The San Francisco Call. Newspaper, March 9, 1902, Page 9

For the Study oF Etiguette. F" KATE THYSON MARR ERE 1 the autocrat of the school system, a code of e should take the on politeness précedence of even reading, writing, arithmetic and tion. Politeness from pupil to de not h 1 ence, but true, soul- ful, ger eness, and courtesy be- tween them n—and extend- ing in turn tc every one of the associat In the - ternoon was devoted to what the girls— of them f. becoming middle- , called “polite class.” The nuns tried to dignify it by calling it “the A CENTLEMAN REMOVES Ay .. Hin assembly,” but to the girls it ever was and ever will remain in the memory as the dear old “polite class.” The nun presiding was a charming woman—the daughter of one of the oldest and wealthiest families of New Orleans— she was a lady in its truest sense—and had her hands full in regulating a batch of hoydens—of whigh my gullty recollec- tions place me in no inconspicuous light. ‘When we were all seated In the immense study hall, rather in the open—lest the desks should hide some mischievous merry-making, the directress entered while we stood; then some little mite would give the signal and the young ladies were seated. The nun presiding never addressed us other than as “young ladies.” The class consisted in the main of lectures on courtesy. The deference to be shown by young people to those older than themselves, and the manner of interchanging courtesies among the pupils. This woman, rarely cultivated, and extremely handsome and dignified of bearing, was a magnificent specimen of cultured, refined womanhood, and was a foe to anything like snobbishness. The pupils- were permitted only the plainest of good wearing school dresses, and no jewelry was allowed save a very smalil brooch and one plain, inexpensive ring, so that we were all on perfect equality. No one among the pupils knew who was wealthy or who was belng educated for sweet charity’s sake; neatness was im- perative, and in passing out of the study hall to the class rooms each day, the hands had to be extended, palms up, and the fingers doubled in to show the nalls. A pair found in mourning received a little tap of the ruler as a reminder. But, back to the *polite class.” In this country, where fortunes are made in a day, where the son of a la- borer has a chance of becoming the na- tion’s head, a certaln amount of cultiva- tion should go with the book learning we distribute gratultously to the rising gen- eration. The time consumed would amount to but little over a halt-hour every week, or every other week, and would be of just as great value to children whose parents do not know how to teach them as any oth- er lesson learned in school. The lectures need be of no set form, but in the nature of conversations [ talks to the puplls. In the class referred to at every assem- bly one of the bables of the school, gen- erally aged about 6 years, was called to the desk of the nun giving the lecture. A knife, fork, spoon, plate, cup and saucer were provided, and the child was asked such questions as, “How she should hold her fork?" *“How she should use the knife?” “How she should use the spoon when eating soup?” and many other ques- tions of a like nature, Table manners are and should be para- mount to everything, because it is simply heartrending to sit at the same table with any one who grabs a fork and uses it as if it were a battle ax. There recurs to memory the fact of a spoiled dinner some time ago. The gen. tleman in question is remarkably hand- some, well read, a charming conversation- ist, and in the drawing-room his manner is perfectly well-bred and he is a charm- ing companion. But to be his guest at dinner--Oh, my! oh, my! To see him use a fork would throw you Into screaming hysterics. The dinner was beautifully served and the menu was unimpeachabie, but the horrible spectacular performance with which he engineered that knife and fork would dissipate the best whetted ap- petite of a New York street sweeper. It seemed almost irrational that a man 30 well versed in other respects could not notice and correct himself of manners that were little short ol being absolutely disgusting. I wondered what specimens of womankind could have surrounded him in his youth. There was no enjoyment of a dinner when facing such an exhibition. To teach school children how to use a knife, fork and spoon should -be the first lesson. After that, to tegch them to walk properly by selecting them in pairs to walk around the room, where meeting other pairs they should be taufht the proper manner of giving and receiviag an introduction and of shaking hands. The above lessons to be repeated at every session of the polite class. There is no branch of the child’s education that is so reglected, or that is so important. Pleasing table manners will add a zest to the plainest face. On the other hand, the awkwardness or boorishness of one's tete-a-tete would spoil the most delicately served and elaborately appointed menu in the world. As a rule, a man who rises in the world above the environment of his youth is apt to take on a worldly polish more quickly than a woman. He mingles with the world and sees and ap- tes the manners and advantages of h whom in contact. TUnless he be too consummate an egotist, he is very willing to take lessons to heart that he learns from those around him. Tre contact with other edu in itself the 1v men risen from th wal life have educated t and become fitted to the niche their own brains and ability. For some ason or other, women do not take to the polished vencering as do men. Perhaps it may be that a woman in the early struggle for her home is too busy with the -drudgery of a household to notice or to take time to cultivate these little amen- < of life! With a man, in the constant ss contact with other men, uncon- he comes very tion and manners, and it often happens that while a woman is ping to n the wherewithal that assists her husba.d to rise, she is at a standstill mentally, while he, anxious to learn and to appear well in the eyes