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About Google Book Search Google's mission is to organize the world's information and to make it universally accessible and useful. Google Book Search helps readers discover the world's books while helping authors and publishers reach new audiences. You can search through the full text of this book on the web at|http : //books . google . com/| ';/ STU II v.- THE Public Schools of Philadelphia HISTORICAL, BIOGRAPHICAL, STATISTICAL BY- JOHN TREVOR CUSTI8 1 PHILADELPHIA: BUR'< & McFETRIDGE CO.. Publishers, 306-308 Chestnct Street. 1897. fTTT '' Tl p:i! 221815B I .. . . 1^ Entered according to Act of Congress, in the year 1397, by BuRK & McFktkidgb Co., in the OflBce of th^ ^.'■- :i*n of Congress at V. . r..[ .T. ». C. Preface This work, as now presented to the public, is the result of careful research and laborious effort. While it is not to be expected that it will escape criticism, the author would re- spectfully call attention to the fact that it fulfills to the letter the promise of the pros- pectus, which was so highly endorsed when it was circulated last spring. It has been extremely difficult to obtain many of the historical facts contained herein. In manv Sections the records have been lost or destroved. In others thev have never been properly kept. With this poor and insufifi- cient material to work from, we have with difficulty compiled the necessary facts, except in a few Sections, where we have been sub- stantially aided by directors and others in gathering absolutely essential data. We believe that the method adopted, of ' giving the history of the schools under differ- ^ ent classifications, is a wise one. In the -ogeneral history of the First School District of ^ Pennsylvania, which follows the introduction, *^ we have not gone into detail concerning the i history of individual schools, but have re- ^ served such for subsequent chapters. 5* In compiling this work we have not 5 deemed it within our province to make per- ^ sonal comment upon men or events. It has been the aim to present facts and not to ad- vance opinions. For assistance in gathering the facts in- cluded in this book our acknowledgments are due to many persons. Among those to whom we are especially indebted are Mr. Henry W. Halliwell, Secretary of the Board of Public Education ; Dr. Edward Brooks, Superintendent of Schools ; Prof. George W. Fetter, ex-Principal of the Girls' High School; Mr. George H. CHff, Principal of the Philadelphia Normal School for Girls, and Harry S. Hopper, Esq., Historian of the Asso- ciated Alumni of the Central High School. Our warmest acknowledgments are due to our most esteemed friend, Mr. Joseph D. Murphy, of the Board of Public Education, but for whose encouragement and practical assistance we should probably never have undertaken this work. It is no mere figure of speech to add that we cannot find words with which to adequately express our appre- ciation of his friendlv offices. To all our friends who have given us assist- ance or encouragement in the preparation of this work, we extend our hearty thanks. JOHN TREVOR CUSTIS. February i. 1897. Introduction It seems strange that with the expansion of educational thought, and the marvelous de- velopment of our public school system, there have not before been collated such facts as this volume now gives to the public. That a historv' of the public schools of the first city in the Commonwealth of Pennsvlvania has long been needed is evidenced by the state- ments made by members of the Board of Public Education, who, in letters of endorse- ment printed in the prospectus of this work, have stated that it was only by giving much time and effort to the task that they have been able to obtain data for their own use and that of their committees. It is highly gratifying to know that the wide dissemination of information, historical and otherwise, regarding our public schools is now not only a possibility, but an assured fact. Every Philadelphian may well be proud of our pubUc schools, and in telling the world of their development and status we are telling a story of the greatness of our city. Nor can too high an estimate be placed on the impor- tance of impressing upon our own citizens the ever-increasing usefulness of our public schools. For, strange as it may seem, there are many who apparently do not realize the completeness and excellence of our educa- tional facilities. Comparatively few of our citizens under- stand the details of the administration of our public school system, and fewer still realize the vastness of the work which devolves upon those who are engaged in educating the youth of our city, and in thus laying the foundations upon which shall be built the structure of our future prosperity. It is well that the time has come when a better concep- tion of these things is made possible, and it is with the greatest pleasure that I witness the advent of this work, so well calculated to fill a long existing need. I trust that it may abundantly fulfill the purposes of its publication and that it may arouse within our citizens a greater pride and a deeper interest in the public schools of Philadelphia. Further than this, I hope it may impress each reader with a sense of responsibility touching the af- fairs of public education, and inspire in each a greater solicitude for the welfare of the chil- dren of to-day, who are to be the men and women of the future. If these ends shall be accomplished they will be amply repaid whose painstaking labor has resulted in the pubUcation of this work, while we who labor for education shall enter upon the twentieth century with brighter prospects of success, because of the added encouragement which we shall thus receive. Superintendent of Public Schools. i History of the First School District of Pennsylvania The history of the First School District of Pennsylvania dates back to the year 1818, when it was organized by an Act of Legisla- ture, and the first free schools were estab- lished. These early schools were not public schools, how-ever. They were solely for the instruction of children of the indigent. The free school system of that day must not be confounded with the public school system of the present, which is maintained at great cost by the citizens themselves for the educa- tion of their children. Prior to the year 18 18 meagre provision was made by the State for the education of its youth. The principal schools were pri- vate, endowed institutions, which admitted a limited number of indigent pupils free of cost. Some of these private schools w^ere not unimportant factors in the history of educa- tion in Philadelphia, being the stepping stones to the adoption of a system of public schools. The establishment of the Friends' Public School, now the William Penn Charter School, Twelfth street, below Market, is generally considered as one of the impor- tant steps leading up to the establishment of the public school system. It w^as opened in 1689 and chartered in 1697. It was con- ducted by Quaker citizens, but received chil- dren of every creed, giving gratuitous instruc- tion, elementary and higher, to all indigent children willing to receive it. Another private institution deserving of mention was the " Academv and Charitable School of the Province of Pennsvlvania," which was the nucleus from which the great University of Pennsylvania was developed. This academy was organized by a Board of Trustees, of which Benjamin FrankUn was president, and w^as chartered in 1753. The charity school was under the same manage- ment, and in it the children of the poor were educated free of cost. CONSTITUTIONAL PROVISION FOR FREE SCHOOLS. The convention which revised the State Constitution in 1789-90, amended the article which provided for the establishment of free schools, in which it was stated that the masters w^ere to be paid such salaries as should '' enable them to teach at low^ prices," to read as follows : — "The Legislature shall, as soon as conven- iently may be, provide by law for the estab- lishment of schools throughout the State, in such a manner that the poor may be taught gratis." LEGISLATION FOR FREE EDUCATION. The Constitution of 1838 contained a similar article, and this was the only constitu- tional provision for free education up to the year 1873. With this as a basis a number of Acts of Legislature were passed prior to 1818, provid- ing for the education of poor children at the public expense in existing schools. The broadest of these acts was that of 1809, which was supplemented, in 1812, with a pro- vision which gave the County Commissioners power to erect and establish schools under the direction of Councils. In the meantime the private and charity schools, including Sunday schools, in which children who worked during the week were given secular as well as religious instruction on Sunday, increased in number. Schools were also organized by the various churches. INCEPTION OF THE LANCASTERIAN SYSTEM. A few years before the law was passed which provided for the organization of the First School District of Pennsylvania, the Lancasterian System was introduced into some of the private schools of the city. The system took its name from Joseph Lancaster, who established it in England at the close of the last century. Joseph Lancaster was born in London, November 27, 1778. He organized a school in 1798, and as neither he nor the parents of his pupils could afford to employ a sufficient number of teachers to assist him, he conceived the plan of making certain of the pupils moni- tors to instruct other pupils. By this plan one master supervised an entire school. A LANCASTERIAN SCHOOL ROOM. The accompanying illustration showing the inside view of a Lancasterian school is taken from Wickersham's "History of Education in Pennsylvania/' as is also the following ex- planation of the cut: — "The room represented in the engraving is a Lancasterian school room, designed to ac- commodate four hundred and fifty pupils, divided into three classes, each class consist- ing of three sections. The dotted lines rep- resent curtains or movable partitions, sepa- rating the room into three divisions. These divisions consist of a gallery, with the seats so arranged that those behind are higher than those in front, for oral class or collective in- struction; desks for writing, drawmg, etc., and drafts, semi-elliptical forms, marked on the floor, around which the pupils stand to receive instruction from the monitors. From the teacher's platform at one end of the room, when the curtains are drawn, the whole school can be overlooked. The figures i, 2 and 3 represent the position of the first class divided into sections. A, B and C. The sections re- cite simultaneously, and the arrows indicate t ^ 6 t 4 D U C :=) u c / * 7 :3 u c I ZZOL INSmE VIEW OF A LANCASTERIAN SCHOOL ROOM how the pupils change places at giv^en inter- vals. The figures 4, 5 and 6, and 7, 8 and 9, indicate in a similar way the position of the other classes and sections. The monitors stand at the open ends of the 'drafts/ and each has charge at one time of about fifteen pupils.'' Many schools conducted on the Lancas- terian plan were established under the con- trol and management of Lancasterian socie- ties, organized by the disciples of Lancaster. This system was introduced into American schools during the first decade of the present century, and was adopted by nianv of the 8 k t * V charity schools in Philadelphia before the public schools were opened. A FAMOUS SOCIETY'S WORK. An organization in Philadelphia known as the Society for the Promotion of Public Economv, which aimed to ameliorate the con- dition of the poorer classes, appointed, in 1816, a committee on public schools, of which Roberts Vaux was made chairman. This committee inquired into the workings of the Lancasterian system and was largely instru- mental in securing the passage of the law of 1818. While the law of 1809, with its supplement of 1812, authorized the erection and establish- ment of schools, it was not until after the pas- sage of the law of 1818 that buildings exclu- sively for free schools were actually erected, under the direction of a Board of Control. The laws of previous dates simply paved the way for the important legislation of 181 8 just as this act was in turn the forerunner of the school laws on which the present system is based. CHARACTER OF THE EARLY SCHOOLS. Let it not be supposed that the schools of 1818 were public schools in the present sense of the term. There were no public schools, open to the rich and poor alike, until after the law was amended in 1836. So great is the distinction and so odious has become the idea of free schools that the latter name, which is frequently misapplied to the public schools of the present day, is warmly repudiated by the leaders in public school control. THE ACT OF 1818. By the Act of March 6, 1818, '*for the edu- cation of children at public expense, within the City and County of Philadelphia,'' the city and county were to be known as the First School District of Pennsylvania. The Dis- trict was divided into four Sections, as fol- lows: First Section, the city proper; Second, Northern Liberties and Kensington; Third, Moyamensing and Passyunk; Fourth, Penn Township. City Councils were empowered to elect twenty-four directors, the Commissioners of Northern Liberties twelve directors, and the Commissioners of Southwark, Moyamensing and Spring Garden six directors each. The directors thus chosen were to elect one out of everv six of their number to a central board, which was to be organized under the title, "The Controllers of the Public Schools for the City and County of Philadelphia." POWER OF CONTROLLERS AND DIRECTORS. The Controllers were empowered to deter- mine the number and limit the expense of the schools; to establish a Model School for the purpose of qualifying teachers for the sec- tional schools and for schools in other parts of the State: to provide suitable books; to have the superintendence of all schools in the District and to make rules for their own gov- ernment and for the District. The directors were empowered to erect and estabHsh schools, determined upon by the Controllers; to appoint teachers; to provide all things necessary for and to superintend the schools; to meeet at least monthly and to divide themselves into as many committees as there were schools. They were to report to the Controllers the state of the schools every six months. They were to be allowed no compensation, but were to be exempt as jurors* arbitrators and overseers of the poor, and from militia duty. LANCASTERIAN SYSTEM INTRODUCED. The adoption of the Lancasterian system was provided for in the schools of the First, Second, Third and Fourth Sections, but it was deemed inconvenient for the townships of Ox- ford, Byberry, Moreland, Lower Dublin, Ger- mantown, Bristol, Roxborough, Blockley and Kingsess. THE OUTLYING SECTIONS. It was provided that the townships of Lower Dublin, Byberry and Moreland were to constitute the Fifth Section, and the Court of Quarter Sessions was empowered to appoint twelve directors: four for Oxford, four for Lower Dublin and two each for Byberry and Moreland. Germantown, Bristol and Rox- borough were to constitute the Sixth Section, with eight directors: four for Germantown and two each for Bristol and Roxborough. Blockley and Kingsess were to form the Seventh Section, with five directors: three for Blockley and two for Kingsess. Provision was made for the establishment of still other Sections in the future, through the petition of taxpayers to the Court of Quarter Sessions. In the Fifth, Sixth and Seventh Sections the directors were empowered to superintend the education of poor children, to determine what children came under that head, and to what schools they should be sent. Their powers in all essential respects were identical with those of the directors of the first four Sections. Provision was made for the employment of assessors, when required by Controllers or di- rectors, to receive the names of all indigent orphan children or children of indigent parents. The list was to include only boys between six and fourteen years of age and girls between five and thirteen. The assessors were to inform the parents or guardians that such children might be sent to school free of expense. The children thus returned, if ap- proved by the Controllers or directors, were to be admitted to the schools. BOARD OF CONTROL ORGANIZED. The first Board of Control was composed of nine of the representative men of the city. Roberts Vaux, Thomas Stewardson, Joseph Reed and William Fry represented the First Section; George Boyd and Peter Keyser, the Second Section; Ebenezer Ferguson and James Ronaldson, the Third Section, and David Woelpper, the Fourth Section. The Controllers were organized April 6, 1818, and elected Roberts Vaux president. Willie Birnie was chosen secretarv. The headquarters were in the City Hall. The members lost no time in entering upon their duties, and at once proceeded to establish and open schools as follows: — Adelphi School, Pegg's street, between Front and Second, taught by John Ely and Eliza Allison. Kensington School, taught by Joseph Ket- ler and Jane Proudfit. Moyamensing School, organized in Paul Beck's School House, taught by Peter McGowan and Maria Wilson. Southwark School, Commissioners' Hall, Second street below Queen, taught by Samuel F. Watson and Elizabeth Millard. Spring Garden School, Buttonwood Lane,, taught by Moses Taylor. MODEL SCHOOL OPENED. A Model School was next organized on Chester street above Race, and was opened December 21, 181 8. It was placed under the charge of Joseph Lancaster, who had been in- vited here to assist in operating the schools under his own system. The Model School building was the first school-house erected bv the Board of Control. THE FIRST YEAR. At the close of the first vear the total nuni- ber of pupils in the schools was 2,845, ^^f whom 1,507 were boys and 1,338 were girls. Both boys and girls were instructed in read- ing, writing and arithmetic, and the girls were also given instruction in needle work. The schools were visited regularly by the Control- lers and directors, who in their reports ex- pressed themselves satisfied with the order maintained and the evident moral iniluence of the schools. 10 I? THE NEW YORK PUBLIC LmRARY ASTOR, LENOX AND TIUJfiN KOUNOATION3 While they made an excellent beginning it must not be supposed that the Controllers entered upon their duties without a great deal of difficulty. They had not the popular sym- pathy and encouragement which is given to their latter-day successors. President Vaux spoke of the Controllers and their work in his first annual report as follows: — "They entered upon the discharge of their official duties at a period and under circum- stances by no means propitious to the experi- ment contemplated to be made in the new system of free public education. For nearly ten years previous to the enaction of the law ROBERTS VAUX. under which they are organized, several well- intended but inadequate and unsuccessful legislative provisions had been applied to this district for the free instruction of indigent children. It was natural, in so far as *he public mind had become familiar with the in- efficiency and expensiveness of the plans formerly adopted, that doubts of the success and want of confidence in any untried scheme should be manifest, whilst unworthy jealous- ies and illiberal prejudices did not fail to cast their influence into the scale against this eflfort to produce reform. "With these combined objections and diffi- culties to encounter, the Controllers began their labors, without (they confess) the ani- mating expectation that in so short a space of time they would have been enabled to over- come them. Yet such is the gratifying re- sult." SCHOOL DIRECTORS OF 1818. The directors, besides those who were chosen to constitute the Board of Control above named, were: — First Section- Robert Wharton, Jonah Thompson, John Sergeant, Clement C. Biddle, ■ Joseph M. Paul, Daniel B. Smith, Thomas F. Learning, Rev. Philip H. Mayer, Jonathan Fell. Daniel H. Miller, WilHam Ashbridge, Richard C. Wood, William J. Duane, Robert M. Lewis, Joseph Cloud, Thomas Latimer. Reuben Haines, William Smith, Rev. D. Neil, John Cla.xton. Second Section — John E. Brown, Jesse Cleaver, John Kessler, William Binder, Jacob G. Tryon, George F. Goodman, George Knorr, John Harrison, Jacob Johnson, James S, Stuber. Third Section — Seventh Section- Benjamin Martin, Robert M'Mullin, Jn, George C. Snyder, George M'Leod, John Turner, Daniel Guiry, Thomas Dixey, James M'Cam, Joshua Raybold, John Lesher. Fourth Section — William Warner, Georgfe Esher, George Lautenslager, Martin Ludie, Joseph B. Norbury. The directors appointed by the Quarter Sessions for the outlying were: — Fifth Section — Court of Sections John Keen, John Lardner, Nathan Harper, Abraham Duffield, Joshua Jones, Samuel Swift, William Maghee, Benjamin Walmsley, James Paul, James Thornton, Edward Duffield, Jacob Shearer. Sixth Section — Samuel Harvey, Samuel Johnson, Joseph Bockius, William Keyser, John M. Williams, Dr. George DeBenneville, Horatio G. Jones, Peter Robinson. Samuel Breck, Nathan Jones, Joseph George, William Hill. James Bartram. PROGRESS OF 1819. During the year 18 19 it became necessar} to procure lots and erect two new buildings one on Lombard street for the children in the southern part of the city and the other for th< pupils in Kensington and part of the Distrid of Northern Liberties. Bv the close of th< year the total number of pupils had reachec 3,268, an increase of 423 over the preceding year. CONTEMPT FOR **CHARITY SCHOOLS." But already the general contempt in whid the "charitv schools,'' as thev were called were held, began to make its influence felt. An effort was made bv President Roberts Vaux, in his second annual report, to smooth away this unpleasant conception. He said "Individual admonition to parents on the utility of sending their children to school, as well as endeavoring to remove from theii minds any prejudice which the illiberal and in- terested may attempt to produce, by asserting that the establishments under the law of the State are merelv a reluctant charitv, woulc essentially aid the important work. A just conception of the design of the constitutior and of the aims of philanthropy would rathei authorize the opinion, that in making this wise provision for education it \\as intendec to gather every indigent child under the parental wing and genial care of the Com- monwealth.'* In subsequent reports President Vaux re- ferred again and again to this subject, show- ing that it was one about which the school Controllers felt greatly concerned. »4 Another building was erected in Southvvark in 1820 to accommodate the rapidly in- creasing number of pupils. At the end of this year the number in the public schools was 5,369, an increase of 2,101 over the preceding year. But there was a great falling* off in attendance in 1821, the annual statement at the close of the year showing a total of only 2,969 pupils. This marked decrease in at- tendance was commented upon by President Vaux as follows : — "Each successive vear confirms the utilitv of the mode of instruction w^hich has been adopted, and it is only to be regretted that many parents w^hose children might be brought under its auspices, remain regardless of the advantages from the enjoyment of which they criminally withhold their offspring. * * * Within the last six months another cause has operated to lessen the number of our pupils. The increase of manufactories in Philadelphia and its vicinity has produced a great demand for the labor of young persons, and has consequently withdrawn many chil- <lren from the public schools." COMPULSORY EDUCATION FAVORED. Following these statements was the first suggestion on record that education be made <^ompulsory in Philadelphia. It reads thus: "Without wishing to interfere with subjects not properly within the sphere of its office, the Board would suggest the propriety of adopting such legal restraints as should pre- vent the employment of children in manufac- tories until they shall have had an oppor- tunity to obtain the rudiments of education • in the public schools, or require the proprie- tors of all establishments of the kind alluded to, to furnish moral and scholastic instruction to the children engaged in those departments of industr>\" COLORED SCHOOL ESTABLISHED. In the year 1822 the Board of Control established on Mary street, in the First Sec- tion, a school for the instruction of colored youth. There were some doubts at first as to the propriety and even as to the legality of this step, but after careful consideration the Controllers decided that they were justified in establishing such a school. It opened with over two hundred pupils and proved to be a great success. A few years later a colored school was opened in Northern Liberties. DEFECTS IN THE SYSTEM. Bv this time the defects in the Lancasterian system were becoming more apparent. One of the worst features was the incompetency of the monitors. Almost as soon as the older pupils were fitted to teach they were ready to leave the schools, having completed the course. This made it necessary to make monitors of pupils who were not qualified to teach. With a view to improving these conditions, the Controllers tried the experiment of train- ing persons in the Model School for the duties of permanent monitors or teachers. The results were decidedlv satisfactorv. INFANT SCHOOLS ESTABLISHED. The establishment of infant schools, out of which grew the prerent system of primary schools, w'as authorized by an Act of Legis- lature in 1828.* The idea of infant schools was not a new one when the Act of 1828 was passed. By w^hat were known as Infant School Societies, and, in some cases, by pri- vate individuals, schools for children under five years of age had previously been organized. The teaching in these schools, however, was principally of a moral and religious nature. The good results thus effected led to an effort, which was successful, to have the infant schools incorporated into the public school svstem. * ' * The said Controllers be and they are hereby authorized, when they shall think proper, to establish schools for the instruction of children under five years of age, and that the money expended in the establishment and support of these schools shall be provided for in the same manner as now, or shall hereafter be directed by law, with respect to the other public schools." From the Act of 1828. xs Four years elapsed before the Controllers took any action under this act. In 1832 however, they established a Model Infant School in one room set apart for the purpose in the Model School Building on Chester street. The school was placed in charge of Anna Maria Williams. The Controllers were so much gratified with the success of the experiment that two years later they opened infant schools in rooms designated for the purpose in four of the other schools, and these led the way to the establishment, in 1836, of no less than thirty primary schools. RESIGNATION OF ROBERTS VAUX. The latter part of the year 183 1 was marked by the resignation of Roberts Vaux as presi- dent and as a member of the Board of Control. Mr. Vaux had been continued as president since his election in 181 8, and his determina- tion to give place to some one else was re- ceived with deep regret by his colleagues in the Board. THOMAS DUNLAP ELECTED PRESIDENT. A successor to Mr. Vaux was at once chosen in the person of Thomas Dunlap, who had been a member of the Board since 1827, and who proved most efficient in the office of president. The other members of the Board of Control at the time of Mr. Dunlap's election were William W. Fisher, John Steele, James Gowen, Joseph Warner, John Oakford, Morton McMichael, Jonathan Thomas, Joseph Bockius, Evan W. Thomas, Jr., Alexander Parker and Charles Norris. STEPHEN GIRARD'S BEQUEST. In the first annual report of President Dunlap he acknowledged in behalf of the Board the bequest of $10,000 made to the public schools by Stephen Girard. The monev was invested and the income from it or a part thereof is now used each year by the various Sections for the purchase of library books. Girard also provided in his will for the establishment of funds to procure medals for deserving pupils. SCHOOLS USED AS HOSPITALS. From 1832 to 1836 there was little of note, aside from the erection of several school build- ings and the establishment of more new schools. During the summer of 1832, when yellow fever was prevalent, the school-houses were used for the accommodation and relief of the sick. The year 1836 marked the close of an epoch in the history of the public schools. The following year saw the opening of the schools to rich and poor alike, and the aban- donment of the Lancasterian system of in- struction, which had come to be regarded as extremely faulty and even pernicious. THE SCHOOLS OF 1836. As a matter of reference the following list of the schools existing at the close of 1836 is given : — Model School. Model Infant School. First Section — Locust Street School. North Western School, North Western Infant School, South Eastern School, South Eastern Infant School, Lombard Street School (colored). Schuylkill School. Second Section — Northern Liberties School, Apple Street School (colored). Third Section — Southwark School, Second Street School. 16 Fourth Section — Penn Township School, Fairmount School. Ninth Section — Moyamensing School, Moyamensing Infant School. Tenth Section — Alarlborough Street School, Master Street Schcol, Master Street Infant School, Twenty-six Primary Schools. Among the pre-existing schools not in- cluded in the above list was one in the Sixth (Germantown) Section, and the Coates Street School, both of which were closed in 1836. It will be seen from the classification in the above list that the bonndaries of the Sections at this time were very different from what they were in 1818, when, for instance, Moya- mensing was included in the Third Section, and all but four Sections were outside the city proper. There were also a great many changes in the personnel of the Board of Con- trol and the various Boards of Directors. Space will not permit an enumeration of these changes. The total number of pupils in the schools in 1836 was 7,127. This number included the 2,500 pupils in the twenty-six primary schools above mentioned. SCHOOL LAW OF 1836. These facts bring the historian to the tran- sition period of 1836-7, when a new school law- went into effect. The question of the estab- lishment of free schools for all the children of the State had been before the Legislature for several years. A free school law, superior in many respects to all former legislation of the kind, was enacted in 1834, and it was dur- ing a hard fight in the Legislature against the repeal of this law, in 1835, that Thaddeus Stevens made his reputation as a friend of the free schools. The school law of 1836 was passed under the title, "An Act to Consolidate and Amend the Several Acts Relative to a General System of Education by Common Schools." This was not a supplement to the law of 1834, as has sometimes been stated, although consider- able material from the latter and previous acts of Legislature was used in its construc- tion. It was a new law and a great improve- ment over all previous legislation of that kind. The Act of 1836 may be regarded as the corner-stone of the public school system. Indeed, many of its important provisions are ^till in force. Regarding the formation of THADDEUS STEVENS. school districts, the election of school direct- ors and their powers and duties, the organiza- tion of school boards, the levying and collec- tion of taxes for school purposes, and the duties of the State Superintendent, the law is substantially the same now as under the Act of 1836. In many other respects, however, this act was faulty, as experience proved. It provided, among other things, for the holding of elec- tions in thevarious Districts every three years, to give the people an opportunity tJ say by vote whether there should be schools or no schools during the three years following. It fixed the minimum age for admission to the public schools at four years. FOR RICH AND POOR. What especially distingiiislied the Act of 1836, and stamped it as an admirable piece of legislation, was that it was the means of doing away with the system of charity schools, for the schools up to this time were little better than charity schools. It elimi- nated the distinction between rich and poor by throwing open the doors to all children, of whatever class or condition. The effect was at once apparent, and from being looked npon with contempt the public schools came to be regarded with tlie highest respect. "The stigma of poverty, once the only title of admission to our public schools," said MORTON McMICHAEL President Dunlap, "has at the solicitation of the Controllers been erased from our statute books, and the schools of this city and county are now open to every child that draws the breath of life within our borders." CENTRAL HIGH SCHOOL CORNER- STONE LAID. In September of 1837 the corner-stone of the Central High School, the establishment of which was authorized by the above law. was laid. During the previous year a com- mittee of the Controllers, consisting of George M. Justice, Morton McMichael, T. G. Hollingsw^orth and President Thomas Dunlap, had visited the schools of New York and Boston, and had returned with ideas which proved useful in the establishment of the High School and the improvement of the elementary schools. LMPROVEMENTS EFFECTED. The Lancasterian system having been abol- ished, the number of teachers in the various schools was greatly added to. The number of pupils in the schools increased from a few over 7,000 to 17.000 in a single year. Of this number nearly 6.000 were pupils in sixty ])riniary schools. Several new buildings were erected, and old buildings were enlarged and renovated. The Model School was eutirelv rebuilt and refurnished, .\ BRKiHT OUTLOOK. The year 1838 appears to have been a pro- gressive and exceedingly satisfactory one in the history of the public schools. In his an- imal report at the beginning of 1839, Presi- dent Dunlap said:- — "The past school year has run its course in undisturbed health, entire prosperity, abun- dant means, augmented facilities, and. it is confidently believed, in extended usefulness. .\ marked and striking feature of improve- ment is the general favor with which the sys- tem is now received by the commmiity. Long neglected, and almost unknown to our citizens, it has quietly worked its way to notice and approbation. Every successive , modification, suggested by this Board and adopted by the Legislature, has. in practice, evinced its own necessity and usefulness, and instantly won the approval of all. "Thus the change in the monitorial system, as originally introduced into Lancasterian schools, the release from many of the tram- mels and impediments of that early and crude plan, the employment, even at greater ex- pense of assistant teachers, the salutary in- fluence of female teachers in aid of the master, in the boys' school, the infant schools and OLD CENTRAL HIGH SCHOOL, 'u' 1 .1 I ;\ TdL ritw YO!:;. r'JDUC IJDRARY ASTOR, LENOX AMD TUJ3£M FOUMOAT10M8 21 L primary schools at one end of the scale, and the noble completion of a High School, pre- senting facilities for full academical education, all now bear the seal of successful and triumphant experiment." An event which made the year 1838 a mem- orable one in school history was the comple- tion and opening of the Central High School. [See chapter on Central High School.] PRESIDENTS FROM 1840 TO 1854. January i, 1840, Thomas Dunlap was suc- ceeded as president of the Board by George M. Wharton, whose first term was of a year's duration. From 1841 to 1844 Henry Leech was president, and from 1844 to 1847 John Miller held that office. Wharton was elected president again in 1847, ^"^ remained in office until 1850. He was succeeded by Daniel S. Beideman, who was president until 1853, and then Mr. Wharton once more took the chair and remained president until January i, 1854. HIGH SCHOOL FOR GIRLS CONTEMPLATED. In 1840 a committee was appointed to look into the advisability of establishing a High School for girls. A Normal School for the training of teachers was also thought of, for although the Model School was originally in- tended to serve this end, it had not answered the purpose since the Lancasterian system had been done awav with. BACHE SUPERINTENDS THE SCHOOLS. In 1 84 1 Alexander Dallas Bache, Principal of the Central High School, assumed tem- porarily the duties of general superintendent of the public schools, acting under the direc- tion of the various Sectional Boards. At the close of the year he made a report giving in a general way the result of his observations. PARSON'S ENCOMIUMS. Appended to the annual report for 1842 was a letter received bv the Board from A. V. Parsons, State Superintendent of the Com- mon Schools, who during the year had visited the schools of Philadelphia in company with Governor Porter. Extracts from the letter follow: — ''I think the system of public education adopted and now in actual operation in your city and county one of the best w^hich is known in any civilized country and perhaps it excels anv other. * * * "From an examination of your Central High School * * * it gives me pleasure to say that my anticipations of its excellence and superiority were more than realized. * * * I cannot avoid suggesting the propriety, nay, the absolute necessity, of establishing a High School upon the same plan as the present one, for the education of females, giving to them those high and equal advantages of a finished education which are now enjoyed by the males.'' A communication of a similarly encourag- ing nature was received the following year from Charles McClure, who succeeded Mr. Parsons as State Superintendent of Common Schools. Thereafter the different State Su- perintendents continued to visit the schools and report favorably upon their condition. CONTROLLERS MADE A BODY POLITIC. By an Act of Legislature of April 16, 1845, the Controllers were made a body politic under the name of "The Controllers of the Public Schools of the First School District of Pennsylvania," and all the property held for school purposes in the county was vested in them as a corporate body. NORMAL SCHOOL ORGANIZED. The Model School was reorganized and con- verted into a Normal School February i, 1848. The object of the school was ''th? thorough training of the pupils in the branches taught in the public schools, with reference to teaching them." The School of 21 Observation and Practice was established the same year. STATISTICS OF 1850. The middle of the century found the schools growing rapidly. In reviewing their progress it may be well to pause and note a few figures. In June, 1850, the number of schools in the District was 2,560. There were yzy teachers and 45,383 pupils. The schools were desig- nated as follows: i High School, i Normal School, 53 Grammar. 29 Secondary. 130 Pri- mary and 40 unclassified schools. They were under the direction of 23 controllers and 210 directors, scattered through the eleven Sec- tions into which the District was then divided. NIGHT SCHOOLS OPENED. At the beginning of 1850 the Controllers resolved to open night schools in each of the Sections for male adults, the same having been authorized by an act of March 12, 1842. Thus w^as started one of the most important fea- tures of public school life. The attendance by the beginning of 1855 had reached over 50,000. In 1853 the brick building at Broad anci Green streets was erected for the Central High School. A new building was also erected for the Normal School on Sergeant street above Ninth. ACT OF CONSOLIDATION. The Act of Consolidation, approved Feb- ruary 2, 1854, which un.'ted all the boroughs and villages of Philadelphia County into one municipality, provided that each ward in Phil- adelphia should constitute a school section. The directors in each Section were empow^- ered to elect one of their number a Controller for a term of one vear. Bv this act all school property was vested in the City of Philadel- phia. FIRST BOARD OF CONTROL AFTER CONSOLIDATION. The members of the Board of Controllers in 1854-5 were: — First Section — William H. Sickels. Second Section — James W. T. McCallister. Third Section — Alexander Greaves. Fourth Section — George P. Mercer. Fifth Section — George M. Wharton. Sixth Section — Joseph T. Thomas. Seventh Section — Samuel Ashmead. Eighth Section — Thos. G. Hollingsw^orth. Ninth Section — William Curran, M. D. Tenth Section — Benjamin M. Dusenbery. Eleventh Section — Samuel Taylor. Twelfth Section — Charles J. Sutter. Thirteenth Section — George P. Henszey. Fourteenth Section — Edw^in Booth. Fifteenth Section — Andrew^ H. Manderson. Sixteenth Section — Charles Cline. Seventeenth Section — George W. Burr. Eighteenth Section — Edward W. Gorgas. Nineteenth Section — Saml. S. Warthman. Twentieth Section — James Peters. Twenty-first Section — Nathan L. Jones. Twenty-second Section — Spencer Roberts, Twenty-third Section — Henry Herbert. Twenty-fourth Section — Benj. F. Warren. PRESIDENTS FROM 1854 TO 1869. From 1854 to 1857 Thomas G. Hollings- worth was president of the Board of Control- lers. His successors were William J. Reed, 1857-9; Henry Bumm, 1859-61; Benjamin M. Dusenberry, 1861-2; Leonard R. Fletcher, 1862-4, and Edward Shippen, 1864-69. POOR CONDITION OF SCHOOL- HOUSES. In 1856 the Controllers became impressed with the necessity of improving and enlarging the school buildings, and the City Councils were asked to appropriate $150,000 for this purpose. The report made to Councils in that vear l)v its Committee on Schools 22 graphically described the then existing condi- tions. The report is interesting, as showing the contrast between school accommodations then and now. Extracts from it follow: — *The location of the school-houses near the Delaware front will soon have to be changed; only such repairs as cannot be avoided, there- fore, have been recommended to be made in these localities. But with regard to the re- pairs of those houses wdiich are permanentlv located, the representations of the directors were found to be correct in the main. 'S* * ^' In manv houses there was found but one flight of stairs. * * * The arrangements for heating many of the establishments were found verv faultv; not onlv was the heat in- sufficient in quantity but bad in ciuality. Frequently the schools have to be dismissed for want of warmth; end at all times, in some of the schools, teachers and scholars are troubled with coughs and headaches occa- sioned by the poisoned atmosphere of the rooms. * * * "Three years have been allowed to pass by without a single new school-house having been constructed; and this, notwithstanding the rapid growth of our population, and the cheerfulness with which the school tax is paid by most of our citizens. So many thousands of children are clamoring for admission into our schools, and the room is so circumscribed that temporary arrangements have had to be niade, and, certainly of very questionable economy as regards the health of the pupils, and of questionable propriety as regards the safetv of life and limb. A small two-storv house on Juniper street above Race is made to accommodate (?) some 125 children. - * * In Filbert street over 250 pupils are cooped up in the second and third-story rooms of the building, the lower floors of which are oc- cupied by car])enters, coach makers, coopers and a camphene establishment." Notwithstanding the pressure brought to bear upon the city authorities with the view to obtaining additional funds for the schools, it appears from the records that, owing to the condition of the city's finances, only one new school-house was erected in 1857, at a cost of $3,500.* The lack of good, well-ventilated school-houses began to be more severely felt, too. during this year, as the attendance was increased by nearly 2,500 pupils, and it was believed that the number would be swelled by an increase of many thousands were there sufficient and suitable school accommoda- tions. Some 3,300 children were represented as waiting for admission until such time as they could be accommodated. GIRLS' HIGH SCHOOL OPENED. In June, 1859, the Normal and Model Schools were abolished by a resolution of the Board of Control, and a Girls' High School was organized in their stead. It was opened August 29, and embraced all the studies of the former Normal School, with new and enlarged departments. The last two years of the course were set apart for the training of teachers. NEW BUILDINGS OBTAINED. In 1861 four new school buildings were erected under the direction of the Control- lers, three more were built bv private parties and rented to the Board, and a church build- ing was fitted up for school purposes. Dur- ing the next few years more new buildings were erected, and while the country was in the midst of the Civil War the public schools ♦ At this point let it be noted that the position then taken by City Councils regarding expenditures for public school purposes has been maintained very much through all the inter- vening time up to the present day. The Board of Public Education each year reiterates the growing, pressing needs of the public school system. It is represented now, as It was in 1857, that if the amount appropriated by the State could be devoted exclusively to the erection of new school-houses, the demand for which is constantly increasing, there would be no difficulty in maintaining adequate school accommodations. P^ach year after these representations are made to City Coun- cils, the estimate of expense presented by the Board is cut down to a most alarming extent, some of the most important items often being reduced one-half. Thus the Board of Pub- lic Education is continually in the position of supplicant, crying for more and yet more money. The necessity of taking steps to provide the necessary funds for the education of all the children in Philadelphia is freely admitted by the members of City Councils, who have again and again within recent years expressed their regret that more could not be done for the schools and have then deliberately voted to reduce the appropriation, including even the items for repairs and new buildings. ?3 in this city appeared to progress quite ; satisfactorily as in foniier years. expressly conferring Board." SHIPPEN 0\ THE QUALIFICATIONS Ol- TEACHERS. Edward Shippen was elected president of the Board in 1864. The subject of the quali- fications of teachers began to be earnestly dis- cussed about this time, and in his annual re- port, presented at tlie beginning of the year 1865, President Shippen said: — "The Board of Control having, by law. the general supervision of the schools, the char- acter of the studies, etc., etc., have deemed it within their province to regulate the sub- ject of qualification of teachers in such a EDWARD SHIPPEN. manner as will best conduce to the public good, * * * The Board of Control in no wise desire to interfere with the right of directors to select and elect their own teach- ers, but they feel compelled to exercise their supervisory powers when they find that a practice prevails in a few Sectional Boards of electing teachers with little or no regard to their qualifications — from motives of favorit- ism or from affinity. * * * ■'The power of the Controllers to examine into the qualifications of those who seek ap- pointments as teachers in our schools having been questioned, the Legislature at the pres- ent session has placed all doubts at rest by ACT OF FEBRUARY 17, 1865. The act referred to. by which the Board was given authority to determine the qualification of teachers, was approved February 17, 1865, Following are its provisions: — ■"Tlie Controllers of Public Schools of the First School District of Pennsylvania shall establish a sy.stem for the examination and qualification of all persons who may desire to become teachers in the public schools of said District: the said examinations to be held at sucli time and places, and under such system, rules and regulations, as the said Controllers shall from time to time adopt, "Xo person shall, from and after the passage of this act, be elected to the position of teacher in any of the public schools of said Dis- trict by any of the Sectional Boards of school directors within the same unless such person shall have been found duly qualified for the position to which he or she shall have been elected, nor unless he or she shall have received a certificate of qualification, duly issued by the authority of said Controllers, after his or her examination provided for in the first section of this act. Provided, the exclusive right of the several Sectional Boards of school directors within said District to elect the teachers of their respective Sections shall be and remain unimpaired, except in so far as the same is qualified by this act.