This topic came up on a writers email loop about finishing schools in the 19th century. I started searching in google books and discovered the term "finishing school" was used quite differently during that century. Basically, "finishing school" referred to a higher education and was often used in terms of finishing schools for boys and sometimes girls. So, I searched a little deeper and came across this excerpt from Graham's Magazine, Volume 41 by Frederick Bremer ©1852 Referencing School of Design for Women.
My thoughts involuntarily sped back across the sea to the country, to the people who preeminently among all the nations of the earth govern themselves, and to one of the Schools of Design for Women, which have lately begun to spring up there, with that fresh, vigorous growth, which all great, public, useful undertakings have in the soil of the New World. I saw the school which had been commenced fn the first instance in the shade of private life, by Mrs. Sarah Peter, an English lady, with a warm feeling of fellow-citizenship; which had been taken up by the government, and incorporated with the Franklin Institution, at Philadelphia, with an annual endowment of three thousand dollars. I saw once more the large, light halls there; saw the kind, cheerful mistress happy in her vocation, happy in the progress of her pupils, and in the flourishing condition of the school.
I saw the young girls' beaming countenances, saw how a happy consciousness had arisen within them, as if they would say, "We also have now obtained work in God's beautiful vineyard!"
I saw them drawing vine-shoots and palms, as decoration for walls and floors; saw genins here unfold its youthful wings in joyful amazement at its own powers; and patient industry gladly take her place in the service of her more ardent sister; saw in the practical direction which the spirit of the New World gives to all work, an infinite future and sphere of operation openad for women in the employment of that talent which Mother Nature has given to them for the beautifying of life—the sense of the beautiful, a feeling for the tasteful and the ornamental—a talent which has hitherto been employed merely in a circumscribed manner.
"See!" said a warm-hearted, right-minded man, Dr. E., who accompanied me through the scholars' room, " this work by Elizabeth B.! fifteen dollars have been paid for it. And this second design for a carpet, by Miss ___, this has been ordered and
twelve dollars are paid for it. This little pattern for calico-printing—see how pretty it is!—has been bought for two dollars—this for three. And these wood-cuts, are they not well done? The young girls who do these are full of orders for similar ones, and can command their own price. This lithograph is another work of Miss ____; and these lithographed groupes of flowers, ordered for a little book, are by
Miss ____, and twelve dollars are paid for each. But I must introduce you to this young girl, Miss ____. She used formerly to maintain herself by her needle; she did needlework even for my family; but it was discovered that she possessed so remarkable a talent for drawing, that after only seven months' instruction, she is secure of provision for the whole of her life, by means of art."
Dr. E. and the head mistress together, selected spcciraensofthe young girls' various works. "Take," said they, "this, and this, and this, and this, home with you to your fatherland."
This was in North America; in the country which preeminently opens a free field for the development of women. In Europe a few individual voices are raised for this object. In America it is the universal coice which says—
"He who points out a new field for the employment of female industry, ought to be regarded as one of the public benefactors. And every means by which such a field becomes accessible to woman recommends itself to society as an important agent in the civilization of the future."
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Wednesday, December 7, 2016
Friday, September 9, 2016
1887 Texas School Questionnaire
From the Texas School Journal ©1887 I thought it might be fun to look at a questionaire that was posted in this Journal. How many answers do you know?
WHO WROTE ?
1. Liberty and union, now and forever, one and inseparable.
2. Knowledge is power.
3. Once upon a midnight dreary.
4. Of all sad words of tongue or pen,
The saddest are these, it might have been.
5. John Brown's body lies mouldering in the ground.
6. What is so rare as a day in June ?
7. This is the forest primeval.
8. The breaking waves dashed high.
9. Rock of ages, cleft for me.
Iq. The curfew tolls the knell of parting day.
11. One sweetly solemn thought comes to me o'er and o'er.
12. Has any old fellow got mixed with boys.
13. Hannah at the window binding shoes.
14. Home. Sweet Home.
15. Roll on, thou deep and dark blue ocean, roll.
16. The Cotter's Saturday Night.
17. Give me liberty, or give me death.
18. The melancholy days are come.
19. To be or not to be, that is the question.
20. The Bells.
21. Anabel Lee.
22. Oh ! the snow, the beautiful snow.
23. The Bridge of Sighs.
24. The Song of the Shirt.
25. You must awake and call me early, call me early, mother, dear.
—N. Y. School Journal.
WHO WROTE ?
