Chapter IV: Education in Philadelphia124 (2)

The Public School, established by charter, was not the only recipient of such permanent endowments. The Negro School was a popular and proper object of philanthropy and was benefited by bequests very early after its establishment in 1770.[243] The first donation came in 1771 when £2, Pennsylvania currency, were given to Israel Pemberton and Anthony Benezet or their executors to be appropriated for the promotion of the school for Negroes, and to be paid to such trustees as might be appointed to the care of the said school.[244] In the year following another legacy of £10 was left for the instruction of the Negroes, and paid to Richard Blackham, treasurer of that institution.[245] Anthony Benezet at his death left a considerable sum as a legacy, which, added to the amount of salary which was still owing him for services in the said school, had amounted by 1800 to £103 and 4s.[246] The amount of other donations to that institution up to date amounted to £117/5/11.[247]

[Sidenote: Funds also raised by _bonds_, rarely]

In addition to the ways already mentioned there was also occasional recourse to a _bond_ issue for raising funds, but the last was not common, being used only in emergency cases. The first example of it, which has come to the writer’s attention, was in 1701, when it had been decided to build a school house and the work being begun, a lack of funds occurred which prevented continuing. To meet this emergency it was agreed that the committee having charge of the financial matters should “take up 100 pounds upon interest for one year, giving bond jointly for the same and this meeting does engage to indemnify them for the payment.”[248]

BUILDINGS AND GROUNDS

[Sidenote: Place of first school]

[Sidenote: School in loft of the meeting house]

Various items on buildings and grounds occupy a considerable amount of attention on the part of the monthly meeting though the minutes are usually of general nature. The place of Keith’s school (1689) was doubtless no more than an ordinary house procured for the use of his family and the school at the same time.[249] This proved satisfactory only for a short time, and to remedy Keith’s complaint (1690)[250] of its “straightness” another more convenient room was arranged for by the committee with John Fuller for the rent of £13 a year. The former had cost but ten.[251] It is likely that the school continued to be held in the same house, others similarly, for about seven years; there is, at any rate, no mention of change of place or location for that period of time. At the end of that time the meeting made preparation to receive the school into the “inner chamber over the meeting house,” the expense of fitting it up being paid out of the meeting’s stock.[252] It was in this school in the loft of the meeting house that Daniel Pastorius and Thomas Makin first taught the school together.[253] The meeting house served thus as schoolhouse until early in the year 1698, when property was purchased for the purpose, the meeting minute of the transaction being as follows:

[Sidenote: Property purchased for the Public School]

Whereas Friends have purchased an house and lot of Lionell
Brittain for the service of the public schools, according to
that has already been agreed to by this meeting, and the said
purchase is approved, and David Lloyd is desired to draw the
writings for confirmation of the same unto Edward Shippen until
he be secured the money, and then he to reconvey it again for
the use aforesaid.[254]

[Sidenote: First record of house built for school]

In 1701 we find the first record for building a house for the sole use of the school, presumably on the lot previously purchased by the meeting.[255] Robert Burrough and Nathaniel Edgcomb were appointed to get the subscription for the building and pay to Anthony Morris, who was to agree with suitable workmen for the building.[256] The dimensions, “20 feet wide by 60 feet long,” were, at first consideration, thought to be satisfactory, but it was finally decided to build it 24 feet by 60 feet.[257] The work was at first to be supported by subscriptions, but before its completion it became necessary to issue bonds for the amount of £100.[258]

[Sidenote: Property acquired by gift]

The acquisition of property, this time by gift, continued. In 1701, Daniel Lloyd reported that a deed for the lot in High Street, given by Samuel Carpenter to Friends for the use of the free school, was signed to the said Samuel, and the meeting directed him to get another drawn to the overseers of the school.[259] It might easily appear that the new schoolhouse, just proposed, was to be built on this lot and not that previously purchased of Lionell Brittain. After due consideration it seems, however, that the greater weight is in favor of its having been built on the Lionell tract. The minutes show that as late as 2d month, 24th, 1708, the deed for the lot from Samuel Carpenter to the meeting had not been drawn up.[260] But as was previously mentioned, Anthony Morris had been told to engage workmen (3d, 30th, 1701)[261] and the statement that £100 had to be raised by bond to carry on the work (2nd month, 28th, 1701)[262] would indicate that the work had actually been begun and was perhaps well towards completion by the end of that year. It seems quite impossible that any such building program would have been carried on so long before the transfer of property was properly drawn up and signed. The years 1704 and 1705 are busy with the details of getting several pieces of property, purchased and received as gifts, confirmed by the commissioners of property.[263] Late in 1705 it is stated:

[Sidenote: Property confirmed]