* "It shall be the duty of the several Sectional Boards of school directors within said District to certify to the said Controllers, within thirty days from the passage of this act, a complete list of the names and grades of all teachers in the respective Sections who had been duly elected as such prior to the passage of this act. which said list shall be, within •"The Sectional Boards have the exclusive power of appointing teachers, subject only to the restriction thai persons appointed shall be duly qualified. The Board of 'ilic Education cannot refuse to confirm a leacher ap|)ointed sixty days from the passage of this act, duly certified by said Controllers under their com- mon and corporate seal to the Controller of the City of Philadelphia. **It shall be the duty of the directors of the public schools of the several Sections in like manner, from time to time, to certify to the Controllers of the public schools of said Dis- trict the names and grade of all persons quali- fied as aforesaid who shall hereafter be elected to the position of teacher in said District, which said names and grades shall also be cer- tified by said Controllers to the said City Con- troller.'' SHIPPEN ON TEACHERS' SALARIES. The increasing and grading of teachers' sal- aries was seriously considered about the time the above law went into effect. In view of the recent discussion as to the relative salaries paid to men and women teachers, another ex- tract from President Shippen's first report is of interest : — "In this District all the teachers are females, except the Principals of boys' gram- mar and some unclassified schools, and we have reason to congratulate ourselves on having a corps of teachers so worthy and ca- pable as those now in our service. "It has ever been the case that female labor has failed to obtain a just appreciation in com- panson with male labor. The work per- formed by females, just as well, faithfully and effectively executed as when performed by "lales, has not been fairly estimated or com- pensated. "For instance, take the duties of a female Principal of a grammar school and compare them with those of a male Principal. They ^re identical, and both well performed. The one receives double the pay of the other. Is this fair? Is it right? Some reply very speciously that the males have families to pro- vide for and that their expenses are hence larger. If compensation is to be measured oy home demands, or by the extent of a man's family, we must adopt a sliding scale. We must examine closelv into the demands of every teacher's family, and his salary, by the same reasoning, must be increased for every addition to his familv and diminished for every death. May not the female teacher have her aged mother to care for? May she not be the sole stay and support of an infirm father and a father's family? May she not, too, have a thousand home demands, as men have? The argument for the increase of salaries of male teachers and kindly letting salaries of females remain just where they are is simply absurd." CURRICULUM LIGHTENED. About this time there was a great deal of talk concerning the *'undue pressure" on the pupils in the public schools, and the curricu- lum was lightened somewhat in response to the popular outcry. COMPULSORY EDUCATION FAVORED. Compulsory education was favored by President Shippen in his annual report for the year 1865: ^'Wholesome laws for compul- sory education/' he said, **have been enacted elsewhere with marked success, and may we not follow in the improved track? The sub- ject is a delicate one for legislation, and yet for such a reason it should not be avoided. We need truant laws, authorizing the ap- pointment of truant officers, as well as a care- fully devised and judiciously arranged system of compulsory education." Mr. Shippen, all of whose reports were full of happy suggestions and recommendations, said in the same year: — "It may seem an idle dream, but neverthe- less it is a dream of those who have watched the progress of education in this country, and the tide of events, that the time is not distant when a gigantic National High School shall be organized to receive, educate and perfect, at Government expense, so far as men may 25 perfect, those whom God has endowed with peculiar talent for art, science or literature, rich and poor alike: that this school shall have within its scope, science in all its depths and in everv branch, and art in all its varied forms, and not the least among these paint- ing, statuary and music, to the end that America shall have no rival; that her people mav have no need to send her talented sons and daughters to foreign lands for the full development of the choice treasures which Providence had showered upon them; and that America may be w^hat Europe is, the seat of art, literature and science, and add to it, withal, we trust, morality/' TEACHERS' SALARIES INCREASED. An increase of 20 per cent, w^as made in 1866 in the salaries of the teachers receiving $450 and under, and 10 per cent, in all salaries over that amount. In this year $1,000,000, wdiich had been appropriated for the erection of new school- houses in 1865, was divided among the Sec- tions, and the erection of twentv-one new school buildings was begun. METHOD OF APPOINTING CON- TROLLERS ALTERED. By an act approved in iVpril, 1867, the Leg- islature changed the mode of appointment of Controllers, establishing the system now' in operation, of appointment by the judiciary. Previous to this time the Controllers were electcvl bv the various Boards of Directors. CONTROLLERS OF 1868. The members of the Board of Controllers in 1868 were: — First Section — A. S. Jenks. Second Section — Andrew Nebinger, M. D. l^hird Section — Washington J. Jackson. Fourth Section — P. A. Fagen. Fifth Section — Lewis C. Cassidv. Sixth Section — M. R. Harris. Seventh Section — John Samuel. Eighth Section — Edward Shippen. Ninth Section — ^James Freeborn. Tenth Section — ^John Price Wetherill. Eleventh Section — James S. Hinkel. Twelfth Section — M. Hall Stanton. Thirteenth Section — John B. Green. Fourteenth Section — Albert C. Roberts. Fifteenth Section — John W. Clark. Sixteenth Section — Stephen H. Smith. Seventeenth Section — J. Macavoy, M. D. Eighteenth Section — Charles M. Lukens. Nineteenth Section — Stephen Taylor. Twentieth Section — Henrv C. Hickok. Twenty-first Section — Wm. B. Stephens. Twenty-second Section — Edw. Armstrong. Twenty-third Section — ^John G. Brenner. Twenty-fourth Section — Norris J. Hoffman Twenty-fifth Section — Jas. H. MacBride. Twentv-sixth Section — Charles Harmer. Twentv-seventh Section — Danl. Steinmetz. Twenty-eighth Section — Chas. F. Abbot. SENIOR CLASSES ESTABLISHED. In 1867 senior classes were established in the grammar schools, being designed chiefly for such pupils as did not enter the higher schools. Their purpose was to fit the pupils for business life. They were not a very great success and were not long continued. TEACHERS' INSTITUTE ORGANIZED. Another important event of this year was the organization of the Teachers* Institute. [See chapter on Teachers' Institute.] CONTROLLERS AND COUNCILS AGALN. Lender the head of ''Relative Duties and Rights of Controllers and Councils/' Presi- dent Shippen made a statement in his annual report for 1867, of which certain parts have been quoted hundreds of times since, having appeared frequently in the public press within 26 the past few years. Extracts from this state- ment follow: — "There seems to be in the public mind an idea that the Councils of the City of Philadelphia have in some form or shape a supervisory con- trol over the educational affairs of the city. This is a great and serious error, and the sooner it is made manifest to the public mind, and to Councils also, the better it will be for the interests of our schools. The Board of School Controllers is not a department of the city government, as the Highway Dei)art- ment, for instance, is. This Board Ijy law makes no report to Councils as does the Highway Department. Its members do not hold their appointments from Councils. The Councils of the City of Philadelphia are elected pursuant to the Act of Consolidation. The Controllers hold their appointments pursuant to a supplement to the Act of Consolidation; and therefore it is justly said that each holds appointment pursuant to the will of the peo- ple as expressed through the Legislature. "Each has its own exclusive privileges, its own exclusive powers, its own exclusive juris- diction, its own exclusive duties, and its own heavy and exclusive responsibiHties. The Councils are not responsible to the School Board for their actions, nor is the School Board responsible to Councils. Councils and the School Board are alike responsible to the people. The Councils of the City of Phila- delphia have no more right to instruct the Board of School Controllers in respect to educational affairs than has the Board of School Controllers the right to instruct Councils in regard to details of municipal management. In all respects, save one, they ^re utterly and entirely independent of each other and they should be so. This one ex- ception is with reference to finances. The power of levying taxes has since consolida- tion been given directly to the City Councils, and they are charged with the duty of includ- ing in the levy so much as will 1^ requisite for the public schools. * * * "It has been well said by the Supreme Court in the case of Johnson's Appeal, 1 1 Wright, 384: 'From an examination of the Acts of Assemblv to which our attention has been directed in this case, it is apparent that everything pertaining to public schools, within the City and County of Philadelphia, has been committed to the Board of Controllers, ex- cepting only the public purse, which has been kept carefully in the hands of the City Coun- cils. The Controllers have power to establish schools, to provide school books, make rules and regulations, to appoint teachers and fix their salaries, but have no rieht to raise or approj)riate revenues. The Legislature of the citv was not a bodv fitted to descend into the minute details of the svstem and to meas- ure out the exact sum each teacher was to receive, but they could classify the general objects of the expenditure, of which teachers*^ salaries would be one, leaving to the Control- lers the sub-divisions of the sums appropriated to that object among the several individuals entitled to share it.' * * * **The decision in the case of Johnson's Ap- peal, before referred to, holds that Councils have the right to fix the gross amount which the Controllers shall expend for teachers' sal- aries and that the Controllers alone have the power of sub-division of the same. * * * *The foregoing statement is not made in a spirit of fault-finding, but as a matter of justi- fication. It is not designed to imply for an instant that the Councils of Philadelphia, as bodies, are opposed to universal education, or that they purposely endeavor to impede this co-ordinate branch of city government, be- cause the communitv has reason to con- gratulate itself on many acts of liberality on the part of Councils toward public edu- cation. * * But we do submit that there is not sufficient deference paid to the de- mands of this Board; that this Board is the best judge of the public need in re- spect to educational affairs, and that the time is at hand when some legislative action is imperatively needed to enable this 27 Board to carry out its measures without let or hindrance." CENSUS OF CHILDREN' TAKEN. In March, 1867, at the request of the Board of Controllers, Morton McMichael, who was mayor of the city, caused a census of children between the ages of six and eighteen to be taken by the police. The figures thus ob- tained were considered inaccurate, as in many cases it was impossible to get the desired information. The total number of children, according to this census, was 142,517, of whom 70,674 were boys and 71,843 were girls. There were 76,419 children in the public schools at the close of 1867. PROGRESS MADE IN 1868. The work accomplished by the Board in 1868 was summarized by President Daniel Steinmetz, who was the chief executive officer in 1869. as follows: "A thorough reorganiza- tion of divisions, a careful examination and re- duction of text-books, a classification of all unclassified schools, the formation of a new code for the qualification of teachers, the adoption of a new set of laws and rules for the government of the Board and the schools, and the completion of twenty-one new school buildings, at a cost of $272,866.65." BUILDING INSPECTOR ELECTED. At thetime the twenty-one school buildings above mentioned were being erected, the office of inspector of school buildings was created, and Lewis H. Esler was chosen to fill this position. He had a supervision over all the building operations, similiar to that now ex- ercised by the architect of the Board. His title was changed the following year to "Su- perintendent of Public School Buildings and Repairs." This was virtually the establish- ment of the Architect's Department, STUDY OF MUSIC INTRODUCED. An appropriation of $6,000 was made in 1869 for the purpose of introducing instruc- tion in vocal music into the public schools. On May 8th of that year an examination was held at the Normal School, and nineteen young women out of thirty-nine who pre- sented themselves secured averages which enabled the Board to confer upon them certifi- cates of proficiency to teach. On May 24th instruction in music was begun in all the grammar and secondary schools, one lesson being given each week. Professor Louis was appoiute<l Superintendent of Music. M. HALL STANTON. ARTISANS' NIGHT SCHOOL OPENED. The Artisans' Night School was opened on the evening of November 2, 1869. [See chapter on Night Schools.] NAME OF THE BOARD CHANGED. The name of the Board of Controllers was changed by an Act of Legislature, approved March 15, 1870, to the Board of Public Edu- cation of the First School District of Pennsyl- vania, M. Hall Stanton was elected president o'. the Board January i, 1870, and served for seven vears. An act to prevent frequent changes in text- books was passed by the Legislature in 1871. TWENTY-XINTH SECTION FORMED. By the division of the Twentieth Ward, in 1 87 1, the Twenty-ninth Ward was formed, and James Long was made Controller for the Twenty-ninth Section. The Twentieth Ward had in January, 1869, been divided into two school sections, and was represented by two Controllers from that time until the for- mation of the new ward out of the western part of the Twentieth. From 1869 to 1872 Peter A. B. Widener represented the Twen- tieth Section west. THEORY OF MUSIC TAUGHT. At a meeting of the Board of Public Educa- tion in February, 1872, resolutions were adopted providing that under the supervision of the Superintendent of Music the theory of music should be introduced into the schools, and taught by the regular teachers for periods of fifteen minutes, twice each week. The theory of music was made a subject of ex- amination at the semi-annual examination for promotion in all grades. COMPULSORY EDUCATION AGAIN FAVORED. Another plea for compulsory education was made by President M. Hall Stanton in his report covering the year 1873: ''While there are many repugnant features to a compulsory law," he said, '*it seems to be the only efficient means for the redemption of the thousands of children of this city who are drifting into the first stage of a criminal career, vagabond- ism." GIRLS' HIGH SCHOOL BUILDING ERECTED. At the close of 1873 Councils passed an or- dinance creating a loan of $1,000,000 for additional lots and school buildings. Out of this appropriation the Board purchased a lot at Seventeenth and Spring Garden streets, and erected a building for the Normal School. CONSTITUTIONAL PROVISION FOR PUBLIC EDUCATION. The State Constitution of 1873 contained the following article in reference to public education: — "Section i. The General Assembly shall ])rovide for the maintenance and support of a tliorough and efficient system of public schools, wherein all the children of this Com- monwealth above the age of six years may be educated, and shall appropriate at least one million dollars each year for that purpose. *'Sec. 2. No money raised for the support of the public schools of the Commonwealth shall be appropriated to or used for the support of any sectarian school. "Sec. 3. Women twenty-one years of ag-e and upwards shall be eligible to any office of control or management imder the school laws of this State.'' UNIVERSITY SCHOLARSHIPS ESTABLISHED. An important event of the year 1875 was an arrangement made between the University of Pennsylvania and the city by which fifty free scholarships in that institution were per- manently established for the benefit of public school pupils. A similar arrangement was made the next year with the Philadelphia School of Design for Women, and, in 1880, with the Pennsvlvania Museum and School of Industrial Art. TWO MORE NEW SECTIONS. Two new^ wards were formed in 1875, the Thirtieth, which was previously part of the Twenty-sixth, and the Thirty-first, taken from the Nineteenth. The Controllers appointed for the two new Sections w^ere WilHam J. Pollock and James Milligan, Jr. 29 OFFICE OF THE BOARD. In 1876 the office of the Board of PuhHc Education was removed from the Atlienaeum Building, at Sixth and Adeiphi streets, where it had been for many years, to the present quarters in the school-house on Filbert street above Seventh. CEXTEXNIAL YEAR. DuringtheCeiitennialExposition the pubhc schools received no little notice from visitors from other cities and other countries. "Amid the vast concourse of people," said President Stanton in reviewing the year, "who visited Philadelphia during the Centennial period, were very many distinguished ladies and gentlemen who are recognized as leaders iu the cause of popular instruction in tliis and foreign countries. England. Germany, Rus- sia, Austria and the smaller ti,uropean states, as well as the older but less advanced govern- ments of Asia, sent commissioners to make special' study of the conmion and collegiate systems of training observed in the United States; and our city, with her extended chain of free schools and higher institutions of learn- ing, presented them a most favorable field for their labor. Our method of gratuitous popular instruction was conceded by all to be one of the best, if not the very best, exponents of the general common school system adopted in this country, and which, in the estimation of foreign nations, has been most potential in raising it to its enviable position of enlight- ened citizenship." NORMAL SCHOOL BUILDING DEDICATED. The most important event of centennial year was the completion and dedication of the new Normal School (now the Girls' High School) building, at Seventeenth and Spring Garden streets. The dedicatory exercises were held on the evening of October 30th. In 1877 James Long succeeded M. Hall Stanton as president of the Board of Public Educatic years. He continued in office for two A REVISION OF STUDIES. .\ joint committee consisting of the Committees on University, Revision of Studies, Central High School and Girls' Normal School, in 1 877, took into consideration the subject of a readjustment of the course of study in the elementary schools. They were aided by members of the Board of Public Trusts, the Franklin Institute and the Peimsylvania Museum, beside teachers and other persons interfiled in popular education. The joint EDWARD T, STEEL, committee consisted of Richardson I,. Wright, Simon Gratz. Dr. .\ndrew Nebinger. Charles F. Abbot, James S. \\'liitney. Alex- ander .\daire, James H. MacBride, George W. Cox, James Freeboni, Thomas R. Davis, Dr. M. P. Hutchinson, M. Hall Stanton, Edward T. Steel and John M. Campbell. They ar- ranged a revised course of study and sub- mitted it to the Board in November, 1877. It was adopted and soon after put into opera- STEEL BECOMES PRESIDENT. Edward T. Steel was elected president of the Board January i, 1879, and for ten years ^Q^^ M^^^^'' thereafter performed the duties of that office with energy and intelligence. NEW SALARY SYSTEM ADOPTED. The most important work of the year 1879 was the adoption of a new basis and system for the payment of teachers' salaries. Prior to that time salaries were paid accordiu";- to the grade, the smallest pay being given to the teacher instructing in the lowest primary grade, with higher compensation to teachers of each advancing grade. By this new system compensation was based mainly upon the length of service, as at present. DEPARTMENT OF SUPERINTEND- ENCE ORGANIZED. In April, r88i. the Board of Public Educa- tion decided "that skilled specialists in the science of education were necessary to super- intend and supervise the schools." An ap- propriation was granted by Councils for the purpose, and the Department of Superintend- ence was created. It was organized by the election of Professor James MacAHster, now president of the Drexel Institute, as Superin- tendent, and .\ndrew J. Morrison, James F. C. Sickel, Lydia A. Kirby and May Haggen- hotham as assistants. SUGGESTIONS MADE BY MR. STEEL. In his report for 1879 President Steel urged the appointment of Supervising- Principals, and also suggested that assembly rooms be provided, wherever possible, in the schools He also advocated the need of a competent Superintendent of Schools. IMPROVEMENTS IX SCHOOL BUILDINGS. In 1879 the first fire-proof stairways, a feature of school buildings required by ordi- nance of City Councils, passed in May, 1877, were placed in the new school buildings. Marked improvements in the general con- struction of school buildings followed. Ad- dison Hutton, a leading architect, prepared plans tor a number of school-hou.ses arranged in accordance with modern ideas as to light, ventilation and safety. SCHOOL OF INDUSTRIAL ART ESTABLISHED. By permission of the Board ol Public Edu- cation the Public School of Industrial Art was established as an experiment, in 1880, by Charles G. Lelaiid, in a public school building. [See chapter on the School of Industrial Art.] TEACHING OF SEWING INTRODUCED. The teaching of sewing was begun in the pubHc schools in 1881, when it was introduced in the Normal School. This study was in- cluded in the course adopted in 1879, but sew- ing was not taught in the elementary schools until December, 1884, when eleven special teachers were engaged and detailed to teach in the secondary and grammar schools of nine Sections. The experiment proved so successful that instruction in sewing was soon begun in all the girls' grammar schools. MANUAL TRAINING SCHOOL ESTABLISHED. In 1884 Councils made an appropriation for manual training, and in September, 1885, a Manual Training School was established as a part of the public school system. Philadel- phia was the second city in the United States to organize such a school, Baltimore having taken the lead. [See chapter on the Manual Training Schools.] SUPERVISING PRINCIPALS' EXAMINATION. In May, 1885, the first examination for the Supervising Principal's Certificate was held. Thirty-two candidates attended, of which number twenty-three were successful. In February of the following year nineteen schools were reorganized and placed under the charge of Supervising Principals. TRANSFER OF FREE KINDER- GARTENS. Free kindergartens had already been estab- lished through private contribution and had been controlled by an organization known as the Sub-Primary School Society. In Jan- uary, 1887, these kindergartens, thirty-two in number, passed from under the direction of the society to the Board of Public Education. Miss Constance Mackenzie was elected Director of Kindergartens. INSTRUCTION IN COOKING INTRODUCED. Cooking was added to the curriculum of the Girls' High School in 1887, and cooking schools for girls in the grammar grades were subsequently opened. There are now seven of these schools: Edward Shippen School, Cherry street above Nineteenth street; James Forten School, Sixth street above Lombard street; Rutledge School, Seventh and Norris streets; U. S. Grant School, Seventeenth and Pine streets; George G. Meade School, Eighteenth and Oxford streets; Newton School, Ludlow street below Thirty-s Jackson School, Twelfth and Federal st MR. SHEPPARD ELECTED PRESIDENT. Isaac A. Sheppard was elected preside the Board of Public Education, Janua 1889, when he entered upon the duties < office in the energetic manner which has acterized his every effort in other dired He found that additional school buil- were greatly needed, and earnestly urge appropriation sufficient to cover the ex] of their erection. [For portrait and biogr cal sketch of Mr. Sheppard see Chaptc Schools of the Sixteenth Section.] FOUR NEW SECTIONS. The Thirtv-second and Thirtv-third V were formed in 1888 by the division o Twenty-eighth and Twenty-fifth W William B. Gill was appointed to represer Thirty-second Section in the Board of F Education, and George W. Crouch, the Tl third. In 1889 the Thirty-fourth Ware formed bv the division of the Twentv-fo and the following year a part of the Tw third Ward was made the Thirtv- Joseph R. Rhoads and Thomas Shall were respectively chosen to represent two new Sections. NEED OF NEW TEACHERS ADVOCATED. During Mr. Steel's term as president h again and again urged the advisability < ducing men to enter the schools as teac He held that in certain grades of boys' sc it was highly important to have men tea exclusively. Mr. Sheppard followed Steel in advocating this idea. In his r for the year 1889 Mr. Sheppard said: — **In my last report, in calling attentic this subject, I expressed the opinion that of twelve years of age and upwards oug be under the tutelage of a master. Th perience and close observation of anothei 34 have fullv confirmed me in the belief that the position then taken was correct. Thoughtful men will generally admit that the period indi- cated is the most critical of a boy's life, and that boys are therein exposed to temptations of which women, and young women especi- ally, know nothing; and the existence of which they, perhaps, do not even suspect. Moreover, the public welfare demands that the large number of boys who never get beyond the grammar schools should have re- ceived clear and forcible instruction in those elementary principles of government upon which our national life depends, and in the duties and responsibilities of citizenship. * * A woman, no matter how painstaking and conscientious, will, by reason of her natural limitations, teach from a woman's point of ^^ew. Woman's method of thought and illustration differ from those of man, and, upon the larger boys, make less impression, and are more easily forgotten by them when they come in contact with the world. Suc- cessful teaching springs out of actual personal experience in the duties and dangers of life; and a good man, out of the treasures of his experience as a man, can bring forth much that the boys under his care surely need to know, but w^hich a woman could never impart because of her wholly different experience." Superintendent MacAlister said on this subject in one of his reports: "It is my con- viction that the Board has now before it no more important question than the best means to bring into the service a sufficient number of young men, possessing the education, character and ambition to make successful teachers." SCHOOL OF PEDAGOGY ESTABLISHED. The agitation of years resulted, in Septem- ber, 1891, in the establishment of the School of Pedagogy for the training of youne men as teachers. Professor Henry Clark Johnson, then president of the faculty of the Central High School was made president of the faculty of the new school, and the entire corps of instructors was composed of High School professors. DR. BROOKS ELECTED SUPER- INTENDENT. In the spring of 1891 Dr. Edward Brooks, an educator of note, was elected Superin- tendent of Public Schools, to succeed Dr. James MacAlister. [See chapter on Depart- ment of Superintendence.] JAMES FORTEN SCHOOL ORGANIZED. The following September the James Forten Elementary Manual Training School was opened in the building on Sixth street above Lombard. [See chapter on James Forten Elementary Manual Training School.] INCEPTION OF THE FREE LIBRARIES. City Councils appropriated $15,000 to the Board of Public Education, with w^hich to begin the establishment of free libraries, in 1 89 1. The first library was formally opened on October 17, 1892, at the Wagner Free In- stitute of Science, Seventeenth street and Montgomery avenue. [See chapter on Pub- lic Libraries.] TWO MORE SECTIONS REPRESENTED. The Board of Public Education received two new members in 1892 when the Thirty- sixth and Thirty-seventh Wards were formed by division of the Twenty-sixth and Twenty- eighth. George Haig and Dr. William K. Mat tern were appointed to represent the two new Sections. NEW NORMAL SCHOOL OPENED. The handsome edifice of the Philadelphia Normal School for Girls, Thirteenth and Spring Garden streets, was completed in 35 i893> and in November of that year the new school was opened. George H. Cliff was chosen Principal. The completion of this building enabled the Board of Public Educa- tion to properly organize a high school for g^rls, in the old Normal School building at Seventeenth and Spring Garden streets. EXHIBITION AT THE WORLD'S FAIR. There was an excellent exhibition of school work from Philadelphia at the World's Columbian Exposition, in Chicago, in 1893. City Councils made an appropriation of $6,000 to defray the expenses. ''Although the space allotted w^as somewhat inadequate," said President Sheppard in his annual report for that year, "the entire exhibit was creditable to the city, and won high commendation from prominent educators." HIGH SCHOOL CORNER-STONE LAID. The chief event of the year 1894 was the laying of the corner-stone of the new building for the Central High School, at the south- west corner of Broad and Green streets. MR. GRATZ ELECTED PRESIDENT PRO TEM. In January, 1895, Isaac A. Sheppard tend- ered his resignation as president of the Board of Public Education, on account of ill-health, but the Board declined to accept it, granting him, instead, an extended leave of ab- sence. Simon Gratz, member of the Board from the Eighth Section, was elected president pro tem., to serve un- til such time as Mr. Sheppard might feel able to resume his duties as president. SUMMER PLAY-GROUNDS. During the summer vacation of 1895 ^^^^ yards of public schools in thickly-settled sec- tions of the city were kept open as play- grounds for poor children. They proved so popular and were apparently productiv much good that twelve yards were t open the following summer. The custc doubtless come to stay. The credit fc ting this most excellent plan into sue operation is largely due to Paul Kav member of the Board of Public Edu from the Twenty-sixth Section, to wh chairman of the Committee on Proper matter was referred, and who spar pains to make the yards attractive to tl dren. COMPULSORY EDUCATION A In 1895 t'^^ Legislature passed a c( sory education bill. Compulsory edn had been talked of since the time of R Vaux, and several unsuccessful effort made, previous to 1895, ^^ secure legi concerning it. In placing his signature on the Act o Governor Hastings wrote: — '*By giving my approval to this m- there will appear upon our statute bo( the first time in the historv of the Coi wealth a compulsory educational law. **The General Assembly in the sessi 1 89 1 and 1893 passed a compulsory tional act somewhat similar to the \ measure, each of which met with £x< disapproval. There appears to be throi the Commonwealth a general desire for law. I have not received a single \ from any citizen against this bill so f: recall. The unanimitv with which passed by the Legislature, as well as th number of requests made upon me to j clearly indicate the general desire on tl of the people for a compulsory educ law. Under these conditions, I am con that I should not obtrude anv individua ment which I may have on this (jues public policy. This measure provid compulsory education in perhaps th objectionable form to those who oj^pos principle, and offends as little agaii 36 personal rights of the citizen as possible. I, therefore, approve the bill but, if by experi- ence the expectations of the people are not realized, future legislation doubtless will meet their demands/' The act is called "An Act to provide for the attendance of children in the schools of this Commonwealth and making an enumera- tion of children for that purpose; also provid- ing compensation for the assessors making the enumeration, and providing penalties for violations of this act." The first section of the act reads as fol- lows:— "Be it enacted, etc.. That everv ])arent, guardian or other person of this Common- wealth, having control or charge of a child or children between the ages of eight and thir- teen years, shall be required to send such child or children to a school in which the common English branches are taught, and such child or children shall attend such school during at least sixteen weeks of each year in which schools in their respective districts shall be in session, unless such child or children shall be excused from such attendance by the board of the school district in which parent, guardian or other person resides, upon the presentation to said board of satisfactory evidence showing such child or children are prevented from at- tendance at school, or application to study, by mental or physical or other urgent reasons: provided, that in case there be no public school in session within two miles of the near- est traveled road of any person wathin the school district, he or she shall not be liable to the provisions of this act: provided, that this act shall not apply to any child that has been or is being otherwise instructed in the com- mon English branches of learning for a like period of time: and provided further, that the certificate of any principal of any school or educational institution, or of any teacher, that any child has been or is being so instructed, issued to such child or its parents or guardians shall be sufficient and satisfactorv evidence thereof." The other sections provide a penalty for violation of the act, and also provide for the appointment of attendance officers, the assess- ment of children, etc. LAW NOT ENFORCED IN PHILADELPHIA. In the spring of 1896 a census of children of school age was taken by the assessors, but the lists arc defective, in that they give the names, age, etc., but do not tell whether or not a child attends school. Moreover, there are not sufficient school buildings at the present time to properly accommodate the children who attend, and it would be practically impos- sible to enforce the compulsory education act before some substantial provision was made to accommodate the thousands of additional children who would thus be brought into the schools. The matter is being agitated, and as soon as arrangements can be made to pro- vide suitable accommodations for the new pupils the law will be enforced. INSUFFICIENT SCHOOL ACCOM- MODATIONS. The lack of proper school accommodations is keenly felt at the present time, and has been for some years past. At the close of 1895 there were 129 classes, containing 6,521 pupils, on half-time, as it is called. That is, part of the children in a class attend school only in the morning and others only in the afternoon.* The adoption of this pernicious svstem was made necessarv bv the lack of school accommodations. There is no alterna- tive between putting pupils on half time and turning some away from school altogether. Of the two evils the Board of PubHc Educa- tion has chosen the less. Regarding this matter President pro tem. Gratz said, in his annual report for the year i_895-— *In the primary and secondary grades the "half-time" pupils are in school three hours a day. Those in the gram- mar grades have a session of three and one-half hours. Pupils on full time are in school five hours a day. 37 "If it be asked why the Board does not pro- vide for them [children on half time] by rent- ing additional buildings, the answer is, that even if we had an adequate appropriation, there is extreme difficulty in obtaining build- ings that are at all suitable for this use: and that, wherever it is possible to rent buildings in which children can be placed with due re- gard to their safety and health, they are invariably secured if the means of the Board will permit. But rented buildings are, at best, to be tolerated only as makeshifts: and proper permanent relief cannot be had until Councils shall make appropriations which will enable the Board to erect the school-houses now so urgently needed, and to exercise proper foresight with regard to the future wants of sections which are rapidly increasing in population. It is believed that Councils fully recognize the force of the request we have so repeatedly made; and that, as soon as the municipal finances shall warrant a liberal ap- propriation for this purpose, it will be made.'' WELL-CONSTRUCTED BUILDINGS. A reference made bv Mr. Gratz in a subse- quent paragraph to the construction of school building is worthy of a place here: — *T gladly embrace this opportunity to quote the unsolicited testimony of Messrs. John S. Stevens, D. H. Watts and Allen B. Rorke, in regard to the construction and character of our recentlv erected school-houses. These gentlemen, all of whom are known as builders of large experience and high repute, were re- quested by the City Controller to report to him in regard to a single item involved in the construction of the buildings. The thorough examination that they made led them to send the Board a written communication, in which they say: ^During our visit to the new school- houses, in company with City Controller Walton, we were much impressed with the marked improvement in the mode of construc- tion, the character of the workmanship, and the general convenience of the buildings, as compared with those erected some years * * * We extend our congratulations hopes that your efforts in furnishing hea! convenient and attractive school-housej continue until every child in this grea may have ample accommodations to ob good and thorough education.' '* STUDY OF MUSIC RESTORE The studv of vocal music was restor the course in the elementary schools in It had been adopted some twentv-eight previous, but in 1879 was dropped. A h funds has made impossible the electior superintendent of music, but the stu being gradually introduced in the schoo taught by the regular teachers. PUBLIC LIBRARIES TRANSFER The public libraries were transferred under the supervision of the Board of 1 Education on Januarv i, 1896, to the a of a newly organized Board of Trustees SCHOOL OF PEDAGOG\ REORGANIZED. In the spring of i8q6 the Board of ] Education passed resolutions authorizir Committee on Central High School to a department in that school to be call< Department of the Science of Pedagogic course of instruction to be two vears. virtual eflfect of this action was to im and extend the course in the School of gogy. CHANGES IN THE CURRICULl In April, 1896, a resolution w^ fered in the Board by A. M. Sp<i member from the Fourteenth St which resulted in instructions being to the Committee on Revision of S to examine the graded course c struction and report to the Board w any and what changes should be in it. In July the committee reporl the Board that after a thorough investi: 38 it had been led to the conclusion that the curriculum needed no radical change. It suggested a number of minor improvements however. The report was adopted by the Board. PROSPEROUS CONDITION OF THE SCHOOLS. The public schools are now flourishing as never before in all their history, notwithstand- ingdifficulties in thewayof their advancement, such as the lack of sufficient accommodations. At the close of the year 1895 there were 425 schools, with 3,161 teachers and 132,052 pupils. When these figures are compared with those of earlier vears the marvellous growth of the schools can be readily noted. [See Statistics.] GRATZ ELECTED PRESIDENT. At the close of 1896 Isaac A. Sheppard re- signed his seat in the Board of Public Educa- tion; and in January, 1897, Simon Gratz, who had been President pro tem for two years, was elected President. At the same time Samuel B. Huev was elected Vice-President. INTROSPECTIVE. The outlook is a bright one. With the ap- priation of sufficient money to properly care for all the children who will become pupils when the compulsory education law is en- forced, the public schools will be increased in number and improved in many ways. Altera- tions in the course of study are being made from time to time, with a view to increasing the efficiency of the schools, and new and im- proved methods are being engrafted in the system. Never have the Schools received so much notice from the public press, the reflector of the public mind, as at present. This is surely an indication that the citizens of Philadelphia are awakening to a more lively realization of the importance of maintaining in its best form a system of public schools. It is to be hoped that public sentiment in this direction may extend an influence over Citv Councils so great that these honorable bodies may be brought in the near future to see the neces- sity of providing more liberally for the needs of the schools. If the same energy and care shall be exer- cised in the administration of the public school system during the coming century that has been displayed during that which is now drawing to a close, the historian for the twentieth centurv shall add to the facts here chronicled the recital of still greater ends ac- complished and a mighter work well done. 39 Courses of Instruction * The last twenty-five years have witnessed many changes in the curricuhim of the ele- mentary schools. The present curriculunis of the elementary schools of the various cities of the country are a growth determined by the clearer conception of educational doctrine and the improvement of the work of the class room. The growth of the curriculum in Philadel- phia is an interesting chapter in educational history. Prior to 1868 there seems to have been no fixed course of instruction in the ele- mentary schools. In that year the Commit- tee on Revision of Studies of the Board of Public Education prepared the first graded course of studies used in the elementar\' schools of the city. Two years later, in 1870, this course was re- vised by the Committee on Revision of Stud- ies in connection with a committee of grammar school Principals, consisting of F. F. Christine, Edward Gideon, Edgar A. Singer, James F. C. Sickel and George W. Schock. The grammar school Principals, referring to the difficulty of having teachers carry out the course of study, recommended the appoint- ment of a superintendent of schools for each Section to enforce the system of instruction. They also recommended that the name ''divis- ion" be abolished and the term ''grade'' be substituted in its place, w^hich recommenda- tion was adopted by the Board in 1877. In 1875, through the offer of a number of scholarships in the Tow^ne Scientific Depart- ment of the University of Pennsylvania, it became necessary to revise the curriculum of the so-called Senior Classes of th*^ grammar schools; and this task was entrusted to a com- mittee of the Board of Public Education acting in connection with a committee of grammar school Principals, consisting of Messrs. Singer, Sickel, Gideon, Sayre and Maguire. In attempting the revision it was found that they had begun at the wrong end of the sys- tem, and that to give unity to the work of instruction the entire course should be revised. This work was entrusted to a joint committee composed of the Committees on the University, Revision of Studies, Central High School and Normal School, acting in connection with the Principals of grammar schools named above, and the course prepared was adopted by the Board on November 29, 1877. In presenting their report to the Board it w^as stated that the committee had been "aided by the counsel of prominent members of the Board of Public Trusts, the Franklin Institute and the Pennsylvania Museum of Industrial Arts; of eminent private gentlemen interested in the subject of general and popular education, and of teachers of ability and of experience in our schools; and the com- mittee had also carefully examined the graded courses of study then in use in the schools of Philadelphia, together with the courses of study adopted in other large cities of the United States.'' This course of 1877, with a * The review here given of the various courses of instruc- tion in the Philadelphia public schools since 1868, is taken almost word for word from the annual report of the Super- intendent of Public Schools for 1895. The author believes this sketch to be the most clear and at the same time the most concise review of the subject that has been written. It purports to be simply a history of the changes made and does not pretend to be a dissertation on the courses them- selves. 41 slight revision made January, 1880, remained in operation until the organization of the De- partment of Superintendence, in 1883. One of the earliest acts of the Superintend- ent was the revision of the Course of Instruc- tion in the primary and secondary schools, with the purpose, as the Superintendent stated, of "simplifying the work of the pupils and introducing methods of teaching more in harmony with the natural laws which regu- late the growth and development of a child's being/' Nothing new was claimed for the course, but that "its principles had been thoroughly tested in the best schools of this country and Europe, and had received the approval of the ablest teachers and the highest authorities in education/* This course for the primary and the secondary schools was adopted by the Board, and went into opera- tion in 1884. In 1886 a corresponding revis- ion of the Course of Instruction in the gram- mar schools was made, which was approved by the Board and introduced into the schools. A leading object of the course in the mind of the Superintendent was the improvement of the methods of teaching, which in many re- spects were antiquated and mechanical, such as singing the multiplication table, singing or chanting Hsts of words in the spelling book^ and lists of cities, towns, rivers, etc., in geog- raphy. While the course was received with feelings of dissent on the part of some teach- ers, it was taken hold of with interest bv manv Others, and resulted in banishing many bad practices from the schools and in introducing many improved methods of instruction. This Course of Instruction Dr. Edward Brooks found in use in the schools when he entered upon his duties as Superintendent in 1 89 1. It was the result of a careful study of the systems in use in the more progressive cities, and represented in the main advanced and generally accepted ideas of elementary instruction. A thoughtful study of its pro- visions, combined with observation and testi- mony in respect to its working in the class room, enabled him to advise certain changes, which, in his judgment, would simplify and improve the work of the schools. All the changes which he has made have been in the direction of eliminating difficulties from the course and rendering it more practical and still more in harmonv with the natural laws of the development of a child's mind. Changes which are still contemplated by him are in the same direction. 