"And so my boy has come out as a reformer. Well, Bert, dear, you have taken the first step in the most thankless and trying of all careers, and yet I would not discourage you for the world. I would a thousand times rather have you a reformer than an opposer of reforms. I wonder what work God has in store for you."
There were many ways in which the methods employed at Dr. Johnston's school were unique. The system of registering attendance, proficiency, and conduct has been already fully explained. It was hardly possible that this could have been more perfect. No boy could be absent without being missed, and an explanation or excuse of a thoroughly satisfactory nature was required the next day. No mistake could occur as to the standing of the pupils in the different classes. The record of each day was all comprehensive. It constituted a photograph, so to speak, of each pupil's doings, in so far as they related to his school, and the doctor was exceedingly proud of the journals, which he kept with scrupulous care and neatness.
Another feature of the school, peculiar to itself, was the system by which a knowledge of arithmetic was fostered, and the faculty of using it quickly was developed. The whole of one morning each week was devoted to this. The scholars were grouped in classes according to their varying proficiency, care being taken to give each one a fair chance by associating him with those who were about as far advanced as himself. These classes were then arranged upon seats very much after the fashion of a Sunday school, save that instead of a teacher being in their centre, they were placed around a backless chair, in such a manner that it was equally convenient of access to all. Each boy had his slate and pencil in readiness.
The school having been called to order, the doctor then proceeded to read out to the senior class a problem in proportion or compound interest, or whatever it might be, and this they hurriedly scribbled down on their slates. If they did not understand it fully at first, he would read it again, but of course never gave any explanations. So soon as a scholar had clearly grasped the problem to be solved he set to work at its solution with all his might, and it was a most interesting spectacle to watch when the whole class, with heads bent close to the slates, made their squeaking, scratching pencils fly over them. Every possible shade of mental condition, from confident knowledge to foreboding bewilderment, would be expressed in their faces. The instant one of them had completed his work, he banged his slate down upon the backless chair, with the writing turned under. The others followed as best they could, and all the slates being down, they awaited the doctor's coming around to their class again.