of others, devotes to study the time that the wife spends in toil. Then ‘comes the day when he re- lieves his mental superiority. The wife, good but uncouth—unletteréd, untaught in the dainty tricks of polite lore—fails, to please. He acknowledges her worth, giv- ing her full credit for the assistance ex- tended, but she palls on his taste that has grown fastidious through contact with re- finement. The inculcation of lessons of refinement to children of all classes in our schools would becomé Ingrained, and if, by any trick of a generous fate, life wrought its way through an aseending scale, they would be better fitted to fill the more ex- alted station. In Washington, where men - from all walks of life are congregated as arbiters of our nation, this need of polite classes Is often painfully transparent. The stage bas elaborated With exaggerated gro- tesque by-play many scenes and incidents easily traceable to eccentric characters that hibernate in the natlon’s capital. Of course, these characters are supposed to be the choice spirits of the locality that proudly select and elect them to repre- sent them. The awful want of polish and politeness fairly emanates from them, end, strange to say, the men show markeds improvement infinitely quicker than do the women. In the majority of cases the latter seem too perfectly satis- fled with themselves to realize that they do anything out of the ordinary, and re- main in the same groove, while others more ambitious sometimes take private lessons from a visiting governess, who also coaches them in the formalities of soclety. If polite classes were universally adopt- ed in school it would tend to a refining of the characters. The lessons thus learned would never be: forgotten, and certainly they would be productive of benefit on every side. The lessons could embrace talks en cleanliness and the care of the person. I do not have as much faith in all these lectures on hygiene, with their elaborate scientific technique, as I do in the plain facts of a good, old-fashioned scrubbing ard lathering with commonplace soap and water. A good lathering strenuously administered by an old-fashioned black mammy, who didn't mind how much you hollered that soap was In your eyes, and who dug your ears as if she were grub- bing peanuts, seems a healthler principle than all the learned discussion that the youngsters of the day paralyze you with when returning from sehool. The lesson on cleanliness should be strenuous and should be followed by others equally so on “lying,” “tattling" and such kindred subjects, In the long run, I belleve that such lessons would have as thoroughly good effect on the morals of children as lessons from the Bible itself. One who is physically n is more apt to be morally so, and the po- liteness that speaks courteously at all times, that regards the feelings of others, tkat shows how to act or behave in the varfous assoclations of life, Is just as es- gentlal as the elucldation of rhetorical tules or the solution of the problems of the Euclid. In fact, there is nothing bet- ter cdlculated to improve the hearts and minds of children than the adoption of “polite classes” in our public schools. Qondugt Lzszon as Seen in a Rzpresentative @ity School. By SARAH COMSTOCK. T was shut your eyes and point blind and the Whittier Primary School was the one chosen. It looms in a district where morals and manners in many cases might be improved upon. Therefore, it was a good place to find what our city school system can do in this line. Choese at random again and it was Miss Sprague’s rogm. She has a fifth grade. The initiated know and the uninitiated may be told that fifth-graders are always the saddest lot of ugly ducklings that any schooiroom holds, ‘although plenty of them will turn out swan-like enough while the mills of God continue to grind. They are the boys and girls who are just too old to be ‘“cute” and just too young to be interesting. They are each burden- ed with two arms and two legs and there is nothing' to do but bear them. Their older sisters and brothers have come to be useful, the younger ones are still con- sidered .ornamental, but nobody thinks that a - fifth is either and they acknowiedge themselves unappreciated. Because of all these things Miss Sprague finds pienty of material to work upon. Miss Stincen, her principal, the room and It almost as much Chri; t 1 pened in on a day when the ele- vator lesson was being given. grader came into helped out in the conduct pill. It 1s chool 2 sugar-coated as the S lesson. is tmas entertain “What should a gentleman do when a lady is in the elevator?” asked Miss Sprague. Joe knew. Joe, I found, always knew everything and was making a specialty of being good to keep from being bad, his other specialty. ‘A gentleman should take off his hat.” The theory was accepted as correct. Thereupon some actors were chosen for the elevator drama. The platform was the elevator. Scene- fters got unnecessary furniture out of the way. The little girls entered the elevator. One boy attempted to cram In along with them and was promptly sent baek. “Ladies first,”” he was reminded. This time matters went smoothly. The boys waited until the girls entered the elevator, then followed, removing their hats. a The street-car act was still more popu- lar and actors offered themselves with waving hands. Two benches facing each other constituted the car seats. Passen- gers took their places along them; a grip- man gripped a broomstick; enter the hero- ine. No seat. A gentleman, a really truly gentleman, rises. He offers his seat, removing his hat. Heroine thanks him and is seated. In the next scene a doll appears. One of the little girls enters the car with the doll in her arms. A woman with a baby, and no seats for her! Again the really truly gentleman rises. Later on the schoolroom aisle became a street and two ladies, walking down the street, met two gentlemen. What did the gentlemen do? 