History: Local: Chapter XXVI - Part I: Educational : Bean's 1884 History of Montgomery Co, PA Contributed for use in USGenWeb Archives by Susan Walters USGENWEB NOTICE: Printing this file by non-commercial individuals and libraries is encouraged, as long as all notices and submitter information is included. Any other use, including copying files to other sites requires permission from the submitters PRIOR to uploading to any other sites. We encourage links to the state and county table of contents. บบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบ BEAN'S HISTORY OF MONTGOMERY COUNTY, PENNSYLVANIA บบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบบ 392 (cont.) CHAPTER XXVI. Part I EDUCATIONAL. THE importance of educating the youth of the colony was the subject of early and continued solicitude upon the part of men charged with the administration of public affairs. The following provincial act was the first official step having reference to the establishment of public or common schools: "The Govener and the Provinciall Councill having taken into their serious consideration the great necessity there is of Scool-Masters for the instruction and sober education of Youth in the towne of Philadelphia, sent for Enoch Flower, an inhabitant of the said town, who for twenty year past hath been exercised in that care and imployment in England, to whom having communicated their minds, he embraced it upon these following terms: to learne to read English, 4s. by the Quarter; to learn to read and write, 6s. by the Quarter; to learne to read, write, and cast account, 8s the Quarter: for boarding a scholler, that is to say, dyet, washing. loding and sooling. tenn pounds for one whole year." The work of Enoch Flower was fruitful in results. Six years later, the 1689, the first grammer school was established by direction of Penn to Thomas Lloyd. This school was placed in charge of George Keith a 393 Quaker preacher of Scotch descent, who had accompanied Penn and Fox in their travels through Germany in 1677, and was hopeful and energetic in all things connected with the "Holy Experiment." The school was liberally patronized by those whose circumstances enabled them to pay the cost of tuition, while its doors were open and its privileges were freely extended to the children of indigent parents. The number of pupils soon made the appointment of an assistant necessary. Benjamin Makin was selected who subsequently succeeded Keith as principal. The salary of these early teachers was fifty pounds sterling per annum with dwelling house and schoolhouse provided and the "profits of the school for one year." If the teacher thought fit to stay longer and teach the children of the poor without charge, his salary was to be doubled for two years. [See NOTE 26-1.] This school was chartered February 12, 1698, by enterprising citizens, such as Samuel Carpenter, Anthony Morris, Edward Shippen, James Fox, David Lloyd, William Southby and John Jones, and adopted a characteristic seal, with an open book containing the Greek motto, [omitted] and the inscription, "Good Instruction is better than Riches." The building stood on Fourth Street, below Chestnut and this old Philadelphia High School had an enviable reputation for many years, numbering among its teachers, besides Keith and Makin, such men as D. J. Dove, Robert Proud, the historian William Janney, Jeremiah Todd, and Charles Thompson, the secretary of the Continental Congress. [See NOTE 26-2.] At the second Assembly of the province, which met in Philadelphia, March 10, 1683, the following law was enacted with reference to the education of children: "And to the end that the Poor as well as the Rich may be instructed in good and commendable learning, which is to be preferred before wealth, Be it enacted by the authority aforesaid. That all persons within the Province and territories thereof having children, and all the Guardians and Trustees of Orphans, shall cause such to be instructed in reading and writing, so that they may be able to read the Scripture and write by the time they attain to the age of twelve years, and that then they may be taught some useful trade or skill that ye Poor may work to live, and the Rich if they become poor, may not want, of which every county court may take care; and in case such Parents, Guardians or Overseers shall be found deficient in this respect, every such Parent, Guardian or Overseer shall pay for every such child five pounds, except there should appear an incapacitie of body or understanding to hinder it." Although this law did not refer especially to any particular county, yet we have deemed it proper to give it a place in this sketch, as it shows the concern that the early legislators of the province had in the rising generation, and also whence the courts derived their authority to require children in certain cases to be taught to read and write. In 1693 the Swedish colonists wrote to the government of Sweden for books. They wanted primers and different kinds of religious books. The King, Charles XI., graciously donated them the books desired and they received them in 1697. It is reasonable to suppose that whatever instruction the children received in those days was given them at their homes, either by their parents or by others. The time had not yet fully come for the establishment of schools and for the building of schoolhouses in the district. Legislative sanction seems to have been freely given to establish [NOTE 26-1.] There were notable schoolteachers at work in the province many years prior to the labors of Enoch Flower. In the year 1670 one Edmund Draufton, near Bensalem, subsequently Bucks County brought suit "for the recovery of two hundred guilders for teaching the children of Duncan Williamson to read the Bible." The teacher recovered. -Report of W. W. Woodruff, Bucks Co. Supt. Public Schools, 1877. [FINIS NOTE 26-1.] [NOTE 26-2.] "PETITION. Upon reading the petion of Sam'l Carpenter, Edward Shippen, Anthony Morris, James Fox & David Lloyd, William Southbee & John Jones, in these words, viz: To the Governor & Council of the province of pennsilvania, & territories yrof [thereof], sitting att philadelphia, the tenth day of the 12th mo., Anno domi, 1697-8. The Humble petion of Sam'l Carpenter, Edward Shippen, Anthony Morris, James ffox, david Lloyd, William Southbee & John Jones, in the behalf of themselves & the rest of the people called Quakers, who are members of the monethly meetting, holden & keept att the new meetinghouse, lately built upon a piece of ground fronting the High- street, in Philadelphia aforesaid, obtained of the present Governor by the said people, Sheweth: That it hath been & is much desired by MANY, That a School be set up & upheld in this town of philadelphia, where poor children maybe freely maintained, taught and educated in good Literature, untill they are fit to be put out apprentices, or Capable to be masters or ushers in the add school. "And for as much as by the Laws & Constitutions of this government, It is provided & enacted That the Governor and Council shall erect & order all publick schooles, & encourage & reward the authors of usefull sciences & Laudable inventions, in the said province and Territories, Therefore, may it please the Governor & Council, to ordain and establish that at the said town of philadelphia a publick schoole may be founded, where all children and servants, male & female, whois parents, guardians & masters be willing to subject to the rules & orders of the said schoole, shall from time to time, with the approbacon of the overseers thereof for the time being, be received or admitted, taught and Instructed; The rich at reasonable rates, and the poor to be maintained & schooled for nothing. And to that end a meet & convenient house or Houses, buildings & rooms, may be erected for the keeping of the said schoole, & for the entertainient & abode of such & so many masters, ushers, mistrisses & poor children, as by the order & direction of the said monthly meeting shall be Limited & appointed from time to time. And also, that the members of the aforesaid meeting for the time being, may, at ye respective monethly meetings, from time to time make choice of & admitt such and so manie persons as they shall think fit, to be overseers, masters, ushers, mistrisses & poor children of ye sd school, and the same persons, or anie of ym, to remove and displace, as often as the said meeting shall see, occasion. And that the overseers and schools aforesaid, may forever stand & be established & founded in name & in deed, a Body politick and Corporate, To Have Continuance for ever, by the name of The Overseers of the publick schools founded in Philadelphia, at ye request, cost & charges of the people of God called Quakers. And that they, the said overseers, may have perpetual succession and by that name they & their Successors may forever have, hold & enjoy, till the Lands, Tenements & chattells, & receive & take all gifts & Legacies as shall be given, granted or devised for the use & maintainance of ye said school & poor schollars, without any farther or other License or authoritie from this govermuent in that behalf; Saving unto the Chief proprietor His Quitrents out of ye sd Lands. And that the said Overdoers, by the same name, shall & may, with Consent of the said meetting, have power & capacitie to demise & grant, by writting, under their hands & Common seal, any of the sd Lands & tenements, & to take & purchass any other Lands, tenements or Hereditaments, for the best use & advantage of the said schoole. And to prescribe such Rules and ordinances for the good order & governmt of the same schoole, & of the masters, ushers, mistrisses, and poor children successively, & for their & every of their stipends & allowances, as to the members of the said monethly meetting for the time being, or the major part of ym, shall seem meet; with power also to sue and be sued, and to do, perform & execute all & every other lawfull act & thing, good and profitable for the said schoole, in as full & ample manner as any other body politick or Corporate, more perfectly found and Incorporated, may doe. "The Governor and Council doe grant this petition as is desired." [FINIS NOTE 26-2.] 