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Show Do You Remember? . . . pupils was Adolo Hatch, who, a few years Inter, became his wife. No schoolyard could have been less equipped for recreational pursuits, pur-suits, yet we had such games as "duck stone," "hopscotch," "jump the rope," "baseball," "pomp, pomp, pull away," "ante over," rolling a hoop from a barrel, and mumble-peg, too, but the ground was so hard, except after a rain, that it was a poor game. The road in front of the school was a wagon track, weeds and sagebrush growing on each side of the tracks. The paths to school, well worn by many childrens' feet and cows coming and going to the City Pasture, were narrow trails. No water available except from an irrigation ditch on the other side of the road. The drinking water wa-ter was carried from a well at Bartlett's across the street. On mv recent visit, to Snrine-- Hy MA TOE BENEDICT 1K1 YOr 1! KM EM BE 15? . . . Out of the past comes memory of an old adobe schoolhouse in Sprinsvlllo. Located at the corner of Ninth South and Fourth East, it still stands with little change in its general appearance, except for paint and a fence around it, and pasture and garden, lawn and shade trees, where once was sage-in-usli and many cobblestones The old schoolhouse has been converted into a home, and is owned own-ed and accepted by the James Child family. James will remember remem-ber that he. too. attended school ( in the place which is now his lionie. The building was erected in the 1SS0 period, or perhaps before that, for my elder sisters attended school there, and Myrtle Hatch Conover remembers when all meetings meet-ings of the First ward were held there. Alex Johnson taught school in this old adobe room. One of his press room would most certainly give one a clearer insight into the making up of a newspaper. This is not advertising, but a real invitation invi-tation to learning. M. B. ville, my sister, Estelle Wixom, and I strolled along the scenes of yesterday and we stood contemplating contem-plating the place where our education edu-cation began. The same, yet different, dif-ferent, and the change is in ourselves our-selves as much as in the things that were. Estelle remembers, and pointed out with pride, a tree which she planted one Arbor day when she was a child. The third tree from the corner on Ninth South and Fourth East, in front of the school house. The tree, now grown tall, and thick of trunk and limb, is, she remarked, "a living monument to me." side of teacher's desk. The ABC chart afforded us the opportunity of learning the alphabet both forward for-ward and backward, and from it we also learned to read short sentences sen-tences such as "I see the cat." Corporal punishment was used in those days- and no wonder! With one room holding fifty or sixty pupils, ranging in age from six to eighteen, and comprising all the grades before Central school was built was indeed a trial to a teacher. Classes were recited aloud, and the class called took its place on long benches up front, where it went through examinations, held spelling bees, and reading lessons, while the other classes were supposed sup-posed to be studying. The hum and murmur of voices all day long, the noisy scraping of feet on the floors, combined with class recitation, must indeed have been an endurance test to the teacher. Infractions of school laws were punishable. For throwing paper wads, passing notes, whispering, writing on desks, speaking without with-out teacher's permission, leaving the room unexcused, and other small and large offenses. Instead of using notebooks, we wrote on slates; usually these were twelve by eight inches, or double ones laced together with thongs. The trees around the school-house school-house were planted a few at a I time by the different "sets" of students. stu-dents. They grew very slowly in those years, many of them died and were replaced by other pupils who came along years later. The yard was so covered with cobblestones cobble-stones that the children built paths all over the premises, staked off claims for playhouses, and made connecting paths to each others' playhouse. Inside the schoolhouse the six windows, with their deep sills, were shelves for lunch boxes, paper pa-per bag and pail lunches. Along the wall on the floor, arranged in single file, were many more lunch boxes. The teachers' desk was one such as the students used. The desk was equipped usually with a ruler, a pointer, box of crayons, or chalk, a few books, pencils, and an apple! - - The apple, by the way, was always al-ways a beautiful red or green highly - polished specimen that tempted the kids all day long. Although Al-though we all had apples at home, the one we coveted was' reposing on the teacher's desk! The blackboard covered the entire en-tire east wall of the schoolroom behind the teacher's desk. An ABC chart and a geography chart stood on easels at either I school to write one word " five hundred times; or writing three hundred five-letter words. In retrospection, memory calls up Phillip Houtz . ... Do you remember? re-member? P. S. We wonder if the readers of the Springville Herald know how intricate is the machinery which turns out your weekly newsr paper? A visit to the Herald plant might be very enlightening and most certainly interesting. We confess our knowledge of the publishers' art is as clear as mud but a few trips through the Each student carried to his desk a bottle of soap suds; the girls had colored theirs, either red, green, blue, pink or yellow, by dipping a piece of crepe paper up and down in the suds until the desired shade was made. A small sponge or piece of old linen was used to dry the slates the soap suds, of course, was used fb wash the marks off. Often the slates were dried by a sleeve of the pupil; both boys and girls used this method, which was hard on clothes, to say the least. Punishment was meted out in proportion to the crime committed. Standing in a corner for an hour, facing the wall; sitting on a stool by the teacher's desk wearing a dunce cap, while students made faces, dutch windmills, and sometimes some-times threw paper wads at the victim. There seems to have been and perhaps is today a streak of barbarism bar-barism in children, for we enjoyed the discomfort of another's punishment pun-ishment in school, because we were so free from sin ourselves! For more serious offenses, the culprit held out a hand which the teacher slapped with a ruler! Often Of-ten a real fight occurred in school when one of the older and larger pupils "acted up." Having to remain inside at recess re-cess or even at noon, staying after |