42 Department of— Superintendence Department of Superintendence For many years Philadelphia stood alone in having no executive officer in the adminis- tration of its school affairs, but the weakness and incongruity of the public school system without responsible management gradually became evident to the members of the Board of Public Education and to others interested in the welfare of the schools, and a movement was begun to secure a system of school supervision similar to that which had long been established in other cities throughout the United States. After ten years of effort the necessary appropriation was secured from Councils, and a Superintendent was chosen, who entered upon his duties May i, 1883. From the first the Department of Superin- tendence directed its efforts to the revision, improvement and extension of the courses of instruction: to the introduction of better methods of teaching, based upon sound educa- tional principles; to the training of teachers and the elevation of the standard of the teach- er's work, and to the cultivation of a greater interest in the public mind in behalf of the schools. COURSES OF INSTRUCTION REVISED. The first work of the Superintendent was the revision of the courses of instruction. Early in 1884 ^ new^ course for primary grades was prepared, and was adopted by the Board of Public Education. This was followed in 1885 by a revised course for the secondary grades, and in 1886 by a revised course for grammar grades. These courses completely changed the methods of instruction which had been in use in the elementary schools for many years. In 1892 the course in arithmetic was again revised, and specific directions were presented for carry mg it out. In 1893 an experimental course in drawing was issued, from the results of which a permanent course has recently been prepared. In 1895 a new and ex- tended course in language was introduced, the purpose of which was to develop facility and accuracy in the use of the English lan- guage, and also to train the pupils of the schools to appreciate and read good litera- ture. This course was accompanied by a list of books suitable for reading by pupils of the different grades. In 1895 ^'^^ Superintendent presented a re- port upon the methods of teaching music, recommending its introduction into the ele- mentarv schools. The recommendation was adopted by the Board of Public Education, and a course of instruction in music was pre- pared, which is now ready for presentation to the Board. Penmanship has also received the special attention of the department, and ex- periments which are being made with the vertical system of writing give promise of gratifying results. Other modifications and readjustments of the course of instruction are under consideration. SYSTEM OF SUPERVISING PRIN- CIPALS INTRODUCED. Next in importance to the revision of the course of instruction was the introduction of the system of Supervising Principals, the 45 success of which was greatly facilitated by the Superintendency. Under the old plan of or- ganization the Principal taught a class, instead of supervising and directing the work and discipline of the entire school. This ar- rangement was unsatisfactory, and the Board of Public Education had attempted an im- provement in school administration by the appointment of Principals in certain schools whose duty it was to direct the work of the schools rather than to teach. In 1883 the present system of organization under Supervising Principals was adopted by the Board, and the first examination of can- didates for the special certificate required for the new position of Supervising Principal was held in May, 1885. At present there are one hundred and three schools under Supervising Principals in thirty-one Sections of the city. EXAMINATIONS AND PROMOTIONS. School examinations and promotions early received the attention of the Superintendent. Formerly the Principals formulated the ques- tions for their own schools, and in a building containing several separate school organiza- tions there were often as many different standards for promotion as there were Principals. Candidates for admission into the higher schools w^ere examined upon different sets of questions, and there was no uniformity of quaHfications at any stage in the course. The adoption of the revised courses of in- struction led to a plan of uniform examina- tions for promotions. Questions are now pre- pared by the Department of Superintendence, and these are delivered in sealed envelopes to the Principals, who assign them to the pupils of the various grades. The tabulated results of the examinations are sent to the Superin- tendent's office, and cases which require in- vestigation receive special attention. A uniform examination is given to all twelfth grade pupils applying for admission to the higher schools and uniform standards of ad- mission are required. ADMISSION TO THE HIGHER SCHOOLS. The interests of both the grammar and the high schools have been promoted by the raising of the standards for admission to the latter. A general average of 60 was form- erly all that was required for admission to the high schools; the class average in arithmetic seldom reached 50, and the pupils were occa- sionallv admitted with a zero in this branch of study. In 1884 the general average for ad- mission was raised to 65, w'ith a required per- centage of 50 in reading, language and arith- metic, and in 1892 the general average was fixed at 70. The Superintendent in his report upon this subject, in 1892, said: *'High :tandard3 always exercise a stimulating and invigorating effect upon the work of both pupils and teachers, and tend to promote the interests of educa- tion." The results of the examinations held since the change was made show that as large a percentage of candidates pass the examina- tion as formerlv. ATTENTION TO INDUSTRIAL EDUCATION. In 1885 the Board of Public Education de- cided to establish a manual training school, in which movement the Superintendent rendered efficient aid. The same motives which prompted the establishment of the manual training school led, in 1884, to the in- troduction of sewing into all girls' schools; while, in 1887, cooking was added to the cur- riculum of the Girls' High School, and a little later cooking schools for girls of the grammar grades were established and placed under the supervision of the Superintendent. In order to further extend the industrial element of education, the Superintendent, in 1893, presented a report on wood-working in 46 grammar grades to the Board of Public Edu- cation, but for lack of money to fit up rooms and pay teachers the work has not been intro- duced bv the Board. SUPERVISION OF KINDER- GARTENS. The public kindergartens were organized by the Sub-Primary School Society in 1879, and in 1887, Councils having made an appro- priation for their support, they were placed under the charge of the Board of Public Edu- cation, and became a part of the educational system of the city. In 1893 they were trans- ferred to the care of the Department of Superintendence and have since been under its supervision. COURSES OF STUDY FORMULATED. In 1891 the Board of Public Education de- cided to separate the normal training depart- ment from the Girls' Normal School, and to organize two separate institutions, a Girls' High School and a Normal School, and the Superintendent, at the request of the Board, prepared the necessary courses of study. The scheme of normal training prepared by him has recently been adopted by the National Educational Association, the highest educa- tional authority in the land. PLAN OF THE SCHOOL OF PEDAGOGY. In 1 89 1 the Superintendent prepared a plan for the organization of the School of Peda- S^gy, which was established in connection ^'ith the Central High School, to provide for ^he training of young men for the profession of teaching. Owing to the limited period of <^ne year, fixed by the Board of Public Educa- tion for the work, only a part of the courco <^oul(l be carried out, but it has recently been Q^cided to organize the school with a two years* course, in the broad and comprehensive 'ines indicated by the Superintendent. REGULATING THE ABSENCE OF TEACHERS. In 1893 ^ "^^v series of rules was formulated by the Superintendent to regulate the absence of teachers and to provide for and pav com- petent substitutes. In approval of this plan President Sheppard, in a subsequent report, said: ''The rules established bv the Board in regard to the absence of teachers and the em- ployment of substitute teachers have been l)eneficial by diminishing the number of absen- tees." His figures show *'an improvement of 25 per cent, under the operation of the new rules." CULTIVATING A SPIRIT OF PATRIOTISM. Realizing the vast importance of the cul- tivation of a spirit of patriotism on the part of the pupils of the public schools, the Super- intendent, in 1893, recommended the com- memoration by appropriate exercises of the landing of William Penn, in 1682, and of the adoption of the American flag, in 1777, two important events connected with the history of Philadelphia. The celebration of Penn Day, October 27th, and of Flag Day, June 14th, has become a regular custom in the schools of the city, the exercises being varied to suit the pupils of the various grades. ELEVATION OF STANDARDS. One of the most important results of the in- fluence of the Department of Superintendence has been the gradual elevation of the stand- ards of scholastic and professional qualifica- tion among the teachers of the public schools. In 1884 the duty of conducting the examina- tions for certifying teachers was assigned to the department, and by the advice of the Su- perintendent the examinations were made annual and the requirements for certificates modified and enlarged. In 1892, upon the recommendation of the Superintendent, psy- chology and plane geometry were added to the requirements for the certificates for Prin- cipals and assistants. 47 IN TOUCH WITH THE TEACHERS. The creation of the Department of Superin- tendence for the purpose of directing the work of the schools was an acknowledgment of the dignity and importance of the teacher's duties and responsibilities. The discussion of edu- cational principles and methods, of improved school management, and of the history of education, developed a new interest in school matters and a desire for professional improve- ment, and the courses of lectures upon educa- tional topics which have been given by the Superintendent have been attended by en- thusiastic teachers. These lecture courses have been continued from time to time, as the duties of the Superintendent would per- mit, and the large audiences at the Normal School during the winter of 1895-96 on the evenings of the Superintendent's lectures on Psychology attested the general interest of teachers in educational study. PEDAGOGICAL LIBRARY. The desire for study and the demand for educational literature led to the foundation oi the Pedagogical Library. It was thought desirable to have at command the best authori- ties on the history, science and art of edu- cation for the use of those connected with the Superintendent's office, and for the teachers and others engaged in educational work con- nected with the public school system of the city. A number of books were gradually brought together through the liberality of the Board of Public Education, and the City Councils now make an annual appropriation to sustain it. CO-OPERATION WITH TEACHERS' ORGANIZATIONS. The cordial co-operation of the Teachers' Institute with the Department of Superin- tendence has been a decided impetus to educa- tional progress. Another important factor in the uplifting of the teacher's profession was the organization, in 189J, through the in- fluence of the Superintendent, of the Educa- tional Club. TEACHERS' POST-GRADUATE COURSE. In 1892 the Superintendent effected an ar- rangement with the authorities of the Univer- sity of Pennsylvania for the admission of teachers desirous of pursuing higher courses of study to the classes of that institution. Special afternoon and Saturday classes were formed for the accommodation of these teach- ers, and sixty-five were in attendance the first year. At the present time over two hundred men and women, teachers in the public schools, are attending various courses of Universitv lectures. SPECIFIC DUTIES OF THE DEPARTMENT. The duties of the Superintendent of Schools and of his assistants are stated definitely in the By-Laws of the Board of Public Educa- tion, as prepared at the time of the adoption of the Superintendency, in 1883; but the work of the Department has so increased that no series of rules could adequately set forth the duties and responsibilities of the Superintend- ent and his corps of assistants. Some of the most important of these duties are here given: — 1. To visit and inspect schools and assist weak and inexperienced teachers by suggest- ing and illustrating better methods of work; to counsel with Principals and Supervising Principals as to methods of teaching and discipline, examinations and promotions, and to render help in other matters pertaining to the efficient management of the schools. 2. To hold meetings of teachers for the purpose of assisting and guiding them in their work, and to explain definitely the meaning and application of the course of study. 3. To prepare uniform questions for the examination of all pupils of the elementary schools, and to make the necessary arrange- ments for conducting such examinations, and 48 for the promotion of all pupils who shall be found prepared to go on with a higher grade of scliool work. 4. To see that the courses of study and all rules and regulations adopted by the Board of Public Education for the government of the schools are carried out. 5. To give information to the proper com- mittees of the Board of Public Education con- cerning the manner in which teachers perform their duties, reporting the names of such as after due trial shall prove to be incom- petent or neglectful of their duties: to report, when necessary, upon the sanitary conditionof schoo! buildings: to meet with committees of the Board of Public Education for the inspec- tion of monthly reports of schools; to report schools requiring additional teachers and rec- ommend the dropping of teachers when schools fall below the recjuired numbers; to "lake suggestions for the improvement of the schools and their better classification and management. 6. To meet with members of the sectional I'oards and counsel with them upon matters fwrtaining to the best interests of the schools. 7. To prepare the forms of all reports, reg- 'siers, record-books, blanks and cards used ■1 the schools. 8. To examine the monthly and annual re- ports of schools, to see that all mistakes in them are corrected, and to prepare statistics for the use of the Board of Public Education and for the State and National Governments. 9. To keep the records of the absence of teachers and of applications for leave of absence, and make necessary reports upon the absence of teachers to the proper committee of the Board of Public Education. 10. ']"o make such special reports upon any matter of school interest as the Board of Public Education or the committees of the Board may call for. 1 1 . To make such changes in the graded course of instruction as may from time to time be thought conducive to the best in- terests of the pupils, and to make such educa- tional experiments as may be thought wise in determining the educational values of new and special subjects of training or instruction. 12. To visit and inspect the work of the High Schools, the Manual Training Schools and the Normal School; to confer with the Principals and committees in charge thereof in relation to the work of these schools, and to suggest such changes in the courses of study as may be considered advantageous to the interests of the schools or necessary to secure the more efficient training of their pupils. 13. To organi;;e and superintend the work of the teachers of sewing and of cooking. 14. To superintend the Pedagogical Li- brary of the Department of Superintendence; to select suitable works on the subject of edu- cation, and to advise teachers with respect to courses of reading and the proper use of the library, 15. To conduct the animal examinations of teachers, in accordance with the rules of the Board of Public Education, and to hold such special examinations as the Board may from time to time direct. The department consists of the Superin- tendent and eight assistants, including a di- rector of drawing and director of kinder- gartens. DR. EDWARD BROOKS. Dr. Edward Brooks, Superintendent of Public Schools in Philadelphia, was born at Stony Point, New York, in 1831. By means of superior common school advantages, in connection with private tuition and a natural love for study, he had at the age of fifteen completed quite a thorough academic course of study. He then spent three years in his father's factory, devoting his leisure moments to the study of literature, mathematics, natural science and the practice of literary composition. At the age of eighteen he began his career as a teacher in a village school in the State of New York. The fol- lowing year, in order to prepare himself more fully for educational work, he entered the Liberty Normal Institute, and at the close of his course graduated as valedictorian of his class. While attending the Normal School he was invited to enter the University of Northern Pennsylvania as an assistant teacher, with the opportunity of continuing his studies in higher mathematics and literature. In these studies he so distinguished himself that before the end of the year, the professor being ill. he began to teach the classes in higher mathe- matics; and the following year he was elected professor of the department. The year after ' he had charge also of the department of litera- ture and aided in introducing and developing the new system of grammatical analysis which was just being introduced, A change in the administration led him to take the chair of literature and mathematics in the Monticello Academy, N. Y., and the following year he accepted an invitation to go to Millersvilie, Pa., on the estabHshment of the Normal School, in 1855. He was Professor of Mathe- matics in this institution for eleven years, during which time he developed a system of mathematical instruction that gave the Mil- lersvilie School a national reputation. His series of mathematical text-hooks aided in revolutionizing the methods of mathematical instruction throughout the country and be- came models for many other series of works upon the subject. In 1 866 he was elected president of the State Normal School, and under his control the in- stitution achieved a reputation second to none in the countrv. His course of instruction in pedagogy was thorough and progres- sive and anticipated much that is now known as the New Education. The teachers he trained were sought for far and wide, and many of them now occupy leading educational positions in the state and country. Out of his lectures on pedagogy grew his tw^o w^orks on education, **NormaI Methods of Teaching:" and *'Mental Science and Culture.'* These \vorks have been widely used in the education of teachers. His treatise on the "Philosophy of Arithmetic*' is a unique and masterly pro- duction, and show^s the author to be a philo- sophic thinker of rare powers of analysis and generalization. During the last twenty years Dr. Brooks has been regarded as one of the foremost educators of the country. While at Millers- ville he was frequently invited to the presi- dency of other educational institutions at an increase of salary. In 1858 the degree of Master of Arts was conferred upon him by Union College. In 1868 he was unanimously elected to the presidency of the Pennsylvania State Teachers* Association. In 1876 the honorary degree of Doctor of Philosophy was conferred upon him by three different institu- tions. During the same year he was presi- dent of the normal department of the Na- tional Teachers* Association. At the Cen- tennial Exposition in Philadelphia he had charge of the normal department of the Pennsylvania exhibit; and his mathematical works which were on exhibition were favor- ably noticed by the French Commissioners of Education in their report to their govern- ment. In 1883 he resigned his position at Millers- ville to take a much-needed rest and settled in Philadelphia. The following year he was elected president of the National School of Oratory, but resigned at the end of a year to engage in literary and more general educa- tional work. His services as a lecturer were in demand from all parts of the country. He gave courses of lectures in all parts of Penn- sylvania, was connected with summer schools for the education of teachers at Saratoga, Round Lake, Glenn Falls, etc., and for two years had charge of the normal department of the Florida Chautauqua. In the spring of 1891 he was elected Super- intendent of Public Schools in Philadelphia. His most important work, so far, has been the reorganization of the Girls* High School, with its three distinct courses of study, the estab- lishment of a separate Normal School for Girls w^th a tw^o years* course of pedagogical train- ing, the revision of the course of instruction in arithmetic for the elementary schools, the revision of the course in language, the re- vision of the course in drawing, the intro- duction of music into the public schools and the organization of the Educational Club. In 1893 he was president of the Depart- ment of Superintendence of the National Educational Association, and the meeting held in Boston was a notable one in the his- tory of the Association. In 1894 he was a member of the "Committee of Fifteen,*' ap- pointed by the National Educational Associa- tion to report on courses of study for the pub- lic schools of the country. 5» ANDREW J. MORRISON. Andrew J. Morrison, Assistant Superin- tendent of Public Schools, was born on Feb- niary 14, 1844, in Bucks County, and has devoted alt his manhood years to educational work. From the Roxborough Grammar School he entered the Central High School, and subsequently Tennent Academy. In later years he was Principal of the following schools: Tillyer, Wheat Sheaf, Thirty-fifth Section; Landreth, Thirty-sixth Section: South Ward Grammar School, Camden. N. J. ; Irving, Twenty-fifth Section, and Northern Liberties, Eleventh Section. From 1881 to 1883 he was Professor of Mathematics in the Central High School. When the Department of Superintendence was organized, in 1883. Mr. Morrison was among the first selected for the important post of assistant. His character as a teacher. his executive ability and his winning person- ality combined to make him the ideal man for the place. His executive ability was par- ticularly shown from January i to September I. 1891, during which time he was Acting Superintendent. As Senior Assistant Superintendent, con- nected with the department since its organiza- tion, at a time when it was regarded by edu- cators in all parts of the country as at least a <loubtfn1 experiment and likely to prove a failure, Professor Morrison has seen the de- partment grow in importance, influence and usefulness, until it commands respect at home and abroad; and to his untiring energy and indefatigable work a great measure of its phenomenal success is due. JAMEf James Fenimore Cooper Sickel, Assistant Superintendent o( Public Schools, was born in Bucks County. Pa., October lo, 1834. He was educated in the public schools of Bucks County and Philadelphia, and at Plainfield Academy, Carlisle. Pa. In 1857 he assumed control of the George K. Helier School. Cheltenham, Pa., remaining there for two years. In 1859 he took charge of the Evans- burg Public School, Montgomery Countv. Pa. In 1861 he became Principal of the Barren Hill Public School. Barren Hill. Montgomery County, but resigned the same year to take charge of the High School in Milford. ]^ei. When the Civil War broke out he returned to Philadelphia and became Principal of the \\heat Sheaf Consolidated School, sub- swjiiently becoming Principal of the Forest Consolidated School at the Falls of Schuylkill, In 1869 he was chosen Principal of the New- ton Boys' Grammar School, Twenty- seventh Section, which position he held until he was elected an assistant superintendent of public schools, in 1883. Mr. Sickel has, during the last thirty-five years, been in the front ranks of those who have most earnestly favored, at all times, edu- cational progress and reform. He was presi- dent of the Teachers' Institute in 1875, was re-elected in 1876; was chairman of the Com- mittee on Centennial Matters in 1S76, and was chairman of a committee that organized systematic instruction in drawing for all the teachers in the elementary schools. Mr. Sickel has always been progressive whether as teacher, as principal or as assis- tant superintendent. As an evidence of this, in 1881, while Principal of the Xewton School, he proposed to the Committee of the local Board of Directors of the Section, that pro- motions in the school should be made on the plan of exempting from examinations those who were manifestly qualified for promotion, while conditioning or examining only those concerning whom there was a doubt. This idea, however, was too much in advance of the times. He also endeavored to bring about the adoption of "minimums" in the fundamental branches as a condition for promotion in the Mr. Sickel was a member of the committee final examination. About this time the Su- of principals that made the first detailed perintendent of Schools of St. Paul put into course of instruction adopted for use in the practice Mr. Sickel's plan of making promo- Philadelphia public schools. He has always tions, and it has remained to the present time, been an active advocate of supervision of the and with most beneficial results. public schools. Uydia A. Kirl)y, Assistant Siiperiiiteinleiit of Public Schools, was born in Philadelpliia. her family having re5ifle<l tn this city since the time of the Revolution. Her great-grand- father was a (ininimer boy in the War of 1812, and he served his conntry during the War of the Rebellion. Miss Kirby was educated in the public schools of Philadelphia, and in the Friends' School on Walnut street, entering the Xonnal School from the latter. After graduating from the Normal School, she was appointed to an assistant's position in the secondary department of the school on Seven- teenth street above Fairmount avenue. From that position she was transferred to the Lin- coln Boys" Grammar School and afterward obtained the position of principal of the primary- school at Nineteenth and North streets. Transferred then to the boys' gram- mar school as first assistant she subsequently became first assistant in the girls' grammar school. When the Principal of the Lincoln (iirls' Grammar School was married Miss Kirby was selected for that position. While Miss Kirby was Principal of the Lin- coln School the number of divisions was doubled and the number of pupils became more than twice as great as when she took the school. No pupils sent by her to the High School were rejected, and no one sent to the examination held by the Board of Public Edu- cation for applicants for teachers' certificates failed to pass. This is a record of which she is pardonably proud. Her acknowledged ability brought the request from the commit- tee that she should become teacher of Methods of Instruction in the Philadelphia Normal School. She held this position less than two years, leaving it, in 1883, to become one of the Assistant Superintendents of Schools. Edgar Arthur Singer, Assistant Superin- tendent of Public Schools, was born in Dear- born County, Ind., April 13. 1841. He re- moved to New Orleans, afterward to the \-icinity of Cincinnati, then to Philadelphia. He attended the Fayette School, Bustleton, and was admitted to the Central High School, February, 1855. He then returned to the Fayette School an<l studied I^tin and mathe- matics under George W. Fetter, after- ward Principal of the Girls* Xormal School. Subsequently he became teacher of the God- frey School, Byberry, 1857; of the Franklin School, near League Island, i860; Principal of Central School and of North Ward School, Camden, 1862-1865; of Zane Street Grammar School and of Keystone Grammar School, Philadelphia, 1865-1872: of Halliwel! Gram- mar School, 187J-1886. He was elected .As- sistant Superintendent of Schools in 1886 and entered upon his duties January 1. 1887. Mr. Singer is a member of the Teachers' Institute, the Educational Club, the State Teachers' .Association, the National Educa- tional -Association and the National Council of Education. He was representative to the National F.ducational Association. 1880 and 1881, and was a member of various commit- tees on courses of study. In order to estab- lish a closer relation between the public school system of Phila<lelphia an<l the University, and to secure the advantages of the higher educa- tion offered by theUniversity.he entered upon a post-graduate course, in 1893, in philosophy, English literature and pedagogy, and, in Tune, 1896. obtained the degree of Doctor of Phi- losophy. The success achieved by Mr. Singer is at- tributed by him to interest in his profession, and to patient, continuous hard work. He has always performed faithfully the dut'es in- cumbent upon every position that he has occupied, and while waiting for calls to higher places, he has striven to qualify himself for the proper discharge of the duties con- nected with those higher positions. Early in life he "learned to labor and to wait." CHARLES HENRY KA1N Charles Henry Kain, Assistant Superin- tendent of Public Schools, was horn in 1840, at Pemberton, N'. J. He was educated in the public schools and afterward attended the New Jersey State Normal School, at Trenton, and prepared for college at Trenton Classical Academy. From Lewisburg (now BuckiielH University he received the honorary degree of A. M., in 1868. For five years Mr. Kain taught in the district schools of New Jersey. He conducted a private school for three years and became Principal of the North Ward School, Camden, in 1868; of the E. A. Stevens School, in 1872. Two years later he came to Philadelphia to take charge of the Northwest Boys' Grammar School. In 1886, three years after the Department of Superintendence was organized, the force of assistants was increased by the selection of Mr. Kain, and the wisdom of the choice was soon made apparent. He was imbued with an intense love of the work, and his previ- ous experience as teacher and Principal gave him a thorough mastery of the <luties assigned him. He modestly attri- butes his success to the fact that for several years he was in close touch with primary work, always having a deep inter- est in the study of the mental development of the young child. The knowledge thus ac(]uired proved of incalculable value to him during his experience in the grammar grades and of still greater benefit when he was called to a higher sphere. The schools of Philadelphia, and especially those in the sections under his immediate direction, owe much to the sympathetic effort of Assistant Superintendent Kain. He is a man who adheres firmly to his convictions, and his thorough sympathy with the teachers' work and his deep sincerity always beget respect for his principles. MARV WRIGHT. Miss Mary Wright. Assistant Superintend- ent of Public Schools, was bom in Philadel- phia and received her early education in a Friends' school in this city. Later she entered a grammar school, from which she went to the Girls' High School, graduating with distinction at the completion of the course. Soon after her graduation she began her work as a teacher in the first grade of the pubhc schools, advancing gradually through various grades of the primary, secondary and grammar schools, in each position distinguish- ing herself as an intelligent and skillful teacher. In the summer of 1881 Miss Wright was offered the principalship of the Lincoln Girls' Gram mar School, which she accepted, entering upon the duties of the position the following September, The high standing which this school had already acquired was fully main- tained during Miss Wright's principalship. The ability of her management and the success of the school under her administration were so conspicuons as to attract wide at- tention and placed her in the first rank of public school principals of the city. In October. 1882, Miss Wright was elected teacher of Methods of Instruction in the Girls' Normal School. .\ careful student of educa- tional principles for many years, with a natural aptitude for the training of teachers, her work in this department was characterized by its sympathy with the best educational thought of the times. She introduced into her classes the most approved methods of teaching, and rendered efficient service in the cause of educational reform in Philadelphia by her intelligent interpretation to her pupils of the new courses of study. The high char- acter of her work in this position was recognized by the Superintendent of Public Schools, and upon his recommendation, in 1889, she was appointed one of the assistant superintendents. Miss Wright has charge of the schools of the Second. Third, Thirteenth and Twenty- ninth sections and also of part of the schools of theXineteenth and Twenty-ninth sections. Superintendent of Public Schools, in which She also has supervision of the cooking her literary taste and familiarity with authors schools, organizing them annually in Septem- and books, the results of years of reading and ber and overseeing their work throughout the study, have been of great value in the sclec- year. In addition to her other duties she has tion of works and the direction of the readin^f charge of the Pedagogical Library of the of the teachers who use the library. 59 WILLIAM ALBERT MASON William Albert Mason. Director of Draw- ing in the Public Schools, was born in Cam- bridge, Mass, December 25, 1854. After a preparatory course of study at the local schools, he entered the Cambridge High School, but left it before the time for his graduation in order to enter the Massachu- setts Institute of Technology, where he took a two years' course in civil engineer- ing. He afterward completed a course at the Massachusetts Normal Art School, Boston, from which he graduated as Art Master. Following his perfect training for the life- work he had selected, Mr. Mason became a teacher of art in the school from which he had graduated, remaining during 1876-7. He was Supervisor of Drawing in the Worcester schools, 1877-8; Director of the .\rt Depart- ment of the Ohio State University, Columbus, 1880-83; Vice-Principal of the Pennsylvania Museum and School of Industrial Art. 1883- 87; Professor of Drawing in the Central High School, 1887-1892, In October, 1892, the Board of Public Education elected Mr. Mason as Assistant Superintendent, with especial supervision of drawing. The work assigned to Mr. Mason is differ- ent from that exacted from his associates. Having a particular branch to oversee, his time is given not only to the instruction of children, but of teachers as well. He visits every school throughout the city and has de- livered over two hundred lectures on drawing to principals and assistants. Every fall he gives a course of lectures and supplements them with additional lectures in the spring. In his school visits he gives model lessons in one or more gra<les and inspects the work iti <lrawing. The Kindergarten System The kindergarten system of Philadelphia mprises ii8 kindergartens, distributed over territory of 130 square miles; 160 teachers e employed and there are 5,500 children eii- illed. The practical part of the or}jani;?a- on of this system comprises the life-work of liss Constance Mackenzie, Director of Public jnder gar tens. In 1881, Miss Anna Hallowell, now a inent- »er of the Board of Pnbiic Education, ap- Kiinted Miss Mackenzie principal of the first CONSTANCE MACKE! free kindergarten then in operation. The movement was clearly an experiment, and its success or failure depended in no small meas- ure upon the work done by the new Principal and her sister. Miss Adele Mackenzie, who was named assistant. In three years Miss Hallowell and her friends had made the Sub-Primary Society an active inHuence in the educational affairs of tiie city. Sub-primary schools, as the kinder- gartens were called, had multiplied and the need for further extension had been demon- strated by the real missionary work done by the pioneers in the more densely crowded dis- tricts, fntelligent centralization and practi- cal direction had become a necessity, and, be- cause of her success in ber work among the children and her own growth along its special Ihies, Miss ifackenzie was selected for the position of superintendent. In January, 1887, the kindergartens were adopted as a part of Philadelphia's public school system and Miss Mackenzie was invited to continue her work. The position of Di- rector of Pnbiic Kindergartens was created, to which she was elected. The change from a private system increased the burdens and responsibilities of the work as well as its honors. A new and uniform standard of requirements for kindergartens had to be established. Lectures carefully prepared for the unification of the work and bearing on the many special features of the kindergartner's relations to her pupils, re- quired attention. Regular and frequent visits to the classes were necessary in order that the Director might comprehend an intimate knowledge of each kindergartner's capacities an<l needs. New kindergartens were to be opened and the inexperienced guided during their initiate, that period so important in its bearing on the future usefulness of every teacher. The exhiljition craze which afflicted Philadelphia, as well as other educational centres, also demanded the expenditure of much time and energy. Apart from this physical strain and the con- stant drain on the sympathies of the Director, there was another important and difficult duty. The work of the lowest primary grades was to be accommodated to take up that of the Kindergarten; and this was not within the official province of the Director. Fortunately, Miss Hallowell had been made a member of the Board of Public Education. She had a new vantage ground for continuing her agita- tion, while Miss Mackenzie encouraged the primary teachers to attend her kindergarten meetings. It may be safely said that, to-day, owing to their co-operation and the wise en- couragement of Superintendent Brooks, there is a marked and general tendency toward the application of FroebeFs principles to the teaching in the lower grades and toward the blending of the work into a compact system of easy and natural gradation. Incalculable benefit has been derived from the ready co- operation of the primary teachers and the sagacity of the Board of Public Education in modifying the course at the Normal School. The establishment of kindergarten training as a part of the curriculum and the ex- cellent work of Miss Anna W. Williams, its trainer, leaves the impress of the im- portance of the new education upon the mind of every new teacher entering the public service. Miss Mackenzie was born in Philadelphia, and her antecedents imply the teaching spirit. Her grandfather, a Lutheran clergyman of Tubinger University, was a teacher of recog- nized ability. Her father, Dr. R. Shelton Mackenzie, was widely known as an author, editor and critic, and for a quarter of a cen- tury was eminent among the Hterary men of Philadelphia. Her early education was di- rected at home, and she grew up in her father's librar^^ On leaving school she was quick to recognize the value of the kindergarten system, and she entered the Philadelphia Trs^ning School, then, as now. under the direction of Mrs. M. L. Van Kirk. Since her graduation the scope of the sys- tem has extended and broadened, and she has had her share in contributing to its develop- ment. A glance at a few of the subjects on which she has written during the past ten years indicates the philosophical and economic value with which she regards the work. At the invitation of Commissioner Harris, she read before the Educational Con- gress, at Chicago, two papers, "Character Building in the Kindergartens" and **Thc Place and Value of Song in the Kindergar- ten." At the annual Conference of Charities and Corrections, held at St. Paul in 1886, she read a very thoughtful contribution, "The Kindergarten as a Preventive of Pauperism and Crime.'' "Practical Psychology in the Kindergarten" was read at the Educational Convention at Saratoga, in 1892. She wrote the report on the work in Philadelphia for the International Kindergarten Association, in the Council of Women, Chicago, and the general article on the subject for the "Inter- national Encyclopedia." Owing to the con- tinued ill-health of the president of the Kin- dergarten Department of the National Edu- cational Association, Miss Susan E. Blow% the duties of the office were assumed by Miss Mackenzie, as vice-president, with Miss Blow's cordial co-operation. Miss Mackenzie is also president of the Philadelphia Branch of the International Kindergarten Union, having held that office since the founding of the organization, in 1892. Apart from this strictly professional work, Miss Mackenzie takes the liveliest interest in social and literary affairs in Philadelphia. Hers is a busy life and one of achievement, one which is an inspiration to young women en- gaged in the profession of teaching. 62 state Department of Superintendence The relation ^vliich the State Department of Public Instruction bears to the public school system of Philadelphia has been well stated as "rather statistical and advisory than administrative." Reports of attend- ance, etc., are annually transmitted to the State Superintendent of Public Instruction, who, however, has no authority over the Philadelphia schools, further than to see that such of the general laws touching the schools of the State as apply to the First School Dis- trict are enforced. The State Superintendent issues orders to the State Treasurer for the payment to the Philadelphia authorities of the share of the annual appropriation from the State that is due this District, the basis of distribution to the various Districts beingthenuniberof tax- able citizens residing therein. This number is certified to the Superintendent triennially by the County Commissioners. The present Superintendent of Public In- struction in Pennsylvania is Dr. Nathan C. Schaeffer, an educator of renown, whose administration has been a most auspicious one. Board of Public Education Board of Public Education BOARD OF PUBLIC EDUCATIOX. The Board of Public Education is com- posed of thirty-eight persons, each represent- ing* a Ward or Section. The nieniners are ap- pointed by the Judges of the Court of Com- mon Pleas, and bv virtue of their office as members of the Board of Public Education they are members of the boards of school di- rectors in the Sections which they represent. To be eligible for membership in the Board a candidate must possess the quahfications of a State Senator.* According to a provision in the Act of Consolidation no member of the Board can, at the same time, serve as a Coun- cilman, Guardian of the Poor, a member of the Board of Health, or an Inspector of the County Prison. This provision, however, has not always been regarded in the appointment of members. The terms of service of one-third of the members expire each year, but the incum- bents are almost invariably re-appointed except at their own desire to retire. No com- pensation is attached to the office. The Board meets annually for organization on the first Mondav in Januarv, elects a President and Vice-President from among its own num- ber, and elects also its Secretarv, Assistant Secretary, Architect, Superintendent and sub- ordinate salarie<l officers. Regular meetings ♦"Senators shall be at least twenty-five years of age. ♦ * * They shall have been citizens and inhabitants of the State four years, and inhabitants of their respective districts one year next before their election (unless absent on the public business of the United States or of this State), and shall reside in their respective districts during their terms of service. ♦ * • No person hereafter convicted of embezzle- ment of public moneys, bribery, perjury, or other infamous crime, shall be eligible to the General Assembly or capable of holding any office of trust or profit in this Commonwealth." Constitution of 1874, Article II, Sections 6 and 7. are held on the second Tuesday of each month and are open to the public. A DEPARTMENT OF THE CITY. Being a department of the city government the Board makes a report to the Mayor each year. It is the only one of the municipal de- partments which is not subject to the estab- lishment and regulation of Councils. The Committee on Schools of Councils is author- ized to ''exercise a general supervision over the department for the exposure and correc- tion of evils and abuses.'' But according to an opinion of the City Solicitor, in 1884, there is no law which gives Councils the right, after an appropriation has been made, to control the manner in which school buildings shall be erected and repaired.** GENERAL POWERS OF THE BOARD. The Board is authorized bv law to deter- mine upon the number of school-houses and to limit the expense of their establishment; to provide suitable text-books: to have a general superintendence over all the schools in the District, and to make rules and regulations for their own government and that of the Dis- trict. The Board is required, when requested by the State Superintendent of Common *♦ " The Committee [on Schools of Councils] has a right to investigate and familiarize itself with the wotlc of said Board, and report thereon to Councils, with a view of correcting and exposing any evils and abuses existing therein. It has, however, no rifijht to assume control of the business of said department after appropriations have been made. Your committee cannot, nor can Councils, control or direct the Board of Public Education in its contracts and building im- provements. Contracts, details of construction and money expenditure are for the determination of the Board." — Ex- tract from City Solicitor's opinion. 67 Schools, to furnish reports touching the con- dition and management of the schools in the district. The Board elects the teachers of the higher schools and determines the qualifications of teachers in the elementary schools. It also prescribes the course of study. PRESIDENT OF THE BOARD. The President of the Board is its official head. He annually appoints the standing committees. Until recently the President was obliged to sign all warrants for the pay- ment of bills and salaries, but the Assistant Secretary of the Board is now empowered to perform that duty for him. STANDING COMMITTEES. The Board of Public Education is divided into twenty-three standing committees. To these committees are referred nearly all matters which come before the Board. After careful consideration of such matters the committees agree to make certain recom- mendations thereon, and report them to the Board. The recommendations of committees are generally adopted. Following is a list of the standing commit- tees:— Central High School, Philadelphia Normal School for Girls, Girls' High School, Central Manual Training School, Northeast Manual Training School, James Forten Elementary Manual Training School, Revision of Studies, Text-Books, Industrial Art Education, Uni- versity; Grammar, Secondary and Primary Schools, SuppHes, Office, Night Schools, Legislation, QuaHfication of Teachers, Ac- counts, Estimates, Audits, By-Laws and Rules, Property, Superintendence, Hygiene. COMMITTEES ON THE HIGHER SCHOOLS. The Committees on the Higher Schools, namely, the Committees on Central High School, Philadelphia Normal School for Girls, Girls' High School, Central Manual Training School and Northeast Manual Training School have a general supervision over those schools. Each committee is expected to visit the school under its care semi-monthly, and in case of a vacancy in the faculty to recom- mend to the Board a suitable person to fill the same. The duties of the Committee on the James Forten Elementary Manual Training School are analogous to the duties of the above com- mittees. COMMITTEE ON REVISION OF STUDIES. The Committee on Revision of Studies re ports from time to time whatever changes it deems expedient in the graded course of in- struction. COMMITTEE ON TEXT-BOOKS. The Committee on Text-Books considers the applications of pubHshers or their agents for the introduction of new text-books. It guards against the introduction or retention in the schools of any book improper or not well adapted to school use. COMMITTEE ON INDUSTRIAL ART EDUCATION. The Committee on Industrial Art Educa- tion has the general direction of the Public School of Industrial Art and recommends the award to public school pupils of free scholar- ships in the School of Design and the Penn- sylvania Museum and School of Industrial Art. COMMITTEE ON UNIVERSITY. The Committee on University apportions the free scholarships in the University of Pennsylvania among the higher schools, and recommends to the Board the election of meritorious pupils to be the recipients of such scholarships. 