EDUCATION: 1877 Common School Report, Dauphin County, PA Contributed for use in the USGenWeb Archives by Judith Bookwalter Copyright 2008. All rights reserved. http://www.usgwarchives.net/copyright.htm http://www.usgwarchives.net/pa/dauphin/ _________________________________________ COMMON SCHOOLS OF PENNSYLVANIA REPORT OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION OF THE COMMONWEALTH OF PENNSYLVANIA FOR THE YEAR ENDING JUNE 1, 1877 Harrisburg: Lane S. Hart, State Printer, 1878 DAUPHIN COUNTY D. H. E. La Ross. Dauphin county, named in honor of the son of Louis XVI, King of France, was separated from Lancaster county by an act of Assembly, approved March 4, 1785; and by the subsequent establishment of Lebanon county, in 1813, it was reduced to its present limits. The length of the county is thirty-three miles, and mean width sixteen miles; contains 337,920 acres. Population in 1810, 31,883; in 1820, Lebanon having been separated, 21,663; and in 1870, 60,740. Aggregate amount of taxable property in 1821, was $15,159 18, and in 1876, $176,945 62. The original townships of the county, in 1785, south of the first mountain, were Paxton, Derry, originally laid off in 1729. From 1785 to 1841, the following town- Ex. Doc.] DAUPHIN COUNTY. 223 ships were taken from Paxton, viz: Swatara, in 1799; Susquehanna, 1815; and in 1840, Swatara was divided into Swatara and Lower Swatara. The original Hanover was divided, part to Dauphin and Lebanon, in 1785, and was again divided and named East and West Hanover; South Hanover was taken off of East and West Hanover in 1842. Derry, being one of the original townships, formed in 1729, and Londonderry was taken off in 1768. Derry and Londonderry re-formed in 1826. Conewago taken from Derry and Londonderry in 1850. All the territory north of the first mountain, was called Upper Paxton in 1767, from which the now existing townships were formed, viz: Middle Paxton,1787; Halifax, 1794; Lykens, 1810; Mifflin, 1819; Rush, 1820; Jackson, 1828; Wiconisco, 1840; Jefferson, 1842; Washington, 1845; Reed, 1849; and Williams, in 1868. We might give our readers very many instances to show the patriotism, and the state of affairs in the county at the time of its first settlement. The perils and hardships suffered by the early settlers of Paxton, Hanover, and Derry, can be much better conceived than narrated. The condition, &c., of the schools, as far back as we were able to trace, previous to the adoption of the free schools, and the growth and improvements of the same, up to the present year, 1876, we will treat by townships. Derry, embracing what is now called Londonderry and Conewago, had, as far back as 1760, a territory of about one hundred and forty-five square miles. The first schools were taught by the ministers, it is said, under large trees, during favorable weather, and at such other places as opportunity afforded. I am told that one of these old trees was located in the central part of Conewago - one hundred and fifteen years old. In 1790, they had in all that territory, five schools. These were principally German, and taught chiefly by Germans. Also, about 1795, an English school was organized, where Henry Shenk now resides. In this house, the walls of which are still standing, Honorable ex-Senator Simon Cameron's mother lived when Simon was a boy. This school was taught by Stephen Templeton. Some time after, another school was organized where Benjamin Grubb now lives, taught by Mr. McMullen. These schools were established and managed exclusively by the teacher. The teachers were paid by the day or per pupil. The character of these schools can easily be understood, when we learn that the rod was the governing power. The names of Abraham Snyder and others are yet fresh in our minds from traditionary recollections. The branches taught were reading, writing, spelling, and arithmetic; books used, Dilworth's speller and arithmetics, the Bible as a reading book. The one-story log-house, twelve by sixteen, in which Templeton taught, consisted of three rooms, one bed-room, kitchen, and the other for a schoolroom. On each side a log was left out for a row of window panes; I presume vagrants did not push up the sash for ingress to lodge; neither was the teacher troubled to close and open the shutters. Fifty and sixty pupils were crouched in this small room. We need not speak of ventilation and furniture; this can be easily inferred. These things existed until 224 PUBLIC INSTRUCTION. [No. 8, about 1800, when the schools were generally held in private dwelling- houses. Among the prominent teachers we have Reverend Speck, Samuel Hoffer, Joseph Clark, and the Lechtmyers. The last place where school was taught, until the adoption of the free schools, was in the old Mennonite meeting-house. The free schools were adopted in Conewago, in 1843. The most prominent school men, were Christian Shenk, Joseph Clark, and others, who had a long and hard struggle; held three elections, the first resulted in favor of its adoption, but was overruled or ignored; the second was lost, but with persistent effort the last was carried, and at present Conewago has six good substantial brick and stone-houses, with all the necessary out-buildings. Londonderry is similar to Conewago in its early schools, and adopted free schools in 1837. It has now fifteen school-houses, all brick and stone, except two on the islands, which are frame. The first directors, D. M. Epler, president, Joseph Clark, secretary, and Jacob Brinser, treasurer. Derry. The history of Derry is so intimately interwoven with that of the county proper, that a separate and distinct historic narrative of the many scenes and events that transpired within its original boundaries, would make a volume in itself. The early elementary schools date back to 1720, connected with the ancient and sacred edifice, Derry church, situated on the line of the Lebanon Valley railroad, at Derry Station - the congregation having been organized several years previously. It is located on what was then termed, in the old Penn patents, the "Barrens of Derry." The old structure is still standing, and several ancient oaks, stand sentinel over this time-honored relic of over a century ago. About thirty yards north-west, stands the session-house, where, it is said, the school was taught by the pastor, Reverend Robert Evans, on Sunday afternoon, not regularly, as he only served as a missionary. Reverend William Bartram, was the first regular minister, and also taught at stated times, until 1745. The schools were continued in this way until about 1795 or 1800. Two school-houses were then erected voluntarily by the citizens, on the lands now owned by Wendell Henry and John M. Shenk. The teachers gathered a school, by subscription, at one cent per day; term, from one to three months. From the adoption of the constitution of 1790 until 1809, no legislative provision of a general nature was made in reference to public schools. An act was then passed, 1809, for the gratuitous education of the poor within the county. It required a report to be made by the assessors of the townships, wards, and boroughs, to the county commissioners, of all the children between the ages of five and twelve years, whose parents were unable to provide for their education; and, if the report was approved by the commissioners, the parents were notified, and permitted to send their children to the most convenient school, at the expense of the county. The Ex. Doc.] DAUPHIN COUNTY. 