LOCAL HISTORY: Tarring S. Davis, History of Blair County, Volume I, 1931, Blair County, PA - Chapter 11 Contributed for use in the USGenWeb Archives by Judy Banja Copyright 2005. All rights reserved. http://www.usgwarchives.net/copyright.htm http://www.usgwarchives.net/pa/blair/ html file: http://www.usgwarchives.net/pa/blair/1picts/davis/tdavis1.htm _______________________________________________ A HISTORY OF BLAIR COUNTY PENNSYLVANIA UNDER EDITORIAL SUPERVISION OF TARRING S. DAVIS LUCILE SHENK, ASSOCIATE EDITOR HARRISBURG: NATIONAL HISTORICAL ASSOCIATION, INC., 1931 VOLUME I CHAPTER XI EDUCATION EDUCATION 145 IN 1877, when J. P. Wickersham was superintendent of Public Instruction for Pennsylvania, he asked the county superintendents of the state to prepare historical sketches of education in their counties instead of the usual annual report. Mr. John H. Stephens, then superintendent of the Blair County Schools, submitted the following report. "Our county is young, comparatively speaking, having been erected from portions of Bedford and Huntingdon Counties, in 1846. Her educational history, however, dates from the earliest settlements, and may be properly divided into three periods. The first period begins with the elementary schools and extends to 1809, when the first law was enacted toward a general system of public free schools, for the education of the poor, gratis. The second period may be said to begin with the act of 1809, and extend to 1834, at which time the present law was passed, which, however, has been since modified by legislation at various times. From 1834 to the present time may be regarded as the third period. "Of the schools of the first period, our knowledge must necessarily be limited, since no public records of the schools were kept, and those persons who figured on the stage of the action then, have long since passed to their reward. Sufficient data is left us, however, to warrant the assertion that, when mere garden spots, as it were, had been cleared in the mighty primeval forests, provision of some kind was made for having imparted to the young the rudiments of education. The instruction was, indeed, rudimentary, the full course of study being spelling, reading, writing and arithmetic. A scholar who could do 'single rule of three' was considered a fit subject for graduation papers. Dillworth's 'Spelling Books,' published by a firm in England, were the first in use. Webster's and Byerly's were the first spellers in use published by the Americans. The Testament or Bible supplied the place of a reader, and an old gentleman tried to impress my mind with the fact that for the beautiful farms owned by him and his neighbors, who at one time were schoolmates of his, they were largely indebted to the use of the Bible as a text-book in their schools. "Copy-books were then unknown, and the paper of that time would compare with that of our day like matting with Brussels' carpet. For pens, pointed goose quills were used, and the chief delight of the school boy was to occupy as much of the teacher's time as possible in mending pens and doing 'sums.' The chances for fun were then unlimited. "It matters little what arithmetic was used, so it contained a good supply of pounds, shillings and pence, and a little 'single rule.' 'Vulgar' fractions were horrible. I should like very much to draw a true pen picture of a school house of that period, but my imaginative faculties are altogether too poorly developed to attempt to give anything like a complete picture. In the construction of one 146 BLAIR COUNTY HISTORY of these houses, there was no need of a mason, for the corners rested on four stones. Carpenters were not wanted, for it was built of round logs, and covered with clapboards. Plasterers made no bids for the job, for the crevices were chinked and daubed. And as for 'painters,' they roamed wild in the forest. On about two sides of the house was a row of 8 x 10 glass, and these were called windows. In the absence of glass, greased paper was considered a good substitute. The desks consisted of boards, pegged up against the sides of the house, and the benches were made of slabs (the smooth side wasn't always up either), with round sticks for feet, and always raised high enough to keep a boy's feet dangling in the air about six inches from the floor. The heating apparatus consisted of either a chimney or a stove, into which uncut cordwood could be pitched. When boys were sent out to gather wood, they were sure to get dry chestnut, if it was to be had, as it cracked louder and threw the sparks further than any other wood. "Of the teachers I shall say nothing, although some of them would afford good subjects to write about. I presume their teaching was according to their pay. That they were poorly paid, then, as now, is evident from the fact that an act was passed April 11, 1799, exonerating all teachers and preachers from taxation. "Two schools were established within the present limits of the county as early as 1790. The one at Williamsburg, and the other near 'Red Ore Bank,' on Clover Creek. An account of the school at Williamsburg is here given, as furnished by a friend. 'The earliest elementary school in the annals of this district was established about 1790, by Jacob Ake, who was the owner of the land on which the village of Aketown, now Williamsburg, was laid out. Seeing the necessity of educational training among the young, Mr. Ake secured teachers and defrayed all expenses from his private purse. His word was regarded as law with the youth, and when he issued a command, the parentage acquiesced and the children rendered obedience. Thus it was when the pioneer resident established his first school. He visited village households, brandished his staff, and the children hied away to school. About fifteen years this system of instruction existed, through the same channel, when subscription schools began. Mr. James Martin taught until 1825, after which followed Messrs. Camel, Irvin, Opdyke, Spencer and Miss Nancy Anderson, some of whom were very rigid disciplinarians. Mr. Opdyke was a minister, and one of his novel modes of punishing pupils, was to stand them in some conspicuous position, cover their eyes with leather spectacles, and allow the school to laugh at them a length of time, according to the gravity of the offence committed.' "The school in Clover Creek was taught by John Bridenthal, in a house which stood on what is now the Hyle farm. The building had been erected for a dwelling-house, but was abandoned by its owner, who moved west. The citizens of the neighborhood fitted it up for a school house, for which purpose it was used for a number of years. John Diltz taught a school in a private house in the vicinity of Leather Cracker (now Henrietta) about 1795. Among other EDUCATION 147 teachers who taught in this vicinity during this period, may be named William Loose, George Glass and ---- Ketring. Another school was established near Etna Furnace at an early period. The year it was established I was unable to learn, but it was still in operation in 1797. About 1800, the house was destroyed by fire, and another to take its place, was located near Kellar's Church. The only teacher connected with this school, whose name has been handed down to posterity, is James Martin, and no doubt his name would have long since passed into oblivion, had it not been for the liberal use he made of the 'cat o' nine- tails.' About 1800, John Fisher taught a school in a private house near the village of Sharpsburg; and in 1802, a school house was built in the same vicinity known as the Houser School. Most of the teaching at that time, in this vicinity, as well as most parts of the county, was German, and probably the first English taught in the 'Cove' was in 1800, by a Mr. Roach, in a house which stood near Roaring Spring. "Thomas Kinney taught a school near Elizabeth Furnace, as early as 1800. Another school was taught in a private house, near Bell's Mills, about 1809. Alexander Kerr and Dudley Burnham were among the most prominent teachers in this community. These are the only schools coming within this period of which anything like reliable information could be obtained. There were doubtless others, but all trace of their history is lost. "The act of April 4, 1809, made it the duty of the assessors 'to receive the names of all children, between the ages of five and twelve, whose parents were unable to pay for their schooling.' Such