Early Quaker education in Pennsylvania

by Thomas Woody

THE SCHOOL

Permanent properties recommended for schools

Property acquired by Philadelphia schools and meeting

and Abington

It has already been mentioned that one of the yearly meeting’s earnest recommendations was that a lot of ground be provided where schools might be necessary, sufficient for a garden, orchard, grass for a cow, etc., and that a suitable house and stables and other necessary things be arranged for the securing of more permanent and better qualified teachers.[796] There were certainly several of the meetings where land for the purposes of schools was possessed before these recommendations were made. Notable instances, which may be mentioned, were Philadelphia and Abington, and many others, who early secured permanent lands for the meeting which were also used for the erection of schools. Some of the early acquisitions of school property in Philadelphia were: (1) that purchased in 1698 of Lionell Brittain;[797] (2) another deeded by John Goodson and Thomas Lightfoot to the overseers;[798] and (3) that devised by William Forrest, upon which the overseers erected a school in 1744.[799] There was also the piece of ground left to the monthly meeting of that place by George Fox, upon which the meeting gave permission for the building of a school, free from ground rent.[800] The property gained by Abington in 1696 was for the support of a school.[801] A meeting house was erected on the land between 1696 and 1700. These cases of endowment directly for schools were very limited as to locality at the early part of the eighteenth century. Their number increased in later years, and the increase may have been due partly to the influence of the yearly meeting’s urgent advices.

Warrington and Fairfax Quarterly

New Garden

Goshen, Darby, Buckingham

A few instances of the tendency toward the policy of purchasing permanent lands may be mentioned. In 1779, Warrington and Fairfax Quarterly reported two of their monthly meetings had purchased grounds and erected houses for the said purpose.[802] Another meeting had purchased sixteen acres, built a house, but had difficulty in securing a suitable master.[803] All other accommodations recommended for masters had been provided. Near the close of the century (1794) William Jackson of New Garden deeded a lot of ground to Friends of that meeting for the use of a school.[804] New Garden also reported a school house built about 1795 on land given for the purpose by Jeremiah Barnard.[805] In 1792 Kennett reported that their preparative meeting had purchased of Abraham Taylor a piece of ground for a school and were preparing to build a house on it. It was situated about 2½ miles from Kennett.[806] Other instances of like procedure were: Goshen, 1795[807] and 1782;[808] Darby, 1793;[809] and Buckingham in 1794.[810] Similar cases might be cited for almost every monthly meeting in the southeastern part of Pennsylvania, and it doubtless extended elsewhere. It is to be noted that this general purchasing of school property did not come until late in the eighteenth century, when the great advancement in Quaker education had its beginning. It may be fairly stated that by the end of the century most of the schools were established on school property held by the meeting for that purpose. As pointed out above, this had been a slow development, beginning with a few in the seventeenth century that started with land endowments.

Early schools held in meeting houses

Family school

The earliest schoolhouses would doubtless present an interesting picture if we could see them inside and out. Unfortunately there is little information extant, which throws light upon the earliest. In fact, at the very earliest establishment of schools, there were no special houses built for them. For many of them this condition prevailed till fairly near the close of the century. Joseph Foulke, writing in 1859, concerning his first school days, stated that he first attended school at Gwynedd, which was held in the meeting house, there being none other for that purpose.[811] His next schooling, in 1795, was at a family school taught by Hannah Lukens, who lived in a little house on the Bethlehem Road. He then attended school in a log schoolhouse, built about 1798 by his father.[812] Other instances may be cited in connection with the use of the meeting house for schoolhouse. In 1693-4 Middletown Friends allowed a school to be held in the meeting house, provided it should cause no disturbance,[813] and again in 1699 a similar request was granted.[814] As late as 1740 Philadelphia Meeting proposed to erect a meeting house with chambers over it sufficiently large for the accommodation of a school,[815] though, as mentioned before, they already had some of their schools in regularly constructed schoolhouses.[816]

An old schoolroom at Merion, Pa.