6S OFFICE OF THE BOARD OF PUItLlC VDUHllUN J13 Filbtri Sircei (Ali.. kn"»n at .ht Z.nt -uttt -chool h nlh Sf^lioo I THE »E^: "i^r^ PUBLIC I. ^^^^ COMMITTEE ON GRAMMAR. SECON- DARY AND PRIMARY SCHOOLS. The Committee on Grammar, Secondary and Primary Schools considers all applications for the establishment of new schools, addi- tional divisions and kindergartens. It acts upon applications for altering the salaries of teachers and janitors. It has general charge of the study of sewing in the schools and de- termines the qualifications of candidates for the position of sewing teachers, transmitting the names of the competent candidates to the Committee on Qualification of Teachers. The Superintendent reports to the Committee on Grammar, Secondary and Primarv Schools any unsatisfactory schools, divisions of schools or teachers, coming under his notice, and action in regard thereto originates with this committee. The committee also examines the monthly reports of all schools and reports to the Board those in which the attendance is below the required average. It also investi- gates charges against teachers. COMMITTEE ON SUPPLIES. The Committee on Supplies advertises for proposals for furnishing books and stationery and for printing, and awards contracts for the same. It also advertises for bids and awards contracts for fuel. At the beginning of each year it apportions to each school its propor- tion of the appropriation for books and sta- tionery for the current year, basing the appor- tionment on the number of pupils in the vari- ous schools. COMMITTEE ON OFFICE. The Committee on Office has the genen.l supervision of the office and rooms of the Board and a general oversight over the man- ner in which the business of the office is trans- acted. COMMITTEE ON NIGHT SCHOOLS. The Committee on Night Schools has full control over the night schools. The commit- tee examines the weekly reports, recommends the election and the dropping of teachers, and attends to al! the details of night school management. COMMITTEE ON LEGISLATION. It is the duty of the Committee on Legisla- tion to watch legislation affecting the First School District, and to use proper means to bring before the Legislature any measures deemed desirable by the Board. COMMITTEE ON QUALIFICATION OF TEACHERS. The Committee on Qualification of Teach- ers holds annual examinations for candidates for certificates of qualification to teach in the public schools, and reports to the Board the names of successful applicants. It awards certificates of qualification to teach to those entitled to receive them. COMMITTEE ON ACCOUNTS. The Committee on Accounts examines and reports all bills and accounts. COMMITTEE ON ESTIMATES. The Committee on Estimates prepares each year an estimate of the amount of money needed for the proper conduct of the public schools during the subsequent year. This estimate, after being approved by the Board, is transmitted to the City Councils. COMMITTEE ON AUDITS. The Committee on Audits examines and certifies the warrants for the payment of all bills and salaries. COMMITTEE ON BY-LAWS AND RULES. The Committee on By-Laws and Rules considers and reports on all proposed changes in the By-Laws and Rules of the Board, but is not empowered to originate legislation. 71 COMMITTEE ON PROPERTY. The Committee on Property has the super- vision of the erection of all school-houses, also, of all repairs and alterations, where the cost exceeds one hundred dollars. It negotiates for the renting of such buildings as are tem- porarily needed, inspects school buildings, confirms the election of janitors. COMMITTEE ON SUPERIN- TENDENCE. The Committee on Superintendence reports on the necessity of increasing the number of Assistant Superintendents, and considers sug- gestions of the Superintendent regarding the selection of such persons and the re-appoint- ment of Assistant Superintendents. COMMITTEE ON HYGIENE. The duties of the Committee on Hygiene are of an advisory nature. The committee consults with the Committee on Property upon matters pertaining to hygiene and sani- tation in the construction and improvement of school buildings. THREE NEW COMMITTEES. Three new committees are to be added to the list this year, on Music, Compulsory Education and Cooking Schools. PHILIP S. HORTZ. The residents of the First School Section could not have selected a man better fitted to look after their interests in the Board of Pub- lic Education than was chosen for them by the Board of Judges in the person of Philip S. Hortz, who succeeded the late A, S. Jenks as the representative of this growing district. Mr. Hortz is not only a thorough Pliitadel- phian, but he is what has been aptly termed, in newspaper parlance, "a downtowner through and through." He comes of an old Philadelphia family. His father was Charles Hortz, for many years a member of the State Legislature and a Southwark alderman, who is rememlDered as having made a successful effort to check the religious riots of 1844. The subject of this sketch was born in the old Southwark district, May 5, 1840, about fourteen years before the consolidation of the city. At an early age he entered the Mt, Vernon School, Catharine street above Third, but was unable to finish his studies there, owing to ill-health. He was next sent by his parents to Clarksboro, N. J., where he re- mained for several years. Returning to this city, he worked for a time in a printing office, and later served an apprenticeship in the paper-hanging business. In i86r he estab- lished himself, with his brother, William R. Hortz, in that business, and the partnership was continued with good results for nineteen years. At the end of that period Mr. Hortz became a member of the dry goods firm of John M. Taylor & Co., but retired from business in 1883. He is now president of the Frank Queen Publishing Co., publishers of the "New York Clipper," he having succeeded his brother-in-law, the late Mr. Queen, in that position. He was appointed a member of the Board of Public Education December 2, 1895, and took his seat in that body on December 12th of the same year. He is a member of the committees on Northeast Manual Training School. James Forten Elementary Manual Training School, Night Schools and Accounts. He is always present at the meetings of the Board, and. while not a participant in debate, votes conscientiously upon every question. Mr. Hortz is a director of the Southwark National Bank, treasurer of the South Branch of the Young Men's Christian As- sociation and secretary of the Southwark Soup Society, and is prominent in church and Sunday-school work. Beside being president of the Board of Trustees of the Methodist Episcopal Mariners' Bethel, Moyamensing and Washington avenues, he is superintend- ent of the Surday-school of that church. Among other organizations he is connected with Melita Lodge, No. 295, F. and A. M.; Southwark Lodge, L O. O. F.; Knights of Birmingham; Reliance Lodge, Ancient Order of Linited Workmen, and Logan Tribe, Red Men. 74 AVERV DRAPER HARRINGTON. Avery Draper Harrington was born on a farm in the western part of Kent County. Delaware. February ii, 1858. He attended the public school near his home until he reached the age of eleven years, when his parents removed to Dover, and he stu<hed in the public schools there until 1874. In the fall of that year, he entered Wyoming Insti- tute, Wyoming, Del., and was graduated as the valedictorian of his class in 1877. Shortly after his graduation, Mr. Harring- ton began to teach in one of the district schools near his birth place, and was sub-iie- quently elected Principal of the Odessa Public Schools. New Castle County, where he re- mained four years. Mr. Harrington was the first to pass a pre- liminary examination as a student at law in Kent County, and registered under the Hon. James L. Wolcott, who was subsequently Chancellor of the State. A little later he came to Philadelphia, continued his studies in the ofhce of Francis Shunk Brown, Esq., and was admitted to the bar in July, 1884. He has since been steadily engaged in the prac- tice of his profession. He was elected a school director in the Second Ward, in 1886, and was ap- pointe<l to represent that Section in the Board of Public Education in Decem- ber, 1889. During his connection with the Board, he has served on a number of important committees and has taken an active part in debates upon the floor of the Board. When a member of the Night School Committee, he was instrumental in having the weekly sessions reduced in numoer from four to three. He was the author of the rule permitting pupils from private schools to enter the higher schools, and secured an amendment to the rules whereby pupils below the required average are admit- ted to the higher schools to the extent of their capacity. He is chairman of the Committee on Northeast Manual Training School, and a member of the Committees on Girls' High School, Revision of Studies, Text-Books and Supplies. When the public libraries were under the control of the Board of Public Edu- cation, he was a very active member of the Committee on Libraries. Mr. Harrington has been connected for more than tweny-three years with the Methodist Episcopal Church. He is president of the Philadelphia Conference Laymen's Associa- tion, a manager of the Philadelphia Confer- ence Tract Society, the Conference Missionary Society, the Educational Board, and the City Missionary and Church Extension Society. He is also a manager of the American Sunday-school Union and the Magdalen Home; was superintendent of Arch Street M. E. Sunday-school and is a trustee of Ebenezer M. E. Church. He is a member of the Young Men's Democratic Association and the Artisans' Order of Mutual Protection, and is a Past Grand of Apollo Lodge, No. 296, I. O. O. F. 7^ JOSKPH D. MURPHV. Joseph D. Murphy, who represents the Third Section in the Board of Public Educa- tion, was born in Philadelphia on August 13, 1850. His early school life was spent at St. Joseph's College, on Willing's alley, an 1 at fourteen he was sent to the University of Notre Dame, near South Bend. Ind., to finish his studies. At the age of eighteen he grad- uated as honor man of his class. On his return to Philadelphia he secured a position on "The Age," a daily paper, and there laid the foundation of a most successful career in journalism. In 1881 Mr. Murphy was elected a member of theThirdSection School Board. Although educated in private schools he took great in- terest in the public school system and became a most valuable member. In 1883 he was elected a member of the City Councils and set^'ed two terms, declining a third nomina- tion. He was appointed Chie.' Clerk in the office of the Surveyor of the Port, in 1885, subsequently becoming Special Deputy Sur- veyor. In 1889 he resigned to accept an edi- torial position tendered him on "The Times," subsequently taking a similar place on "The Inquirer," then forging to the front as Phila- delphia's leading daily. In 1896 he was ap- pointed Cashier of the United States Mint at Piiiladelphia, one of the most important offices in the Government service. Mr. Murphy was appointed a member of the Board of Public Education in 1891. He is one of the leading members of that body, being a ready debater and always evincing great interest in educational work. He has served on many important committeer, notably that on Supplies, his work thereon characterizing him as a model committeeman. He is also one of the most active members of the Committee on Night Schools, a work in which his interest has been shown by the establishment of two additional schools in the Third Section since his entrance into the Board, those two now having the largest at tendance of any in the city. He is also a member of the Committee on University, the Committee on the James Forten Elementary Manual Training School and the Committee on Industrial Art Education. Frank and outspoken, having the courage of his convictions, and with a public record which leaves no doubt as to his honesty of purpose and his fearlessness in action, Mr. Murphy is one of the most highly respected men in the City of Philadelphia, and his ster- ling qualities, manly personality and genial bearing have won for him a veritable host of friends. WILLIAM J. MANNING. William J. Manning, wlio represents the Fourth Section in the Board of Public Educa- tion, was born in Philadelphia, April i8, 1S43. He received his elementary education in paro- chial and public schools, and, in 1857, gradu- ated from St. Charles College, near ElHcott's Mills, Maryland, at the head of his class. He went into the wholesale drug business with William H. Shively, at 41 North Front street, and three years later entered the retail branch of the business with Dr. John De Lacey at Fourth and South streets. When the Civil War broke out he enlisted in a com- pany of young men known as the Southwark Guards, and was soon mustered in as a mem- ber of Company K, Second Regiment. Penn- sylvania Reserves, under the command of Colonel William B. Mann. The regiment went into camp near Kaston, Pa., an<l was soon thereafter ordered to Sandy Hook, opposite Harper's Ferry, and became a part of the Army of the Potomac, under the command of Colonel William McCandless. Mr. Manning participated in every battle until, at Antietam, he received a shell wound in his right arm. After two months in the hospital he returned to his regiment and con- tinued in active service for two years and six months. In recognition of his bravery he was commissioneu Captain of Company C. One Hundred and Ninety-sixth Regiment, Penn- sylvania Volunteers, and came to Philadelphia to recruit the company. He served in this regiment until the close of the War. In 1866 Mr, Manning was appointed secre- tary to the Commandant at the League Island Navy Yard, and has held that position to the present day. Since April. 1889, he has been a notary public. For twelve years Mr. Manning has been a member of the Fourth Sectional School Board, and is serving his ninth consecutive term as president of the Board. His earnest attention to the duties devolving upon him as a school director, and his solicitude for the welfare of the schools, have won for him the high esteem of his constituents, and when he was chosen by the Board of Judges to succeed P. A. Fagen, who resigned from the Board of Public Education, his appointment caused very general satisfaction. He serves on the following committees: Central Manual Train- ing School, James Forten Elementary Manual Training School, Revision of Studies and Legislation. Mr. Manning was one of the organizers of the Southern Electric Light Company, which was incorporated in 1890. As a director of building associations he has been active in pro- moting the usefulness of these organizations. He is past president of Lever Lodge, No. 150, Sexennial League; a member of the Volunteer Firemen's Association and a di- rector of the Samuel J. Randall Association. 79 JOHN MARIE CAMPBELL. The member of the Board of Public Edu- •cation from the Fifth Section, John Marie Campbell, is the son of the late Judge James ■Campbell, who was Postmaster-General in the ■cabinet of President Franklin Pierce. Judee Campbell was actively concerned in the cause of education in this city, and was the first to propose the establishment of a normal school for girls. The son has followed in the footsteps of his father, and when occasion offered he nobly championed the rights of women teachers. Mr, Campbell was born in this city May 30, 1851, and received his early education in private schools. He graduated from the University of Pennsylvania in 1870, and after three years of study in his father's office he was admitted to the bar. In 1875 1^^ ^''s appointed a member of the Board of Public Education, to succeed the late Lewis C. Cas- sidy. He has also served as the president of the Fifth Section School Board. From 1884 to 1889 he was Surveyor of the Port, .and in 1895 the judges showed their apprecia- tion of his services in the Board of Public Education and elsewhere by appointing him to siicceed the Hon. Richard Vaux as a mem- ber of the Board of City Trusts, in which his father had been for twenty-five yearsan active, energetic and sagacious member. During his twenty-two years of service in the Board of Pubhc Education Mr. Campbell hasserved onalmost all of the important com- mittees. At present he is chairman of the Committee on University, and a member of the James Forten Elementary' Manual Train- ing School Committee, the Committee 0.1 Night Schools and the Committee on Phila- delphia Normal School for Girls, and was President of the Board of Education in 1890. He is a member of the Hibernian Society, Art Club, Lawyers' Club, the Catholic Club and the Philopatrians' Institute, and he is also connected with the management of St, Joseph's Orphan Asylum, the oldest Roman Cathohc Orphan Asylum in the United States, having been incorporated December 31. -A. D. 1807. Judge Campbell, the father of Mr. Campbell, was a manager for forty-five years of this asylum, and Mr. Campbell has been Secretar>' of the Board for sixteen years, and other benevolent institutions, none of which have reason to be ignorant of his benefactions. Presidential Elector upon Democratic elec- toral ticket in 1880. Delegate to the Democratic National Con- ventions of 1884, 1888, 1892. Member of the Catholic Congress at Chi- cago, 1893. Has been one of the recognized leaders of the Democratic party for years. Has long been prominent in politics. Has been a mem- ber of nearly every Democratic State Conven- tion since 1874. Has been chairman of tliree Judicial Conventions, and of the Mayoralty Convention of 1881, and of the Receiver of Taxes Convention of 1884. To him and to his management was the successful campaign of Mayor King due, and the City of Philadelphia was benefited to an extent that the people properly appre- ciate. The Board of Citv Trusts is the most im- portant board of its kind in the United States. It has control of the vast Stephen Girard estate, amounting to nearly fifteen millions of dollars and the care and management of sixteen hundred orphan children at Girard College. Besides, the Board of City Trusts has the custody and control of every trust estate given to the City of Philadelphia, including the Wills Eye Hospital Trust, the Boudinot and Grover Coal Trusts, for the distribution of free coal among the deserving. There are about forty other trusts, for coal, wood, the entertainment of the insane, etc., entrusted to the care of this Board. The duties and responsibilities of this board are most exacting and onerous. The practice of Mr. Campbell is chiefly in the Orphans' Court, which has the charge of the estates of decedents. His practice is large and some of the most important cases have been in his charge, cases involving large amount of money, and many very interesting legal questions. Mr. Campbell was a member of the Consti- tutional Convention of Pennsylvania. 81 John Philip Gloniiiger. who represents the Sixth Section in the Board of Public Educa- tion, was bom in Philadelphia, November 30, 1857. He is a son of the late David Stanley Gloninger, M. D. He received his earlv edu- cation at the German Reformed Church School, at Fourth and Race streets, and later in the public schools; also in Patterson's Select School and the Polytechnic College, where he took a course in civil engineering and for a year pursued this profession. He then took up the study of law, under the preceptorship of Charles Philips, Esq., and later under George Northrup, Esq. He was admitted to the bar in May, 1881, and has since devoted nearly all of his time to the prac- tice of his profession. In 1883 he was elected a member of the Sixth Section School Board, to fill an unexpired term and was afterward re-elected. In 1893 he was appointed a member of the Board of Public Education to fill an unexpired term, and the following year was reappointed for a full term. Mr. Gloninger comes of old Dutch stock, many of his ancestors, both on his father's and his mother's side, being well known men. His great -grand-father, Hon. John Glonin- ger, was a staff ofhcer under Washington, Judge of the Dauphin County Court, member of the Twelfth Congress and one of the framers of the Constitution of Pennsylvania. His grand-father and father were both emi- nent physicians. Mr. Gloninger is a member of the Commit- tees on James Forten Elementary Manual Training School, Industrial Art Education, Legislation, Estimates and Audits ANNA HALLOWELL. Miss Anna Hallowell, who represents the Seventh Section in the Board of Public E(hi- cation,stands for one of the most notable feat- ures of the educational system of Philadel- phia, and it would be impossible to speak of that most excellent institution, the James Forten Elementary Manual Training School, without telling of a great work which she, almost single-handed, has accomplished. Nor has her work been confined to the Forten School. To her is due the credit for inaugu- rating in the city the system of free kindergar- tens. Miss Hallowell belongs to a representative Quaker family. She is a daughter of the late Morris Longstreth Hallowell. Her education was pursued under the care of Mary Anna and Susan Longstreth, then prominent in educa- tional annals, and she numbered among her classmates many who have become well- known women. During the Civil War Miss Hallowell was active in nursing wounded soldiers, hoth at her own home and in the local hospitals. Later she was actively interested in the toundation of the Woman's Hospital and Medical College. She was a student in the first small medical classes and a member of the board of managers. She instituted the Harvard examinations for women in Philadel- phia, and remained secretary of the organiza- tion having this matter in hand until, in 1881. it was disbanded. In the fall of 1879 ^^'ss Hallowell organized the first free kindergarten in Philadelphia, in the public school building at Twenty-second and Locust streets. This was the beginning of the system of public kindergartens, which now number over one hundred, and that they have steadily grown in number, and in eftic:- ency as well, is in a large measure due to her untiring efforts. In 1882 Miss Hallowell was appointed chair- man of the First Committee of Women Visi- tors for Philadelphia County of th; Board of Public Charities. This office she still retains. As chairman of the Sub-Committee on the Care of Dependent Children of the Charity Organization, she organized the Sui)-Primary School Society, incorporated June 9, 1881. This organization organized and controlled a number of free kindergartens, which, in 1887. it turned over to the Board of Public Educa- tion. Miss Hallowell was the founder of the Chil- dren's i\id Society, in 1882, and served for several years as president. About the same time she aided in the establishment of a kin- dergarten and industrial school on St. Mary street. Later she came into the possession of Starr Garden, which she subsequently pre- sented to the City Parks Association, and which has recently been enlarged and im- proved for the purposes of a public park. Miss Hallowell was appointed a member of the Board of Public Education, January '. 1887, at the time when the Sub-Primary School Societv turned over thirtv-two kinder- gartens to the care of the Board. She was the first woman who had ever received an appointment in this city. She has since per- formed excellent service on important com- mittees. She is chairman of the Committee on the James Forten Eementary Manual Training School, and a member of the Com- mittees on'^^ormal School, Qualification of Teachers and Estimates. She is a member .of the Xew Centnrv Chib and chairman of the Advisory Board of the College Settlement, St. Mary street; of the Advisory Board of W Omen of the Drexel Institute, and of the ICducational Department of the Civic Club. Simon firatz, President of the Board of Public Education, has been a member of that body since January i, 1870. when he was appointed to succeed Roi»ert N. Will- son. Esq. [now Judge Willson], His contin- uous serviceof twenty-six years exceeds, with a single exception, that of any other member of ihe Board. Mr. Gratz is descended from an old Phila- delphia family. He received his preparatory etlucation at the classical school of Mr. Henry D.Gregory, and before be had reached the age of thirteen was admitted to the Freshman class of the University of Pennsylvania. He completed the four years' course in the De- partment of Arts of that institution, and was graduated with the degree of A. B. Four years afterwards he received from his .Ainia Mater the degree of A. M. He then entered the law offices of Hon. Garrick Maller\' and Furman Sheppard, and the law department of the University of Pennsylvania, as a student of law. .\ftcr completing his preparation for the legal pro- fession, he was admitted to practice in the courts of this city. Prior to his admission to the bar. and while yet in his minority, he was elected a member of the House of Represent- atives of Pennsylvania. He served one term, and declined to be a candidate for re- election. Shortly after bis admi.ssion to the bar. he received the appointment of .-\ssistaut City Solicitor, and held this position for three years. During this time be was admitted to practice in the Supreme Court of the United States. At the close of the year 1869 he was ap- pointee! as the representative of the Eighth Section in the Board of Public Education. Soon after taking his seat as a member of the Board. President Stanton placed him upon the Committee on the tiirls' Normal School, In 187C1 he was made chairman of that com- mittee, and ever since has held this posi- tion. Under these circumstances it was quite natural that the Normal School should be the particular object of his care, and that its interests should claim his chief attention. At the time of his appointment on this committee, the school was located in a small building on Ser- geant street, had a curriculum of two years only, and was without a school of prac- tice. How great a change has been accom- plished since then is known to all. To-day, instead of having a single small school which attempted to do the work of a High as well as of a Normal school, the city prides itself on the possession of a splendid High School for girls, with three distinct courses of study, and a separate Normal School, perfectly equipped, with a large school of practice, and a course of study at least equal, if not supe- rior, to that of any other Normal school in the United States. Those who best know how much persist- ent energy was needed to accomplish this re- sult also know how large a share of the credit for final success is due to the indefatigable efforts of Mr. Gratz. While, however, he has taken special interest in this particular school, he has always given full and close at- tention to the general work of the Board. No one has been more active in securing the adoption of the great educational advances that have been made in the public schools during the last twenty years. No one has more strenuously and effectively advocated them in debate. Mr. Gratz has uniformly declined to be a candidate for the presidency of the Board. Twice he was chosen Presi- dent pro tem. He served in this capacity from April to November, 1884, during the absence of President Steel. In February 1895, he was again chosen to this position, in consequence of the ill-health of President Sheppard; and for two years he discharged the duties of the chair as President pro tem. \\^hen Mr. Sheppard resigned from the Board Mr. Gratz was urged for the presidency, but refused to become a candidate. Notwith- standing this refusal, however, he was unani- mously elected at the meeting for organiza- tion in January, 1897, and his election is re- garded as an honest tribute of the high es- teem in which he is held in the Board of Pub- lic Education. Besides being elected presi- dent he was further honored by the passage of a resolution, requesting him to retain the chairmanship of the Committee on the Phila- delphia Normal School. About twelve years ago, on receiving an appointment as a member of the Board of Revision of Taxes, Mr. Gratz retired from the active practice of his profession. He has been continuously reappointed to this office, and is now the president of the Board. He has for many years been a member of the board of trustees of Jefferson Medical College of Phil- adelphia, and is chairman of its college com- mittee. He is also amemberof the board of trustees of the Free Public Library of Philadelphia, and of the board of trustees of the Philadel- phia Public Museums, in both of which insti- tutions he takes a deep and active interest. Having a fondness for historical and anti- (juarian research, he has been elected a life member of a number of State historical so- cieties, and is the honorary vice-president for Pennsylvania of the State Historical Society of Wisconsin. s»> DR. THOMAS G. MORTON. One of the most prominent pliysicians of Philadelphia is Dr. Thomas G. Morton, who represents the Nintli Section in the Board of Public Education. Dr. Morton was born in Philadelphia, August 8, 1835. His father was Samuel George Morton, M. D., also a well-known physician, who was President of the Academy of Natural Sciences, and author of "Crania Americana." etc. etc. Dr. Morton received liis early education in the Academic Department of the University of Pennsylvania, and he was matriculated in the freshman class of the University in 1850. He received the degree of Doctor of Medicine, in 1856, from the Medical Department of the same institution. He then served as resident surgeon successively in St. Joseph's Hospital, Wills Eye Hospital and the Pennsylvania Hospital. In 1859 he became attending surgeon in th: Wills Eye Hospital, and continued in this position until 1874, when he resigned and was made emeritus surgeon. In 1862 he was elected consulting surgeon to the Pennsyl- vania Institution for the Blind. Two years preiious he had been elected pathologist and curator to the Pennsylvania Hospital, and in this capacity lie founded the Pathological Museum. In 1863 he was appointed curator of the Mutter Museum, of the College of Phy- sicians of Philadelphia, and the following year was elected surgeon to the Pennsylvania Hos- pital, ami in this institution he has been the senior surgeon and president of the medical and surgical staff since 1893. .\t different periods during the past forty years. Dr. Morton has been surgeon to the Jewish Hospital, surgeon to the Howard Hospital and Howard Home; consulting sur- geon to the Pennsylvania Institution for the Deaf and Dumb, to the Woman's Hospital and the Elwyn Training School for Feeble Minded Children: professor of orthopaedic surgery in the Philadelphia Polyclinic and College for Graduates in Medicine, and assis- tant demonstrator of anatomy in the Univer- sity of Pennsylvania. He founded the Ortho- paedic Hospital in 1867, and has been senior surgeon of the same since that time. In the Civil War, Dr. Morton nerformed noteworthy service. He was acting assistant surgeon in the army from 1862 to 1864; con- sulting surgeon to Mower U. S. A. Hospital, Cliestnut Hill, in 1863: acting surgeon, U. S. A., 1864, as such organizing the U. S. A. Hos- pital at Twelfth and Buttonwood streets, Philadelphia, and continuing in charge of the same until it was closed. He also served in several other hospitals during the War. Dr. Morton was appointed a Commissioner of Public Charities bv Governor Pattison and served for fifteen years through reappoint- ments by succeeding governors. He was chairman of the Committee on Lunacv from 1886 to 1895. He was appointed by Gov- ernor Hartranft a member of the commission for the erection of the State Hospital for tlu Insane, Norristown, Pa., and was chairman of the Committee on Plans and Building. He was appointed a member of the Board of Public Education in 1890. He has been chairman of the Committee on Girls' High School for a number of years. He is a mem- ber of the Committees on Philadelphia Nor- mal School for Girls, and on Supplies, Office and Hygiene. He was president of the Society for the Restriction of Vivisection, 1885-86; vice- president and surgeon of the Society to Pro- tect Children from Cruelty; Fellow of the College of Physicians of Philadelphia, since 1861; member Academy of Natural Sciences, 1856; American Medical Association, 1864; Philadelphia County Medical and Pathol- ogical Societies; Fellow of the Phila- delphia Academy of Surgery, and presi- dent since 1895. American Surgical Association, 1880 to date. He is one of the Vestry of the Epiphany Episcopal Church, member of the Colonial Society, and a companion of the First Class of the Military Order of the Loyal Legion of the United States; a member of the Society of Colonial Wars, Sons of the Revolution, Union League, since 1864, also of the Historical Society of Pennsylvania; an original member of the Committee of One Hundred, an Honorary Member of the Societe de Medicine Mentale of Belgium and Corresponding Member of the British Orthopaedic Society. In 1854 he was elected a member of the Philadelphia Cricket Club. In October, 1896, he was elected a member of the British Or- thopaedic Society; and in December was elected consulting surgeon of the Pennsylva- nia Epileptic Hospital and Colony Farm. 88 Thomas A. Robinson, who represents the Tenth Section in the Board of Public Educa- tion, was born in Burlington, N. J., December I, 1820. He was educated in private schools and came to Philadelphia at the age of fifteen. He engaged first in the dry goods and then in the grocery business, retiring in 1874. Mr. Robinson is well known for his deeds of charity, and is actively interested in many enterprises having for their object the amelioration of the condition of the poor. He is also treasurer and a member of the board of managers of the House of Refuge; vice-president of the Magdalen Society and a member of the Prison Discipline Society. He is a member of the Council of the Academy of Natural Sciences. He is also active in church work, being a vestryman in Grace Church. Mr. Robinson was appointed a member of the Board of Public Education in 1884, after serving several years as a school director. He is a member of the Committees on Central High School, Central Manual Training School, Text Books, Industrial Art Education and Qualification of Teachers. Mr. Robinson is not only a public man of high reputation and a philanthropist — he is also an extremely modest man. The absence of his portrait in this volume testifies to his possession in an eminent degree of this (juality. 89 WILLIAM H. K Lt'KENS. William H. R. Liikens, member of the Board of Public Education from the Elcventb Section, was born in Philadelphia, May 17, 1857. He was etlncated in the public schools of the Eleventh and Twefth Sections and later attended a business college, after which he went into the stationery business at the northwest corner of Second and Brown streets. He subsequently gave up mercantile life to enter the law offices of Lewis D. Vail, Esq. In June, 1883, he graduated from the Law Department of the University of Pennsylvania, was admitted to the bar and has been in active practice ever since. In 1892 Mr. Lukens was appointed a mem- ber of the Eleventh Section School Board and was afterward re-elected. In December, 1895, he was appointed a member of the Board of Public Education and is now serving on th.; Committees on the Central Manual Training School, Night Schools, Estimates, Audits and Bv-Laws and Rules. He is a thirty-second degree Mason, Past Master of Integrity Lodge. No. 187, F. & A. M.; a member of Columbia Chapter, Past Commander of Kensington Commandery, No. 54, K. T. ; member of Lulu Temple, A. A. 0. N. M. S,; also Philadelphia Consistorj-. He is a member of Fidelity Lodge, No. 138, 1. O. O. P., and has represented that lodge in the Board of Trustees of the Odd Fellows' Cemetery Company for the past twelve years. He has been chairman of the Finance Com- mittee for the past nine years. He is also treasurer of The Grand Fraternity. Mr, Lukens is a member of the Fourth Baptist Church and assistant superintendent of the Sunday-school connected therewith. He is one of the most punctual members of the Board, never missing either a meeting of the main body, nor of any committee of which be is a member. Though seldom partici- pating in debate, he is not slow to point out any defects that he finds existing in school management. THOMAS A. GRACE. Thomas A. Grace, who represents tlie Twelfth Section in the Board of Public Edu- cation, was born in Philadelphia, in the dis- trict of the Northern Liberties, December 4, 1819. He was educated in private schools. For forty-two years he was in active business in Philadelphia, and retired in 1884. He has lived in his present home for fifty-four years. Mr. Grace was elected to membership in the board of directors of the Twelfth Section in 1859. He served in this capacity for eighteen years. In 1865 he became a member of the Board of Public Education, being chosen to fill the unexpired term of W. W. Levick. He was president of the Twelfth Section School Board for one year and secretary for three years. In October, 1896, he was again appointed a member of the Board of Public Education, this time to fill the unexpired term of the late Dr. A. H. McAdam. Mr. Grace is a remarkably well-informed man on matters of public education, his long experience being of much value to him. He takes great interest in the schools of his Sec- tion, and from present indications will soon be counted among the active workers of the Board. His selection as the representative of the Twelfth Section is a most fortunate one for the school interests of that Section. DR MARTIN HENRY WILLIAMS. Dr. Martin Henry Williams, who repre- sents the Thirteenth Section in tlie Boan! of Pubhc Education, was born in Philadelphia. Aufjiist 6, 1862. He was educated in the public schools of this city, and at the age of seventeen, after a short experience as a sales- man for a wholesale shoe house, he entered into business on his own account as manu- facturer of shoe uppers, his capital consisting of his own earnings and savings. Before he had reached his majority he had accumulated sufficient funds to enable him to take up the study of medicine, and he relinquished the business in which he had so successfully en- gaged. He graduated from Jefferson Medical Col- lege in 1887, and at once entered upon the active practice of his profession. He was made Assistant Demonstrator of Pathology at Jefferson shortly after his graduation, and also assistant in the anatomical department. He is now Assistant Surgeon in the Jefferson College Hospital. He was for three years Instructor of Clin- ical Microscopy, and for some time Assistant Physician to the Philadelphia Sanitarium. He is also Consulting PathologisttothePhil- adelphia I-ying-in Charity, physician to the Franklin Reformatory Home, and director of the Laboratory of Pathology and Bacleriol- '^gy 3' JefTerson College. Dr. Williams has the record of administer- ing anaesthetics to over six thousand per- . sons. For several years he has been assistant to Dr. W. W. Keen. Professor J. H. Brinton and Professor Joseph Hearn. He takes an active interest in the Philadel- phia Turngemeinde, of which he is a member, and was instrumental in bringing about the establishment of the first German school opened under its auspices. He was appointed a member of the Board of Public Education in 1895, and is a member of the Committees on Central Manual Train- ing School. Office, Legislation. Property and Hygiene. While he is a good committeeman he is never forgetful of the schools of his Sec- tion, and is successfully endeavoring to bring ai»oiit improvements in them. Dr. Williams is a member of Washington Lodge. No. 59, F. and A. M.; a representa- tive of the National Comicil, Jr. O. U. A. M.; a Past Grand Commander. Legion of the Red Cross; a member of the Improved Order of the Heptosophs and of the Royal Arcanum. V M, SPANOLER. Andrew M. Spangler, who represents tlis Fourteenth Section in the Board of Public Education, was born in the town of York, Pa., December 13, 1818. At the age of eleven he was taken from school and apprenticed for seven years in the tanning and currying busi- ness. Subsequently he served an additional year and a half under instruction in the city of Bahimore. Failing health compeI!e<l him to abandon the trade. Mr. Spangler taught school for nearly two years on the Eastern Shore of Maryland and. returning to his native place, for two years be taught one of the public schools there, and read medicine with Dr. James W. Kerr. He was elected lieutenant-colonel of the Ninety- fourth Regiment, First Bripade, Fifth Divis- ion, P, M. Realizing the need of a better education \\z left York, entered the preparatory school of Marshall College, at Mercersburg, Pa,, was promoted to the Sophomore class after six nionths' preparatory training, and continued his studies to the end of the collegiate course, graduating September 9, 1846. In 1850 he engaged with his brother in the Iwok and stationery business. He then be- came editor of the "Lancaster Gazette." and subse<iuently commenced the pubHcationof the "Farm Journal." He has been actively con- nected with journalism for lifty-six years, and has been editorially associated with "The Evening Star" of this city for the past thirty years. He moved to Philadelphia in 185J, and in 1883 was appointed a member of the Board of Public Education. During his membership he has pioneered several im- portant measures, notably that of changing the sy.stem of seating in the public school- rooms. He has been chairman of the Com- mittee on Industrial Art Education for eleven years, and has always been an earnest advo- cate of educational reform, especiallv in the di- rection of greater attention to practical train- ing in the lower grades. Mr. Spangler is a member of the Commit- tees on Northeast Manual Training School, James Forten Elementary Manual Training School. Legislation and Superintendence. Mr. Spangler was for three years one of the Board of State Fishery Commissioners, and is the author of several books on fishing. One of these volumes is entitled "Paradise for Gun- ners and Anglers." anotlier, "Near-by Fishing in Fresh and Salt \\'aters within a Radius of One Hundred Miles of Philadelphia." HENRY RLEVES EDMUNDS, Henry Reeves Edmunds, who represents the Fifteenth Section in the Board of I'uhlic Education, was born in Philadelphia, January 17, 1840. He was educated in the public schools, graduating; from the Central High School in 1856. For a short time thereafter he engaged in the drug business and later began the study of law in the offices of John O'Brien. He was admitted to the bar on Januarj- 19, 1861, and has ever since engaged in active practice. In 18S3, Mr. Edmunds was appointed United States Commissioner for the Eastern District of Pennsylvania, and in 1885 Commissioner for the United States Court of Claims. When Judge Cadwalader died Mr. Edmunds was urged for appointment as his successor, and he has several times lieen solicited to become a candidate for a judge- ship in the Common Pleas Court. As an admiralty lawyer he has attained a most enviable reputation. Mr. E<lmuuds was appointed a mem- ber of the Board of Public Education in 1889. and has performed most excellent service in connection therewith. His chief work, perhaps, was the estabhshment and successful conduct of the pubhc libraries while they were under tJie control of the Board, he being chairman of the Committee on Public Libraries. His sketch as a mem- ber of the Board should not be read except as supplemented by the chapter on Public Libraries, in which somewhat of the scope of the work which he, as chairman of the com- mittee. ha<l to perform is portrayed. He purchased the major portion of the books, and in many ways contributed largely to the success of the libraries. Mr. Edmunds is at present chairman of the Connnittee on Text-Books and a member of the Committees on Central High School, Girls' High School, University and Qualifica- tion of Teachers. He lias been a member of the Five O'Clock Club since its organization, and was at one time president. Is a director of the Chil- dren's Homeopathic Hospital and vice-presi- dent of the American Hospital for Diseases of the Stomach. JAMES HUGHES, James Hughes who represents the Seven- teenth Section in the Board of Pnhhc Educa- tion was born in 1834 in the town of Ballycastle, County Antrim, Ireland, He re- ceived hiseducation in the schools of his native town, and in 1852 he came to this cnnntry, arriving in New York on the first day of June. Coming to Philadelphia, he found employ- ment as a clerk in a grocery store on Market street, and continued to fill similar positions until 1859. In June, 1859, he started in business as a grocer at his present location, at the north- west corner of Third and Thompson streets, where he succeeded Henry Crilly, a well- known citizen of Kensington, At the spring election of 1868 he was elected a school di- rector in the Seventeenth Section, and being re-elected he continued to serve until the end of 1881. During that period he served first as secretary and then as president of the Hoard. He was appointed a member of the Board of Public Education, succeeding the late Dr, John MacAvoy. He has served as a member of the Committee on Accounts, of which he was chairman for a number of years, and also on the Committees on Revision of Studies and Music, At the present time he is member of the Committees on Superintendence, By- Laws and Rules. Grammar, Secondary and Primary Schools, Xortheast Manual Training School and \ight Schools. He has been a member of the last named committee for fourteen years. He was a member of the delegation that accompanied the late President Edward T. Steel to Boston and Quincy, to inquire into the Quincy methods of teaching. Mr, Hughes is a charter member of Zion P. E. Church, northeast corner of Eighth street and Columbia avenue, and served as a vestryman for a number of years. He is also a director of the Northern Soup Society. For a nniuber of years he has taken an interest in the .\niencan merchant marine, and is a part owner in several vessels. Alexander Adaire, member of the Board of Public Education (rem the Eigliteenth Sec- tion, was born in Philadelphia. May 7. 1834, and was educated in the Philadelphia public schools. He has lived in Kensington all his life, where he is well known and highly re- spected. After he left school Mr. .