All is done, viz.: a patent for a front lot, a High Street lot
and twenty acres of liberty land and also a patent for a bank
lot.... But this meeting house, ground and schoolhouse ground,
being only in the name of Edward Shippen, in case of mortality,
Friends think there is a necessity for a speedy reconveying
thereof to more hands and for the particular use intended ...
desired that the said Edward Shippen may convey them to Samuel
Carpenter, R. Hill and Anthony Morris, being the persons in
whose name the Patents are granted unto, adding the names of
all the overseers of the Free School in the part belonging to
the said school.[264]

[Sidenote: Heating facilities]

[Sidenote: An iron stove placed in the school]

Some light is thrown upon the interior arrangement of the school. In 1712 Thomas Griffith was ordered to pay Christer Thomason 12 for “making” a stove in the schoolhouse,[265] presumably an old fashioned brick stove, such as a few years later was condemned by William Robbins as being “injurious to many of the scholars.”[266] Mr. Robbins proposed that a “chimney might be erected,” and Samuel Preston was appointed to have it done, if not inconvenient or expensive. He reported that it would be a greater charge than represented and would hardly answer the end proposed nearly so satisfactorily as an iron stove, which he had thought necessary and had accordingly had set up, to be removed however if the meeting did not approve of his action.[267] The charge for the iron stove was £7.[268] Such items as the foregoing were brought up in the monthly meeting which appointed some one to attend to this or that detail; as the schools grew these were left more in the hands of the school committee or overseers, who reported occasionally thereon.

[Sidenote: Overseers assume greater responsibility]

This tendency on the part of the meeting to turn over the details of management to the overseers came to a head about 1725,[269] when it was agreed by the meeting that all titles to the schoolhouses and other property be conveyed the overseers of the public schools and a minute be drawn up relating to such decision.[270] In the month following, the minutes of the committee’s report were made referring to the transfer:

[Sidenote: Titles to property to be transferred to the overseers]

Anthony Morris, Ebenezer Sorge, Samuel Powell and Jones being
appointed by the Monthly Meeting of Philadelphia the 2-30-1725,
to meet with the overseers of the public school, do acquaint
them that the said meeting being concerned for the promotion of
the public school have unanimously agreed that the title of the
school house and ground with the lots, tenements ... now in the
tenure of Evan Owen and Thomas Cannon with all the other titles
of real estate and annuities appertaining to the public school,
be vested in the overseers thereof and desire for the future
distinct accounts may be kept of all legacies and donations
made to the said schools in order that the same may be duly
applied pursuant to the intentions of the donors respectively.

Then follows a minute of the overseers stating their appreciation of the meeting’s coöperation in the work of the school.

[Sidenote: An account of funds to be made]

The Monthly Meeting of Philadelphia expressing the same kind
inclination to encourage that at first led them to erect the
public school and to procure the same to be established by
the proprietor’s charter, as it is now under the care of the
present overseers, having thought it necessary that an exact
account should be taken of all the benefactions intended by the
several donors for the use of the said school, the moneys or
effects whereof might have come under the direction of the said
meeting. In order thereunto appointed some friends to adjust
the said accounts with the overseers, which being carefully
done, it appears the meeting has received of such benefactions
as aforesaid for the use of the school the sum of £226 ... and
that they expended in the building the school house which was
begun, carried on and finished under their care and direction
the sum of £264 and 3d, whereby the meeting is in disburse
for the public schoolhouse, above what they received in the
sum of £37/15/3, which last sum or balance they were pleased
freely to ... grant and release to the said school, together
with the lot belonging to it and all those (equipages) and
tenements now in the occupation of Evan Owen and Thomas Cannon
with their appurtenances and all the rents, profits and issues
thereof, and have accordingly ordered the persons who are by
legal deeds or instruments vested with the right to the said
tenements in trust for the meeting to (grant) and absolutely
convey the said schoolhouse and ... with the lots and grounds
on which they stand and appurtenances to the overseers of the
school, to be held by them and their successors for the use of
the public school founded by charter in the town and county of
Philadelphia in Pennsylvania, forever.[271]

[Sidenote: Papers to be executed conveying the properties]

This transfer was at once acknowledged by the overseers in a minute of the same date, and Thomas Griffiths and John Goodson were desired to execute the proper papers conveying the properties to the said overseers of the public schools, which was accordingly done before the next meeting (4th month, 1725).[272]

[Sidenote: New building proposed]

By this time (1733) the old building erected in 1701 was badly in need of repairs, but on a closer examination it was decided more economical to pull down the old and build a new one, more convenient, on the north side of the school lot.[273]

[Sidenote: and begun]

[Sidenote: New meeting house built large to contain school rooms]

