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up the standard of discipline and scholarship as he enlarged the school and brought it more fully under his influence.

Stanton's arrangements at first were such that he was not obliged to spend his whole time in the school-rooms. For assistant he employed a emale teacher who had been trained in one of our best New England academies. She had complete knowledge of what she was to teach, and the steady patience and perseverance necessary for thorough drilling of her classes; besides, she had the New England ideas of duty and discipline; she had obeyed strict regulations in school, and in turn expected obedience of her pupils. Her manner was quiet and dignified, some times seeming severe, but generally gentle, and never in the least overbearing. The school-room was frequently left in her charge, and there were several classes which some times recited to Stanton and some times to her.

For a considerable time all went well in school. Perhaps the Western courtesy to women coincided with the dignity of the teacher and the ambition for good standing which was aroused by Stanton's new government, so that even the roughest boys, those who had defied all authority, both at home and at school, were as ready to obey Miss Gilbert as Stanton himself. But at length a spirit of insubordination was manifest, which seemed to indicate that three boys, nearly grown, had determined to break down Miss Gilbert's authority. When she had the care of the room, or was hearing their classes, they were disorderly, communicating with each other, occasionally whispering, laughing, or getting up trifling play. Her glance of displeasure was met by a look of cool indifference: when called by name in reproof of their behavior, they soon renewed the offense, and plainly set her at naught. If Stanton was in the room or heard them recite, they were perfectly respectful and orderly, and could not be detected in any impropriety.

Stanton was unwilling to interfere to support Miss Gilbert's authority on what seemed to be such slight necessity. The spirit that actuated the three young men (as they might be considered) was evident, and the conspiracy undoubted; but unless it came out in more overt acts, it would appear both to them and to the rest of the school, that she was unable to maintain her authority without a constant and visible support from the principal. It would not do to let them drive her to a perpetual reporting of minor delinquencies. Stanton resolved to compel them either to yield to her, or rebel so openly that the intervention of the supreme authority should be manifestly called for. "As a doctor" said Stanton, "some times hastens the crisis of a disease, and thus forwards its cure, so I determined to make those boys see where they stood, and choose between rebellion and unqualified obedience; I was sure they would choose the former""

Giving Miss Gilbert his view of the matter, and directions for the execution of the plan, one day he spent more than usual time in the schoolroom, and heard many classes. Whenever he detected a pupil holding communication with another he instantly called him by name, and ordered

him to stand up and remain standing until permitted to sit down. Some were called up at their desks, others at recitation; in either case the new punishment was a great mortification, but no one hesitated to obey. The three conspirators, Grosstate, Thorpley, and Royston, were, as was expected, blameless; but the whole school wondered at the innovation.

Next day Miss Gilbert was left in the chair as usual. When she called up the class containing these boys, they soon renewed their misconduct. She ordered Grosstate to stand up. He refused, adding insolent language to the refusal. Before the recitation was through, Royston and Thorpley had each received and disobeyed the same direction, but without insolent replying. No further notice was taken of the matter, and things went on as usual through the day. Stanton had wished to deal with Grosstate first, because he had least courage and obstinacy, and was the weak point in the conspiracy. His special insolence gave reason for calling him first to account.

At the close of school in the afternoon Stanton had given the signal of the bell to prepare for dismission, and the pupils were waiting for the signal for departure, which was never given till the bustle of putting away books had subsided to perfect silence. When every eye was upon him with expectation, he suddenly turned to Grosstate and said sternly, “Alfred Grosstate, this morning you were guilty of insolent conduct to your teacher, Miss Gilbert. You knew that sitting in my place she had full authority over the school; but you told her you would not mind her. Now," drawing his watch and laying it on the table as he spoke, "I give you two minutes to confess your offense, say that you are sorry for it and will do better. If you do not do so, we will settle the matter after school."

Corporal punishment was almost unknown in the school. What might be meant by "settlement after school" was not known; but that it was something to be feared was manifest, and it was known that corporal punishment might prove very severe.

As Stanton ceased speaking, every eye turned from him to Grosstate. No one stirred. Not a breath was heard. The culprit was taken by surprise. He had expected to be notified to remain, and had made up his mind to take a moderate whipping, but without giving up his rebellious spirit. Now he was in a pillory of shame. The steadfast artillery of eyes on every side distressed him. The unwonted silence and attention concentrated the impression, while the stern glances of the teacher were like arrows of fire. He turned red, then pale, then flushed up again. His face quivered and was distorted with contending emotions, while his limbs moved in little jerks, and he twisted his body on his seat, looking only at the master before him, who was looking some times at him, some times at the school, and some times at the watch. "One minute has passed,” said Stanton. There was no change, but that his face showed that his will was failing under the trial. "Thirty seconds are left," said the teacher. "I don't know what you want me to say," stammered Grosstate. "You know you were impudent to Miss Gilbert and refused to obey her, and

you can say so; you know whether you are sorry for it, and will behave better, and you can say so. Fifteen seconds are left." In an instant he was on his feet, faltered out the required apology almost in Stanton's words, and subsided into his seat, thoroughly conquered.

He was never again disrespectful to any of his teachers in that school; and when, some months later, Miss Gilbert died unexpectedly one night, and the announcement was made in school next morning, the sorrowful face and tearful eyes of Alfred Grosstate bore testimony to his kindly regard and true respect for her. Perhaps a touch of remorse deepened the feeling.

The other boys were soon disposed of. They were not noticed that day, but knew that something awaited them. Thorpley's conduct was mentioned to his father, and home influence and the teacher's admonitions brought him back to his duty. Royston had had difficulty with previous instructors; Stanton talked with him kindly two or three times, and urged him not to forfeit the good character he had begun to earn, and warned him him that the end with him would be dismissal from the school. He chose the wiser course, and confessed and forsook his rebellion.

