Chapter VI: The Mount Vernon School (2)

The scholars prepare their lessons when they please. They are expected to be present and prepared at the time of recitation, but they make the preparation when it is most convenient. The more methodical and systematic of the young ladies mark the times of _study_ as well as of _recitation_ upon their schedules, so that the employment of their whole time at school is regulated by a systematic plan. You will observe, too, that by this plan of having a great many classes reciting through the first three hours of the morning, every pupil can be employed as much or as little as her parents desire. In a case of ill health, she may, as has often been done in such cases at the request of parents, join one or two classes only, and occupy the whole forenoon in preparing for them, and be entirely free from school duties at home. Or she may, as is much more frequently the case, choose to join a great many classes, so as to fill up, perhaps, her whole schedule with recitations, in which case she must prepare all her lessons at home. It is the duty of teachers to take care, however, when a pupil pleads want of time as a reason for being unprepared in any lesson, that the case is fully examined, in order that it may be ascertained whether the individual has joined too many classes, in which case some one should be dropped, and thus the time and the employments of each individual should be so adjusted as to give her constant occupation _in school,_ and as much more as her parents may desire. By this plan of the classes, each scholar advances just as rapidly in her studies as her time, and talents, and health will allow. No one is kept back by the rest. Each class goes on regularly and systematically, all its members keeping exactly together in that study; but the various members of it will have joined a greater or less number of other classes, according to their age, or abilities, or progress in study, so that all will or may have full employment for their time.

When you first enter the school, you will, for a day or two, be assigned to but few classes, for your mind will be distracted by the excitement of new scenes and pursuits, and the intellectual effort necessary for _joining_ a class is greater than that requisite for _going on_ with it after being once under way. After a few days you will come to me and say, perhaps (for this is ordinarily the process),

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

"I will thank you to bring me your schedule," I say in reply, "so that I can see what you have now to do."

By glancing my eye over the schedule in such a case, I see in a moment what duties have been already assigned you, and from my general schedule, containing all the studies of the school, I select what would be most suitable for you after conferring with you about your past pursuits, and your own wishes or those of your parents in regard to your future course. Additions are thus made until your time is fully occupied.

The manner of recitation in the classes is almost boundlessly varied. The design is not to have you commit to memory what the book contains, but to understand and digest it--to incorporate it fully into your own mind, that it may come up in future life in such a form as you wish it for use. Do not then, in ordinary cases, endeavor to fix _words_, but _ideas_ in your minds. Conceive clearly--paint distinctly to your imagination what is described--contemplate facts in all their bearings and relations, and thus endeavor to exercise the judgment, and the thinking and reasoning powers, rather than the mere memory, upon the subjects which will come before you.

2. SECTIONS.

In describing the order of daily exercises, I alluded to the _sections_ which assemble in the last hour of the school. It is necessary that I should fully describe the system of sections, as it constitutes a very important part of the plan of the school.

Besides giving the scholars the necessary intellectual instruction, there are, as I have already remarked, a great many other points which must receive attention in order to promote their progress, and to secure the regular operation and general welfare of the school. These various points have something common in their nature, but it is difficult to give them a common name. They are such as supplying the pupils with pens and paper, and stationery of other kinds; becoming acquainted with each individual; ascertaining that she has enough and not too much to do; arranging her work so that no one of her duties shall interfere with another; assisting her to discover and correct her faults, and removing any sources of difficulty or causes of discontent which may gradually come in her way. These, and a multitude of similar points, constituting what may be called the general _administration_ of the school, become, when the number of pupils is large, a most important branch of the teacher's duty.

To accomplish these objects more effectually, the school is divided into six sections, arranged, not according to proficiency in particular studies, as the several classes are, but according to _age and general maturity of mind._ Each one of these sections is assigned to the care of a superintendent. These superintendents, it is true, during most of school hours, are also teachers. Their duties, however, as _Teachers_ and as _Superintendents_, are entirely distinct. I shall briefly enumerate the duties which devolve upon her in the latter capacity.

