Author o 21 O Title Imprint IG— 47372-3 GPO LANCASTERIAN SCHOOLS IN PHILADELPHIA THESIS PRESENTED TO THE FACULTY OF PHILOSOPHY OF THE UNIVERSITY OF PENNSYLVANIA BY CHARLES CALVERT ELLIS IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY k«|k^. LANCASTERIAN SCHOOLS IN PHE.ADELPHIA THESIS PRESENTED TO THE FACULTY OF PHILOSOPHY OF THE UNIVERSITY OF PENNSYLVANIA BY- CHARLES CALVERT ELLIS IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY ^^sf^^ Gift. ' il of Joseph Lancaster, but he no doubt counted the other qualifications as equally important. It is quite certain too, that the "large room" (26:11-15-1817) in which Baker opened his school at 48 South Fifth street was the property of Shaw, for later, when the Public School Con- trollers used it they rented it from Shaw (22:5-7-1818). The coming of Baker into the field so long held by Edward and his adherents was the occasion of much controversy. Baker's announcement appeared in Poulson's American Daily Advertiser on Saturday November 15, 1817, and in the same paper on the following Monday (17th) appeared an elaborate advertisement of Edward's school which he now denominated "The Lancaster! an High School of Philadelphia;" and he so continued to advertise it in this and other papers notably the Aurora General Advertiser. He had evidently been preparing for this njovement for some time however, even before the op- ening oc Baker's school, and perhaps in the hope of forestall- ing it, for on November 7th he had inserted a card in Poulson's paper announcing the engagement of an Usher of eminent abil- ities, which would make it possible for him to introduce the Latin Language on the Lancasterian System. He also makes a bid for the influence which was about to be thrown to Baker by referring to Shaw's statement that Latin, Greek, Geogra- phy, Astronomy and the Mathematics had been taught for LANCASTERIAN SCHOOLS IN PHILADELPHIA 29 nearly six years on this plan in the Edinburgh High School and "J. E. has an expectation that this will carry some weight with those who may be willing to try the experiment. ' ' At the same time he announced the formation of a French Class (26). On November 22nd, a few days after the announcement of his High School, Edward advertised a Gratuitous Lecture, the object of which was "to show the Christian necessity of giving religious education to the poor, and the facility with which that most desirable end may be accomplished by the introduc- tion of the common principles of the Lancasterian System of education" (6). It was but two or three weeks until Edward and Baker were in a public controversy as to which had the genuine Lan- casterian method, and the result was a partisan line-up. It is rather interesting to note the sublime indifference of these teachers of pay schools to the earlier Lancasterian Charity Schools of Philadelphia, which must have been established while they were both little more than monitors across the wat- er. One might think, to read their statements, especially those of Edward, that Lancasterian darkness had reigned until their advent. On December 8, 1817, Baker, "having been slandered and grossly misrepresented by a pretended Lancasterian Teacher, named Edward," published in the Aurora his testi- monials from Secretary Fox, De Witt Clinton, John Griscom and Thomas Eddy, along with a statement that Edward had failed as a teacher in Montreal. He followed this on Novem- ber 11th with a statement in the same newspaper that Edward never saw Joseph Lancaster and consequently could hold no certificate from him which Edward had been claiming to do ever since his High School announcement. In that announce- ment Edward had said that he had introduced the system into Canada, that he had certificates from Lancaster in his own handwriting "containing his entire approbation and confi- dence," and that as a result of his work in Philadelphia there had been upwards of forty schools established in Philadel- phia, Pennsylvania, New Jersey, Maryland, the city of Balti- more, and other parts of the Union in the short space of four- teen months (6:11-27-1817). This claim however, did not 30 LANCASTERIAN SCHOOLS IN PHILADELPHIA daunt Baker who published on December 27th an endorse- ment of himself and his school by sixteen of the prominent citizens of Philadelphia. The first name is that of Robert Ral- ston, President of the Society for the Promotion of Public Economy, and it is signiticant that two are names of those who were on the first Board of Public School Controllers, one its President — Roberts Vaux — and William Fry; while three oth- ers were among the first school directors in the first section of the first district (6). On December 31, 1817, because of "some attempts having recently been made to weaken the confidence of the public ' ' in his labors, and because the teachers under his care desired the public to know "that he is immediately under the patron- age of Joseph Lancaster," Edward published a number of tes- timonials and extracts troni his corre«pundence witii Ijttncii:^- ter. From these it appears that Edward had learned ttie sys- tem not from Joseph Lancaster in England but from Lancas- ter's pupil, William Scott in Dundee. Prom there Edward had gone to Canada and after several years had left there for Philadelphia. While in Canada he had received several let- ters from Lancaster, commending him for the sake of William Scott, the teacher of Edward and pupil of Lancaster; and these were his "certificates from Lancaster." As an offset to Baker's reflection upon his work in Montreal he published a testimonial signed by a number of prominent persons who knew him and his work there. In addition, he claimed that the cities of New York and Baltimore had improved their Laucasterian schools through visiting his. Conceding that Baker had organized the New York Schools he says the trus- tees had nevertheless sent to Philadelphia a teacher to be quali- fied a second time by Edward, because of his superior method (6). The New York teacher referred to by Edward was prob- ably Shepherd Johnson. Boese speaking of the work in New York says: "Some months before the arrival of the expect- ed model teacher [Picton] Mr. Shepherd Johnson, a young man who had received his entire education in the schools of LANCASTERIAN SCHOOLS IN PHILADELPHIA 31 the Society and passed through the successive stages of moni- torship with great credit, was sent to Philadelphia at the ex- pense of the Society to inspect the results of the monitorial system in that city. On his return he was appointed to take charge of School No. 3" (34:32). The expected model teach- er according to Bourne was Charles Picton from England who was recommended in June 1818, but did not arrive until Sep- tember (35:31). "Several months" before his "expected ar- rival" is indefinite enough to make the above supposition quite probable even though it does not appear from the New York end that Johnson was sent "to be qualified a second time." An interesting method taken by Edward to increase his patronage, was the insertion in Poulson's advertiser on De- cember 19, 1817, and several times thereafter, of an advertise- ment in the French language. In this announcement of his "Nouvelle Ecole" he refers to the introduction of the system into France and tells the French residents of the city that since he has a knowledge of the French language it will be a great advantage to them to have their children under his care. He pretends a great attachment for them and invites them to visit his school and give him the opportunity to con- verse with them in their admirable language. There is reason to believe too, that Edward had formed an association of his adherents under the title of "The Philadelphia and Pennsyl- vania Association of Teachers of the Lancasterian System of Education." At least he publishes on December 19, 1817, the announcement of a "stated meeting" of such an Association in his High School on the first Monday of the first month" and signs it "By order James Edward, President." The sec- retary is A. S. Trood, one of his