225 commissioners appointed three persons as trustees, without any compensation, in the vicinity of each sub-district, who had the exclusive management of the same, &c., make out an exhibit of their respective schools, and lay the same before the said commissioners, who submitted the report to the inspection of the court of quarter sessions at the next annual term. Stationery, books, and other materials necessary, were provided by said commissioners, for the education of such children. This law continued in force until it was repealed by an act of the 20th of March, 1824, which provided that every township should elect three citizens as trustees, to superintend the education of the poor children belonging to the district, who might be sent for three years, at any time between the ages of six and fourteen. This law was repealed in 1826, and the act of 1809 revived. By the act of April 2, 1831, a more efficient school system was laid. The Secretary of the Commonwealth, the Auditor General, and the Secretary of the Land Office were appointed commissioners to receive and manage the school fund. The assessors' return of poor children, from 1832 to 1841, between the ages of five and twelve years, whose tuition was paid from the county funds, numbered in the aggregate, exclusive of the city of Harrisburg, four thousand six hundred and fifty-seven. Hummelstown was laid out by Frederick Hummel, October 26, 1762. It is situated in Derry township, and is one of the oldest towns in the county. During the revolution of 1776, Hummelstown was made a place of deposit for arms, ammunition, &c., whence the garrison on the West Branch were supplied. The first school-house of the town and vicinity was organized in Hanover street, about the year 1764. The ground was donated by the founder of the town for school purposes, a one-story house erected, and a school supported voluntarily by the citizens. The district composed an area of fifty square miles. The furniture consisted of desks, constructed of rough oak or pine boards fastened to the walls around the room. Benches were made of round logs hewn on the one side and laid up on blocks. This house was in use until 1790. It was then sold and converted into a dwelling-house. In the same year, the Lutheran church was selected for school purposes, taught by Allison Piney, and occupied as such until it was destroyed by fire, in 1819. The next resort was a small house previously used by the church to store away their bier, shovels, &c. Afterwards moved from one place to another, in private houses, until 1820, when the brick-house on Front street was built in a more modern style, with one coat of plastering; furniture, &c., somewhat improved. At this period the schools were managed by a board of trustees appointed by the commissioners, and this plan was continued until the free schools were adopted in 1837. The first directors were Christian Nissley, Peter Hummel, and Henry Hershey, assisted by other very persistent school men, and their labors have been like bread cast upon the waters, which is now seen, however, after many days. Derry now numbers eleven schools, with good houses, 226 PUBLIC INSTRUCTION. [No. 8, &c. Hummelstown, was incorporated into a borough August 6, 1874, and contains a three-story brick house, with good surroundings, and five graded schools. East Hanover, one of the original townships, embracing West and South Hanovers, forms to-day, as at the earliest pioneer periods of the county, a large constituent of wealth and importance of the county. Many of the stirring events of this section transpired in the original territory. The early schools were three in number, and have comparatively the same history as those of Derry. In this township stood, until recently, the time honored edifice, Hanover church, of which we were unable to procure any special information. The school-house connected with the church is still standing, but how it was supported and managed during the days of the church, we have no records, or traditional knowledge. The free schools, were accepted in East Hanover, in 1837, and South Hanover, 1843. Since that time these townships, have greatly increased in population, and wealth, and with it, the educational leaven has been moving, with a steady increase with a few exceptions; and it is hoped that the leaven will go on until the exceptions, or whole lump is leavened. Lower Paxton. This is evidently the most ancient township of the three Paxtons, having been organized as early as 1729. Tradition and the records bear ample testimony that the first settlers of Paxton were not wanting in patriotism. At the first sound of alarm, these heroic farmers flocked eagerly around the standard of their country, and their blood was shed at many battles of the Revolution. The townships taken off Lower Paxton are Susquehanna, Swatara, Lower Swatara, and Middle Paxton. The first school-house of which we could gather any information in the original territory, now Swatara, was built in the valley between Harrisburg and Hummelstown, on the farm now owned by Thomas Rutherford, near Paxton church, about the year 1760; and occupied as a school-house until 1800. The school was then moved to the house then owned by the Paxton church, and used for the double purpose of a session and school- house. They were supported by the employers. The teachers were mostly from the Green Isle, and it is said were famous for nothing but tyranny and constant use of the rod. Some of the pupils were obliged to go as far as five miles to school. About 1810, there was a school-house built on the farm of Jacob Walter, now Frederick Page, and accommodated the children of an area of fifteen square miles. The free schools were voted down several times in Swatara, but by the aid of a tremendous snow storm, they were adopted in 1843. Since then, they have been growing steadily, and to-day they can compete with any rural district in the State. The most prominent men in favor of the system, were the Rutherfords, Elders, and others. The early schools of what now includes the original Lower Paxton township, were connected with the Wenrich and Shoop churches, and one in Linglestown. They were sup- Ex. Doc.] DAUPHIN COUNTY. 227 ported by the citizens, and managed by the teachers. We have no direct data; but as Linglestown was laid out in 1765, there is no doubt the schools may be dated from that period. They compared generally with those already described, and continued until about the close of the last century, when another log-house was built in Linglestown, and maintained by subscriptions. The qualifications of the teachers in those days, with a few exceptions, were not, by any means, such as to warrant the belief, that anybody was spoiled or manufactured into a rascal, by having too much education. Among the most prominent teachers in the whole territory, was Mr. Amos Wickersham, a quaker, from Philadelphia. From the statement of some of his pupils, who are still living; he was a master mathematician and grammarian, possessing all the characteristics of a perfect gentleman, as well as a scholar. Mr. John Focht, who taught seventeen years before the free schools were introduced, and twelve years after, was also the founder of the Linglestown institute. The results of Mr. Focht's labors are seen and felt to day in that community. He was succeeded in the same institution by Mr. John Strock, who has recently abandoned the profession. Lower Paxton, probably, owes its present educational enthusiasm to the above named gentlemen. We know of no town in the county, that has produced more teachers, and is better represented in our normal schools and colleges, than Linglestown. The most active men in its adoption, were Doctor Houtz, Judge Cowden, Doctor David Umberger, Andrew Miller, and others; all men of influence, and in favor of education. Lower Swatara, being connected with Swatara, until 1840, was also opposed to the system, and year after year voted against it. But Portsmouth, having a population of seven hundred and fifty, was almost unanimous in favor of the common school system. It was not until 1843, that the township accepted the law, and then only through the energy of Martin Kendig, William