1. A superintendent ought to prepare an exact list of the members of her section, and to become intimately acquainted with them, so as to be as far as possible their friend and confidante, and to feel a stronger interest in their progress in study and their happiness in school, and a greater personal attachment to them than to any other scholars.

2. She is to superintend the preparation of their schedules; to see that each one has enough and not too much to do, by making known to me the necessity of a change, where such necessity exists; to see that the schedules are submitted to the parents, and that their opinion or suggestions, if they wish to make any, are reported to me.

3. She is to take care that all the daily wants of her section are supplied--that all have pens and paper, and desks of suitable height. If any are new scholars, she ought to interest herself in assisting them to become acquainted in school; if they are friendless and alone, to find companions for them, and to endeavor in every way to make their time pass pleasantly and happily.

4. To watch the characters of the members of her section. To inquire of their several teachers as to the progress they make in study, and the faithfulness and punctuality with which they prepare their lessons. She ought to ascertain whether they are punctual at school and regular in their habits--whether their desks are neat and well arranged, and their exercises carefully executed. She ought to correct, through her own influence, any evils of this kind she may find, or else immediately to refer the cases where this can not be done to me.

The better and the more pleasantly to accomplish the object of exerting a favorable influence upon the characters of the members of their section, the superintendents ought often to bring up subjects connected with moral and religious duty in section meetings. This may be done in the form of subjects assigned for composition, or proposed for free discussion in writing or conversation, or the superintendents may write themselves, and read to the section the instructions they wish to give.

When subjects for written composition are thus assigned, they should be so presented to the pupils as to lead their minds to a very practical mode of regarding them. For example, instead of simply assigning the subject _Truth_ as the theme of an abstract moral essay, bring up definite points of a practical character, such especially as are connected with the trials and temptations of early life. "I wish you would all give me your opinions," the teacher might say in such a case, "on the question, What is the most frequent inducement that leads children to tell falsehoods? Also, do you think it is right to tell untruths to very little children, as many persons do, or to people who are sick? Also, whether it would be right to tell a falsehood to an insane man in order to manage him?"

Sometimes, instead of assigning a subject of composition _verbally_, the superintendent exhibits an engraving, and the several members of the class then write any thing they please which is suggested to them by the engraving. For example, suppose the picture thus exhibited were to represent a girl sewing in an attic. The compositions to which it would give rise might be very various. One pupil would perhaps simply give an account of the picture itself, describing the arrangements of the room, and specifying the particular articles of furniture contained in it. Another would give a soliloquy supposed to be spoken by the sewing-girl as she sits at her work. Another would narrate the history of her life, of course an imaginary one. Another would write an essay on the advantages of industry and independence.

This is a very good way of assigning subjects of composition, and, if well managed, it may be the means of awakening a great interest in writing among almost all the pupils of a school.

5. Though the superintendents, as such, have, necessarily speaking, no _teaching_ to do, still they ought particularly to secure the progress of every pupil in what may be called the _essential_ studies, such as reading, writing, and spelling. For this purpose, they either see that their pupils are going on successfully in classes in school in these branches, or they may attend to them in the section, provided that they never allow such instruction to interfere with their more appropriate and important duties.

In a word, the superintendents are to consider the members of their sections as pupils confided to their care, and they are not merely to discharge mechanically any mere routine of duty, such as can be here pointed out, but to exert all their powers, their ingenuity, their knowledge of human character, their judgment and discretion, in every way, to secure for each of those committed to their care the highest benefits which the institution to which they belong can afford. They are to keep a careful and faithful record of their plans and of the history of their respective sections, and to endeavor as faithfully and as diligently to advance the interests of the members of them as if the sections were separate and independent schools of their own.