pupils (26). On December 30, 1817, Baker announced that on the next Wednesday he would deliver a lecture elucidating the Lan- casterian System (6). It is evident from the number of ap- pearances of, this advertisement that the lecture was given on January 7th. About two weeks later (Janury 22) Edward published that by a legal investigation and the testimony of 32 LANCASTERIAN SCHOOLS IN PHILADELPHIA thoroughly qualified teachers of the system, it had been es- tablished that his was the real and true Lancasterian system " as taught by Joseph Lancaster himself, excepting such cor- poreal punishments as are not permitted by the laws of this country ; and that where there is the least deviation by James Edward, it is only in such things as are required to adapt the system to the higher classes of citizens, and the higher branch- es of education" (26). Baker's Lancasterianism seems to have appealed especial- ly to teachers already in service. In February 1818, William Mann, teacher of the Academy, Mount Holly, N. J., announced through the Philadelphia papers that having satisfied himself that Baker's knowledge of the system was superior to that of any other person in the city of Philadelphia, he had preferred to pay him a moderate sum to learn the system rather than to acquire it gratuitously from anyone else (26). Peter Ulrick, a teacher in Northern Liberties, announced on August 27, 1817, the sale of "A Valuable Lancasterian Establishment," with seats for 280 pupils, producing an income of from $2500 to $3000 a year, exclusive of evening tuition (6). Ill health was the cause assigned for his desire to sell. He did not succeed in disposing of his school, for on November 21st, he an- nounces the opening at the same place of "The New and Real Lancasterian School for Both Sexes." He states that having discovered that the mode hitherto practised in the city and Liberties, called the Lancasterian System, was not correct in its practice, but only a faint attempt at it, he has engaged Mr. Edward Baker, to thoroughly instruct him in the Real Lancas- terian System, and claims that wnth the exception of Baker's, his is the only true school in Philadelphia. He appends a cer- tificate from Baker stating that he has already made rapid progress (26). On February 3rd, 1818 appears a report of Ul- rick 's public examination by Baker which lasted several hours, "yet Mr. U. answered with great exportness and prac- tised with dexterity with a number of his scholars" (26). On March 6, 1818, Baker advertised a series of weekly lectures to explain the mode of teaching by the Lancasterian LANCASTERIAN SCHOOLS IN PHILADELPHIA 33 System, "not by a florid discourse to captivate the fancy, but by an actual exhibition of the mode itself" (26). During the same month, Mrs. Baker announced the proposed opening of the Female Lancasterian School on March 30th in a room ad- joining Mr. Baker's School at 48 S. Fifth Street, and here she continued for some time even after her husband had entered the service of the Board of Controllers (26:3-25-1818). Bak- er's appointment to the charge of the temporary Model School established by the Controllers (22:4-30-1818) was soon follow- ed by a public statement by Edward of his intention to return to Great Britain. lie declared that in eighteen months he had qualified upwards of sixty teachers gratuitously, practically all of whom engaged in teaching the system and in teaching others gratuitously (26). The first appearance of this card of withdrawal was on May 13th. It appeared again on May 27th and on the following day called forth an anonymous letter to the editor, in which, for the benefit of readers at a distance from Philadelphia, it was stated that so much of Edward's no- tice as tended to leave the impression that Edward had had any agency in producing the late legislative act providing for free Lancasterian schools was wholly erroneous. It is even said that the promulgators of the act had no intercourse with him, and that the new school Directors have not deemed his knowledge of sufficient importance to consult him (26). This protest was the result of a rather obscure reference to the new law by Edward, which was perhaps intended to leave the im- pression stated. Edward made reply the next day (29th) as- serting that he did not know the persons alluded to as origi- nally interested in the passage of the Lancasterian School Law, but that ''the generality of the persons composing the Committee on Public Schools very constantly attended his school upwards of twelve months, and were so far convinced of its superiority as to elect his teachers, and no later than yes- terday did the board for public schools in Southwark unani- mously elect one of his teachers to the largest and most splen- did establishment for the system within the precincts of Philadelphia; the same day part of a committee for Chester, 34 LANCASTERIAN SCHOOLS IN PHILADELPHIA waited upon him for one of his teachers, where they had ap- pointed one of them before, and declared that they had ex- amined most of the Lancasterian Schools in the city, but had seen none conducted equal to their own. But so far from J. E. wishing it to be thought that he had any influence in the in- troduction of the system adopted for the public schools ('this is for the information of readers at a distance ') it is well known to a great majority of the citizens here, that already in his lectures on the system, previously to its being known whose method of Lancaster's system would have been preferred, he not only gave his decided disapprobation of the system now adopted, but explained all the objectionable points to the ap- probation of his audiences. He is sorry to have to say that th3 system about to be introduced has already been very generally despised by two of the first cities in the Union and that he would be sorry at heart to have been instrumental in its intro- duction. ' ' "J. E. states from authority that no person professing to know the system made application for the model school, ex- cept the person elected [Baker], although the president per- sonally applied to a gentleman Avho teaches upon J. E's plan, to make application, and publicly advertised for teachers for that situation, and that some of the directors fully coincide with J. E's opinion of the system, and do not hesitate since they have seen the example in operation, publicly to declare their disapprobation, and preference to the method pursued and introduced by James Edward" (26). Edward's "inside information" does not quite agree with a Minute of the Board of Control dated April 15, 1818 which says: "Sundry appli- cations from persons proposing to teach the Model School were received, read, and ordered to lay upon the. table" (22). Just what the difference was between the Edward brand and the Baker brand of Lancasterianism is a little hard to de- cipher from the material remaining to us. It was in a sense the transplanting of the difficulty between Lancaster and the British and Foreign School Society, since Edward claimed the personal endorsement of Lancaster, and to have left Britian LANCASTERIAN SCHOOLS IN PHILADELPHIA 35 before the formation of the British and Foreign School Socie- ty (6:12-31-1817). Baker on the other hand carried an en- dorsement from the Secretary of that Society, Joseph Fox, and received a hearty welcome and endorsement in Philadelphia from Benjamin Shaw who was a member of the School Socie- ty. Edward gave gratuitous instruction to teachers, while Baker did not hesitate to make a charge (26:2-14-1818), but the fact is that neither teacher could lay claim to an unadul- terated Lancasterianism for both advertised '"improvements" in the system. That the quarrel existed there is no doubt, that each side had enthusiastic partisans there is no doubt, and it is just such a quarrel as might have been expected when these two teachers, each hailing "from England" came together to conduct similar enterprises on the same territory. But as re- gards the justification for tlieir counter claims of superior method, I can say