T. Murray, and others, who took advantage of the almost unpassably drifted roads, gathered up every voter in Portsmouth and vicinity, that could be got out, and hauled them to the place of holding the election, rightly supposing, that the farmers, who were generally opposed to the law, would not turn out. Enough votes were obtained, not only to accept the provisions of law, but to elect directors, who were in favor of carrying out its provisions. The success of its adoption, is mainly owing to Martin Kendig, Robert Wilson, John Balsbach, and Michael Alleman. At this time, Lower Swatara has eight schools, all good and new houses except one, and that has been thoroughly repaired. Middletown, so called from its being located midway between Lancaster and Carlisle, is the oldest town in Dauphin county. It was laid out in 1755 by George Fisher. The site was that of an ancient Indian village, founded by the Susquehanna tribes. During the revolutionary war, a commissary department was established, and the small boats for General Sullivan's army were built, and his troops supplied with provisions and military stores for his expedition against the Six Nations. The elementary schools, 228 PUBLIC INSTRUCTION. [No. 8, it seems, were all of a private character. The first English school was taught by Mrs. Ward. Mr. Jacob Peeler, the first male teacher, was a nail-maker, and taught school during the winter months. The schools were supported by the parents and guardians of the pupils. The teacher had the whole management of the school - himself being law - teaching eight hours per day. Later, Reverend John F. Hay taught in an old log- house which stood where the Pine street school-house now stands. Reverend Hay was afterwards the founder of Cottage Hill Seminary, at York, Pennsylvania. When the school law of 1834 was passed, Middletown was among the first to adopt it. The first directors were Doctor Brown, John Croll, Christian Spayd, John Bomberger, E. J. Ramsey, and Peter Kob. Joseph Ross was appointed a delegate to represent the district in the joint meeting of the commissioners, at the court-house, in Harrisburg, on the first Tuesday of November, of that year. The delegate was instructed to vote for the laying of a tax for the support of the common schools. There was very little opposition to the school law of 1834. Among the most active in its favor were General Simon Cameron, Henry Smith, George Smuller, Jahn Bomberger, and Martin Kendig; the latter represented the county in the Legislature, during the Buck-Shot war. Middletown was incorporated into a borough, February 19, 1829. Portsmouth, having been laid out in 1814, was consolidated with it, March 9, 1857, and now forms a very prominent part. Emaus Orphan School owes its establishment to the benevolent designs of George Frey. So far as we know, it was the first institution of the kind projected in this country. The bequest, for the endowment of the institution, was signed on the 12th of May, 1806. Some years previous to this, however, Mr. Frey had determined upon such an institution, and commenced its erection prior to his death; however, it was never completed. It was built of logs, supposed to have been thirty by forty feet, two stories, was roofed, but not enclosed. In this state it remained, until decay worked its ruin. The school is managed by six persons, viz: four trustees, one principal, and one tutor. After many years of expensive litigation, the house was built between Middletown and Portsmouth, in the year 1837, and moved to its present site, in 1874, and is devoted to the education of poor orphan children, and carefully trained in the doctrine of the Lutheran church. Instruction is given both in German and English. The charter has been so altered by the Legislature, as to permit the establishment of a literary and scientific department. At present it is under the tutorship of Mr. George A. Lauman, and principalship of Mr. William A. Croll. Upper Paxton, the third of the original districts, extended from Gratz to Millersburg, about eighteen miles, in what is now termed Lykens Valley, and from Richard's Gap to Halifax, about ten miles, in Armstrong Valley. The early settlers of Lykens Valley were principally Germans, and it was their custom of establishing a school-house with every church, which were all German Reformed and Lutheran. These schools were sup- Ex. Doc.] DAUPHIN COUNTY. 229 ported by the patrons; at a cost of fifty cents a month. The German language was taught exclusively, up to 1815 or 1816, in both valleys, when the English was introduced, and both languages were taught in the same school. The first school in Lykens Valley, was established two or three miles from Gratz, about one hundred yards from the old Hoffman church, in 1805, and at that time, and up to 1815, a wilderness of heavy pine timber and undergrowth, for miles along the old Valley road to Millersburg. The first teacher in this locality was Charles E. Muench, a thoroughly educated German. From 1812, and earlier, the schools were controlled by the settlers, and assisted by the ministers and best educated inhabitants of the valley. Orthography, reading, writing, and arithmetic were the only branches taught in all the country schools. The Bible and Psalter were the text-books in nearly all the German schools up to 1820. The Heidelburg and Lutheran catechisms were studied by the advanced pupils, and rehearsed once or twice a week. The first parochial school was organized in Berrysburg, nearly fifty years ago. The different organized churches owned small tracts of land, from ten to twenty acres, on which a schoolhouse was erected, all one-story, and some double; one part to be occupied by the teacher and family and the other as a school-room. About this time, the districts now called Mifflin, Washington, Lykens, Wiconisco, and Williams, had nine schools, a territory of one hundred and fifty square miles. All the schools were taught in private houses, except three, which were built by the citizens. The land, in some instances, was purchased for a few dollars, and some donated, but in either case only sufficient to erect the building. On a fixed day, they assembled at the place where the house was to be built, and some went to felling trees, others to hauling the logs, and the rest erected the house. In two or three days the house was finished. The furniture was made of pine or oak boards nailed against the wall; benches made of slabs, with pins two and a quarter feet from the floor, &c. Millersburg was connected with Upper Paxton, and laid out as a town in 1807. The first school, was taught in a log-cabin or fort, by Daniel Miller, the founder of the town. This fort was built about 1794, on the banks of the Wiconisco creek, as a place of safety from the surrounding Indians. The next house was built about 1812 or 1815, on Union street, and was taught by an educated German. This house was superseded by a poorly constructed brick-building, on the site where now stands the large and substantial brick-house, on Middle street, which continued in use until the citizens refused to send their children. In 1833, a select school was taught by Mrs. Susan Barringer, a lady of considerable culture, who established a good educational sentiment, and was succeeded by Mr. Samuel McGan, a man of scholastic abilities. About the year 1844 or 1845, the free school system was adopted, after being defeated twice, as the town and township were, at that time, one school district. The opposi- 230 PUBLIC INSTRUCTION. [No. 8, tion from the township was very great, but persistent perseverance overcame all the opposition. The most active school men in the early history of the town, were Jacob Seal, Esquire, Doctor Robert Auchmuty, David Link, Simon Wert, Adam Light, John Ebery, Benjamin Musser, and Mathias Freck. Millersburg was incorporated into a