A Family School by Mrs. Luella B. Priddy

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Jan 7, 1909

A Family School

By Mrs. Luella B. Priddy

WHAT shall be done for the child of the isolated Sabbath-keeper, that he may not be deprived of a Christian education? is a problem that some parents have to solve. Perhaps my experience may be a help to some who are situated as I have been.

We had one adopted girl. With the exception of one year, when we lived near a church-school, she was taught at home. At first, it did not require a great amount of time. But when she had learned to read fairly well, and other studies were required, the difficulty of finding time for the lessons was greater.

I began my school at one o’clock in the afternoon. Sometimes it was difficult to adhere to this hour, but we could usually do so by calling the school to order, and while lessons were being studied, I finished washing my dishes, or did whatever was necessary. I rang a small bell to open the school. Children are great lovers of formality, and our little girl considered the ringing of the bell an important part of the exercise. It gave the school a businesslike start, and assisted in maintaining order.

The family-school teacher does not have so many classes as does the one who teaches a larger school, and she is not constantly busy with the recitations. During those intervals when the lessons were being studied, I did my mending or other hand sewing, wrote letters, etc. I expected to be interrupted by occasional questions, and I could drop my work any time when the lessons were ready to be recited.

For Bible study, we had the Sabbath-school lesson, and a text of Scripture was committed to memory each day. We had a lesson from “Healthful Living,” and the ordinary branches were studied.

We had one short intermission, which was frequently a work-recess, when the wood-box was filled, or other necessary tasks were done.

We had no regular time for closing, but the school was usually in session about three hours. We made it a rule to close the school when all the lessons were learned. This was an incentive to a faithful improvement of the time. I think our pupil learned as much in three hours as she would have learned in the public school in six hours. My methods may not have been the most modern, but I tried to have plenty of old-fashioned thoroughness.

Older children do not need much attention while studying, only some one must see that regular study hours are maintained. An hour or two will be sufficient for a number of recitations, which may take place in the evening if necessary.

This kind of school is not so good as

a church-school, but the plan is worth trying when one is far away from church-school privileges.

MRS. LUELLA B. PRIDDY.