nothing pertinent that is warranted by the results of a somewhat laborious investigation of this phase of the subject. One might conclude from Edward's statement that the difference lay in that he had tried to adapt the sys- tem to the higher branches and to the higher classes of socie- ty, but the suggestion of this he admits receiving from Benja- min Shaw who was a partisan of Baker; and besides in Bak- er's school also higher branches were taught, including Geome- try, Astronomy, Elocution and Natural Philosophy, although there is no announcement of Latin and French as in Edward's High School. When Edw^ard announced his withdrawal he also stated that he had procured a competent successor who proved to be John D. Weston. According to his own account Weston had practised the system for several years in London and had been teaching on the Lancasterian plan at No. 420 North Fourth Street since the first of January, 1817 (26 :5-13-1818). Edward had promised his patrons to remain until the close of the quar- ter at the end of July (26:5-13-1818), but according to Wes- ton signed an agreement that Weston should receive all tui- tion fees for the quarter. This agreement he appears to have broken by trying to collect some of the fees, and Weston issued 36 LANCASTERIAN SCHOOLS IN PHILADELPHIA through the public press on August 3rd a "Caution to James Edward, late Teacher, and to the Public" which he justified by the statement that he had offered to refer the matter to some disinterested person, which Edward had promptly re- fused to do (6:8-3-1818). So Edward passes from the scene, while Baker continues in the public Model School to be superseded in a few months by the one individual who could be supposed to hold that brand of the system about which there could be no dispute — the author of the system himself. But this belongs to the next chapter of Lancasterian school history in Philadelphia. Evening schools were not uncommon in connection with these Lancasterian pay schools but there is one evening school which is of especial interest which seems to have been con- ducted on this plan, although the evidence at hand is not quite conclusive. Prior to October first of 1817 and of 1818, James Kelly announces an Evening School "for People of Color," to instruct men and boys in the sundry branches of an English Education. The school was in Cherry street on the north side, above Sixth. The fact that he offers for sale "the most approved Lancasterian rules for teaching that system" seems rather strong evidence that we have here a Lancasterian Colored Evening School (6:9-27-1817). LANCASTERIAN SCHOOLS IN PHILADELPHIA 37 CHAPTER V. Public Schools. The part which the Society for the Establishment and Support of Charity Schools had in the adoption of a public system of Lancasterian education has already been indicated. There was formed on May 13, 1817, another association which worked most effectively toward the same end. It was term- ed "The Pennsylvania Society for the Promotion of Public Economy." (28:5-16-1817). The By-Laws of the Articles of Association provided for a number of committees, among them "A Committee on Public Schools, to consist of twelve members whose duty it shall be to examine into and ascer- tain whether the laws establishing public schools are properly administered, and to report such improvements in the mode of educating the poor as may be worthy of public recommen- dation" (28:5-29-1817). The chairman of this Committee was Roberts Vaux, the secretary, Jonah Thompson. Although its report v/as not rendered until the tenth of the next November the Committee began its work almost immediately, as is shown by the call issued for a meeting on May 30th (26). The re- port rendered recites the law upon the school question to date, beginning with the Constitution of 1776 which recog- nized the free education of the indigent as a necessary public duty. The seventh article of the constitution of 1790 is quot- ed, which lays the obligation upon the legislature to estab- lish such schools, although not until 1809 did the legislature make provision for the gratuitous education of poor children. As the law was found inapplicable to the dense population of Philadelphia a supplement to it was passed in 1812 con- templating a remedy for the state of things in the City of Philadelphia and vicinity. According to the report the result was far from satisfactory. "Tutors morally unworthy and 38 LANCASTERIAN SCHOOLS IN PHILADELPHIA intellectually incapable wasted the public fund," and irregu- lar attendance was also a hindrance. In every view from its first establishment to the time of the report, the then existing plan of education is disclosed to have been "not only injurious to the character of the rising generation but a benevolent fraud upon the public bounty." Then follows the statement that while in the last eight years almost two hundred thou- sand dollars have been spent uselessly upon a scheme of pub- lic education, numerous private schools for indigent children have been in successful operation. After this comes a rec- ommendation of the Lancasterian System. Among numerous benefits which it is destined to confer, is mentioned great economy of expense, — the cost of educating a child for a year is known from accurate data not to exceed three dollars, which r means a saving of nine dollars per child, or twenty-seven thousand, eight hundred and twenty eight dollars for the county in a year. Economy, however, is not the only merit ascribed to it; it fosters habits of attention, order and obe- dience, and it laA^s under tribute the state at large, by incul- cating uniformity of principles and habits among the child- ren of those citizens who are the subjects of this kind of in- struction, "a desideratum essential to the formation of correct national feeling and character." The society is urged to promote this system of education as being better suited to the district of Philadelphia, and promising to spread its use- fulness throughout the entire commonwealth. The Committee also submitted the outline of a bill to be presented to the Legislature. As a result of the Committee's work the Legislature did within a few months pass a bill simi- lar in some respects to the one outlined, but differing from it in some verj^ material features whose significance was on- ly appreciated later. The Act was signed March 3, 1818, and in a short editorial on March 6th Poulson offers "public congratulation" to the committee on Public Schools as de- serving full credit for its passage (26). The most important of the differences between the Bill and the Act concerned the beneficiaries of the Law. Mr. Vaux, and doubtless other LANCASTERIAN SCHOOLS IN PHILADELPHIA 39 members of the Committee, from long connection with chari- ty school movements had come to know their point of failure too well to ask for a legislative provision for a charity school system. About a month before the Committee made its re- port, the Society instituted for the Establishment and Support of Charity Schools had voiced in an address to the Public a conviction which was the result of long practical experience. These are the words: "In the United States the benevolence of the inhabitants has led to the establishment of Charity Schools, which, though affording individual advantages are not likely to be followed by the political benefits kindly contemplat- ed by their founders. There is a disposition in the people averse to -dependence. In the country a parent will raise children in ignorance rather than place them in charity schools. It is only in large cities that charity schools succeed to any ex- tent. These dispositions may be improved to the best ad- vantage, by the Legislature, in place of Charity Schools, es- tablishing Public Schools for the education of all children, the offspring of the rich and the poor" (20:XI). That the Committee on Public Schools should share this well-founded conviction, was but natural in view of the claim made by the Society (9:26); and the outline bill submitted by them reads thus: "It