borough, April 8, 1850, and at this time has two first class houses, and five first class graded schools. Their high school is a model, and compares favorably with any in the county. Halifax, one of the oldest sub-districts of Upper Paxton, including Jackson, Jefferson, and Reed townships, also has a very interesting history concerning the early pioneers. We learn that a conference was held by Colonel W. Clapham, and an Iruquois chief, June 10, 1756, at which it was concluded to build a fort, and afterwards named by Governor Morris, Fort Halifax. Describing the early schools of this territory, would simply be a reiteration. The free schools were accepted in 1837. The most active men in its adoption were Judge Landis, Mr. Meetch, and others. Examinations of the teachers, were conducted by one or two of the trustees, but generally by a justice of the peace, appointed by the trustees, until the common school law was passed, April 1, 1834, and amended, May 8, 1854, so as to provide for the election of county superintendents. The first election, under the amended law, was held on the first Monday of June, 1854. S. D. Ingram was elected, and served for twelve consecutive years. He was succeeded by D. H. E. LaRoss, who was elected in 1866, and served two consecutive terms, when Mr. Ingram was appointed in 1872, and served until June 1, 1875. At the election, on the first Tuesday of May, 1875, Mr. LaRoss was again elected. County Institutes. The first institute was organized in Harrisburg the 17th of November, 1855, and held its sessions annually up to the present. These gatherings have contributed largely to the improvement of the teachers, and in elevating public opinion on educational interests, and are undeniably the most available means for the accomplishment of qualifying teachers, who cannot attend our normal schools, for their arduous and important duties. District institutes were also organized about the same year. Middletown has the honor of having the first held in the county. Dauphin county is now, 1877, composed of 22 townships and 9 boroughs. Whole number of schools, 215 1/2. Average number of months taught, 6.70. Number of male teachers, 185. Number of female teachers, 28. Average salaries - males, per month, $39 87; females, $34 56. Number of pupils - males, 8,485; females, 7,697. Average number attending school, 10,633. Average percentage of attendance, 70. Cost per month, 87 cents. Number of mills levied for school purposes, 5.45; for building purposes, 3.67. Total amount levied for school and building purposes, $153,918 22. State appropriation, $16,330 60. Received from taxes and Ex. Doc.] DAUPHIN COUNTY. 231 all other sources, except State appropriation, $193,476 16. Total receipts, $209,806 72. Expenditures - cost of school-houses, building, purchasing, repairing, &c., $41,255 89; paid for teachers' wages, $97,354 84; fuel and all other expenses, $63,012 64. Total expenditures, $201,623 27. Resources, $9,082 64. Liabilities, $119,809 26. Number of square feet of blackboard surface, 34,358. Boroughs. We have in all our boroughs, at this time, good and substantial houses, and, in the main, good schools, well furnished and graded. Lykens, Middletown, and Hummelstown have their high school-rooms supplied with organs, the walls decorated with chromos, maps, charts, &c.; floor laid with matting or carpet, truly making the school-room, as it should be, attractive, and as much like home as possible. The Berrysburg high school-room is being remodeled, and no doubt will compare favorably with the above, as it does now in active work in the school-room. The pupils of Middletown high school are graduated. This was passed by the board in 1876, and is found to be one of the best features of the system. They have established a course of instruction, and those who complete it present themselves before an examining committee, consisting of the county superintendent, principal of the school, and the clergymen of the town. This committee certifies to the knowledge of the pupil applying for a diploma, which is signed by the committee of examiners and board of directors. Many of the citizens regarded this as a premature step, but the first commencement exercises dispelled all opposition to the expense occasioned to have it established, and now they look forward to commencement day with much pleasure. The educational interest in this place is steadily advancing, because the people are becoming more interested. Rural Districts. We have seventy-eight first-class houses and schools, corresponding favorably with each other. Moral Instruction. The scriptures are read as an opening exercise in every school, except a few. Many of the schools are opened by reading and prayer. Moral instruction is also imparted in many other ways, as opportunity presents. A majority of the teachers are persons of excellent moral character. As the school derives its prevailing spirit chiefly from that of the teacher, and as this spirit is various, the tone of the school will be either high or low, energetic, intellectual, or moral, according to the source from whence the government emanates, modified in a degree by the class of society to which his pupils belong. Libraries and Literary Societies. The Lykens Harmonic and Literary Association, was organized in the public school-building, on North street, January 12, 1872. Mr. E. C. Hanna, 232 PUBLIC INSTRUCTION. [No. 8, its first president. The meetings are held weekly. The exercises consist of select-reading, discussions, essays, and referred questions, &c. The business of the association is transacted by a board of managers, which is elected annually. Soon after the organization, a library was instituted, and at this time, numbers over four hundred volumes; supported by monthly dues of ten cents. Many valuable works have been donated to the library by the friends of education. Millersburg Literary Society, was organized in 1876, and is in successful operation, being patronized, and actively participated in by many of the best and most prominent men of the town. Hummelstown Library Association, was organized on the 10th of August, 1863, embracing about five hundred volumes of the most useful, choice, and attractive literature. Daniel S. Early was the first president. Williamstown Literary Society, was organized in 1876. Composed of twenty-four members. Meet once a week. Exercises consist of discussions, essays, select readings, &c. Berrysburg Library Association, was organized in 1863; numbering about five hundred volumes of the best literary works of the day. Mr. Seibert, of Linglestown, has probably the best individual mineral cabinet in the county, comprising over one thousand specimens; such as onyx geode, valued at $2,000 per ton, silver ores, free gold quartz, iron and copper pyrites, feld spar and kryolite, from Greenland; petrified fishes, bones, wood, stone, &c. In conclusion, I desire to express my thanks to Daniel Muench, Isaac W. Hoffman, Cyrus Shenk, Doctor J. Ringland, and others, for their valuable information. We also feel it an imperative duty, as well as a privilege, to give God our heartful thanks, for the facilities of an intellectual and moral growth, and for the achievements wrought out for us through perils of bloodshed, on our battle fields, stern energy and christian integrity, manifested by our ancestors, in planting a sure foundation for the preservation of freedom and happiness, and the firm unflinching crusade against ignorance, establishing and improving the law for educating the masses, and through them giving us, as their posterity, the great blessing to enjoy a free country, a free church, a free vote, and a free school. ~~~~~ Ex. Doc.] HARRISBURG. 