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Preface
Contents
Chapter I
Chapter II
Chapter III
Chapter IV
Chapter V
Chapter VI
Chapter VII
Chapter VIII
Chapter IX
Chapter X
Chapter XI
Chapter XII
Chapter XIII
Appendix

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The query will naturally arise, who did the teaching during the first four years till a regular apprentice was engaged to assist? It must be remembered that I had been trained at the British School in Skinnergate, Darlington, where the scholars were taught on the Lancasterian or Monitorial plan. We had the scholars arranged in three classes according to their proficiency in reading. The best readers formed the first-class, those learning to read the lowest, and those that were at all able to read the middle or second-class. While I taught the first-class myself, the other two were taught by monitors taken from the most advanced scholars of the upper class. These boys were exempted from labour, and in order that they might not get behind in their studies had private lessons given them.

At the end of four years, we engaged an apprentice who taught the second class; he was chosen from the best of the monitors, then only one monitor was required, and care was taken that he shewed aptness for teaching and an earnestness in his work; one who we hoped might become our second apprentice. When the second and third classes were at work the apprentice and monitor pursued their studies in the classroom, the former ready to take my place when I was called away on other business. In this way the school went on very harmoniously.

The elements of the Latin language having been pretty well printed in the school, the scholars turned their attention to French. A friend named Frederick Mackie, who was now helping in the school, being able to give them the correct pronunciation of the words, they made rapid progress. F. M. was a Norwich friend whose brothers carried on nursery gardening in that city. His own letter will best explain the object he had in view in taking up his abode with us.

“Cambrian Place, Heigham,
Norwich, 29th of 10th mo., 1851.
Dear Friend,
Isaac Sharp,

I apply to thee understanding that thou art secretary to the Ayton School Committee. I have at this time been induced to turn my attention to the subject of education, and am desirous of ascertaining whether it is an employment for which I am fitted. It would be also interesting to me to observe the effects of the combination of labour with tuition. For these purposes I believe a short stay at an industrial school would suffice. I should therefore feel obliged if thou wouldst submit to the committee whether upon paying my board, I might be allowed to be a short time at the institution at Ayton, taking such part in the tuition of the children as might be agreeable to the master. For further particulars I would refer thee to William Forster or John Pease.”

“Thy Friend Sincerely,
“FREDERICK MACKIE.”

His request was granted, and he entered the school 12th mo. 11th, 1851, He was with us very pleasantly about 6 months. He gave lessons in French and geography; was interested in all the boys’ natural history pursuits, especially botany, which was a favourite subject with him. While with us he wrote a Catechism of Church History in which he took great interest, and gave the scholars lessons in it. He left the manuscript for the use of the school. After leaving Ayton he embarked for Australia and opened a school, I think in Tasmania, conducting it on the plan of the Ayton school and using the same books, maps, &c. which he desired to be sent over to him, He occasionally spoke in our Meeting very acceptably, became an acknowledged Minister in Australia, married and settled in the country. In company with his wife he paid a religious visit to this country. I was at that time helping the education of the Freedmen in the Southern States of America. I find the following minute recording his leaving the institution:-

“Report is made that Frederick Mackie left Ayton on the 2nd instant after an agreeable sojourn of about 6 months, during which he has endeavoured, with considerable assiduity, to employ his time with profit to the institution and to himself.”

As the scholars progressed we extended our curriculum.

The older boys who had perfected themselves in English took up the elements of the Latin language; using Henry’s First Latin Book by Arnold, and the Eton Latin Grammar. While the apprentices were teaching from Arnold’s Books they were preparing themselves for entering Flounders’ Institute, which had just been established at Ackworth, to give those training for teachers an opportunity of studying the higher branches, under Isaac Brown, an accomplished scholar. When they had mastered Crossley’s arithmetic, simple equations in algebra were taken up, and to give them a knowledge of all kinds of measurement, Nesbit’s Mensuration of Superfices and Solids, and the rules of geometry necessary for their study and the theory of land surveying. The institution had presented to it a bunter's chain; we had a cross-staff constructed, and began to measure the fields belonging to the estate, according to the wish of the Committee in the following minute:- “It is agreed that the attention of the superintendent be called to the continued value of practical land surveying.”

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