children were to be educated, and stationery furnished by the county. Schools under this system do not seem to have prospered. The law met with general disapprobation. Poor children did not like to hear it said, 'your parents are too poor to send you to school'; neither were parents willing that the names of their children should stand recorded as public beneficiaries of the county. Notwithstanding this law was so unpopular, it seems to have remained in force for twenty-five years. Governor Wolf, in 1833, found that of the four hundred thousand children of proper school age in Pennsylvania, but twenty thousand attended school, and three hundred and eighty thousand were uninstructed. In his annual message to the legislature, he strongly urged the passage of a law to remedy this state of affairs. As a consequence, the school law of 1834 was passed. "Sixty-five years ago, John Steele taught the young ideas how to shoot, in a house which stood on the present site of the Maitland House, in Gaysport. At that time Frankstown included the present territory of Allegheny and Blair Townships, and although the village of Frankstown was settled at a much earlier date, I was unable to learn of any school having been established in the district previous to this. Thomas Stearns, John Knox, Joshua Williamson, William Anderson, John Wertz, Robert McNamara, Joseph Cadwalder, S. F. Henry and Ephraim Galbraith were among the teachers who taught in this locality during this period. About 1812, a school was taught by James Langham, in a school house that stood near Black's Mills in Greenfield Township. 148 BLAIR COUNTY HISTORY John Dodson also taught for a number of years in this neighborhood. One of the most public spirited men in the community at that time seems to have been John Swoveland, who built a house at his own expense, and donated it to the public for school purposes. In 1815, there was a house erected near Allegheny Furnace, Logan Township, called the Beales' School, which served for school purposes and preaching for a number of years. John Gwin and Summerville were among the teachers in this locality. The first school house with a shingle roof, erected within the present limits of Allegheny Township, was built at Duncansville, in 1815. From a deed in possession of the secretary of Juniata Township, we learn that in 1823, Peter Wilt, Senior, 'for and in consideration of the sum of one dollar, to him in hand paid, sold to Peter Wilt and Christian Lingenfelter, trustees of an English and German school, all his right, title, and interest in a certain piece of ground situated, etc.' The Dry Run School House is located on this lot. "The general school law of 1834, was, in many respects, similar to the present law. That part of it making the provision for the appointment of inspectors by the court was repealed in 1835, and the non-accepting districts were given two years in which to accept before forfeiting their share of the state appropriation. In 1837, another act was passed, in the main, the same as the present. The non-accepting districts, under the law of 1834, were Frankstown, which at that time included Allegheny and Blair; Greenfield, embracing the present territory of Freedom and Juniata, and North Woodberry, which was comprised of Taylor and South Woodberry (now in Bedford County), and a portion of Huston. It is said, however, that the 'returning board' of Greenfield so manipulated the returns as to count them in. The law met with much opposition in all parts of the county. Men of wealth and influence opposed it with all their might and main. For many years the enemies of the system tried to cripple it by electing anti-school men as directors, and not unfrequently men went home from elections with bloody noses, resulting from a hotly contested battle. The right, however, prevailed, and many of us, who are not so highly favored with the riches of this world as others, can thank Heaven that it did. This was the first step taken to place the poor man's child on an equality with that of the rich man. The race is now a fair one, and that the poor boy does not always come out behind, one need only look around him, and see who leads in the public affairs of life. "In justice to those who opposed the system, it may be said that many of its bitterest opponents became its most ardent supporters. The trouble did not end with the adoption of the system. To comply with the law, houses had to be built and teachers were to be paid. In Frankstown, the funds, for several years, were expended in building houses, so that they did not have schools under this system for several years after its adoption. In course of time, these difficulties were partially overcome, and things moved along as smoothly as could be expected. Scarcely twenty years had rolled around, however, when the opposition again manifested itself. EDUCATION 149 "In 1854, a school law was passed introducing some important changes. Among the most important was that of the creation of the office of county superintendent. This change was particularly offensive to the teachers. Additional branches were to be taught, and instead of being examined by some 'country storekeeper' or 'portly squire,' they were subjected to a more thorough examination by an officer who was sworn to do his duty to the best of his ability. From Superintendent Caldwell's first annual report we learn that the teachers feared these examinations so much that 'no district had sufficient applicants to open the schools at the proper time.' "Hugh A. Caldwell was the first superintendent of Blair County, and received a salary of $400. He was followed by L. H. Williams, in 1856, and George W. English, in 1857. In 1857, John Dean was elected, and the salary raised to $600. His successor was John Mitchell, who was appointed to fill the unexpired term of Mr. Dean. In 1860, Mr. Mitchell was elected for the ensuing term. J. Ginter Counsman was appointed in 1863, and was followed by Elexis Elder, in 1864. In 1865, the salary was raised to $1,000; Mr. Elder served until 1869. John B. Holland was elected in 1869, and was followed by the present incumbent in 1875. "For several years previous to the time the office of county superintendent was established, persons were appointed in various parts of the county to examine teachers. This escaped my notice, until within a few days of the time of sending in this report, so that I was unable to obtain the names of more than two of these examiners, Reverend Henry Baker and Christian Stoner. "The first county convention held by teachers of the county convened in a brick church (now the Collinsville School House), in 1847. The meeting was attended by four teachers, and Reverend Henry Baker, of Altoona, presided. "Among directors who served long and faithfully may be named Martin Bell, Thomas Buchanan, Honorable Seth R. McCune, Adam Black, Jacob Barnhart, Honorable Samuel Calvin, Jacob Nofsker, James Stevens, John Hyle, Maxwell Kinkead, Reverend Daniel Bloom and Alexander Knox. Mr. Bell served as president of the school board of Antis Township for about thirty years, and besides having given more of his time to the visitation of schools than any other director in the county, he deeded to the township the school house at Elizabeth Furnace, one of the best in the county. "Of the directors now serving, I shall only say that as a class, for intelligence and true devotion to the cause of popular education, I doubt whether they can be surpassed by any county in the state. "If I were to name all the teachers in the county who are worthy of mention, it would perhaps, occupy too much space in this brief sketch. I shall, therefore, name but a few of those who have taught for a long time. D. M. White, Professor John Miller, John Z. Smith, Captain F. Cassidy, Christian Stoner, Jacob Zeth and Captain John Black. Most of these have taught above thirty years. "The Williamsburg Academy, located at Williamsburg, is the oldest school of the kind in the county. The house was erected in 1847, and the charter 150 BLAIR COUNTY HISTORY granted in 1851. It was built by a joint stock company. The original number of shares was twenty-eight, and the cost per share fifty dollars. The first teacher was Reverend John White. Professor John Miller, who figures largely in the educational history of the county, also taught here for some time. "The Juniata Collegiate Institute (formerly the Franklin High School), located at