Читать книгу All in the Day's Work: An Autobiography онлайн

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Somebody ought to write, perhaps somebody has written of the passing of this once valuable institution. It came before the college and the high school and for a time did the work of both; but when the high school began to prepare students for the college and the colleges added preparatory departments and at the same time offered special courses the seminary slowly realized that it must either go out of business or combine with one or another of its healthy growing rivals.

In a few places, as in Poland Village, the seminary was hanging on tenaciously, trying to demonstrate that it was still a better man than these new undertakings, these high schools, these colleges with their preparatory schools.

The faculty which was to make the demonstration at Poland was made up of three persons: in order of rank, the President, the Preceptress, her assistant. The acting President insisted on all the perquisites of his title. His chief duty he regarded as conducting the chapel with more or less grandiloquent remarks. When my assistant and I complained of too much work he would scowl and say that his executive duties made it impossible for him to take on more classes. The result was that I started out with two classes in each of four languages—Greek, Latin, French, and German, as well as classes in geology, botany, geometry, trigonometry. In addition there was my threatened Waterloo, the two largest classes in the school: one in what was called “verb grammar,” the other, “percentage arithmetic”—so named from the points in the textbooks where the term’s work began. From time immemorial these two classes had been conducted in the interests of the district schoolteachers of the territory. It was the custom for these teachers to spend one term a year in the seminary, where, regardless of the number of years they had been teaching, the number of times they had treated themselves to a period of study, they always (so I was told) insisted on their verb grammar and their percentage arithmetic. It was like a ritual. As they were the numerical backbone of the institution, there was nothing so important in the judgment of management as their satisfaction.