394 common schools throughout the colony, and in every Constitution adopted by the State from 1776 down to 1874 [See NOTE 26-3.] the subject of education has been considered paramount to the best interests of the commonwealth. The common schools of the colonial era were those established in connection with the church or meetinghouse, and sometimes in the family as private schools. [See NOTE 26-4.] It would be doing violence to the truth of history to assume that our early settlers were indifferent to the necessity of elementary education. The church and the schoolhouse were generally built side by side, and the preacher was often the teacher. The parochial schools of the English Church, later the Protestant Episcopal, were important factors in society. The private schools maintained by the Society of Friends were taught by persons of exemplary character and in many instances of eminent ability. Among the eleven thousand two hundred and ninety-four Germans who reached London in 1709, on their way to this country, there were eighteen schoolmasters, and these teachers were all associated with the religious societies to which these migratory people belonged. In many instances the teacher was also sub-preacher, and had ministerial powers delegated to him; as, for instance, the catechists were men who catechised, read sermons and baptized children in cases of necessity in connection with their regular school duties. [See NOTE 26-5.] [NOTE 26-3.] Penn's frame of government provides that the Provincial Council shall erect and order all public schools. Constitution of 1776 provides that a school or schools shall be established in each county. Constitution of 1790 provides that the Legislature, as soon as may be, shall provide by law for the establishment of schools throughout the State in such manner that the poor may be taught gratis. Constitution of 1836 adopted the provision of 1790. "Constitution of 1874, Article X. -Sect1. The General Assembly shall provide for the maintenance and support of a thorough and efficient system of public schools, wherein all the children of this Common wealth above the age of six years may be educated, and shall appropriate at least one million dollars each year for that purpose. "Section 2. No money raised for the support of the public schools of the Commonwealth shall be appropriated to or used for the support of any sectarian school. "Section 3. Women twenty-one years of age and upwards shall be eligible to any office of control or management under the school laws of this State." [See NOTE 26-4.] Among the latest of the family schools in Montgomery County was that maintained in the residence of the late Thomas Hopkins, in Upper Providence township, in 1851-52. This school was taught by Elizabeth Garrett, Elizabeth Yerkes and Ann E. Casselberry, nee Heebner. [FINIS NOTE 26-4.] [NOTE 26-5.] "ACT OF ASSEMBLY "Section I. It shall be the duty of the Commissioners of the several counties within this commonwealth annually to direct the Assessor of every township, ward and district to receive from the parents the names of all the children, between the ages of five and twelve years, who reside therein, and whose parents are unable to pay for their schooling; and the Commissioners, when they hold appeals, shall hear all persons who may apply for alterations or additions of names in the said list, and make all such alterations as to them shall appear just and reasonable, and agreeably to tile true intent and meaning of this act; and after adjustment they shall transmit a correct copy thereof to the respective Assessor, requiring him to inform the parents of the children therein contained that they are at liberty to send them to the most convenient school, free of expense; the said Assessor, for any neglect of the above duty, shall forfeit and pay the sum of five dollars, to be paid to the county treasury. "Section II. The Assessor shall send a list of the names of the children, aforesaid to the teachers of schools within his township, whose duty it shall be to teach all such children as may come to their schools in the same manner as other children are taught; and each teacher shall keep. a daybook, in which he shall enter the number of days each child entitled to the provisions of this act shall be taught, and he shall also enter in said book the amount of all the stationery furnished for the use of said child, from which book he shall make out his account against the county oil oath or affirmation, agreeably to the usual rates of charging for tuition in the said school, subject to the examination and revision of the trustees of the school, where there are any, but where there are no trustees, to three reputable subscribers to the school; which account, after being so examined or revised, he shall present to the county Commissioners, who, if they approve thereof, shall draw their order on the county treasurer for the amount, which he is hereby authorized and directed to pay out of any moneys in the treasury." -Act of April 4, 1809. The schools were located and managed in the following way: The cost of building the school-house was met by voluntary contributions. Whenever a neighborhood felt the need of a schoolhouse one was erected at some point convenient to those who contributed towards its erection. The patrons selected trustees whose duty it was to take charge of the school property and to select a teacher for the school. If the teacher chosen by the trustees could secure pupils enough to warrant him in opening the school, he would do so; if not, he would seek a school elsewhere. The teacher was paid by those who sent pupils to his school. The rate was two dollars per quarter, or three cents per day for each pupil. Those who could not pay received instruction at the cost of the county, according to the act of 1809. The outfit of a pupil cost about one dollar, and consisted of an English Reader or a New Testament, a Comly's or Byerly's Spelling-Book, a Pike's or Rose's Arithmetic, a slate and pencil, six sheets of foolscap paper stitched together, a small ink bottle in a broad cork stand, and a goose quill. Teachers who then taught have informed me that their own schools were in a miserable condition, and that today such schools as then existed would not be tolerated in the worst managed school district in the county. Said one of them to me, "We had no furniture, no apparatus, no suitable text-books, no classification, -nothing. We could do but little else than mend quills and make out bills for tuition of poor children to present to the county commissioners, who docked us so unmercifully that we were forced to add a large percentage to the correct amount so as to secure what was justly due to us." The schools were called "pauper schools," and were despised by the rich and shunned by the poor. The children whose schooling was paid for by county were classified as poor scholars or county scholars. Thus the law created an unpleasant feeling of caste in the school and in the community. Many a parent who was unable to pay for the education of his children would keep them from school rather than say to the township assessor, "put us on the poor list." Many a poor child refused to go to school because of the taunt, "Oh! you're a county scholar." We know a respectable male, one who has filled some responsible official positions, who is even today taunted with reminders of the fact that he received his early education at the expense of the county, in one of those pauper schools." -"School Reports, 1877. The following pen picture of our German ancestry on the Perkiomen is alike quaint and truthful: "The earliest settlers upon their arrival here were not dilatory In the establishment of schools for their children, and in any locality where a sufficient number of families lived near enough to each other to render a school necessary, all would assemble at some central point armed with axes, handpikes, mauls, and wedges to erect a school-lhouse, and while some felled trees others notched the lop and put them In their place, and still others split clapboards or shingles for the roof. Some sought out and hauled shapely stones for the fireplace, and some prepared the sticks and mud for the chimney. The building was about eighteen by twenty-two feet, of round logs, one story high, the cracks daubed with mortar, called "kat and clay"; a large log (the mantel) was placed across the building, four feet from the end well and five feet high, upon which the chimney was built of split sticks, the cracks and inside of which were daubed with tough mortar; the floor was made of split logs, hewed, called puncheons; the hearth was of stone about four feet wide and as long as the width of the fireplace; the back wall and the sides of the fireplace also of stone. At the end of the hearth a piece of mother earth was left without a floor to afford the writers a place to stick their goose 395 quills to make, them of uniform pliability. The height of the story was seven feet. There were three summer beams, on which split logs were, laid, face down and grooved together with mortar on the upper side; this was the loft or ceiling. The roof was made of clapboards, eaves-poles and weight- poles. There was one ledge door in the side, with wooden hinges and latch. The windows were the whole length of the side or end of the building; they were from eight to twelve inches high, with little posts set in about every foot on which oiled paper was pasted in lieu of glass. Furniture, writing- boards were laid on slanting wooden pegs even with the under edge of windows; a hewed slab bench (no back) of suitable height for the writers; lower still, seats, without backs, for the spellers and readers; a short slanting board in one corner, near the end of the hearth, was the teacher's desk. Such was the house and such the furniture. The houses, for many years, were so little different from this one that it would be useless to describe another. These primitive schools were also used as places of worship. In the vicinity where anyone led as preacher, by virtue of his calling he was, expected to assume the position of Schullmeister [See NOTE 26-6.] over the rising generation." The branches taught were reading, spelling, penmanship and arithmetic. There was no classification, except, perhaps, in orthography and reading, and often it was not classification as to qualification, but as to size. No matter how many were learning the alphabet, each was in a class by himself, came up, named the letters from A to Izzard," went to his seat, was followed by another, and so on till the last. In arithmetic there were as many classes as there were pupils studying that branch. The teacher assisted such pupils as needed help, even while a class was reciting in spelling or reading. Afterwards an improvement was made on that plan, and at a certain time in the forenoon and afternoon the teacher would pass around among the arithmeticians and solve problems for them. In a large school, with about twenty in arithmetic, each studying in a different part of the book, or in a different book, with problems pretty hard, it sometimes would take from one to two hours to get around. Of course the little fellows were busy during that time, especially when the teacher was particularly interested in some difficult problem in Pike, Gough or the Western Calculator; but woe to the unlucky fellow who was caught being busy at anything else than learning his spelling-lesson or looking steadily at his letters! If it took the teacher till noon to get through with this process the spellers and reader, would get their forenoon's lesson in the afternoon, unless, perchance, there were many hard questions in the afternoon, in which case they were almost sure to get them the next day. There was no special time for any recitation except the last one in the evening, which was usually a Testaments in which the whole school took part. The Old and New Testament constituted the reading books. Saturday was devoted to spelling, committing and reciting arithmetical tables, and reciting from the catechism. The teachers were usually employed by the year, salary raised by subscription of from four to six dollars per scholar, and generally not fewer than twenty-five scholars, the teacher "boarding round." The following act of Assembly, approved March 19, 1810, illustrates the sense of the public mind upon the subject of educating the poorest claw of persons then known among them: [See NOTE 26-7.] [NOTE 26-6.] The parochial school had opened its doors aside of and simultaneously with the gate of the church in every pioneer congregation of the Germanic denominations Reformed, Lutheran, Mennonite and Schwenkfelders. For a full century, too, had the establishment been presided over by Schulmeister and Vorsinger, who stood as pastor's adjunct in the estimation of the people. Under him the offspring of Christian families read the Plainer and Bible studied the Catechism and learned to sing the hymns and chants of the church. We may mention a Bilbighaus, of Old Goschenhoppen, who subsequently ascended the pulpit and died an honored minister of the Reformed Church; a Gerhart, who stood in such a relation to New Goschenhoppen over forty years; and a Beysher, who became more closely identified with the New Goschenhoppen Lutheran congregation than perhaps any of its pastors, Alas! The perochial School gradually grew weak in consequence of the rise of "select" schools, which seemed necessary from the more thickly settling of the country. The English language invaded the territory, too, and caused the German to fade out, slowly, indeed, at first, but yet surely. About