The work was begun immediately, though a lack of funds hindered its completion for some time.[274] The demand for an increase of building space seems to have been regular and urgent, indicating a healthy growth of the system. In 1740, when the consideration for a new meeting house came up, it was decided to build it large, “with chambers over it commodious for school rooms.”[275] In 1744 the overseers, finding the old school building inconvenient in divers respects, requested the monthly meeting to name a committee to confer with them on a plan, location and dimensions of a new building. Michael Lightfoot and twelve others were named.[276] The committee decided to locate the building on the south side of the lot devised by William Forest, the dimensions to be about 60 feet by 35 feet in the clear and two stories high, also a cellar under it, rising three feet above the surface of the ground. This quite pretentious building was not to be finished entirely at this time. The plan was to enclose all of it and finish the interior as the size of the school demanded.[277]

[Sidenote: New school building requested on the Fox lot]

[Sidenote: Tenement buildings erected on lots as an investment for the school]

For twelve years apparently no further building projects were launched. Then the overseers appealed to the meeting for permission to erect a school on the middle of the lot left to them by George Fox. This was agreed to by that assembly and a committee named to remove the present incumbent of the lot who had not paid the rent for some years past.[278] Their next building was begun, not for the purpose of a place of instruction, but as investment: It was proposed to the monthly assembly in 1760 that several houses be erected on the schoolhouse lot fronting Chestnut Street, expenses defrayed out of the treasury of the overseers, for the purpose of increasing the yearly income of the property.[279] The suggestion was well received and the liberty granted to erect one or more such houses.[280] In 1767 the accommodations for the Girls’ School, being unsatisfactory, the overseers of the school requested permission to have the chamber of the meeting house fitted up as a place for them, which was taken under consideration by a committee of the meeting appointed for that purpose.[281]

[Sidenote: Building for negro school requested about 1771]

The Negro School, established 1770, was first housed in a building rented for that use,[282] in which it continued for nearly a year. The plans for a permanent school made a building for that purpose desirable, and in 1771 the committee on education of the Negroes requested that a house be built on the lot where the alms-houses were situated, which was granted.[283] This house was occupied by the school until charge of it was assumed by Anthony Benezet (1782), who held the school in his own house.[284]

[Sidenote: Restatement of points considered]

In the foregoing pages we have mentioned some of the facts of the establishment and development of the school in Philadelphia, with reference to (1) founding, (2) support, (3) masters, (4) properties, buildings and grounds. It is deemed advisable to omit from this chapter any presentation of curriculum, excepting as that has been mentioned at a few places, reserving such presentation to a chapter comprising all the schools established in Pennsylvania. As a fitting close to the previous discussion of the century’s development, we present, almost entire, one of the reports returned by the committee of the meeting, which in a fair way will tell the reader more about the growth up to, and the status of the system in 1784, than will any discussion. Portions of the report are discussed in other chapters.

[Sidenote: The report to the monthly meeting (1784) indicates status of schools on that date]

The schools under their direction and care within the limits of
this meeting, are:

(1) One under the tuition of Robert Proud, by whom about 30
boys are instructed in the Latin and Greek languages and some
branches of the mathematics; his salary is fixed at £250 per
annum, having an usher who is allowed £80 per annum, at the
expense of the estate under the care of the overseers. The
present £6 per annum for each scholar for which he accounts
to the said overseers and has for one year past received one
Guinea entrance to his own use and charges 5/ for fuel. We
had some conversation with him on the case necessary to guard
against the use of such books, whose contents have a tendency
to prepossess the youthful minds with sentiments unfavorable to
the Christian faith and the true spirit of the gospel; which
appears had his attention, having observed a care therein
agreeable to what the occasion requires. In this school are
read Barclay’s _Apology_ in Latin and the Testament in Latin
and Greek. The overseers have enjoined the attendance of the
scholars who are chiefly members of our own religious society,
at our meeting on the fifth day of the week, but it had not
been sufficiently observed.

(2) One under the care of John Todd, in which are taught
reading, writing, the English Grammar, Arithmetic and some
other branches of the mathematics. It consists of 88 boys on
this list, for 83 of whom he has 20/ per quarter, 2/6 for pen
and ink, 5/ for fuel; on the entrance of each 15/ except where
the parents or guardians are not of ability to afford it, the
other 5 being put to him by the school corporation, he teaches
for 10/ per quarter. He remarked there are each day about 70
together. The master appears careful to observe good order in
his school and frequently attends our meeting on the 5th day
with his scholars. He also kept a night school in the winter
season consisting of 82 scholars.

(3) One by Isaac Weaver consisting of about 28 boys, being
limited to 10/ per quarter, 2/6 for pen and ink and 5/ a
year for fuel, he takes no entrance fee and teaches reading,
writing, and arithmetic, and is careful to keep good order in
the school, also frequently brings his scholars to the meeting
fifth day.

