By 1889, the length of the school term for white pupils was increased to 4.35 months while it was four months for Negroes.  The daily sessions were reduced to six hours. (37)

        In 1889, the following books were adopted by the parish: McGuffey’s Primer, Speller, and Reader for grades one through six;  Mitchell’s New Primary Geography and Read and Kellogg’s Graded Lessons in English.  These newly adopted texts replaced the older texts in an effort to strengthen the curriculum. (38)  All books were purchased by the pupils. (39)

        The report stated that the legal holidays in 1893 were being observed and celebrated with the exception of Arbor Day.  This report noted that due to the fact that public schools were being conducted better, it was hoped that they would soon replace all private schools. (40)

        By 1896, the white school session had reached a 5.5 months average, while the Negro school session had reached a six month average.  The first nine month term was reported for both white and Negro in 1897.  At this time, the length of the daily session for both white and Negro schools was six hours. (41)

        In 1906, science observation work was added to the curriculum.  Music was also added and consisted mostly of singing patriotic songs.  Reading, writing, spelling, and language were other subjects studied.  Hunt’s Progressive Speller and Wheeler’s Graded Primer were two books which received special mention in this report.  The parish schools listed no libraries at this time.  Fourteen schools had patented desks, twenty-three had maps and charts, and seventeen had globes. (42)

        A typical weekly schedule in the first through seventh grades in the graded school was given in the parish superintendent’s report of 1909.  The schedule was as follows:  opening exercises - 70 minutes; reading - 200 minutes (with recitation twice a week); language - 100 minutes; spelling - 150  minutes (for third and fourth grades and 75 minutes for the rest except the first grade); arithmetic - 60 minutes for the first grade and 150 minutes for the second grade, 200 minutes - third grade, 250 minutes - fourth grade, and 300 minutes for the fifth, sixth, and seventh grades; geography - 125 minutes (alternate geography and civics); elementary science - 75-150 minutes (alternate history three times a week and science twice); drawing and manual training - 100 minutes; music - 75 minutes; games - 100 minutes for first grade and 50 minutes for second grade and none elsewhere. (43)  In 1908, six libraries were reported with one hundred eighty volumes.  Twenty-four schools had maps and charts and twelve had globes. (44)  

Instructional Practices

        Few records were found on instructional practices used in the parish schools at this time.  Several interviews were held with residents who attended schools of the parish during this period.  These interviews proved fruitful in the collection of data concerning instructional practices. One interview was held with Mrs. James H. Fawvor, Sr., an eighty-one year old resident of the parish.  She had attended school in the parish in a one-room school known as the Bonsall School from 1891 to 1897.  This school had grades one through six. (45)

        This school was a one-room, one-teacher school.  The subjects taught were reading, writing, spelling, geography, English, and arithmetic.  School began at 8:30 in the morning and dismissed at 3:30 in the afternoon.  The schedule allowed for two thirty-minute recesses with one in the morning and one in the afternoon.  The lunch period was one hour. During this period, the children would cross a small road and get in groups to eat among the palmetto bushes. (46)

        The instruction began in the morning with the first grade and continued until each of the grades had been taught.  This type of instructional pattern was followed throughout the day.  The typical type of reading class was carried out by the student standing to read aloud the assigned material.  The student was then questioned on the material read.  If these questions were not answered, the student would be punished by standing in the corner, put on his or her knees, whipped with switches or kept in at recess.  Spelling was taught with the students standing in a row.  If a student could not spell the word, he or she was sent to the end of the row.  Writing was taught without having too many rules to which one must adhere.  As a rule, the student wrote the best he could in the best way.   Maps were drawn in geography, and well-known places were located.  The number facts of addition, subtraction, multiplication, and division were memorized and recited in arithmetic.  The grades were kept in a small book by the teacher.  The lady who was interviewed could not recall getting a so-called “report card.”  (47)

        Many programs were given on legal holidays.  These programs consisted mostly of short plays, recitations, and poems.  Some of these were given in the school at night. (48)

        Punishment was given for such things as “missing your lesson” and for “talking in class.”  Many of the children were punished often for not knowing their lessons, as each child had many chores to carry out at home which left little time for studies. (49)

        The schools from 1900 through 1912 showed little change as far as instructional practices were concerned.  One resident who attended school during this period told of the instructional practices at the Lindstrom School which was located at Grand Chenier. (50)

        This was a one-room, one-teacher school which was attended by pupils from grades one through eight.  School began at 8:00 A. M. and dismissed at 3:00 P. M.  There was one fifteen minute recess in the morning and another fifteen minute recess in the afternoon.  Games such as jump rope, drop the handkerchief, and ball were played at these recesses.  The lunch period was of one hour duration.  At this time the children would gather in groups to eat their cold lunches brought in old syrup buckets. (51)

        Reading, writing, spelling, English, arithmetic, geography, history, music, and current events were the subjects taught daily by one teacher.  In reading, one read aloud and then recited the contents of the reading material to the teacher.  If the recitation was not satisfactory, the pupil returned to his or her seat and another pupil was called upon to carry out the same assignment. (52)

        Spelling was taught by the pupils writing the words until they were memorized.  On Friday, a spelling bee was held.  If the pupil failed to spell the word, he or she was placed at the end of the line. (53)

