The country schools throughout the West fifty years ago whether considering the building, teachers or regulations, were generally of a character that would denominated exceeding primitive. The buildings were usually sorry apologies for a modern tenement or a room 12 x 14 in some incomplete resilience. The seats were slabs of puncheons elevated at a distance from the floor suggestive of dangerous possibility to small scholars, who were required to sit there, however painful the experience. The teacher was ordinarily a man of fact, who regarded all else but his duties as fiction unworthy of his condescension. As a rule, he occupied an old-fashioned arm chair about the center of the room, adjoining a small round table, which sup- ported, in addition to the test-books comprising his limited course, a birch rod of tried strength, length, breadth and thickness, as the pupils oft times had sensible evidence. With these surroundings, that would, in this day of superior educational facilities, be regarded as discomforts not to be endured, scholars were taught the alphabet, their "A B C," reading sentences, containing words of two syllables only, and many other incidents peculiar to school life which, in that age. inspired tho intellectual, but to-day provoke the mirthful and cause mental inquiries if such things could be. But recurrence to those days often engages the reflections of pioneers, who see no compensation in the labor-saving apparatus employed to aid the ambitious youth in his ascent of the hill of knowledge.

Gibbon relates that, daring a cruel persecution at Ephesus, seven noble youths concealed themselves in a cave, when they fell info a sleep which was miraculously prolonged for a hundred years. On awakening they found everything so change to conform to the advanced age, that they burst into tears and prayed God that they might be permitted to returned to their slumbers again. Such are the feeling's of many who were scholars half a century ago, regarding with feelings of indignation the neglected facilities of the present, "when fond memory brings the light of other days about them." The school teachers of fifty years ago were earnest in their efforts, and the advanced state of education during these the final decades of tho nineteenth century are, in a great measure, the result, of their labors. The pupil of those times, too, was a character of the day beyond comparison or caricature. He usually appeared at school prompt to the minute, barefoot in summer, his trousers of home manufacture kept in place by a couple of pieces of ticking, to which he appropriated the term "gallusses," and his head protected from the penetrating rays of the summer's sun by a chip hat, or cap deftly fashioned by a mother's or a sister's hands. Thus embellished, the young man of promise came early, and from his advent upon the beene to his exit there from joined constant issue with the teacher with such requests as "Lemme speak to sis," "Lemme go out," "Lemme hav a drink," etc.etc., until the expiration of the days term, when ho is permitted to go home, where, after the chores are done, he slips off his trousers, hangs them on his bed post by tho "galluses," and, soon reveling in the dim land of dreams, becomes forgetful of the trials that will be barn again with the morrow. Among the early settlers there were many men of unusual ability; not men of extensive education, but men who made their marks upon tho times, and, had they received the advantages of early training, would have proved themselves giants in intellectual and moral forces. Even with tho few advantages which the' Western schools of the past ago afforded, there were men went forth from them who did prove equal to all and every emergency which private or public life called upon them to moot. The first American settlers were earnest in everything. They said, "We are going to make the utmost of tho capabilities of this spot," and they did. First they said, "In process of time, all over this beautiful country will be scattered educational institutions of a high order; the needs of an intelligent people will demand them. What is to hinder us from building a village on this slope which overlooks one of the most lovely landscapes in the world. Nothing is to hinder; let us do it. And it was done. At that time there were a few houses and shanties in the little hamlet of Black River, and the commencement of anything so portentous as a schoolhouse in so small a community without a penny of foreign aid would have seemed preposterous to the average mind, but it was done nevertheless, and there stands the schools of tho city to-day the chief supporting pillars of the future. Considering all tho circumstances -the times, the poverty of tho district, the sparsoness of tho population, the infinitesimal size of the village—the erection of the first school building was a groat achievement. It is safe to say that only a few persons or families subscribed four fifths of all the money it cost. True they reckoned that this money or some of it would come back to them in after times, and it did.