^daire be- came a builder. For the last twenty-five years he has been engaged in the lumber busi- ness, and has been eminently successful. He was appointed a member of the Board of Public Education in 1874, and has served on the most important committees. His chief work has been in connection with the night schools. He has for many years been chair- tnan of the Night School Committee, and it is largely through his efforts that these schools have been made so efficient. Three years ago he was instrumental in bringing about the successful introduction of sewing in the night schools, and has been identified with nearly every improvement effected in them within recent years. Mr. Adaire performed most notable service as chairman of the Committee on Revision of Studies, at the time of Dr. Mac.Mister's super- intendency, when the present graded course of study was adopted. His earnest efforts; in this connection to accomplish such results as would be to the best interests of the schools, won for him the admiration of manv persons who were watching with interest the proceedings of the committee. After Dr. Mac.Mister bad severed his connection with the public schools he wrote to Mr. Adaire, ex- I)ressing his warm acknowledgments for the encouragement and assistance he had received in his work. The committees of which Mr. Adaire is now a member are the following: Central High School, University, Night Schools, Esti- mates and Property. Mr. A<iaire was for a number of years a member of the State Legislature, representing the district in which he has always resided. He is a member of the Board of Trade, Lum- bermen's Exchange and other organizations. He has always endeavored to conscienti- ously and consistently discharge his duties as a menii)er of the Board of Public Education. Helias stood fearlessly for what he has bjlieved to he right and in the interests of the public schools. The night schools, in particular, testify to the care witli which he attends to the work which falls to him in connection with public education. DR. MATTHEW J. WILSON. Dr. Matthew J. Wilson, member of the Board of PiiMic Education from the Nine- teenth Section, was Ijorn in Philadelphia, May 31. 1861. He was educated in the public schools of this city, including the Price and William H. Hunter Schools. After leaving; school he studied pharmacy with his brother, and in 1881 graduated from the Philadelphia College of Pharmacy. He afterward studied medicine with Dr. Francis X. Dercum, now Professor of Neu- rology in Jefferson Medical College. He also hegan a course in medicine in the University of Pennsylvania, but at the end of his first year was obliged to leave college on account of ill-health. He subsequently resumed his studies, taking a course in the medical depart- "lent of the University of Vermont, and grad- uating with honor in 1883. Since that time '•e has been engage<l in a general practice in Philadelphia. He was appointed a member of the Board of Public Education in March. 1895. to fill the unexpired term of the late William F. Miller. and has since attended conscientiously to bis duties in connection with the Board. He is a member of the Committees on Philadelphia Normal School for Girls. Northeast Manual Training School. Night Schools, Qualifica- tion of Teachers and Hygiene, being chair- man of the last named committee. He takes especial interest in the night schools and the Normal School, and is an earn- est advocate of improved methotls of teaching and the higher education of teachers. He is a member of Radiant Star Lodge, No. 606, F. and A. M.; Harmony Royal Arch Chapter. No. 52; St. Alban Commandery, No. 47. K. T.: Lu Lu Temple. A. A. O. N. M. S.: Cincinnatus Lodge, No. 206, I. O. O. F. : Tohickon Tribe, I. O. R. M.; Phoenix Castle, K. M. C. ; the Anti-Cobden Club and the Pennsylvania Branch of the Scotch-Irish Society. Dr. Wilson has written a number of papers for medical magazines and is a regular con- tributor to the "Codex Medicus." THOMAS EDWARD MERCHANT. Thomas Edward Merchant, who represents the Twentieth Section in the Board of Public Education, was born in Philadelpliia, April 1 1, 1844. He entered private school at the age of five years, and public school a year later. He was admitted to the Central High School in July, 1857, having been refused admission in January on account of not being of the re- quired age. After leaving the High School he studied conveyancing. When theCivtIWar broke out Mr. Merchant dropped his studies and entered the service of the United States as a private in the Eighty- fourth Regiment, Pennsylvania Volunteers. He was soon after promoted to the i"ank of corporal and was assigned, on the field of Chancellors vi lie, to duty in the color guard, on the 3d of May, 1863. He so continued until December, being then promoted to the rank of sergeant. Bravery and attention to duties were followed by quick advancement, he being made sergeant-major on the ist of June, 1864; second lieutenant, to rank from September ist; first lieutenant, to rank from September 6th; assigned to duty as a<ljutant October 12th. Upon the consolidation of the Eighty-fourth and Fifty-seventh Pennsyl- vania Regiments, on the 13th of January, 1865, lie was transferred to the latter rep-i- ment; then promoted to adjutant, to rank from April 5, 1865; breveted captain United States Volunteers, and mustered out with his regiment June 29, 1865. Mr. Merchant was admitted to the Phila- delphia bar. January 29. 1870, and subse- quently to the bar of the State Supreme Court and the United States Courts. He was ap- pointed a member of the Board of Public Edu- cation on June 6, 1S87, and has served upon the following committees: Central High School, Girls' High School, Grammar. Secondary and Primary Schools, Night Schools, Industrial Art School, Public Libra- ries, Text-Books, Supplies, Office, Accounts. Estimates and By-Laws and Rules. He is now serving on the Committees on Girls' High School, Grammar. Secondary and Primary Schools, Night Schools and By- Laws and Rules. He is chairman of the Committee on Estimates. Mr. Merchant is a member of the Military Order of the Loyal Legion; Past Commander of Post No. 2, Grand Army of the Republic and Past Master of \Vashington Lodge, No. 59, F. and A. M. He is one of the most forceful and convinc- ing speakers on the floor of the Board of Pub- lic Education, and his courteous bearing and unquestioned Jionesly of purpose have won for him many friends. RUDOLPH S. WALTON. Rudolph S. Walton, who represents tlie Twenty-first Section in the Board of Public Education, was born in Philadelphia on De- cember 28, 1826. He received his education in private schools, save for a short period spent in what is now the Madison Combined School. New Market street above Noble. He served an apprenticeship in the hat finishing business, and soon after reaching manhood established a business of his own. In April. 1876. when John Wanamaker was aiK)ut to open his establishment at Thirteenth and Market streets, Mr. Walton was induced to transfer his business to that place. His department was the first of any now in con- nection therewith to open. Mr. Walton retired from active participa- tion in business in February. 1896, but "till retains an office in the Wanamaker establijh- ment, holding an honorary and advisory relation to the house. He was appointed a member of the Board of Public Education in May, 1892, and has served upon the following committees: Text- Books. University, Supplies, Girls' High School and Industrial Art. He is now serv- ing upon the Committees on Philadelphia Normal School for Girls, Central Manu::! Training School, Grammar, Secondary and Primary Schools. Revision of Studies, Night Schools and Accounts. He is chairman of the last named committee. In addition to his interest in public educa- tion, Mr. Walton has been active in the man- agement of the Walton School, a private school for girls at Twenty-first and Spruce streets, and is actively interested in Bethany College, Twenty-second and Pine streets, of which he is one of the vice-presi- dents. He is also a manager of St. Timothy's Memorial Hospital, of Roxborough, being a charter member. For over forty-eight years Mr. Walton has been actively and continuously engaged in Sunday-school work in connection with the Presbyterian Church, and he is now one of the associate superintendents of Bethany Sunday- school. a21815B CHARLES E. MORGAN. JR. Charles E. Morgan, Jr., member of the Board of Public Education from tbe Twenty- second Section, was born in Philadelphia in 1844. He was educated in this city and graduated from the University of Pennsyl- vania in 1864. He studied law in the office of the late Hon. William A. Porter, and was ad- mitted to the bar early in 1868. In Jan- uary. 1878, he was appointed First .Assistant City Solicitor of Philadelphia, an<l served in that capacity for two terms of three years each. Ill 1893 he was appointed a member of the Board of Public Education, succeeding Her- bert Welsh. He is chairman of the Commit- tee on Office and a member of the Commit- tees on Central High School, Girls' High School, University of Pennsylvania and Bv- T.aws and Rules. RICHARDSON L. WRIGHT. In December, 1872, Richardson L. Wrif^lit was appointed a member of tlie Board of Pub- lic Education for the Twenty-third Section, and the January following he took his seat in that body. In early boyhood he was a pupil in the Mt. \'ernon (Grammar School under Samuel F. Watson, and in the Locust Street Grammar School imder Mr. Clcavinger, and subse- quently in the private academy of Lewis \V. Burnett. As a boy and young man he had access to the best libraries in the city, which enabled him to indulge his taste for reading standard works of the best authors. During his entire public career Mr. Wright lias taken a lively interest in the course of edu- cation and in improving lines of instruction and methods of teaching. Before the intro- duction of the system of superintendency he was chairman of a committee having for its object the preparation of a new course of study for the elementary schools, and took a jirominent part in securing its adoption by the Board of Public Education. During his membership in the Board he has served on the Committees on Central High and Girls' High Schools, Property, Supplies. Revision of Studies an<l Libraries. And while giving un- reserved attention to the duties pertaining to the supervision of the school system through- out the city, he has not been unmindful of th'j Section he represents. While in consultation with Dr. Charles J. Stille, then Provost of the University of Penn- sylvania, on tile subject of connecting the public school system with the University, the Provost expressed a desire to grant free scholarships to boys from the grammar schools. The present system of prize scholarships had its origin in this early sug- gestion of Dr. Stille. Mr. Wright was for many years chairman of the Committee on University. In his political associations he belongs to the Democratic organization, having received inspirationand instruction from the examples and teachings of Presidents Jackson and Van Euren, and the statesmen of the school of Silas Wright, Thomas H. Benton and Samuel J. Tilden. In 1852 he was elected a member of the Legislature from the County of Phila- delphia, and was re-elected four years in suc- cession. During his terms in the House he served on its most important committees, and during the session of 1855 he was often called to the chair as speaker pro tern. In the autumn of 1853 the subject of the consolidation of the various districts of the city into one municipality was discussed, and at a meeting held in the Merchants' Exchange a committee was appointed to take measures for its accomplishment. A sub-committee, composed of William L. Hirst, Esq., and Richardson L. Wright was appointed to pre- pare a bill for submission to the Legislature embracing the objects sought for. During the session of 1854 the Act of Consolidation was submitted to the Legislature and enacted into law. Mr. Wright was secretary of the com- mittee of members from the citv and county, and adjusted pending amendments in the order and form in which the Act of Consoli- dation passed both Houses and received the approval of the Governor. In 1856 he was chosen Speaker of the House of Representatives, being the third gentleman from the County of Philadelphia to receive that honor in sixty-six years. In the autumn of 1856 he was elected a member of the Senate, serving in that body on the Committee on Finances, and as chairman of the Committee on Corporations. The jour- nals of the House of Representatives and Senate during his seven years' continuous service in those bodies, bear testimony to his zeal and interest in all questions submitted or under discussion before them. At the close of his term in the Senate he received the nomin^^tion of his political friends for the oflfice of Auditor-General of Penn- sylvania. After the close of the War, bv the selection of the Citv Councils, lie served two vears in the Board of Port Wardens. Mr. Wright is a member of the Protestant Episcopal Church and has served as a dele- gate in its conventions upwards of thirty vears. lO^ KDWARD LEWiS. The Tweiity-toiirlli Section is represeiite<l in the Board of Public Education by Edward Lewis, a man of long experience in business and educational work. Mr. Lewis was J>orn in Wilmington. Del., February j8, 1819. He received his early education in private schools, mainly in Philadelphia, and has been a resilient of this city since 1831 For over thirty years he was en^age<l in mercantile pur- suits, but since 1875 has not been in active business. He was appointed a member of the Board of Public Education in 1879, and has served continuously since that time. During the ad- ministration of Edwanl T. Steel as president, from 1879 to 1889, Mr. Lewis was chairman of the Committee on Property, and was instru- mental inbringingabottt a number of improve- ments in the construction and fitting up of school buildings. He served on several other important conmiittees during that period or |)ortions of it, inckiding the Committees on Central and Girls' High Schools, Philadelphia Normal School for Girls, Text-Books, Uni- versity and Qualihcation of Teachers. He is now chairman of the Committee on Central Manual Training School, and a mem- ber of the following committees: University, (Qualification of Teachers, Property and Su- perintendence. Mr. Lewis was actively interested in the in- troduction of manual training into the Phila- delphia public school .system. He was also active in bringing about the introduction of cooking in the normal and grammar schools. He isa very regular attendant at the meetings of the P>oard, and looks carefully after the in- terests of his Section. Thomas W. Marchment, member of the , Board of PubHc Education from tiie Twenty- fifth Section, was born in Philadelphia in 1820. He attended private schools.and early in lifewent into the shoe manufacturing busi- ness, retiring at the ag:e of fifty. Mr. Marchment was appointed a member of the Board of Controllers, as the BoanI of Public Education was then known, in 1855, to represent the Eleventh Section, and after serving for seven years he resigned. He was again appointed a member of the Board of Public Education in 1884, this time to repre- sent the Twenty-fifth Section, and has served ever since. Mr. Marchment was elected to Common Council in 1876. He is now in the public ser- vice not only as a member of the Board of Public Education, but also as a real estate assessor. '. MARCHMENT, Mr. Marchment is a regular attendant at the meetings of the Board, and faith- fully performs the duties assigned to him in connection with committee work. He is chairman of the Committee on Qualification of Teachers, and a mem- ber of the Committees on Northeast Manual Training School, Granmiar, Sec- ondary and Primary Schools, Supphes and Audits. For more than fifty years he hai been a member of the Sons of Temperance, and for over twenty-five years he has been Grand Deputy Worthy Patriarch of Diligent Di- vision. No. 122. Since the time of its organi- zation Mr. ^[archment has been connected with the famous Philadelphia Skating Club and Humane Society, and for the past twenty-five years has been president of the organization. Paul Kavaiiagh. wlio represents the Twenty-sixth Section in the Board of Piilihc Kdiicatioii, was born in Philadelphia, March 13. 1848. He was educated in the puhHc schools, inchulinfi the Locust Street Gram- mar School. His official relations with the public school system began in 1876. when he was elected a school director in the Twenty-sixth Sec- tion to fill an unexpired term. He was elected in 1877 for a full term and re-electe<l in 1880. In 1883 lie was appointed to rep- resent his Section in the Board of Public Edu- cation, and in 1889 he was appointed chair- man of the Committee on Property. He has held this position ever since. The chairmanship of the Committee on Property is one of the most important posts, if not the most important, held by any member of the Board, and has always been so considered. To fill this ciiair- manship acceptably requires a business man of ability, experience and tact, and these qualities Mr. Kavanagh possesses in an emi- nent degree. In the period during which he has been chairman of the Committee on Property there has been a radical change and a very practical reform in the erection of school buildings. Through his efforts the construction of school-houses has been brought to a point of great superiority an<l very near to perfection. Many of the most handsome and well-built schools, photographs of which are reproduced in this volume, were erected under his di- rection. During his chairmanship forty-five build- ings and thirty-three additions, containing a total of six hundred and ninety-one class rooms have been built hi the various Sections. The magnificent Normal School building at Thir- teenth and Spring Garden streets, containing over fifty rooms and the new Central High School, not yet completed, also testify to his care and ability. For all these improvements $3,250,000 has been expended; for the pur- chase of lots, $460,000 has been expended during the past eight years, and about $2,000,000 has gone for repairs, furniture, heating a|)paratus, etc., making the total amount spent for such improvements during mended by l)uilders: an increase in window the time of his chairmanship between surface, giving more light; the betterment of $5,000,000 and $6,000,000. heating and ventilating facilities, and the suit- Among the many notable improvements in able decoration of the walls, the construction of school buildings which he Mr. Kavanagh was a member of the State has been instrumental in introducing are the Legislature from 1882 to 1885. He is a stock steel ceilings, which have been so highly com- broker. i<y> SAMUEL BAIRD H Samuel Eaird Hiiey, member of the Board of Public Education from the Twenty-seventh Section, and vice-president of that body, was born in Pittsburg, Jannary 7, 1843. He comes of Scotch-EngUsh stock, and his father was S, C. Hney, a prominent business man of Philadelpliia. Mr. Huey received his early education in private schools in this city, and graduated from the Central High School as the valedic- torian of his class. In 1863 he graduated from Princeton College. He then entered the naval service as captain's clerk on a United States steamer. Through promotion lie aftenvard became successively an ensign on the staff of Rear .\dmiral Bailev and assist- ant paymaster. In attacks on Fort Fisher and Wilmington he took part, and was in active service until the war close<l. Returning to Philadelphia be took up tiie study of law in the office of John C. Bullitt. and at the same time entered the Law De- partment of the University of Pennsyhania. He was admitted to the bar in 1868. In 1872 lie was admitted to the bar of the Supreme Court of the State of Pennsylvania, and in 1880 to that of the Supreme Court of the United States. He has for years had a large legal practice, chiefly as a corporation lawyer. From 1866 to 1878 Mr. Huey was an officer of the National Guard of Pennsylvania, but resigned on account of the pressure of his pro- fessional duties. He was appointed a member of the Board of Public Education in 1S87. and has become a recognized leader in public educational work. As chairman of the Committee on Central High School he has devoted much time and attention to the proper conduct of the High School, in which, as an alumnus, he takes the highest interest. He is also a member of -he Committees on Revision of Studies, Univer- sity, (iranimar. Secondary and Primary Schools. Legislation and By-Laws and Rules. In January, 1897, ^^^- Huey was unanimously elected vice-president of the Board, being tl»e first to hold this newly created office. Mr. Huey is a member of the Union League, the Military Or<ler of the Loval Legion, Grand Army of the Republic, the .\rt Club, of which he has been a director since its organization; the Country Club, the Lawyers' Club and the United Service Club. He is an elder in the Presbyterian Church. He is also connected with the management of many corporations. Mrs. Mary E. Miiniford. who represenf; the Twenty-ninth Section in the Board of Pnl)Hc Education, was horn in New Britain, Hart- ford County. Connecticut. She was fitted for college at the \e\v Britain High Scliool, and graduated from the Connecticut State Nor- mal School in i860. She taught for a short time after graduating from the Nor- mal School and then engaged in literary work. She married Joseph P. Mumford in 1866. Mrs. Mumford's first work of a public nature was in the Charity Organization Society. For some years she was vice-presi- dent and secretary of the Children's Country Week Association. She was appointed to membership in the Board of Public Education in February. i88g, to fill the unexpired term of Judge S. W. Pennypacker, and has >ier\ ed upon the following conmiittees: Qualification o{Teachers,Granimar,Secondary and Primary Schools, Text-Books, Revision of Studies, Girls' High School, Industrial Art Education and Music. At present she is chairman of the Sub-Committee on Kindergartens, of the Committee on Grammar. Secondary and Primary Schools, and a member of the Com- mittees on Revision of Studies, Industrial .Art Education and Accounts. Mrs. Mumford has always been an active worker for the advancement of women, and she has filled the ofllices of president of the New Century Club, vice-president of the ( jvic Club, president of the Woman's Medi- cal College of Pennsylvania and vice-presi- dent of the General Federation of Women's Clubs. In 1882. under the reform movement of the Committee of One Hundred, Mrs. Mumford and Dean Bodlev. of the Woman's Medical College, were placed upon the local ticket for school directors in the Twenty-ninth Section. To their own surprise they were elected by handsome majorities, and the Twenty-ninth Section has since that date maintained two women upon its school board, thus enjoying a unique distinction among the Sectional Boards of the city. VELMAM J POLLOCK. William J. Pollock, wlio represents the Thirtieth Section in the Board of Public E<lu- calion, was born in Philadelphia in 1833. He was educated in the public schools of this city. inciuJing tlie old Soutlnvestern and the Cen- tral High School. Upon leaving the High School he was ap- prenticed in the dry goods business. When the Civil War broke out he went into the Qiiarterniuster's office at Twelfth and (iirard streets. From there he was sent out to take charge of the Schuylkill arsenal. At the close of the War Mr. Pollock went into partnership with George Campbell in the "lanufacturing of cotton and woolen goods, the firm name being Campbell & Pollock. As a public man Mr, Pollock has had a varied and interesting career. From 1865 to 1868 he was a member of Select Council. In '^, as a presidential elector, he voted for ^fsnt, by whom he was afterward appointed Collector of Internal Revenue. He held the ^nie office during Arthur's administration. '" 1876 he was appointed United States general Appraiser of Merchandise. He was Chief Examiner of Foreign Goods for the Centennial Exhibition. Mr. Pohock was for two terms a member of the Pennsylvania Legislature. He was a delegate to three National Republican con- ventions, and was one of the famous "Three Hundred and Six" who voted for Grant thirty-six times in 1880. He is now serving his fourth term as a member of Common Council. Mr. Pollock is a member of the Union League and president of the Cameron Club. He is one of the managers of Mt. Moriah Cemetery and also of Westminster Cemetery. He has been an insurance broker for some years past, and is well and favorably known in this business. As a member of the Board of Public Educa- tion he has distinguished himself by long and faithful service. For over twenty-one years he has been a member of the Board, having been appointed to represent the Thirtieth Section when the ward was formed, in 1876, by the division of the Twenty-sixth Ward. During this long term he has served on important committees. He is now chairman of the Committee on Superintendence, and is a member of the Committees on Central Hi^b School. Text-Books and Night Schools. He has always taken particular interest in the night schools. He has also performed very vahiable service as a member of the Commit- tee on Text-Books, and, in fact, on all the committees on which he has ever served. WILLIAM Mti: William Mclntyre, member of tlie Board of Public Education from the Thirty-first Sec- tion, was born in the North of Ireland and was brought by his parents to this city in 1845. He attended the public schools of the Eighteenth Section, and spent nearly three years m t!ie Central High School. He next took a course in the Philadelphia College of Pharmacy. Since his graduation therefrom he has served on its board of trustees and has assisted in the examination of its students. He is ex-presi- dent of its Alumni Association. His membership in the American Pharma- ceutical Association has afforded him an op- portunity to visit nearly every State in the Union and Canada, and with the Pennsyl- vania Pharmaceutical Association, also, of which he is ex-president, he has visited many cities and points of interest. For Kensington he has the usual local pride. He is president of the Kensington Electric Company. He assisted in the organization and was president of the Frankford Avenue Business Men's Association. The unfor- tunate dependent class has received a full share of his thought, and for more than twenty years he has been a member of the Northeast Soup Society. He also served a term as superintendent of the Thirty-first Ward Branch of the Philadelphia Society for Organizing Charity. During the industrial panic of 1893 he was president of the Thirty- first Ward Auxiliary Branch of the Citizens' Permanent Relief Committee, which, aided by the Thirty-first Ward Relief Association, very substantially aided the people. His entrance into public service dates from the formation of the Thirty-first Ward, in 1876, by a division of the Nineteenth Ward. He was school director in the Thirty-first Ward for seven years. When the 1880 census of the General Government was taken, he as- sisted in the enumeration of the inhabitants of the ward, and had charge of the industrial returns from the Eighteenth and Thirty-first Wards. The vacancy in the Board of Public Educa- tion caused by the resignation of Frank S. Christian, Esq., was filled by the appointment of Mr. Mclntyre. A feature of his adminis- tration of the trust has been the unification of the interests of the Local Board of school directors and the teachers, in securing the best advantages offered by the public educa- tional system. He is a member of the Board of Public Education's Committees on North- east Manual Training School, Nieht Schools, Accounts and Superintendence. HARVEY H. HUBE riar\-ey H. Hiil)bert, member of tlie Boartl of Public Education from the Tliirty-secoiid Section, was born in Piiiladelphia. in the dis- trict known as the Northern Liberties before consolidation, on December 28, 1844. He was educated in the public schools, and has resided in the city of his birth ail his life. He has been engaged in active mercantile busi- ness for twenty years, and represents several Urge cotton manufacturing corporations in New England and elsewhere as their commis- sion agent. Mr, Hubbert has been identified with the cause of public education for a period cover- ing seventeen years, having been elected a school director in the Twenty-eighth Ward in '8?9- He was president of the School Board when the ward was divided and the Thirty- second Ward created. He was elected the "■^t president of the new Board, and while fulfilling the duties of that office was ap- pointed, in 1890, to represent his Section in the Board of Public Education. Mr. Hubbert has always evinced a deep in- terest in the educational affairs of the citv and has had extensive experience in official school duties. He is chairman of the Committee on By-Laws and Rules, in which position he has rendered good service, and has familiarized himself with all laws governing the school de- partment. He was one of the representatives to the State School Directors' Convention of Pennsylvania and is chairman of the executive committee of the association, formed during that convention, the object of which is to secure healthy legislation affecting . the schools of the Commonwealth. He has been zealous in promoting educational in- terests and in securing for bis Section the most modern and best equipped school buil<lings. Beside being chairman of the Committee on By-Laws and Rules. Mr. Hubbert is a mem- ber of the Committees on Central High School, Grammar. Secondary and Primary Schools, Estimates and Property. WILLIAM WRIGLEY. William Wrigley. wlio is the Thirty-third Section's representative in the Board of Pnbhc Education, was born in this city on the north side of Vine street above Tenth, on No- vember 7, 1833. He is the son of Edward Wrigley. who died when the snjjject of this sketch was ten years old. and who was one of the pioneer cloth mannfactiirers of Philadel- phia. Mr. Wrigley was edncated in private schools, and at a later period in public schools. He was attending Abington Seminary, when, owing to a change in circumstances, he was obliged to leave school and begin hfe as a wage-earner. This was before he had reached his fifteenth year. At the age of twenty, a love of adventure, coupled with a desire to better himself financi- ally, led him to follow the tide of travel west- ward. He settled on what was then Minne- sota Territory, where he remained three years. When a depression of values rendered a longer stay in the West undesirable. Mr. Wrigley returned to his native city, and fol- lowed the vocation of salesman and connner- cial traveler until a short time after the be- ginning of the Civil War. He then volun- teered in his country's defense, entering the army as a private under Captain Biddle in Company G, Eighth Regiment, Pennsylvania Volunteers. A short time after he organizetl a company for the One Hundred and Fifty- seventh Regiment. Pennsylvania Volunteers, and was appointed first lieutenant, command- ing. For a short time he was division com- missary on the staff of General William F. Smith, and aftenvard became captain in the One Htmdred an<i Ninety-seventh Regiment, Pennsylvania \'olunteers. At the close of his term of service in the army. Mr. Wrigley spent some time in the oil regions. In the year 1870 he established his present business, the manufacture of soap, the firm being incorporated in 1877 under tbe name of The Wrigley Manufacturing Com- pany. Mr. Wrigley has for many years been president of the company, and by his sound business tact and ability has made the enterprise an unqualified success. Mr. Wrig- ley has travelled quite extensively in this country and Europe. His connection with the Board of Public Education dates from March, 1893, when he was appointed to represent the Thirty-third Section. Ever since his appointment he has manifested the greatest interest in the welfare of the schools in general and has been instru- mental in bringing about the improvement of those in his Section. He has taken an especial interest in the Central High School, and has been a member of the committee on that school for some time past. The other committees upon which he is at present serv- ing are as follows: Northeast Manual Train- ing School, Text-Books, Night Schools and Audits. Mr. Wrigley is a Past Commander of Post 2, G. A. R. ; a member of Philates Lodgre, Corinthian Chapter, Corinthian Commandery, ^o. 53, and Quaker City Lodge. He has also membership in the Trades League, Bourse and Manufacturers* Club. "3 JOSEPH R. RHOADS. Joseph R. Rlioads, who represents the Thirty-fourth Section in the Board of Public Education, was horn in Philadelphia, Anpust 6, 1841. he attended private schools until he was twelve years old, and then entered the Northwest Grammar School, where he was under Aaron B. Ivins. From the Northwest School he entered the Central High School, from which he afterward recei\ed the degree of Master of Arts. He next took a course in the University of Pennsyhania, where he studie{l law, and he has been engaged in active practice since 1862. Since 1890 he has been president oi the Merchants' Trust Company. For four years Mr. Rhoatis was a director of (itrard College. For three years he was a member of Select Coun- cil from the Thirteenth Ward and was chairman of the Law Committee in that body. He was appointed a member of the Board of Public Education in 1890. He was for a time a member of the Com- mittee on Central High School. He is at present chairman of the Committee on Revision of Studies, and a member of the Committees on Central Man- ual Training School. University and Prop- erty. Mr. Klioads is a member of the Law As- sociation, the Penn Club, Art Club, Union League, Board of Trade. Merion Cricket Club and other orgaiiizaiions. THOMAS SHALLCROSS. In the Board of Public Education Tlioiiias Shallcross represents the Thirty-fifth Section, which in point of area is the largest in the city, and contains fourteen school properties, scattered miles apart. This is largely an agri- cultural district. It could be represented by no one more ably than by Mr. Shallcross, who is both farmer and business mdn of the highest tyi>e. He was born in Frankford, and was edu- cated in the Philadelphia public schools. He left the High School without completing the course, in order to go with his family to the farm in B3-berry, then owned by his father and now by himself, where he actively engaged in farming. Byberrj- was at that time a part of the Twenty-third Ward, and Mr. Shallcross represented that ward in the City Council for one term, from l88o to 1882. He was for many years president of the school board of the Twenty-third Section, and when the ward was divided, in iSgo, he was appointed the member of the Board of Public Education from the Thirty-fifth Section, and is now 5er\ing his third term. He has distinguished himself in the Board by his manly, outspoken manner in debate, arguing for or against measures without fear or favor. He has opinions of his own and is never afraid to express them, even though he may stand entirely alone in his contention. Particularly noteworthy was the effort made by him a few years since to Hmit the choice of a Principal for the Girls' High School to Phil- adelphia candidates, iie has always main- tained that Philadelphia has teachers enough and sufficiently well educated to fill any posi- tion in the higher schools, and he advocates the promotion of efficient instructors. He strongly opposed the Board's legisla- tion, by which graduates of the School of Pedagogy are given the most important posi- tions in the elementary schools at salaries much higher than those paid women teachers. It may be emphatically stated, however, that Mr. Shallcross is not in any way opposed to the employment of the young men in the schools. He simply opposes what he believes to be an unwarrantable discrimination against the women teachers. Mr. Shallcross is chairman of the Commit- tee on Legislation, and a member of the Com- mittees on Philadelphia Normal School for Girls, Northeast Manual Training School, Supplies, Qualification of Teachers and Esti- mates. He is one of the few public men whose career has been so clean and praiseworthy that it is a matter of regret that he does not fill higher offices, but his inclinations lead him to prefer the quiet enjoyment of suburban home life to a more busy public career, and the door of his splendid farm house, *The Pines,'' in Byberry, is always open wide to his hosts of friends. In the 6o's he declined a nomination for the Legislature which was unanimously tendered him by the convention. Mr. Shallcross is president of the Williar Penn Cemetery Company, vice-president c the Tacony Saving Fund, Safe Deposit, Titl and Trust Company, director and secretar of the Girard Avenue Farmers' Market Com pany, treasurer of the Farmers' New Ha Market Company; director, secretary an treasurer of the Independent Mutual Fir Insurance Company of Philadelphia, Buck and Montgomery Counties. He is also a di rector of the Suburban Electric Compan^ Tacony; manager, secretary and superintend ent of the Byberry and Bensalem Turnpik Company, beside being connected officiall with several other local corporations and oi ganizations. He is a member of Tacon Lodge, No. 600, F. and A. M. 116 GEORGE HAIG. George Haig. iiieniber of the Board of Pub- lic Education from the Thirty-sixtli Section. was born in Edinbiirg, Scotland, in 1856. He comes of the old Haig family of Bemerside. who are traced back to the twelfth century and are mentioned by Sir Walter Scott and Washington Irving. Early in life he came to Philadelphia and settled in the southwestern section of the city. He entered into business while yet a boy and pursued his studies at night, devoting himself to literary and lyceum work. Some years ago he entered into the real estate business, in which he has been eminently successful. He also takes a great interest in building associa- tion work. Mr. Haig was appointed a member of the Board of Public Education in 1892, when the Thirty-sixth Ward was formed, and has since represented his Section with marked ability in the Board of Public Education. He is chairman of the Committee on Audits, and a member of the Committees on Central Manual Training School, Industrial Art Edu- cation, Kight Schools and Accounts. Mr. Haig is treasurer and a member of the board of trustees of Bethany Presbyterian Church. He is identified with a number of organizations, including the American Pro- testant Association, in which he is past master. He is vice-president of the Ameri- can Protestant Hall and Library Association. CHARLES H. VANFLEET, Charles H. Vanfleet, member of the Board of Public Education from the Thirty-seventh Section, was born in Philadelphia, May lO, 1844. He received his education in the Phil- adelphia public schools, including the Manay- unk Grammar School. During the Civil War Mr. Vanfleet enli'ted in the Two Hundred and Thirteenth Regi- ment, Pennsylvania Volunteers. He served under General Hancock and other command- ers for about eighteen months prior to the close of the War. He then returned to Phil- adelphia, and, in 1868, he started in the print- ing business, in which he has been successfully engaged ever since. He has been a member of the board of di- rectors of the Thirty-seventh Section since the Ward was formed, in 1892, and was secre- tary of the Board at the tmie of his appoint- ment to hll the unexpired term of the lat William K. Mattern. This was in July. Mr. Vanfleet is a charter member of C Lodge, No. 607; Philadelphia Chapter, 169, and Pennsylvania Commandery. N( of the Masonic Fraternity; Lu Lu Tei Washington Lodge No. 21, K. B.; A. . N. M. S. : he is collector of Harmony C cil. No. 23, American Legion of Hon< charter member of Betsy Ross Counci O. U. A. M.; a member of Post 51, G. .- and belongs to other organizations. For fifteen vears Mr. Vanfleet was su| tendent of the Sunday-school of the Li Avenue Baptist Church. He relinqu this post a few years ago on account « health. He is exceedingly popular in his ware has a host of friends. ALBERT B. BEALE, HENRY MOORE, Office of the Board of Public Education The office of the Board of Public Educa- tion, No. 713 Filbert street, is under the su- per\asion of the Secretary of the Board, an official the value of whosie services in connec- tion with the work of public education, can- not be overestimated. The position is one requiring an incumbent of great tact as well as ability, and it is an exceptional man w'ho, for a period extending over thirty-one years, could fill it in such a way as to command the admiration and respect of all who have busi- ness relations with the Board of Public Edu- cation. r Such a man is Henry Ward 'Halliwell, whose official connection with the Board dates back to 1848, and who has held the of- fice of Secretary since 1865. Mr. Halliwell was born on October 24, 1832. At a very early age he entered the in- fant school on Race street, which was the primary department of the Northwest Public School. From the boys' department of this school he was promoted to the Central High School by William W. Wood. In July, 1848, he entered the office of the Board of Controllers of the public schools, and a few- years later he became Assistant Sec- retary of the Board. In 1865 he was elected Secretary, and has held that position ever since. Having thus been closely connected with the management of the public educa- tional system for nearly half a century, he is probably the best known man in educational circles, not merely in Philadelphia, but throughout the United States. His kind- ness and uniform courtesv to teachers, and to all who visit the office of the Board, have en- deared him to thousands in this city and else- where. He has outlived all those who were in office when he entered the employ of the Board, and he retains a vivid recollection of almost all those who have at any time been connected officially with the public schools. 'The Assistant Secretary, Andrew F. Ham- mond, has been in the employ of the Board since 1868, and has been Assistant Secretary since 1875. He is a painstaking and conscien- tious official. Albert B. Beale is in charge of the Supply Department, in this capacity supervising the handling of thousands of dollars' w^orth of books and other school supplies each year. The other clerks are L. E. Drake, William Dick, Henry Moore, Edward Merchant, John D. Hardin and Thomas A. Hughes. The various duties in connection with the business of the office are divided among them. Mr. Dick, as warrant clerk, handles and distributes each month over three thousand salarv war- rants. Mr. Merchant is his assistant. I2T THE NEW YORK PUBLIC LIBRARY ASTOH, LBMOX AMD tiLDSN fOVMOATlOMS n 1. Architect's Department The Architect's Department of the Board of Public Education consists of an architect and supervisor of school buildings, four as- sistants and an inspector of heaters. Joseph D.Austin, Architect and Supervisor of Public School Buildings, was born in Phila- delphia, June 26, 1847. He receivejd his early education at Girard College, and having a taste for architecture, developed it by study- ing in the office of Samuel Sloan. After be- coming proficient in his profession, he prac- ticed it for several years, and in 1884 was elected the head of the Architect's Depart- ment of the Board of Public Education. During the past twelve years no less than sixty-eight school buildings have been erect- ed under his direction, and these buildings are the greatest possible tribute to his thor- oughness and ability. The handsome Nor- mal School is at present the largest and finest of the school buildings in this city, and re- flects great credit upon Mr. Austin. He is now giving much time and attention to the erection of the new Central High School, Broad and Green streets, which, when com- pleted, will be the finest high school building in the country. Mr. Austin's work has been conscientious and thorough, and he has won the esteem of the Board of Public Education bv the faith- ful performance of his duties. That Philadel- phia has such splendid school buildings as those erected in recent years is a credit to the man who has so ably planned and di- rected the work. The assistant architects are Joseph W. Anshutz, J. H. Cook, James Gaw and Lewis P. Hoopes, all of whom are experienced and of unquestioned ability. The inspector of heaters is John D. Cassell. 125 JOSEPH W. ANSHUTZ. THE NE^;^^?.« PUBLIC UBRART i ASTOR, l.P-NOX AND p. *■ The Higher Schools Central High School Well has the Central High School been termed the crown of the entire svstem of public education in Philadelphia. Since its establishment it has stood for all that is best and most gratifying in the public school life of the city. Its history has been a story of steady progress. It has received over 15,000 pupils, and has sent nearly one-third of that number out into the world equipped with the best education afforded by any high school in the countr}^ It stands pre-eminent among the nation's high schools. Indeed, although having the modest title of a High School, it is often placed in official classifications among univer- sities and colleges. In all parts of the country its graduates are found, their number including many well-known men in every walk of life. In Philadelphia to-day many of the most eminent citizens, men known and es- teemed in business, professional and public life, point \vith pride to the Central High School as their alma mater. While there has been much encouragement accorded those who have labored in and for this school during the past sixty years, the path has by no means been an entirelv smooth one. Every good enterprise has its opponents, and the good name of this noblest of public educational institutions has at times been as- sailed by those who have failed to appreciate its great work. Yet, through the years, it has come down to the present generation revered for its history and honored for its as- sociations. ESTABLISHMENT OF THE SCHOOL. The establishment of the Central High School was authorized by the Act of June 13, 1836.* The following year the Board of Control secured a site on Juniper street, fac- ing upon Penn Square, about midway between Market and Clover streets, the latter l)eing a small thoroughfare which has since been covered by Wanamaker's store, and on September 19th the corner-stone of the first higli school building was laid with appropriate ceremonies. The structure w^as opened for use October 21, 1838. [For picture of origi- nal High School building see page 19.] DESCRIPTION OF THE FIRST BUILDING. 'The building was of brick, with a marble front. The side walls were painted white, and, on the W'hole, it was a more imposing structure than that in use at this day. [The old brick building at the southeast corner of Broad and Green streets.] It was shaped like the letter T,' the main structure running east and west, with a cross structure extend- ing north and south. In the angle formed by the w^ing on the south side was the play- ground, w hile south of this stood the Pennsyl- vania State Armory. North of the school building a tavern stood on the corner of Mar- ket and Juniper streets; and the sheds, into which the farmers drove their teams on mar- ket davs, stood in the angle of the school building, close to its walls. At the southwest corner of Thirteenth and Market streets was the warehouse of the Pennsylvania Railroad. In those days Thirteenth street was lined with quiet homes; in Clover street w^ere small houses, while Chestnut street in that vicinity * " The Controllers of the public schools for the City and County of Philadelphia be, and they are hereby, authorized, whenever they shall think proper, to establish one central high school, for the full education of such pupils of the public schools of the First School District as may possess the requisitequalifications."— Act of June 13, 1836, Sec. 23. 