A great responsibility is thus evidently intrusted to them, but not a great deal of _power_. They ought not to make changes, except in very plain cases, without referring the subject to me. They ought not to make rash experiments, or even to try many new plans, without first obtaining my approval of them. They ought to refer all cases which they can not easily manage to my care. They ought to understand the distinction between _seeing that a thing is done_ and _doing it_. For example, if a superintendent thinks that one of her section is in too high a class in Arithmetic, her duty is not to undertake, by her own authority, to remove her to a lower one, for, as superintendent, she has no authority over Arithmetic classes, nor should she go to the opposite extreme of saying, "I have no authority over Arithmetic classes, and therefore I have nothing to do with this case." She ought to go to the teacher of the class to which her pupil had been unwisely assigned, converse with her, obtain her opinion, then find some other class more suited to her attainments, and after fully ascertaining all the facts in the case, bring them to me, that I may make the change. This is _superintendence--looking over_ the condition and progress of the scholar. The superintendents have thus great responsibility, and yet, comparatively, little power. They accomplish a great deal of good, and, in its ordinary course, it is by their direct personal efforts; but in making changes, and remedying defects and evils, they act generally in a different way.

The last hour of school is devoted to the sections. No classes recite then, but the sections meet, if the superintendents wish, and attend to such exercises as they provide. Each section has its own organization, its own officers and plans. These arrangements of course vary in their character according to the ingenuity and enterprise of the superintendents, and more especially according to the talents and intellectual ardor of the members of the section.

The two upper sections are called senior, the next two middle, and the two younger junior. The senior sections are distinguished by using paper for section purposes with a light blue tinge. To the middle sections is assigned a light straw color; and to the junior, pink. These colors are used for the schedules of the members, and for the records and other documents of the section.

This account, though it is brief, will be sufficient to explain to you the general principles of the plan. You will soon become acquainted with the exercises and arrangements of the particular section to which you will be assigned, and by taking an active interest in them, and endeavoring to cooperate with the superintendent in all her measures and to comply with her wishes, you will very materially add to her happiness, and do your part toward elevating the character of the circle to which you will belong.

IV. OFFICERS.

In consequence of the disposition early manifested by the scholars to render me every assistance in their power in carrying into effect the plans of the school and promoting its prosperity, I gradually adopted the plan of assigning to various officers and committees, a number of specific duties relating to the general business of the school. These officers have gradually multiplied as the school has increased and as business has accumulated. The system has, from time to time, been revised, condensed, and simplified, and at the present time it is thus arranged. The particular duties of each officer are minutely described to the individuals themselves at the time of their election; all I intend here is to give a general view of the plan, such as is necessary for the scholars at large.

There are, then, _five departments_ of business intrusted to officers of the school. The names of the officers, and a brief exposition of their duties, are as follows:

[I omit the particular explanation of the duties of the officers, as the arrangement must vary in different schools, and the details of any one plan can only be useful in the school-room to which it belongs. It will be sufficient to name the officers of each department, with their duties, in general terms.]

1. REGULATORS.--To assist in the ordinary routine of business in school: ringing the bells; managing the Study Card; distributing and collecting papers; counting votes, &c.

2. SECRETARIES.--Keeping the records, and executing writing of various kinds.

3. ACCOUNTANTS.--Keeping a register of the scholars, and various other duties connected with the accounts.

4. LIBRARIANS.--To take charge of books and stationery.

5. CURATORS.--To secure neatness and good order in the apartments.

The secretaries and accountants are appointed by the principal, and will generally be chosen from the teachers. The first in each of the other departments are chosen by ballot, by the scholars. Each one thus chosen nominates the second in her department, and they two the assistants. These nominations must be approved at a teachers' meeting; for, if a scholar is inattentive to her studies, disorderly in her desk, or careless and troublesome in her manners, she evidently ought not to be appointed to public office. No person can hold an office in two of these departments. She can, if she pleases, however, resign one to accept another. Each of these departments ought often to assemble and consult together, and form plans for carrying into effect with greater efficiency the objects intrusted to them. They are to keep a record of all their proceedings, the head of the department acting as secretary for this purpose.