(4) William Brown teaches girls reading, writing and
arithmetic, language, 8 whole days at 30/ per quarter 14 in
mornings 15/ per quarter 13 in afternoon 15/ per quarter
and for some time has been in the practice of taking 7/6
entrance fee, except for those placed with him by the school
corporation—he represents some difficulty in enforcing the
rules and regulations provided for the schools on account of
the greater number of his scholars children of persons not
professing with us.

(5) Sarah Lancaster has a school for young children of both
sexes consisting of about 64 scholars of whom:

35 attend whole days at 15/ per Q.
18 attend, sent by school corporation, 10/ per Q.
11 attend half days, also sent by them, 7/6 per Q.

Also pay for fuel. She teaches both sexes to spell and read and
the girls to sew and appears to have an orderly school.

In all the foregoing schools, which are under the direction of
the school corporation, 41 poor children are taught at their
expense. We also visited the following schools, the masters and
mistresses of which are either members or make profession with
our religious society, but are not immediately under the care
of the board. (I give here only a digest of their report).

(1) Mary Harry.

School in Charters Alley; 15-16 children at 15/ per Q.
Income is about 40 pounds per year.
Not a Friend but attends our meetings.

(2) Joseph Clarke.

School in Fifth St.; about 30 girls.
Curriculum—reading, writing and arithmetic.
For 25 he receives 30/ per Q. and others gratis.

(3) Mrs. Clarke (wife) and Joseph Clarke.

Same house; 15-16 boys reading; and the girls, sewing at 15/
per Q. each; they try to attend our fifth day meetings.

(4) Anna Marsh.

50 (approximately) girls and boys.
Taught reading, and the girls, needlework; 20/ per Q.
Each has a right of membership with Friends.

(5) Mary McDonnell.

15 young children at 15/ per Q.

In the most of the schools there are nearly one-half if not
more of the children of the people of the societies and we wish
Friends children may not be too frequently excluded for want
of room, evident inconvenience being very observable in the
present mixed state of schools, it is much to be desired that a
more select mode of education could be effectually promoted; in
the meantime it would be well that master be not too lax in the
observance of the rules.[285]

[Sidenote: Boarding school encouraged by Owen Biddle]

[Sidenote: Approved by quarterly and yearly meetings]

[Sidenote: Rules drawn up therefor]

The other item of very great interest, though not in reality immediately connected with the schools in Philadelphia, concerns the establishment of a boarding school, which was to be founded and planned after one of the oldest and largest schools of the society, the great Ackworth School in England.[286] The project was greatly encouraged by Owen Biddle, who (6th month, 10th, 1790) published a pamphlet of 52 pages in which the plea for such a school was elaborated.[287] A committee was appointed to confer with him, and reported they wished to present their wishes also to the other monthly meetings of the city,[288] and they concurring, to present the wishes of the monthly meetings to the quarterly and so on to the yearly meeting.[289] The report, when presented to the other two monthly meetings, met with favor,[290] and it was accordingly agreed (1792) to bring the matter before the quarterly meeting.[291] The approval of the quarterly and yearly meetings[292] in the time immediately ensuing resulted in the plans being set on foot for a subscription of £5000 and which was made open to all members of the yearly meeting in whatsoever quarter; the amount of these, in 1797, was £247/10.[293] The school established at Westtown on the tract of land purchased by the yearly meeting, was opened in 1800,[294] with Richard Hartshorne as the first superintendent.[295] Rules and regulations for its conduct had been drawn up by a committee appointed by the yearly meeting in 1794.[296]

OTHER SCHOOLS IN PHILADELPHIA COUNTY

[Sidenote: First school probably as early as 1710 or 1711]

The date of the first school in Byberry has not been definitely determined, though it can surely be placed at a very early period in its history, as early as 1710 or 1711. Richard Brockden, who later taught school in Philadelphia,[297] was a teacher in the school at Byberry, for a minute of Abington monthly meeting states in the 4th month of the later year that “At this meeting Richard Brockden, late schoolmaster at Byberry, had a certificate granted him in order to go to England.”[298]

[Sidenote: Greater activity near middle of century]

This would indicate that the said Richard had been teaching at Byberry, and it is quite probable that he had, but it is not conclusive evidence that he did so. About the middle of the eighteenth century the Byberry Meeting became very active in schooling the children of poor Friends. This movement, it seems from all records found, was due in large measure to an apportionment received from a legacy left by William Carter to the charge of Abington Meeting, for the schooling of the children of Friends in poverty.[299] In 1755, it was:

