Journal of William Wightman Smoak, May 26, 1900-May 27, 1900

Journal of William Wightman Smoak, May 26, 1900-May 27, 1900

Journal kept by Cadet William Wightman Smoak where he details his trip to Wadesboro, North Carolina to watch the solar eclipse. The journal also includes news clippings about the eclipse, a story called "The Fern Leaf's Story," and advice on how to improve country schools.

A1979.7

The Citadel Archives & Museum

Materials in The Citadel Archives & Museum Digital Collections are intended for educational and research use. The user assumes all responsibility for identifying and satisfying any claimants of copyright. For more information contact The Citadel Archives & Museum, The Citadel, The Military College of South Carolina, Charleston, South Carolina, 29409.

application/pdf

English

Text

https://citadeldigitalarchives.omeka.net/items/show/1138

Charleston (S.C.)

[Page 1]
[Cover.]

[Page 2]
The Sphinx.
Vol. I. By “00”
W. W. Smoak.
Editor in Chief.
S.C.M.A.
Citadel. Charleston, S.C.

[Page 3]
Say on, sweet Sphinx! thy dirges
Are pleasant songs to me.
Deep love lieth under
These pictures of time;
They fade in the light of
Their meaning sublime.

[Page 4]
1900
May 26

Trip to Wadesboro, or Viewing the Eclipse.

To begin at the beginning: an eclipse of the sun had been predicted to take place the 28th of May. The First Class at the Citadel had been studying Astronomy quite a while, and Captain Bond conceived the idea of taking us to Wadesboro, N.C. to view it, as that would be a good place to witness the peculiar phenomena being in the line of totality and only a few miles north of the center line.

Accordingly we studied with this in view, spending quite a month in preparation, by studying all about the sun, and drawing the corona etc. Each of us was assigned a particular task.

So preparations were made to take us to Wadesboro on Saturday the 26th.

We arose quite early, had breakfast at 5:30 a.m. At about six we walked down to the A.C.L. depot and at 6 33 began our trip. In the party were Profs. Bond and Coleman, Mrs. Bond and Oliver, Mr. Dowling, and the First Class, Brodham, Bruce, Calhoun, Clayton, Cochrane, Courtney, DuKant, Evans, Haynsworth, Hydrick, Law, Linley, Moore, Quarles, Rogers, Sligh, Smoak, Snelgrove, Westmoreland. It was a jolly party and they kept up their good humour all the way, laughing, talking, singing etc.

[Page 5]
As this is to be mostly my personal experiences during the trip, I will confine myself mostly to what I saw and what happened to me, or in which I was connected.

One thing which caused considerable amusement all the way was a small mishap to Bruce just after leaving Charleston. His cap blew off and he lost it. One of the train-hands gave him a high brown derby, and as a [illegible words] all the way.

Not much occurred of any interest. It was a new trip for me, in a new country and consequently I was interested in what was taking place outside the cars, as the aspect of the country, the state of the crops etc. Upon the first part of the journey there was not much different from the usual monotony of such scenery in the low country; but as the northern part of the state was reached the country became more rolling and by the time we reached N.C. it was becoming hilly. Just here I may say that the view from the [illegible] where I am writing is beautiful in the extreme. Away in the distance toward the north and north-east rises the mountains, looking like low regular clouds on a summer’s

[Page 6]
day.

In due time we arrived at all the towns along our way. The first stop of any consequence was at Florence where we waited twenty minutes, and had to change cars. I met four young ladies here who came down to see Evans.

A short ride brought us to Darlington, Evans’ home. Mrs. Evans was down to see us and brought me a pretty bouquet of flowers which she pinned on my coat for me. She is indeed quite a pleasant little lady. I had looked forward to meeting Mrs. Evans. She had written me a note telling me she would be glad to meet me etc. I had received this a day or two ago. She is a rather small lady with a pleasant face and speaking black eyes.

Another thing which should have not occurred by any means was the fact that Mr. Evans had brought a big box of nice food - I know, for Evans, but he did not get it, and when the train moved off, we could not catch it, and consequently was left. However Mrs. Bond had brought some nice food and generously invited all the cadets to share it. We had enough and to spare. We soon passed Cheraw, and the various other little stations, and arrived at Wadesboro, at 12.35 p.m.

[Page 7]
The town is a considerable distance from the station - about a mile. It has a population of about 3500 people.