the year 1835, the free-school system had been adopted over the entire district, and front a combination of circumstances; the church closed its doors. The children and youths of the neighborhood had consequently been left without religious instruction, except catch as might have been doled out in Christian families. It is not strange, then, that Pastor Daniel Weiser felt long and deeply over the necessity of gathering, flocking and feeding the lambs of his charge. His heart yearned for the Sunday school, which he knew to be growing within the bosom of every live congregation elsewhere, but a high and stubborn wall of prejudice confronted his contemplated movement. In order not to have the prospect of ultimately gaining his end entirely spoiled it was necessary to be "wise as a serpent and harmless as a dove. A fortnightly afternoon "children's service " was accordingly introduced at New Goschenhoppen and Great Swamp during the fall of 1839. This service met a felt want and created a desire for better things. The Sunday school followed in the spring of 1840 the wise pastor soon rallied stalwart friends around the school, both in and out of the congregation, who gladly spoke good words and lent diligent hands. But the masses went home and man against the innovation. The minister of neighboring churches stood aloof. Changes were sting on Fanaticism, "Jesuitism," "Methodism," "Stravlerei." For several years afterwards the opponents seemed never to tire singing and piping such party watchwords. Pastor Weiser was charged with being in league with the Pope, and selling out" the offspring of Protestant parentage at ten dollars a head! From another quarter the prophecy was uttered that the Methodists would swallow the congregation in ten years. A popular clergyman, now dead, declared that were it possible to erect a warning signal against Sunday-schools high enough for the masses of the whole community to discern it, he would gladly plant it. We distinctly remember one pleasant Sunday Afternoon Meeting a boy companion on our, way to Sunday school. We innocently invited him to accompany us. "Et nay!" said he, Ich geh net in die "Kaelver Schul" It may be that the reader silently wishes, we had ignored all this unpleasantness in these pages, or at least have extenuated it somewhat; but certainly the charge of exaggeration, Cannot be laid at our door. We set down naught in malice either Our only motive in resurrecting the fierce opposition cry against the founding of Sunday Schools it, this latitude forty years ago is to show to the over which the Christian nursery came to us, which is now regarded as an inseparable adjunct to every congregation of every denomination here, as well as elsewhere. Nor are these declarations made regardless of living witnesses, who, when challenge, cannot but render their testimony in confirmation, and even adopt the Queen of Sheba's words, spoken before King Solomon, that the half has not been told Weiser, "Monograph of New Goschenhoppen and Great Swamp Reformed Charge." [FINIS NOTE 26-6.] [NOTE 26-7.] To give a satisfactory history of the condition of schools and of education generally, extending back any considerable length of time, is a very difficult matter, for the reason that facts cannot be recalled with any degree of certainty by those who, on account of age, would be considered most able to give correct information upon this subject. Then, too, school records seem not to have been preserved with proper care. The remembrance of what occurred years ago becomes confused and contradictory, as related by different individuals. In such cases it is thought best to reject everything but what is known to be substantially correct or judge so to be. In 1805, or thereabouts, a certain John Bolton kept a school in Limerick Township in which scholars were taught 396 reading, writing, orthography, arithmetic and bookkeeping. I have in my possession a book containing the solution of questions in Dilworth's Arithmetic. This book dates 1806. That the study of arithmetic was not carried to any great extent may be judged from the fact that the father of the young man whose book had just been referred to, objected to his son "going further than the rule of three, because anything beyond that would make him good for nothing." But there was ambition even then, as now, the boy did go farther, possibly to the end of the book. The custom of "setting down sums" was adhered to on down to about 1840, or even later. The schools in the county prior to 1834 very seldom gave any attention to grammar, geography, mensuration and algebra. The writing of essays or compositions of any kind wall pretty generally neglected, excepting at it very few places in different parts of the county. In Perkiomen Township, an aged resident says, "when I was a boy, sixty years ago, we didn't have school sometimes for three years. Then a stranger would come along, and pretending to be a schoolmaster, he would start a school, and teach the lowest branches." Upper and Lower Providence, about 1827 and for several years after, had their schools open about three months during the year. This may be said, perhaps, in truth of many townships. The lowest branches only were taught. Prior to this, and back to the earliest settlements, the parochial schools were the prevailing system. Evidences of this system may still be seen. In many places in the county school-houses are seen close to the churches. Some of these are still used for school purposes. Others are itself in special purposes by the congregations. Then the schoolmaster resided in a part of the schoolhouse, or near by, and in addition to teaching led the singing and played the organ when there was one in divine worship. Prior to 1834 the following academies and private schools were in existence: One at Lumberville (Port Providence) in Upper Providence; one at Trappe, in Upper Providence; one at Hatboro' in Moreland; one at Conshohocken; one at Norristown; one in Sumneytown, in Marlborough. As far back as 1815 the languages; were taught at Norristown and Hatboro'. In 1831 Limerick Township had four schools; it now has fourteen. Then teachers were paid two dollars per scholar for a term of seventy-two days. The same may, be said of Upper Providence, and in all probability, of most of the schools in the County. -Prof. A. Rambo Supt. of Common Schools, Montg. Co. Report of 1877. [FINIS NOTE 26-7.] "That all masters and mistresses of German redemptioners who are minors and who shall arrive at the Port of Philadelphia after the passage of this Act, shall give to the said redemptioners six weeks schooling for every year of his or her term of servitude, and it shall be the duty of the Register of German passengers to insert the same fully in their indenture." While the fundamental law of the colony and commonwealth contained friendly provisions looking to a general system of primary training for the youth of the State, there seems to have been a disinclination upon the part of the popular branch of the law-making power to legislate upon the subject. Sherman Day, [See NOTE 26-8.] writing upon this subject, says, "The number of people who could neither read nor write had increased to an alarming extent, and Pennsylvanians became an object of ridicule to the people of other States, who had been more careful to provide a proper system of education." Patriotic and public-spirited men were cognizant of the loss and discredit certain to result from continued neglect to formulate, adopt and, enforce comprehensive and liberal system of common-school education. Like all other great reforms, emanating from the people, its accomplishment was preceded by many, years of agitation, during which men of eminent ability and eloquence espoused the cause. [See NOTE 26-9.] In the "Memoirs of the Governors of Pennsylvania", by W. C. Armor, it is said the most substantial and enduring merit of Governor Wolf was evinced in his advocacy of a system of popular education. James Buchanan, in a speech delivered previous to the election of the Governor, had said, "If ever the passion of envy could be excused, a man ambitious for true glory might almost be justified in envying the fame of that favored individual, whoever he may be, whom Providence intends to make the instrument in establishing common schools throughout this commonwealth. His task will be arduous. He will have many difficulties to encounter and many prejudices to overcome; but his fame will exceed that of the great Clinton in the same proportion that mind is superior to matter. Whilst the one has erected a frail memorial which, like everything human, must decay and perish, the other will raise a monument which shall flourish in immortal youth, and endure whilst the human soul shall continue to exist. Ages unborn and nations yet behind shall bless his memory." To George Wolf that honor was accorded and to him in all time to come can the citizens of Pennsylvania point with special pride when the inquirer shall seek to know by whose voice, and sturdy will that great born was championed and finally won. [See NOTE 26-10.] Agitation, the love of religious not less than civil liberty, and the belief that general intelligence among the masses was essential to preserve, their rights and [NOTE 26-8.] The State at length awaken her from her lethargy about the year 1833; the Legislature took the matter seriously in hand, and passed an act to establish a general system of educational, by common schools, approved by Governor George on the first of April, 1834. Sherman Day. "Hist. Penn." [FINIS NOTE 26-8.] [NOTE 26-9.] General Washington says: "Promote, then, an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it should be enlightened." Mr. Jefferson, in a letter to a citizen of Virginia says: "By far the most important bill in our code is that for diffusing knowledge among the people. No other sure foundation can be devised for the preservation of freedom and happiness. Make a crusade against ignorance and establish and improve the law for educating the common people; for without going into the monitory history of ancient world in all its quarters and all its periods, that of the soil on which we live and of its occupants, indigenous and emigrants, teaches the awful lesson that no nation is permitted to live in ignorance with impunity." Mr. Madison says: "Throughout the civilized world nations are courting the praise of fostering science and the useful arts, still are Opening their eyes to the principles and blessings of representative government. The American people owe it to themselves and to the cause of free government to prove by their establishments for the advancement and diffusion of knowledge that their political institutions, which are attracting observation from every quarter, are as favorable to the intellectual and moral improvement of man as they are conformable to his individual and social rights. What spectacle can be more edifying or more reasonable than that of liberty and learning, each leaning on the other for their mutual and spiritual support?" -F. R. Skunk, State Superintendent Common Schools. Report of 1840. [FINIS NOTE 26-9.] [See NOTE 26-10.] The Rev. John C. Clyde, A.M., of Northampton County in his "History of the Allen Township Presbyterian Church," related the following: Rev John Rosbrugh used to tell an anecdote connected with the history of the building of the academy, at Bath near Bath, which was as follows: He, with a number of young men, wanted the advantage of something better than a common-school education, and they took measures to build an academy by subscription. He called on a German who lived in the neighborhood by the name of George Wolf for aid; but Mr. Wolf refused saying, "Dis etication and dings make raskels." He refused at first but afterwards did help to build it. In the course of the conversation Mr. Rosbrugh told him that his sons George and Philp would have the advantage of an education, and that his favorite son George might become Governor sooner or later, to which he replied: "Vell den, when my George is Gobernor, he will be [can't read] times." The sequel of the matter was that George got his English education in the academy, and did become Governor of this state and one of the one of the most illustrious of the line. [FINIS NOTE 26-10.] 