shall be the duty of the assessors of every ward and township, annually to furnish the superior board of directors with a certified list of all the children resident Avithin their respective wards and townships, boys between the ages of six and sixteen years and girls between the ages of five and fifteen years, and the parents of said children shall be notified once in every year that they may send their chil- dren to the school within the section where they reside" (29:10). The Committee's suggestion was entitled "Outline of a Bill for the Education of Children at Public Expense." The caption of the law was also: "An Act to provide for the Education of Children at Public Expense, within the City and County of Philadelphia," but its wording was: "It shall be the duty of the Assessors of every ward and township within the said district in which any School Section is or may 40 LANCASTERIAN SCHOOLS IN PHILADELPHIA be established by and under this act, upon being required to do so by the said Controllers or Directors of the Public Schools, as the case may be, to require and receive once in every year from parent? and eruardians, the names of all indi- gent orphan children ; children of indigent parents residing within the said school sections respectively; that is to say, the names of boys between the ages of six and fourteen years, and girls between the ages of five and thirteen years ; and to in- form the said parents and guardians of such children that they may send the said children to the proper school within said section free of expense and the children thus returned shall, if approved by the controllers or directors of the in- corporated districts aforesaid, be admitted into the schools under their direction; and in case the said assessors shall omit to make a return of any poor children within their wards or townships the said controllers or directors being inform- ed of the same, shall cause the names of the children so omit- ted to be placed on the said list and be educated as the child- ren returned on the list aforesaid." (1:3-3-1818). There wna essentially but the substitution of "indigent" children for "all" children, but it meant the establishment of pauper schools instead of real public schools and the delay of the lat- ter for nearly two decades. The Committee's bill provided that the city and county of Philadelphia, to be denominated the first school district of the state, should be divided into four sections. The Legisla- ture followed this suggestion naming the sections as follows : FIRST: The City of Philadelphia. SECOND : Northern Liberties and Kensington THIRD: Southwark, Moyamensing and Passyunk FOURTH : Penn township. The Bill provided that there should be eight directors for the city, to be chosen by the judges ; but the Act provided that there should be twenty-four, to be elected by the select and common councils. The Committee, however, advocated the Lancasterian system so ardently that they no doubt felt they had gained their contention when this provision of the Bi!! LANCASTERIAN SCHOOLS IN PHILADELPHIA 41 was embodied in the tenth section of the Act, providing, "That the principles of Lancaster's system of education in its most improved state, shall be adopted and pursued in all public schools within the district, with the exceptions hereafter mentioned." The exceptions are named in section fourteen, where it is stated that since the plan of education before men- tioned may be inconvenient to the townships hereafter named, it, therefore, becomes proper to adopt one better calculated to further their local situation. The townships of Oxford, Lower Dublin, Byberry and Moreland constituted the fi^'th sections. Germantown, Bristol and Roxborough the sixth, and Blockley and Kingsessing the seventh. It was due to the sparseness of population in these sec tions that the system was not practicable (4:4) but provisio-i was made in the Act whereby they could adopt the Lancas- terian system whenever it seemed best. Westcott incorrectly states a supplement to the law, embodying some of the features just named was passed on March 24th (41:482). The feature"? he names as supplementary were embodied in the original act and "approved the third day of March, one thou'^sand eight hundred and eighteen" (1:3-3-1818). Scharf and Westcott 's History is also singularly inaccu- rate in its statements relative to this matter, and indeed not consistent with itself or with Westcott. It makes the state- ment in Volume 1 that "the Legislature had in 1817 declared the city and county the First School District of Pennsylva- nia" and repeats the error of Westcott by asserting that an- other act provided for the election of the directors, which were to number twelve in the city and six in each of the other sections (39:1:594). In Volume III of the same work the statement is made that on the 16th of March, 1818 the Legis- Ip.tnrf passed an act which erected the First School District of Pennsylvania, and in this connection the names of twenty- four directors in the first section are given, twelve in the sec- ond and third, and six in the fourth (39:111:1926). The Act of 1818 also established a model school to train teachers in the system, and a Central Board of Controllers to 42 LANCASTERIAN SCHOOLS IN PHILADELPHIA be elected by the local directors, one for every six members of the local board. The first meeting of this Central Board was held April 6 1818 (22). The members were: First Section : Robert Vaux Thomas Stewardson Joseph Reed William Fry Second Section: George Boyd : Peter Keyser Third Section : Ebenezer Ferguson : James Ronaldson Fourth Section: David Woelpper In the organization Roberts Vaux was elected President of the Board, a position he held for fourteen years. In the first annual report of the Controllers, issued Feb- ruary 11, 1819, the folloMnng tabulation appears: Section First Second Third Fourth School Model School not provided I Adelphi J ] Kensington Teachers Joseph Lancaster John Ely Eliza Allison Joseph Ketter Jane Proudfit Boys 413 350 110 310 Girls 320 330 IMoyamensing Peter M'Gowan j Maria Wilson ] Southw^ark Samuel F. Watson 240 I Elizabeth Millard 84 92 360 160 76 J Spring Moses Taylor ] Garden (One room) Total number of pupils — 2845. The two Adelphi schools were in the Adelphi school-house, builf by the Friends Asso- ciation on Peg Street. It is to be noted that Joseph Lancaster, founder of the system, is named as teacher of the Model School. He had come to America in the autumn of 1818 landing at New York where, according to his own account, he was kindl}^ welcomed by the LANCASTERIAN SCHOOLS IN PHILADELPHIA 43 Mayor, Recorder and Governor De Witt Clinton who invited him to Albany and ''introduced him to the leading persons in the chief town on the Hudson" (15:11). Not tarrying long in New York, however, he proceeded to Philadelphia where "Robert Wharton, the Mayor, the Recorder of Philadelphia, Roberts Vaux, the benevolent president of the Board of Con- trollers for public schools, whose life has been devoted to benevolence and public usefulness, gave him a generous wel- come" (15:11). This was evidently early in October, 1818, for in the minutes of the Board of Control dated October 10th is a resolution that Joseph Reed and E. Ferguson and George Boyd be a committee to accompany Joseph Lancaster in visit- ing the schools. According to the Philadelphia Gazette and Daily Adver- tiser (28:10-20-1818) he arrived in the city on Monday, Octo- ber 19th and was introduced to the Board of Controllers by Robert Wharton, Joseph Reed and Clement C. Biddle, who had been appointed by the Directors of Section Number One "to extend civilities to the author of the system of education adopted in this District, by a law of the last Legislature" (21). LTnder date of October 20 the minutes record the fact that Thomas Stewardson and Ebenezer Ferguson were appoint- ed a committee to confer with Joseph Lancaster on the subject of his superintending the Model School "till the same be brought to strict conformity to his system." On October 23rd this committee reported that Lancaster's services could be se- cured to organize the Model School and instruct sectional teachers at the rate of one hundred and twenty dollars per month, and the commJttee was authorized to engage his ser- vices at these terms. The same day the following advertise- ment appeared in the Aurora General Advertiser: Lectures on Education by Joseph Lancaster. The inhabitants of Philadelphia and its vicinity are res- pecftully informed that Joseph Lancaster intends to deliver three lectures on the important subject of education. 