——THE BALTIC SCHOOL N O. 99—

The Baltic School of yesterday was not vastly different from those found in other rural areas. Children usually walked to school during most ‘ of the year, but in winter some travelled by horse and sleigh. The children carried their own lunches every day, and often would make hot chocolate during the noon hour. During recess or noon hour a game of ball or cricket was enjoyed.

Children respected the teachers and the majority acknowledged the reason for which they had been sent to school. The age of enrollment stood at six years, but children were allowed to progress at their own rate, many who were fast learners were able to write college entrance examinations as young as fourteen. Classes taught were from grades one to ten. No organization existed within the school at this time (1912) not even Red Cross. Instead the children were given the opportunity to entertain and teach themselves at the same time. Every Friday afternoon was reserved for a program of self-presentations given before the whole classroom. This included recitations, monologues, or readings an enjoyment for both student and teacher. This was usually followed with a spelling match fun for all. The one-roomed school was heated by a pot-bellied stove which used coal as its source of fuel. Water was hand drawn and carried inside the school. In 1914 this method was replaced by the introduction of a pump to the school grounds. The students sat in double wooden seats later to be replaced by single seats, then by a combination desk and seat similar to those found in our schools which closed their doors to education in 1969-70. 1

The importance of reading was stressed and a special emphasis was i placed upon a child’s proficiency in grammar and the correct use of proper " English. As a regular and expected part of their school program, the students were subject to being tested by the visiting school inspector. The school board (or trustees) based on their general evaluation of the teacher bYobserving their general efficiency during these school visits, but the success of the students in their school work tended to form the basis of their Opinion. One interesting aspect concerning the school in 1869, was the established rate of salary given to the teacher'in charge. If the teacher failed to produce successful students who achieved at least a passing mark in the examination, then the teacher received only 40 pounds for that year. If, however, he managed to produce even ten successful candidates, then he

Would receive the respectable sum of 60 pounds for that year. 1861-64 3

In the school visitor’s report given at the time of Sinclair Mowatt’s i teaching profession in Baltic describes the school as being commodious and Comfortable, with school conditions described as “pretty good”. The result 1 0f the examinations were satisfactory but with a few exceptions. Mr. Mowatt’s method of teaching appeared to be very good. The teacher in

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