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Territorial Enterprise, January 19-20, 1864


CARSON, January 14.


By authority of an invitation from Hon. Wm. M. Gillespie, member of the House Committee on Colleges and Common Schools, I accompanied that statesman on an unofficial visit to the excellent school of Miss Clapp and Mrs. Cutler, this afternoon. The air was soft and balmy - the sky was cloudless and serene - the odor of flowers floated upon the idle breeze - the glory of the sun descended like a benediction upon mountain and meadow and plain - the wind blew like the very devil, and the day was generally disagreeable.

The school - however, I will mention, first that a charter for an educational institution to be called the Sierra Seminary, was granted to Miss Clapp during the Legislative session of 1861, and a bill will be introduced while the present Assembly is in session, asking an appropriation of $20,000 to aid the enterprise. Such a sum of money could not be more judiciously expended, and I doubt not the bill will pass.

The present school is a credit both to the teachers and the town. It now numbers about forty pupils, I should think, and is well and systematically conducted. The exercises this afternoon were of a character not likely to be unfamiliar to the free American citizen who has a fair recollection of how he used to pass his Friday afternoons in the days of his youth. The tactics have undergone some changes, but these variations are not important. In former times a fellow took his place in the luminous spelling class in the full consciousness that if he spelled cat with a "k," or indulged in any other little orthographical eccentricities of a similar nature, he would be degraded to the foot or sent to his seat; whereas, he keeps his place in the ranks now, in such cases, and his punishment is simply to "'bout face." Johnny Eaves stuck to his first position, to-day, long after the balance of the class had rounded to, but he subsequently succumbed to the word "nape," which he persisted in ravishing of its final vowel. There was nothing irregular about that. Your rightly-constructed schoolboy will spell a multitude of hard words without hesitating once, and then lose his grip and miss fire on the easiest one in the book.

The fashion of reading selections of prose and poetry remains the same; and so does the youthful manner of doing that sort of thing. Some pupils read poetry with graceful ease and correct expression, and others place the rising and falling inflection at measured intervals, as if they had learned the lesson on a "see-saw;" but then they go undulating through a stanza with such an air of unctuous satisfaction, that it is a comfort to be around when they are at it.

"The boy - stoo-dawn - the bur-ning deck -
When-sawl - but him had fled -
The flames - that shook - the battle - zreck - Shone round - him o'er - the dead."

That is the old-fashioned impressive style - stately, slow-moving and solemn. It is in vogue yet among scholars of tender age. It always will be. Ever since Mrs. Hemans wrote that verse, it has suited the pleasure of juveniles to emphasize the word "him," and lay atrocious stress upon that other word "o'er," whether she liked it or not; and I am prepared to believe that they will continue this practice unto the end of time, and with the same indifference to Mrs. Hemans' opinions about it, or any body's else.

They sing in school, now-a-days, which is an improvement upon the ancient regime; and they don't catch flies and throw spit-balls at the teacher, as they used to do in my time - which is another improvement, in a general way. Neither do the boys and girls keep a sharp look-out on each other's shortcomings and report the same at headquarters, as was a custom of by-gone centuries. And this reminds me of Gov. Nye's last anecdote, fulminated since the delivery of his message, and consequently not to be found in that document. The company were swapping old school reminiscences, and in due season they got to talking about that extinct species of tell-tales that were once to be found in all minor educational establishments, and who never failed to detect and impartially denounce every infraction of the rules that occurred among their mates. The Governor said that he threw a casual glance at a pretty girl on the next bench one day, and she complained to the teacher - which was entirely characteristic, you know. Says she, "Mister Jones, Warren Nye's looking at me." Whereupon, without a suggestion from anybody, up jumped an in famous, lisping, tow-headed young miscreant, and says he, "Yeth, thir, I thee him do it!" I doubt if the old original boy got off that ejaculation with more gusto than the Governor throws into it.