44 LANCASTERIAN SCHOOLS IN PHILADELPHIA The first is intended to take place this evening, at seven o'clock in the western wing of the State House. The lecture will embrace an historical account of the rise and progress of knowledge, with interesting notices of events, characters and institutions that have constituted, by its enlightening in- fluences on the human mind, to improve the condition of man in society. Admission to this lecture 50 cents ; children half price. Tickets to be had at the door of the lecture room. The second lecture is fixed for second day (Monday) evening next, at seven o'clock. The nature and advantage of the Lancasterian System of Education is the subject proposed for the second Lecture. Terms of admission the same as for the first. The subject of the third Lecture, will relate to the origin, progress, and effect, of those excellent institutions called Sun- day schools. Time, place, will be duly advertised. October 23. Of this first lecture in Philadelphia there remains to us an abstract by William Duane, which appeared on the editorial page of his General Advertiser on October 26th. He says: "We attended the first lecture of Joseph Lancaster, introduc- tory to his views of the particular system of education, in which he has been so long and laudably engaged. "The basis of his discourse was this maxim — knowledge is power; to illustrate and apply it he entered into historical references and comparisons of the state of society in remote ages and in the present; the difficulties which lay in the way of knowledge before writing was rendered accessible to all, and the progressive steps from inscriptions on rocks and on nsetal plates — writing on the leaves of trees, on bark, on leath- ex-, pareliment, paper of cotton, and paper of linen; all these several stages he marked, and took occasion to show what benefits are to be derived from competition and emulation, in an anecdote of a king of Egj'pt who refused to permit the na- tive article papyrus to be exported; which stimulated a king of Pergamos to cause to be prepared parchment, which gave a cheaper, more durable and universal medium for writing. LANCASTERIAN SCHOOLS IN PHILADELPHIA 45 He pointed out the discovery of the mariner's compass, of America — of the doubling of the Cape of Africa, and other great and useful discoveries, and finally, of printing itself, as the effect of alphabetic reading and writing — and asked what would have been the state of mankind now had the art of reading and writing not been invented. "He ingeniously adverted to the discoveries of the tele- scope and microscope, the sublime discoveries of astronomy, the circulation of the blood, chemistry, and all its rich dis- coveries to the art of writing and reading, — that is to know- ledge, which could only be diffused by these means — and that knowledge was power. "It was that knowledge which taught Franklin to con- duet the lightning and send it harmless to the earth; it was the same knowledge which taught America the right and pow- er to become independent : it was the example of America that conduces to the happiness of all other nations. "His address to the audience on the particular situation and advantage possessed by the United States was extremely impressive and beautiful; and he gave it with a figure, which for force, and truth, and importance was truly admirable, he alluded to the mental condition of Brazil, where the v/aut of knowledge had rendered the people insensible to the vali'.e of their possessions: — it was customary there, he said, to use a very common kind of pebbles in their pastimes, which they threw away with indifference on every occasion after they used them; but some persons who had knowledge, happening in Brazil, and seeing these pebbles used in their amusements, perceived that these pebbles were diamonds of great value, only concealed by the rough crust of their exterior; this dis- covery was no sooner made known than the king of Portugal claimed by royal right the exclusive property of these pebbles and it was only after they found out their value the people discovered, that from want of knowledge they had been un- conscious of the possession of articles of immense value, the worth of which they came to know only when they could no longer derive any support from them. This beautiful illus- tration of the effects of ignorance he directly applied to t)ie 46 LANCASTERIAN SCHOOLS IN PHILADELPHIA people of the United States, the diamond knowledge is yet in its rough state among you: do not lose the opportunity to polish it, and give it all its lustre and all its value; lest by neglecting this precious jewel, you fall into the same condi- tion as the Brazilians, who came to know the value of what they possessed, only when it was too late. ' ' This is but an imperfect sketch of his lecture ; which was delivered with the usual plainness and simplicity of the So- .iiety of Friends. "He gives his second lecture on the present evening. His audience of both sexes were numerous and respectable ; and his labors promise to be most beneficial to society." In another column of the same paper appears the follow- ing notice: Lancasterian System of Education. The inhabitants of Philadelphia and its vicinity are res- pectfully informed that Joseph Lancaster, founder of the above-named system of education, intends to deliver a Lecture on its nature and advantages, in the western wing of the State House, this evening of second day, generally called Monday, the 26th instant, at seven o'clock. The lecture will contain much original matter, and that part which relates to female industry be highly interesting to ladies. Tickets of admission 50 cents each; children half price — to be had at Matthew Carey's Book-store, corner Fourth and Chestnut Streets; at Benjamin Warner's, 147, Market Street; also, at the door of the lecture room. October 26. This notice is followed on October 29th by the following: Joseph Lancaster's Lecture. Joseph Lancaster presents his respects to the friends of education, in Philadelphia, and informs them, that his intend- ed Lecture on those excellent institutions usually called Sun- LANCASTERIAN SCHOOLS IN PHILADELPHIA 47 day Schools, is appointed for tomorrow, sixth day evening, the 30th inst. at seven o'clock; To be delivered in the western wing of the State House. The lecture is intended to display the providential origin, progress and effect of these schools — with interesting facts and anecdotes. Information will be given of some improvement in the mode of conveying instruction in the sacred writings, most im- pressively. The subject to conclude with considerations on the importance of these institutions to society, in connection with national education and character. Admission 50 cents — children half price. Tickets to be had at the book stores of Matthew Carey, Corner of Fourth and Chestnut Street; at Benjamin Warner's, 147, Market Street; of B. T. Kite, North Third Street; and at the door. October 29. On November second came the following announcement of a repetition of the Lancasterian lecture (6:11-2-1818) and of two additional lectures, the first of which was delivered after a postponement, but the second appears not to have been delivered, probably because Lancaster entered the service of the Controllers on November 25th. Lancasterian System of Education. The friends of education are respectfully informed that Joseph Lancaster's Lecture on the nature and advantages of this system, is intended to be repeated, by special request, at the College Hall Fourth Street, the evening of tomorrow, third day of 11th mo. 1818, at seven o'clock. Tickets of admission, 50 cents each, children half price, to be had at the book stores of M. Carey, Corner of Fourth and Chestnut Streets, B. Warner, 147 Market Street, B & T. Kite, 20 North Third Street, and at the door. Two additional lectures are proposed. Lecture 1st. On the science of the human mind, as connected with the government and education of youth, including the subject of rewards and punishments. 