... agreed that Horsham, Germantown, Byberry meetings shall
have 40 shillings each for the ensuing year, and Oxford twenty
shillings, Abington three pounds for the same time, (of the
annuity left by William Carter) in order that the same may be
employed in paying for the schooling of such children as the
said meetings may think proper objects thereof if they find
any, and the Friends of the said meeting are desired to see
that the same be well applied and that the children who partake
of the benefit thereof do go regularly to school.[300]

[Sidenote: Donations under care of trustees, used for schooling poor]

The money thus devised to the meeting was in the care of the committee appointed by the same, whose duty it was to receive requests and to investigate all cases where help was requested or found to be necessary. The accounts of the said committee were audited at a period when necessary by Friends appointed especially for that purpose.[301] This form of philanthropy became very popular here, as in other meetings, almost every meeting bearing forward a new record of it. In 1758 James Thorntown and Giles Knight reported that they had received of James Paul (treasurer of Abington Monthly Meeting) the sum of £6, part of the donation left for the poor children’s schooling, and had applied £2/5 of the same to that use, leaving a remainder of £3/15 in the hands of Knight.[302] In 1770 the records run in this manner:

It appears that Phillip Wells stands in need of some of the
moneys that were given to the use of schooling poor Friends
children; Thomas Townsend is therefore ordered to pay forty
shillings of the money in his hands.[303]

Though very few references are made throughout the early period of the schools, it is quite certain from the nature of these reports on education of the poor that the schools were continued regularly. When the yearly meeting began to demand reports on the condition of the schools, there was no stir about the matter whatever, the first report being that those who have our school under care “report that it is in good order.”[304] The requests coming into the preparative meeting for information on schools, were referred to the standing school committee.[305]

[Sidenote: Case of schools under standing committee]

The standing committee performed all duties in connection with the school, with the exception of certain cases of difficulty, where it was necessary to call on the meeting for assistance, at which time that body coöperated with them through specially appointed committees.[306] The Byberry Preparative Meeting was, of course, not independent in this matter of school organization; their place was very much in accord with that suggested by a committee report to the various preparative meetings in 1790:

[Sidenote: General plan for encouragement of better schools]

We of the committee appointed to attend the preparative
meetings with the extracts in order to spread the concern of
our last yearly meeting, have attended to the appointment
and taken into due consideration that part of them relating
to schools, and being desirous to adopt it in so far as our
present circumstances will admit, and in order to encourage
any charitably disposed persons who may incline in their last
will and testament or otherwise to give or bequeath something
towards so laudable a purpose as to raise a certain fixed union
for the support of schools, it is our desire that it may be
safely counted to the care of the preparative meetings, he or
she appointing, if they see fit, their own trustees and that
Friends earnestly endeavor to provide for the schoolmasters a
house lot, ground, etc., either purchasing or renting, whenever
it may be necessary, and that our minds being deeply impressed
with a sense that a guarded religious education of the rising
youth is a matter of great importance it is our sense of
judgment that Friends within the compass of this meeting should
be pressingly urged to consider the necessity of employing
conscientious and pious persons as schoolmasters, being members
of a religious society and that the preparative meeting
continue to appoint committees from time to time as occasion
may require to have the care and oversight of such schools
and that they visit the respective schools at least once in
six weeks to see that good order be observed, and for the
encouragement of the children in their learning, and render an
account thereof to the preparative meeting once in six months.
Signed the 28th of the 4th month, 1790.

By SAMUEL GUMMERE, SILAS WALMSLEY, THOS. WALMSLEY,
JOHN TOWNSEND and NAYLOR WEBSTER.[307]

In the month following the reception of these suggestions from the monthly meeting’s committee, the Byberry school trustees made the following report on the conditions of the schools, and the nature of their own activities.

[Sidenote: Byberry report on schools]

We, the trustees appointed by the meeting to have the care of
the schools under the direction of the meeting, do inform,
agreeable to our trust, we have several times met within the
year past at the school in order to encourage the children in
their learning, also to see that good order be kept by the
master and children and we believe this a good measure complied
with, and we further inform, that we have endeavored to comply
with the intentions of the donor, by distributing the donations
of William Carter, by schooling such children as we apprehended
proper objects and have engaged as many as to take most of the
money now in hand. (Clerk asked to give the committee a copy
of the monthly meetings extracts that they comply with the
regulations concerning schools.)[308]

[Sidenote: Summary of a later report]

The gist of their report six months thereafter is as follows:[309]

1. The trustees have met several times at the school in the last six months.

2. Afternoons are usually spent hearing the scholars read and in examining their learning.

3. The masters keep strictly the rules, which the trustees have laid down.

4. We believe the school is kept in good order.

[Sidenote: School house to be enlarged]