The children of the Canadian french were taught by young men employed in the Black River steam mill. Even in 1821, a missionary school was started at Fort Gratiot by John S. Hudson, John Hart, their wives, and a Miss Osmer. This Indian school continued in operation throe years, when the teachers moved to Mackinac, together with thirty or forty of their dusky pupils. In that old school, Edward Potit and other children of tho French settlers received their first lessons. Instead of slates, the scholars used small boxes of sand, on which the pupils wrote with pointed sticks.

The first schoolhouse was built in 1833 near the corner of Broad and Superior streets, in roar of the present Hudson House. It was a 21x20 foot, building, eight and one half feet from floor to ceiling. This concern was subsequently known as the Old Brown Schoolhouse, not that it was painted brown but turned that color under atmospheric influences. From 1833 to 1842, this was the schoolhouse of Port Huron, In 1842, anew schoolhouse was built in the park south of Black River. In 1841), the union school building was completed. Ten years later, tho Park Schoolhouse was destroyed by fire. The city of to-day supports five public schools, all well administered. The schools of St. Stephen's Parish, in connection with tho Catholic Church, form a remarkable monument to the earnestness of tho congregation.

In July. 1852, a select school was formed by Mr. Magee. The following is tho advertisement: "The subscriber begs leave to inform the inhabitants of Port Huron, of his immediate intention of commencing a Select Mathematical and Classical School in this place. Those wishful to favor the above school, will please call at the Rev. Mr. Benton's residence, or at the stores of Messrs. Gil let. Dowling. and Beach, and leave the names of those whom they wish to have instructed. His terras will be reasonable, and he pledges himself, as a teacher, to be swayed by impartiality, devotedness to the interests of his pupils, and the broadest Christian charity. George Magke.

"Port Huron, July 17, 1852."
The German-English School was conducted by C. F. Diehl, in 1863. Tho schoolroom was in the basement of the old Brockway House, on West Butler street, near the Baptist Church. St. Stephen's School— The elegant school building known as St. Stephen's was erected in 1879-80 by Rev. E. Van Lauwe. This structure was begun October 2, 1879, and the house finished the following year. The building of the schoolhouse was carried out successfully, owing to the liberal spirit in which the congregation and man of other religious denominations contributed moneys, as well as to the well-directed energy of tho pastor. Tho schools were opened in 1880 with tho Sisters of Providence in charge. Tho number of pupils in attendance at the opening in September. 1889, was 270.

The Convent School of the Sisters of Providence was established at Port Huron in 1879. The design of this institution is to accommodate parents desiring to have their daughters enjoy all the advantages necessary for acquiring a thorough and polite English education in connection with a knowledge of the fine arts, music, painting, and other branches. The method of instruction followed embraces all that goes to form the character of an amiable, useful and accomplished woman. It is the aim of tho Sisters to train the hearts of their pupils to the love and practice of virtue, while cultivating their minds and endowing their manners with dignity, simplicity and grace. Tho government is mild, yet sufficiently vigilant and energetic to secure perfect, order. The sole object of the regulations of the house being the welfare of the pupils, they are induced to comply with them rather from a sense of duty than through fear of punishment. They are made to understand that their own improvement and happiness are ultimately connected with tho careful observance of discipline. A tender vigilance is exercised over the hearts of the pupils; when one is taken sick, a physician is called in time, and information is given to tho parents, who are at liberty to withdraw her. If they leave her in the institution, she receives every attention that kindness can suggest.

The scholastic year consists of four terms, each comprising a period of eleven weeks. The first term commences on the first Monday in September. Tuition in all the English branches, board, bedding, useful and ornamental needle work with tho use of patterns, use of library, clothes of pupils marked for them, are offered at $35. To per term of eleven weeks, while the following branches of higher education are faithfully taught for an extra charge : French, German, drawing and painting in water colors, oil painting, with use of patterns, piano, organ, or guitar lessons, vocal music, private lessons, use of instruments for practice.

Portrait & Biographical St. Clair MI 1883