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.