task, as far as necessary knowledge was concerned, in all the branches except that of writing, in which I was disqualified by my own bad hand. I graded my pupils as best I could under the circumstances, and then proceeded regularly with the prescribed instruction.
The law required five hours teaching daily. The morning session opened at nine and continued till noon, with ten minutes recess at half-past ten, followed by an intermission till half-past one, and then two hours more of recitations. Saturday was a holiday. Thus I could not complain of excessive work, nor were my duties irksome to me, as the pupils were well-behaved and I soon got on a good footing with them. During my stay I had but few occasions to administer admonition or punishment, the latter only of a light sort. The main trouble was not bad conduct so much as laziness, especially on the part of the older girls. The general ignorance of my flock was amazing, and I seemed to be among veritable German peasant children. They saw very little of the outside world, and I readily attached them to me by reading and talking to them of it. Though they were the offspring of families that had been settled in Pennsylvania for generations, only a few of them could converse or understand English, so I spoke German to them. At first they found it difficult to understand me, accustomed as they were to the dialect. This very fact made them look upon the “schoolmaster,” as they all called me, with awe, as a sort of superior being. Within a few weeks, the whole school was ready to do anything for me, obviously feeling honored by being allowed to talk or walk with me.
I certainly could not boast of great achievements in my experience as a district teacher, but when I contrasted my freedom from care with my last experiences in New York, I felt very content with my temporary lot. This feeling was strengthened when I read in the New York daily Tribune, which I had subscribed for, of the progress of the general distress in the large cities. But there