715 HARRISBURG. D. S. Burns. Harrisburg was laid out as a town, in 1785, and erected into a borough in 1791. The State Constitution of 1790 required that the Legislature should provide by law for the establishment of schools throughout the Commonwealth, that the poor might be taught gratis, and also that the arts and sciences should be promoted in one or more seminaries of learning. In pursuance of this clause, a general provision of law was made, in 1809, directing that all poor children should be enrolled, and permitted to attend school, if they wished, and the expense of their tuition was to be paid by the county. To what extent the people of the borough, at this early day, availed themselves of this provision is not known at present, but it is fair to presume that the distinction between pay scholars and paupers made the system as odious here as it was every where else. From memoranda, kindly furnished by Doctor William H. Egle, of this city, I get the following data: In 1795, James Ross opened a school to teach Latin and Greek; afterward, being offered two pistareens and a five-penny bit more somewhere in Franklin county, he left for the latter place. In same year, Anthony Seyfert opened an evening school in the public school-house. The pupils, subsequently, held an exhibition, to a crowded audience, in the court-house, producing the farce of "The Padlock," and the Mayor of Garrett," with great success 716 PUBLIC INSTRUCTION. [No. 8, In 1796, Stephen Johnson and Richard Dougherty opened schools, the latter advertised as having "European and American experience." John McCan also opened a school, in which the usual elementary branches were taught, including Latin. In 1801, John Cogley opened a school in River alley, between Walnut and Locust. In 1802, Lewis Kreider, interpreter of German and English languages, conveyancer and accomptant, at his dwelling, on Walnut street, between Second and Front, opened a day and night school, and in March, 1803, an examination of the school was announced, and on the following evening, orations were to be delivered in different languages. In 1814, Charles De Haas opened a military academy, opposite the Statehouse. In 1817, Mrs. Anthony opened a day and boarding school, on Front street, near Mulberry. In 1818, John Robertson opened a select academy, in the Methodist meeting-house, in Pine street. Following in order is a list of schools, of all grades and kinds, extending from 1822 to 1829, of which no records are left, except the names of teachers, viz: H. Buckley, Peter Brickman, Mrs. Campbell and Miss Sweeney, Sarah Armstrong, (academy for ladies,) Mr. Cummings, James Maginness, I. D. Rupp, Miss Ross, and Reverend J. Reynolds, rector of St. Stephen's Church. A plan for a system of education, remarkable, mainly, for being so many years in advance of any practical attempt at the present system, was presented, in a formal letter to Governor Mifflin, in 1796, by John Downey, who came to Harrisburg in the first decade of its history, and started a grammar school, which he taught for several years. He was, also, justice of the peace, town clerk, member of the Pennsylvania Assembly, and held many other offices of honor and emolument, to the entire acceptability of his fellow-citizens. From this letter, hitherto unpublished, and containing suggestions upon many other topics, I extract the substance of his views on education. He says: "From this source, (the want of intellectual culture,) finesse, hypocrisy, and property already begin to overbalance talents and virtue; and society is again threatened with the return of superstition and tyranny - from whose baneful influence we thought we had got free. This pestiferous malady I would trace to a radical defect in our Constitutions, with whose vital essence an universal system of education ought to have been interwoven, which might safely leave the speculative doctrines of religion to the zeal of its numerously varying sectaries, and embrace only those subjects connected with man's interests and happiness as a member of civil society, and over which, alone, society has any control." As an outline of such a system, he proposes, "that the child be entertained with a simple history of such objects, as are daily presented to it, Ex. Doc.] HARRISBURG. 717 through the medium of the senses, and this impressed by such anecdotes as are calculated to awaken attention. From this history of external objects, it may rise to morals, and universal morality may be inculcated by such interesting examples of individual morality, as may fix the heart in the interests of humanity and virtue. The private interest and usefulness of the individual may now be attended to, by teaching him writing, arithmetic, book-keeping, mensuration, mathematics, and geography, together with his duties and importance to society, in consequence of this culture." His plan for carrying the above into effect, was as follows: "1. The elementary branches to be taught in two or more schools, in each township, supported by an annual tax upon property." "2. The more advanced parts of science in one school, in each township, and supported in the same manner." "3. More liberal science may be cultivated at an academy, erected in each county, which a very moderate assessment, throughout the county, will be sufficient to support." "4. Attendance upon these schools for a sufficient time, ought to be strictly enjoined under an adequate penalty." Admitting, that, perhaps, the public mind was not ripe for the reception of some such plan, he proposed a variety of means by which its acceptance might be hastened, and shows, all through a long letter, a mind many years ahead of its age. He died, in 1826, without being permitted to see any active steps taken to inaugurate the plan he had, a generation before, deemed necessary to the safety of the State. About the year 1809, the "Harrisburg Academy" was chartered by act of the Legislature, which granted, at the same time, the sum of $1,000, to purchase ground, whereon to erect a suitable building, and to purchase such scientific apparatus as was deemed necessary for a first-class academy. Subsequent grants from the Legislature, one of $1,000; and others of smaller sums, assisted in the erection of the first building, on Market street, which, however, was subsequently disposed of, and the property, in what was then called Maclaysburg, was obtained, upon which the present academy buildings were erected, in 1846. The entire financial career of the school, until late years, is said to have been one of struggles and embarrassments, ended at last in the possession of a valuable property, free from all incumbrances of debt. This school has done good work in the education of the past two generations, many of the most esteemed and intelligent of our citizens having been wholly, or in part, educated therein. A somewhat singular feature, in the management, has been that in the long list of teachers, only a few remained longer than a year or two - some not even so long. The veteran, Mr. Alfred Armstrong, had charge from 1831 to 1846, and has left the impress of his culture and scholarship upon a large portion of the citizens of Harrisburg. The present incumbent, Mr. Jacob F. Seiler, has had charge since 718 PUBLIC INSTRUCTION. [No. 8, 1860, and the unvarying prosperity the school has enjoyed, under his management, shows that it has been kept fully up to the educational demands of the times, and that it still enjoys the confidence of the worthiest and foremost of our citizens, many of whom, in years gone by, received there the preparation for their own admission to the foremost colleges of the country. Of the general management of the schools, which, at this early day, received the children of those whose parents could not pay for their education, comparatively little is known. From a late article in the Harrisburg Telegraph, by Mr. George B. Ayres, we learn that, in 1825, the assessor, John Capp, in furnishing his lists to the "school men of the