48 LANCASTERIAN SCHOOLS IN PHILADELPHIA Lecture 2d. On the domestic government and instruction of children, and on schools for female education and industry — to conclude with a short review of the means of national education, as possessed by society in its present state. Time and place will be advertised. November 2. Friends of Education In Philadelphia are requested to take notice, that Joseph Lan- caster's Lecture on Education, the Science of the Human Mind, &c. are suspended till the ensuing week. The time and place will be shortly advertised. October 10 [November] Joseph Lancaster's Lecture. Joseph Lancaster respectfully informs the friends of Edu- cation, that his Lecture on the Science of the Human Mind, as connected with its government and direction in Education, including the subject of rewards and punishments, is intend- ed to be delivered in the Western Wing of the State House on the evening of the -Ith day, usually called Wednesday, next, the 18th inst. at 7 o'clock. Tickets of admission 50 cents etc. November 14. It must not be supposed however, that the opening of the Model School had depended upon Lancaster's coming. On the very first day the Controllers met they had appointed a Com- mittee to inquire for a suitable teacher and a suitable build- ing and at the next meeting on April tenth they had decided to advertise for both these requisites (22). On April 30th Joseph Reed and George Boyd were appointed to contract with Edward Baker as tutor of the Model School at a salary not exceeding fourteen hundred dollars per annum to com- mence when the Model School should open. On May 7th the same committee was authorized to make a written contract with Baker and to rent from Benjamin Shaw his school room LANCASTERIAN SCHOOLS IN PHILADELPHIA 49 Number 48 South Fifth Street, for purposes of a temporary Model School Room (22). On May 7th it is "Resolved, that the President write to the respective Sectional Boards informing them that the Board has engaged Edward Baker as the Model Tutor, and rented the room now occupied by him as a temporary model school, and recommend to each Board to select from the coun- ty schools in their Sections thirty boys to be sent to the Model School that they may be trained for the office of monitors by the time the sectional schools will be opened; and all teachers designed for the sectional schools be instructed in the said Model School ; and that as each board appoint its tutors they be sent to be instructed in the principles and practice of the system. ' ' Thus Baker's private school passes out of existence and he becomes a public school teacher in the same school room (22:5-7-1818). There is a minute of April 28 which permits the teacher of the Model School to take pay scholars at one dollar per quarter, provided there is room, but no distinction is to be made between them and the scholars sent by the Controllers. A committee to receive applications for admission into the Model School (22) reported on July 10th that they had admit- ted a number of boys but that the applicants had been general- ly for girls whose names had not been returned by the asses- sors and whom the county commissioners declined admitting into private schools. Meantime a request had come for the establishment of German schools, but no action was taken. The Board was bending every energy to the construction of a permanent Mod- el School. On June 11th there is the record of the authoriza- tion of the purchase of a lot on Chester Street for $8000 and on July 10th the letting of the contract for the building for $3300. On September 15th (22) it is determined to notify Ben- jamin Shaw that his property will be vacated at the end of six months, and on November 2nd the Secretary is directed to notify Edward Baker that his contract will terminate in three months (22:11-2-1818). On October 20th a committee was ap- pointed to oversee the removal of the desks and benches to the new building and it was reported done at the next meet- 50 LANCASTERIAN SCHOOLS IN PHILADELPHIA ing. Meantime appeared on October 24th and several times thereafter in the daily press: Notice. The temporary Model School for boys, which has been in operation for six months, at No. 48 South Fifth Street, is to be closed this day, the term for which the Lease was engaegd having expired. The new building on Chester street will be ready for the reception of pupils of both sexes in about a month from this time. The services of Joseph Lancaster hav- ing been engaged to organize those schools, it is important that requests for admission into them, be made during the va- cation. Apply at No. 249, Callowhill street, above Twelfth street. By order of the Controllers of the Public Schools. Roberts Vaux, President. 10th Mo. 24. There was some delay in getting into the new building due to the fault of the carpenter engaged in fitting it up. It was nearly two months before notice was given that the schooi would open, on December 21st (6:12-18-1818) but in the in- tervening time Lancaster had entered upon his work which dated from November 25th (22:11-26-1818), on which dato appeared a notice in the daily papers directing applicants for admission into the Model School to see him at his residence On November 19th, a few days prior to Lancaster's actual en- gagement, a committee had been appointed to confer vnth him "on the subject of lessons etc. in his possession and con- sider whether any, and, if any what part thereof may be used in the ]\Iodel School." At the meeting one week later Lancas- ter was granted an advance of two months' salary, although the Board was not a unit on it (22). The new Model School building was the first erected by the Board of Controllers in the city of Philadelphia and is therefore the oldest public school building in the city (36:17). Edmonds says that it was also the first school for the tramiug of teachers in the United States which is probably true in the sense that it was the first building erected for that specific LANCASTERIAN SCHOOLS IN PHILADELPHIA 51 purpose, yet it must be remembered that every Lancaster] an school was a monitorial teacher-training school, and New York had erected a new Lancasterian school building as early as 1809 (35:13). On December thirty-first a committee was appointed to confer with Lancaster relative to the opening and organizing of a Girl's School with his daughter as his assistant but they were not able to reach an agreement with him (22). On the seventh of January" another committee was appointed for the same purpose and was more successful. The report was that, they had conversed with Lancaster on the subject and he had proposed 1. To open and organize the female school, and estab- lish the teacher thereof, including the instruction of female teachers for the sectional schools in the same way as the masters. 2. To visit and superintend the sectional schools after the teachers have been instructed in the Model School. 3. To receive a compensation of Five Hundred Dollars. The Board agreed to contract with him on these terms, and on February 11th, the first half of the five hundred dol- lars was paid him (22). The next reference to Lancaster on the Minutes is a re- port by the President of the Board on February 11, 1819, that Joseph Lancaster had returned to the city on the eighth in- stant and resumed his duties in the Model Schools. We are left to conjecture the reason for his absence, but it is clear that he spent part of the time in Washington, for he himself tells us that "on proceeding to Congress after his first lecture and before his second, from the speaker's chair a letter was put into his hands by the sergeant-at-arms, of Avhich the following is a copy: — 'In the House of Representatives of the United States, January 26, 1819, — on the motion of Mr. Bassett, Resolved, That Joseph Lancaster, the friend of learning and of man, he admitted to a seat within the hall of the House of Representa- tives.' " A copy Attest, Thomas Dougherty, Clerk of the House of Representatives (15:11). 