The following may be given as an example of the manner in which business is transacted by means of these officers. On the day that the above description of their duties was written, I wished for a sort of directory to assist the collector employed to receive payments for the bills, and, to obtain it, I took the following steps:

At the business quarter hour I issued the following order:

"Before the close of school, I wish the distributors to leave upon each of the desks a piece of paper" (the size I described). "It is for a purpose which I shall then explain."

Accordingly, at some leisure moment before the close of school, each one of the regulators went with her box to the stationery shelves, which you will see in the corners of the room, where a supply of paper of all the various sizes used in school is kept, and, taking out a sufficient number, they supplied all the desks in their respective divisions.

When the time for closing school arrived, I requested each young lady to write the name of her parent or guardian upon the paper, and opposite to it his place of business. This was done in a minute or two.

"All those whose parent's or guardian's name begins with a letter above _m_ may rise."

They rose.

"The distributors may collect the papers."

The officers then passed round in regular order, each through her own division, and collected the papers.

"Deliver them at the accountants' desk."

They were accordingly carried there, and received by the accountants.

In the same manner, the others were collected and received by the accountants, but kept separate.

"I wish now the second accountant would copy these in a little book I have prepared for the purpose, arranging them alphabetically, referring all doubtful cases again to me."

The second accountant then arranged the papers, and prepared them to go into the book, and the writer who belongs to the department copied them fairly.

I describe this case, because it was one which occurred at the time I was writing the above description, and not because there is any thing otherwise peculiar in it. Such cases are continually taking place, and by the division of labor above illustrated, I am very much assisted in a great many of the duties which would otherwise consume a great portion of my time.

Any of the scholars may at any time make suggestions in writing to any of these officers or to the whole school; and if an officer should be partial, or unfaithful, or negligent in her duty, any scholar may propose her impeachment. After hearing what she chooses to write in her defense, a vote is taken on sustaining the impeachment. If it is sustained, she is deprived of the office, and another appointed to fill her place.

V. THE COURT.

I have already described how all serious cases of doing wrong or neglect of duty are managed in the school. I manage them myself, by coming as directly and as openly as I can to the heart and conscience of the offender. There are, however, a number of little transgressions, too small to be individually worthy of serious attention, but which are yet troublesome to the community when frequently repeated. These relate chiefly to _order in the school-rooms_. These misdemeanors are tried, half in jest and half in earnest, by a sort of _court_, whose forms of process might make a legal gentleman smile. They, however, fully answer our purpose. I can best give you an idea of the court by describing an actual trial. I ought, however, first to say that any young lady who chooses to be free from the jurisdiction of the court can signify that wish to me, and she is safe from it. This, however, is never done. They all see the useful influence of it, and wish to sustain it.

Near the close of school, I find, perhaps, on my desk a paper, of which the following may be considered a copy. It is called the indictment.

We accuse Miss A.B. of having waste papers in the aisle opposite her desk,
at 11 o'clock, on Friday, Oct. 12.
C.D.}
E.F.} Witnesses.

I give notice after school that a case is to be tried. Those interested, twenty or thirty perhaps, gather around my desk, while the sheriff goes to summon the accused and the witnesses. A certain space is marked off as the precincts of the court, within which no one must enter in the slightest degree, on pain of imprisonment, that is, confinement to her seat until court adjourns.

"Miss A.B., you are accused of having an untidy floor about your desk. Have you any objection to the indictment?"

While she is looking over the indictment to discover a misspelled word, or an error in the date, or some other latent flaw, I appoint any two of the by-standers jury. The jury come forward to listen to the cause.

The accused returns the indictment, saying she has no objection, and the witnesses are called upon to present their testimony.

Perhaps the prisoner alleges in defense that the papers were out _in the aisle_, not _under her desk_, or that she did not put them there, or that they were too few or too small to deserve attention.