131 was then a fashionable part of the town and was filled with the residences of leading and wealthy citizens. "The first building was three stories in height, each floor containing three rooms, which were subsequently divided as there was created a demand for more rooms. The most conspicuous feature of the new school was the observatory rising from the rear of tJie main building. This department of the new in- stitution of learning was at the time the pride of the city, its superior equipment being famed throughout the land and well known even abroad. The apparatus was finer than that of Harvard University, and its instru- one of the upper windows of the Unite Mint. It was taken on a sheet of metal. A seidlitz powder box witl flakes of iodine answered for a coati while a cigar box and burning glass i prevised for a camera. An iron spoo to heat the mercury to develop tl: The picture which was produced is o the Historical Society of Pennsylvar OPENING OF THE SCHOC The opening of the school was cl ized by its simplicity, there being m exercises. The first class consisted • three members. Professor Samuel i en, who filled the chair of higher ar SAMUEL MECUTCHEN. ALEXANDER DALLAS BACHE, ments were often used by the observers of the Naval Observatory at Washington."* FIRST PHOTOGRAPH IN AMERICA. At this point it is of interest to note that the first photograph made in America was a view of the first high school building and the State Arsenal on Juniper street. On Octo- ber i6. 1839. the day after the definite account of Daguerre's process was published in Phila- delphia. Joseph Saxton took the picture from and mensuration from 1876 to 1881 oldest living member of the first cla; FIRST CORPS OF TEACHE The first faculty consisted of but fo hers: Enoch Wines, A. M., depart languages, who acted as PrincipE Frost, LI-. D.. department of history Kendall. A. M., now of the Univ. Pennsylvania, department of highet matics, natural philosophy and cl: William Vogdes. LL. D.. depart' mathematics. Professor Vogdes < secretary of the faculty. PROFESSOR BACHE ASSUMES CONTROL. The following year Professor Alexander Dallas Bache, president-elect of Girard Col- lege, which was then in course of construc- tion, tendered his services temporarily to the Board of Control. Professor Bache was ap- pointed an advisory superintendent of schools and given authority to organize the High School, of which he was also made acting Prin- cipal. The same year Henry McMurtric, M, D., was chosen to conduct the department eml)racing natural history, anatomy and physiology. COURSES OF STUDY. To Professor Bache is due much credit for the good beginning made hy the Central High School. He outlined its policy and moulded its course. In 1840 he submitted to ihe Board of Control a plan of reorganization. "hich was adopted. It provided for a system oHnstruction extending over four years, with senii-annual examinations. Three courses Mere adopted for pupils to choose from: A principal course, of four years, intended as a thorough preparation for business life; the classical course, for students intending to fol- low the professions, and the English course, of two years, designed for those who could not afford the time for a more thorough iraiu- inc;. During the term ending Dccemher, '^40: the pupils were distributed as follows in the three courses; Principal, 71 per cent.; classical, 22 per cent.; English. 7 per cent. H.\RT ELECTED PRESIDENT. In 1842 Professor Bache retired and was svcceeded by John S. Hart, LL. D., formerly admnct professor of languages in Princeton t.'olIege. The organization of the depart- liients under Professor Hart was as follows: — DEPARTMENTS OF 1S42. Department of Belles-Lett res. Professor Frost, assisted hy Professors Shaw and Sanderson. Department of Ancient Languages, Pro- fessor Sanderson. Department of Modern Languages, Pro- fessor Deloutte. Department of Theoretical Mathematics,. Professor Kendall. Department of Practical Mathematics, Pro- fessor A'ogdes. Department of Natural History, Professor McMurtrie. Department of Natural Philosophy, Pro- fessor Frazer. Department ofCheniistry, Professor Booth. Department of Graphics, Professor Peale, assisted by Professor Becker. Dejiartment of Mental, Moral and Political Science, Professor Shaw. WRITTEN EXAMIN.ATIONS HELD. Professor Hart was a believer in the exten- sion of written examinations to all branches, so far as practicable, an<l he called upon well- known men who had no connection with the school to conduct these examinations. Among the niunber who responded to his re<|uest were Robert Bridges, Joseph R. Chandler, (ieorge M. Dallas, Dr. Richard Dungleson, Morton McMichael, S. V. Mer- rick, A. V. Parsons, Richard Vaux, R. M. Patterson and other prominent men. WHOM THE SCHOOL MOST BENEFITED. It was about this time that the High School began to be condemned by some as an expen- sive institution, designed to benefit a favored class. Professor Hart proved the folly of the latter idea, giving in his annual report to the Board of Control statistics showing the occu- pations of the parents of the pupils, and dem- onstrating that more than three-fourths of the pupils in the school were such as were unable to pay for their education. AUTHORIZED TO CONFER DEGREES. By an Act of Assembly of April 9, 1849, ^'^^ authority to confer academic degrees was given to the High School.* On September nth of the same year the Board of Controllers adopted a resolution providing: "That the de- gree of Bachelor of Arts shall hereafter be con- ferred upon all pupils of the High School who .shall meritoriously complete the four years' course: and the degree of Master of Arts upon such graduates of not less than five years' standing as shall by their general merit, in the judgment of the committee, entitle them- selves to that distinction." At the present time the degree either of Bachelor of Arts or Bachelor of Science is conferred, according to the course of study completed by the graduate. NEW STUDIES INTRODUCED. Among other innovations introduced by Professor Hart in the High School was a course in Anglo-Saxon. This, with the then ♦ • * The Controllers of the public schools of the First School District of Pennsylvania shall have and possess power to confer academical degrees in the arts upon graduates of the Central High School in the City of Philadelphia, and the same and like power to confer degrees, honorary and other- wise, which is now possessed by the University of Pennsyl- vania." existing course of lectures on the early history of the English language, he took under his personal charge. New studies introduced in the school at about the same period were general history, local history, trigonometry, surveying, navigation, book-keeping, phon- ography and elocution. HOLDING OF COMMENCEMENTS. Commencement exercises w-ere for some years held in the school building, but in Feb- ruary of 1 848, Musical Fund Hall was selected, as being better adapted for the comfort of a large audience. Since then commencements have been held in the Chinese Museum, Ninth and Sansom streets (July, 1848); National Hall, Market street between Twelfth and Thirteenth; Jayne's Hall, Association Hall, the Academv of Music, the Chestnut Street (3pera House, the Broad Street Theatre and the Chestnut Street Theatre. The department of chemistry was enlarged in 185 1 by Professor Boye, and in 1852 the German Department was organized under Professor Frederick A. Roese. PRESENT BUH.DING ERECTED. By this time the building on Juniper street w*as becoming greatly overcrowded. It had been built to accommodate only 350 pupils, but over 500 were in attendance in 1847. Even raising the standard of admission and restrict- ing the age limit failed to materially reduce the number. The need of a new building became imperative, and as the city was rapidly build- ing up in the neighborhood of the Juniper Street School-house, the latter property was sold to the Pennsylvania Railroad in 1853 and a new building was erected at the southeast corner of Broad and Green streets. After the sale of the old building and before the new one was completed, the school occupied the old Model School Building on Chester Street. 134 THE NBW YORK PUBLIC LIBRARY ASTOR, LEN#K AND TILDEN FOUKbATIONS K L CORNER-STONE LAID. The corner-stone of the new building was laid May 31, 1853. Bishop Potter opened the ceremonies with prayer, and addresses were made by Nathan Nathans, chairman of the High School Com- mittee; Principal John S. Hart, George M. Wharton, Dr. R. J. Breckinridge, of Ken- tucky: Judge John C. Knox, of the Supreme Court of Pennsylvania; Harlan Ingram. Judge William D. Kelley and Thomas B. Florence. In the corner-stone was placed a box con- taining a copper plate, which was inscribed as follows: — CENTRAL HIGH SCHOOL. Corner-stone laid May 31, i8,y, erected by the Controllers □r the Public Schools of the First School District of Pennsylvania, COMMITTEE ON PROPERTY. Charged with the erection of the building. CHANGES IN THE CURRICULUM. Changes in the curriculum marked the year 1S54, when the classical course was dropped entirely. Two years later the department of German was abandoned, as was also the Eng- hsh course. This re-adjustment of the curri- culum removed the elective features. PROFESSOR MAGUIRE ELECTED PRINCIPAL. In December, 1858, Professor Hart resigned the Principalship and was succeeded by Professor Nicholas H. Maguire, A. M. In the short period which elapsed between the JAC B C. Slemmrr. COMMITTEE ON HIGH SCHOOL. Nathan Nathans, Gkorue M. Wharton, Thomas G. Hollincsworth, James Peters, T. K. COT.LINS. Robert J. Hemphii-L. UEDICATIOX OF THE BUILDING. The building was formally dedicated June 28, 1 854. Prayer was offered by Rev. Philip F. \Ieyer. and addresses were made by Rev. Dr. Henrj- A. Boardman and ^TDrton Mc- Micliael. THE PRESENT BUILDING. This building is still occupied by the High School, pending thecompletion of the magnifi- cent edifice in course of erection on the opposite side of Broad street. It is a square, dull, brick structure, its one conspicuous feat- ure being the observatory, which for years after the building was erected was a source of jrreat pride to Philadelphians. Professor Elias Loomis said that its opening "formed an epoch in the history of American astronomy." NICHOLAS H. MAGUIRE time Professor Hart vacated the position and Profes.sor Maguire assumed its duties. Pro- fessor William Vogdes acted as Principal. One of Professor Maguire's first acts was to abolish the system of deducting from scholarship the "notes" received for miscon- duct. He held that the practice destroyed all incentive to study and tended to increase rather than lessen the amount of misconduct. The study of German was restored to the course in 1859, under Professor Romain Lujeane. HIGH SCHOOL DURING THE WAR. During the Civil War the number of pupils in the High School was greatly diminished, many leaving to go to the front. This pa- triotism was encouraged, and in i86l the faculty passed a resolution providing "that any pupil of the advanced classes enlisting is entitled to graduate with his class, and a pupil of the lower division may resume that position in the school which he resigned when so en- listing." INVESTIGATION INSTITUTED. Professor Maguire retired in 1866, antl on March 15th, of that year, a special committee of the Board of Control was appointed tn in- vestigate all the departments of the school and report their condition, recommending any changes deemed necessary. The committee consisted of Samuel Scheide. William C. Haines, William M. Levick, Nathan Hilles and John B. Green. REORGANIZATION OF THE SCHOOL. The result of their investigation was a thorough reorganization of the school. On May 8th the following resohitions were sub- mitted to the Board by the special commit- tee:— "Resolved, That the Secretary of the Board be. and is hereby, instructed to notify mem- bers of the faculty of the Boys' High School, that their term of service will expire on the first day of September next; provided, that nothing herein contained shall be construed so as to make any member of the present faculty ineligible to the position he now occupies. "Resolved, That the committee of the Boys' High School be, and are hereby, instructed to proceed in the usual manner in organiziri^ a new faculty as heretofore has been their prac- tice in filling vacancies." NEW FACULTY CHOSEN'. The resolutions were adopted, and on August 27th a new faculty was chosen, con- sisting of the following: — George Inman Riche, Principal. James Rhoads, A. M., Professor of I Lettres and History. James McClune, A. M., Professor of retical Mathematics and Astronomy. Zephaniah Hopper, A. M., Profess Mathematics. James A. Kirpatrick, A. M., Profes; Writing and Book-keeping. E<lward W. Vogdes, M. D.. Profess Moral, Mental and Political Science. Louis Angele, Professor of the Gi Language. Francis A. Bregy, A. M., Professor 1 French Language. GEORGE INMAN RICHE. Joseph W. Wilson, A. M., Professor of tical Mathematics. Henry Hartshorne, M. D., Profess Anatomy, Physiology and Natural Hist Daniel W. Howard, A. M., Profes: History. George Stuart, A. M.. Professor c Latin Language. Isaac Norris, M, D,. Professor of N Philosophy and Chemistry. Of the thirteen members composin new faculty ten were former professors it respective departments. The faculty ii stalled on September 3d. Shortly after added to by the election of John Kern a fessor of Drawing. CHANGES IN THE CURRICULUM. Several changes in the curriculum were made by President Riche when he entered upon the duties of his new position, and a number of reforms were instituted by him. The changes were not radical nor the reforms obtrusive, yet both apparently operated for good. Among other things he succeeded in placing the physical, astronomical and chem- ical departments upon a more efficient basis. The old apparatus was supplemented by new and improved instruments and the observa- tor)' was remodeled.* At this time a chem- ical laboratory was also fitted up in the base- ment. conducted in his absence, however, by Pro- fessor Zepbaniah Hopper, the senior pro- fessor, who with firmness and decision ore- vented a threatened disintegration of the school and banded it over in excellent condi- tion to the next president. Professor Henry Clark Johnson. The value of Professor Hopper's services in this critical period of the High School's his- tory cannot be overestimated. It was a time requiring the best efforts of an able man and firm disciplinarian, and no one could better have filled the requirements than Professor Hopper, whose long experience and excellent judgment were of inestimable service. He FRANKLIN TAVLOR, M. D. PROFESSOR HOPPER'S VALUABLE SERVICE. The remainder of Professor Riche's ad- niinistration saw but few changes. He re- signed in February, 1886. and was sitc- «eded by Franklin Taylor. M. D. Owing *o illness President Taylor devoted only about ten months to the duties of the presidency, although he was the nomi- nal head of the school lor two years 3nd a half. The school was most ably 'The observations taken from the High School observa- '^'T during the transit of Venus in 187S gave the school no atllt notohety. ZEPHANIAH HOPPER. well deserves the honor which is to-day ac- corded him. SEMI-CENTENNIAL CELE- BRATED. The semi-centennial of the High School was celebrated, October 29th and 30th, by a public meeting and reception. [See chapter on the Associated Alumni.] ADMISSIONS MADE ANNUALLY. Beginning with the year 1888. admissions to the school were made annually instead of semi-annually as had theretofore been the custom. JOHNSON BECOMES PRESIDENT. Professor Henry Clark Johnson, formerly professor of Latin in Lehigh University, en- tered upon the duties of president in the fall of 1888. He restored the elective system of courses of instruction and strengthened the classical course by the addition of two com- petent assistants. Through his efforts, in June, 1889, a new course of study was put into effect. H em- braced five distinct courses, viz.: The classical course, including Greek, Latin. French and German; the regular course, including Latin French and German; a course in chemistry. HENRV CLARK JOHNSON, similar to the regular course but with a large amount of time devoted to special work in chemistry: a course in physics, giving a large amount of time to higher mathematics, me- chanics and physics, and the scientific course, designed principally for those expectinc to remain in the school only two or three years. and also for those desiring fuller instruction in general science, mathematics and English. SCH(X:)L OF PED.\GOGV EST.\BL1SHED. In September. 1890, the School of Peda- gogy was organized as an advance course for graduates of the High School, to prepare them to teach. The first faculty of the School of Pedagogy consisted of the follow- ing:— Henry Clark Johnson. A. M., LL. B., Presi- dent and Professor of Methods in Civil Gov- ernment. David Wesley Bartine, A. M., M. D., Pro- fessor of School Economy and Organization. Edwin James Houston, A. M., Professor of Methods in Phvsics and Physical Geography. Frederick Foster Christine, A. M., Pro- fessor of School Law. William Houston Greene. A. M., M. D., Professor of Methods in Natural Science. George Howard Cliff, A. M., Professor of Theory and Practice of Teachine. Henry Willis. A. M.. Professor of Methods in History. .\Ibert Henry Smyth. A. B., Professor of the History of Education. William Albert Mason, A. M., Professor of Modeling and Methods in Drawing. Benjamin Franklin Lacy. A. M.. Professor of Psychology and Philosophy of Education. Charles Sumner DoUey, M. D., Professor of Methods in Biology and Natural History. The school was opened on October 9th with nine pupils. The course of instruction cov- ered one \ear, most of the time beinp devoted to psychology and philosophy of education, theory and practice of teaching, history of education and school management. GROUND BROKEN FOR THE NEW BUILDING. In 1893 Councils made an appropriation for the purchase of a lot and the commencement of a new building for the High School, and the site bounded by Broad, Fifteenth, Green and Brandywine streets was secured. On the afternoon of May 7. 1894. the ceremony of breaking ground for the new building took place. The exercises were simple but appropriate. Paul Kavanagh. chairman of the Property Committee of the Board of Public Education. after making a few remarks, handed a spade to John R. Fanshawe, vice-president of the As- sociated Alumni and chairman of its Commit- tee on New Buildings, who raised the first piece of sod. Members of the faculty, Asso- siated Alumni and Board of Public Education and the students of the school were present and joined in the ceremonies. CORNER-STONE LAID. The corner-stone was laid on October 20th of the same ysar. Those present included city officials, members of the Board of Public Education and the Associated Alumni, and the faculty of the school. The following program was carried out: — INTRODUCTORY. PAUL KAVANAGH, Chairman Committee on Property, Board of Public Education. INVOCATION. REV. STEPHEN W. DANA, D. D. ADDRESS. SAMUEL B. HUEY, Chairman Committee on Central High School. ADDRESS. EXGOVERNOR ROBERT E. PATTISON, President of the Associated Alumni of the Central High School. ADDRESS. PROFESSOR ROBERT ELLIS THOMPSON, President of the Central High School. ADDRESS. PROFESSOR EDWIN J. HOUSTON. ADDRESS. DR. EDWARD BROOKS. Superintendent of Public Schools. LAYING OF THE CORNER-STONE. By ISAAC A. SHEPPARD, President of the Board of Public Education. ADDRESS. JAMES L. MILES, President of the Select Council of Philadelphia. BENEDICTION. REV. WILLIAM N. McVICKAR, D. D. In the corner-stone was placed a copper "^x hermetically sealed, containing the fol- lowing:— Report of the Board of Public Education for 1893. General Catalogue of the School from the year 1838. Annual Catalogue of the School for 1894. Proceedings of the Semi-Centennial of the School. Reports of the Associated Alumni. Program of the Corner-Stone Laying. Roll of Autographs of the Faculty. Roll of Autographs of every Student of the School. Set of Proof Coins for the year 1894. Set of Photographs of the Elevation and Plans of the New Building, with Specifica- tions. Copies of Magazines published by the Stu- dents. Copies of the Daily Newspapers. DR. THOMPSON'S ADMINISTRATION. Dr. Robert Ellis Thompson became presi- dent of the faculty, February 26, 1894, Presi- dent Johnson having resigned at the close of 1893. Upon assuming the duties of the presidency Dr. Thompson at once proceeded to put mto effect many excellent plans which he had con- ceived for the improvement of the school. He has, during the entire term of his incum- bency, been constantly on the alert to dis- cover any faults in the curriculum and methods of teaching and discipline, and so far as possible has endeavored to eliminate the faulty features and extend the usefulness of the school. The year 1894, his first year as president, was marked by the abolition of numerical marking, which for many years was one of the greatest impediments to effective work in the school; exemption from examinations, where thoroughness of work, regularity of at- tendance, etc., warranted such exemption ;the substitution of four full hours a day for the five shorter periods of study formerly em- ployed; the institution of a system making it necessary for a student to attain a high aver- age in every branch of study, which took the place of a system of promotion on general averages; the partial readjustment of the work MI with reference to the needs of the classical and scientific courses, and the organization by the teachers of mathematics of a mathematical seminar. The year 1895 saw a reduction effected in the number of studies required of each class; the better adaptation of the classical course to the requirements of students preparing to enter the arts course of any university, and the complete organization of the teaching force under a head of each department. SCHOOL OF PEDAGOGY REORGANIZED. Early in the year of 1896 a new department was created in the Central High School, called the Department of the Science of Pedagogies. The School of Pedagogy as previously con- stituted was made a constituent part of that department, and a ''Professorship of the Science of Pedagogies'' w^as instituted. Francis Burke Brandt, of the High School faculty, was elected to fill this chair. The organization of the Department of the Science of Pedagogics was a virtual extension of the School of Pedagogy. Its object, as presented in the general statement recentlv published, is identical with the original pur- pose of the school, ''to afford young men op- portunity for a thorough professional train- ing in the science and art of teaching.'' The course of instruction designed to give this professional training extends over a period of two years. It is divided into two general departments, the science or theory of education, and the art or practice of teachmg. COURSES OF STUDY IN THE HIGH SCHOOL. The studies of the Freshman year in the Central High School are the same for all stu- dents. At the close of that year an election is made between Greek and German. At the close of the Sophomore year there is a further election for two vears for those who have not elected Greek, between French and the tinned study of Latin. At the close o Junior year there is also for these studer the scientific sections choice between sj work in biology, chemistry, physics an< plied mathematics, including laboratory tice in each of these subjects. In the S vear the students of the classical sections between German and French. Admissions to the school are ordii made by promotions from the twelfth : of the boys' grammar, consolidated combined schools of the citv. This is on the results of an examination held i month of June under the direction of th perintendent of Public Schools, and nounced to the Principals of the school to the public by advertisement. Unde act passed bv the State Legislature in the children of soldiers who served in th War, although not residents of the cit; entitled to admission if found compete pass. All other candidates must be resi of the city. The age of thirteen is rec for admission, but the average in r classes is over fifteen. STUDENTS' INTERESTS. The students of the school rid them of the monotony with w^hich school life often conducted by organizing associ: among themselves, musical, literary an( letic. For many years past the resp graduating classes have published a 1 little monthly called 'The Mirror," \\h the organ of the Associated Alumni, an< tains, besides original matter contribut the students, much valuable and inten information regarding the school ar alumni. The students have adopted o and red as the school colors. STATISTICS. The number of students in the sch< the beginning of 1896 was 865, and was an increase during the year. Fro 142 THE NEW YORK PUBLIC -LIBRARY ASTOR^LENO-X AND TILDEN FOUNDATIONS / opening of the school in 1838 to 1895, inclu- sive, 14,655 students were admitted. Of these 4,244 graduated in the full four years' course of study, and over 2,500 received cer- tificates of having completed partial courses of two vears or more, and less than four. INTROSPECTIVE. That the next half century will see the Central High School become one of the greatest educational institutions of its kind in the country no one who is in touch with its aims and spirit can doubt. It has made great progress in the past few years; it may surprise the world in the years to come. With the completion of the new building the High School wall enter upon a new and glorious epoch, and the greatest dreams which its loyal graduates entertain concerning it may be realized. There is talk of enlarging- its sphere and raising its standard. This proposition has the cordial support of every friend of public edu- cation and it cannot be carried into effect too soon. There is also consideraole talk about chang-ing the name of the school to the "Col- leg'e of Philadelphia." The president of the faculty and some of the alumni are in favor of it, but there are manv others who as earnestly oppose it. THE NEW BUILDING. The new building now being erected at the southwest comer of Broad and Green streets, will, when completed, rank among the finest school buildings in the country. The lot has a frontage of 186 feet 5 inches on Broad and on Fifteenth streets, 395 feet 8 inches on Green and 01 1 Brandy wine streets. The size of the main building is 170 feet by 221 feet 1 1 inches, four stories in height, with a basement, and the annex 1 10 feet by 150 feet, also four stories high, with an interior court- 3^ard 66 feet 6 inches by 80 feet 10 inches. The architecture is of the Norman type, and both structures are granite. The height of the floors of the main building follows: Basement, 11 feet; first story, 16 feet; second and third stories, each 15 feet; fourth story, 1 3 feet. The ridge of the roof is 92 feet above the curb on Broad street. There are sixtv rooms in the main building, not including the basement, fifty-two being class rooms. The largest is 34 by 56 feet, and the smallest is 30 by 39 feet 6 inches; there are also eight lab- oratories, a private office and president's room. The basement has thirteen rooms and two laboratories. On the Broad street front there is a tower 32 by 38 feet, surmounted bv an astronomical dome 24 feet in diameter, and the top of the stone work is 137 feet above tlie curb Hue. There will be two spa- cious stairways and two fire-escape stairways, also three elevators in the main building, two . for passengers and one for freio^ht. One of the passenger elevators will run to the top of the tower, and the freight elevator from n ttie basement to the fourth floor. The basement of the annex will contain the coat rooms, lunch rooms and a swimming pool; the first floor consists of a lecture room, seating 800 people, an alumni library and reading room, and four rooms to be used a:: offices and retiring rooms; the second and third floors are taken up by the large assembly room, 80 by 144 feet, with a spacious p^allery along the east side, and has a total seating capacity of 2,500. The height of the ceiling is 33 feet. The platform is 28 by 40 feet, with retiring rooms on either side. In the assembly hall will be the memorial window to Edward T. Steel, the late Presi- dent of the Board of Public Education, placed there by his daughters. It w^ill be a beautiful work of art; the twelve subjects treated are astronomy, instruction, wood carving, recrea- tion, sewing, painting, chemistry, singing, cooking, studying, forging and kindergartens. The dimensions are 20 hy 14 feet. The in- scription wil read: **In memory of the ^ove Edward T. Steel bore the children of Phila- delphia." The fourth story will be devoted to a gymnasium; the main room is the same 145 size as the assembly hall, and will be supplied with dressing rooms and apparatus, and the height of the ceiling is 40 feet. The annex has two wide stairwavs, also an additional flight from the assembly room floor to the gallery; likewise, two fire-escape stairways, one at each end of the building. The main building will be connected with the Fifteenth street structure by an iron bridge, 8 feet wide, connecting each floor of the two buildings. These, together with the stairways, will render the assembly room absolutely safe in case of fire. The space between the main building and the annex, 58 feet 3 inches by 85 feet, will be utilized for a boiler, engine and dynamo room. The roof of the building will be slate, the skylights wire glass and the payements and cellar floor cement. The floors are of yenti- lated, fire-proof construction, and the stair- wavs are iron. The interior woodwork will be quartered oak, the plastering adamant or Windsor cement, and the ceiling steel. The corridor floors will be laid in mosaic, and the rooms and corridors wainscoted with tile, the corridors 6 feet high, and the rooms to the window sills. The building will be ventilated and heated by the fan system, and lighted by gas and electricity. The sanitary installment will be complete and embrace every modern improvement. THE ADJOINING PROPERTY. An effort will be made to have the property south of the new building, bounded by Broad, Fifteenth, Brandywine and Spring Garden streets, secured by the city and converted into a public park. This would prevent the erec- tion of any noisy or unsightly factory building on the site, and would be decidedly advanta- geous to the High School. THE FACULTY. The present faculty of the school is consti- tuted as follows: — Robert Ellis Thompson, A. M., S President, and Professor of Ethics an cal Science. Zephaniah Hopper, A. M., Prof Geometry. George Stuart, A. M., Ph. D., Pro the Latin Language and Literature of the Department of Ancient and Languages. David W.Jey Bartine, A. M., M. fessor of Algebra and Secretary Faculty. Edwin James Houston, A. M., Emeritus Professor of Physical Ge and Natural Philosophy. Jacob Farnum Holt, A. M., M. ] fessor of Anatomy and Phvsiolo Natural History. Head of the Dep of Biology. Max Straube, Professor of the Language and Literature. George Washington Schock, A. M. Professor of Higher Mathematics. Frederick Foster Christine, A. ^ fessor of Logic and Rhetoric. William Houston Greene, A. M., Emeritus Professor of Chemistry. Monroe Benjamin Snyder, A. M., F of Astronomy and Applied Math Head of the Department of Mathem; Henry Willis, A. M., Professor of and Civil Government. Head of the ment of History. Al])ert Henry Smvth, A. B., Prof the English Language and Literature of the Department of English Langi Literature. Oscar C. S. Carter, Professor of alogy. Geology and Associate in Chei Harry Frederick Keller, B. S., Ph. fessor of Chemistry. Head of the Dep of Physical Science. William Francis Grav, Professor c ing and Architecture. John Mather Miller, A. M., Assist; fessor of the English Language and ture. 146 Benjamin Franklin Lacy, A. M., B. S., Pro- fessor of Physics and r'hysical Geography. Samuel Erwin Berger, A. M., Assistant Professor of Latin and Greek. Charles Sumner Dolley, M. D., Professor of Biolog}'. Bernard Maurice, A. M., Instructor in the French Language and Literature. Ellis Anstett Schnabel, A. M., Assistant Professor of Latin and Greek. Ernest Lacv, Assistant Professor of the English Language and Literature. Howard Weidener DuBois, A. B., Assistant Professor of Applied Mathematics. Thomas Montgomery Lightfoot, M. S., Ph. D., Instructor in Physics. Harry Heston Belknap, Instructor in His- tory^ Philip Maas, M. A., Instructor in Chem- istry. John Duncan Spaeth, A. B., Ph. D., Pro- fessor of English Philology. James Henry Graham, A. B., Ph. B., In- structor in Mathematics. Julius Lederer Neufekl, A. B., E. E., In- structor in Mathematics and Drawing. Frank Spencer Edmonds, A. B., Ph. B., In- structor in History. Arthur Wellesley Howes, A. B., Assistant Professor of Greek and Latin. Francis Burke Brandt, A. B., Ph. D., Pro- fessor of the Science of Pedagogics. Head of the Department of the Science of Pedagogics. Jonathan T. Rorer, Jr., A. M., Instructor ^n Mathematics. Cheesman Abiah Herrick, Ph. B., Instruc- tor in History. John Allen Heany, A. B., Assistant in Physics and Mechanics. William John Long, A. M., Assistant to the President. Jesse Pawning, Jr., A. M., B. S., Instructor in Physics. John Stokes Morris, A. M., B. S., In- structor in Mathematics. Lewis Reifsneider Harley, Ph. D., Instruc- tor in English and History. James Miller Hill, A. M., Instructor in Latin. FORMER PRESIDENTS. A list of the Principals and Presidents of the High School from the time of its organ- ization follows: — Alexander Dallas Bache, LL. D., 1839-42. John S. Hart, LL. D., 1842-58. Nicholas H. Maguire, A. M., 1858-66. George Inman Riche, A. M., 1866-86. Franklin Taylor, M. D., 1886-88. Henry Clark Johnson, A. M., LL. B., 1888- 93- Robert Ellis Thompson, A. M., S. T. D., 1894. FORMER PROFESSORS. The following is a list of the professors of the High School since its organization, bar- ring those of the present faculty: — John Frost, LL. D., 1834-45. Enoch C. Wines, A. M., 1838-41. E. Otis Kendall, A. M., 1838-55. Joseph Wharton, LL. D., 1838. WilHam Vogdes, LL. D., 1838-61. Henry McMurtrie, M. D., 1839-61. J. A. Deloutte, 1840-43. Rembrandt Peale, 1840-44. John Sanderson, 1840-44. Oliver A. Shaw, 1841-43. John C. Cresson, 1842. James C. Booth, A. M., 1842-45. John F. Frazer, A. M., 1842-44. Francis A. Bregy, A. M., 1843-58. Henry Haverstick, A. M., 1844-66. George J. Becker, 1844-53. James Rhoads, A. M., 1845-77. Martin H. Boye, M. D., 1845-59. James A. Kirkpatrick, A. M., 1851-68. Alexander J. MacNeill, A. M., 1853-62. Frederick A. Roese, 1854-56. James McClune, A. M., LL. D., 1855-77. Edward W. Vogdes, M. D., 1858-87. George Gerard, A. M., 1859-61. B. Howard Rand, M. D., 1859-64. «47 Remain Lujeane, 1859-60. Lewis Angele, 1860-74. Francis A. Bregy, A. M., 1862-66. Henry Hartshorne, M. D., 1862-67. Joseph W. Wilson, A. M., 1862-80. Joseph B. Beale, 1862-66. Lemuel Stevens, M. D., 1865-66. Daniel W. Howard, A. M., 1866-86. Isaac Norris, M. D., 1866-76. John Kern, A. M., 1866-86. Edwin J. Houston, A. M., 1867-94. George Corliss, A. M., 1868-75. Elihu Thomson, A. M., 1876-80. Samuel Mecutchen, A. M., 1877-81. William N. Meeks, A. M., 1878. Franklin Taylor, M. D., 1878-86. William H. Greene, M. D., 1880-92. Andrew J. Morrison, 1881-83. George Howard Cliff, A. M., 1883-93. William L. Sayre, 1886-87. William A. Mason, A. M., 1887-92. FORMER ASSISTANT PROFESSORS AND INSTRUCTORS. The following is a list of the assistant pro- fessors and instructors of the High School since its organization, barring those who have been connected as professors or who are now connected as professors or assistants with the school : — Elvin K. Smith, A. M., 1843-44. Daniel Strock, A. M., 1844-45. James Lynd, A. M., 1845. Thomas B. Cannon, A. B., 1845-46. Frederick G. Heyer, A. M., 1846-51. Samuel S. Fisher, A. M., 1851-53. Henry S. Schell, M. D., 1853-54. James B. Fisher, A. M., 1854-58. William H. Williams, A. B., 1858-59. Jacob G. H. Ring, A. M., 1859-66. John S. Hough, M. D., 1868. John S. Newton, M. D., 1868-70. Henry Leffman, M. D., 1876-80. Chester Nye Farr, Jr., A. B., LL. B.. 1890-95. FACULTY OF THE SCHOOL OF PEDAGOGY. The faculty of the School of Pedagogy ij. constituted as follows: — Robert Ellis Thompson, A. M., S. T. D.. President, and Professor of Ethical and Politi- cal Science. David Wesley Bartine, A. M., M. D., Pro- fessor of School of Economy. Frederick Foster Christine, A. M., Pro- fessor of School Law. Albert Henry Smvth, A. B., Professor of the History of Education. Charles Sumner Dolley, M. D., Professor of Biology and of Methods of Teaching Science. William Francis Gray, Professor of Meth- ods in Drawing and Modeling. Henry Willis, A. M., Professor of Methods of Teaching History and Geography. Benjamin Franklin Lacy, A. M., B. S., Pro- fessor of Educational Psychology. Ernest Lacy, Instructor in Methods of Teaching Reading. John Duncan Spaeth, A. B., Ph. D., Profes- sor of Methods of Teaching English. Monroe Benjamin Snyder, A. M., Profes- sor of the Pedagogics of Mathematics. Francis Burke Brandt, A. B., Ph. D., Pro- fessor of the Science of Pedagogics, and Head of the Department. 148 ^ ^ Robert Ellis Thompson was born near Waringstown. County Down, IrelaiKl, on the 5th of April, 1844. He was the son of a farmer and manufacturer of linens, who emi- grated to -America in 1857, an<l settled in Philadelphia. He was admitted to the Han- cock Grammar School, and transferred from tliis to the Harrison Grammar School, from which he went to the Hitrh School in Feb- ruan*, 1858. ranking thir<l of one hundred and nineteen then admitted. Finding the High School did not then prepare for college he withdrew to Dr. John W. Faires's Classical Academy, from which he proceeded to the University of Pennsylvania in i860. He was 'he first honor man of his class for the greater part of his course, and at graduation, when he delivere<l the Greek salutatory. Three years later he delivered the master's oration. In 1868, Dr. Thompson was chosen in- stnictor in Latin and mathematics in the Uni- «rsity of Pennsylvania, and in 1870 was Iransferred to the department of history as assistant to Professor Stiile. On the estab- li'hment of the Wharton School he was elected Professor of Social Science and en- trusted, as dean, with its organization. On the resignation of Dr. Stiile he returned to the department of history, being made John Welsh professor of that subject, with the con- currence of the founder of that chair. In 1891 his resignation was asked for and re- fused, and he was removed from the chair by the trustees, he refusing to accept any other. In February, 1893. he was elected President of the Central High School, and has filled that position since his inauguration in March of that year. Professor Thompson is well known as an economist of the Protectionist School, founded by Henry C. Carey. He was ap- pointed Lecturer on "Protective Tariffs" in Harvard University for the year 1884-85, and in Yale University for the two years fol- lowing. Besides his Harvard lectures he has published two text-books of Politi- cal Economy, as well as several pam- phlets. He has lectured on the subject at Princeton, Cornell, Swarthmore, Williams, Amherst and Chautauqua; on ethics and politics in the Plymouth Summer School of Ethics, and on English literature in the Penn- sylvania Chautauqua. He has taken an active part in University extension work, lect- uring in Philadelphia and adjacent cities. Since 1891 he has been a member of the faculty of the Wagner Free Institute of Science, lecturing on history, literature or economics every winter. Professor Thompson was ordained by the Reformed Presbytery of Philadelphia in 1873, and united with the Presbvterian Church in 1882. He has never had a pastoral charge. He wrote the historv of the Presbvterian Church for the series published by the Christ- ian Literature Society. In 1891, he was Stone lecturer in Princeton Seminary, and published his lectures under the title: *'De Civitate Dei: The Divine Order of Human Society." For the first ten years of its existence Pro- fessor Thompson edited **The Penn Monthly," but In 1880 resigned to become editor of *'The American," a literary and political weekly, with which he continued until its suspension in 1890. He has written largely for other periodicals on religious, economic and histor- ical questions. I ^0 THE NEW YORK PUBLIC LIBRARY A8T0H, LENOX AND TILDC.M FOUNDATIONS « L The Philadelphia Normal School for Girls AND The Girls' High School In no feature of the development of edu- cation in Philadelphia has the community been more progressive, more alive to the necessitiesof the times, than in providing pro- fessional instruction for the teachers of her schools. In 1818, twenty-one years before the first State Normal School was opened in Lexington, Mass., Pennsylvania, in the law which provides '*for the education of children at public expense, within the City and County of Philadelphia/' gave to the Controllers of Public Schools the power '*to establish a Model School, in order to qualify teachers for the Sectional schools and for schools in other parts of the State.'* This Model School, which was opened De- cember 21, 1818, was situated on Chester street between Race and Vine streets. It was, in effect, what a normal school is to-day. The system at first pursued was that of the celebrated English educator, Joseph Lancas- ter, who was the Principal. The Model School was really a practice school, in which the pupil-teacher learned through experience how to manage unruly charges. The popularity of the school was great, it having at one time nearly six hundred pupils. INFANT MODEL SCHOOL ESTABLISHED. An Infant Model School was added to the school in 1832, and this was immediately suc- cessful, the President of the Board of Control, Thomas Dunlap, saying of it in his annual report for 1834: "It has furnished an admir- a])le seminarv for the instruction of infant school teachers, numbers of whom have regu- arly devoted their time to the acquirement of practical skill in conducting these schools." Again, in 1835, President Dunlap said: ''The - origina:! Model Infant School, established by the .Controllers, continues to merit the w-arm approbation which has heretofore been ex- pressed by the Board, and in addition to its direCij-ltflity to the pupils enrolled in it, has, under the guidance of its experienced and in- defatigable teacher, been of great importance in the furtherance of the plan by the indis- pensable aid it has furnished in preparing and qualifying teachers for the same department of instruction." CONVERTED INTO A GRAMMAR SCHOOL. In 1836 it was found necessary to substi- tute in the Model School, ''an older class of females, graduates of the school, as assistants, in the places of the monitors selected from the pupils themselves," and the school became one of the grammar schools of the city, los- ing its distinctive character as a training school for teachers. JUDGE CAMPBELL'S PROPOSI- TION. In 1841, Hon. James Campbell, a noted jurist, then a member of the Board of Con- trollers, advocated the establishment of a high 153 school for girls. The following rcsohition was offered by him in the Board: — "Resolved, That a nigh School and a school for female teachers be established, to be conducted according to the plan herewith annexed: — "Resolved. That the sum of $3,000 be ap- propriated for the erection of suitable build- ings for said school, and purchasing furniture for it, and that the committee on said sciiooj be authorized to have the same erected an<l completed forthwith." The resolution was signed by Judge Cam]t- bell, Henry Leech and WilHam F. Ireland. The idea was too advanced for the time and consideration of the matter was indefinitely Philadelphia, feeling that the experience and training of the teachers of the city schools were inadequate, converted the Model School into a Normal School, in 1848. While to Massachusetts must belong the honor of hav- ing established the first State Normal School, Philadelphia is to be credited with being the first city in the United States to establish a city school exclusively for the training of teachers. FACULTY OF THE FIRST NORMAL SCHOOL. The Normal School was opened on Feb- ruary 1, 1848, with Dr. A. T. W. Wright as HON. JAMES CAMPBEl. postponed. But the sentiment in favor of higher education for girls, which was aroused by the agitation inaugurated by Judge Camp- bell, resulted, a few years later, in the estab- lishment of the Normal School. NORM.