The "compositions" read to-day were as exactly like the compositions I used to hear read in our school as one baby's nose is exactly like all other babies' noses. I mean the old principal ear-marks were all there: the cutting to the bone of the subject with the very first gash, without any preliminary foolishness in the way of a gorgeous introductory; the inevitable and persevering tautology; the brief, monosyllabic sentences (beginning, as a very general thing, with the pronoun "I"); the penchant for presenting rigid, uncompromising facts for the consideration of the hearer, rather than ornamental fancies; the depending for the success of the composition upon its general merits, without tacking artificial aids to the end of it, in the shape of deductions, or conclusions, or clap-trap climaxes, albeit their absence sometimes imparts to these essays the semblance of having come to an end before they were finished - of arriving at full speed at a jumping-off place and going suddenly overboard, as it were, leaving a sensation such as one feels when he stumbles without previous warning upon that infernal "To be Continued" in the midst of a thrilling magazine story. I know there are other styles of school compositions, but these are the characteristics of the style which I have in my eye at present. I do not know why this one has particularly suggested itself to my mind, unless the literary effort of one of the boys there to-day left with me an unusually vivid impression. It ran something in this wise:


"I like horses. Where we lived before we came here, we used to have a cutter and horses. We used to ride in it. I like winter. I like snow. I used to have a pony all to myself, where I used to live before I came here. Once it drifted a good deal - very deep - and when it stopped I went out and got in it."

That was all. There was no climax to it, except the spasmodic bow which the tautological little student jerked at the school as he closed his labors.

Two remarkably good compositions were read. Miss P.'s was much the best of these - but aside from its marked literary excellence, it possessed another merit which was peculiarly gratifying to my feelings just at that time. Because it took the conceit out of young Gillespie as completely as perspiration takes the starch out of a shirt-collar. In his insufferable vanity, that feeble member of the House of Representatives had been assuming imposing attitudes, and beaming upon the pupils with an expression of benignant imbecility which was calculated to inspire them with the conviction that there was only one guest of any consequence in the house. Therefore, it was an unspeakable relief to me to see him forced to shed his dignity. Concerning the composition, however. After detailing the countless pleasures which had fallen to her lot during the holidays, the authoress finished with a proviso, in substance as follows - I have forgotten the precise language: "But I have no cheerful reminiscences of Christmas. It was dreary, monotonous and insipid to the last degree. Mr. Gillespie called early, and remained the greater part of the day!" You should have seen the blooming Gillespie wilt when that literary bombshell fell in his camp! The charm of the thing lay in the fact that that last naive sentence was the only suggestion offered in the way of accounting for the dismal character of the occasion. However, to my mind it was sufficient - entirely sufficient.

Since writing the above, I have seen the architectural plans and specifications for Miss Clapp and Mrs. Cutler's proposed "Sierra Seminary" building. It will be a handsome two-story edifice, one hundred feet square, and will accommodate forty "boarders" and any number of pupils beside, who may board elsewhere. Constructed of wood, it will cost $12,000; or of stone, $18,000. Miss Clapp has devoted ten acres of ground to the use and benefit of the institution. I sat down intending to write a dozen pages of variegated news. I have about accomplished the task - all except the "variegated." I have economised in the matter of current news of the day, considerably more than I purposed to do, for every item of that nature remains stored away in my mind in a very unwritten state, and will afford unnecessarily ample material for another letter. It is useless material, though, I suspect, because, inasmuch as I have failed to incorporate it into this, I fear me I shall not feel industrious enough to weave out of it another letter until it has become too stale to be interesting. Well, never mind - we must learn to take an absorbing delight in educational gossip; nine-tenths of the revenues of the Territory go into the bottomless gullet of that ravenous school fund, you must bear in mind.


[reprinted in The Works of Mark Twain; Early Tales & Sketches, Vol. 1 1851-1864, (Univ. of California Press, 1979), pp. 334-38.]
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