52 LANCASTERIAN SCHOOLS IN PHILADELPHIA On March 4th the following rules and Regulations among others were adopted by the Board : — 8th. In order to promote uniformity and comply with the re- quisition of the act of assembly, all sectional teachers are re- quired to organize and conduct their schools upon the plan ex- hibited in the model schools : and no teacher can be permitted to substitute an}- method essentially different therefroni. 9th. Every sectional teacher is to be instructed in the prin- ciples and operation of the Lancasterian System of educa'""oii by attendance at the model school ; to be admitted by an order from the Board of Control. nth. Inasmuch as corporal punishment has a tendency to degrade the mind, excite wrathful passions, and seldom se- cures respect and cheerful obedience, it should never be resort- ed to but in cases where obedience cannot otherwise be com- inanded; and when inflicted, discretion and moderation should be observed. On March 11th the President was directed to inquire of Jjancaster what day he would be ready to receive the section- al teachers, and on March 18th appears this record on the min\ites : "tiesolved, that Roberts Vaux, Joseph Reed and Thomas Stewardson be a committee to make tbe necessary ar- rnagtMiient with Joseph Lancaster for the immediate introduc- tion of !J With respect to the value of Lancaster's system in and of itself, the enthusiastic claims of Mr. Vaux may be compared with the strongly sarcastic ones of his successor Mr. Dunlap, uttered however, some years after he had retired from the Board. At the commencement exercises of the Central High School in February 1851 Mr. Dunlap speaking of conditions as they were when he entered the Board in 1824, says: "I found (and for several years saw nothing better) seven school- houses containing fourteen schools, in each of which about two. hundred children were to be educated; that is, imbued with valuable learning, and trained to future usefulness, on a patent scheme, the visionary hallucination of a wild, though perhaps benevolent, enthusiast. And what were its requirements, its promises, its hopeful machinery? It formed schools where the. young idea was to be developed in penmanship by scratching with sticks in the sand-bath, and showing educational agility by quickly erasing the crow-tracks ; developed into arithmetic, by the doleful simultaneous chant of the multiplication table 82 LANCASTERIAN SCHOOLS IN PHILADELPHIA in which neither school, monitor, nor master could detect one intelligible sound, developed into poetry and morals by howl- ing in horrid groans certain doggerel ballads or Lancasterian hymns ; schools where the baby of five was the all-sufficient teacher of tlie baby of four, save that the latter if stoutest gen- erally practised more successfully in flogging his monitor than in figuring his sand-box, and where but too often the master lounged through two or three hours in the morning, and as many of the afternoon in gazing down upon the intellectual pandemonium beneath his rostrum, diversifying his education- al labors by not infrequently bringing his rattan in as 'thirds- man' between the stout baby and the cowardly baby monitor. The only true argument ever advanced in its favor was its cheapness. It was cheap, very cheap ! Sand and rattan were its chief outlay, and on every principle sand and rattan were its chief returns" (10). He says that "In spite of the earnest and unremitted pray- ers and remonstrances of the true friends of education, those who held the reins of government kept the fantastic incubus in the saddle for eighteen long years" (10:9). "But despite timidity, in the face of repelling iuditt'ereuce, of covert opposition, of Mammon's wailings and conservative forebodings, in the face of absurd theories, monstrous pro- jects, and mean and selfish clamors, the good the true, the firm perserved. They resolved that the great work should be done; they implored their fellow citizens to arouse themselves. They besieged the halls of legislation, session after session with renewed supplication, at their own expense of time and money, until their wishes were accomplished, their object gained. The statute of 1836, which was almost extorted from the lawmakers, opened a new, a bright, a boundless career of usefulness to the whole system of public education. It wiped off the stigma of pauperism and strangled the incubus of Lan- catterian fooleries" (10:11). One has to wonder whether this is the same Thomas Dun- lap who in 1833 signed the Memorial of the Board of Controll- ers to the Legislature asking whether it would be "wise or prudent to annihilate this system at a blow" (22). ;Must we conclude that he signed it merely in his official capacity? In LANCASTERIAN SCHOOLS IN PHILADELPHIA 83 the light of what he says we are permitted no other conclu- sion, and yet it is to be remembered also that he spoke in the light of nearly twenty years of the proved benefits and su- perior advantages of the new plan, which in 1833 was, in the language of the Memorial, "if not visionary and conjectural, at least of untried and doubtful tendency." '' It was ever the fortune of the Lancasterian system to stimulate either unrestrained and enthusiastic praise or equal- ly vehement abuse and condemnation. The defects of the sys- tem are easily apparent in the light of present-day methods. We are more likely to lose sight of the service these schools really rendered to the cause of education in the City and State. This service Wickersham probably does not overestimate when he says: "Doubtless the Lancasterian Schools served the good purpose of hastening the adoption of the free school sys- tem by preparing the way for the heavy taxation the support of such a system necessarily incurs. They did more, they aAvakened thought and provoked discussion on the question of education in all its aspects, the result of which was a more enlightened public sentiment on the subject. In addition, Philadelphia and Pennsylvania are deeply indebted to Lan- casterianism for another thing. It brought with it the idea of the necessity of trained t<^achers, and this idea outlived the system of which it was a part, and became permanently incor- porated into the educational policy of the City and State" (42:288). BIBLIOGRAPHY. Sources. 1. Acts of the General Assembly of the Commonwealth of Pennsylvania. Harrisburg. 1818-1836. (a) The Several Acts of Assembly providing for the edu- cation of Children at Public Expense within the City and County of Philadelphia. Philadelphia, 1821. Printed by William Fry, No. 63 S. Fifth Street. (b) Ditto. 1827. Printed by William Stavely, No. 99 S. Second St. (c) Acts of Assembly of the Commonwealth of Pennsylva- 81 LANCASTERIAN SCHOOLS IN PHILADELPHIA nia reLitiiig to the Public Schools of the City and Couuty of Philadelphia, Philadelphia 18^8. Charles Alexander, Printer. (d) A Digest of of the Acts of Assembly relative to the First School District of the State of Pennsylvania. Published by authority of the Board of Controllers. Philadelphia 184)?. Printed by Fayette Pierson. (e) A Digest of the Acts of Assembly relative to the First School District of the State of Pennsylvania. Pub- lished by order of the Board of Controllers. Phila- delphia 1852. Crissy & Barkley Printers. Gold- smith's Hall. Liberty Street. (f) Ditto 1861. 2. Adephi School. Subacri])tion Book. Philadelphia, first month. 1810. 3. Annual Reports of the Board of Managers of the Philadel- phia Society i'or the Establishment and Support of Charity Schools. Phihsdelpliia 182P. 18;U. 1836, 1837, 1888, 1842, 1859. 