        In arithmetic, the pupil was taught to count, add, multiply, subtract, and divide.  This work consisted mostly of memorizing and reciting in class.  Problems were also worked at the blackboard by the pupils. (54)

        Geography consisted of reading material and map study.  Students were required to learn the names of the states and their capitols.  These were located on maps drawn by the pupils. (55)

        The instruction in music consisted mostly of singing patriotic songs.  This was usually done the first thing in the morning after the roll had been called.  These songs were sung without any musical accompaniment.  Some of these same songs were used in school programs. (56)

        Current events consisted of assigned reports which the pupils were to give before the class.  Most of this information came from the area newspapers.  Many students disliked this class because they were required to give these reports orally. (57)

        The children walked to and from school each day.  This created a problem, as many fights resulted from their being on the road without supervision.  The teacher attempted to alleviate this situation by dismissing certain groups at ten minute intervals in the afternoon.  This resulted in groups waiting down the road for the other groups to complete the unfinished fights. There were reports of children being chased by wild cows.  These children climbed trees and waited until the cattle returned to the marsh to continue their journey to or from school. (58)

        Examinations were given to cover all subjects required in the school.  These examinations were strictly supervised by the teachers in an effort to hold cheating to a minimum.  Report cards were given to the students.  They contained the grades recorded in per cent. (59)

Revenues

        School revenues were one of the first problems faced in the public school system of Cameron Parish.  In 1871, Samuel P. Henry, Secretary-Treasurer of the parish board of directors pleaded for some public funds.  He stated that three or four schools had been built by the citizens, and with some public funds these schools could be opened.  He further stated that he felt that two hundred or two hundred fifty dollars could be raised from the citizens and with twenty-five or thirty dollars per month, these schools could be sustained for six or eight months. (60)

        One of the main sources of revenue for the parish public schools in the early period was the State School Fund distributed by the state in accordance with the number of  educable youths between six and twenty-one years of age.  Delays in making the return of enumeration left the parish without funds in 1871. (61)  In December 1871, the apportionment amounted to $313.20 for the parish.  The State School Fund assessment in 1871 showed $303,915 of taxable property in Cameron Parish.  The school tax of two mills on the dollar for support of free public schools in accordance with Act No. 8 of the Session of 1871 provided $607.83. (62)

        In September, 1872, the State School Fund had reached $1,013.65. This total included the apportionment for March, June, and September.  It was reported that in1873 the parish had been unsuccessful in levying a tax for public schools because of the lack of resources. (63)  Some private citizens had donated revenues to increase teacher salaries. (64)

        In 1873, the State School Fund for Cameron Parish amounted to $644. (65) There were twelve schools operating and the board was free of debt with a balance of $681.  The revenues received at this particular time were not used for buildings or furnishings as revenue for these was furnished by private individuals. (66)

        No particular way was given for dividing the apportionment between the white and Negro schools at this time.  The parish superintendent’s report of 1877 stated that the board had planned to give the Negro children their prorated portion of the funds. (67)

        The police jury levied a special school tax of three and one half mills which was available for the public schools in 1894. (68)  In 1898, James M. Welch, superintendent of Cameron Parish wrote:

The schools are not progressing well due to the lack of public funds.  Scholastic population is increasing while an increase of public school revenues are at a standstill and wholly inadequate to give to the dependent children of our state a fair rudimentary education.  It is my hope that even by wards people will vote sufficient funds to keep the schools running for seven or eight months during the year. (69)

        In 1909, there were thirteen schools in Cameron Parish which had special school taxes. A total of $1,535.77 was collected from these special taxes to be used by the various schools.  For the first time in Cameron Parish a wagonette was used in 1909 for transportation of children at a total cost of $130 for the year. (70)

        Table V gives the sources of the public school revenues from 1870 through 1912.  The main sources of school revenues during this period were the State School Fund, poll taxes, police jury special school tax, parish special school tax, and income derived from the sixteenth sections of land.  Also, worthy of mention were the private contributions by the citizens in an effort to further aid in the financing of their parish school system.

        Table VI show how these monies were disbursed from 1870 through 1912.  Much of the money was used to supply instructional services.  This particular category showed an increase in cost from $840 in 1873 to $5,585.50 in 1910.  It was interesting to note that the superintendent’s salary was listed as $50 per annum in 1888 and was increased to $500 in 1910.  More money was spent for school maintenance and building of new schools.  As revenues increased, disbursements showed a similar increase.

        School revenues from 1870 through 1912 showed an increase from only a few hundred dollars of private contributions in 1871 to a total of $15,726.48 in 1912.  The disbursements showed an increase from a few hundred dollars in 1871 to $9,832.06 in 1912.  These slow but steady increases indicate the growth which the system was undergoing during this period of time.

        The willingness of the citizens of the parish to vote special school taxes reflected the rising interest of public education in Cameron Parish.  This money was spent in such a manner as to show that the school board was interested in improving its educational system.  Expenditures were made to increase teacher salaries, to hire more teachers, to construct new buildings, to repair old buildings, to purchase library materials, and to buy new furniture.  All of these improvements played a part in the advancement of public education in Cameron Parish from 1870 through 1912.

 *Louisiana State Department of Education Reports, 1870 – 1912, et. passim.