^lL SCHOOL ESTAB- LISHED. In the meantime great attention had been given to normal school training in other parts of the country, Massachusetts, in 1839, established the first State Normal School in America, and, in 1844, New York established a similar school at Albany. The need of pro- fessional training for teachers was recognized everywhere, and the School Controllers of DR. A, T. W. WRIGHT. Principal, and the following corps of in- structors:— Miss Elizabeth Jackson, Teacher of Mathe- matics. Miss Emma L. Field, Teacher of History. Miss Mary E. Houpt, Teacher of Gram- mar. Miss Mary E. Brown, Teacher of Reading. E. W. Mumford, Teacher of Drawing and Writing. D. P. Alden, Teacher of Music. The course of study was decidedly element- ary and demanded but two years for its com- pletion. Meagre as was the curriculum as <AI THE NEV? YORK PUBLIC LIBRARY L A8TOR» LfeNOX AH-D T1U)KM MVMDATIOMS compared with that o£ similar schools to-day, it was greatly in advance of other schools for girls of that period. SERGEANT STREET BUILDING ERECTED. The new school was a great popular success and the old Model School building was soon filled to its utmost capacity. To meet the increased demand for higher education, the Board of Control erected, in 1853, on Ser- geant street between Ninth and Tenth streets, a large building which it was expected would efforts of Principal Wright, who devoted him- self unreservedly to the interests of the school, the opposition never obtained sufficient strength to obstruct its progress. The labor of carrying on the school, and of adjusting it to meet pubhc needs and t!ie popular concept ion of such a school,finaliy proved too exhausting, and Dr. Wright was obliged to resign in September, 1856, He died a few years later. He was succeeded by Philip A. Cregar, who was elected on Jan- uary 13, 1857. Miss Mary E. Houpt was Acting Principal between the time of Dr. Wright's resignation and Mr, Cregar's ap- pointment. PHILIP A. CREGAR. be equal to the demands of many years to come. The school was transferred to the new building in 1854. together with the Model School, which was subsequently organized as a School of Practice. CREGAR ELECTED PRINCIPAL. Il was not to be expected that the estab- lishment of the Normal School would meet 1 no opposition. As in the case of the Central High School, there were many com- plaints that it was a needless and expensive addition to the school system, not warranted by any general demand. Mainly through the CHANGED TO A GIRLS' HIGH SCHOOL. " In September, 1859, occurred one of the most curious events in the long history of the school. It was the formal ahoHtion of the Sc1ioolofPractice,and the change of the name -of the Normal School to that of Girls' High School. The Board ordered these changes in June, and at the same time prescribed a course of study extending over three years, and including the Latin language. The cir- cumstances which brought about these changes grew out of the fact that the Model orPracticeSchool had for some time been the object of the jealous attacks of Principals of girls* grammar schools, which were in com- petition with the Model School at the semi- annual examinations for promotion to the Normal School. The Model School pupils were so uniformly successful at these semi- annual tests that the school soon threatened to outrank other schools of its grade in differ- ent parts of the city. The Principals of these schools "attributed the success of the Model School to extraneous advantages, of which they complained in a formal remonstrance, and asked leave to have its grade reduced, so as to remove it from the arena of competi- tion." AGAIN A NORMAL SCHOOL. Although the Normal School ceased to exist HI name, the Girls' High Scliool. as a matter of fact, still prepared teachers for the schools. This end was secured by permitting those who signified an intention to become teachers, to teach during the last two years ol their course. The Sectional Boards were asked to name certain of the schools under their control which they were willing to have used as Practice Schools. As this invitation was ignored by the Sectional Boards, the graduates of the High School were thus de- prived of all opportunity to obtain practice in teaching, except such as might be had within the walls of the High School itself. A year's experience with this unsatisfactory change convinced the Board of its error, and the special characteristics of the old Normal School were restored. The Senior class be- came, in effect, a post-graduate class, whose members taught in the "preparatory" or prac- tice school. With the re-establishnient of the Normal class, the school was re-named, its new title being "The Girls' High and Normal School." This name was retained until 1868, when the word "high" was stricken from the title, leaving it simply "The Girls' Normal School." MR. FETTER ELECTED PRINCIPAL. In 1865 George \Y. Fetter became Principal of the school. He was a successful grammar master of experience and a gentle- man of exceptional tact and ability. Mr. Fetter was born in Montgomery County, Pa- January 22, 1827. He was educated in the Philadelphia public schools, and at the age of nineteen began to teach, continuing as a teacher in grammar and other schools in Phil- adelphia until his election as Principal of the Girls' High School. NEW BUILDING ERECTED. L'nder his skillful management the school rapidly grew in distinction and popularity. The number of pupils annually increased, and the demand for additional facilities and a greatly enlarged scope of work became im- perative. A lot of ground was purchase<l, therefore, at Seventeenth and Spring Garden streets, and upon it was erected a magnificent .school building, complete in all its appoint- ments, the model school building of its day. The school was removed to this structure in November, 1876, the building having been dedicated with imposing ceremonies on Oc- tober 30th of that year. With the change of location came also marked changes in the curriculum of the school. This was increased to cover a period of four years, the last year being devoted largely to professional work and to practice in the practice school. Although, judged by the standards of to-day, the course of study was lacking in many professional branches, yet it was far in advance of other schools of its kind. Its course in psychologj' and theory of teaching was an extended one for that time and, in the field of English, it was far superior to others. The practice in teaching was thorough and valuable, and the effect of the work of the new school was soon felt in the elementary schools, to which it sent large numbers of teachers better qualified for theit profession than ever before in the history of the school system. Too much praise cannot be given to Principal Fetter fcr his admirable administration of the school. RAPID DEVELOPMENT. So successful was the Normal School that in little more than a decade it was found in- adequate to the demands made upon it. So overcrowded did it become as to threaten seriously to impair the efficiency of the work. From a school of nine hundred and one in 1876, it had grown, by 1890, to a school of over twice that number. From a graduating class of less than one hundred in 1876, it had a graduating class of over three hundred in 1892. Hampered by overcrowded class- rooms and overworked teachers, only the superior management of Principal Fetter saved the school from serious faikire. NEW NORMAL SCHOOL OPENED. It was clearly recognized by the Board of Public Education that something should be done to provide additional facilities for the school. It was finally determined to remove the professional features entirely from the academic work and to establish in separate ]>uildings a Girls' High School and a Normal School. A lot was secured at Thirteenth and Spring Garden streets, and upon this was erected a fine granite building, which w^as completed in 1893. ^^^^ building was dedi- cated on October 30th, just seventeen years after the date of dedication of the school at Seventeenth and Spring Garden streets. It was decided to place the Normal School and the Practice School in this building, and on November 1, 1893, ^'^^ school was opened, with George H. Cliflf as Principal. Mr. Cliflf was formerly Principal of the Camac Gram- mar School, and, later. Professor of English Composition, Rhetoric and Logic at the Cen- tral High School, and Professor of Methods in the School of Pedagogy. The work of the new^ Normal School was cast on purely professional lines. The aca- demic studies, which had been so conspicuous and important a feature of the old school, were confined to the Girls' High School, whose graduates have since been and are now the source of supply of the Normal School. Tlie gain to the community by this arrange- ment is incalculable. It is equivalent to establishing for the profession of teaching as strictly a professional school as is a medical or law school. In the course of time, when the graduates of the school are well distri- buted in the schools, the full influence of this important educational advance will be felt in the connnunity. A GRADUAL ADVANCE. Fully to appreciate the great advance made by the establishment of the new Normal School, it will be only necessary to compare the courseis of study at different periods of its history. As has been seen, the curriculum at the beginning (1848) embraced only the studies but little beyond the elementary school, mathematics, granunar, history, read- ing, writing, drawing and music. Profes- sional training was secured through actual ex- perience in teaching and the more or less sys- tematic assistance of the experienced teachers of the school. Later, the last year of the course was mainly given over to this practice, while the theory was propounded by the head of the practice department. In 1876, when tlie school occupied the building at Seven- teenth and Spring Garden streets, the course in the final year had psychology strongly en- trenched, and the theor}' of teaching occupied a conspicuous place among tlie branches of study. Emphasis was still laid upon prac- tice, however, and the School of Practice was themain reliance fordeterminingtheeducation of the teachers. Side by side with this purely professional work were geology, logic, arith- metic, composition and rhetoric, elocution, natural philoso])hy, astronomy, trigonometry. iCu academic studies, which took up the greater part of the time. Soon, however, history of education made its appearance in the curii- culum,then methods of teaching the element- ary studies, and then the kindergarten phi- losophy. In the meantime, psychology was given more attention and school management was dealt with theoretically as well as practi- cally. Thus, notwithstanding the fact that academic studies were taken up in the last year of the course, the purely ])rofessional studies were found coming to the fore and driving the others back to the first years of the course. It only needed the separation of the professional course from the academic to make the divorce between the two complete in name as it had been virtuallv in fact. PRESENT COURSE OF STUDY. The course of studv in the new school em- braces in the first year, educational psychol- ogy; methods of teaching the elements of knowledge, (a) language, (b) number and form, (c) natural objects, (d) facts in human life, etc.; school economy, methods of teach- ing botany, zoology, arithmetic, reading, music, modeling and drawing, sewing, gym- nastics and physical culture, philosophy of the kindergarten and woodworking. During the second year, the course is as follows: Phi- losophy of education, history of education; methods of teaching physics and chemistry, language and literature, history; observation and practice of teaching in practice school, educational reading, with discussions; educa- tional investigations. A SPLEXDID BUILDING. From this brief outline it will be seen that the school has a course of study, which, for breadth and thoroughness, has no superior. Nor are the facilities for its carrving out less comprehensive and complete than the course itself. The Normal School building is finely adapted to its special purpose. It is mas- sively constructed of granite with courses of Indiana sandstone, the effect being s handsome. It is four stories high dimensions are 178 by 150 feet. It a magnificent assembly room capable ing nearly 1,400 persons; a handson or lecture room that will seat over sons; a large gymnasium, 88 by 56 physical laboratories, two chemica tories,a natural history laboratory an library room, all fitted up in the i proved style. There are also eight rooms for Normal students, and sixt rooms for the practice school and ki ten: a lunch room in the basement dents, and another in one of the upp< for teachers. On each floor are rooms for teachers, and the general a< (lations for students are complete J venient. In the basement, which is well lighted, there is a large room fit! a manual shop, also one for a modeli for the school of observation, and an< a play room for pupils of this Mode! Besides an excellent general eq each department has elaborated in ; way. Thus the department of bot zoology is superbly fitted with tables f< experimental work and investigatic the rooms and corridors are lined w filled with illustrative material. Eacl^ is provided with a high and low--pow< scope and a dissecting microscoi less complete are the laboratories ol and chemistry, which occupy two « rooms on the third floor. In the dej of methods are maps, books and oth ances, and the department of psych also provided with illustrative materia as experimental devices. The wood department, too, is completely e while the department of kindergartei ophy is abimdantly supplied with mai its use. Neither time nor thought 1 spared by the army of devoted teacl the energetic committee to make th ization of the school entirelv efiicien purpose. 162 THE REN? YO^K^ PUBLIC U!JBART A BRIEF SUMMING UP. In his annual report for 1893 Superintend- ent Brooks summed up the growth and work of the school as follows: — "The school opened February i, 1848, with 106 pupils and 7 teachers, including the Prin- cipal. In 1865 it contained 270 pupils and 10 teachers. Since that time the most remark- able increase in numbers has been made that can be found in the history of any normal school in the country, wath the possible ex- ception of the one in New York. In 1893 i^ contained 1,775 pupils, with 52 teachers. Since its establishment, 6,140 pupils have graduated. The whole number of pu]Mls who have attended is 12,710, and of that nunil)er nearly 5,000 have been engaged in teaching in the public schools of the city. At the pres ent time over 2,400 of the teachers in Phila- delphia are graduates of the school, including a large majority of the women Principals of the citv." Since the above paragraph was written there have been graduated from the new school 629 students, and of these about one- half have already received appointments in the elementary schools. The number in attend- ance in the normal department is about 700 and in the practice department about 450. The faculty at present numbers 47 teachers, including the Principals of the normal and practice departments and their assistants. Already the building is over-crowded and means must be provided in the near future for its extension or its efficiencv will be seriouslv impaired. Each course extended over a period of three years. NEW GIRLS' HIGH SCHOOL. With the opening of the new X^ormal School, in 1893, ^ ^^^v curriculum was for- mulated by Superintendent Brooks and adopted by the Board of Public Education for the Girls' High School. It embraces three distinct courses, a general course, a classical course and a commercial or business course. MR. FETTER'S RESIGNATION. In June, 1894, the cchool sustained a great loss in the resignation of the Principal, George W. Fetter, who for nearly thirtv years had administered the affairs of the school wisely and well. In his resignation the pub- lic school system of Philadelphia sustained no ordinary loss. Men such as he are few% ard he left the service with the respect and est?em not only of the thousandsof youngwomenwho had passed through the school during his ad- ministration, but of the Board of Public Edu- cation and all with whom he had been associ atjed in school work. DR. WIGHT ELECTED PRINCIPAL. Mr. Fetter's successor is Dr. John G. Wight, an educator of high reputation, who was elected Principal in the summer of i8q^, and has since conducted the school with marked success. DR. WIGHT'S ADMINISTRATION. A literal system of marking class recitations and test examinations was adopted in 1894. During the same year the classical course was modified to mak^ it more distinctively a col- lege preparatory course, and the business course was slightly altered to make it meet the requirements of a strictly business educa- tion. In 1895 ^1^^ previous crowded condition of the school and of class sections was very considerablv relieved by the establishment of a branch school for the business department in the Odd Fellows' Building, at the southeast corner of Broad and Spring Garden streets. This annex is in charge of Miss Emily L. Gra- ham, who is the head of the business depart- ment. 165 To facilitate the working of the school the teaching force was organized into depart- ments, in 1895, ^"^1 ^ teacher was designated as the head of each. In 1896, the general course was extended from three to four vears, and the title of busi- ness course was changed to commercial course. It is believed that within a year or two it will be absolutely neccssarv to erect an ad- ditional building for the Girls' High School. In such an event the edifice will probably l)e located in another section of the city for the convenience of the pupils. FACULTY OF THE NORMAL SCHOOL. The faculty of the Philadelphia Normal School for Girls is constituted as follows: — George Howard Cliff, A. M., Principal, and Professor of the Philosophy of Education. Margaret S. Prichard, Teacher of Psychol- ogy- Sydney T. Skidmore, A. M., Professor of Physics and Chemistry. Grace E. Spiegle, Teacher of Physical Training. Mary A. Campbell Teacher of Drawing. Mary E. Dwier, Critic Teacher. Pauline W. Spencer, Teacher of Literature and History of Education. Anna W. Williams, Teacher of Kindergar- ten Philosophy. Sophia W. Burmester, Teacher of Methods. Elizabeth S. Tait, Teacher of Methods. Anna \V. Cheston, Teacher of Music. Helen Baldwin, Teacher of Reading. Fannie Patton, Teacher of Sewing. Lucy L. W. Wilson, Teacher of Biology. Elizabeth N. Woolman, Assistant, Depart- ment of Phvsics and Chemistrv. Adeline F. Schively, Assistant, Department of Biology. M. Louise Nichols, Assistant, Department of Biology. R. Winifred Blake, Assistant. Department of Physical Training. Marv P. Harmon, Teacher of Ps «- Lucy C. Gendell, Assistant, Depa Biology. Bertha L. Bartlett. Assistant, Di of Physical Training. Elizabeth P. Tawresey, Assistant ment of Drawing. Linda M. Whitaker, Assistant, D< of Phvsics and Chemistrv. Mary C. Peacock, Assistant, D< of Phvsics and Chemistrv. Anne L. Turner, Assistant, Depa l^hvsics and Chemistrv. Caroline L. Pratt, Teacher of W ing. AHce H. Beckler, Assistant, Depa Biology. C. Geraldine O'Gradv, Teacher c garten Philosophy. A. H. Hall, Principal of the Schc servation and Practice. Maria P. Ryan, Assistant, School vation. Lily Lamborn, Assistant, School vation. Margaret M. Perkins, Assistant, Observation . Annie C. Eaton, Assistant, Scho servation. Emma C. Harte, Assistant, Scho servation. Katharine R. Thompson, Assistai of Observation. Edith A. Turner, Assistant, Schc servation. Harriet L. Smith, Assistant, Schc servation. Margaret J. McCoy, Assistant, Observation. Hannah M. Crowell, Assistant, Observation. Lizette J. Morgan. Assistant, Schc servation. Anna R. (iilchrist. Assistant, Kinc Rebecca \'anHaagen, Assistant, garten. 166 B8 I THE NEW YORK PUBLIC L; 'RARY ASTOR, LENOX AND TLLDSpA FOUNDATIONS Helen Grice, Assistant, Kindergarten. Elizabeth O'Neill, Assistant, Kindergarten. Grace White, Assistant, Kindergarten. Mary P. Farr, Assistant, Department of literature. Alouise C. Longstreth, Assistant to the Vincipal of the School of Observation. Viola Howard, Assistant to the Principal of he Normal School. FACULTY OF THE HIGH SCHOOL. The faculty of the Girls' High School is :onstituted as follows: — John G. Wight, Principal and Instructor in Latin. Katharine A. Hoffman, Principal's Assist- iiit. Emma V. McLoughlin, Teacher of History and English. Sarah A. Edwards, Teacher of English and Physical Geography. Mary A. Kereven, Teacher of English. Louise H. Haeseler, Teacher of History. Clara J. Hendley, Teacher of Mathematics. Sophia Maffitt, Teacher of Sewing. Amelia C. Wight, Teacher of Mathematics. Louisiana T. Scott, Teacher of English. Louise Kromer, Teacher of Physiology and Hygiene. Margaret Sproul, Teacher of Mathematics. Ada V. Hubbs, Teacher of Drawling. Elizabeth H. DuBois, Teacher of Latin. Margaret S. Roberts, Teacher of English. Virginia Baldwin, Teacher of English. Helen G. Gushing, Teacher of Cooking. Mary G. Umsted, Teacher of French and Geometry. Emma H. Carroll, Teacher of Mathematics. Maude M. Verner, Teacher of Drawing. Mabel Church, Teacher of Drawing. Imogene C. Belden, Teacher of Cooking. Emma L. G. Thomas, Teacher of English. F. Irene Steele, Teacher of EngHsh. M. Ella Lyndall, Teacher of Zoology. Mary N. Weatherly, Teacher of History. John H. Humphries, Teacher of Latin. Mary C. Geisler, Teacher of Mathematics, Jessie Dalrymple, Teacher of Elocution. Evaline Young, Teacher of Physical Exer- cises. Miriam Kuhn, Teacher of Physical Ex- ercises. Eva Dilks, Teacher of Latin. Elizabeth W. Massinger, Teacher of His- tory. Clara Seidensticker, Teacher of German. Ida A. Keller, Teacher of Chemistry. Blanche Baldwin, Teacher of American History. Emma L. Newitt, Teacher of English. Georgina H. Carruthers, Teacher of Chem- istry. Anna M. Breadin, Teacher of Mathematics. Mary S. Berry, Teacher of Physics. Mary D. Grififith, Teacher of Physics. Caroline Gaston, Teacher of Latin. / Lucy Lewis, Teacher of Chemistry. Sally H. Delano, Teacher of Latin. Dency M. Barker, Teacher of Physics. Carolyn Grambo, Teacher of Botany. Catharine Suydam, Teacher of History. Gertrude Manship, Teacher of English. Clementine Dalcour, Teacher of French. Emilv L. Bull, Teacher of Latin. Beulah W. DarHngton, Teacher of Latin. Frances Palen, Teacher of Latin. Sarah H. Groff, Teacher of Latin. Lois M. Otis, Teacher of Botany. Anna W. Cheston, Teacher of Music. Emily L. Graham, Assistant to Principal. C. Josephine Foulke, Teacher of English. Mary S. Holmes, Teacher of Physics, Phys- ical and Commercial Geography. Agnes H. Long, Teacher of Commercial Arithmetic. Eda May Peirce, Teacher of Business Methods and Commercial Arithmetic. Lena Klein, Teacher of Stenography and Typewriting. Mary V. Shea, Teacher of Commercial Arithmetic. Mildred B. Lamont, Teacher of Stenog- raphy and Typewriting. Henrietta C. Leypoldt, Teacher of German. Emma J. Longstreth, Teacher of History and Book-keeping. Ella C. Hilton, Teacher of Business Meth- ods. Franklin N. Close, Teacher of Stenography. Elizabeth B. Janney, Teacher of French. Elizabeth Lodor, Teacher of English and American History. Lucille Andrews, Teacher of Stenography and Typewriting. Mary Harshberger, Teacher of l^hysiology and Commercial Arithmetic. Marie A. Depue, Teacher of Elocution and Algebra. Mary B. McMullan, Teacher of Latin and French. Bertha C. Yocum, Teacher of Zoology. EmiHe Beaudoux, Teacher of French. Ada B. Curtis, Teacher of Mathematics. Anna O. Goepp, Teacher of German. Emilie R. Patton, Teacher of Commercial Arithmetic and Penmanship. Avarene L. Budd, Teacher of English and Business Forms. FORMER TEACHERS OF THE HIGH AND NORMAL SCHOOLS. The following is a list of the teachers of the Girls' High and Normal Schools since 1848, barring those of the present faculties: — A. T. W. Wright, 1848-55. Elizabeth Jackson, 1848-49. Emma L. Field, 1848-49. Mary E. Houpt, 1848-66. Mary E. Brown, 1848-55. E. W. Mumford, 1848-52. D. P. Alden, 1848-49. Anna Vanarsdalen, 1849-50. Mary E. Tazewell, 1849-61. George Ringsley, 1849-52. Renee X. Townsend, 1851-66. Martha H. Rogers, 1851-62. W. M. Fenney, 1852-54. John Bower, 1854-56. Mary M. Spackman, 1855-57. PhiHp A. Cregar, 1856-64. Thomas Bishop, 1856-59. Matilda C. Barns, 1857-84. Marian Ash, 1859-66. Anna B. Duff, 1859-69. Josephine Johnson, 1859-65. Henrietta Thomas, 1859-66. Mary H. Henderson, 1859-64. Caroline Price, 1861-63. Mary F. Ely, 1862-67. Mary E. Durnett, 1863-66. (ieorge W. Fetter, Principal, 1864-9* Cornelius Everest, 1864-85. Mary E. Tazewell, 1865-66. Lavinia Whit taker, 1866-70. Sarah A. Walker, 1866-72. Ella Buzby, 1866-67. Sarah W. Smith, 1866-84. Mary C. Dickes, 1866-75. Gertrude Murdoch, 1866-68. Elizabeth W. Dickson, 1867-80. Lydia F. Hamor, 1867-72. Emma E. Geiselman, 1868-71. Lelia E. Pat ridge, 1868-74. Rebecca R. Bennett, 1869-73. Margaret S. Rodney, 1870-75. EHza C. Bower, 1871-78. Elizabeth A. Brown, 1872-78. Mary Fisher, 1872-90. Anna M. Fullerton, 1873-80. Clara R. Phillips, 1874-77. M. Maria Underwood, 1874-80. Susan R. Mitchell, 1876-77. Elizabeth Dornan, 1876-82. Abbie A. Hinkle, 1876-77. Emily J. Walters, 1876-78. Mar\' McCurdy, 1876-80. Francis D. Moore, 1876-80. Eleanor Worthington, 1876-79. Elizabeth P. Watson, 1876-79. Kate S. Hershey, 1877-83. Ida E. Lever, 1877-86. Lillie W. Hemphill, 1877-80. Lydia F. Hamor, 1877-88. Anna C.Walsh, 1878-83. Caroline W. Greenbank, 1878-82. Jane C. Wylie, 1878-86. Clara A. Burr, 1879-82. 170 Is II THE HEW TOR^ , PUBLIC LIBRAKT | Emma T. Mann, 1880-83. Emily S. Dinnin, 1880-85. H. Kate Murdoch, 1880-85. Lydia A. Kirby, 1882-83. ^ Elizabeth H. Greenbank, 1882-86. Mary Wright, 1883-90. Elizabeth V. Blodget, 1883-84. Hannah M. Cheyney, 1885-89. Marcia Wilson, 1885-90. Ella Buckman, 1886-88. Caroline E. Spencer, 1886-88. Helen M. Spring, 1887-91. Mary E. Driver, 1888-93. Blanche T. Peirce, 1888-90. Margaret J. McVeagh, 1888-90. Helen A. Wilder, 1888-92. Sarah A. Stewart, 1888-89. Isabella M. Wilbur, 1889-95. Leah W. Steer, 1889-90. Clara P. Peeler, 1890-95. Emily Paige, 1890-91. Gratia Cobb, 1891-92. C. Stockton Gaunt, ]\I. D., 1893-94. Emilie Klaisi, 1893-96. Mary E. LaForge, 1893-94. Elizabeth ^FcCandless, 1893-94. 'Mary E. ^lumford, 1893-95. Anna K. Collins, 1894-95. * Teachers in the new Normal School, Thirteenth and Spring (iarden streets. '7.' CRDRGF, H. CI.IFK, George H. Cliff. Principal of tlie Pliiladel- phia Normal Scliool for Girls, was horn at Tobyhaniia, Pa., May 3, 1859. He was edu- cated in the public schools of Phiiadelpliia and was graduated from the Central High School with the highest honors of his class, in June, 1878. He began the study of law, but in order to secure the funds necessary for the further prosecution of his studies, he took up teaching as a temporary expedient. His first school was at Wallintrford. Pa. A term's work demonstrated his ability as a teacher, the Wallingford school in Mr, Cliff's brief period of service achieving more than a local reputation. Mr. Clifif was appointed Principal of the Caniac Grammar School in 1881, the Board of Public Education suspend- ing its rules to confirm his election, he lacking the prescribed three years' experience for such a position. In 1884 Mr. Cliff was jtromoted to the Cen- tral High School, becoming at first the Pro- fessor of Higher .Xrithmetic and Mensuration and subsequently filling the chair of Rhetoric and Logic. In 1890 when the School of Peda- gogy was organized he was selected to take charge of the department of methods. In May, 1893, he was unanimously elected by the Committee on Normal School of the Board of Public Education to the jiosition of Principal of the Xormal School, the present building of which was then in course of erec- tion. Mr. Cliff did not abandon his determination to he a lawyer until some time after his elec- tion to the High School position, and for some time pursued his legal studies, although he was never admitted to the bar. He has had considerable experience in joumahstic work. He is a member of the University Club, the Educational Club, the American Academy of Political and Social Science, the National Educational Association, the Teachers' Insti- tute of Philadelphia, the Historical Society of Pennsylvania, the Pennsylvania Society of the Sons of the Revolution, the Con- temporary Club and the Geographical Cluh. The Xormal School, under Mr. Cliff's man- agement, has achieved exceptional success, and has already sprung to the front rank of normal schools in thiscountry, being without a rival in nianypoints of equipment and method. The school's success is due not only to the fact that Mr. Cliff is an energetic organ- izer and that the times were propitious for a successful educational movement in Philadel- phia, but also and more especially to the fact that he has a keen, intuitive sense of what is good and worthy of his energies. DR. JOHN G, WIGHT. Dr. John G. Wight. Principal of tlie Girls' High School, was born in Gilead, Oxford County, Me., March 2, 1842. At the age of twelve years he removed to Gorhani, N. H. His earlier education was received in the com- mon schools, with a few terms in private schools. He was fitted for college at Gould Academy, Bethel, Me., and at the Maine State Seminary, now Bates College. Lewiston, He graduated from Bowdoin College in 1864. In the fall of that year he read law for a short time at Lancaster, N. H., and during the following year continued his legal studies while teaching. In the spring of 1865 he was an assistant teacher in Bridgeton Academy, North Bridgeton, Me., and in Mayof the same year was called to a similar position in Coop- erstown Seminary, at Cooperstown, N. Y. In the fall of 1867 he was recalled to Bridge- ton -Vcademy as Principal, and in 1870 returned to Cooperstown as Principal of Cooperstown Academy and Union School, a position he held for over twenty years. In 1890 he was elected Principal of the Worcester High School, at that time the large;t mixed high school in New England. He was chosen Principal of the Girls' High School in 1894. In 1887 he received the degree of Doctor of Philosophy from Hamilton College. For a period of thirty years, during which time Dr. Wight has been Principal of a secondary school,* his professional duties have been essentially e.\ecutive and supervis- ory. During nearly all this time, however, some actual class-room instruction has been given by him daily, his favorite branches being Latin and mathematics. Decidedly literary in his tastes, Dr. Wight has always been a student and passionately fond of reading, especially of reading books that are but little read. He has been a more than ordinarily close student of Shakespeare. His literary work, while not extensive, has found acceptance in educational and other periodicals, and includes papers rea{l before •The letm "secondary school," in Ihis sketch, is not used in ihe loeat sense, as it invariably is elsewhere in the book, but In its broader meaning. It here indicates an academy or high school. educational bodies and several lectures on literary and biographical themes. Dr. Wight is an active member of various educational organizations, among them the Head Masters' Association, crmposed of the Principals of about sixty secondary schools, chiefly in the Eastern and Middle States, whose annual meetings are held successively in Boston, New York and Philadelphia. In 1882 Dr. Wight was secretary and treasurer of the Inter- Academic Literary Union of New- York State, a society representing over three hundred secondarv schools of that State, and the succeeding year he was its president. He belongs to the Masonic Ore the Grand Army of the Republi served for a year in the navy during War. The following, relating to Dr. Wi close of his residence in New Yorl from ^'Reminiscences of Cooperst Elihu Phenney, Esq.: "As a schola poHshed and exact; as an instru equipped for his high calling l)y e: acuteness of intellect, by generous ance with belles-lettres, by a justl inating taste, by sound literary and, perhaps chiefly, by a more tha diligence.'' 170 1 8 TIIK Ni;\V YOUK i'I|{].I<' l.ll'.UARY U The Manual Training Schools A manual training school, the one now known as the Central Manual Training; School, was estabHshed in 1885, in a building at the corner of Seventeenth and Wood streets. Its organization was the result of years of agitation on the value of industrial training as a part of the public school sys- tem, and it has abundantly fulfilled the high- est expectations of its founders. As far back as 1875 the subject of the in- troduction of manual training was brought to the attention of the Board of Public Edu- cation by the then President, M. Hall Stan- ton, but the first definite action looking to- ward the establishment of a manual training school was taken in 1884. In bis annual re- port, presented at the beginning of that year, President Steel said: — "The interest with which the subject of manual training instruction is regarded by the members of the Board may be said to be fully shared by the community, and it cannot be doubted that the time has come for the Board to take the initiative step which must be made by it, and submit to Councils an esti- mate of the cost for such a school as Phila- delphia should possess." After the reading of the report, Isaac A, Sheppard offered the following resolution, which was adopted: — ••Resolved. That that part of the Presi- dent's report which refers to the erection of a High School building, with adjoining build- ing-s and equipments for an industrial school, be referred to the Committee on Property, to make a general estimate of the cost of such buildings and equipments, for the purpose of including the amount in the schedule of esti- mates to be furnished Councils this year." At the meeting in April, 1885, on motion of Richardson L.Wright, a Committee on the Manual Training School was appointed. This committee consisted of Isaac A, Sheppard, James S. Whitney. Andrew M, Spangler, James Freeborn and Edward Lewis. LIEUTENANT ROBERT CRAWFORD. OPENING OF THE SCHOOL. In September, 1885, the schoolwas opened, with one hundred and thirty-two pupils. Lieutenant Robert Crawford, of the United States Navy, Superintendent of the mechani- cal department of the Spring Garden Insti- tute, was chosen director, and William L. Sayre, Principal of the Vaughan Gram- mar School, Principal. Their titles were af- terward changed to principal and vice-princi- pal, respectively. LIEUTENANT CRAWFORD'S OBSERVATIONS. In 1887, Lieutenant Crawford was ordered by the Secretary of the Navy into active duty, and Mr. Sayre was elected Principal. Much credit for the auspicious beginning made bytheschool is due to Lieutenant Craw- ford. The conclusions as to tlie educational value of manual training reached by him at the end of the first few monthsof the school's existence have been shared by nearly all who have watched its progress, and who nn<ler- stand its work. The result of his observation led him to write of the system as follows: — "First. — That it relieves school life of much of the tedium incidental to purely men- tal effort; that the alternation of hand with head work makes them mutually restful and beneficial. "Second. — It gives the pupil a clearer con- ception of the purposes of education, and of what really constitutes it. "Third. — It teaches habits of accuracy, in- dustry and physical activity: dignifies and elevates labor, develops the creative and be- gets a feeling of confidence and independence based upon the conscious possession of use- ful, practical knowledge. The history of the school has been one of steady progress. At the Paris Exposition it was awarded a gold medal for having the best American exhibit of manual training, and at the request of the French Pedagogic Mu- seum, the Board of Public Education donated the exhibit to them. An exhibition of the work of the pupils, in June, 1890, inaugurated a custom which has since been observed annuallv. NORTHEAST SCHOOL OPENED. The increasing number of qualified appli- cants for admission to the Manual Training School necessitated the establishment of a second school, and the Xortheast Manual Training School was opened, in a building on Howard street below Girard avenue, tember 17, 1890. It was at first ui same management and the same prii the Central School, John W. Meyer of English literature, being placed h of the new school, with the title of V cipal. In 1892 Dr, C. Hanford Heoc teacher in the Central School, was Principal of the Northeast School. COURSE OF STUDY REVIS In 1893 a joint meeting of the cot on the two schools was held to con; revision of the curriculum, and to ft a post-graduate course, which wou JOHN W. MOVER. consistently continue the under-, work tiian a course suggeste<i the ; vious. As a result of this conferei changes were made in the under-: curriculum. and the post-graduate c< improved. The Manual Training Schools we sented at the annual meeting of the Training Teachers' Association (an t tion that was an outcome of the Wo ucational Congress), which was heli city July 17-19. 1894, when teacher Philadelphia Manual Training Scho papers and took an active part in th sions that were held. THE IJEV.' y:jVK pUBtlCl "••R^ 4SrOR. LENOX AND WJJBH FOUNDATIONS SCHOOL BUILDINGS LMPROVED. In 1895 ^^ annex to the Central Manual Training School, containing four well-lighted rooms, was completed, and an annex built in 1886 was remodeled. The same year an addition was built to the Northeast School, to take the place of a small south wing. The curriculum in both schools was added to in 1895 ^y the introduction of French as an option with German, and the extension of both languages to the first year. MR. WILLARD^S ELECTION. In 1896 Dr. C. Hanford Henderson re- signed as Principal of the Northeast School, his resignation taking effect July ist. A suc- cessor was chosen in the person of James Monroe Willard, who at the time of his elec- tion was Supervising Principal of the Ger- mantown Combined School, and who entered upon the duties of his new position in Sep- tember. Both schools are now in a most prosperous condition, although they are hampered by a lack of proper accommodations. The man- ual training movement is constantly receiving fresh impetus from the success of the Phila- <lelphia schools. OBJECTS OF THE SCHOOLS. Lest the scope of the Manual Training Schools should not be fully understood, it niaybe stated that they are not trade schools, although in them the principles that under- lie all trades and occupations are taught. They are high schools, in that they afford an opportunity to students to pursue a High School course in literature, science and math- ematics, but there is added to this a most thorough course in drawing and in the use and application of tools in the industrial arts. The object is the training of all the faculties. COURSE OF STUDY. The course of study embraces five parallel lines, as follows: — First. — A Course in Language and Litera- ture, including the Structure and Use of Eng- lish; Composition, Literature, History, Econ- omics and German or French. Second. — A Course in Science and Applied Mathematics, including Geology, Physics, Chemistry, Physiology, Economic Botany, Mechanics, Steam Engineering, Applied Elec- tricity, Mensuration, Book-keeping and Sur- veying. Third. — A Course of Pure Mathematics, in- cluding Arithmetic, Geometry, Algebra and Plane Trigonometry. Fourth. — A Course in Freehand, Mechan- ical and Architectural Drawing, Designing and Clay Modeling. Fifth. — A Course in Tool Instruction, in- ichixJiug joinery, pattern-making, wood-turn- ing, ;wood-carving, forging, soldering, mould- ing and casting, vise-work (chipping, filing and fitting), and mechanical construction. FACULTY OF CENTRAL SCHOOL. The Faculty of the Central Manual Train- ing School consists of the following: — William L. Sayre, A. M., Principal. Edward S. Zieber, A. M., M. D., Teacher of Mathematics. Lino F. Rondinella, B. S., M. E., Teacher of Constructive Drawing. Herbert C. Whitaker, Ph. D., Teacher of Mathematics. Edward A. Partridge, B. S., Teacher of Physics. Gerrit E. H. Weaver, A. M., Teacher of History and Economics. Albert Paul Willis, Teacher of Freehand, Architectural Drawing and Designing. Robert H. Bradbury, A. M., Ph. D., Teacher of Chemistry and Natural History. James H. Donnelly, A. B., Ph. B., Teacher of English Language and Literature. 183 Walter Koenig, Ph. D., Teacher of Ger- man. M. A. Grillon, Teacher of French. Louis Sayre, Teacher of Natural Science. Albert B. Entwistle, Teacher of Joinery, Turning and Parquetry. George Astley, Teacher of Moulding, Smithing and Ornamental Iron Work. J. Logan Fitts, Teacher of Chipping, Filing and Fitting. Vincent A. Clarke, Teacher of Construct- ive Work (Machine Tools). John B. Alker, Teacher of Pattern Making, Turning and Wood-Carving. John Brackin, Assistant in Laboratories. FACULTY OF THE NORTHEAST SCHOOL. The Faculty of the Northeast Manual Training School is composed of the follow- ing:— J. Monroe Willard, Principal. John W. Moyer, Teacher of Mathematics. John L. Stewart, A. B., Ph. B., Teacher of Literature, Historv and Economics. Lycurgus L. Ford, A. M., Teacher of Mathematics. George D. Firmin, B. S., Teacher of Natu- ral Historj' and Chemistry. George F. Stradling, Ph. D., Teacher of Phvsics. Lemuel Whitaker, A. M., Teacher of Eng- lish Language and Literature. Adolph H. Pfeil, Teacher of Drawing and Design. Charles C. Heyl, B. S., Teacher of Con- structive Drawing. George Burnham Beaman, A. B., Ph. D., Teacher of German. Hubert J. J. Bertrand, L. D., Teacher of French. William H. Odenatt, Teacher of Steam En- gineering and Mechanical Construction. William B. Gumphert, Teacher of Pattern- Making and Wood-Turning. Frank Roselle, Teacher of Smithing and Ornamental Iron Work. Jacob L. Wildemore, Teacher of Joinery, Parquetry and Wood-Carving. Thomas Ascough, Teacher of Moulding, Tinsmithing, Chipping, Filing and Fittmg. Thomas Moore, Principars Assistant. 184 WILUAM L. SAYRE. William L. Sayre, Principal of the Central Manual Training School, was born in By- berry, now part of the City of Philadel- phia, in 1840. He was ethicated in the Philadelphia pnblic schools, being ad- mitted to the Central High School in 1854. He commenced teaching in Bucks Connty in 1857, and in 1863 came to Philadelphia an<l became a teacher in the Glenwood School, Thirty-third street and Ridge avenne. He went from there to the Mantua School, in 1864, and removed to Camden in 1865. He was elected Principal of the Vaughan Gram- mar School in 1872. When the Central Manual Training School was organized, in 1885, Mr. Sayre was elected vice- principal. He was professor of drawing in the Central High School in 1886. and was elected Principal of the Central Manual Train- ing School in 1887. Since that time he has labored indefatigably to build up the school along the lines of pro- gressive e<lucational thought. He has en- deavored to arouse public interest in, and public sympathy with the manual training movement, and has been eminently successful in his efforts to make the Manual Training School of the highest practical value. The gradual eidargement of the school and the strengthening of the manual training move- ment have characterized his administration. Mr. Sayre attributes his success to hard work and a profound belief in the educational value of manual training. He is a member of the Penn Club, the His- torical Society, Educational Club and Univer- sity Lodge. F. and A. M. JAMES MONROE WILLARD. James Monroe W'iilard, Principal of the Northeast Manual Training School, was born in Northampton, Bucks Conuty, Pa. He re- ceived his early education mainly in the schools of his native county and the Central High School of Philadelphia. He began his professional career in Montgomery Connly, but soon after took charge of the Washington School in the Twenty-third Section. Two years later he was appointed Principal of the Randolph Consolidated School, without the formality of an application. In less than a year after that he was unanimously elected Principal of theForest School. Falls ofSchuyl- kill. Here an entirely new field presented itself. The work was congenial and the pros- pects of abundant success were fully realized, not only in the scores of pupils whom he sent to higher schools, but more, even, in the cul- tivation of a healthful and sympathetic senti- ment in the school itself, and in the awaken- ing of a generous spirit of co-operation and confidence on the part of the public. When, in 1880, the Principal ship of the Germantown Boys' Grammar School became vacant. Mr. Willard was urged to take the position. He entered upon the work with great ardor, and under his administration the school won a distinct position among the schools of this city. He was the first to give attention to the system of rewards and punishments, common in the schools of 6f- teen years ago. Marking, ranking, dement- ing and other forms of the vicious system then in vogue, were abolished in his school, and he devised a series of reports to parents. which have since been extensively adopted. Through his efforts a well equipped pedago- gical and reference library was added to the school. Tn 18S6 the schools of Germantown were reorganized, and about one thousand boys were placed under his direction as Supervising Principal. Thus, again, the field of his labor was enlarged, and the child of the tender years. as well as the advanced student, felt the kindly and healthful influence of his sympa- thetic nature. He was surrounded by a body of trained assistants, whose lovalty and devo- tion to their chief have rarely been equaled persons associated under similar con- Villard was twice elected President of chers' Institute of Philadelphia. He t of the founders of the Educational He became its first president and at nual meeting since he has been unani- re-elected to the position. On June 20, 1896, the Committee on the Northeast Manual Training School unani- mously recommended to the Board of Public Education his election to the Principalship of that institution. This action of the commit- tee was confirmed by the Board and Mr. Wil- lard was formerly installed in this position on September 8th, following. 187 special Schools THB WBVf YORK PUBLIC LIBRABY ASTOR, LENOX AND James Forten Elementary Manual Training School A unique place in the system of j>ublic edu- cation in Philadelphia is filled by the James Forten Elemental^' Manual Training School, located on Sixth Street above Lombard. The building was formerly used as a secondary and primary school for colored children, and owin^ to a great decrease in attendance was closed in February, 1891, only to be opened the following September for its present pur- pose. The idea of the formation of an elementary manual training school in this locality origi- nated with Miss Anna Hallowell, member of the Board of Public Education from the Sev- enth Section, who believed that if in a school so situated attractive features of educational value were to be introduced, there would he a large attendance. Accordingly, Miss Hal- lowell was appointed chairman of a special committee to organize the school. The building was thoroughly renovated and remodeled, and a corps of experienced teachers were engaged. Miss Hannah A. Fox, who was at that time Principal of the school at the House of Refuge, assumed the principalship. All the teachers were trained kindergartners. The school opened with fifty children, just about one-tenth of the number now enrolle<l. At first the attendance was Umited to col- ored children, but before the end of the first year white children were enrolled, and now only about twenty-five per cent, of the pupils are colored. The others are mostly children of foreign parentage. The pupils are of both sexes. The school follows closely the course of in- struction laid down for the elementary schools. It has all the grades of a secondary and primary school and four kindergartens. The manual training features are pursued in addition to the regular elementary studies. The boy passes from kindergarten work to the class in Sloyd. which is a Swedish system of carpentering. This work is under the di- rection of Frederick P. Porter, who is a grad- uate of the Central Manual Training School, and a most successful teacher. So attractive is the Sloyd work that boys have voluntarily remained at the school as late as six o'clock in the evening, and have then begged to be allowed to return after the evening meal. DESCRIPTION OF THE SLOYD SYSTEM. Mr. Porter has been quoted in "Woman's Progress" as follows: — "All the exercises result in a linished and useful article. It has been claimed that the making of useful articles is a defect in the Slovd system, and that more attention is paid to the selecting of an object of use than to the grading of the exercises. This is not so. The exercises are ahvavs considered be- fore the models. The true teacher of Sloyd first decides upon the exercises he wishes t(^ incorporate in a model and then searches for an object to fit them. "Principles, unless applied in a practical way, are frequently forgotten almost as soon as learned, but if they interest the pupil and impress themselves upon his mind in an at- tractive manner, the remembrance of them is clearer. The child of thirteen or fourteen years of age sees Httle value in abstract exer- cises, and is very apt to execute them in a careless and indifferent manner, merely for the sake of finishing his task. He wishes to make something, something that will be of use when finished. In order that the models mav be attractive to the child, it is necessarv that they should be objects with which he is familiar, or with whose use he is acquainted." SEWING, COOKING AXD SIXGIXC; LESSONS. The girls are taught sewing, as are also the boys in the lower grades. Both girls and boys are instructed in cooking, although it is not compulsory with the latter. A teacher of singing is present one hour each day, and conducts the vocal exercises. No effort is spared to make the school at- tractive to the children. A part of the base- ment is fitted up as a gymnasium. There is also a lunch room, where lunches are fur- nished at the nominal cost of one or two cents by the women connected with lege Settlement, a neighboring ente a charitable nature. ITS EDUCATIONAL VALI If the James Fort en School was o as a charitable institution it wou dantlv fulfill its mission, but it is no ducted, and in looking at the splen accomplished l)y it as a mission am< children, its great educational value be overlooked or imderrated. It fill distinctively its own in the public ed system. It is reaching and educatir of children that could be attracted l)y no other school. It is taking the of immigrants, many of them from and depraved homes, and is not on! them the elements of a popular e< but is training them to use their good purpose. It is, moreover, ins their young minds valuable lessons try and patriotism, and is teaching tl its of neatness, accuracy, truth and 1 Its educational value is no long tioned, as was the case when it was ganized, and bore the name of "Mi: weirs experiment." It is no longer i; perimental stage. It has demonst usefulness. It needs no apolog)\ In< time will come, and before very lonj the opinion of educators, when th ment thus unostentatiously started delphia will spread all over the coui will work a reform of almost int value. The building up of the James School has been no easv task. It accomplished only by faithful and p effort, in the face of indifference 2 ridicule. To Miss Anna Hallowell bel credit for its successful and permane: lishment. As chairman of the Board • Education's Committee on the Jar ten School, she is to-day energetical ing in the interests of the school w was instrumental in organizing and ^94 r THE K£'A' Y01--K POBUCL* RARY AMOK, UNOX AMD lUASM rOOMOATIOMS Jl U to its present condition of usefulness. To Miss Hannah A. Fox, the Principal, much n'edit is also due. TEACHERS OF THE FORTEN SCHOOL. Following is a list of the teachers of the fames Fort en School: — Hannah A. Fox, Principal. Agnes M. Fox, First Assistant. Belle Elder, .