397 privileges hastened a departure from the old-time parochial or church schools. The change in the public mind was slowly effected, and many public men, whose zeal for the measure placed them in advance of public sentiment, were deemed "dangerously radical", and promptly retired to private life. Measures looking to a general system of common schools were introduced in the Legislature as early as 1820, but it was not until 1834, as we have seen, that a law was passed and approved by Governor Wolf. [See NOTE 26-11.] No act of the General Assembly, perhaps, ever met with a more violent and determined opposition than the Common School Law of 1834-35. The opposition was the most violent and persistent in the German districts, not only in our county, but also throughout the State. This hostility Was not inspired by a disinclination to support educational institution, but it was foreseen that the law would completely secularize the common schools of the land, and this was sincerely believed by many, and by a large proportion of the clergy and ministers of the gospel, to be inimical to the church, and hence to society. [See NOTE 26-12.] This parochial or unsectarian church-school system had grown up with these settlements. It had been in vogue for more than a hundred years; it had served a great and good purpose. Parents and pastors were unwilling to trust the training of children to those who were strangers to their religious creeds, and when it was proposed to supplant this time-honored system by that of the "common schools," as provided for in the law of 1834, the bitterest opposition was engendered. A writer [See NOTE 26-13.] upon this subject says: "He who regards the Pennsylvania Dutch, as they are erroneously called, as peremptorily opposed to education wrongs them, and shows his want of a just historical appreciation of their relation to the system of education and civilization. Civil and religious tyranny brought them upon western soil, where they were solemnly promised immunity against a recurrence of the same evil. With such convictions and under such promises made to them by Penn himself and his coadjuctors, they came and organized their little Germanic communities. It was not long, however, before they found themselves subject to English, laws, summoned before English courts convicted by English juries and sentenced in a language of which they knew not a syllable; in short they were coerced into English civilization. In the matter of religion only they enjoyed untrammeled freedom, and this was doubly dear to them because it was all that was left to them of what they had brought from the Fatherland. Now when the foundation-stone of their religious institutions was struck at by an attempt to establish a 'common school,' which must necessarily supplant their parochial schools, they had reason to apprehend danger to their church. "Hence the tenacity with which these German people hold on to the old system and the firm opposition which the new met with in many places when it was first introduced." The following summarized historical sketch of the period and circumstances incident to the acceptance of the act of 1834-35, furnished by Professor Abel Rambo while superintendent of public schools in Montgomery County, will serve to show the temper of the public mind and the difficulties that confronted the advocates of the new system: Whitpain. -The school law was put in operation after a meeting of the citizens, held May 26, 1836. Length of term, it is thought, was six months. Salary, twenty dollars per month. On the 2d of May 1837, a vote was had upon the continuing or rejecting of the system. Result, seventy for and fifty-nine against. May 1, 1838, a vote by the people was had to raise four hundred dollars additional to keep the schools open a longer time. There were fourteen votes in favor and fifty-nine against. Opposition on the part of some was very bitter. The last election to continue or reject the system was held March 19, 1841. The result was eighty-nine votes in favor and fifty-five against. This virtually ended the opposition to the free schools. The Central School has been located near the present site for nearly one hundred years. The Ellis School was first built in 1787 by the resi- [NOTE 26-11.] When the agitating divisions of the day shall have sunk into comparative insignificance, and names be only repeated in connection with some great act of public benefaction, those of George Wolf and Joseph Ritner will be classed by Pennsylvania among the noblest on her long list; the one for his early and manly advocacy, and the other for his well timed and determined support of the Free School. Nor will the patriotism of the Legislature be forgotten. The proud remembrance will be cherished that the sessions of 1835-36 and 1836-37, opposed as they were in all other points, agreed on the common ground of education, and only vied in the degree of benefit to be conferred. -Thos. H. Burrowes, Supt. Common Schools. [FINIS NOTE 26-11.] [NOTE 26-12.] The following is a protest issued by those opposed to the (establishment of common schools, which, in their opinion, would displace the parochial schools or those under the control of the various religious denominations, much to the detriment of the young: "To the Honorable Senate and House of Representatives of the Commonwealth of Pennsylvania in General Assembly met: The Petition humbly sheweth, Whereas the Subscribers have understood that them is now before the Legislature of this State a certain Bill which i6 proposed to be enacted into a Law, to provide for the Public Institution and Support of Schools they beg leave to make thereupon to the Legislature the following Representation and Petition: "They represent that it is, and has long been, a standing Order of the religious Denomination with which they are connected to consider the Instruction of youth as a part of their religious duty; that they accordingly have at this time a large number of Schools in the State of Pennsylvania established on this Plan, in which their children and youth are instructed in the principles of the Christian Religion, at the same time that they are taught those other necessary parts of Learning to which the attention of youth is generally called. They moreover represent that this connection between the religious and literary instruction of their youth is, in their estimation, a matter of so much importance that they cannot in conscience relinquish it, be the inconvenience of adhering to it what it way. If, therefore, the Legislature should pass a law to provide for schools at the general expense, the manifest consequence would be that the Subscribers would be obliged, while they support their own school from a sense of duty to contribute to the support of others in which they had no personal interest, and they in fact be tied or suffer a penalty for their religious principle, which is equally abhorrent to the plainest principles of Equity; and the spirit of our excellent constitution. The subscriber therefore, petition the Honorable Legislature that no Law be passed which shall inflict the hardship already set forth: but that in providing for the establishment of Schools, both now in all times to come, the law may soon be formed as to allow your Petitioner, to pursue their own method of instruction without inconvenience by introducing a section wherein it maybe enacted that when the number of families who by Law may be entitled to a school associate together, agreeably to our present order, and so associate and have established a School of which all the children of those families may have free access for instruction, and such families so associated agreeably to our order, shall receive the sum of assistance assigned by law to any other school or else that your Petitioner, and those who are similarly situated, may be exempted from all the influence of the Law which is proposed to be passed, and your Petitioner, as in duty bound, shall ever pray, &c." [FINIS NOTE 26-12.] [NOTE 26-13.] William H Kain, Supt. Public Schools, York Co., Pa. [FINIS NOTE 26-13.] 398 dents of Whitpain, Norriton and Plymouth. Sandy Hill School was built in 1796). The old-fashioned wood-stove, were used to heat the rooms, boys cutting the wood at noon. This can also be said of very many, if not all, of the townships. These old wood-stoves have almost entirely disappeared. There maybe two or three yet in use. Improved coal stoves -"Morning Glory," baseburner, anti-clinker, etc., and regular patent heaters -have taken their place. In this township, schools were kept open eight or ten months according to the popularity of the teacher. It is said that mensuration and surveying, along with the lower branches, were taught, but at what date does not appear. The first schoolmaster who resided in the district was the Rev. John Philip Boehm, who came to this country in 1720 from Worms, in Germany. A parochial school was taught in the school-house at Boehm's church, about 1776, by Nicholas Korndoffer. Frederick. The first board of directors in this township was organized on the 18th of June 1853. The length of term was three months; salary, $18.89. At that time there were four schools; now there are ten. Moreland. The free-school system in this township went into operation in 1845, two directors opposing. Next Year an attempt was made to elect directors opposed to the free school, but failed. Previous to the free schools instruction was given only in the lower branches. Marlborough. This township accepted the act in 1838, built school-houses and put the system in operation, and so continued up to 1842. The opposition then became so bitter that the free, schools were discontinued during 1842 and the subscription schools substituted. At this great dissatisfaction was manifested, as teachers had not a sufficient number of scholars to enable them to continue the schools during the term. Before the close of 1842 most of the opposition ceased, and the district was almost unanimous in its reacceptance. Previous to the acceptance schools were kept open five months. Reading, writing, orthography and arithmetic were taught, but that very imperfectly. Upper Providence. This township accepted the act about 1844. Prior to 1834, in most of the schools, the only branches taught were orthography, reading and arithmetic. At a late date, in a few schools, attention was given to grammar and geography; at one mensuration, algebra, and surveying. Salary at that time, previous to the acceptance, was from sixty to seventy dollars for a term of thirteen weeks. Limerick. This township accepted the act a few years later than Upper Providence. The primary branches only were taught. Term and pay about the same as township above-named. About 1820, no school afforded its scholars the opportunity to study geography, grammar, measuration and surveying. New Hanover. Common schools here went into operation in 1852. Some of the schools previously afforded their scholars the opportunity to study grammar and geography. In 1755 an English school was founded at Swamp, and scholars from surrounding country flocked to it to secure an English education. Pottsgrove. In early times the best schools were in Pottstown, Grosstown and at Crooked Hill. Worcester. In 1851 the first public school opened, and that under protest, by a board of directors appointed by the court, the elected directors refused to act. About this time a certain individual interested himself in belief of the good people of this, and other townships, including Perkiomen and Towamensing, promising if they would make up three hundred dollars he would go to Harrisburg, and use his influence to have a special law passed exempting these townships from the operation of the common-school act. The money was raised and the agent started on his mission The three hundred dollars failed to pass the desired exempting act. More money was demanded by the agent, but it was confidently surmised that the money already furnished was spent in a manner in nowise calculated to pass exempting acts . No money was sent. About the same time, there was another individual of quite a different character: one of the heaviest tax-payers, having no children to send to school, worked zealously in persuading the people to accept the act in good faith. 