Getting off the train we walked up to the hotel. Soon dinner was served, and a splendid dinner it was, served in a truly North Carolina style. They do not eat much except cornbread, biscuit, chicken, beef, mutton etc but it was nicely prepared and our appetites being whetted by hunger we enjoyed the dinner accordingly.

After dinner we strolled round a while, and, then, we went with Capt. Bond to view the preparations made by the different astronomical parties for observing the eclipse. First we went to the Princeton observatory, where Prof. Young is stationed. We met his assistants Profs. Reed and Libby and they entertained us for quite a while telling us of his telescopes cameras for photographing the sun and corona, and for observing the spectrums to verify the “reversing layer” of the corona spectrum, which by the way, is a discovery of Prof. Youngs. Prof. Young made us a short talk telling us of his work and what he hoped to accomplish during the eclipse. Near the same place is the observatory of the astronomical

[Page 8]
and astro-physical Society of London England.

From here we went to the Smithsonian Institution observatory. Their observatory is the largest here and they are prepared to do the best work of any of the parties. One of their efforts will be to photograph the eclipse and the corona. It will be the largest photograph ever taken of a corona - fifteen inches in diameter.

We met Prof. Langley who wrote “The New Astronomy.” He was quite busy but got Prof. Abbot to show us his instrument - his invention for measuring the changes in the temperature - the balometer.

We then went by the University of Chicago party. They are on a small scale, but are quite prepared to do some good work.

After walking round a little more we dispersed and went our ways. Moore, “Rip,” and I walked down road and having met a wagon and a negro, we got in and rode back, having some fun with the driver.

We then got in a carriage furnished by the town and rode all over the town.

Met a Miss Ingram and Miss Smith and conversed with these a while.

After supper we went to hear a lecture by Prof Young at

[Page 9]
the Town Hall. The first speaker was Prof. Young who told us all about the eclipse in a very entertaining way. He said that the instruments pointed at the sun from Wadesboro on this eclipse was the largest ever gotten together for the purpose of observing an eclipse.

He was followed by Rev. Dr. Bacon of London who spoke a few minutes, saying he was glad he came to America because he had learned some things, one of which was that America is a larger, greater country than England, and that Americans are a nobler higher [illegible] people than British.

He was followed by Prof. Hall of the Univ. of Chicago, who spoke a few minutes.

We then went back up to the hotel, where Profs Randolph, & Reed of the Charleston College, and Profs. Bond and Coleman of the Citadel suggested that we send an [sic] telegram to the News & Courier, telling them of the safe arrival of the parties from Charleston, etc.

Went down and telegraphed it to the N & C, by telephoning to the Western Union telegraph. Came up and went to sleep. A word as to our quarters. They are on second floor of

[Page 10]
a large store, and our sleeping accommodations consist of a few platforms raised above the surrounding country, and loaded by a kind of bed, for which all straw eating arrivals must have suffered.

Sunday
May 27.

I arose this morning at 6:00. Soon some fellow awoke and began about my getting up to wake them. Some one replied to him and thus after they started the entire crowd soon awoke and we had a jolly time.

Breakfast was about 8:00 a.m. I wrote a letter and some of this account and then dressed to go to church. After walking up and down a while I went in to see Miss Ingram and there met a Miss [blank] a teacher at Elizabeth College, Charlotte, N.C. I accompanied her to church. We went to the Methodist church, which is a very nice church for the town. The services were short and consequently much more enjoyed. Went to hotel and listened to some talk upon scientific questions by our and the C.C. professor’s.

Dinner and “born loft” - Cadet’s Paradise.

At 3:30 P.M. I went to call upon Miss Renea Ingram. After an hour

[Page 11]
and nearly a half. Rip came in and I went out. Just at that time Mrs. Ingram, and Miss Caldwell were going to drive and I must [illegible] go with them to see the town and enjoy a ride. We drove all over town and out of the limits in several directions. One of these predatory excursions carried us to Carr’s Hill where we are to view the eclipse. Another time we stopped to “review” the preparations made by Princeton, they allowed us to see the spectrum, to view the sun-spots, to look at [illegible]. All of these were interesting. We saw six small sun-spots in a cluster.

After the drive I went to walk with Mrs. Bond, then supper, and then to church. Again we went to the Methodist church, and heard a most awful presentation of the subject of sin.