borough," Frederick Kelker and William Ayres, informs them that there was considerable disagreement among parents, about the propriety of sending their children to the "poor schools." The average attendance, in all the schools, (eleven in number,) was eighty-three boys and sixty-two girls. These children were to be instructed "in the same manner as other children were taught," and for the sum of two cents per day. Yet, even this allowance - magnificent as it was - seems not to have been deemed, by some teachers, as sufficient compensation, for the article mentions one, Mr. Simon, who had the hardihood to ask for three cents. Public opinion, no doubt, frowned him down, as he is reported to have withdrawn from his "strike," and resumed work at the old established prices, two cents. Another, a Miss Maguire, appeals formally to the "school men:" "Please allow me two cents a day, for it is impossible for me to teach for $1 12 per quarter; "from which, we infer that two cents were not, by any means, "bottom prices." The bills for books and stationery enumerated "American Primer," "Popular Lessons," "Introduction to English Reader," "American Teacher's Assistant," spelling-book, Bible, paper, ink, and quills. A Mrs. Goldsmith proposed to teach upon the following terms: Boys, spelling and reading, at $1 25 per quarter. Boys, spelling, reading, and writing, $1 50 per quarter. Girls, spelling, reading, writing, and sewing, $1 50 per quarter. Or, without the writing, $1 25. In 1827, an act was passed authorizing the commissioners of Dauphin county to establish a public school in the borough of Harrisburg, the substance of which was as follows: 1. The commissioners were authorized to build or procure a suitable building, or to make use of any unoccupied part of the court-house, and to furnish the same for the education of the children, directed to be taught at the public expense. 2. They were required to direct that all the children, educated at the public expense, who resided in Harrisburg, or within one mile thereof, should attend a school established by their direction,, which was to be taught and conducted on the principles of Lancaster's system, in its most approved state. Ex. Doc.] HARRISBURG. 719 3. The court of common pleas of Dauphin county was to appoint, annually, nine respectable citizens of the borough, who were to constitute a committee of examination, both of teacher and school. 4. They were authorized to admit, also, children whose parents were able to pay for tuition, charging such sum as might be agreed upon between the parties, proceeds to be applied to support of said school, after the establishment of which, no tuition was to be paid by the county for children residing within said territory, other than that paid for the support of this school. The first teacher was a Mr. Jenks, whose salary, for the first year, was $550; second year, $800. The number of pupils, at this time, was upwards of three hundred. The amount of tuition promised to be paid by parents was about $250; the amount paid was about fifty dollars. On account of the increasing number of pupils, and the insufficiency of accommodations, the commissioners purchased a lot of ground, in Walnut street, and erected thereon, in 1828, the large brick-building, ever since known by the name of the "Lancasterian school-house," in which this method of instruction was carried on until, in consequence of the passage of the general school law, in 1834, the school was formally discontinued, and the building has, ever since the adoption of the school law, been occupied by the public schools, having been purchased, in 1849, from the county commissioners, by the board of directors of the North ward. The peculiar features and merits of this school are, no doubt, well remembered by many of our older citizens. The history of this system is, in brief, the following: In 1787, the Reverend Andrew Bell, a graduate of the Scottish University of St. Andrew's, having been appointed chaplain to the English garrison at Madras, and superintendent of a school for the education of the orphans of British soldiers, found so much difficulty in obtaining the assistance of competent teachers, that he tried the experiment of conducting the school with the assistance of the pupils themselves. So enthusiastic was he over the results of the method, that he is reported to have said: "It gives to the master the eyes of Argus, the arms of Briareus, and the wings of Mercury, and enables him to instruct as many pupils as any room will contain." But, in England, the system was not received with much favor, until it was taken up by Joseph Lancaster, who, by his enthusiasm and zeal, created so great a general interest in it, that his revenues, beginning with the humblest contributions of the poor of London, embraced gifts of land and money from noblemen of all ranks, and even from King George himself, who, after having received a personal account from him, of the work, expressed his emphatic approval of it, and hoped he would continue it, until every child in the kingdom should be able to read the Bible. Apart from some peculiarities with which the enthusiasm of its originators invested it, the chief feature of the system was, that the teacher was 720 PUBLIC INSTRUCTION. [NO. 8, assisted in the work of teaching, by his own pupils. The factitious popularity which the system enjoyed for some years, seems to have been due to the fact that both Bell and Lancaster were zealots, and its popularity was not at all diminished by an acrimonious controversy, between the two, as to the comparative merits of their individual views, in regard to the practical workings of the system. The estimation in which the system was subsequently held, may be inferred from its almost total discontinuance, which makes any opinion of its merits or demerits unnecessary in this sketch. In 1836, schools for boys were opened, under the present system, in the Lancasterian building. They were divided into three grades, the first taught by Mr. S. D. Ingram, who was afterward also principal of the girls' high school, in North ward, and, subsequently, served five terms as superintendent of the schools of Dauphin county. The second grade was taught by Joseph Allison, now president judge of court in Philadelphia. The third grade was presided over by "Pappy " Mitchell, whose eccentricities tradition will long remember and repeat. Schools for girls were opened about the same time, in West Walnut street building, since known as the "Falter House." From the adoption of the system, until 1865, the borough consisted of two school districts, Market street being the line of separation. The number of schools in each ward was about the same; but those of the South ward cannot be so well located, as, at this early period, it had no buildings specially erected for school purposes. There were, nominally, four grades of schools established at an early day, the highest of which were called high schools, of which there were four, one for each sex in each ward, and this gradation was continued, with slight modifications, until the final consolidation of the whole city into one school district, in 1869. The course of study comprised, of course, the branches required by law, together with as much of natural science and of the higher mathematics as was, in those days, usually taught in the average grade of the academies of the State. About 1840, our townsman, Captain J. M. Eyster, succeeded to the school vacated by Mr. Allison. He conceived the novel idea of making military drill and instruction a part of the school work, and the success of this feature was so great as to attract marked attention, not only of the community, but of the whole State. The effect of this discipline upon the character, amusements, and conduct of the boys, is said to have been marvelous. The dirty clothes, soiled hands, and books, resulting from playing marbles, &c., disappeared with these games, which were supplanted by the manlier exercises of the drill. Truancy and lateness were unknown. Five o'clock was the hour for morning drill, and all were on hand promptly at the minute, and as no one could be an officer, unless he was a member of the highest class in the school, the boys had an incentive to study, such as perhaps no other system could have furnished. Ex. Doc.] HARRISBURG. 