0pposition now began to grow fainter, as the advantages of the law became more manifest, until opposition entirely ceased and now there are no districts more in love with the free schools than these same townships. It might be mentioned yet that a short time after the passage of the free-school a legislator happening at a public school meeting in one of the above townships, was so set upon by the people; with such abusive language and violent threat, that he beat a hasty retreat; and all this because he voted for the passage of the act. Business men, too, were threatened with the loss of patronage if they would not oppose the free schools. But all this has changed, and scarcely a spark of opposition remains, excepting here and there, as self-interest or other like motives may urge. Salary first few years was twenty dollars per month of twenty-six days. Previous to this each scholar paid two dollars for seventy-two days. Montgomery. This common school in this township went into operation about 1840; whether with or without does not appear. Cheltenham. This township accepted the act March 16, 1838 by a vote of fifty-six to forty. In the beginning four hundred and fifty dollars were raised by tax to keep the schools open a part of the year only to introduce the system. A part was paid by subscription. Up to 1842 there was but one schoolhouse in the township. At this time six hundred and ninety dollars were appropriated to build new houses and repair the old one. Here again was resort was had subscription. Many children of this township 399 were sent across the lines to Springfield and Philadelphia schools their being four schools, quite convenient. They also sent a goodly number to a Friends' School in Abington, which at that time was considered quite a good school. The branches then taught in the common schools were only the ordinary or lower ones. There were then two schools kept in private families part of the time. Franconia. Here the act went into operation in 1851. Previous to the free schools the schools were kept open seventy-two days each year. The better qualified teachers kept them open five months. Lower Merion. This township was early and earnestly engaged in the effort to establish common schools in accordance with the requirements of the common-school act. On the 10th of August 1835, it was recommended by the proper authorities that two thousand six hundred and seventy-five dollars be raised by tax for the support of the schools. This was approved by a vote of the citizens; the school fund then was $3136.72. All necessary arrangements were then made by the directors to open the schools, which was done November 16, 1835. From the beginning Lower Merion has supplied her schools with books, paper and all else necessary for the advancement of the scholars in their varied studies. Under the old system the schools were kept open the greater part of the year, and with the usual branches of a good English education. Upper Hanover. Here, as in probably in nearly all the townships or territory now included within the limits of Montgomery County the parochial system was the prevailing order. Lutherans, German Reformed, Mennonites and Schwenckfeldians had their several schools. The Catholics had a school across the line, in Berks, and, like the Protestants, sent their children to their own school. The school-house in the southwestern part of the township was built on land presented by a Mr. Smith, the deeds reading after this manner: "for the use of such Lutherans and Calvinists as live in the vicinity and townships of Upper Hanover, Marlborough and Frederick." The first English school was established in the spring of 1835 in an old carpenter-shop. The following year it was taken into a new house, erected for that purpose. In this township, as in others, the teacher served in the capacity also of organist. Mention of one school may be here made, which may serve as a picture of others in other townships. The house is located it what is known as the Six-Cornered Church. Then, as now, teachers sometimes left their profession for other and more remunerative callings. One Of the earliest who "kept school" at this place was a certain Dominie Lange, a German, who, it is said, left teaching, and sought to clear the brain of his fellow citizens by vending the famous "Schneeberger Schnupftubach." His successor, a Mr. Beysher, held the position of teacher and organist forty- two years, scholars to the number of eighty coming, some of them, a distance of five miles. It is reported that scholars would arrive in the morning before dawn. Five recitations were given each pupil. Textbooks were "Das , A B C Buch," "Der Psalter," "Das Neue Testament," and at a later period, it is said, perhaps in sport, but more likely in truth, "Der Bauren Freud," a German newspaper of much influence. This faithful laborer closed his earthly career in his seventy-ninth year "coming to his grave in full age like a shock of corn cometh in his season." To name separately every township in the county and particularize according to the foregoing would make the report too lengthy. Some of the matter in hand is conflicting as to fact and date A good deal too, that transpired in the far past had better be left to rest in quiet as not subserving any good purpose. Whatever was urged in opposition then, doubtless, was so done with pure convictions of duty and right. A few thoughts and references in a general way may be allowed. That the opposition at first to the acceptance of the act was strong is evident from the fact that in joint convention with the county commissioners, at Norristown, all but one were opposed to the system, twenty-seven of the thirty-two districts being represented. But as men began to discuss the matter and look more closely into the advantages of a free-school system, the objections, one by one, yielded to a better sentiment. And now that one delegate among the twenty- seven, who stood alone in favor of the law, says, "It gives me great pleasure to have witnessed the change in sentiment that has been effected, and to see the attention that is now given to education ill all the districts of the county." In reviewing the history of the introduction of the common-school system, we are impressed not less with the wisdom of the law than with the administrative sagacity of the men and measures relied upon to secure adoption by those districts whose representative people were hostile to its provisions. The importance of the measure rose above party considerations, and was championed alike by Governors Wolf and Ritner from 1829 to 1838, as it has been since by every executive, no matter by what political party elected. Subsequent to 1836 the State appropriations were made to the school districts, and while the non-accepting districts could not avail themselves of the fund without levying a school tax to increase the amount under the provisions of the law, the amount as it increased year after year was still placed to the credit of such districts until it became a powerful aid in the hands of those friendly to the project to force the issue at elections held for the purpose of determining the question of "school" or "no school." The following table, taken front the report of Francis R. Shunk, then Secretary of State and superintendent of public schools under Governor David R. Porter, will be read with interest: 400 Douglas $1,521.20 Franconia 1,751.60 Frederick 1,936.00 Hatfield 1,487.20 Horsham 7,014.00 Limerick 2,465.20 Moreland 3,491.60 New Hanover 2,280.20 Perkiomen 2,288.20 Providence, Upper 3,121.00 Salford, Lower 1,745.00 Upper Dublin 2,532.40 Upper Hanover 2,323.60 Worcester 1,999.40 Here was the sum of $33,087.60 waiting to be handed over to fifteen school districts in Montgomery County. Surrounding and adjoining districts had accepted the law and the appropriations under it. The children of the rich and poor were enjoying new advantages, and the question why all districts should not permit the State to share the burden of educating their children became difficult to answer, especially since all had to contribute their share of State tax, from which the school appropriations were made to the district. In the year 1842 the county by districts was equally divided upon the question of accepting the provisions of the school law, as will be seen by the foregoing and following tables: DISTRICTS ACCEPTING, WITH NUMBER OF MONTHS TAUGHT. Abington not reported Cheltenham 9 months Guynedd 9 months Marlborough not reported Merion Lower 12 months Merion Upper 11 months Montgomery 6 months Norristown 12 months Norrition not reported Plymouth 8 months Pottstown 5 1/4 months Providence, Lower 5 1/4 months Springfield 4 months Whitpain 3 1/2 months Whitemarsh 7 months [NOTE. Upper Merion reported its schools open twelve months, 1838.] Slowly but surely prejudice yielded to the light of intelligence and by 1853 the last district accepted the inevitable, and Montgomery County placed herself before the country in an attitude that was long and ardently desired by her public-spirited citizens. A period of twenty years had elapsed since the passage of the law creating a common-school system; it was by 1854 an acknowledged institution, land measures were promptly inaugurated to promote its farther efficiency. By an act of Assembly, approved May 8, 1854, the school directors of the several counties of the State were required to select county superintendents, whose duties were carefully defined, among which were the examination of all teachers, periodical visitations to all the schools, and the making of annual reports to the State superintendent. Three years later, by a further act of Assembly approved April 18, 1857, the common-school system was made a separate department, and the office of State superintendent was created, the incumbent to be appointed by the Governor for the period of three years. The creation of the office of county superintendent was upon the recommendation of Governor William Bigler, and the establishment of common schools as a department in the public affairs of the commonwealth, with a State superintendent in charge, was largely the work of Governor James Pollock, who vied with his immediate predecessor in well concerted efforts to promote the educational interest of all classes. COUNTY INSTITUTES. -The earliest reference we find to the organization of teachers in the county is in 1845, in the first annual report of Hon. E. L. Acker, then superintendent of our public schools. As early as 1837 the importance of this subject was urged upon the teachers by the State superintendent in his annual report, as also the establishment of State institutions for training teachers. [NOTE. Report of Thomas H. Burrows, secretary of the commonwealth, 1837.] Mr. Acker says: "The teachers of the county during the past year it is believed, attended, as a general thing, very faithfully to their duties. There is a good feeling existing among, them and all seem to feel a greater interest in their vocation. During the year a county association has been organized and is now in successful operation. Several local associations have also been formed throughout the county. During