Returned and went up in Cadet’s Paradise. Retiring immediately, after awhile, we began talking and joking about the beds. Such a flow of jests quips & cranks we have not heard for some time, which kept us laughing all the while. Finally about one o’clock a.m. we fell asleep, and slept kind o’ so-so till 5:30 a.m. when we arose to eat breakfast before going to observe the eclipse. The place selected was Carr’s Hill and a beautiful place it is

[Page 12]
Indeed to observe it. The highest hill around, on all sides one can see away in the distance gently sloping hills, and abrupt green mountains with solitary trees rising on their sides. Linley and I are going to try to draw the corona. He is to draw the first quadrant and, I the third. The first contact came at 7:36 a.m. At this time the following is a rough sketch, 7:56.

[See original document for sketch.]

The following notes I took while the eclipse was coming on: (There was a large crowd on the top of Carr’s Mountain where Linley and I were stationed. These kept moving around and talking, but just about the time of totality, they became still and quiet, a death like stillness prevailed, and I heard a kind of soft murmur as of the sea when the shadow was coming. Of course this was due to the wind or the contasted stillness with the noise. But this a diversion.)

First contact 7:36. Moon began to encroach upon the upper right hand quadrant of the sun. Gradually it ate its way into the surface of the sun, appearing

[Page 13]
as an immense black ball. 8.26 the disk of light looks like a new moon. The temperature is cooler, and it is becoming perceptibly darker. 8:52 [illegible] brighter than full moon. Crescents formed by the shadows of leaves are plainly defined and observable. 8:37 just a small ring on lower left hand edge visible. Looking for shadow hands - none visible. 8:41 sickly yellowish glare. 8:42 about as light as full moon. 8:43 shadow hands visible for an instant. 8:44 - totality. Shadow came on almost imperceptibly not as a dark cloud like I expected to see it. About dark as midway between dusk and dark. Could see to draw corona the third quadrant of which I drew. The corona was very pretty. It was bright, and extended in a direction through first & third quadrants. Mercury was visible above and to the right of the sun. The prominences or [illegible] of light reached out in about a 45% line, as much as 2 ½ diameters of the moon on either side.

[See original document for sketch.]

[Page 14]
The most beautiful sight I saw was just at the instant the sun broke over the upper edge of the right hand quadrant. A narrow band of bright brilliantly colored light seemed to be thrown in a twinkling from the moon to the earth, as if it had been a band of ribbon thrown as a lasso. Instantly the corona faded away; and the shadow retreated leaving more and more light - just the reverse of the first half. Upon the whole, it was a very impressive spectacle, and one that I shall never forget. It leads one to think unconsciously of the majesty of the universe and that power or natural force which can so easily bring this heavenly bodies - huge though they be - into positions like the little boy rolls his marbles.

After the eclipse a while went round to Mrs. Ingrams to meet some Charlotte girls who were there for the day. Among them were Misses Wolfe and Gherkin. They were both pleasant. Went back to dinner and enjoyed a walk round town afterward. At about four in the afternoon we began our homeward journey. Several times we gave the Citadel yells while marching through the town. Finally we got off and after a long ride reached Charleston at 11:00 P.M.

One or two pleasant little things

[Page 15]
tended to break the monotony of the trip.

At Darlington there was quite a crowd at the depot. Among them Mrs. Evans, Mrs. and Miss Dantzler. Mrs. Evans had a box of beautiful geraniums for me to bring to Agnes. Of course I brought them and sent them to her. Miss [illegible] and Mrs. Dantzler came down purposely to see me they claimed, and I was glad to see them. Mrs. D - does not at all look like herself. She is worrying herself to death about the death of her husband. At Florence I met some young ladies and the half hour there was pleasantly spent.

I enjoyed a chat of some length with a Mr. Adams of the Charleston College, about different things. He is a good thinker and I believe he will one day make for himself a name.

Mr. Dawling also entertained me an hour reciting Shakespeare.

Reached the Citadel 11 30 and found everything as we left it. Soon got in bed, and to sleep.

Thus ended our memorable trip to Charlotte Wadesboro, and it was not at all regretted I am sure by a member of the class.

[Page 16]
[See original document for news clippings.]

[Page 17]
[See original document for news clippings.]

[Page 18]
[See original document for news clippings.]

[Page 19]
[See original document for news clippings.]

[Page 20]
[See original document for news clippings.]

[Page 21]
[See original document for news clippings.]