Martinsburg, was completed in 1860. It was built by joint stock subscriptions, at a cost of $8,000. Like most institutions of the kind it has had its dark days. In 1867, a debt had accumulated against it, and to save it from passing under the sheriff's hammer, it was sold to the Lutheran Synod for $3,000. It next passed into the hands of J. G. Herbst, who owned it for a short time, when it was purchased by Professor Lucian Cort, for $5,000. While owned by Mr. Cort, there was an addition built to the main building, which cost about $8,000. In 1875, it was purchased by Henry Bridenbaugh for $10,700. It is now in successful operation, under the principalship of Professor S. R. Bridenbaugh. Professors Dickerson and Osborne were the first teachers. Their successors were: Messrs. Willard, Hughes, Hassler, Schwartz, Cort and S. R. Bridenbaugh. "The Hollidaysburg Female Seminary was chartered in 1866, and the building, which is one of the finest in this part of the state, was completed in 1869. It was built by a joint stock company, and cost as it now stands, about $75,000. This school, under the principalship of Reverend Joseph Waugh, has been in successful operation from the time of its opening, 1869, to the present time. Professor W. P. Hussey will take charge of it the coming year, commencing September 12, 1877. "Tipton Seminary, located at Bell's Mills, was built by General B. F. Bell, in 1866. Professor Orr Lossing first took charge of the school, and was followed by Robert Fulton and J. A. Stewart. The building has not been used for school purposes for several years. "A select school has been in operation successfully in Hollidaysburg for several years, under the principalship of Professor J. A. Stewart." This ends the report prepared by Mr. Stephens. Many of the statements made in the foregoing account are substantiated by D. M. Bare in his valuable book, "Looking Eighty Years Backward," published in 1920. Mr. Bare, a leading citizen of Blair County and one of the organizers of a principal industry, spent most of his boyhood in "Morrison's Cove." He has preserved for us in the pages of his book definite information on the customs that prevailed in the schools during the years immediately following 1840. Mr. Bare's account follows. "The schools generally began about the first of December, and from that time on for the next four months, we had pretty interesting times including frequent spelling schools, a literary society that met weekly at our Hickory Bottom School House, the program consisting of declamations, compositions and debates and in the latter years that I attended it closed up the term with a good live exhibition. The game of ball usually played was called 'Town Ball,' which I think was somewhat similar to the present popular game of baseball. I think EDUCATION 151 it was about the year 1842 or '43 that the school term was changed from three to four months and the teachers' salaries advanced from $16.66 to $20.00, and about 1850 to $25.00. In the first years of my school going I think there was no regular system of text-books. If there was it was not well lived up to. In the spelling classes, I think, nearly all used 'Cobb's' spellers, but in reading there was quite a variety of books and they required a number of classes in the same grade and sometimes but one in a class, that pupil having a different book from the others. The classes came up to the teacher's platform to recite their lessons and the teacher would look over the shoulder of one of the scholars to assist or to correct faulty reading. However, improved methods gradually came into use. For advanced pupils, Goodrich's (Peter Parley's) History came into pretty general use and McGuffie's Spellers and Readers in four different grades of readers were adopted, and I think were still in use when I quit the school room. I think the spelling, reading and writing were quite good in my school going days. These branches to my mind have not been improved on during the past sixty years and the writing has wonderfully degenerated. In the old-time schools the teacher wrote the copies for the scholars which in a large school was no small job. A teacher then who couldn't write a fairly plain hand generally had to take a back seat. The following are a few of the copies that found their way into most of the copy or writing books of that time: "'Command you may your mind from play.' 'Evil communications corrupt good manners.' 'Time and tide wait for no man.' 'Man is the architect of his own fortune.' "The closing exercises of each forenoon's and afternoon's work were the spelling classes of which there were usually two, a 'big' and a 'little' class. There were two systems of demotion. The one was, if a scholar misspelled a word, he or she was required to go to the foot of the class. The other method was to merely let the one who spelled the word go above the one who misspelled and this latter method was usually practised. A good speller who had stood at the head of the class for some days or as long as a week, which sometimes was the case, felt much mortified when he was 'trapped!'" The report of Superintendent John H. Stephens, quoted above, was made fifty-four years ago. The present county superintendent of schools, Mr. Davis, reported on existing conditions in Blair County Schools in 1922. Particular emphasis was placed upon the need of consolidation, particularly in those country districts where the one-room schools were in poor condition, poorly equipped, and in some instances attended by small numbers of scholars. Mr. Davis' report follows in part. "The one-room country school is the same as it was fifty years ago, only it is poorer and shabbier now than it was then. Since Superintendent Stephens' time, forty-five years ago, the village, borough, and city school has grown by leaps and bounds. It has been graded, heated and lighted in a modern way, has running water, flush toilets, sanitary drinking fountains, shops, playrooms, auditoriums, gymnasiums, thoroughly trained teachers, modern courses of study, 152 BLAIR COUNTY HISTORY music, drawing, household arts and all other industrial arts; in short the city school fits the boy and girl for any trade or occupation as well as instilling a love for literature and art. "The country school gives him the barest rudiments of an education, the three R's, and too often does that in a haphazard and ineffective way. The argument is often used that so many of the successful men came from the one-room country school. We must remember they were the few, and owe more to their home environment in the country, and the initiative it developed, than they owe to the country school. You could not have kept them down, 'What was bred in the bone was bound to come out in the flesh.' Why not call attention to the thousands of others who attended the country school and never rose above mediocrity. "Whoever reads these words fifty years from now will witness a great change in the country school. The country child will be on an equality in all the means which go to fit him for a happy and successful life. Wherever it is possible, and in seventy-five per cent of the places it is possible, they will be gathered together in these consolidated schools, and where it is not possible, the very best type of one-room school will be provided and the very best type of teacher secured." Less than ten years have elapsed since the Blair County superintendent of schools prophesied changes in rural schools commensurate with those of the towns and cities. Perhaps no decade in the history of education in the United States has been so filled with changes. They are particularly evident in the administration of the public schools, and principally in the country districts. Leaders in educational circles have at last focused their attention upon the needs of the rural pupil. Consolidation has come, with all of its advantages. School buildings, specially designed for the needs of the community; equipment to make it possible for the student to select, from several courses of study in the higher grades, the one that will best fit him for the place he wants to fill in society; organized activity in athletic and social life that has been denied the country boy and girl of the one-room school for so long; instructors who have been educated to fulfill the demands of rural groups and are sympathetic with the needs of the pupils; in fact, everything is being provided for the