In 1792 it was considered necessary to enlarge the schoolhouse to make adequate facilities for the increasing number of children. The committee appointed on the subject decided there should be an addition of ten feet for the length; their suggestion was approved and a subscription begun to carry forward the work as speedily as could be done.[310] Thomas Walmsley was appointed to have oversight of the work.[311] The status of the school at the end of the century is stated in the report to Horsham Monthly Meeting, as follows:

[Sidenote: School’s status at end of century]

We have one school under the care of the meeting, to which
our members send their children, except some Friends who live
remote. It is supported by subscription; the tutor is a Friend
and we believe endeavors to discharge the important trust
committed to him. The children of such as are in straightened
circumstances are schooled by donations left for that purpose—A
committee appointed by the meeting frequently visits the said
school and reports the state thereof.[312]

GERMANTOWN

[Sidenote: Pastorius in Philadelphia]

It has already been mentioned that Francis Daniel Pastorius taught in the Friends School at Philadelphia during the period from 1697 to 1700.[313] While in the school at Philadelphia it appears that he left his residence at Germantown vacant and took up his abode in the city. The following letter, written by his children, to their grandfather in Windsheim, indicates their longing for their “own home” at Germantown and the tedium of their school days in the Philadelphia school.

Wir Wünschen gar offt bey dir zu seyn / ach dass du hier wärest
und in unserm Hause zu Germanton Wohntest / welches einen
schönen Obsgarten hat / und der Zeit leer stehet / indeme wir
zu Philadelphia wohnen / und täglich 8 Stunden lang in die
Schul gehen müssen / ausgenommen den letzen Tag in der Wochen /
da wir Nachmittag daheim bleiben dörffen.[314]

[Sidenote: Early school at Germantown]

The school at Germantown was opened on January 11, 1702, though Dr. Seidensticker thinks that this must have been preceded for some time by an evening school.[315]

[Sidenote: Contributors]

The first overseers chosen were Aret Klincken, Peter Schumacher, and Paul Wulff.[316] Those who contributed voluntarily to the school were: Anton Loof, Peter Schumacher, Paul Wulff, Jacob Delaplaine, Jonas Potts, Isaak Schumacher, Walter Simons, Levin Herberdink, Johann Bleikers, Dirck Jansen ... Johannas Umstett, Heifert Papen, Jan Lensen, Peter Bon, Hermann Bon, Dirck Keyser, Claus Tamson, Gerhard Ruttinghusen (and two others whose names can not be deciphered).[317]

[Sidenote: Patrons of the school]

The patrons of the school for the first year were: Aret Klincken, Reinert Tysen, Tünes Künders, Wilhelm Strepers, Paul Kästner, Reinier Hermans, Abraham op de Graeff, Christian Warmer, Arnold van Vossen, Johann Cunrad Codweiss, Cornelis Sivert, Aret Küster, Jan Doeden and Lanert Arets.[318]

[Sidenote: Tuition]

[Sidenote: Evening school]

The school admitted both boys and girls for instruction. The amounts paid by voluntary contributors varied from 2/ to 15/ per year, while the tuition charged was from 4d. to 6d. per week.[319] The evening school was intended for those who were forced to work during the day time, or for others who, because of their age, could not enter the regular day school.[320] Among the patrons from 1706-1708 there are to be found a great number of English names,[321] which may no doubt indicate that the school under the German master was recognized by English inhabitants to be of very high standard. His experience in Philadelphia would speak for that.

[Sidenote: The school probably taught in English]

Some question has been raised as to whether Pastorius taught the school in the English or the German tongue. Though in his manuscript it is found that he did use somewhat broken English,[322] we know that he taught the English school at Philadelphia, where most of the children were English.[323] The majority of his pupils at Germantown were, of course, German,[324] and doubtless German was spoken between them, and the teacher at times. The fact, however, that the titles of Pastorius’ school books were written in English, is pointed out by Seidensticker as an indication that the language of the province was given preference in the school.[325] It is also to be noted that the General Court had in 1696 ordered that the minutes of the Ratsbuch be transcribed into English, lending further evidence to the idea that the importance of the official language was recognized.[326] The length of continuation of the Friends’ school at Germantown is not known, though it seems likely that Pastorius may have continued in its service till the time of his death, or at least until 1718.[327]

SCHOOLS AT EXETER MONTHLY MEETING

[Sidenote: Youths meetings established 1758]

Exeter Monthly Meeting, established 1737, being set off from Gwynedd Monthly,[328] did not have any schools under their jurisdiction at a very early date. The first indication that the subject of education was being seriously considered was about 1758 when youths’ meetings were established, two each year, one at Exeter and the other at Maiden Creek.[329] These youths’ meetings, sanctioned by the quarterly meeting,[330] and another at Robeson several years later,[331] were the first steps taken for education of youth, and controlled by the meeting. It is true, there was a school (day school) even at this time situated near Samuel Lea’s, as we learn from a chance reference,[332] but though it was attended by Friends children in part, it was neither controlled by them, nor under the monthly meeting. This condition lasted until the recommendations of the yearly meeting of 1777 and 1778 caused the monthly meeting to look into the educational situation.