1. Liberty and union, now and forever, one and inseparable.
2. Knowledge is power.
3. Once upon a midnight dreary.
4. Of all sad words of tongue or pen,
The saddest are these, it might have been.
5. John Brown's body lies mouldering in the ground.
6. What is so rare as a day in June ?
7. This is the forest primeval.
8. The breaking waves dashed high.
9. Rock of ages, cleft for me.
Iq. The curfew tolls the knell of parting day.
11. One sweetly solemn thought comes to me o'er and o'er.
12. Has any old fellow got mixed with boys.
13. Hannah at the window binding shoes.
14. Home. Sweet Home.
15. Roll on, thou deep and dark blue ocean, roll.
16. The Cotter's Saturday Night.
17. Give me liberty, or give me death.
18. The melancholy days are come.
19. To be or not to be, that is the question.
20. The Bells.
21. Anabel Lee.
22. Oh ! the snow, the beautiful snow.
23. The Bridge of Sighs.
24. The Song of the Shirt.
25. You must awake and call me early, call me early, mother, dear.
—N. Y. School Journal.
Thursday, March 31, 2016
Domestic Art Textiles
Below is a five year plan written by John Dewey for the University of Chicago curriculum for textile work. This kind of information you might find helpful if your character is going or has gone to finishing school.
FIRST YEAR.
1. Simple weaving.
2. Sewing bag.—Materials: scrim or art denim, Barbary cotton. Stitches: basting, coarse back stitch
ing, overhanding basted hem, outlin-. ing name or initials, twisting cords for drawing string.
The child has his choice of color in the denim and sewing cotton used, and sometimes the bag is decorated with a blanket stitch around the edge or a stitching-stitch fastens the hem. The name is printed with a pencil on the bag in large letters and outlined in the same color used in sewing the bag. This bag is used through the course to hold the child's work.
SECOND YEAR.
1. Spinning.—Study of silkworm and cocoon. Cotton, wool and flax spinning with simple spindle.
2. Practical sewing.—Holder for use in cooking. Materials: felt, braid, No. 40 cotton. (A square piece of felt is cut the size of holder. Strips are cut lengthwise one-half inch from each edge. The braid is woven through and the ends fastened with a running stitch. The back is lined with unbleached muslin. This introduces the turning in of raw edges, the basting the edges even, and the overhanding the edges together.)
Needle Book. Materials: brown, coarse art canvas; Barbary cotton; white flannel. Stitches: blanket stitch on canvas and flannel; cross-stitch decoration.
Pin flat. Materials: card board; woolen cloth or silk. Stitches: basting in raw edges; overhanding.
Canvas mat with cross-stitch design in colored cotton.
Pincushion. Materials: art canvas, denim; Barbary cotton. Stitches: overcasting; stitches used in design; basting; back-stitch in color; overhanding of open end.
Designs were obtained as follows: Large photographs of snowflake crystals were shown, from which the children worked out a simple design first in drawing and then in cross-stitch on canvas.
THIRD YEAR.
Theoretical work is study of fibres of following materials: Cotton, flax, jute, hemp, wool and silk with reference to following points: where grown; where manufactured; how transported. Rough maps are made snowing the location of the countries where the fiber is produced, manufacturing centers, lines of transporta- . tion.
Practical sewing.—Burlap Pillows. Materials: burlaps; Barbary cotton; unbleached muslin for inside of pillow; moss for filling; frame to hold work. Stitches: stitches used in design; basting, back-stitch; overhanding; overcasting; filling with moss; fitting the two pillows.
Bag for soiled handkerchiefs.—Materials: coarse white art canvas; rope silk; wooden ring for top of bag; ribbon to cover ring. Stitches: Russian design in cross-stitch for border; initials in cross-stitch; hemming; running stitch; back-stitch.
Shoe bag. Materials: linen; braid. Stitches: binding with braid; hemming with braid; loops.
FOURTH YEAR.
Theoretical work.—Manufactured products. Study of different kinds of cloth: texture, hydroscopic nature, relation to warmth, inflammability.
The difference in texture, etc., de
pending both on the preparation of the fibre and its structure; the microscopic study of the different fibers is made here to bring out the differences which necessitate the various threads and therefore different cloths made from them.
Practical sewing.—Burlap curtains: knotted fringed ends; darned design in colored cotton. Paper dolls for illustration of historical work. Patterns for doll's clothes. Flannel skirt. Stitches: running and backstitch; catch-stitch; turning hem and basting; gathering; putting on band; sewing on button; loop for button.