country boy and girl under the consolidated systems of today, that will afford satisfactory conditions for school work, and encourage regular and longer attendance. The improved transportation facilities, the motor bus and the concrete highways have been instrumental in bringing the country folk closer together. The good effects of the consolidation program, upon the community involved, are many and varied. Suffice it to say here that many an isolated farm home has obtained a new lease on life from such organized meetings as those held by the Parent-Teachers' Association. Parents can come together and make contacts with the educational forces guiding their children. With the combined efforts of the parents, teachers and children, better understanding, higher standards of work and greater service to society is possible. EDUCATION 153 Since Mr. Stephens served as County Superintendent of Schools, three other men have successively held that office. They were: John H. Likens, who came into office in 1884; Henry S. Wertz and Tarring S. Davis. Mr. Likens served for six years and later became Superintendent of Instruction in the Industrial Reformatory at Huntingdon. In 1890, Henry S. Wertz was elected and he continued in office until 1902. Then Tarring S. Davis, the present superintendent succeeded him. Something of the changes that have come about in the duties of the county superintendent, with the increased complexity of school work, were reviewed by Mr. Davis in 1922. Part of the report follows. "Twenty years ago when I was first elected Superintendent of Blair County Schools, when the fall of the year came and I began to visit the schools, I would start on a Monday morning and visit four or five schools a day, keep going all week from school to school, stopping wherever night might overtake me, generally with a school director, or a school teacher, in the district, and not getting home until late Friday night. If a local institute or school meeting was held in that district, frequently I did not get home until Saturday night and sometimes not until Sunday morning. "In the adjoining county of Bedford, where traveling was more difficult than in Blair, Mr. John Cessna, who was a county superintendent of that county in 1880 and 1889, said he frequently left home with his horse and buggy or horse and sleigh, at four o'clock on Monday morning, and would not get back for two weeks, staying all night at the houses of directors, teachers or citizens, and spending Sunday at the home of some friend of the cause of country school education. This plan of procedure was of some value to both a county superintendent and the communities through which he traveled. He became thoroughly acquainted with the needs of the community and the mode of life and ideals of the people. It also gave him some time to impress upon the people of the community the ideals and methods he had acquired in his travels, or obtained by reading or study. His correspondence and such records as he might want to keep, were attended to in the house whose hospitality he was sharing, or at the school which he was visiting. His office, if he had one, was in the saddle. He generally had a room at the county seat for storage of books and records, but he was rarely in it. "My first office was a square and a half distant from the Court House, and the dust grew thick on the floor, desk and chairs of this meagerly equipped office. Some fifteen years ago, the Commissioners repaired the Court House, adding an additional court room and more office space. One of the Commissioners said to me, 'We want to put your office in the front part of the building, just across the hall from our office. Will you come to the Court House and show us how you want it arranged,' In company with him, I went to the Court House and we looked over the situation. He said, 'Now, we will make your office either large or small, whichever you prefer. We can set the partition so that you may have two large windows, or one in it, as you may prefer. The Sheriff's office will be next to yours, and we can give him one window as well as two, and we can give 154 BLAIR COUNTY HISTORY you the two, or, if you do not want two, we will give you one.' I said, 'Make my room with but one window; it is only used as a storage room and I am not in it but a few times in a month.' "How bitterly I have rued that day many times since. About seven years ago when I was given an Assistant County Superintendent, and the work in the office kept increasing from year to year, and frequently the two of us would be in that little office together for two or three days at a stretch. Then material began to accumulate; big book cases were added, also two large filing cases for reports. Last February, when my desk and that of my assistant was piled mountain high with papers, cards, letters unanswered, etc., I called the County Commissioners in my office and showed them the material, saying to them, 'Unless I can have a clerk and stenographer in here all the time, it will be impossible for me to get the work done. I must get 315 cards from the teachers each month the schools are in session, correct them and send them back; or, if they are correct, send them to the Department of Public Instruction. That is only one item out of a hundred like ones. 'I must report to the Department of Education at Harrisburg, the Department of Education at Washington, to the National Educational Association, to the National Superintendents' Convention, to the State Medical Society, to the National Geographic Society, to the State Forestry Commissioner, to the junior and Senior Red Cross, to the National Thrift Society, to the Bureau of Administration, to the Director of School Attendance, to the Director of Certification of Teachers, to the Director of Rural Schools, to the Director of Medical Inspection, to the Director of Agricultural Education, to the Director of Home Economics and Household Arts, to the Director of Drawing, etc., ad infinitum. I have not overestimated the matter, but have rather underestimated it. "I now travel by automobile instead of on foot, and instead of visiting four or five schools in a day and staying for a half-hour, teaching a class, or showing a teacher how to teach, I make a pop call of a few minutes at from 10 to 12 schools, having my lunch in the car, eating it while driving from school to school, and frequently visit two schools during the noon hour, either leaving information with the teacher, or getting information from her relative to the school work. "I do not say that this plan of administration is worse than the old one, as a whole. I think it is much better. This is a hustling, bustling world, and Ichabod Crane must get away from Sleepy Hollow if he ever wants to obtain distinction." Any movement to bring about changed conditions in society has to have leaders. Aside from the county superintendents, all of whom worked with untiring energy to improve existing conditions in school work, or to maintain good standards once they were achieved, some teachers, school directors and public spirited citizens of Blair County gave their wholehearted support to educational progress. Often, it is possible to see the development of a nation in the changes wrought in one typical community. Just so one can see mirrored in the growth of one educational leader the development of education in a dozen similar centers. The Morrison's Cove Vocational School characterizes the EDUCATION 155 whole trend of vocational education in Blair County. Edward Byers, whose prophetic vision, and untiring energy made this school possible, exemplified the leadership that is so often hidden in the maze of events and personalities that continually loom upon the stage of life. As a youth, Mr. Byers attended the public schools of Blair Township, and from the time he was first granted a certificate to teach, until his death in 1920, he put forth every effort to make vocational education a fact in Morrison's Cove. After his death in 1920 the county superintendent delivered an address in his memory. Some of the outstanding points in Mr. Byers' career in that address follow. "When I first knew Edward Byers, some thirty years ago, he was a towheaded youngster of very humble origin and surroundings, and was attending the Reservoir School in Blair Township. A few years later, while still a sixth grader in most of the school subjects, and an eighth grader in one or more, he took the