[Sidenote: Committee appointed on schools]

[Sidenote: A new committee to visit the preparatives]

In accord with the recommendations concerning “the proper education of youth” published in these years, and sent out, the meeting at Exeter appointed Samuel Hughes, Abel Thomas, Benjamin Pearson, Mordecai Lee, James Thomas and John Scarlet to take the question under their consideration.[333] For two years and a half the substance of the reports of the above named committee and its successors, was to the effect that not much had been accomplished.[334] In 1781 the committee reported they had visited the preparative meetings (two of them), and recommended to them the careful consideration of the youths’ education, under good moral tutors.[335] A year later, the committee was released, having, according to reports, accomplished nothing.[336] Those delegates who attended the quarterly meeting in 1783, brought back new advices, and were directed to furnish each preparative meeting with a copy and request a report on school conditions among them; at the following monthly assembly more of the preparatives were ready to report.[337] Despairing of any report, unless of their own making, the monthly meeting appointed a committee of nine men to visit all the preparatives and report what they thought of their schools.[338] They produced the following statement.

[Sidenote: Report of the committee]

[Sidenote: No school of Exeter Preparative]

[Sidenote: A school at Maiden Creek]

[Sidenote: School at Reading]

[Sidenote: School at Robeson]

Most of the committee appointed two months ago to take into
consideration and report the state of schools have given
attention to the service; and divers of us have attended each
of the preparative meetings belonging to this meeting and
after a time of conference thereon, ’tis agreed to report,
there is no school within the village of Exeter Preparative
Meeting under the care of Friends; But we are of the mind that
it is necessary that one be established there; and although
work has been begun, yet we have but little expectation of its
accomplishment in a short time;

That there is a ... school at Maiden Creek kept by Thomas
Pearson, a Friend, who is at present engaged for a year,
has 15 scholars entered for that time and 8 quarterly ditto
scholars at the rate of 40/ per annum for each, which is under
the direction of three overseers chosen by the employers. The
school house built on a piece of ground belonging to a Friend
which contains about five acres. There is likewise a school at
Reading kept by Benjamin Parks and wife in their own house;
they are members of the society and have about 50 scholars;
such as spell at 7/6 and others at 10/ per quarter but is not
under the direction of the meeting, nor are there any overseers
chosen to superintend the same, yet we are of the mind a school
established there under proper regulations and care of the
monthly meeting, might be useful and deserves encouragement.

The schools within the verge of Robeson Monthly Meeting are
kept by a person who inclines to go to our meetings, has about
20 scholars, amounting to about £34 per annum. Endeavors are
also used to get a school established there upon a better plan
and near the direction of the yearly meeting, but how far
they may be successful is at present unknown. We do therefore
recommend the whole to the notion of alleviation of the Monthly
Meeting as a matter wherein friends are deeply interested.

Which we submit to the Meeting.

Amos Lee, Thomas Lightfoot, Samuel Hughes, Fannie Ambree,
Owen Hughes, (which was approved by the Monthly Meeting, and
decided that the substance be made a report to the Quarterly
Meeting—The Committee to be continued to the service of Schools
and report in the future).[339]

[Sidenote: Maiden Creek secures land for school]

[Sidenote: Attempt to establish school at Reading]

Maiden Creek was at this time (1784) making earnest efforts to meet the standards set by the general meeting. In the eleventh month they requested a number of persons to be named to whom they might give a deed of trust for the ground agreed upon for the use of their school.[340] Three were suggested and the deed and declaration of trust accordingly drawn up. Efforts in the meantime had been made towards establishing a school at Reading and a committee to conduct a subscription for that purpose named.[341] Help was solicited from the yearly meeting, but James Pemberton answered for that body that there was no money to be spared at the time, so Reading was advised to build such a house as their circumstances would permit.[342] Near the close of 1787 those having direct charge thereof made the following report of their progress:

[Sidenote: Committee report on Reading school]