FIFTH YEAR. Theoretical work. Cultivation of fibers; climate, topography. Kind of soil needed, and mode of cultivation. Preparation of fibers for manufacture. Practical work: darning stockings and mending; doll's outfit cut from patterns made preceding year.
SIXTH YEAR.
Theoretical work. History of manufacture of cloth. Development of spindle and loom. History of inventions and their commercial importance, with social changes effected. Study of present processes of manufacture.
Practical work.—Baby's dress and skirt; table linen; patching; darning; hemming damask; fringing doily; hemstitching; embroidering initials. Small sheet, pillow case.
Source: Everyday Housekeeping ©1899
FIRST YEAR.
1. Simple weaving.
2. Sewing bag.—Materials: scrim or art denim, Barbary cotton. Stitches: basting, coarse back stitch
ing, overhanding basted hem, outlin-. ing name or initials, twisting cords for drawing string.
The child has his choice of color in the denim and sewing cotton used, and sometimes the bag is decorated with a blanket stitch around the edge or a stitching-stitch fastens the hem. The name is printed with a pencil on the bag in large letters and outlined in the same color used in sewing the bag. This bag is used through the course to hold the child's work.
SECOND YEAR.
1. Spinning.—Study of silkworm and cocoon. Cotton, wool and flax spinning with simple spindle.
2. Practical sewing.—Holder for use in cooking. Materials: felt, braid, No. 40 cotton. (A square piece of felt is cut the size of holder. Strips are cut lengthwise one-half inch from each edge. The braid is woven through and the ends fastened with a running stitch. The back is lined with unbleached muslin. This introduces the turning in of raw edges, the basting the edges even, and the overhanding the edges together.)
Needle Book. Materials: brown, coarse art canvas; Barbary cotton; white flannel. Stitches: blanket stitch on canvas and flannel; cross-stitch decoration.
Pin flat. Materials: card board; woolen cloth or silk. Stitches: basting in raw edges; overhanding.
Canvas mat with cross-stitch design in colored cotton.
Pincushion. Materials: art canvas, denim; Barbary cotton. Stitches: overcasting; stitches used in design; basting; back-stitch in color; overhanding of open end.
Designs were obtained as follows: Large photographs of snowflake crystals were shown, from which the children worked out a simple design first in drawing and then in cross-stitch on canvas.
THIRD YEAR.
Theoretical work is study of fibres of following materials: Cotton, flax, jute, hemp, wool and silk with reference to following points: where grown; where manufactured; how transported. Rough maps are made snowing the location of the countries where the fiber is produced, manufacturing centers, lines of transporta- . tion.
Practical sewing.—Burlap Pillows. Materials: burlaps; Barbary cotton; unbleached muslin for inside of pillow; moss for filling; frame to hold work. Stitches: stitches used in design; basting, back-stitch; overhanding; overcasting; filling with moss; fitting the two pillows.
Bag for soiled handkerchiefs.—Materials: coarse white art canvas; rope silk; wooden ring for top of bag; ribbon to cover ring. Stitches: Russian design in cross-stitch for border; initials in cross-stitch; hemming; running stitch; back-stitch.
Shoe bag. Materials: linen; braid. Stitches: binding with braid; hemming with braid; loops.
FOURTH YEAR.
Theoretical work.—Manufactured products. Study of different kinds of cloth: texture, hydroscopic nature, relation to warmth, inflammability.
The difference in texture, etc., de
pending both on the preparation of the fibre and its structure; the microscopic study of the different fibers is made here to bring out the differences which necessitate the various threads and therefore different cloths made from them.
Practical sewing.—Burlap curtains: knotted fringed ends; darned design in colored cotton. Paper dolls for illustration of historical work. Patterns for doll's clothes. Flannel skirt. Stitches: running and backstitch; catch-stitch; turning hem and basting; gathering; putting on band; sewing on button; loop for button.
FIFTH YEAR. Theoretical work. Cultivation of fibers; climate, topography. Kind of soil needed, and mode of cultivation. Preparation of fibers for manufacture. Practical work: darning stockings and mending; doll's outfit cut from patterns made preceding year.
SIXTH YEAR.
Theoretical work. History of manufacture of cloth. Development of spindle and loom. History of inventions and their commercial importance, with social changes effected. Study of present processes of manufacture.
