DESCRIPTION OF THE ASHEBOBOUGH ACADEMY.
We know not the writer of the following communication but we feel well assured that it does no more than justice to the merits of our worthy Tutoress. And we hope and believe that the appeal which it makes in behalf of the institution is well merited and well timed.
THE ASHEBORO' ACADEMY.
Mr. Editor:—The writer, on a recent visit to the Female Academy at Asheboro', was astonished to find so respectable an institution here. I had perceived by some articles in your paper that the inhabitants had built a house, and employed a Lady to take charge of the school; but knowing that there was no great wealth in the village, and having understood that the people of the country had extended little assistance, I supposed it must necessarily be rather a patched up concern, and that the newspaper account was only the usual puff which is given to newly opened Schools. But I was surprised and astonished to find a House large enough to accommodate 60 Scholars, built and completely finished off, (with the exception of painting,) with 12 large glass windows, and every part of the materials of the best quality; and the workmanship of the finest order and latest style: and furnished too with the necessary seats, tables, and a fine Piano. There is a seat for every two Scholars, and a table in front so that every Scholar has her place both for writing and her other studies. About $100 more would paint the house and provide some other conveniences; and I was truly gratified to learn that the spirited inhabitants of the village were determined to complete the undertaking according to the original design, whether they get the assistance from the country which is usually extended elsewhere, or not.
The Trustees have been as careful and as liberal in procuring a Teacher as they have been in building and providing the house. They have employed a Lady from Boston of first rate qualifications. I had the pleasure of hearing her exercise some of her classes—and was delighted to perceive that she is fully competent. The first class she examined consisted of some small ones who had commenced 4 months ago in the Alphabet. They could read, and read correctly. They spoke loud, pronounced each word with distinctness, and after they had concluded the reading of their lesson, the tutoress gave out to them some of the most difficult words in the lesson, and they spelled them correctly—giving a distinct articulation to each letter and syllable. I never saw little children so correctly taught.
The next class examined were some young Ladies who were studying Arithmetic. They performed well. This branch I am told is particularly attended to. Emerson's Arithmetic is used. They are taught the four principal divisions of Arithmetic Orally before they make use of a slate. This is a delightful and interesting study as taught in this School. I understand that great pains is taken by the tutoress to make the pupils understand the principles and reasons of their operations. They are not permitted to pore over a question they can't understand, for an hour or two together. A question is performed by the tutoress whenever they commence a new rule; and the principles Orally explained and illustrated. When the question is correctly performed on Slate, she is not content simply to say, "It is right." She makes the pupil explain the reason of each operation occasionally, and thereby ascertains whether they performed the operation themselves or procured the assistance of those further advanced. She does not use the black board, teaching Arithmetic; the only material defect I observed or heard of in the management of the School. It is much the best method of teaching Arithmetic.
I did not hear her examine her classes on Grammar, Philosophy and the higher branches; but understand that she is equally careful that they thoroughly understand everything they pass over. She is not content that a pupil can answer a question in the identical words of the book: by oral illustration and conversation she satisfies herself that the pupil understands the principles correctly.
It is of vastly greater consequence that the Scholar understands the principle and reasons of any scientific rule, than that she should be able to repeat the rule verbatim et literatim. In the former case the understanding is enlightened; in the latter, the memory only is exercised. In the Musical Department Miss Rea, I am told, takes much pains, and is bringing forward the young Ladies very rapidly.
On the whole, this School is particularly deserving public patronage. It is a remarkably healthy, orderly village, and board can be had in any of the Families at $6 per month. The people of the village take great interest in their School, and some of them pay much attention to the Scholars, and encourage them in their studies. It is to be hoped that the people of the country will assist the citizens of Asheboro' in completing their laudable design.
A Visitor.
—
Southern Citizen, November 1, 1839
(Source: North Carolina Schools and Academies, 1790-1840, By Charles L. Coon 1914)