My charge to the jury would be somewhat as follows:

"You are to consider and decide whether she was guilty of disorder, taking into view the testimony of the witnesses and also her defense. It is considered here that each young lady is responsible not only for the appearance of the carpet _under her desk_, but also for _the aisle opposite to it_, so that her first ground of defense must be abandoned. So, also, with the second, that she did not put them there. She ought not to _have_ them there. Each scholar must keep her own place in a proper condition; so that if disorder is found there, no matter who made it, she is responsible if she only had time to remove it. As to the third, you must judge whether enough has been proved by the witnesses to make out real disorder." The jury write _guilty_ or _not guilty_ upon the paper, and it is returned to me. If sentence is pronounced, it is usually confinement to the seat during a recess, or part of a recess, or something that requires a slight effort or sacrifice for the public good. The sentence is always something _real_, though always _slight_, and the court has a great deal of influence in a double way--making amusement and preserving order.

The cases tried are very various, but none of the serious business of the school is intrusted to it. Its sessions are always held out of school hours, and, in fact, it is hardly considered by the scholars as a constituent part of the arrangements of the school; so much so, that I hesitated much about inserting an account of it in this description.

VI. RELIGIOUS INSTRUCTION.

In giving you this account, brief as it is, I ought not to omit to speak of one feature of our plan, which we have always intended should be one of the most prominent and distinctive characteristics of the school. The gentlemen who originally interested themselves in its establishment had mainly in view the exertion, by the principal, of a decided moral and religious influence over the hearts of the pupils. Knowing, as they did, how much more dutiful and affectionate at home you would be, how much more successful in your studies at school, how much happier in your intercourse with each other, and in your prospects for the future both here and hereafter, if your hearts could be brought under the influence of Christian principle, they were strongly desirous that the school should be so conducted that its religious influence, though gentle and alluring in its character, should be frank, and open, and decided. I need not say that I myself entered very cordially into these views. It has been my constant effort, and one of the greatest sources of my enjoyment, to try to win my pupils to piety, and to create such an atmosphere in school that conscience, and moral principle, and affection for the unseen Jehovah should reign here. You can easily see how much pleasanter it is for me to have the school controlled by such influence, than if it were necessary for me to hire you to diligence in duty by prizes or rewards, or to deter you from neglect or from transgression by reproaches, and threatenings, and punishments.

The influence which the school has thus exerted has always been cordially welcomed by my pupils, and approved, so far as I have known, by their parents, though four or five denominations, and fifteen or twenty different congregations, have been from time to time represented in the school. There are few parents who would not like to have their children _Christians_--sincerely and practically so; for everything which a parent can desire in a child is promoted just in proportion as she opens her heart to the influence of the spirit of piety. But that you may understand what course is taken, I shall describe, first, what I wish to effect in the hearts of my pupils, and then what means I take to accomplish the object.

1. A large number of young persons of your age, and in circumstances similar to those in which you are placed, perform with some fidelity their various outward duties, _but maintain no habitual and daily communion with God_. It is very wrong for them to live thus without God, but they do not see, or, rather, do not feel the guilt of it. They only think of their accountability to _human beings_ like themselves; for example, their parents, teachers, brothers and sisters, and friends. Consequently, they think most of their _external_ conduct, which is all that human beings can see. Their i>hearts_ are neglected, and become very impure, full of evil thoughts, and desires, and passions, which are not repented of, and consequently not forgiven. Now what I wish to accomplish in regard to all my pupils is, that they should begin to _feel their accountability to God_, and to act according to it; that they should explore their _hearts_, and ask God's forgiveness for all their past sins, through Jesus Christ, who died for them that they might be forgiven; and that they should from this time try to live _near to God_, feel his presence, and enjoy that solid peace and happiness which flows from a sense of his protection. When such a change takes place, it relieves the mind from that constant and irritating uneasiness which the great mass of mankind feel as a constant burden; the ceaseless forebodings of a troubled conscience reproaching them for their past accumulated guilt, and warning them of a judgment to come. The change which I endeavor to promote relieves the heart both of the present suffering and of the future danger.

After endeavoring to induce you to begin to act from Christian principle, I wish to explain to you your various duties to yourselves, your parents, and to God.