teacher's examination from County Superintendent Henry S. Wertz, and was employed to teach the Mountain Home School in Blair Township. He took so much interest in his work, and even then in his boyhood teaching, set such high ideals for himself to pursue, that Superintendent Wertz called attention, at one of his social institutes, to his work, and advised teachers to visit his school, and see for themselves how this one-teacher school was conducted. I, like the Queen of Sheba, visited and when I came back, like her, I made report; that only half the truth had been told. "The floor was so clean, you could have used it for a table. There were appropriate pictures on the walls, curtains were looped back from the windows, the stove was neatly blacked, and kept clean, water pails and tins were scoured, that was before the day of individual drinking cups, a neatly printed program was on the door, books and charts were clean and neat in appearance, a thermometer hung on the wall, although that was before the time that school boards were required to furnish thermometers. Victrolas were then unknown, but an organ, purchased by money obtained through some sort of school entertainment, was in the room. The outside toilets were not a menace to health and decency, but were inspected daily by the teacher and kept clean and neat. A small library of well chosen books was in evidence, and the pupils were taught memory gems from some of them. The small blackboard, and it was small at that time, was in perfect order, chalk trays and erasers were clean. Pencil sharpeners were then unknown, but the pencils of the pupils had been sharpened by the keen knife of the young master. A spirit of love and kindness hovered over that school room. "After teaching a few terms in this county, and growing still wiser and more capable of dealing with the realities of life, that urge which is born with us and can never be secured by mere environment, came to Edward Byers, telling him he must get more training for the great work that might come to his hand to do. Then he went to Ohio to college, and I lost sight of him for a number of years. But when he next appeared to us, he came and bought this building, which had 156 BLAIR COUNTY HISTORY stood windowless, doorless, plasterless, untenanted, nothing but the roof and brown stone walls. So it had stood for a number of years, a brown elephant that no one wanted, and that the owners were glad to get rid of at most any price. Edward Byers' first thought was that he would start a college here in the heart of the Cove. He struggled on for a few years, teaching a private school here, and his wife taught music. The trials were many, money was scarce, his best friends thought he was visionary, but still he struggled on, doing much with his own hands to make needed repairs to this property. "Then suddenly his vision changed, and he now saw a vocational school, with possibly a college in the distance. When Edward Byers 'built a castle in the air,' he was always sure to try to build it on the ground as the next step. He consulted his county superintendent, who heartily agreed with him, and a meeting was held at the Logan House in Altoona, under the auspices of the Rotary Club there. The meeting was addressed by L. H. Dennis, Director of Vocational Education for the Commonwealth of Pennsylvania, on 'The Need of Vocational High School Training for Country Boys and Girls.' Edward Byers was present at that meeting, and there the cornerstone of the Morrison's Cove Vocational School was laid. "Sometime afterward, the executive committee of these three townships together with Edward Byers, on the advice of L. H. Dennis, went to Lampeter, Lancaster County, to visit their Vocational High School, reported to be the best equipped vocational school in the state. This committee, not only got plans at Lampeter, but better still received inspiration, courage and spirit to help them to organize this school. That it was well organized and well conducted is shown by the large attendance, and the interest displayed by pupils, parents, faculty and school officials. It has more pupils than any other vocational high school in the state, and I am quite sure there is no better teaching force anywhere, than here. Shortly before, and immediately after the organization, Edward Byers began the herculean task of arousing public sentiment, and rallying forces to the support of his school. In this he was ably assisted by scores of men and women. Edward Byers did not meet with as much opposition as did the sponsors of the Public School Law in 1834, but he met with some. He never lost his poise, but smilingly and convincingly met every argument levelled at the school. Then just after his vision became a reality, and the school was cleverly started, he was called by death. His spirit lives in the Morrison's Cove Vocational School." Before 1920, the county superintendents of schools reported to the Superintendent of Public Instruction of Pennsylvania on the educational conditions within their counties, yearly. The city superintendents also submitted reports, which, with those of the county superintendents, were published by the department of public instruction. Since 1920, the statistical information is published yearly, but the increased complexity in public school administration has made it impossible to continue to publish the reports in detail. Biennially the department issues a general report not dealing with individual counties, but rather with such EDUCATION 157 phases of school work as vocational education and such problems of administration as standardization of school plants. In 1902, Tarring S. Davis became County Superintendent of Schools for Blair County. Eighteen reports, submitted by him to the state department, were published in full. An examination of representative ones reveals the trend of development of public education here. In 1905, there were 237 school rooms in the county, outside of Altoona, an increase of four over the previous year. The number of men teachers in 1904 was 29 per cent of the total number of teachers, and 33 per cent in 1905. The number of inexperienced teachers decreased in 1905 to 42, whereas there had been 46 in 1904. In the matter of training, 45 teachers were normal school graduates in 1905 instead of the 41 of the previous year. The superintendent lamented the fact that so many teachers had only a common school education, but pointed out that a marked change was noticeable in 1905 when there were only 105 teachers with common school education in 1904. In the latter year there were two college graduates in the schools of the county, and six in 1905. Books in use for library purposes increased in number and new libraries were established. The teacher in the rural school who continued in service for a number of years was inclined to develop good facilities for outside reading by raising funds through school entertainments for book purchases. This was not true in the school that changed teachers frequently, and as a result additional reading material was more limited. The report for 1910 outlines five phases of improvement in educational work in the county. 1. A larger number of well prepared teachers. 2. More improvements made to school property. 3. More money raised by local taxation for the support of the school. 