[Page 22]
The Fern Leaf’s Story

I am only a fern leaf, it is true, and as you see, I have become stale and withered like an old [illegible]: Also, like an old lady, I have become exceedingly garrulous when I can find any one to listen at me. So if you like to hear my story, I’ll tell you how I came to be here in this dainty silk-lined box along with my friend the white rosebud.

Three years ago, I was living with my family in a very cool, shady spot upon the campus of He - College. The campus was large and beautifully laid out with walks and drives. Here and there were rustic seats in shady places. There was one near me. A clump of mock orange trees surrounded the oval plot made by the crossing of two curving walks, and I was on the edge. Near me was a bed of white roses. We grew to be quite friendly, and often exchanged confidences across the road which separated us. We knew the girls very well too, but as we lived in a secluded spot, the gayer, livelier girls did not come to see us very often. There was one though whom we knew and loved best of all, who came often. She was a tall slender girl, with serious gray eyes, and a beautiful coil of lustrous black hair which gave her a queenly appearance to me. She was not a favorite with the majority of the girls, but I am sure if they had known her as well as I did, they would have loved her too. Many a time, she would bring her books and sit near me

[Page 23]
for a long time studying; and every time she was in trouble she came to this place. Did you know that our family were mind readers? Well, we are. I soon found out that this girl, Helen Bruce, was not a rich girl. She did not have time to spend in flirting, or talking over love affairs, or engaging in the numberless pranks which the many of the other girls found time to plan and execute. She was fitting herself to be a teacher, and was filling every spare moment of her time in acquiring the knowledge which some day would be indispensable, perhaps, to her success. She had to think often of those at home - an old father whom she idolized, and whose pride and joy she was; her mother, a very practical, determined little old lady, as I gathered from Helen, who was really the head of the household. The father, a dreamer and an invalid thought no time so pleasant as that spent with his books. True, the poor old man did not have very many, and that was one of the things Helen planned to do “when she was rich,” buy books, and give him time to read and study them. Then there was a younger sister, Edith, the life of the humble home “down on the farm.” She was Helen’s opposite in every way, - fair hair, rosy cheeks, laughing blue eyes, and a cheerful disposition.

[Page 24]
She kept everything “in smooth running order” as she would write to Helen. I was always so glad when Helen would receive a letter from her. She always came to “The Fernery,” as she called her favorite seat, to read it, and I am sure if some of those girls whom I would hear occasionally calling her that ugly, stuck-up thing, could have seen her, they would have changed their minds. But Helen did not let any one see her with that radiant face, except myself and one other. This other was a laughing, jolly girl, the favorite and leader of her set. These girls of her set were Seniors this year - and it was to this class Helen also belonged. Kitty Arnold had made friends with Helen during their first year at school, and the friendship had remained unmarred by any of those trivial quarrels which are every day occurrences among school girls. How many times first one couple - and then another would “kiss and make up again,” vowing that they would “never, never do so again.” Kitty took the place of Edith with Helen. She had just the same laughing ways combined with a childish candor and sauciness that few could resist, Helen least of all. That deep seated desire to “love and be loved in return,” hidden by the coldness or reserve of her demeanor, was known to none of her class but Kitty. When she joined Helen at the Fernery I was always glad

[Page 25]
for she drove away those lines of weariness and trouble that would come into her face occasionally, and left her with a lighter heart. Kitty tried in vain though to get Helen to join in the frolics and dances and fun which was Kittie’s natural element. “No, dear,” would be the firm reply to one of these invitations, “I cannot.”

[Page 26]
How to Improve our Country Schools.

What are some of the present needs for improvement in our country schools?

Some teacher is ready with a quick reply - improvement in the home from which the pupil comes, more interest on the part of the parents, better and more attractive houses and grounds, better appliances in the school room, consolidation of the schools, more enthusiastic trustees and superintendents, better teachers with higher salaries, etc.

All these are true, each in its own way, and would be true of any school, but we are to discuss the improvement of country schools, as a subject of more interest to our association, the majority of whom are teachers of country schools.

Let us look first at the needs of our schools, and then seek a remedy.

Take the houses. Usually, they are rude, unpainted, unceiled structures. Sometimes of logs, but oftener of rough boards, sashes, and shutters being the exception rather than the rule, with here a chimney and there a flue uncompromisingly in the middle, no fence, no flag, no ornamental shrubbery - nothing that appeals to the eye anywhere. Entering one of these houses, we find a row of desks and benches around the wall, with the teacher’s seat at the end. That is how the houses are furnished where parents expect their children to spend about half of their youth - drinking in knowledge from this flowing fountain. There are no pictures, no attractive book cases

[Page 27]
no apparatus to relieve the monotony or lighten the labor of teacher or pupil - only the barest necessities. There is certainly vast room for improvement here.