2. The measures to which I resort to accomplish these objects are three:

First, _Religious Exercises in School_.--We open and close the school with a very short prayer and one or two verses of a hymn. Sometimes I occupy ten or fifteen minutes at one of the general exercises, or at the close of the school, in giving instruction upon practical religious duty. The subjects are sometimes suggested by a passage of Scripture read for the purpose, but more commonly in another way.

You will observe often, at the close of the school or at an appointed general exercise, that a scholar will bring to my desk a dark-colored morocco wrapper containing several small strips of paper, upon which questions relating to moral or religious duty, or subjects for remarks from me, or anecdotes, or short statements of facts, giving rise to inquiries of various kinds, are written. This wrapper is deposited in a place accessible to all the scholars, and any one who pleases deposits in it any question or suggestion on religious subjects which may occur to her. You can at any time do this yourself, thus presenting any doubt, or difficulty, or inquiry which may at any time occur to you.

Secondly, _Religious Exercise on Saturday afternoon_.--In order to bring up more distinctly and systematically the subject of religious duty, I established, a long time ago, a religious meeting on Saturday afternoon. It is intended for those who feel interested in receiving such instruction, and who can conveniently attend at that time. If you have no other engagements, and if your parents approve of it, I should be happy to have you attend. There will be very little to interest you except the subject itself, for I make all the instructions which I give there as plain, direct, and practical as is in my power. A considerable number of the scholars usually attend, and frequently bring with them many of their female friends. You can at any time invite any one whom you please to come to the meeting. It commences at half past three, and continues about half an hour.

Thirdly, _Personal Religious Instruction._--In consequence of the large number of my pupils, and the constant occupation of my time in school, I have scarcely any opportunity of religious conversation with them, even with those who particularly desire it. The practice has therefore arisen, and gradually extended itself almost universally in school, of writing to me on the subject. These communications are usually brief notes, expressing the writer's interest in the duties of piety, or bringing forward her own peculiar practical difficulties, or making specific inquiries, or asking particular instruction in regard to some branch of religious duty. I answer in a similar way, very briefly and concisely, however, for the number of notes of this kind which I receive is very large, and the time which I can devote to such a correspondence necessarily limited. I should like to receive such communications from all my pupils; for advice or instruction communicated in reply, being directly personal, is far more likely to produce effect. Besides, my remarks, being in writing, can be read a second time, and be more attentively considered and reconsidered than when words are merely spoken. These communications must always be begun by the pupil. I never (unless there may be occasional exceptions in some few very peculiar cases) commence. I am prevented from doing this both by my unwillingness to obtrude such a subject personally upon those who might not welcome it, and by want of time. I have scarcely time to write to all those who are willing first to write to me. Many cases have occurred where individuals have strongly desired some private communication with me, but have hesitated long, and shrunk reluctantly from the first step. I hope it will not be so with you. Should you ever wish to receive from me any direct religious instruction, I hope you will write immediately and freely. I shall very probably not even notice that it is the first time I have received such a communication from you. So numerous and so frequent are these communications, that I seldom observe, when I receive one from any individual for the first time, that it comes from one who has not written me before.

Such are the means to which I resort in endeavoring to lead my pupils to God and to duty, and you will observe that the whole design of them is to win and to allure, not to compel. The regular devotional exercises of school are all which you will _necessarily_ witness. These are very short, occupying much less time than many of the pupils think desirable. The rest is all private and voluntary. I never make any effort to urge any one to attend the Saturday meeting, nor do I, except in a few rare and peculiar cases, ever address any one personally, unless she desires to be so addressed. You will be left, therefore, in this school, unmolested, to choose your own way. If you should choose to neglect religious duty, and to wander away from God, I shall still do all in my power to make you happy in school, and to secure for you in future life such a measure of enjoyment as can fall to the share of one over whose prospects in another world there hangs so gloomy a cloud. I shall never reproach you, and perhaps may not even know what your choice is. Should you, on the other hand, prefer the peace and happiness of piety, and be willing to begin to walk in its paths, you will find many, both among the teachers and pupils of the Mount Vernon School, to sympathize with you, and to encourage and help you on your way.