Stanton never repeated this expedient, for he had no occasion so to do, and part of its effect came from its novelty. Had he required instant submission, the boy might have refused it; had he given him forewarning, he might have gathered his powers of resistance; and if the apology had been left to be given next day, his fellows would have strengthened his courage. They ridiculed him for yielding in two minutes, but were weakened by his defection, and strongly impressed by the promptitude, energy, and determination of their teacher: they learned that he would vindicate his authority and maintain his government, choosing his own times and ways. Those "two minutes" exercised the fell specter of insubordination, so that it vanished forever from that school.-A. E. T.-Illinois Teacher.

ROCKFORD SCHOOLS.

ROCKFORD, ILL., May 18th, 1858.

FRIEND CRAIG :-If all your correspondents are as negligent as myself, I am sure that you have reason to suspect men's promises. I have seen much in schools during my recent travels in Wisconsin and Northern Illinois that I believe would interest your readers, could they have seen also, through the columns of the Journal; but I have not found time at the moment to pen the impressions as I promised, so they are among the

dead in the mind's charnel house. Did you ever think of the mind's dead? Association, like the last trump, may call them from their resting places, but they slumber for the present.

Rock River is a beautiful stream, and it has upon its banks three of the most promising cities of the West-Janesville, Beloit, and Rockford. I have been spending a week at the last-mentioned city, and I am much delighted with its location, scenery, people, advantages, schools, and prospects. I shall confine this letter to a brief view of its public schools and the young ladies seminary.

You know that I have a very high opinion of the graded school system, hence I shall speak of schools first. There are two here, one in East and another in West Rockford. I am pleased to know that the river does not divide the interests in any great public enterprise, though to distinguish localities the terms east and west are sometimes used. The school on the east side is superintended by Prof. O. C. Blackmer. It numbers 549 pupils, and presents a complete theory of graded schools, in active and efficient operation. From the first primary to the high school every thing is progressive, and though the discipline is severe, or, I might better say, rigid, inside and out, yet an atmosphere of love is seen to pervade every thing, and is felt by the spectator.

Entering the second primary department, I found all busy in recitation and preparation for the class. Some little boys and girls were "talking from the book." They stood exactly like men and women, and talked while their mates counted to denote the length of time to be given at each pause. Little fellows can be taught to express the sentiment on the printed page in a manner that will-yes fascinate. I refer to these schools for the proof of my assertion. Not an individual seemed to look dumpish or dull because he was little and "cooped up." The recitation over, a general exercise in singing was introduced, and they all sung with the same expression and animation. Then another general exercise in addition and numeration, and the life of the recitation was contagious. This exercise was an evidence also that little folks could learn some things that larger ones ought to know, and do it at a time of relaxation. Then came the recess. Two delegates left their seats, proceeded to the doors, stood with hands upon the knob; a motion, or something else that I could not see or hear, started the first division, and out they went. The door was opened for them by the sentinels, and closed immediately, to shut out the noise of their happy laugh on the play-ground. This was repeated, until the room was vacant. I could not keep away from the play-ground. I wanted to watch these industrious "little ones" there also. They played as earnestly as they worked. These recesses are repeated twice in the forenoon, and the same in the afternoon. The teachers who find it so difficult to amuse

their primary scholars, and who think the abcdarians of the ages of six and upward are not old enough to commence a discipline that will make them men and women, ought, by all means, to look into the second primary department of Prof. Blackmer's school. The accomplished lady who superintends this room is Mrs. C. J.Wright, and if the true spirit of the teacher ever came below and entered humanity, certainly this lady possesses it.

I entered other rooms and other departments until I had seen the whole picture. It is a picture, and one that I wish all our free people, who hope to perpetuate their liberties, could look upon. There is hope below, because their is a higher seat above for each scholar who will work to merit it, and hope makes them all look upward while they strive. I can not particularize in regard to the other rooms. They were similar to the best first class graded schools. The citizens have provided ample and beautiful school-rooms for the accommodation of this and the other school, at a cost of about $25,000 each. Let me say here, that these two public school buildings, and the seminary and boarding hall may be set down as having cost nearly $100,000. I think that is pretty well for Rockford.

Prof. Blackmer is assisted in the high school by M. S. F. Penfield; in the grammar department by Miss A. M. Coolidge and Miss Mary E. Bradley. In the intermediate department by Miss L. A. Brown, Miss Julia A. Southgate, and Miss Anna F. Swan. Second primary by the lady mentioned above and Miss Ellen Blackmer; in the first primary by Miss E. J. Griffin and Miss Abby N. Flint, and a more competent corps of teachers I have yet to see. Mr. Blackmer does not teach in any particular department. He appears often in all the departments, and is as likely to be found teaching the alphabet as the powers of x. Thus the services of the expensive teacher are not confined to any class of students, and the discipline is vested in one individaal, who is competent and thorough. Prof. Lyon, who is the likeness of Prof. Blackmer in teaching, only more so, perhaps, superintends the school on the west side. The discipline is the same, and the grade as uniform. In his school only the most attractive department seems to be the high school. Large scholars (Mr. Editor, what does the term mean, large in intellect or in stature) always give more character to a school, especially if they are inspired with the scholars hope, and none but the true teacher can instill it.

The teachers of this school co-operate heartily in teachers' meetings, and in carrying forward every thing that is new and calculated to benefit the school. There is not much in a name or I would give their appellations also. I have invited all these active and practical teachers to meet with us at Portage City next August, and I know that you and the other members of the committee will second the invitation.

"I come now to speak" of Rockford Female Seminary. I presume I

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