Practical work.—Baby's dress and skirt; table linen; patching; darning; hemming damask; fringing doily; hemstitching; embroidering initials. Small sheet, pillow case.
Source: Everyday Housekeeping ©1899
Thursday, September 17, 2015
Every Day Occupations
I stumbled on to this book while researching various occupations during the 19th Century. Now, this is a school book from the 19th century but I love how this simple information can give the writer of historical fiction insight into the times of the past.
So today's tidbit is short. It is a link to a book I feel you as a writer of historical fiction might also enjoy. Or if you're just curious of days past, you also might enjoy this little book. For example did you know that the queen once wore stockings made from a cobweb?
Here's the link"
Every-day Occupations ©1891
So today's tidbit is short. It is a link to a book I feel you as a writer of historical fiction might also enjoy. Or if you're just curious of days past, you also might enjoy this little book. For example did you know that the queen once wore stockings made from a cobweb?
Here's the link"
Every-day Occupations ©1891
Tuesday, June 9, 2015
Recommended School Books
I know it isn't the time of year for purchasing school books. However, this list might just help you if you have a teacher in your novel, or perhaps, a child going to school, or perhaps, a parent trying to learn what his or her child is learning...or whatever you are writing in a scene. Hopefully you will find these useful.
THE LITTLE SONGSTER: An Elementary Sinking Book, for Scholars of 6 to 9 years ofa?e; by Georsre J, Webb. Professor in the Boston Academy ofMusic.
THE COMMON SCHOOL SONGSTER, intended as a Sequel to the above, for scholars from 9 to 15 years of age. By the same. Just published, under the sanction of the Boston Academy of Music.
THE VOCAL CLASS BOOK, designed for Young Ladies' Schools and Music Classes. By do. Just published, under the sanction yf the Boston Acad. ofMusic.
Th« above form a progressive series for the usfi of Schools and Families.
FROST'S ELEMENTS OF ENGLISH GRAMMAR, with Exercises in Parsing.
THE CHILD'S BOTANY; with Engravings.
HOLBROOK'S GEOMETRY; Ewv lessons in Geometry. By J. Holbkook.
ABBOTT'S LITTLE PHILOSOPHER. BOSSUT'S FRENCH WORD AND PHRASE BOOK.
WALSH'S ARITHMETIC. The Mercantile Arithmetic. By M. Walsh, A. M.
NOYES' SYSTEM OF PENMANSHIP. Improved edition.
THE MASSACHUSETTS COLLECTION Of PSALMODY; by the Boston Handel and Hayden Society : consisting of the most approved Psalm and Hymn Tunes, Anthems. Sentences, Chants, etc; together with many Original Pieces, and others selected from the works of distinguished Composers, never before published in this country. Intended for Public Worship and Private Devotion. Edited by George James Webb, President of the Society. Second Edition. Price reduced to 36 per doz.
This work comprises three classes of Pealm and Hymn Tunes—the old standard tunes, tunes selected from modern composers, and thoae composed expressly for this book, embracing all the metres, and much variety of style and rhythmical structure.
The elementary principles are full and copious, on the basis of the Pestalozzian ay.stem, practically arranged, with full instructions on Chanting.
THE AMERICAN GLEE BOOK: consisting of a selection of Glees, Madrigals and Rounds, from the most distinguished English and German authors, together with original pieces composed expressly for this work. By George J. Webb, President of Boston Handel and Haydn Society, Sec. Second Edition.
Source: The Farmer's Almanack ©1841
THE LITTLE SONGSTER: An Elementary Sinking Book, for Scholars of 6 to 9 years ofa?e; by Georsre J, Webb. Professor in the Boston Academy ofMusic.
THE COMMON SCHOOL SONGSTER, intended as a Sequel to the above, for scholars from 9 to 15 years of age. By the same. Just published, under the sanction of the Boston Academy of Music.
THE VOCAL CLASS BOOK, designed for Young Ladies' Schools and Music Classes. By do. Just published, under the sanction yf the Boston Acad. ofMusic.
Th« above form a progressive series for the usfi of Schools and Families.
FROST'S ELEMENTS OF ENGLISH GRAMMAR, with Exercises in Parsing.
THE CHILD'S BOTANY; with Engravings.
HOLBROOK'S GEOMETRY; Ewv lessons in Geometry. By J. Holbkook.
ABBOTT'S LITTLE PHILOSOPHER. BOSSUT'S FRENCH WORD AND PHRASE BOOK.
WALSH'S ARITHMETIC. The Mercantile Arithmetic. By M. Walsh, A. M.