'What, forscoth, but lift their hats while the ladies bowed charm- ingly. This is practical work. Theoretical work is given in all the schools—quotations and rules are taught, bearing upon kindness, order, generosity, neatness and so forth. But to what extent this is all carried out depends upon the teacher, for there is no definite and regular lesson insisted upon. It is recommended that all such instruc- tion be incidental and made applicable to cases in hand. The course of study pro- vides an outline of suggestions for each grade. These are largely abstract and are made concrete only if the teacher has the ingenuity. Behavior at -home and in pub- lic places as well as in the schoolroom are supposed to be taught; respect for those in authority, for old age, reverence for God, these and dozens of other points, not including table maners, are mentioned in the “suggestions.” The teacher is a woman who lives through a twenty-four hours’ day and at- tempts to accomplish in that time the work of twenty-five. However, the “sug- gestlons” are made and it is up to her. BY MRS. MARY KINCAID— Ex-President Board of Education. I think that it might perhaps be desir- able to teach table manners In the pablie schools, but not feasid We teach so many Think of the drawing thenics and sclence must learn, to say noth mental branches—reading, spelling, arith metic nmanship. W would the time be found to teach them the etiquette of knife, fork and sp Y sk If some of 1 “faney branches”~music and drawing, for in stance—might be ed to make way for table manner I appreciate D r may carr them to h \ But Is school fully pe wh to enabl grace. there public ue, t traind at could be r gat now has growr for manners, however no means neglected in ¢ Conduet lum study In th be seen the “Thi in any grade. by b ng seem to be trom the eighth grade » printed ers may follow subject does not Better r m th need a set time sults can be got appre imes rather tated time. Such be given Children resent by giving set tal work, in the form of p moral lec which co the 1if teacher. teaching first of all, an to teach: that s the transeende ject; that she u of the school life s at a to be valt 10t of tr is that example 1t importance o the many oppe and th school studies to enforce the principles she Is trying to teach, and that she keep the ideas she wishes to teach before :r own_. mind constantly.” EY DR. W. B. HOWARD— Deputy Superintendent of Schools. As far as is possible, polit s taught in our chools. The be devoted to such le is still broade achieved. Morals taught to the exclusion of the t Most of the lessons in polit time that car imited; why incidentally—there is no muc more. For instance, 2 boy ¢ to school with his shoes unlaced. He is ven lesson then and there n All of our teachers as this by pre but as for going far into the of polite society, it is impossible. I do not believe that it would be teach table manners in There is no time for a The home is the place w! should be taught. You s: parents are incapable of giving struction. True e gh: but here we into a deeper problem which rat! than educatio THE HOMES MUS’ T When thi the slums will not be expected to morals and manners. I believe that children wil by imitation. Our teach n any way fe: public g of th ¢ manners that in- get smic such s econ y ans e schaols ch time are elevat acquire much gentlemen; their exar ! make the ‘children ladies and likewis As for spending any more time tha is already spent in the teaching of polit ness, I repeat that I consider it out of the question. Principal of Lowell High School. Morals and manners are not taught a special subject in the high schools of this city, and I do not < it would be advisable that they should be. Of course, it is customary to give inci- dental lessons in politeness. When the rules of good form are infringed upon by a pupil, that pupil is given instruction on the subject. But-as for teaching polite- ness as a special branch, that is not re- quired in the course of study. Nor do I think that it shoudd be. H schools ‘are mot for the purpose of tea ing good form. They are intended for the purpose of teaching glish and mathe- matics 'and chemistry and many other similar and dissimilar branches, but not morals and manners. Such instruction as the public schools have to give along these lines should be covared in the earlier years, while the child is passing through the primary and grammar grades. And where does the home instructfon come in? Is not the home the proper schoolroom for such lessons? Clocks of Past Ages, HE word clock, derived from the French gloche, German glocke, sig- nifies a bell, and up to the four- teenth century it was only used to designate a bell which was struck at cer- tain periods of time indicated by the hour- glass. Sundials or “gnomons” were the first instruments used in measuring time, and there is but little doubt that the lon, granite pillars which we call obelisks were used by the Egyptians If not as actual sundial hands, at least for some astro- nomical observations of the movement of the sun. Clepsydras or water-clocks and sand clocks come next In order. The How of sand through a small orifice is an ac- curate method of measuring time, for the exit of the sand s always regular; but water is influenced by the laws of hydro- Statics; when the vase is full the water runs out faster than when it is nearly empty. Candl )cks, or tapers on which were colored bands indicating how much was consumed in a certun time, were also used, and their invention is attributed to Alfred the Great; but this method is even more suscepiible of error than the pre- vious ones. In most large cities a public record of the flight of time seems to have been kept by some method or other. In 1286 St. Paul’s in London paid a salary to an orologiario, who kept a record of & and in 1371 we find one employed at W minster Palace to attend to the clock. The first portable clocks are attributed to a German named De Souabe, and are sup- posed to have been made in 1300; but it 1s not till 1480 that we find mention of a clock made se that “he might cam it with him to every place whither he t go."—Jewelers’ Review. as h