\ssistant. May A. Weidley, Assistant. ^lartha B. Donaghy, Assistant. Francis I. Dalpe, Assistant. M. Bertha Braley, Assistant. Mary B. Weild, Assistant. Margaret Heritage. Assistant. Margaret Hertfelder, Assistant. Florence L. Ingle, Assistant. Frederick P. Porter, Teacher of Slovd. Sarah M. Wilson, Teacher of Cookery. Daniel Batchellor, Teacher of Music. Mary E. Keech, Teacher of Sewing. M. Inez Cassey, Kindergarten. Florence IT. Couzzins, Assistant, Kinder- j^arten. Grace Yardley, Assistant. Kindergarten. Margaret Hulett, Kindergarten. » -' •H. 197 THE WEVJ YORK PUBLIC LIBRARY School of Industrial Art For some years prior to the establishment of the Public School of Industrial Art, the subject of the introduction of industrial train- ing in the public schools was considered, and a Committee on Industrial Art Education was one of the standing committees of the Board of Public Education. Nothing definite was accomplished, however, until 1880, when Charles G. Leland, a well-known , public- spirited citizen, placed before this committee-: a system of manual training which he had;, been instrumental in successfully introducing into schools in England. There was no appropriation for the estah- lishment of a school such as was contemplated by Mr. Leland, and the only assistance which the Board could render him was to give him the use of a public school building for the purpose of demonstrating the feasibility and practicability of simultaneously training the mind and hand of the child. Accordingly, a part of the Hollingsw^orth School building. Fifteenth and Locust streets, was devoted to this purpose. SUCCESS THE FIRST YEAR. The school w-as opened with 120 chil- dren, who came for two hours twice each week to receive instruction, having, first gained the necessary permission from the Principals of the schools wdiich they attended. The results of the first year were highly satis- factory, and the following year the Board of Public Education assumed control of the school, appointing regular teachers and plac- ing" the school on a permanent basis . STEADY PROGRESS. Each year since then has seen a steady and highly gratifying progress along lines similar to those mapped out w-hen the school was started. The growth in the number of pupils has been very marked. According to the last annual report, that for the year 1895, ^'"^^ number of grammar school pupils in attend- ance was 936 and the number of teachers re- Ceivijig instruction was 171. ■ *-lt'is authoritativelv claimed that the estab- lishment of the Public School of Industrial Art- was the first practical and successful at- ieniJpt made in Philadelphia or elsewhere to incorporate manual training as an integral branch of common school education. Other cities established manual schools, with fixed prices for instruction, before Philadelphia took up the matter at all, but the first system of free industrial training, successfully planned and carried out, is to be credited to this city. SYSTEM OF INSTRUCTION. As stated bv the Director of the school. "The fact that we tried seventeen different methods of hand-work proved the earnest- ness with which we struggled w^ith the prob- lem of hand-training in the public schools. The mechanical methods had to go, one after the other, after trial in various directions. Only after striving and struggling up above the use of instruments of precision, rules, compasses, mechanical methods, etc., could we recognize their futility in developing the mind, judgment, the eye and the hand. Only by trying and testing the old methods 201 and thus proving their fallacy did we emerge into the light of better ways. Flat copies, feeble art methods, abuse of geometric forms and blocks, false, artificial and unnatural svs- tems devised for money-making purposes, were tried and proved wanting. A number of trade processes were tested with similar results, until we actuallv, and bv experience, came down to fundamental facts, and on these have built up a system, reasonable, feasible, without great cost, perfectly adapted to all grades, from the Kindergarten to the Univer- sity: a system that can be applied without friction to everv kind of educational institute, only limited to the capacity of the individual; a system governed by natural law, working with the absolute precision of nature itself: a system that unfolds the capacities of the children as unfolds the leaves of flowers: a system that teaches the pupils that they are in the plan and part of life, and enables them to work out their own salvation on the true lines of design and work as illustrated in every natural thing/' "What is manual training?'' To some it means an exercise for muscles, like gymnas- tics, and to others a process of making boys merelv handv; others think it a wav of teach- ing trades to children, and nearly all confound it with mechanical training and suppose a drill is necessary in sawing and planing, chip- ping, filing, wood-turning, plumbing, etc., very few dissociating it from the use of ma- chinery and from slow, tedious, trade proc- esses, or dream that it has anything to do with women and girls. Manual training for the education of indi- viduals cannot be obtained by mechanical pur- suits similar to carpentry, plumbing, chipping, filing, etc. ^lanual training is not a matter of sim])ly doing different things: it is the intel- ligent selection of modes from the many operations and pursuits most suited to pro- duce the effect desired. Swinging duml)-l)clls or pushing a plane or saw ])roduces muscles, but it does not retpiire the constant use of the intellect: the thinking powers are not increased in ratio. There are many ( then, more fit for our purpose. V select for manual training purposes, ^ methods that in addition to giving activity, will exercise the peripheral tools of the sense. It includes all processes that train cles and the mind to work in harn some of its applications it gives skil ing boardsand shaping iron; but just mately does it make the hand cu dissect a nerve, to engrave an et to finger a violin. And as no schoo ual training is obliged to teach anal graving and music, so no school of nnist necessarily teach joinery or and filing. What it must teach is t! esses that will make the pupil mus< ready to begin any kind of work w grown as arithmetic and geography i mentallv readv. Those who believe processes are inseparable from the u; and hammers have not looked all ai subject. At the Industrial Art Scl would find a dexterity taught, no directlv toward this or that trade, b Iving success in any of the two hur forty trades. AIM OF THE SCHOOL The aim of the school is the devek the perceptive and creative faculti whole individual, and the trainin muscles into facile dexterity; accustc pupil to the evolution of original form, and giving the power to exec ideas in anv material. *Tn all this training the individua of the child is called into play. Th* artificial aids to the result. Xo marl struction lines, no rulers, no caliper ployed; only the mind, the eye and t THE PUPILS. Two pupils from every division c mentarv schools arc given instruct: 302 THE HEW YORK PUBLIC LTP-RART AMOR, LENOX AMD il Art School, they being excused one n of each week from their own The hours of instruction are from .30. •en the hours of five and six each day, : children are dismissed, public school take their places as pupils. The for teachers are elective. They are I voluntarily, and the classes are :rowded. A SPLENDID TRIBUTE. iportance of this school in the estima- ducators outside of Philadelphia may d from the following extracts from an )y W. N. Hailman, Superintendent of chools, Washington, D. C. : — ng the Exposition at Chicago, one of f delights was the discovery of this * * * I had passed from school to evervwhere I had found the'StercO- )nventionalism, everywhere the -same ling endeavor to subject art which is : and freest life to arbitrarv formal- rywhere the pupil's gaze turned to so- les and legitimacies, instead of search- the laws that live in his own soul, ere the same ruthless efforts to tie the land with arbitrary mannerisms, in- [ liberating conditions that might is ideas and ideals to live themselves )on some recording surface or into Stic material. From booth to booth 3ne and had seen the walls plastered h weak imitations of the thoughts or dits of some svstem-maker until mv \\ sick with the musty odors of dark- decay, when at last the display of the this school burst upon my weariness, me to me as a reproach and prophecy, ch for my despondency, a prophecy eureka. Here there was not a stroke that (lid not embody a complete clearlv elaborated in the learner's Every achievement rested upon the personal experience and seemed consciously related to some spontaneous pur- pose that had had its birth and growth in the pupil's heart. In the light of their handiwork the students had explored the contents of their own minds, judging at every step the value of their work by criteria grown on the soil of their own experience and lifted into consciousness by their own efforts. At every step I saw them intently and yet without strain gaining at the same time clearer com- prehension of the object of their work and greater confidence in their powers of accurate, lucid self-expression. And this seemed to be managed so adroitly by the school, and with such clear-visioned consistency and unfailing respect for the learner's thought, that weari- ness of spirit and the rebellious desire to be let alone, so common in the traditional school, could not enter here. "In the ordinarv school, which labors to force all minds into the same arbitrary molds •'of trslHitional mediocrity, the teacher is for- evef dictating, directing, holding up effete patterns and obsolete ideals that have no vital meaning in the life of the child, forever re- inforcing his efforts with books and charts, systems and formulas, recipes and dogmas, never affording the learner an opportunity to become acquainted with himself and to gain the conviction that there is within him a life teeming with possibilities far beyond the reminiscence of past and the incongruities of foreign attainments. "In this school as I saw it at the Exposition this was not the case. Here the pupil seemed to lead. He fairly felt himself growing. New- revelations of his power came to him at every turn. He lived himself into confidence in his own power to think and to express thought. Whereas theordinarv traditional school is ever busy in dryest exercises to establish detached automatisms as to how to do this and how to do that, directing the child's chief attention to the mechanism of himself, the automatisms of the required work were here so closely tied up with the pupil's thought and purpose that they took care of themselves, growing w^th 205 the growth of thought and purpose, leaving the child free to devote himself wholly to these most important things. ''Elsewhere, I had seen the child weighted down with cubes and balls, with cylinders and cones, with lines straight and curved, parallel and diverging, loading himself with weari- some definitions of these thingfs or investing them with an unhealthy mysticism in ac- cordance with a sadly perverted reading of Froebel's thought; here I found practical comprehension and free control of these things, attained without weariness and sup- pressed sorrow, a loving application of Froebel's living thought; cubes and cylinders, squares and circles becoming familiar friends through the service they gave in the expres- sion of thought and in the achievement of purpose. Here I saw the so-called principles of parallelism and perpendicularity, of radia- tion and balance, of circle and involute, of per- spective and shadow, discovered by the chil- dren in the needs of their own souls, clearly put forth and thoughtfully applied in spon- taneous work, shining in the lucidity of an art rooted deeply in the child's own con- tinuously growing experience, vitally con- nected with his every interest and line of study, fed by every other subject of instruction and establishing in the child's organic self the in- come of all these subjects; an art which is capable of enhancing the utilities of life by clothing them in beauty, capable of rendering the materialities of life lucid with their recog- nized latent spiritualities, capable of weaving^ into the now and here the life-ideals that come to us from the past or are brought to us from afar, not in servile imitation, but in free as- similation and development. Here I saw the promise of a new descriptive art, stimulating observation and discovery, inviting to the study of the inner reasons of outer form, re- vealing the deeper laws and conditions of our environment. Here I saw the proff new creative art, shall I say of a truly and specifically American art, in full ance with the subjective needs and asj of this new nation, free from Egypi Persian petrifactions, from Japanese ties, from French frivolities and pes free from all that is extraneous and e art which is not meant to tickle the dissolute, but to sustain the earnesi does not revel in the bizarre, but st reveal the unity of the true and the b of joy and vigor; an art which does i man into the bogs of self-indulgence, him to the heights of self-assertion in vice of holiest ideals. '"I congratulate this beautiful citj proud distinction of being the home a school. I congratulate the nation i fact — significant in its coincidence — City of Brotherly Love, from which claimed our national independence, generously preparing to secure for u independence in the realms of art." FACULTY OF THE SCHO( The faculty of the Public School c trial Art is constituted as follows: — J. Liberty Tadd, Director. Herman Uhle, Instructor in Woe ing. Bernard L'hle, Instructor in Wood Frank R. Whiteside, Instructor in . and Designing. Katharine Ringwalt, Instructor ii ing and Designing. Helen Dunlap, Instructor in Clay ing. Effie F. Braddock, Instructor Modeling. Caroline \'an Gilder, Instructor i ing and Designing. Carvl S. Parrot t. Clerk. 206 J, LIBERTY JADD. the unswerving devotion to his work has characterized the director of the 1, J. Liberty Tadd, is due in no small ire the success of tlie Public Industrial •chool. His every effort is in the hne of )vement. His work is to him as sacred ny mission undertaken by religious :ee. . Tadd is of English parentage and was May 7, 1854. His early education was ned in private and endowed schools in ind and Canada. As soon as the Acad- of the Fine Arts in this city was com- j.Mr. Tadd came to Philadelphia, and in commenced his studies here, continuing or four years. He made a number Hps abroad in order to become ac- ited with the work of foreign insti- lls, and has visited schools in Eng- Germany, France and other European tries. Mr. Tadd is director of manual training in the Roman Catholic High School. He also conducts night classes for St. James' Guild and other organizations. He is a member of the Educational Club, Academy of Natural Sciences, Vital Art Association, National Educational Association, Philadelphia Sketch Chib and artist member of the Philadelphia Art Club. He was one of the vice-presidents of the Department of Manual Training and Indus- trial Art of the Congresses at the World's Fair. He also received an award and medal for "excellence of unique method of teaching drawing and work in wood and clay;" also an award and medal for exhibit of work, from Roman Catholic High School. Mr. Tadd worked in conjunction with Mr. Leland in organizing the Public School of In- dustrial Art and has been the head of the school since 1884. I.. rt.^ik l-VULU l.i'''l-^''^' IB wi ^Ki^ iflF^__^^j?^m^^^Di^i DU liml lHBB|K£k^^ fa ^^H^SfflSf L ^^^hL HwiC||^^ H H 1 ff^^' -1 1 1 |l D 1 % I. 1 1 Vm.} *' ■ 1 lUf i 5 " HlL'^^"" '"1 i ■J 1 m Rr&i '■^ ' ' ^ " 1 -'%t 1 . .- X s E ll 1 1 p X i '^ «iyiH^ IB The Elementary Schools The Elementary Schools Under the rulesof the Board of Public Edu- cation the elementary pubHc schools in the First School District of Pennsylvania, or all public schools except the higher and other schools under the immediate and sole charge of the Board of Public Education, are classi- fied under fourteen different heads, being des- igfnated as follows: — I. A boys' grammar school. Such a school has as its pupils boys only who are pursuing the studies of the ninth, tenth, eleventh and twelfth grades. II. A girls' grammar school. Such a school has as its pupils girls only, who are pursuing the studies of the ninth, tenth, eleventh and t\srelfth grades. III. A mixed grammar school. Such a school has as its pupils both boys and g^rls, who are pursuing the studies of the ninth, tenth, eleventh and twelfth grades. But in no case are grammar divisions organized as mixed divisions where there are sufficient boys and girls of the same grades to form separate divisions. IV. A consolidated school. Such a school has as its pupils both boys and girls, who are pursuing the studies of any or all of the grades. V. A boys' secondary school. Such a school has as its pupils boys only, who are pursuing the studies of thefifth, sixth, seventh and eighth grades. VI. A girls' secondary school. Such a school has as its pupils girls only, who are pursuing the studies of the fifth, sixth, sev- enth and eighth grades. VII. A boys' and girls' secondary school. Such a school has as its pupils both boys and girls who are pursuing the studies of the fifth^ sixth, seventh and eighth grades. VIII. A secondary school of higher grade. Such a school has as its pupils boys or girls only, or both boys and girls, who are pursu- ing the studies of the fifth, sixth, seventh and eighth grades, and any or all of the four next higher grades. IX. A boys' primary school. Such a school has as its pupils boys only who are pursuing the studies of the first, second, third and fourth grades. X. A girls' primary school. Such a school has as its pupils girls only who are pursuing the studies of the first, second, third and fourth grades. XI. A boys' and girls' primary school. Such a school has as its pupils both boys and girls who are pursuing the studies of the first, second, third and fourth grades. XII. A primary school of higher grade. Such a school has as its pupils boys or girls only, or both boys and girls, who are pursu- ing the studies of the first, second, third and fourth grades, and any or all of the higher grades. XIII. A secondary and primary school. Such a school has as its pupils boys or girls only, or both boys and girls, who are pursu- ing the studies of the first eight grades in the graded course of study. XIV. A combined school. Such a school is a combination, under the charge of a Super- vising Principal, of any two or more of the schools above named, excepting consolidated schools. According to the statistics of 1895, there were thirty-five grammar schools, thirty-five ai7 combined grammar, secondary and i)rimary schools, three combined grammar and sec- ondar}' schools, four combined grammar and primary schools, thirty-four consolidated schools, fortv-two secondary schools, sixtv- seven combined secondary and ])rimary schools, eighty-seven primary schools, and one hundred and five kindergartens, making a total of four hundred and twelve elem< schools. This number, added to the ni of high schools (5), special schools* (3 cooking schools (5), make the grand t( four hundred and twenty-five public s in the District. ♦Under this head maybe considered the Jamei Elementary Manual Training School, School of Ii Art, and School of Observation and Practice. 218 ( THl PDBI THE NEW YOI.K PDBLIC L' ^RARY ASTOH, LEI^OX AND TILOEM FOUNDATIONS Schools of the First Section The boundaries of the First Ward of the City of Philadelphia, which comprises the First Section of the First School District of Pennsylvania, are Wharton street, along the River Delaware to the Back Channel, to Broad street, to Passyunk avenue, to Whar- ton street. The schools of the First Section are as follows: John H. Taggart Combined Gram- mar, Secondary and Primary School, Fifth and Porter streets, H. L. Noble, Supervising Principal; Charles S. Close Combined Gram- mar and Primary School, Seventh and Dick- inson streets, Edward Neville, Supervis- ing Principal; John P. Baugh Grammar School, Dickinson street above Sixth, Matilda Hand, Supervising Principal; Wil- liam Welsh Combined Grammar, Secondary and Primary School, Thirteenth and Jackson streets, Mary E.Elsea, Supervising Principal: Weccacoe Combined Secondary School, Second and Reed streets, Margaret J. Neville, Supervising Principal; Francis Read Combined Secondary and Primary School, Eleventh and Moore streets, Anna M. Lash, Supervising Principal ; Calhoun Combined Secondar>' and Primary School, Tenth street and Snyder avenue, Lydia McStocker, Super- vising Principal; L. H. Smith Combined Secondary and Primary School, Fifth street and Snyder avenue, Mary G. Brown, Super- vising Principal; Tasker Combined Second- are and Primarv School, Ninth and Tasker streets, Mary J. Colwell, Supervising Princi- pal; David Foy Combined Secondary and IVimary School, Eighth and Wolf streets, Xellie C. Graham, Supervising Principal; Mor- ris Combined Primary School, Morris street below Second, Lydia D. Myers, Supervising Principal; Henry Clay Primary School, Lancaster street above Reed, Mary G. Edmunds, Principal; Henrj' Clay Kinder- garten^ iLancaster street above Reed, M. Elizabetli Clifton, teacher. At the time of the consolidation of the various districts and boroughs in the County of Philadelphia, in 1854, the ter- ritory now comprising the First Section contained but three schools, the Weccacoe, White Hall and Buck Lane. The two latter have since been replaced by newer schools. The Tasker and the Morris Schools were built about 1868, and were named in honor of two very prominent residents of the First Ward. The David Foy and Charles S. Close Schools were named in honor of former mem- bers of the board of directors of the First Section. The newest and largest school in the Sec- tion is the John H. Taggart, which is located in a handsome building opened early in 1896. It is splendidly equipped and is considered one of the finest school buildings in the city. The schools of the First Section are in a crowded condition and efforts are being made to obtain a new building for the Section at Thirteenth and Porter streets. Before the appointment of the present member of the Board of Public Education from this Section, Philip S. Hortz, the 221 1 Section was represented in tlie Board by A. S. Jenks, who died in 1895, after servinfj as a member for twenty-eight years. BOARD OF DIRECTORS. The president of the hoard of <lirectors of the First Section in 1896 was Thomas F. Cornehns Alexander, Jr., was born in Phila- delphia, March 22, 1857; elected a director in 1896. Otto Arthur Bihn was born in Philadel- phia, August 1, 1865; elected a director in 1894. Charles E. Davis was born in Philadelphia, January 30, 1836; elected a director in 1882. THOMAS F. riULINt;. JOHN H. PETERSON. Diiling: l>orn in Philadelphia, January 3 1 . 1847: elected a director in 1884; chosen presi- dent in 1895. The secretary of the board was John H. Peterson : horn in Philadelphia, September 27. 1838: elected a director in 1880; chosen secretary in 1880, John Neill Fort was born in Philadelphia. April 2^, 1844; elected a director in 1896; is editorially connected with "The Item," Other members of the board were John Allen, John M. Gleeson, William S. Molineaux. Conrad Muhly. William P. Xaglee and Andrew J. Toland. .WILLIAM WELSH COMBINED GRAMMAR, SECONDARY AND PRIMARY SCHOOL, Swithtut corner ThiitetDlh and Jackum Sineli. Finl SccUon. THE NEW YORK * PUBLIC LIBRARY ASTOR, LENOX AND TILD£N FOUNDATIOHS A^T^M:. lknox and TILIibS I'OtNLiATlUNS B I, Schools of the Second Section The boundaries of the Second Ward of the City of Philadelphia, which comprises the Second Section of the First School District of Pennsylvania, are the Delaware River, Broad street, Wharton street to Passvunk avenue, to Ellsworth, to Broad, to Christian. The schools of the Second Section are as follows: George W. Nebinger Combined Grammar and Primary, Carpenter street above Sixth, William L. Welsh, Supervising Principal; Washington Combined Secondary and Primary, Carpenter street above Ninth, Beulah H. Fenimore, Supervising Principal; Wharton Combined Secondary and Primary, Fifth street below Washington avenue, Jen- nie L. Russell, Supervising Principal; John Stockdale Secondary and Primary, Thir- t^eenth and South Marshall streets, Josephine Ritchie, Principal; Watson Primary School, ^ar)' street below Second, Lidie Minton, Principal; Kindergarten No. i, 924 South ^^inth street, Julia M. Gregg, Principal; Kin- <lergarten No. 2, Mary street below Second, Ai-ina S. Hunterson, Principal; Kindergarten No, 3, Thirteenth street and South Marshall, Martha Swartz, teacher. The Watson School, familiarly known as the Mary Street School, is the oldest school ^^ the Section. It was erected about the middle of the present century, and w^as named ^^ honor of Samuel F. Watson, who was ^niong the first public school masters in Phil- adelphia. Previous to the establishment of |Ws school there had been a primary for girls ^^ the upper stories of the Southwark Engine "ouse, of the old Volunteer Fire Depart- ment, Third street north of Washington ave- nue. Miss Anna Wilson was its Principal. This school was moved to the Watson build- ing. Shortly after a school for boys was or- ganized in the same building, Mary Johnson being the first Principal. About twelve years ago the boys' and girls' schools were consolidated, and Miss Louisa J. Lindsay was elected Principal. She was succeeded, in 1894, by the present Principal, Miss Lidie Minton. The Wharton School was in former years called the Washington School. On the site of the present Wharton School the summer residence of the old Whar- ton family was at one time located. Between the time of the destruction of this house and the erection of the present Wharton School, the site was occupied by a building used first for an orphan asylum, later as a carriage factory, and then as a school. From this building the school obtained the title of 'The Old Coach Factory School," a name which is sometimes applied even to the present building by the older residents of the section, although it has been about thirty- five years since the factory building gave place to a regular school edifice. Prior to the erection of the Wharton School building, and during its earlier his- tory, there were a number of small schools lo- cated in the eastern end of the Section, most of which were afterward removed to this building. In 1890 the Wharton School was com- bined, and Miss Jennie L. Russell became Principal. A grammar school, which was afterward called the George W. Nebinger School, in honor of an esteemed and influential control- 227 ler, was established in 1864, in tlie Wharton School building. This was not the first gram- mar school in the Section, although there was none other at the time of its organization. Away back in the '30's there was a school equivalent to a grammar school, although not so called, in this locality. The Principal was A. Thomas Smith, Some of the classes of what was afterward the Nebinger School were located in other buildings during the early history of the school, the accommodations being exceed- ingly poor. The present building was erected in 1868. The first Principal was Samuel Me- cutchen, who was afterward a professor in the Central High School. The erection of this building relieved crowded schools in the Section, and the pu- pils of a school located on Newton street, a small thoroughfare west of Fourth street, above Washington avenue, were transferred to the Wharton building, as were also those of the secondary department of a school lo- cated on Sixth street north of Carpenter. The primary department of the latter school was transferred to a rented building on Fifth street below Washington avenue, which has since been known as the Robert Raikes School, this being the name of the old build- ing on Sixth street. The classes in the rented building are under the same supervision as the Wharton School, and are not organized as a separate school. The Nebinger School was combined in 1893 under the present Supervising Princi- pal, William L. Welsh. The Washington School building was erected in 1870, and the school was formed by the transfer of several small schools to the new building, among the number being the Robinson School, located in the basement of a Methodist Church, near Fleventh street and Washington avenue, and a school in a private house in the same locality. There were four separate schools in the Washington building, two secondaries and two primaries, until 1891, when it was combined under the present Supervising ! cipal. Miss Beulah H. Fenimore. The John Stockdale School building erected in 1S85, and was named in honoi schoolmaster who had formerly ta Dr. Andrew Nebinger, then Cont of the Section. The school which placed in this building had previ been known as the Western Secoi and Primarj' School, and had beei cated successively on Temple street, a thoroughfare south of Carpenter streei tween Twelfth and Thirteenth, and in ; vate house at 1007 South Twelfth stree MRS. JOSKPHINE RI1CHIE. was generally known as the Temple i School. At that time Mrs. Josephine R was Principal of the Secondary Schoo when the secondary and primary grade; consolidated in 1895, she was elected cipal. For many years Dr. George W. N'eb above referre<l to, was Controller of thi tion. At his death his brother. Dr. A; Nei>inger, succeeded him, and lie, in was succeeded by Dr. Robert Nebinge other brother. Dr. A. W. Duval next sented the Section, and was succeeded 1 present member of the Board of Public D SECONDARY AND PRIMARY SCHOOL, Tire T"' « i"V cation from the Second Section, Avery D. Harrington. BOARD OF DIRECTORS, The President of the Board of Directors of the Second Section in 1896 was Dr. Joseph L, Mann, born in Philadelphia, February 17, 1858; elected a Director in 1887; has served as President for the last four years. The Secretary of the Board in 1896 was George \. Lowery; born in Philadelphia in Thomas F. McMahon was born in County Clare, Ireland, October 30, 1847; elected a Director in 1886. Alonzo North was born in Philadelphia August 29, 1843; elected a Director in 1891, and again in 1895. Robert Kern was born in Philadelphia Feb- ruary 3, 1856; elected a Director in 1895. John Augustus Reade was born in Cecil County, Md., May 28, 1846; elected a Di- rector in 1894. DR. JOSEPH L. 1857; elected a Director in 1887: chosen Secretary in 1888; was for three years an at- tache of the City Controller's office. George B. Bhzzard was born in Chester, Pa. ; elected a Director in the Second Section in 1893. John Irving Dillon was born in Wilkcs- Barre, Pa., October 25, 1870; elected a Director in 1895; is editorially connected with *^The Call." GEORGE N. LOWERY. (iustavus A. Ricketts was born in Philadel- phia January 20, 1854; elected a Director in 1890 and again in 1894; was printer in Phila- delphia Post Office during Harrison's ad- ministration. John W. Schaal was born in Philadelphia in 1856; elected a Director in 1894. Other members of the Board were David Phillips and William Welsh. THE NEW TORE PUBLIC LIBRARY Aig*ttK. L£NOX AND nUSM r«UM>ATA«U 1 L Ill |i U TH^ NEW YORK pUBLtCl R^^^ AND ^S'^--«r Schools of the Third Section The boundaries of the Third Ward of the y of Philadelphia, which comprises the ird Section of the First School District of insylvania, are Broad street to Fitzwater, Passyunk avenue, to German, to Second, Mead, to Swanson, to Catharine, to the laware River, to Christian, to Broad. The schools of the Third Section are as fol- -s: Mt. Vernon Grammar School (for boys), tharine street above Third, Geoffrey Buck- Iter, Supervising Principal; .G;*ammar liool for Girls and Primary Schools, same ilding; Florence Combined Secondary and iniarv School, Catharine street below g-htli, Kate H. Bunting, Supervising Princi- l; Fletcher Combined Secondary and Pri- ary School, Christian street above Front, izabeth A. McGuire, Supervising Principal; vons Combined Secondarv and Primarv hool, Catharine street above Tenth, and liristian street below Sixth, Marv G. Des- ond, Supervising Principal; Beck School, atharine street above Sixth, Helen B. Beg- :y. Principal; Kindergarten No. i, Catharine treet above Sixth, Virginia B. Jacobs, eacher; Kindergarten No. 2, Catharine street ibove Tenth, Anna M. Duncan, teacher. In conformity with the provisions of the Act of 1818, four schools were established ^"at year in the Third Section, wdiich included ^he Districts of Southwark and Moyamen- s^ng. Two of these schools met in Paul Beck's school-house and two in Commissioners' "all, Second street below Queen. In 1821, ^^ last named schools were moved to Catha- 'ine above Third, and were designated the Catharine Street School, the name, Mount Vernon, not being given until 1848. The first Principal was Samuel F. Watson, in the boys'" and Mary Nagle, in the girls' school. The teaching was in accordance w^ith the Lancas- terian svstem. In 1828 a change was made by the Board of School Controllers, and the District of South- Mvark 'alone became the Third Section, while the District of Moyamensing was called the Ninth Section. Joseph Patrick, $till living, relates that in 1832, during the cholera epi- demic the pupils of the Catharine Street School were notified oy the Principal that the city authorities had taken possession of the building for a cholera hospital and that there would be no school until the disease had abated. This occurred early in June, and it was not until late in the year that the pupils returned to school. The Beck School on Catharine street above Sixth, used originally for free school purposes, was secured by the public school authorities in 1895, ^^^d is occupied entirely by primary grades and a kindergarten. Mrs. Helen B. Begley, one of the leading teachers in the city,, was unanimously elected the first Principal and already has made it a model school. The schoolsof the Third Section have always held a foremost place in the City of Philadel- ])hia, and to the Third Section is due the credit of recognizing the worth of women as teachers of bovs. In 1868 the Board of Di- rectors elected Mrs. M. A. McManus Prin- cipal of the Boys' Grammar School, she hav- ing held a corresponding position in the girls'" school for five vears. When her confirmation 235 '.vas asked for from the Board of Public Edu- cation, that body refused to grant it because it was an "innovation." The local Board ap- pealed to the courts for a mandamus, which was issued, and the confirmation was secured. Mrs. McManus occupied this posi- tion until December 31, 1895, when she re- tired. During her term of service in the Mt. Vernon School Mrs. McManus was recognized by school authorities and parents as one of the best teachers in Philadelphia. Of a kindly, genial disposition, ever ready to personally help the To the last named belongs the ere* having the various schools of the Third tion placed under the control of Supen Principals. The first to be so organizei the James W. Fletcher, in 1892, followe next year by the Thomas B. Florence 1895, two school buildings, the Lyon; Springer, were placed under one Principa finally, at the beginning of 1896, the Vernon Schools were united under the ent Principal, Geoffrey Buckwalter, backward pupil and to encourage the bright one, she gained the regard of all who were fortunate enough to spend their earlier school days with her, while as a disciplinarian she possessed the rare faculty of enforcing order without incurring the ill-will of the pupils. Her voluntary retirement from the school was the occasion of a farewell scene that will prob- ably never be duplicated. The members of the Board of Public Edu- cation from the Third Section, since the Act of Consolidation, are as follows: Alexander Greaves, Washington J. Jackson, Charles Welsh, James W. Fletcher, Washington J. Jackson, Samuel F. Flood and the present incumbent, Joseph D. Murphy. MRS. HELEN B. BECLEV. Some of the Principals of the Mt. V School have become distinguished in educational institutions, notably Thoma; Peirce, deceased, and H. Y. Lauderback estabhshed business colleges in this George W. Fetter, who left the Mt. V School to become Principal of the Ni School, and George W. Schock, who res to become Professor of Mathematics i Central High School. Graduates of the schools of the Thirc tion are eminent in ever\' walk of life, ; will not be amiss to mention a few of In the U. S. Xavy are James McQ. Fo Schools of the Third Section The boundaries of the Third Ward of the City of Philadelpliia, which comprises the Third Section of the First School District of Pennsyh'ania, are Broad street to Fitzwater, to Passyunk avenue, to German, to Second, to Mead, to Swanson, to Catharine, to the Delaware River, to Christian, to Broad. The schools of the Third Section are as fol- lows: Mt. Vernon Grammar School (for boys), Catharine street above Third, Geoffrev Buck- waiter. Supervising Principal; -G;*ammar School for Girls and Primary Schools, same building; Florence Combined Secondary and Primary School, Catharine street below Eig-hth, Kate H. Bunting, Supervising Princi- pal; Fletcher Combined Secondary and Pri- marv School, Christian street above Front, Elizabeth A. McGuire, Supervising Principal; Lyons Combined Secondary and Primary School, Catharine street above Tenth, and Christian street below Sixth, Mary G. Des- mond, Supervising Principal; Beck School, Catharine street above Sixth, Helen B. Beg- ley. Principal; Kindergarten No. i, Catharine street above Sixth, Virginia B. Jacobs, teacher; Kindergarten Xo. 2, Catharine street above Tenth, Anna M. Duncan, teacher. In conformity with the provisions of the Act of 18 1 8, four schools w^ere established ^nat year in the Third Section, wdiich included the Districts of Southwark and Movamen- s^ng. Two of these schools met in Paul Beck's school-house and two in Commissioners* Hall, Second street below Queen. In 1821, the last named schools were moved to Catha- "ine above Third, and were designated the Catharine Street School, the name, Mount \'ernon, not being given until 1848. The first Principal was Samuel F. Watson, in the boys"^ and Mary Xagle, in the girls' school. The teaching was in accordance with the Lancas- terian system. In 1828 a change was made by the Board of School Controllers, and the District of South- •wark 'alone became the Third Section, while the District of Moyamensing was called the Ninth Section. Joseph Patrick, 3till living, relates that in 1832, during the cholera epi- demic fhc pupils of the Catharine Street School were notified oy the Principal that the city authorities had taken possession of the building for a cholera hospital and that there would be no school until the disease had abated. This occurred early in June, and it was not until late in the year that the pupils returned to school. The Beck School on Catharine street above Sixth, used originally for free school purposes, was secured by the public school authorities in 1895, and is occupied entirely by primary grades and a kindergarten. Mrs. Helen B. Begley, one of the leading teachers in the city,, was unanimously elected the first Principal and alreadv has made it a model school. The schools of theThird Section have always held a foremost place in the City of Philadel- phia, and to the Third Section is due the credit of recognizing the worth of women as teachers of bovs. In 1868 the Board of Di- rectors elected Mrs. M. A. McManus Prin- cipal of the Boys' Grammar School, she hav- ing held a corresponding position in the girls*" school for five vears. When her confirmation 235 was asked for from the Board of Public Edu- cation, that body refused to grant it because it was an "innovation." The local Board ap- pealed to the courts for a mandamus, which was issued, and the confirmation was secured. Mrs. McMaiuis occupied this posi- tion until December 31, 1895, when she re- tired. During her term of service in the Mt. Vernon School Mrs. McManus was recognized by school authorities and parents as one of the best teachers in Philadelphia. Of a kindly, genial disposition, ever ready to personally help the To the last named belongs the credit of having the various schools of the Third Sec- tion placed under the control of Supervising Principals. The first to be so organized was the James \V. Fletcher, in 1892, followed the next year by the Thomas B. Florence. In 1895, two school buildings, the Lyons and Springer, were placed under one Principal,and finally, at the beginning of 1896, the Mt. \''ernon Schools were united under the pres- ent Principal, Geoffrey Buckwalter. MRS M. A. McMANUS. backward pupil and to encourage the bright one, she gained the regard of all who were fortunate enough to spend their earlier school days with her, while as a disciplinarian she possessed the rare faculty of enforcing order without incurring the ill-will of the pupils. Her voluntary retirement from the school was the occasion of a farewell scene that will prob- ably never be duplicated. The members of the Board of Public Edu- cation from the Third Section, since the Act of Consolidation, are as follows: Alexander Greaves, Washington J. Jackson, Charles W'elsh, James \V. Fletcher, Washington J. Jackson, Samuel F. Flood and the present incumbent, Joseph D. Murphy. MRS. HELEN B. HEGLEV. Some of the Principals of the Mt. Vernon School have become distinguished in other educational institutions, notably Thomas May Peirce, deceased, and H. Y. Lauderback, who established business colleges in this city; George W. Fetter, who left the Mt. Vernon School to become Principal of the Normal School, and George W. Schock, who resigned to become Professor of Mathematics in the Central High School. Graduates of the schools of the Third Sec- tion are eminent in everv- walk of life, and iVi will not be amiss to mention a few of theirx. In the L". S. Xavy are James McQ. ForsytVi, a- 2 S a; 8§ ■^-^im PUBLIC L KARY ASTOR, LENOX AND TUJDXK fOUNDATlONS Commander; John Borthwick, engineer, and W. P. Simon, surgeon. Among Philadel- phia's prominent lawyers are Henry R. Edmunds, U. S. Commissioner; Michael F. McCuIlen, Assistant United'States District- Attorney, and Thomas \V. Barlow, Assistant District -Attorney for the City of Philadel- phia. This section also has the honor of having graduated Rev. Ignatins F. Horst- 1851 ; elected a member of the Board in 1887; chosen secretary in 1894. Joseph C. Cree was born in Philadelphia, August 2, 1861; elected a director in 1894. Thomas A. Ciillen was born in Philadelphia June 20, i860; elected a member of the Board in 1895. Frederick J, Cinieo was born in Philadel- phia, September 24. 1870; elected a director in 1896. JOSEPH D. MURPHV. man, Catholic Bishop of Cleveland, O., and Henry George, of Single Tax fame. BOARD OF DIRECTORS. The President of the Board of Directors of the Third Section in 1896 was Joseph D. Murphy, member of the Board of Public Edu- cation from that Section. [For biography see page 77.] The secretary of the Board was Harry T. Kingston; born in Philadelphia, February g. Dr. John H. Remig was born in New York, October 25, 1870; elected a director in 1895; is district physician. Dr. David A. Rosenthal was born in Odessa, Russia, in 1868; elected a director in 1896. Other members of the Board were Victor Fermani, Joseph M. Gore, C. A. Harris, John S. Kennelly, Jr., James McGucken and Henry J. Trainer. Itt^ p^buc ehox aWD A«'^?!i-&P-'^T* ^tOEf cation from the Second Section, Avery D. Harrington. BOARD OF DIRECTORS. The President of the Board of Directors of the Second Section in 1896 was Dr. Joseph L. Mann, born in Philadelphia, February 17, 1858; elected a Director in 1887: has served as President for the last four years. The Secretary of the Board in 1896 was George N. Lowery; born in Philadelphia in Thomas F. McMahon was born in County Clare, Ireland, October 30, 1847; elected a Director in 1886. Alonzo North was born in Philadelphia August 29, 1843; elected a Director in 1891, and again in 1895. Robert Kern was born in Philadelphia Feb- ruary 3, 1856; elected a Director in 1895. John Augustus Reade was born in Cecil County, Md., May 28, 1846; elected a Di- rector in 1894. I)R. JOSEPH L. 1857; elected a Director in 1887; chosen Secretary in 1888; was for three years an at- tache of the City Controller's ofhce. George B. Bhzzard was born in Chester, Pa.; elected a Director in the Second Section in 1893. John Irving Dillon was born in Wilkes- Barre, Pa., October 25, 1870; elected a Director in 1895 ; is editorially connected with "The Call." N. LOWERY. {.iiistavus .\. Ricketts was born in Philadel- phia January 20, 1854; elected a Director in 1890 and again in 1894; was printer in Phila- delphia Post Office during Harrison's ad- ministration. John W. Scbaal was born in Philadelphia in 1856; elected a Director in 1894. Other members of the Board were David PhiUips and William Welsh. THE NEW Y3^1^ PUBLIC L' RARY ASTOR TILDEN LENOX AND FOUNDATIONS Schools of the Fourth Section The boundaries of the Fourth Ward nf tlie City of Philadelphia, which comprises the Fourth Section of the First School Distncl of Pennsyhaiiia, are Broad street, along Fitz- water street to Passyunk avenue, to German street, to Mead street, to Swanson street, to Catharine street, to the Delaware River, to South street, to Broad street. The schools of the Fourth Section are cs follows: Ringgold Grammar School (for School No. I, Guilford and Bainbridgc streets. Rose McNeill, Principal; Primary Xo. 2, same building, Mary A. Byrne, Prin- cipal: Primary \o. 3, Fifth street above German. Ella F. Hasson, Principal; Primary Xo. 4. same building, Mary T. MuUin, Prin- cipal; I'rimary Xo. 5, Xos. 605-9 Fitzwater street, Susan A. Ferry, Principal; Primary Xo. 6. same building. Caroline Creth, Prin- MISS MARY MAXWELL. boys). Eighth and Fitzwater streets, \V. Henry Parker, Principal; Grammar School for girls, same building, Mary Maxwell, Prin- cipal ; Ringgold Secondary School, Eighth and Fitzwater streets, Mary E. Helmbold. Principal; Fagen Secondary School. Twelfth street above Fitzwater, Mary T. McGet- tigan. Principal: William M. Mere<lith Sec- ondary School, Fifth street above German Mary F. Belcher, Principal ; Primary cipal: Primary No. 7, Twelfth street above Fitzwater, Annie Xewgarden. Principal; Primary No. 8, same ituilding, Margaret T. Steen, Principal; Primary No. 9, Eighth and Fitzwater streets, I^izzie McKeown, Princi- pal; Kindergarten Xo.l, No. 921 Bainbridgc street, C. Jessie Buggy, teacher; Kinder- garten No. 2, Zella R. Nicholson, teacher; Kindergarten Xo. 3, No. 703 South Twelfth street, Emilie O'Donnell, teacher. The first school organized within the limits of what is now the Fourth Section, was established in a rented bnilding in 1818, and called the Moyamensing School. The first teachers were Peter McGowan and Ann Dolby, and they continued in service in this school for a number of years. William Roberts was later the Principal of the boys' department. The Ringgold School is the outgrowth of this old Moyamensing School. In it a Board of Public Education. [For biography see page 78.] The secretary of the board was John F. Snyder; born in Philadelphia, February 5, 1857; elected a director in 1891; chosen secretary in 1894. William H. P. Barnes was born in Philadel- phia, February 19, 1834; elected a director in 1895; is an ex-member of Common Coun- cil. Richard Hazard was bom in Philadelphia, February i, 1856; elected a director in 1896; is an e.\-membei of Common Council. number of Philadelphia's well-known men received their early education. The history of the Fagen and Meredith Schools dates back a number of years, the building of the former being erected about 1867 and that of the latter in the early '70's. BOARD OF DIRECTORS. The president of the board of directors of the Fourth Section in 1896 was William J. Manning, the Section's representative in the JOHN F. SNVD£R. James Mealey was bom on August 20. 18,^4; elected a director in 1894. William Notson Seary was bom in Phila- delphia, February 21, 1867; elected a di- rector in 1896. Isaac Wright was bom in Parkesburg, Pa- in 1837; elected a director in 1890. Other members of the board were Thomas B. Brown, Henry K. Bunting, John <