NOYES' SYSTEM OF PENMANSHIP. Improved edition.
THE MASSACHUSETTS COLLECTION Of PSALMODY; by the Boston Handel and Hayden Society : consisting of the most approved Psalm and Hymn Tunes, Anthems. Sentences, Chants, etc; together with many Original Pieces, and others selected from the works of distinguished Composers, never before published in this country. Intended for Public Worship and Private Devotion. Edited by George James Webb, President of the Society. Second Edition. Price reduced to 36 per doz.
This work comprises three classes of Pealm and Hymn Tunes—the old standard tunes, tunes selected from modern composers, and thoae composed expressly for this book, embracing all the metres, and much variety of style and rhythmical structure.
The elementary principles are full and copious, on the basis of the Pestalozzian ay.stem, practically arranged, with full instructions on Chanting.
THE AMERICAN GLEE BOOK: consisting of a selection of Glees, Madrigals and Rounds, from the most distinguished English and German authors, together with original pieces composed expressly for this work. By George J. Webb, President of Boston Handel and Haydn Society, Sec. Second Edition.
Source: The Farmer's Almanack ©1841
Thursday, October 23, 2014
General Laws pertaining to Kentucky Schools
Below are a few of the regulations for schools in the state of Kentucky for the last decade of the 19th Century. What I find interesting in these tidbits are uniforms, state exam for graduation, grounds for suspension and that 'no teacher shall work on Saturdays.' Sunday isn't even mentioned because no one worked on Sundays back then.
1. [A Uniform System.] — lit it enacted by the General Assembly of the Commonwealth of Kentucky: There shall be maintained throughout the State of Kentucky a uniform system of common schools in accordance with the Constitution of the State and this chapter.
2. [Common School Defined.]—No school shall be deemed a "common school," within the meaning of this chapter, or be entitled to'any contribution out of the school fund unless the same has been, pursuant hereto, actually kept, or is under contract to be kept, by a qualified teacher for three months in districts having thirty-five pupils or less, for four months in districts having more than thirty-five or less than forty-five pupils, and for five or more months in districts having forty-five or more pupils, during the same school year, and at which every child residing in the district, between the ages of six and twenty years, has had the privilege of attending, whether contributing towards defraying its expenses or not: Provided, That nothing herein shall prevent any person from attending a common school who will obtain the consent of the trustees and the teachers and pay the required tuition fees. Rut after June 30, 1894, no school shall be deemed a ''common school" or be entitled to any contribution out of the school fund, unless the same has been, pursuant hereto, actually kept, or is under contract to be kept, by a qualified teacher for not less than five months during the same school year, free of expense to every pupil child, as prescribed above. In order that each child of the Common wealth may enjoy the benefits of a five months' school, the Superintendent of Public Instruction shall, for each school year after June 30, lSJ)3, apportion the fund due each county having one or more districts of less than forty-five pupil children as follows: He shall apportion to each district, without regard to school popnla ion, the per capita of forty-five pupil children, both from the fund derived from the State and interest on the county bond, if any, and prorate the remainder of the fund among the districts having more than forty-five such children: Provided, That any fractional balance shall be omitted in computing the said per capita, and that the aggregate of fractional balances shall be credited to the respective counties, and be taken into account the following year.
3. [School Year.]—The school year shall begin on the first day of July, and end on the thirtieth of June.
4. [School - Month — School - Day — Assistant Teachers.]—Twenty school days, or days in which teachers are actually employed in the school room, shall constitute a school month in the common schools of the State; but no teacher shall teach on Saturdays. Teachers shall have the benefits of only such legal holidays as they actually observe. Six hours of actual work in the school room shall constitute a school day; and under no circumstances shall the daily session, including recesses and intermissions, exceed nine hours in length. When the attendance exceeds fifty, the teacher may employ, during such attendance, an assistant, whose scholarship and competency shall be acceptable to the trustees. When the school shall require an assistant to serve regularly at a salary, such assistant shall hold a certificate of qualification and be employed by the trustees.
5. [Regulations for Schools — Penalties.]—All pupils who may be admitted to common schools shall comply with the regulations established in pursuance of law for the government of such schools. Wilful disobedience or defiance of the authority of the teachers, habitual profanity or vulgarity, or other gross violation of propriety or law, shall constitute good cause for suspension or expulsion from school.