721 The captain, with his boys, made visits to various parts of the State, and every where received the highest plaudits for the wonderful proficiency of their drill. An exhibition of their skill, in one of the theaters of Philadelphia, and elsewhere in the city, fairly took the town by storm, and they had receptions and entertainments, of which some of them now speak with more pride, than they do of the ovations that greeted them, a few years ago, on their return, with shattered battle-flags, from bloody fields of war. Pennsylvania Military, Scientific, and Literary Institute. In the early spring of 1845, Captain Alden Partridge came to Harrisburg, for the purpose of establishing a branch of the Norwich Military University, an institution of learning, established by the captain in the town of Norwich, Vermont, in 1820. The Legislature was in session when the captain came here, and that body gave him the privilege of the House of Representatives, to detail his modes of education, and the advantages to be derived by the establishment of a branch of his university, at the State Capital of Pennsylvania. Our citizens, generally, took a lively interest in Captain Partridge's proposition, as was manifested by the large attendance at a public meeting in the hall or the House, at which was explained, in detail, the entire working of the captain's system. Several prominent citizens made stirring addresses, urging cooperation in the work. A number of legislators, from different parts of the State, took a lively interest in the proposed military academy. We have heard it stated, that had Captain Partridge come to the capital earlier in the session, an appropriation might have been secured, of a sufficient amount, to hare firmly established a military academy here, under the State patronage, and to have been mainly controlled by it. However correct this opinion might have been, its fulfillment was never realized. The effort was afterward made in succeeding Legislatures, but the committee rooms were as far as they ever reached. Determined to depend on the citizens of Harrisburg, and vicinity, to aid him, Captain Partridge went to work with zeal and industry to carry out his project. He rented the large brick dwelling house, formerly the State Capital hotel, on the south-east corner of State and Second street, and made such alterations to it as to suit the purposes of school-rooms and dwelling. The location was a favorable one, the house being large, and in good condition, with ample yard attached. At that time, there were few houses north of State street, and the open lots, adjoining, furnished ample space for military drills and manoeuvres. Mr. Edwin Perkins, a gentleman who had previously been in the employ of Captain Partridge, at the Norwich University, with his family, took charge of the school building, the 1st of April, 1845. Mr. Perkins was a musician of much ability. He was instructor of music, and leader of the academy band. 46 SCHOOL REPORT. 722 PUBLIC INSTRUCTION. [No. 8, Captain Partridge's efforts were entirely successful at the start. In about two weeks, he secured between sixty and seventy pupils. The session of the first quarter commenced on the first Monday of April, the perfection of all the arrangements being so complete that everything at the start, worked as smooth as clock-work. The captain brought with him, as assistants in his work, his nephew, Charles Partridge, who took charge of the department of higher mathematics and classics; and Jabez C. Crooker, as instructor of the ordinary English branches, and assistant military instructor. These gentlemen were proficient in their respective departments, conducting them to the highest satisfaction of the patrons of the academy. After the institution was in thorough working order, Captain Partridge took his departure for Norwich, where most of his time was spent in conducting the parent institution. He visited Harrisburg, however, at stated intervals, remaining a few weeks, the while giving his personal attention to the minutest details at the academy. The pupils were required to conform strictly to the established regulations. Each one provided, at his own cost, a desk and chair, and they were located in the school-room, in such places as were designated by the instructor. The accoutrements and arms were furnished by the State authorities, the same as those used by the volunteer militia of the day. The discipline was rigidly maintained, it being especially strict in the military department. Roll-call and morning drill occurred at five, A.M. In default of attendance, extra duty was imposed, and this, sometimes, was very "unpleasant" for the boys. The military feature of the school, however, was its most attractive feature, at least to the scholars. Street parades were made every few days, and distant excursions, at least once every quarterly term. That to Columbia and Lancaster, were the most enjoyable in the recollection of scholars now living. A Sketch of Captain Partridge. Alden Partridge was born in Vermont, in the year 1785, and died in the town of Norwich, same State, in 1854. He came of revolutionary stock, his father, as well as a number of relatives, having served in the war of American independence. He entered the Military Academy of West Point, at the age of sixteen, and graduated, near the head of his class, in 1806. Shortly after graduating, he was appointed professor of mathematics, serving as such until 1810, when he was appointed captain in the Engineer corps of the United States army, in which he served two years. From 1812 to 1818, he was Superintendent of the West Point Military Academy. Retiring from this responsible position, he was assigned duty as principal or the exploring survey, under the fifth article of the Treaty of Ghent. After satisfactorily completing his labors, he resigned his army commission, and, in 1820, established a military academy at Norwich, Vermont, which, after- Ex. Doc.] HARRISBURG. 723 ward was incorporated as the Norwich University. He was president of this institution until his death. He founded military schools at Portsmouth, Virginia, Harrisburg, and Reading, Pennsylvania. In later life, he made a tour of the large cities, lecturing on military affairs. He was the author of a number of literary and scientific works. During a long and busy life, he devoted his best energies to the education of the youth of his country. However unsuccessful he might have been in the permanent establishment of some of his schools, enough of his good work has been left behind him to warrant us in saying that thousands are yet living who delight to honor his name, and drop a tribute to his memory. In the South ward, at this time, the boys' high school was taught by Mr. L. H. Gause, subsequently proprietor of the Harrisburg Institute for boys, and now principal of the Reily Street school of the city; the second grade was in charge of Mr. Jesse McKeever, at present superintendent of the house of refuge, in Philadelphia; the third grade, by a Mr. Shreiner. There were, then, about eight schools in this ward. The wards continued to be separate school districts until 1865 - the South ward refusing to consolidate with the North, on account of a considerable debt the latter had incurred in the purchase of property, and the erection of school-buildings. In this year, however, after much