At one of these schoolhouses, from a radius of from one half to three miles, congregate, especially during the winter from forty to sixty pupils.

Here, from about eight o’clock to four, one poor harassed teacher dispenses knowledge, and “book learning” to all. Some days, however, Fridays, for instance, her number decreases considerably, she not having more than twenty. The children are imbued with the idea that Friday’s work is harder and less important the parents do not care, and, consequently, the children remain at home.

In the daily work of the teacher, lack of the necessary text books is a serious drawback to the advancement of the child, and, also increases the labor of the teacher by making a greater number of classes - they usually being too numerous.

The length of the term in a country school is too short, six months being about the average. A vacation of six months means that the child forgets nearly all that he learned during his last school, and has to go over the same ground again. He becomes discouraged at the enormous task before him, and his school days are ended when he is about fourteen years old.

[Page 28]
Country people are, as a rule, more illiterate than those who live in the towns and cities. They have no true conception of the term “Education.” Education means to them a limited knowledge of the three R’s - Reading, ‘Riting and ‘Rithmetic. When his boy has a smattering of these three important branches, his education is considered complete, and his father sees that he “accepts a position” between the plow handles, where he soon settles down into a state of stolid indifference or wanders away, when he becomes of age, and the echoes only reply when he is asked for in after life.

Our school officials next demand our attention. The work of the Superintendent too often consists in holding

The work of the Supt. too often consists only in holding examination issuing certificate and assigning signing pay orders for his own - and his teachers salaries. The trustee limit their work to having the cheapest applicants and making out their claims, with scarcely a thought, and some-times not even the power to judge if the applicant is competent to fill the important position of teaching the neighborhoods children.

Then as to the teachers themselves. Too often they are too young, inexperienced with no conception of the true meaning of the high and almost holy position they fill. The majority of the teachers are young girls who teach only a year or

[Page 29]
two and then get married, or young men who are studying law or medicine and who teach only as a means to that end. As soon, too, as one of these teaches acquires enough experience to become a really good teacher. They are usually offered a position in a city school, where the salary is higher, and the work lighter. These inexperienced teachers are very numerous; their number makes competition greater, and drives away those who would make it their life work into some other profession where they receive a higher salary.

[Page 30]
morning soon break which will dispel the mists of ignorance and isolation which surround our country neighborhoods, and cause them to catch up and keep pace with their brethren - the dwellers in cities who are now so far ahead.

[Page 31]
tical teacher himself, and his teachers should bear the same resolutions to him as the pupils to the teacher. He should visit the schools often, spending a day at a time if necessary, ready with friendly criticism and advice where necessary.

The Trustees should be patrons of the schools, and men who realize what a great power they give to a teacher when they put them in a position to train the minds of their children, men who are broad minded enough to lay aside all personal feelings and work hard in hand with the teacher for the advancement of their neighborhood.

Attendance, too, should be compulsory to a certain extent. If parents do not know enough or care enough for the future welfare of their children, to send them to a free school, they should be made to send them.

The teachers should have some training for the position they occupy. It is too serious a matter to enter into with no preparation.

They should be enthusiastic - be filled with that enthusiasm which is contagious, causing a wave of their own educational fervor to bear the parents and pupils to a higher vantage ground.

May the dawn of that golden

[Page 32]
We have mentioned a few of the most apparent defects in our schools. Now, let us see what we can do to remedy them. Let us climb a lofty mountain, and, sitting upon its summit, look no more behind us where we see only these faults, but look ahead into a wider horizon, with farther reaching vision, and with grander conceptions of human growth than we have ever had, to see what can be done to accelerate the speed of the wheels of progress, more especially in the schools of our rural districts.

The schools should be consolidated, and better houses, with more and better appliances, should be built. They should be made beautiful inside and out, so that a feeling of pride could arise in the childs mind, when he thought that he, poor and humble though he might be, had a share in it. A few extra dollars, in the hands of judicious trustees, would ceil the house, put in comfortable seats, some of the newer appliances, paint the house and fence the grounds [illegible words.]