4. Public sentiment aroused in favor of good schools more than in any previous year. 5. School directors taking more interest in the work. A larger percentage of the teaching force had attended normal school than formerly. Also, directors, in cases where new school buildings were planned, consulted architects for plans for the best type of modern building. The Taylor Township High School was cited as an example of this change in method. Five years later substantial progress in school conditions was noted, with new buildings in five places in the county. The superintendent continued to call attention to the fact that salaries were inadequate, so that it was not possible for the best trained persons to enter the profession. Nevertheless this handicap did not deter ambitious teachers from attending summer schools, and the proportion of those who did was greater than ever. The school directors were for the major part progressive and unselfish, and in some of the rural sections residents of a school community held a picnic day at the school. Some of the men graded the school grounds, others planted shrubbery, in fact they engaged in any sort of work that increased the attractiveness and efficiency of the school plant. In this way the people of the community were brought to a realization of the part they might play in increasing the usefulness to themselves of the school building. They were urged to make use of it after school hours for community meetings, woman's home and farm clubs, debating and singing societies, 158 BLAIR COUNTY HISTORY athletic organizations, prayer meetings, Sunday schools, anything to contribute to the physical, mental and moral welfare of the community. The influence of the World War on educational work is evidenced in the reports from 1916, through the war. Regular attendance was stressed in that year, and a patriotic organization of the county provided a certificate printed in the national colors for each pupil who attended every day of the term. Fifteen years after Mr. Davis became county superintendent he submitted a report comparing school conditions in 1917 with those of 1902, when he first entered office. The number of men teachers had noticeably declined from 109 in 1902 to 89 in 1917. On the other hand, the number of women teachers increased from 159 in 1902 to 275 in 1917. Salaries averaged $41 a month in the former year and $58.71 in 1917. Under such conditions only beginners who could board at home were able to teach. Some of the systems in the county had already adopted a sliding salary schedule from a minimum to a maximum salary of $75 a month. The efficiency in such cases was increased. The average attendance in county schools in 1902 was 7,567 and 9,378 in 1917. The incentives for attendance were reported to be better in the latter year than fifteen years earlier. This improved condition was the result of the following innovations. 1. Graded course of study. 2. Manual training. 3. Perfect attendance certificate. 4. Standardization of schools for the country people. 5. Agricultural education. The schools of the county were very active in the war period in growing crops and animals, purchasing Thrift Stamps, fostering food conservation, holding community meetings and engaging in the work of the Junior Red Cross. Community Day was held in rural schools in 1918, and products and handiwork were gathered in schools of each district and then taken to the Corn and Fruit Show in Hollidaysburg. The effects of the war were directly felt by the lack of men teachers available, and an influx of surprisingly many new, inexperienced women into the profession. Consolidation of rural schools had not gotten a marked headway in Pennsylvania as yet. Blair County was far in advance of the rest of the state in the organization of the joint vocational school at Martinsburg in Morrison's Cove. This school was the result of the combined work of Edward Byers, progressive citizens of the community and the county superintendent. The school was established in the abandoned buildings of the college that was begun at Martinsburg but never completed. Three townships, North Woodberry, Huston and Taylor, combined their efforts in vocational education to make this school a success. The report for 1919 calls attention to the dearth of thoroughly prepared teachers. It was estimated that 60 per cent of the schools were suffering from this condition. The low salaries in the teaching profession as compared to the high wages paid persons who accepted positions in public works of all kinds drew many teachers from the school room. The public welfare work continued EDUCATION 159 and the schools participated in Liberty Loan Campaigns, food production and conservation. Since 1920 many changes have come into our school systems. Legislation was effected to increase the efficiency of the teaching staff, encourage the pupil to remain in school for a longer period of time than formerly, and increase the number of courses in the curriculum. This is particularly noticeable in the rural school where consolidation has improved so many conditions. In 1925, a committee of Pennsylvania educators, including Mr. Davis, Blair County Superintendent, were appointed to make a survey in the rural schools of the state. The reports of this committee, part of whose survey was made in this county, favor the consolidated school. Township high schools were encouraged, but the weakness in rural education was reported to be in the great gap that existed between the township high school and the one-room school. This condition is being continually improved with the closing of the one-room rural school and the transportation of pupils to graded schools or joint grade and high schools. The Biennial Report for 1928-1930 states that 17 schools were closed in our county in 1928 and 1929. In the latter year Juniata Borough Schools were closed when that district was annexed to Altoona. In seven cases the districts whose schools were closed received reimbursement, there were six consolidated schools in the county to which 14 schools were sent, and 150 pupils were transported to these schools at an expenditure of $3,886.16. Latest reports from the Department of Public Instruction record 26 school districts in Blair County. Of these Altoona is a 2nd class district. Hollidaysburg, Tyrone and Logan Township are in the 3rd class and 21 others in the 4th class. There are 137 elementary schools in the county at present, 5 elementary and high school buildings combined, 2 township high schools. The Antis Township Consolidated School at Bellwood was approved in 1929 and formally dedicated on October 12, 1930. A year earlier the new consolidated school of North Woodberry Township was approved. Of the 246 teachers in Blair County, 38 are college graduates, 41 normal school graduates, 97 hold standard certificates, 65 partial ones and 5 teach under emergency certificates. In this county 52 teachers are in the departments of vocational and practical arts, in which 3,431 pupils are enrolled. Included in the former are 2 agricultural teachers, a continuation teacher and 10 home economics teachers. The average rate of attendance by pupils in the county is 96 per cent. More than 4,000 pupils of the county attend private and parochial schools. D. S. Keith, Superintendent of Altoona Schools in 1905, reported that a new site for a high school building had been purchased, and that $300,000 was going to be expended in equipment for it. The cornerstone was laid on May 12, of that year, when Dr. Nathan C. Schaeffer, then Superintendent of Public Instruction for Pennsylvania, made the principal address. About 500 pupils attended the Altoona High School then. In 1910, Henry H. Baish, now Secretary of State Employees' Retirement Fund, was Superintendent of Altoona's Schools. His report for 1910 urged the 160 BLAIR COUNTY HISTORY necessity of vocational education in Altoona, particularly since it is a railroad center. A public exhibition of shop work was made to encourage that phase of public education. A domestic science course was instituted and classes in English, Algebra and Mechanical Drawing provided in a night high school for four of the winter months. Recreational facilities for city children were afforded through the generosity of the school board whereby several school yards were thrown open during the vacations for public playgrounds. The schools did much to foster and encourage public spirit and civic enterprise through the organization of civic clubs. Six hundred and thirty-four more students were in attendance in the city schools in 1916 than in the previous year. The percentage of their attendance was higher than ever before, 97 per cent. Of the teachers then, 34 were men, 225 women, who earned average monthly salaries of $126.38 and $69, respectively. Remodeling, costing $100,000, was done in the school buildings of Altoona over a period of five years preceding 1916. A department of Public Recreation was instituted and the school board decided to appoint a director. During the war period the Altoona Schools participated in much the same program that was effective throughout the county. Teachers aided in transferring and classifying questionnaires and cards for draft boards. Pupils in the schools bought $22,755.23 in Thrift Stamps, $50,000 worth of bonds on the 2nd Liberty Loan Campaign, $11,700 worth in the 3rd campaign, and 909 war gardens were cared for. The total enrollment in the schools was 9,579 pupils, 4,757 of whom were boys and 4,822 girls. The average daily attendance during