents as well. The holders of
these rewards were permitted to select
their seats at the beginning of the new
term and their names were called on a
separate roll The studies of the dis
trict schools were, as rule, reading,
writing, arithmetic, grammar, history
and geography. Parents had to fur
nish textbooks and necessary supplies,
so it often happened that two members
of the same family used the same set
of books. Thoroughness, not speed,
was the object aimed at. The proof Of
the practibility and thoroughness as
taught is demonstrated by the fact
that the majority the business carried
on then was conducted by men who
had no other advantages. r. J. 81.