Then, by purchasing a sufficient quantity of text books, the pupils could all be supplied uniformly with the necessary books, thus lessening the teacher’s work and the expense to the parents. - Give Winthrop experience

Several districts have voted an extra levy for their schools. This is very good, as it puts an education nearer to those who would otherwise be debarred, and makes the school term longer.

The Superintendent should receive salary sufficient to enable him to give his whole time and energy to supervision of the schools, and other duties incumbent upon the office. He should be a prac

[Page 33]
How to Improve our Country Schools.

What are the some of the present needs for improvement in our Country Schools?

Any teacher can answer that quickly amongst the things she will be pretty sure to mention are, improvements in the homes from which the pupil comes, more interest on the part of the parents, better teachers, better and more attractive houses & grounds, better appliances in the school room, consolidation of schools, more enthusiastic trustees and superintendents.

All these are true, each in its own narrow way, and each one would be an improvement in a city school as well. The majority of our association though are country school teachers, and we are to discuss the improvement of country schools.

* We, as country school teachers, need to be impressed with the dignity and grandeur of our calling. The teacher in a country neighborhood occupies a more important position than her sister correspondingly placed in a city; as to the children and parents who are “far from the madding crowds ignoble strife,” she often represents to them all that culture, refinement, and education can produce, and she is looked up to accordingly. Then, too, if we glance down History’s pages, we see how many illustrious names were once responded to at a country school roll call - Webster, Clay, Jackson, Lincoln, Garfield, Cleveland and scores of others, began their education at places less attractive than ours.

[Page 34]
“The humble and poor become great, and from these brown handed children shall grow mighty rulers of state.”

Now in order to help perfect our schools we need the cooperation of patrons and trustees. How often do we find the parent Let us look now at the faults and then seek. Take the houses first. Usually, they are a rude unceiled, unpainted structures, sometimes of logs, but oftener of rough boards,sashes and shutters being the exception rather than the rule, with here a chimney, and there a flue, uncompromisingly in the middle, no fence, no flag, no ornamentation - nothing that appeals to the eye anywhere. Let us enter one of these structures. A row of benches and desks around the wall, with the teacher’s seat at the end. That is the furnishing of the house where parents expect their children to spend at least half of their youth, drinking in knowledge. No pictures, no attractive book cases, no apparatus to relieve the monotony and lighten the labor for teacher and pupil. There is certainly vast room for improvement here.

Here from a radius of from one half to three miles, congregate, especially during the winter, from forty to sixty children and, here, from eight o’clock to four one poor harassed teacher dispenses knowledge to all. Some days, however Fridays, for instance, her number decreases materially, she not having more than 20. The children are impressed with the idea that Fridays work is hard and less important, and the parents

[Page 35]
do not care, consequently, they remain at home.

In the daily work of the teacher, lack of necessary text books is a serious drawback to the advancement of the child, and also makes the work harder for the teacher, by causing an increase of classes already too numerous.

The length of the term in a country school is too short, six months being about the average. Vacation of six months generally means that the child forgets almost all that he learned during the last school and has to go over the same ground again. He becomes discouraged at the enormous task before him, and his school days end at when he is about fourteen years old.

Country people are, as a rule, more illiterate than those who live in the towns and cities. Their idea of education means only a limited knowledge of the three R’s “Reading, ‘Riting and ‘Rithmetic. When his boy has a knowledge of these three important branches his father usually sees that he “accepts a position” between the plow handles, where he soon settles down, either into a state of stolid indifference, or wanders away when he becomes of age, and the echoes only reply when he is asked for in after life.

Our school officials next demand our attention. The County Superintendent should receive salary enough that he could devote his whole time and energy to a personal supervision of his teachers. He should be a practical teacher himself. His teachers

The work of the Supt. too often consists only in holding examinations, issuing

[Page 36]
certificates, and signing pay orders for his own and his teachers salaries. The trustees limit their work to hiring the cheapest applicants and making out their claims, with scarcely a thought, and sometimes not even the power to judge if the applicant is worthy or competent to fill the important position of teacher for the neighborhood’s children.

Then as to the teachers themselves. Too often they are young, inexperienced, with no conception of the true meaning of the high and almost holy position they occupy, and with not much thought of anything beyond drawing their meager salaries. That kind of thing lowers the teachers calling, lowers the salary by making competition greater, and drives those who would really make it their life work into some other profession where they can make more, and where their labors are lighter.