the present year an effort will be made to establish them more generally. All these are indications that the schools are gradually assuming a very fair and healthful position in the county, and are making substantial progress. During the present year, up to June 1 1885, permanent certificates have been granted tot one hundred and two, provisional certificates to one hundred and ninety. There have also been granted, from the 1st of June up to the present time August 10th, permanent certificates to seven and provisional to forty-eight. The pioneers in this work of self-culture were persistent in their efforts, and the public opinion, which subsequently crystallized in a law [See NOTE 26-14.] for the sup [NOTE 26-14.] "CLXI. That the county superintendent of each county in the commonwealth is hereby required and authorized, once in each year, at such time and place as he or a properly authorized committee of teachers acting with him, may deem most convenient, to call upon and invite the teachers of the common-schools and other institutions of learning in his county to assemble together and organize themselves into a teachers' institute, to be devoted to the improvement of teachers in the sciences and arts of education, to continue in sessions at least five days, including a half-day for going and a half-day from the place of the meeting of the said institute, and to be presided over by the county superintendent or by some one designated by him, and be subject in its general management to his control. "CLXI. That each county superintendent, upon the assembling of the teachers' institute of his county, shall cause a roll of members to be prepared, which rolls shall be called at least twice every day during the session of the of the institute, and all absentees to be carefully marked, and from which, upon the presentation of a certificate at the close of the session of each annual institute, setting forth these facts and signed by the county superintendent, to the treasurer of the proper county, he is hereby authorized and required to pay immediately, out of any money in the county treasury not otherwise appropriated, to the county superintendent, one dollar for every three days spent by teachers of the county in attendance at the institution for that year, or as much of it as may be needed, such money to be expended by the county superintendent in procuring the service of lecturers and instructors for the institute, and in providing the necessary apparatus books, and stationary for carrying on its work: Provided, that the amount which may be drawn from the county treasury shall in no case be more than two hundred dollars, but may in all cases be sixty dollars, if it shall appear from the vouchers presented by the county superintendent to the county auditors, as required by the fourth section of this act, that this sum has been actually expended for the purpose herein specified: Provided further, That all boards of directors may allow the teachers in their employ the privileges of attending such institutes without making any deductions from their salaries, and that any teacher who absents himself from the institute of his county without a good reason may have him want of professional spirit and zeal indicated by a lower mark on his certificate in the practice of teaching than he would otherwise have received. "CLXII. That each county superintendent who may draw money from the county treasury for the purposes named in this act shall file his account of all expenditures under the act in the office of the county treasury, with vouchers for the same, which shall be examined by the auditors of the county in like manner as other county expenditures, and any misapplication of funds shall be punished in the same manner as collectors of State and county taxes for like offences are now punished. "CLXIII. That all county superintendents, upon the adjournment of the teachers held in their respective counties, are hereby required to report to the Superintendent of Common Schools the number of teachers in attendance, the names of the lecturers instructors who officiated, the subjects upon which the instruction was given and the degree, of popular interest awakened by the proceedings." -P. L. 1867, p. 5. [FINIS NOTE 26-14.] 401 port and encouragement of county institutes was largely due to their foresight and sagacity. Since the passage of the act of 1867, the county institute is a recognized and essential part of the common-school system. Its annual sessions are of rare professional interest and advantage to the teachers, and deservedly popular among the friends of education. They have been commended by all the past superintendents, among whom none have more practically epitomized their utility and popularity than Mr. R. F. Hoffecker in his annual report as county superintendent for the year 1882,- "The county institute was held at Norristown, beginning October 30, 1881, and continued five days. There was a larger attendance of teachers than at any previous meeting of the kind in the county, and much interest was manifested by both teachers and people in the proceedings. Hon. E. E. Higbee, State Superintendent of Public Instruction, was with us part of two days, and delivered an earnest address to an audience of not less than one thousand persons, among whom were many directors. The instructors from abroad -Professor E. V. De Graff, Professor A. N. Raub, Professor S. D. Hilman, Professor A. R. Byerly, Professor G. M. Phillips and Mrs. Anna Randall Diehl -elicited the closest attention, and their work is bearing fruit. Many of the teachers have adopted some of the methods pointed out to them, and are, teaching more successfully, than ever before. Teachers seem to feel the importance of teachers meeting and listening to and learning from eminent educators. Five local institutes were held during the year. They were largely attended by the people and directors residing in different localities. At these meetings seventy-four teachers brought classes with them, and gave class-drills. Live educational topics were discussed by teachers, directors and citizens. We have reason to believe these institutes are doing an excellent work. The friction of mind against mind arouses enthusiasm among teachers and pupils. Directors and people have the opportunity to draw comparisons between good and poor teaching, and tile result is a desire for live teachers. "From our past of observation the fixture looks cheerful. The progress of the past bids hope for the future. Directors have manifested a great deal of interest in the schools, and are beginning to realize more forcibly the need of good teachers; hence local prejudice seldom now installs poor teachers, and considerable anxiety is often manifested to secure the best teaching talent. Closer supervision by an efficient person is much needed in our ungraded schools, and we trust the directors will soon see the necessity of it, and provide for it to some degree, at least. Free textbooks are supplied in fifteen districts, with a fair prospect that more will be added to the number the coming year. Annual examinations of pupils, though almost unknown in rural district four years ago, now meet with great favor. We hope the day is not far distant when the highest classes of all the schools in a township will be examined together, under the supervision of a competent committee, and such marks of honor conferred upon successful scholarship as will cause just and pleasant competition. This will arouse enthusiasm among pupils throughout the entire year and, with a tangible object before them the work is now likely to be thorough, and the bond of sympathy between teacher and pupil greater." [See NOTE 26-15.] At the institute above described the following statistics were reported: Number of days continued, 5; whole number of actual members, 353; average number of actual members, 316; whole number employed in common schools of county, 353; number of school directors present, 65; average of spectators present, 700; number of instructors and lecturers present, 10; amount received from county treasurer, $200; amount received from members, $250; amount received from other sources, $514.50; amount paid instructors, and lecturers, $508.50; amount paid for other expenses, $430.34; deficit, $4.34. It must always be a subject of just pride to know that Montgomery County has been, and is at present, among the foremost districts of the State in providing for the education of its youth. As we have seen, the earliest settlers brought their schoolmasters with them. The great founder of the province evinced a deep, early and continued solicitude for the education of all classes, and especially the poor. Later the Friends and the evangelical people of all denominations built church and school-house side by side. The experience of the first quarter of a century of the commonwealth and the republic demonstrated that the safety and perpetuity of self-government depended upon the general intelligence and virtue of the whole people. "The intelligence of the people constitutes one of the main pillars of our government, and the hope of the patriot must rest off enlightened public morality and virtue. The common school should be the nursery of such virtue, morality and patriotism. Treated as equals, forming friendships which end only with life, pursuing the same studies, and receiving instructions from those whom they love and respect, children representing extremes of society meet in the same to be promoted or degraded according to their merits, without reference to their social position or antecedents, and the schools thus become fountains of pure republican sentiment. When the common-school system of Pennsylvania shall have unfolded its vast powers, when a corps of trained teachers to supply all its demands shall have taken the field, when [NOTE 26-15.] There is a marked contrast between the examinations of the teacher under the present laws and usages and those Prior to the Act of 1834, as the following illustrations of "teachers' examinations" fifty years ago will abundantly show. At an examination held in 1851 the examiner, after giving some problems in the more elementary portion of arithmetic, propounded the following: "What is one-half of three levies?" The applicant became indignant and said : "No, I will not be examined in fractions. It is of no use. I have been teaching school now for three years and have never had a scholar go through fraction, and it is now of no use." The examiner then struck upon a better customer. He propounded to him to a problem in "single rule of three," which the applicant solved very readily, whereupon an elated director raised himself up from his lazy posture, and exploded in the following exclamation: "D---p him! Give him another!" It was then moved by one of the members of the board that they take recess to take a drink. They did take a recess, did go to the hotel close and did take drink, after which they resumed the examination. -Pennsylvania School Report, 1877. [FINIS NOTE 26-15.] 