this period of the war was 8,045. The cooperation of pupils and teachers in this difficult period was reported to be excellent. The school board planned to provide for a school nurse to follow up work on disease prevention in the schools, and in every respect this important phase of education, public health, was to be encouraged. The latest reports from the Pennsylvania Department of Public Instruction for the Altoona Schools list 20 buildings in use, 18 elementary ones and 2 high schools. There are here 12,677 pupils with an attendance average of 96 per cent. The teachers in these schools number 421, of whom 57 are men and 364 women. Of the total number, 100 are college graduates, 223 from normal schools, 91 hold standard certificates, 4 partial ones and 3 are teaching on emergency certificates. In 1928 and 1929, two classes for mentally handicapped children had an enrollment of 28. The following year another class was added. Conditions have obviously improved in our county schools. The twentieth century, particularly the last decade, has seen our public education move forward with leaps and bounds. The county superintendent and his able assistant, Mr. Harry S. Fleck of Tyrone, have been instrumental in the increased efficiency evidenced in curriculum, teaching staff, school plant and pupil attendance. The local school superintendents and principals have contributed much to bring about the many improved conditions in Blair County Schools. The names of the present district superintendents in Blair County follow: Altoona, Robert E. EDUCATION 161 Laramy; Hollidaysburg, C. V. Eardley; Tyrone, W. W. Eisenhart; Logan Township, M. Augustus Dively. Supervising principals are: Norman Miller, Antis Township; F. A. Hamilton, Bellwood; S. P. Koelle, Greenfield Township; J. Elmer Butts, Morrison Cove Joint Vocational School; W. E. Romberger, Roaring Spring; D. B. Kulp, Williamsburg. The high school principals include: Levi Gilbert, Altoona Senior High School; William H. Burd, Roosevelt Junior High School, Altoona; Carl E. Whipple, D. S. Keith Junior High School, Altoona; John E. Shrum, Hollidaysburg; E. Grant Herr, Martinsburg; F. Clarke Skelly, Tyrone. Highland Hall at Hollidaysburg has been mentioned earlier. It has such an important place among preparatory schools of Pennsylvania, and continues its leadership to such an extent that some reference to its development is timely here. The 60th Anniversary of the founding of the school was observed in 1927. At that time Miss Maud van Woy the present principal prepared the following short history of the institution. "In the fall of 1865, Rev. David H. Barron, the pastor of the Presbyterian Church, realizing the necessity of a good school for children at Hollidaysburg, preached an earnest sermon to his congregation suggesting the organization of a private school in this community. Consequently, at a meeting on Christmas Day, 1865, the Hollidaysburg Male and Female Seminary Association was formed, composed of the leading men of the community: Samuel S. Blair, Daniel K. Reamey, Adam L. Holliday, James Gardner, James Denniston, James Condron, J. King McLanahan, A. S. Morrow, John Brotherlin, D. H. Barron, A. M. Lloyd, Robert B. Johnston, Joseph Irwin, J. G. Freall, Jacob Berry, R. A. McMurtrie, Thaddeus Banks, James D. Rea, William Williams, Joseph Smith, H. McNeal, William Jack, William Hasty, W. H. Chamberlane, W. C. Keller, David Watson, Jere Mattern, Joseph H. Blackstone, John L. Hemphill, Augustus Landis and John West. On January 31, 1866, judge Taylor granted a charter to this company. A site was secured; it was a small stone quarry from which the stone for the building was taken. The first board of directors elected James D. Rea, president; James Condron, treasurer, and William Hasty, secretary; they held the first meeting of the directors at the American House, February 12, 1866; Daniel K. Reamey was chosen 'Master Builder' and Samuel Sloan, of Philadelphia, was chosen 'Architect.' Excavations were begun the following June. "In February, 1866, the board chose Rev. Joseph Waugh, of Washington, Pa., a friend of Dr. Barron, the principal of the new school. As the building was not completed in September, Mr. Waugh opened the school in the old 'Town Hall' which is now the Lingenfelter Buick Building. The number of boys and girls was larger than anticipated, so a school for the younger children was conducted by Mrs. Adams in the 'Engine House.' The school was maintained in these two buildings for two years. "In November, 1868, the west wing was completed and the school moved into its permanent home; the rest of the building was finished during the winter. The boys were confined to the west wing, and after that school year they were 162 BLAIR COUNTY HISTORY dropped because of their escapades - going down to the canal to steal a ride on the little 'steam packet' which plied from Williamsburg to the old Portage Railroad. Among the boys who attended the Seminary for that year were: Samuel Rea, Thomas Jackson, Matthew Calvin, Angus Stewart, William Jack, Irvine Brotherlin, Thomas Johnston, Austin Gardner and Allen Milliken. "Considerable difficulty in raising the necessary amount of money was experienced; the greatest amount was given by Major William Williams. On August 30, 1869, the company was reorganized and the following thirteen men subscribed enough money to complete the building: L. H. Coolbroth, Samuel S. Blair, James Denniston, Joseph Irwin, David C. Irwin, Dr. Crawford Irwin, Colonel William Jack, B. M. Johnston, Joseph Smith, Major William Williams, James Condron, William C. Bailey, and John Lemon. William C. Bailey and John Lemon had one share together. "The first catalogues of the school from 1868 to 1879 describe the building as 'one of the most elegant and complete in the country, 150 feet long and 160 feet deep, shaped like the letter T, containing 30 rooms. The walls are furred, every window sash moves by means of cords and weights, each door has a transom, and each chimney two ventilating flues; the house is lighted throughout by gas and a mountain stream of very soft water, always clear and pure, is taken by pipes to all parts of the building and each pupil is entitled to a hot or cold bath each week. Each floor is provided with one bathroom; it is the nightly custom of the girls to carry the water in large tin pitchers to their rooms. On the first floor are the reception room, reading room, library, drawing room, office, assembly room, and numerous class rooms. There are four stairways leading to the upper floors. Each girl's room is furnished with a wardrobe, bureau, washstand, carpet, gas and everything necessary for home comfort. Each student is requested to bring her own towels, overshoes, umbrella and Bible. The climate is most healthful; statistics show that Blair County enjoys greater freedom from pulmonary complaints than almost any other region of the State and Hollidaysburg has entire freedom from smoke, noise and dust.' "The object of the school as stated in the early catalogue, was 'to give a Christian education, to avoid a training that is exclusively secular and make young women earnest, conscientious, and high-minded; to implant correct moral principles, and give mental power. The doctrines of Evangelical Christianity are taught; the Bible is made a text-book, and is daily read in the school from the conviction that of all educational powers within reach, the Bible is the greatest, both for mental and moral discipline. Pains are taken to shun mere display and affectation, and to give practical knowledge. We earnestly try to give a well-balanced, symmetrical education, to keep each study within proper limits. Physical Science is taught with good means of illustration, but Materialism is shunned, and this department is not allowed to overshadow the more important branches of Moral Science and Polite Literature.' "Mr. Waugh as the principal and professor of Moral Science and Literature and his wife as the 'vice-principal' opened the school with a faculty of six teach- EDUCATION 163 ers. The curriculum embraced such subjects as English Grammar, Rhetoric, Latin, Algebra, Geometry, Astronomy, History, Political Economy, Natural, Moral and Mental Philosophy, Logic, and a 'weekly class in Etiquette and Propriety.' Much attention was given to the 'musical culture to insure a thorough and refined style of piano-playing.' The rate for board and tuition for the session of