The Bozeman courier. (Bozeman, Mont.) 1919-1954, 1926-11-19


From the foregoing it will be seen that
the money devoted to education is not
wasted, but is used to give to our children
in the free public schools, what would once
have been considered a liberal education.
Tourists who visit MOntana and other
western states, always remark about the
fine school buildings to be found every
where. They are a. far cry from the school
house where 1 received such primary edu~
cation as was not given me at home. At
home I learned my letters, and was stimu-
lated by the gift of a dollar to master the
multiplication table, a task never fully
completed, as the rs and 9s are still a
! problem, not to be solved automatically
This first school attended was held in
an implanted building, as l remember it.
The children were seated on benches which
rose gradually in tiers. l do not think there
were any desks, but there may have been.
The whole affair was a survival Of pioneer
days on the Western Reserve, and soon was
abandoned for a better building.
There were no regular grades, but If my
memory serves me correctly, It was eX-
tremely simple, advancement generally de-
pending on age. At the beginning of a new
year, instead Of starting our studies from
where we left off, we began over again
from the beginning, and IL familiar enough
with the first lessons to progress more
rapidly, might, at the end Of the year find
ourselves a few pages farther along in the
text book than we were the year before.
From the ages of eleven to fourteen, If
considered sufficiently schOOled, we became
" '~cadamites," and entered the academy,
which fitted its pupils for college, if they
remained long enough.
On the whole. our teachers were excellent
Punishment, when administered, was in
the school room before the pupils. Some
times it became a fight between the teacher
and one of the older boys. Then the excite.
ment was tense, ard the children found II
difficult to resume their studies at its
conclusion. This sort Of thing never hap,
pened when the teacher was q m
l never had but two men teachers while
in what was called the district school. OnC
Of these was a retired physician, and a maj
Of culture; the less said Of the other, the
better. He delighted in airing his learning
for the benefit Of his admiring flock. Thi'
he did by repeating the Greek alphabet
which he had in som way mastered; Blu
with it ended his knowledge of the Ian
guage. Nor was he proficient in English
although a fine penman, who could maxi
beautiful flOurishes, scrolls, and birds. H
wrote visiting cards, and some presented Il
his sweetheart, Phoebe Maria, were in
scribed with the initials, "F NJ" supposed
ly hers, which indicates how well quail
fled he was to teach spelling. / have Away
felt that this man was unappreciative o
budding genius, since he failed to be i'm
pressed by the first poem 1 ever wrote.
was eight years old, or younger, when
composed it, and the lines were very sad
1t treated of death in h I then REGARDED
as q mastery manner. This man would no
even read it. 1t was a severe blow to m,
pride.
The Federation of WOmens' Clubs, is do
ing what it can to encourage the preServa
ton of historical data throughout tn
/. state. The necessity for this is emphasize,
by the Historical Outlook, which says tina
future history will be drawn in the future
largely from biographies, letters, and tn
like, and it submits questions for pioneers
which I reproduce:
1. Reasons Tor coming to the country
2. Starting point and proposed destina
ton.
3. Amount Of capital. This is vague
Should be more specific. NJ. 3. P.)
4. Property carried.
,. Route taken.
6. Size of party.
Z. Method of travel.
s. Allotment of duties along the way.
Q. Adventures and mishaps.
10. End of journey.
II. Manner Of acquiring a home.
u. Price paid.
ID. Building erected. Plans. Pictures.
IA. Details Of pioneer life. Local customs
10. AmIsements.
16. Participation in public life.
II. Relations with Indians.
IS. Subsequent moves.
These questions will prove valuable /