We the committee appointed to have the school education of
youth under care, have given close attention to a school
proposed to be opened in a short time at Reading by Caleb
Johnson, in a house now in building by Friends there, and
nearly finished, which we are of the mind should be under
particular care and direction of the monthly meeting; and
that it may be well that a committee be thereby appointed
to superintend and monthly to visit said school; we have
also drawn up and agreed on certain rules to be observed and
attended to by the employers, master and scholars concerned
therein for the regulation and well ordering thereof: which we
have ready for the examination and inspection of the monthly
meeting if thought necessary. All which we submit thereto.
Signed on behalf of the committee, Francis Parvin.... Which
minute being read was allowed of and it was directed that a
copy thereof be kept in open view in said school and that the
original be lodged among the meeting papers; Benjamin Pearson,
Samuel Jackson, John Mears, Francis Parvin, Johannes Lee,
Jr., and James Iddings are appointed to have the said school
under care and visit it once a month or oftener as necessity
may require and report of their care. The former committee is
continued.[343]

[Sidenote: School discontinued]

After the school had been in progress two years, Samuel Jackson reported that it “appeared to be in an increasing way”[344] but its prosperity was not to be long continued. In 1705 it was reported “discontinued,”[345] and no reason assigned for it excepting “the situation of the Friends there” which, taking into consideration the shortage of funds when it was begun, we may infer, had reference to the financial situation. The action of the monthly meeting in regard to it was left entirely to their own judgment.[346]

SUMMARY

[Sidenote: Scope of chapter]

In this chapter we have considered the schools of Philadelphia (city and county), and also those at Exeter Monthly Meeting, which belonged to the Philadelphia Quarter.

[Sidenote: Education to be function of government]

[Sidenote: First school]

[Sidenote: School established by monthly meeting]

[Sidenote: Overseers made independent]

Education in the Quaker colony was initially provided for in the instrument of government, drawn up before the Proprietary left England; in accord with said provisions the first school (Flower’s) was set up by the Council in 1683. Thereafter, however, the initiative was usually taken by the Quaker meeting, which in 1689 set up a school and in 1697 applied for a charter under the laws of the province. This petition was granted and Penn gave the first charter in 1701. Later charters, in 1708 and 1711, granted extended privileges; by the last one the body of overseers were made self-perpetuating, and thus as independent of the meeting as they wished to be. The letter said to have been written to Thomas Lloyd, which credits Penn with suggesting the school of 1689, has not yet been discovered.

[Sidenote: Earliest masters and mistresses]

[Sidenote: Growth of system]

The earliest masters were Keith, Makin, Pastorius, and Cadwalader. Mistresses were mentioned in connection with the schools from about 1699, Olive Songhurst being the first one named. Salaries were not high and seem in some cases to have hardly sufficed for the family of the master; increases were made upon complaint. Extra duties for the teacher included keeping charge of the boys and girls in meeting. From 1689 to 1779 the system increased from employing one to one which required nine. In 1784 ten were reported.

[Sidenote: Means of support]

Philadelphia Friends’ schools were first supported by (1) _rates_ and (2) _subscriptions_, while (3) _legacies_ and _special gifts_ soon came to form a considerable item in their support. Bequests were also a factor in the support of the Negro School. Funds were occasionally raised by bond issues, and derived from tenements built on school property.

[Sidenote: Place of first schools]

[Sidenote: Property by purchase and gift]

[Sidenote: Overseers more independent]

Schools were first held in rented property and in the meeting house, but in 1698 steps were taken to purchase property of Lionell Brittain for the use of schools. Property was received as a gift from Samuel Carpenter in 1701. The first record of a schoolhouse was the one to be begun in 1701. In accord with their charter rights the power and independence of the overseers increased. In 1725 the monthly meeting conveyed to them all money and the titles for all school property. The Negro School was provided with a building in 1771. The end of the century is marked by the establishment by the yearly meeting of a Boarding School at Westtown in Chester County.

[Sidenote: Byberry]

The exact date of Byberry’s first school is not determined; but must have been early, since Richard Brockden is reported to have been schoolmaster there in 1711. School activity, however, seems to have increased greatly near the middle of the century. The school was under the care of a standing committee, which was to visit schools every six weeks and make two reports thereon each year. Poor children were schooled by the trustees of the school funds.

[Sidenote: Germantown]

Germantown school began in 1702, though perhaps an evening school existed before that date. Pastorius continued in this school as master, at least until 1718. The official language used in the school was probably English. The names of the first patrons were all German; a large number of English names among them in 1708 is an indication of how the school and its master were regarded.

[Sidenote: Exeter Monthly]

[Sidenote: Maidencreek Reading Robeson]

In 1758 youths’ meetings were established by Exeter, but no school committee was appointed until 1778. This committee accomplished nothing and made no report of value. By a report of 1784, Maidencreek, Reading, and Robeson were credited with one school each, which measured up in some ways to the desired standards. Exeter had none. The Reading School was discontinued in 1795.

The total number of schools reported at Philadelphia, Germantown, Byberry, and Exeter monthly meeting, was fifteen.