4. Annual Reports of the Controllers of the Public Schools of the First District of the State of Pennsylvania: 1818-1850. 5. A Sketch of the Origin and Progress of the Adelphi School in the Northern Liberties Established under the Direc- tion of the Philadelphia Association of Friends for the Instruc- tion of Poor Children. Philadelphia. 1810. 6. Aurora General Advertiser. Philadelphia. 1816. 1817. 1818. 7. Bell, Andrew Mutual Tuition and Moral Discipline: or Manual of Instructions for Conducting Schools through the Agency of the Scholars themselves. Seventh edition. For the Use of Schools and Families. With an Intro- ductory Essay on the Object and Importance of the Madras System of Education; a brief Exposition of the Princijile on which it is founded; and a historical Sketch of its Rise, Progress and Results. By the Rev. AndrcAv Bell, D. D. L.L.D. F. As. S. : F. R. S. Ed. Prebendary of Westminister: and Master of Sher- burn Hospital, Durham. London. Printed for G. Roake 31, Strand. 1823. LANCASTERIAN SCHOOLS IN PHILADELPHIA 85 8. Campbell, William W. Life and Writings of De Witt Clinton. New York. Baker and Scribner. 1849. 0. Constitution and Laws of the Philadelphia Society for the Establishment and Support of Charity Schools. In- corporated September 8, 1801. With a historical Sketch of the Institution and the Life of Christopher Ludwiek. Philadelphia. 1860. By order of the So- ciety. 10. Dunlap, Thomas Introductory Address at the Commencement of the Central High School, February 12, 18ryl, by Thomas Dimlap, Esquire, Late President of the Board of Con- trol, Philadelphia. Printed by order of the Controll- ers of the Public Schools. 1851. 11. Edinburgh Review, Vol. XI. Edinburgh 1808. 12. First Report on the State of Education in Pennsylvania made to the Pennsylvania Society for the Promotion of Public Schools, to which is added the Constitution of the Society. Philadelphia, u. d. 13. Journal of the House of Representatives of the Common- wealth of Pennsylvania. Ilarrisburg. 1832-36. 14. Journal of the Senate of the Commonwealth of Pennsyl- vania. Ilarrisburg. 1832-36. 15. Lancaster, Joseph Epitome of Some of the Chief Events and Transac- tions in the Life of Joseph Lancaster, Containing an Account of the Rise and Progress of the Lancaster- ian System of Education; and the Author's future Prospects of Usefulness to Mankind; Written by Him- self, and Published to Promote the Education of hi.s Family. New Plaven. Printed for the Author by Baldwin and Peck. Sold also in New York by Car- vill & Co., Broadway; - - Francis, Broadway; and C. J. Gayler, 102 Water Street. 1833. 16. Lancaster, Joseph Improvements in Education as it respects the Indus- trious Classes of the Community. Edition 4. Londoji, 1806. 86 LANCASTERIAN SCHOOLS IN PHILADELPHIA 17. Lancaster, Josepli The British System of Education, Being a Complete Epitome of the Improvements and Inventions prac- tised at the Royal Free Schools. Boronpli-road South- wark, by «Iosei)h Lancaster, London. Printed and sold at the Royal Free School, Borough Road, Southwark, by Josepli Lancaster: and by Longman and Co. Pat- ernoster Row. 1810. 18. Lancaster, Joseph The Lancasterian System of Education, with Improve- ments. By its Founder, Joseph Lancaster, of the Lan- casterian Institute, Baltinu)re. Published by the Au- thor autl sold only at the Ijanci'sttM-ian Institute. Wil- liam Ogden Nilcs. Printer. IS'Jl. 19. Lancasterian School flournal. The Record of the l^irec- tors of the Public Schools for the Sixth Section, First School District of Pennsylvania. 1829. (I\Iss.) 20. Mannal of the System of Teaching Reading, Writing, Arithnu^tic and Needle-work in the elementary Schools oi" the British and Foreign School Society. I-i^irsf American Edition. Philadelphia. Printed for the Philadel]ihia Society for the Establishment and Support oP Charity Schools, and Published by Ben- jamin Warner, No. 147, Market Street. Wm. Fry, Printer. 1817. 21. Minute Book of the First Section of the First School Dis- trict of PeiuLsylvania. 1818-1841. (lAIss.) 22. ^Minutes of the Contntllei-s of the Public Schools for the City and Comity of Philadelphia. 1818-1886. (Mas). 18!).-) (Print). 23. i\Iinuti>s of the Society for tlie Fvor Instruction of Female diildren. 1797-1854. (Mss.) 24. Origin and Proccnnlings of the Philad(>lphia Association of Friends for the Instnu'tion of Poor Cliildren. Philad<-lphia. 18;?2. 25. (a) Pennsylvania Archives. Fourth Series. Edited by George Edward Reed LL. D. under the Direction of Hon. W. W. Griest, Secretary of the Commonwealth. Volume V. Papers of the Governors 1817-1832. liar- LANCASTERIAN SCHOOLS IN PTTTLADELPIIIA 87 risburg. Wni. Stanley Ray, State Printer. J 900. (b) Ditto. Volume VI. Papers of the Governors ".832- 1845. 26. Poulson's American Daily Advertiser. Phihulelphia. 1817. 1818. 181i). 27. Regulations adopted by the Society for th(^ Fi-ee Instruc- tion of Female Children. 7 of 12 mo. 1811. v>Iss.) 28. Relf's Philadelphia Gazette and Daily Advertisej- JMiila- delphia. 1817. hS18. 29. Report of the Committee on Pnblic Schools to the l^enn- sylvania Society for the Promotion of Public Econo- my. Read at its meeting on Nov. 10, 1817. Printed for the Society by S. IMerritt. 1817. 30. Report of the Joint Committee of the two Houses of the Pennsylvania Legislature of the subject of a System of Geiuu-al Education together with the Bill reported by said Committee and an Appendix containing sun- dry communications on the subject of Common Schools. Samuel Breck, chairman. Read in the Sen- ate January 22, 1834 and 1500 copies ordered to be printed. Harrisburg. 1884. 31. Some Account of the Aimwell School, instituted by the Society for the Free Instruction of Female Children, now incorporated undei* the title of "The Aimwell School Association." Philadelphia. The Leeds and Bdidle Co., 1019-21 Market St. 1902. 32. The Register of Peinisylvania. Devoted to the Preserva- tion of Facts and Documents, and every other kind of useful Information respecting the State of Pennsyl- vania. Edited by Samuel Hazard. Vol. T. January to July 1828. Philadcli)hia. Printed by W. F, Ged- des. No. 59 Locust Street. 33. United States Gazette. Philadelphia. 1817. 1819. References. 34. Boese, Thomas Public Education in the City of New York. Its His- tory, Condition and Statictics. An Official Report to the Board of p]ducation. By Thomas Boese, Clerk of the Board. New York. Harper and Brothers. 1869. 88 LANCASTERIAN SCHOOLS IN PHILADELPHIA 35. Bourne, Wm. Orland, A. M. History of the Public School Society of the City of New York, with Portraits of the Presidents of the . Society. New York. Wm. Wood & Co. 61 Walker St. 1870. 36. Edmonds, Franklin Spencer, A. M. History of the Central High School of Philadelphia. Philadelphia. J. B. Lippincott Co. 1902. 37. Pennsylvania School Journal, Vol. 39,. No. 12. June 1891, 38. Salmon, David Joseph Lancaster. Published for the British and For- eign School Society by Longmans^ Green and Co. 39 Paternoster Row, London. New York and Bombay. 1904. 39. Scharf and Westcott. History of Philadelphia. 1609-1864. By J. Thomas Scharf and Thompson Westcott. In three Volumes. Philadelphia. L. H. Everts & Co. 1884. 40. Shippen, Edward Address by Edward Shippen, Esq. President of the Board of Controllers of the Public Schools of Phila- delphia on the occasion of the dedication of the "Hollingsworth School." Delivered 31st October, 1867. Philadelphia. E. C. Markley and Son, Printers, 422 Library Street, Opposite Post Office. 1867. 41. Westcott, Thompson A History of Philadelphia from the Time of the first settlement on the Delaware to the Consolidation of the City and Districts in 1854. Volume 4. Philadel- phia. 1867. 42. Wickersham, James Pyle A History of Education in Pennsylvania, Private and Public, Elementary and Higher. Lancaster, Pa. Inquirer Publishing Company. 1886. 43. Wood, S. An Account of the Common Schools in the States of Massachusetts, New York and Pennsylvania. August 1838. Embodied in the Publications of the Central Society of Education. Volume HI. London. 1839. jr'JRARY OF CONGRESS 022 '127 112 •!