discussion and wrangling, and not a little ill-feeling, a consolidation was effected, so far as taxation and expenditures for school purposes were concerned, leaving each ward separate as to debts and property. Finally, by the passage of the new charter, and the extension of the city limits, in 1869, the whole city became, in all respects, one school district, with a board of twenty- five directors. In this year, also, the city superintendency was adopted, from which resulted a change in the gradation of the schools, making the grades as they are at present, viz: Primary, secondary, intermediate, grammar, and high schools. The growth of the public schools of the city may be estimated from the following table: # schools #teacher # pupils salaries, male salaries, female 1836, 11 21 957 $22 $19 1841, 19 19 986 28 19 1857, 24 24 976 40 25 1867, 47 47 3,421 57 35 1877, 78 96 5,053 67 45 The schools of the city now occupy twenty-one buildings, all but one of which are owned by the district. The total sitting capacity, is five thou- 724 PUBLIC INSTRUCTION. [No. 8, sand five hundred and fifty-five. They are all furnished with the best styles of furniture, and a fair amount of apparatus, and are, in all respects, keeping fairly apace with the demands of the times. The teachers are competent and faithful, and are doing their work to the entire satisfaction of the school authorities. In 1849, Mrs. Anna Le Conte, of Cheshire, Connecticut, began a girls' school, with about a dozen pupils, in a private house, on the river bank. After several removals, made necessary by the constantly increasing number of pupils, in 1854, the building, known as Shakspeare House, was rented, and thoroughly fitted up for a boarding and day school. Desks and school fixtures were procured from Boston, and all the then foremost appliances of a first-class ladies' seminary, were provided. The school soon numbered one hundred pupils, including thirty to forty boarders, from various parts of the State, and from other States. With a view of making the institution permanent, the school was incorporated by act of Legislature, with a board of trustees, whose influence, together with the interest of the citizens, generally, soon placed the school upon a permanent and substantial footing. The English course of study was thorough and extended. Music and French were prominent features of the course - the latter taught by native teachers. Latin, German, and Italian were also taught, as well as painting and drawing. During Mrs. Le Conte's connection with the school, upwards of five hundred young ladies were educated, in part, or graduated in the institution. But she having retired from the school in 1858, the charge of it was assumed by Mrs. Dixon, of this city, under whose management it maintained, for as many years more, the high degree of popularity and usefulness it had already acquired. In 1853, the "Pennsylvania Female College," was incorporated by the Legislature, and endowed with the rights and privileges of like institutions throughout the Commonwealth. It was governed by a board of twenty-four trustees, of which the Governor of the State was ex- officio president. The collegiate department embraced a three years' course of study, and those who passed the full course were graduated, and received a diploma, as is customary in such institutions. The college was held in the building on South Front street, formerly known as the "Harris Mansion," now the residence of the Honorable Simon Cameron. The prosperous career of the college was terminated by the untimely death of the president, Reverend Beverly R. Waugh, in 1861. In 1865, Professor L. H. Gause opened a private school, called the "Harrisburg Institute," which consisted of a primary and a grammar department, for the teacher of the former of which, he secured the services of Miss Stowell, a trained object teacher, and a graduate of the normal school, at Oswego, New York. The school was eminently successful, being patronized by many of the most prominent and substantial citizens, Ex. Doc.] HARRISBURG. 725 and was continued for ten years, when Mr. Cause closed it, to take charge of the Reily Street public school, already referred to. In 1867, a private school, for young ladies, was opened by Miss A. Y. Woodward, who had, for a number of years, been principal of the North ward girls' high school, which position she filled with unusual ability and success, many of the most successful teachers of the public schools of the city having received under her their scholastic and professional training. The school, having undergone the changes of locality, which growing schools always find necessary, has, for the last few years, been located at corner of Second and Locust streets, where it has done, and is now doing, the best kind of educational work the times demand, as to style, quantity, and quality. The corps of teachers is large and able, and while the branches called "ornamental" receive such attention as individual taste or talent may make needful, the substantial work, which is always regarded the sub-stratum of a sound education, receives its full share of attention. The patronage of the school, is the best evidence of the appreciation in which it is held by the community, for whose accommodation, mainly, it was undertaken. Prominent among the citizens of Harrisburg, connected with the free school system, was William Ayres, who was born, in 1788, at Peter's mountain, and who fought his way to manhood and to prominence, without any aid of the learning acquired at schools. He was, what we are accustomed to call, a self-educated and a self-made man. An attorney at Harrisburg, he was elected representative for Dauphin county, in the years 1833-4-5, and here he brought his indomitable faith and tireless energy to the assistance of Thaddeus Stevens, in his great free school project. To-day, it seems natural enough to advocate and support public schools. Indeed, it would require a hardihood, that few men possess, openly to oppose them. But in those days, the education of the people, by the people, was dimly seen by few, and faintly announced by fewer, and we are hardly able, at this day, to form a fair estimate of the moral courage that could stand up, fearlessly, for a principle that had so few defenders, and so many a bitter foe. Well as he is remembered, as a public-spirited citizen, the projector and promoter of most of the improvements of the borough, his fame, as a friend of popular education, must long live in the memory of posterity, when local benefactions shall have been obliterated and forgotten. Among the directors, notable for public spirit and long terms of service, are the late Doctors J. H. Fader and C. Seiler, the former of which served upward of twenty years as director of the North ward schools, the latter, almost as many years in the South ward; also Messrs. Hamilton Alricks, D. D. Boas, Jacob Houser, A. Boyd Hamilton, Charles Muench, W. H. Egle, John T. Wilson, Honorable Valentine Hummel, and others, some of whom the writer has reason to remember with feelings of gratitude, for acting on the royal principle, (when he first taught here,) that the teacher, like the king, can do no wrong. 726 PUBLIC INSTRUCTION. [No. 8, Of the teachers, some who began at the adoption of the public school system, are still living. Many more have finished their life work, and gone to their long account. Of those, within the writer's cognizance, not hitherto mentioned, are the late Oliver Edwards, afterwards mayor of the city; Major W. H. Eckels, United States Army; Doctor A. E. Eyster, Howard Gilbert, and others, perhaps, less known, yet not less useful, who have exchanged professions or worlds, and whose impress may be left upon many of those who walk our busy streets, unconscious of the influence of the teacher and the school of a generation ago.