402 textbooks used in the schools shall be wisely selected, and the school-house built on the, most approved model; when its, protection and progress, shall be the first, object of the government, then with all its mighty agencies to do good be felt, the public mind reformed and enlightened, labor elevated, patriotism purified, our republican form of government fixed on an immutable basis, and the people crowned with its benefits and blessings." [NOTE] [NOTE] Andrew G. Curtin, secretary of commonwealth and superintendent of public schools, 1855. At the time of the passage of the common-school law, in 1834, Montgomery County contained thirty-two school districts. In that year one district accepted its provisions; in 1835, two districts; and in 1836, nine districts. The following table will give an accurate idea of the status of the common schools for the year 1836 : PICTURE OF SCHOOL STATUS CHART APPEARS HERE. As early as 1856, two years after every district had accepted the provisions of the law of 1836 the average number of months taught throughout the county was seven. The average salary of male teachers was $28.75 per month, and that of females $21.50 per month. The number of schools had increased to 223, taught by 180 male and 49 female teachers. The number of scholars in attendance was 16,257, averaging 79 scholars to each school, the cost of tuition per month for each pupil being 58 cents. School Tax levied for 1885 $52,450.89 State appropriation 5,372.31 __________ Total $57,823.20 Under the superintendency of Hon. E. L. Acker, Rev. Robert Cruikshank and Prof. Abel Rambo the work of perfecting and extending the system was successfully prosecuted. Twenty-seven years later 1877, the number of schools had increased to 333, the average number of months taught was 7.85, 188 male and 151 female teachers were employed at an average salary of $46.09 per month for the former and $36.81 for the latter. The number of scholars for 1877 was 19,346, total expenditures for common-school purposes was $180,303.45. Under the present administration of Prof. R. F. Hollecker, and for the year 1883, the number of schools has increased to 370, the number of scholars being 18,610. Average numbers of months taught was 7.99 at a total expenditure of $175,895.24. It is a gratifying fact that every year since 1838 the average months taught in the schools of Montgomery County has exceed that of the state. The highest average for the State was for the year 1883 it being 6.62 while that of Montgomery County was 7.99. There were only four counties in the State having a higher average than Montgomery County viz: Allegheny, 8.33, Dauphin 9.46, Lackawanna 8.50, Schuylkill 8.06 Including Philadelphia with her 2139 schools, all open for 10 months, it raises the average time taught in the State to 7.02, which still falls below the average period taught in Montgomery County. The average time taught in the five highest counties in the State for 1883, is 8.46 months. The average tax levied for the same year is 4.61 mills, being 2.43 mills in excess of the total tax levied in Montgomery County for the year 1883. Montgomery County contains 248 schoolhouses, all built of stone and brick, no frame or log building. A few contrasts with New York, the only State in the Union surpassing ours in numbers, will serve to illustrate the proficiency of the school system in our State. The population of New York is 800,000 in excess of Pennsylvania by census of 1880: New York has schools 18,615 Pennsylvania has schools 18,616 New York has school buildings 11,927 Pennsylvania has school buildings 12,857 New York has school sittings 763,817 Pennsylvania has school sittings 961,074 New York - value of school property $31,235,401 Pennsylvania - value of property $25,919,397 New York - whole number of scholars 1,027,938 Pennsylvania - whole number of scholars 950,300 New York - average number in daily attendance 551,958 Pennsylvania - average number in daily attendance 622,351 These comparisons might be extended until the common-school system of the whole country would be brought into review, and perhaps with advantage, to those seeking knowledge upon this subject, but space forbids. It has been thoughtfully observed that for augmenting the aggregate of intelligence and mental power in any community, the grandest instrumentality ever yet devised is the institution of common schools. The common school realizes all the facts, or fables, 403 whichever they may be, of the divining rod. It tries its experiments over the whole surface of society and wherever a buried fountain of genius is flowing in the darkness below, it brings it above and pours out its waters to fertilize the earth." The average rate of tax levied in the State in 1883 for school purposes was 5,65 mills; that of Montgomery County was 2.18. Contrasted with the rate of tax levied in the above four leading counties, she still stands in the most favorable light, -Allegheny, 2.85 mills; Dauphin, 9.07; Schuylkill, 6.07; Montgomery, 2.18. The State superintendent's report for Montgomery County, for 1883, shows the whole number of schools to be 370. [See NOTE 26-16.] Average number of months taught 7.99; number of male teachers, 171; number of female teachers, 200; number of male scholars, 9711; number of female scholars, 8899. Average number attending schools, 11,816; average per cent. of attendance, 80. Total amount of tax levied for school and building purposes, $175,895.24, WASHINGTON HALL COLLEGIATE INSTITUTE is located in the village of Trappe, Montgomery Co., Pa., on the turnpike road leading from Philadelphia to Reading, twenty-five miles from the former and twenty-six from the latter, five miles from Phoenixville, two from Collegeville, a station on Perkiomen Railroad. This school was established in the year 1830 by Henry Prizer, in whose charge it remained until 1838. Henry S. Rodenbough succeeded him and had charge of it till 1845. A Company then purchased the property, and continued the school by electing principals. The stockholders in 1838 disposed of the old hall, and the present principal then erected a large and commodious brick building, in which the school is now kept. In planning this building the comfort and health of the students were duly considered, and in consequence the rooms are large and well ventilated. This, with the healthful climate, the beautiful scenery of the neighborhood and the quietness of the village, renders it quite a desirable place for those who wish to pursue their studies with success and advantage. Principals of the school from the time it commenced: Henry Prizer, commenced March 7, 1830, died November 15, 1838; Rev. Henry S. Rodenbough, chosen November 20, 1838, resigned April 1, 1845; Rev. A. J. M. Hudson, A.M., chosen April 4, 1845, resigned October 10, 1846; Abel Rambo, A.M., chosen August 4, 1845, resigned October 10, 1846; John Sandt, A.M., M.D., chosen October 12, 1846, resigned June 18, 1847; Jos. W. Hunsicker, A.M. chosen June 18, 1847, resigned March 31, 1849; Abel Rambo, A.M., chosen April 2, 1849. Professor Rambo has been in charge of the institute from that date to the present time. As early as 1850 he gave special attention to preparing students for the duty of teaching in the common schools of Montgomery and adjoining counties. Although at the head of in academical institute, he always manifested a warm interest in the education of the masses, and in recognition of his services in this behalf he wits elected superintendent of the common schools of the county in 1863, and served till 1878. The institute, under the direction of Professor Rambo, has enjoyed a deservedly high reputation for its attention to vocal and instrumental music. The Trappe has always been noted for its choristers. Its church choirs have for many years past been and still are amongst the best in the county, and the vocal and instrumental music tendered at the literary exercises of its schools, academies and neighboring colleges has always been of a choice character, exhibiting taste and culture. It has been customary for many year; past for this institute to give an annual entertainment of vocal and instrumental music. The music performed on these occasions is chiefly oratorios and cantatas by the best composers. The following oratorios have frequently been performed: The oratorio of "Abraham and Ishmael", of "Daniel," of "Absalom," and "The Messiah;" the cantatas of "The Pilgrim Fathers," "The Storm King," "Burning Ship," "Settlement of Jamestown," "The Haymakers," "The Creation," Haydn's "Third Mass," "Belshazzar's Feast," "Esther," "The Transient and the Eternal," De Monti's "Mass," "Moses in Egypt," "St. Cecilia's Day," oratorio of "David" and Mozart's "Twelfth Mass." Besides these, many popular overtures have been performed, and also choice selections from the most popular operas. These concerts are largely attended, and are anticipated with manifest interest by the intelligent and appreciative residents of the Trappe, Freeland, Collegeville and surrounding country. Students in this institution have prepared for and have entered nine different colleges from freshman up to sophomore and junior advanced. Many students from this institution occupy high and honorable positions in life. Fifty-six have received the degree of M.D., seventeen have been licensed to preach the gospel, thirty-nine are graduates of college, having received the degree of A. B.; all of these, excepting those who graduated since 1873, have been honored with the degree of A.M., by their respective Alma Maters. TREEMOUNT SEMINARY, NORRISTOWN, PA. -This academical institution was founded in the year 1844 by the Rev Samuel Aaron, A.M. In times of prosperity and periods of financial depression, and through consecutive years of war its doors have been open and its waiting teachers have been it place to receive, guide and instruct the hundreds and thousands of young men of Montgomery County, and many others from all parts of the country, who sought its privileges opportunities and advantages. Its founder was [NOTE 26-16.] For the year 1883 thirty of these building were reported unfit for use and thirty-three badly ventilated. Twenty-four rooms contain furniture reported as injurious. There are fifty-four log schoolhouses in the State, none however, remaining in Montgomery County. [FINIS NOTE 26-16.] 404 PICTURE OF SAMUEL AARON APPEARS HERE. 405 overwhelmed him in the years of 1857-58, with hundreds of others, resulting from liabilities disconnected with the institution he had founded and fostered, and he was forced to yield possession of Treemount to his creditors. [See NOTE 26-17.] [NOTE 26-17.] "In 1857 Norristown fell under a commercial revulsion that wrecked very many of its strongest men. Mr. Aaron had given indorsements for friends, whose failure carried him down with them; so in September 1859, he removed to take charge of the Baptist Church Mount Holly, N. J., and, in connection with his son, Charles E. Aaron, A.M., to open Mount Holly Institute, a seminary similar to the one closed in Norristown. To show how the people of this locality regarded his failure and abandonment of Treemont, we transcribe from the Norristown "Republican," of September 3d of that year, the following editorial: "It is not often that the departure of an individual suggests so many interesting reflections as does that of the Rev. Samuel Aaron, whose family left our borough on last Wednesday for Mount Holly, N.J. "For nearly twenty years Mr. Aaron labor and influence have been intimately connected with every improvement of a moral of social nature that has occupied the attention of the people. During that time no town or county wanted his endorsement or co-operation; and no one who had a plea of real charity to prefer or enterprise of benevolent to inaugurate was ever turned empty away from his door. In religious matters he has been the pack-horse of the community always depended upon to fill each others forfeited engagements, or make speeches impromptu at anniversaries, in all cases gratuitously, of course. Unselfishness, excess of charity and benevolence combined prevented his acquisition of wealth for no one in the community has worker harder than he. Judged by the true standard of human efforts his labors among us have been abundantly successful, for we doubt if any in Eastern Pennsylvania has wielded a deeper and wider influence in moulding the rising generation or giving the impress of free thought to others in active life. "Again we remark it is not the individual has in possession that constitute his fortune or success in life, but what he has performed for the beneficent uses of society." [FINIS NOTE 26-17.] Consequent upon this misfortune Treemount was unused for the purposes intended from 1858 until April, 1861, when it was ]eased by Professor