These schools were better equipped than the first schools. The students sat in double desks, which usually faced the blackboard and the teachers desk at the front of the room. There were maps on the walls and the school sometimes had a globe. The schools were still heated by the centrally placed woodstove and the drinking water was dished out of a pail filled from the closest spring. An outhouse and a woodshed were often located a discreet distance from the school.

The subjects taught were determined by the course of studies recom- mended by the Department of Education. There was some choice allowed the student, as those who did not intend to continue past Grade Eight did not have to take Latin. The basic core of the subjects revolved around the “three R’s” — reading, writing, and arithmetic. The students still purchased their own school books and supplies at this time. They were bought from the local stores, with Matthew and McLean in Bridgetown and McFarlane’s in Annandale being mentioned as places of purchase.

The books were treated with a great deal of respect. They were passed from one child to another in the family or even traded with the neighbours. Paper was another scarce and expensive commodity. Most of the work was done on slates with slate pencils or a piece of broken slate used as a pencil. Each stu- dent also had a small bottle of water and a ”slaterag” to wipe off the slate but many recalled simply spitting on the slate and then wiping it with their sleeve. These slates were also valued and could be purchased at local stores. Since the pencils wore down they had to be replaced. Olive Taylor, Strathcona, re-

called that during her school days at Little Pond School she traded four eggs for two slate pencils in Dan Steele’s store.

Because the schools included Grades 1 to 10, the teacher could not spend a great deal of time with individuals. Instead the classes were called up to read their lessons and then were assigned work to complete on their own. The older children often helped by hearing the younger ones lessons, establishing a system of interdependence and communication between the older and younger children which is missing today in our divided classes. The students were also expected to play together at recess and dinnertime, which they did in games of ball, blind- man’s bluff, and many others. The teacher went home for dinner so the older children were also expected to look after the younger ones then.

One effect of the teacher’s divided attention was to allow plenty of time for

mischief, especially at dinnertime when the boys seemed to prefer fighting to eating.

Discipline was often administered with a stout birch rod, which many a culprit recalls having to cut themselves before the punishment was administered. Other teachers preferred to use a strap or the pointer which was used to strike the open palm. Corporal punishment was not the only method used to control the children. Staying after school to walk home by yourself or being forced to

Stand in the corner often were remembered as being much more severe than any “licking".

41