6. [Forbidden Publications and Doctrines.]—
No books or other publications of a sectarian, infidel, or immoral character, shall be used or distributed in any common school; nor shall any sectarian, infidel or immoral doctrine be taught therein.
7. [Conditions for Graduation.]—Whenever a pupil of any common school shall have faithfully completed the prescribed course of study, shall have passed a proper examination before the County Board of Examiners on a series of questions prescribed by the State Board of Examiners, and paid to the said county board an examination fee of one dollar, he shall be entitled to a certificate of such completion and examination, signed by said county board and approved by the Superintendent of Public Instruction who shall affix thereto his official seal. The superintendent shall prepare a proper formfor said certificate. Onesuchexaminationshall be held in each county on the last Thursday in January, and another on the last Thursday in June of each year.
Source: Kentucky Common School Laws ©1896
1. [A Uniform System.] — lit it enacted by the General Assembly of the Commonwealth of Kentucky: There shall be maintained throughout the State of Kentucky a uniform system of common schools in accordance with the Constitution of the State and this chapter.
2. [Common School Defined.]—No school shall be deemed a "common school," within the meaning of this chapter, or be entitled to'any contribution out of the school fund unless the same has been, pursuant hereto, actually kept, or is under contract to be kept, by a qualified teacher for three months in districts having thirty-five pupils or less, for four months in districts having more than thirty-five or less than forty-five pupils, and for five or more months in districts having forty-five or more pupils, during the same school year, and at which every child residing in the district, between the ages of six and twenty years, has had the privilege of attending, whether contributing towards defraying its expenses or not: Provided, That nothing herein shall prevent any person from attending a common school who will obtain the consent of the trustees and the teachers and pay the required tuition fees. Rut after June 30, 1894, no school shall be deemed a ''common school" or be entitled to any contribution out of the school fund, unless the same has been, pursuant hereto, actually kept, or is under contract to be kept, by a qualified teacher for not less than five months during the same school year, free of expense to every pupil child, as prescribed above. In order that each child of the Common wealth may enjoy the benefits of a five months' school, the Superintendent of Public Instruction shall, for each school year after June 30, lSJ)3, apportion the fund due each county having one or more districts of less than forty-five pupil children as follows: He shall apportion to each district, without regard to school popnla ion, the per capita of forty-five pupil children, both from the fund derived from the State and interest on the county bond, if any, and prorate the remainder of the fund among the districts having more than forty-five such children: Provided, That any fractional balance shall be omitted in computing the said per capita, and that the aggregate of fractional balances shall be credited to the respective counties, and be taken into account the following year.
3. [School Year.]—The school year shall begin on the first day of July, and end on the thirtieth of June.
4. [School - Month — School - Day — Assistant Teachers.]—Twenty school days, or days in which teachers are actually employed in the school room, shall constitute a school month in the common schools of the State; but no teacher shall teach on Saturdays. Teachers shall have the benefits of only such legal holidays as they actually observe. Six hours of actual work in the school room shall constitute a school day; and under no circumstances shall the daily session, including recesses and intermissions, exceed nine hours in length. When the attendance exceeds fifty, the teacher may employ, during such attendance, an assistant, whose scholarship and competency shall be acceptable to the trustees. When the school shall require an assistant to serve regularly at a salary, such assistant shall hold a certificate of qualification and be employed by the trustees.
5. [Regulations for Schools — Penalties.]—All pupils who may be admitted to common schools shall comply with the regulations established in pursuance of law for the government of such schools. Wilful disobedience or defiance of the authority of the teachers, habitual profanity or vulgarity, or other gross violation of propriety or law, shall constitute good cause for suspension or expulsion from school.
6. [Forbidden Publications and Doctrines.]—
No books or other publications of a sectarian, infidel, or immoral character, shall be used or distributed in any common school; nor shall any sectarian, infidel or immoral doctrine be taught therein.
7. [Conditions for Graduation.]—Whenever a pupil of any common school shall have faithfully completed the prescribed course of study, shall have passed a proper examination before the County Board of Examiners on a series of questions prescribed by the State Board of Examiners, and paid to the said county board an examination fee of one dollar, he shall be entitled to a certificate of such completion and examination, signed by said county board and approved by the Superintendent of Public Instruction who shall affix thereto his official seal. The superintendent shall prepare a proper formfor said certificate. Onesuchexaminationshall be held in each county on the last Thursday in January, and another on the last Thursday in June of each year.
Source: Kentucky Common School Laws ©1896
Subscribe to:
Posts (Atom)