John W. Loch, who transferred the De Kalb Street Institute there, since which time he has successfully conducted it. He bought the property in 1866. Professor Loch was warmly attached to Treemount, having been identified with it as vice-principal and teacher of mathematics for many years during Mr. Aaron's administration. The following, from the pen of his biographer, pointedly and truthfully describes the institution and its principal, under whose auspices it has come into deserved prominence: "As soon as the gloom and uncertainty of the war upon which we were then entering hall measurably passed, Mr. Loch brought up the school to its former scale of prosperity. In 1873 he greatly improved the buildings by pulling down a frame connecting-structure in the centre, and erecting instead a solid one of brick, rough cast, seventy feet in length, five stories high, and surmounted with a cupola. The school buildings now consist of an ornamental centre and two wings, extending in the whole two hundred feet. The wings were erected by Mr. Aaron, one in 1844 and the other in 1854. The location of this seminary is one of the finest in Pennsylvania, being situated on an eminence overlooking the town and the Schuylkill, and is surrounded by with shade and fruit trees. About twelve acres of land are attached to it. The grade of the seminary is only inferior in rank to our leading colleges, and the annual catalogue usually numbers over a hundred pupils from parts of the Union, with foreign patronage from the Canadas, West Indies and South America. "In 1868 the University of Pennsylvania conferred on Mr. Loch the honorary degree of Master of Arts, and Lafayette College in 1877 conferred that of Doctor of Philosophy (Ph.D.). In 1866, Dr. Loch became a member of the Central Presbyterian Church, and very soon thereafter was ordained a ruling elder in the same. "Dr. Loch's; distinguishing characteristic is his rare gift of combined affability, gentleness and firmness, with an intuitive penetration or perception of character, joined to an invincible self-control, which eminently fit him to impress and manage young men while pursuing their studies. The marked feature of the course of his seminary is thoroughness, every effort being directed to give the pupil a full training in solid and enduring instruction rather than that which is superficial and showy. "In his early scholastic days Dr. Loch devoted himself largely to mathematics, but later has given more attention to belles-lettres. He is a fine public reader, -a very rare accomplishment,- and his literary tastes are in an eminent degree acute and refined." OFFICERS AND INSTRUCTORS OF TREEMOUNT SEMINARY, 1883-84. -John W. Loch, A.M., Ph.D. (principal), moral and mental science, German, higher mathematics; C. C. Henshen, A.B., Latin, Greek, French, rhetoric; J. B. Hench, A.B., English, Latin, mathematics ; Martin Lovering, A.B., English, Latin, mathematics, physics; Edward A. Rush, drawing and painting; Thomas H. Ervin, conductor of music department, piano, violin, cornet, flute, etc.: Miss Flora M. Loch, music department, piano. PICTURE OF THE BURD WILSON MANSION, NORRISTOWN, APPEARS HERE. OAKLAND FEMALE INSTITUTE, NORRISTOWN, PA. -The site now occupied by Oakland Female Institute was originally the location of it small two-story stone building, owned as the residence of Hon. J. Burd Wilson. It was bought with four acres of ground, by Rev. J. Grier Ralston, on July 4, 1845, and opened as a school October 29, 1845, in a small room seventeen by twenty-four feet, with four pupils. Before the close of the first term the pupils numbered twenty-eight. During the second term the numbers increased so rapidly that it became necessary to build a large addition. At that early time in its history the plan of the building, as it now stands was formed by Dr. Ralston, though reveled to none but his own 406 family, so uncertain was he of his plans ever being carried out. For six years each year ,one addition after another was made until it reached present proportions, a building two hundred and twenty-five feet long forty-one; feet wide, four story high and contains over one hundred and forty apartments, with nearly eight acres of ground attached. In 1860 a large brick building, including gymnasium, laundry and sleeping apartments was added, the gymnasium being furnished with all the apparatus required for the most thorough practice of gymnasium and calisthenics. The healthfulness, as well as beauty of location, was a subject of constant remark. During the thirty-two years of its existence as a school (with an interium of three years 1874 to 1877, -when, its consequence of ill health, of Dr. Ralston, it was temporarily, disbanded) but four deaths occurred among the pupils, of whom there were there from the commencement to its discontinuance at end of school year, June 14, 1981, over three thousand. Its doors, as a school were finally closed by the death of Dr. Ralston, November 10, 1880. Over three hundred of the pupils completed the entire course, receiving diplomas, and more than two hundred the gold medal in addition. The corps of instructors during that time numbered one hundred and ninety. Thirty-three States were represented, as well as; Germany, Holland, France, Greece, Peru, Cuba, Scotland and Canada. Many of the former pupils are now occupying responsible and prominent positions as educators, heads of institution, missionaries and wives of distinguished men. The founder of Oakland, Rev. J. Grier Ralston, D.D., LLD., takes exalted rank among the educators of the State; and especial honor is due to his memory for his life-long devotion to the cause of liberal education for the women of the country. The Rev. Thomas Murphy, D.D., in delivering an eulogy upon his life and services, December 12, 1880, pays him the following past tribute: "Who can estimate the value of the community far and near 0akland Female Institute which he founded and conducted so well for the length of a generation? Who can conceive the number and richness of the blessing which his prayers have brought down upon the young ladies who composed its classes? When is it stated that more than three thousand of them received their education, in whole or in part, within its walls, the magnitude of this work will be better appreciated. Think of the influence they carried with them as they made their homes in nearly every State in the Union, in Canada and in Mexico! Think of the number of them that have become influential teachers! Think or the many of them who, as ministers' wives are the centres of blessings in many communities! Think of them as missionaries amongst the Indians, in Hindostan, in Africa, in China, in Mexico and in many a region of our far Western States! How many streams of influence did he start that will shed aboard floods of light, elevate to a higher standard of learning, spread a purer virtue, disperse comforts where his name was never heard, and incline to Godliness where his footsteps were never seen!" GRADUATES OF OAKLAND FEMALE INSTITUTE NOTE: * indicates Deceased. Hannah E Crawford Elizabeth G Grier Catherine Miller Mary Wallace Annie E Hunsicker Isabella R Houston Mary A Smith Harriet R Baugh Sallie C French Elizabeth L Long Anna J Abraham * Mary J McGalthery Mary J. Mancill Agnes C. Ralston Eliza H. Ritchie * Valeria Schall Louisa Spotwood Emma L. Swift * Margaret T. Vansant Albina A. Powell Mary H. Vorhees A. Louisa Williams Caroline Bean Lucia B Coi[l]t Margaret M. Gray * Hettie C Larimore * Clara W. McNair Jane Miller Mary E. Aaron Mary A. Kreamer Clarissa Meeh * Anna B. Schott Sarah Slinghuff Mary Slinghuff Elizabeth J Spotswood Jane Stinson Julia Sutton Lydia Vandyke Mary P Watson Sallie P Young Clara Blackburn Mary E. Brenner Matilda W. Burr Kate J. Casselbury * Ada M. Coi[l]t * Elizabeth V. Cornish * Emma P Du Bois Margaret Elliot P. Amelia Heise Margaret A. Hirons * Susan G. Hunt Lydia A. Jones Sarah H Keesey Elizabeth W Kerr Fannie W. May Elizabeth McKeen Ellen T. Naudain Margaret Phillips Amanda Taylor Jeantta M. Young Augusta A. Allison Laura F. Brower Clarissa Corson Margaret A. Craig Mary E. Davis Rebecca J. Elliott Jane W. Gemmill Mary K. Hitner Matilda H. Jackson Sarah A Kennedy Kate McCracken Mary McKinney Elizabeth Moorehead Mary Pollack Sarah W. Steele * Helen V. Wiggins Ellen Ander Anna M. Brown Sarah A. Cary Elizabeth Depne Mary L. Fultz * Emma E. Graham * Annie E. Hanger * Martha P. Harlan Isabella B. Hitner * Harriet P. Holmes Matilda Horner Annie M Hough Augusta M. Johnson Eleanor G. Kenedy * Mary C. Latta Elizabeth J Pearson Mary E. Pennypacker Sarah P. Stryker Fannie M. Gilmer Anna Hughes Hetta M. Hunter Fannie M. Jones * Blanche L Lewis Lizzie L Lupton Anna B. McColley Anna L. Rallson Mary B. Sampson Joanna S. Wack Mary F. Farrington Sydney Forman Mary R. Mulholland Camelia Rhoades Ruth A. Stong Ella K. Watkins Bettie J. Watkins Fannie E. Walker * Lizzie Y. Dagee Mary C. Gamble M. Belle Holmes Julia M. Mulvany * Annie Patterson * Carrie M. Phelps * M. Ella Beaver Louisa S. Benner * Mary C. Fretz Helen I Knox Sarah H. Mitchell * Matilda E. Murphey Lucy B. Van Syckle * Maggie H Coburn Harriet E. Frick * Lidie I Hayes S. Evelyn House * Mary E. McCune Emma Phelps Cora Phelps Ella M. Ralston Emma P. Rambo Ella T. Robertson Emma P. Scattergood * Mary A. Stahr Anna M. Wilson Anna B. Stoner Priscilla Ackworth M Alice Balliet Lizzie F. Brown Helen E. Brown, Lizzie Elder Sarah J Elder Kate McC. Elliott Jane M. Sturgeon * Elizabeth J. Willing Amelia D. Aaron Achsah P. Applegate Lizzie C Bender Caroline Boucher Martha J. Divine Jessie P. Haining Hannah C. Hartshorne Georgine T. Hurst Emma T. Jaeger Clara F. Kase Sallie E. Kerr Annie E Kershon Martha E May Emma McCarter Helen McKean, Emma L. Mulvany Annie R Pawling Helen S. Rambo Sarah E. Rich * Kate B. Scott, Sarah E. Wigfall Ellen R. Blue * Mary A. Dunlap Annie B. Hartshorne Satie J. Hills Sallie A. James Margaret B. Kyle Emma Lyle Sarah E. Minniece * Lucia W. Mitchell * Emma Reeder * Lucy W. Schenck Jeanetta M. Smith Mary E. Anderson Mary K. Campbell Hannah Ernest Mary B. Hartshorne Gertrude Kerr Margaret T. Kinneau[n] Marie C. Ray Sarah B. Reeder Amelia C Schoener Fanny Scott Ruth J. Watkins Clara M Burk Eliza J. Craig Rebecca F. Edwards C. Augusta Easton * Maggie H. Grafius * M. Belle Jewett M. Alice Kern Mary H. Laubach Maggie M. Miller Bertha C. Mulvany * Lavinia F Patterson Alice Patterson Lizzie F Shivers Bell Simpson Clara R. Sutton Carrie B. Vansyckle Lizzie I Wailes * Helen E Chambers Marie S. Churchman Frances J. Coughlin Hattie P Davis Sallie A. Davis Lizzie A. Dickey * Mary E. Fine Mary Harry S. Kate Hughes Bell M. Humphreys Mary N. McCann Nancy C. McDowell Rosa B McLean Florence E. McLean Sallie H. Matlack Henrietta M. Miller Lydia C. Shearer M. Augusta Stewart Mary Sturgeon * Sallie B. Duncan Rebecca W. Farr Joesphine L Jenks Anna M. Kostenbauder L. Anna Moore Mary H. Pickel A. Amanda Robb Rebecca Russell Kate A. Schrack Emma E. Schultz Anna F. Slater Rachel S. Vansyckle Rebecca L Veech Kate E. Watkins Alice J Watkins Mary Weisel Lizzie Wood Mary F Baker R Anna Beaver Maggie R. Beck * Jennie W Dempsey * S Emily Franklin Bettie Hocker M Ellen Humphrey Delia McCullough, Lizzie W. Porter Kate Reynolds E Ellen Rhea Maggie E. Rhea Maggie S Rutherford Mary M. Steele Annie B. Truscott S. Lizzie Whitton Mary P. Ashbridge Gertrude H. Leisenring Lizzie Moore, Augusta Newbold Anna Scattergood Ella J Snodgrass Emma G Stiles Mary G Voorhees Mary M Waln Lizzie M Wailes * Fannie Bower Sallie A Hickman * Bessie Hunsicker Ella F Adams Ellen E Jones Madge E Oliver Emma J Clark Nellie Hunsicker Emma S Landis Clara F Milligan Rosa Saulsbury * Jennie M Cameron Minnie R Cameron Maggie Campbell Laura F Cochran * Anna G Dickey Ida W Ramsey Ella M Sherman Emily P Silver Maggie M. Slemmer Mary A. Thomm Ida F. Loch Mary Simpson Mary A Lees Mary D Wills Delia Gibson Mar R. Murphy Mary Slingluff. End Part I