twenty-two weeks was $137.50. In 1870, it was increased to $175.00 with an extra charge for French, German or Italian, 'but no extra charge was made for fuel, light, furniture, tuition in Latin, gymnastics, or chemistry; nor for incidentals, as library fee, chalk, etc.' From 1872 to 1878, the amount varied from $200.00 to $250.00 with modern languages still considered an extra. The table was 'generous and well furnished with fish, oysters, early vegetables and fruits from the Philadelphia market.' Parents and friends were requested not to send boxes to the students as 'a box of cake or confectionery almost invariably makes the recipient and her companion sick.' Parents were requested not to furnish their daughters with expensive clothing or jewelry. Their dress should be comfortable and simple in all parts. Valuable time is lost by too much dressing.' Mr. Waugh was the principal of the Seminary from 1867 to 1877. He conducted a most successful school. The first class graduated in 1869; the three girls were Sarah Cresswell, Ruth Irwin (Mrs. John T. Leet) and A. Jane Shrom. The largest class during his administration was in 1877 when fourteen girls were graduated. Mr. Waugh was a fine type of Christian gentleman, with a pleasant personality and reserved manner. He maintained strict discipline. Mrs. Waugh was a semi- invalid, gentle, refined in her manner, tactful and sympathetic with the girls. Mr. and Mrs. Waugh contributed much socially and intellectually to the life of the community. "Mr. William Hussey succeeded Mr. Waugh in 1877. There were ten departments of instruction and a faculty of eleven teachers. The catalogue stated the building has the most modern improvements and is complete in all its appointments. Each sleeping room has a complete set of furniture, is well carpeted, has a Spear's heater and is supplied with everything necessary for comfort.' The infirmary was called the 'nursery.' The first pageant 'The Fairy Grotto, 'a melodrama by the young ladies of the Hollidaysburg Seminary,' was given on the evening of June 18, 1878. The first meeting of the Alumnae Association was held in 'Society Hall' of the school building June 19, 1878. Mr. Hussey remained in the school for four years and was very much liked and respected by all the students. "In 1881, Dr. and Mrs. R. S. Hitchcock became the principals of the school Dr. Hitchcock died in 1891 and Mrs. Hitchcock continued as principal until 1897. He was an excellent teacher and had been associated with several schools and colleges in Kentucky. Both Dr. and Mrs. Hitchcock were exceptional persons and had a fine influence upon all who came into contact with them. In the words of one of the alumnae of this time, 'Dr. Hitchcock was an unusual man, rather quick in temper, but generous and genial. He was a very agreeable 164 BLAIR COUNTY HISTORY Companion - his sense of humor was fully alive and he was a fine raconteur of excellent stories. Mrs. Hitchcock was a rare woman, highly educated, with a winning personality, a sincerity that could not be doubted, with marvelous tact and kindness of heart that felt another's woes. She was loved and admired by all her pupils.' At this time the Seminary was recognized as one of the best in the country, offering unusual educational advantages in both classical and general courses with 'superior advantages for the study of music.' Modern languages were still considered an extra. In 1894, the tuition and board was increased to $400.00. In this same year a lecture and concert course was established; many well-known lecturers and artists appeared at the school. Mrs. Hitchcock passed away in 1897. In 1915, a portrait of Mrs. Hitchcock was given to Highland Hall by the alumnae and former students who attended the seminary during the time of her administration. It was unveiled by Mrs. Hitchcock's niece, Jane Joplin, now Mrs. Asbury Lee, of Clearfield, Pa. "Mrs. Hitchcock was succeeded by her sister Mrs. Sarah L. Bosworth, who had been associated with her after Dr. Hitchcock's death. Their nephew, Mr. George A. Joplin, who had taught mathematics and mental science in the school for several years, aided Mrs. Bosworth in the administration for one year. Mrs. Bosworth was the head of the school until 1902. She was a delightful southern woman and was very much loved by the girls. "Rev. A. E. Walker, of Tarentum, Pa., succeeded to the principalship and was in the school for four years. At this time many improvements were made, the building was heated with steam, lighted with gas and electricity, many more bathrooms were installed, fire escapes were added, a large porch was built across the east end, and the old steps in the front were displaced by a large porch with an awning. Mr. Walker maintained both the grades and the academic department in the school. He not only had a great interest in the welfare of the school, but he took a prominent part in the life of this community, and he was much respected. "The succeeding principal was Mrs. Charlotte C. Gray, who was associated with the school from 1906 to 1910. After the death of Major William Williams, in 1906, Mr. J. King McLanahan, Sr., became the largest owner of the school and in 1911, he made many improvements; partitions on the first floor were removed; the rotunda, offices, studios and class rooms were arranged as they are at the present time. The bedrooms on the floors above were re-arranged and every room was connected with a private bath; the entire building was painted, papered and refurnished. The swimming pool, gymnasium, laundry and boiler house were built, and the three stories comprising the practice rooms, infirmary and sleeping porch were added. The marble tablet in the pediment on the front of the building which bore the title 'Male and Female Seminary' was covered with concrete and the new name of the school was inscribed: Highland Hall, 1867-1911. "In September, 1911, Miss Emma Milton Cowles became the principal of the school with a strong faculty of college women. During her administration of eight years the school grew and developed along academic lines; she aimed to EDUCATION 165 make Highland Hall one of the best schools of the country; she also established a splendid music department. Miss Cowles was an untiring worker and an efficient executive. In 1917, the present porch was added where one can see today the stone formerly used in the old Portage Railroad. "In 1919, Miss Ellen C. Keates became the principal. Under her administration the grades were gradually discontinued. There was a steady development in the academic growth of the school, both in the general and the college preparatory courses; the colleges increasingly recognized and endorsed the work of Highland Hall. Among the forces which contributed to the strength of her administration was her vigorous mental power and great breadth of vision, her spirituality and scholarship, combined with unusual tact, a keen sense of humor and firm judgment. In the mechanism of the organization of the school she brought her ideals of character and kept always before its members the fact that heart and soul qualities are the paramount aims of education. Underneath all her success was her love and devotion to the school and its interests. During the later years of Miss Keates' administration she was very ill and she passed away November 12, 1926. "Highland Hall owes much to J. King McLanahan, Sr., who for ten years was the 'beloved grandfather' of the school. He was tireless in his devotion and his interest in the girls, both in their work and their play. His greatest pleasure was to do for them and to make them happy and he was sincerely mourned by everyone when he passed away December 13, 1918. "After the death of J. King McLanahan, Sr., his son J. King McLanahan, Jr. assumed the responsibilities and the interest in Highland Hall. With his boundless energy he threw himself into the life of the school, encouraging everything that was for its advancement. He entered with his vigorous personality and his buoyant spirit into all the activities of the school and everywhere he radiated peace and happiness. Highland Hall met with an irreparable loss when Mr. McLanahan passed away November 14, 1926. Because he had so loved the school, all who were associated with him deeply desire to see it thrive and attain the goal set for it. Words are inadequate to express the deep appreciation and gratitude which Highland Hall holds for Mr. McLanahan."