The writer has had the opportunity to visit one of these little schoolrooms established in the meeting house. Not much is known of the school at Merion, though the oldest of Friends meetings, but it is quite certain that whenever their school began and however pretentious it may have been, it must have been held in the upper part of the meeting house. The schoolroom in the present building is quite hidden away under the eaves. The walls are bare and the rafters low overhead. Ample light is furnished. Rude wooden benches and tables, the latter with sloping tops, constitute the furniture of the room as it now stands. One of the table tops bears the date 1711, doubtless the telltale of some vandal outcropping, which might tempt one to place a school at that early date. It is however too meagre and uncertain evidence to justify such a conclusion.[817]

Size and cost of school houses; Goshen, Falls

Philadelphia

Manner of heating

From a few sources of information we gather some clews as to the size of the schoolhouse generally. The house proposed by the Goshen Meeting in 1782 was to be 27 feet square from out to out and to cost about £150.[818] The new one proposed at Falls some twelve years later was to be somewhat more pretentious being twenty-two feet by thirty and having two stories. Its cost was estimated at £200.[819] We infer from the minutes that a building was badly needed at Falls, the old roof being “very leaky and the ceiling about to fall.” In spite of this fact it does not appear that the house was erected until about 1799; the final dimensions decided upon were twenty-six feet by twenty-four, one story, and a cellar of the same dimensions.[820] It is not certain how much space was actually devoted to the use of the school room, since the building doubtless accommodated the master and his family at the same time. The schoolhouse begun in Philadelphia about 1701,[821] was to be twenty-four by sixty feet. Another one in 1744, built on the Forrest property, was to be about sixty by thirty-five feet, two stories high, with a basement underneath raised three feet above the surface of the ground.[822] The cost of the last building when completed in 1746 was £794.[823] Anthony Benezet, who apparently was teaching in an old building, made complaint in 1744 that it was “too hot in summer and too dark in winter” and therefore urged that a window be put in the south side.[824] The writer has found a single instance to indicate how the school building was heated. Judging from such meager data we would say that the first schools probably up to 1715 or 1720 were heated by the old-fashioned brick stoves. They were at any rate employed in some, but were beginning to lose their popularity in that period. One was removed in 1715 and an iron stove substituted for it.[825]

Number of children attending schools

Two classes: the “pay” and the “free” scholar

The size of the schools, measured by the number of pupils, must be judged mostly from material found relating to Philadelphia. It was doubtless true that in the country regions there were fewer children within reach of the school and it was not necessary to state limits beyond which they might not go. The yearly meeting certainly recommended that the number of children be specified, which the master was to teach, but this was often taken to mean that they should promise to teach a certain number of children for the use of the school. The schools were always composed of these two classes, the independent or pay scholar and the poor or free scholar. Some of the Philadelphia reports state the number attending, of each of these classes. In that system the teachers were required to keep a roll, especially of the poor children, and turn it over for the inspection of the overseers.[826] In country districts the school committee usually kept account of the poor scholars, seeing that they were supplied with all things necessary.[827] It may prove interesting to examine the Philadelphia system a little more fully.

Both boys and girls assisted

Everything furnished to the “free” scholar

First, let it be noted that cases of both boys and girls were investigated by the overseers, and if capable and in need of assistance, they were put under the tutorage of masters or mistresses free of any charge.[828] Not only were the children of Friends admitted, but an effort was made to find out the needy, of other denominations, and put them to school also.[829] All articles necessary were furnished free to the poor scholars by the Board, the master was required to keep an account of each item and present the bill therefor in his reports to that body.[830] The number of poor in Anthony Benezet’s school in 1743-4, about a year after he entered it, was 14.[831] There was very little fluctuation as to the number for many years; in 1749 there were 17.[832] Below are given the reports of some of the schools in 1757.[833] It seldom or never occurred that a report for all schools was made at one time.

Master	Year	Items	Pay Scholars	Free Scholars	Amount
Charles Thompson (Latin)	1757	Books and firing for poor scholars	31	7	£150/00/00
Alexander Seaton (English)	1757	Teaching poor scholars	30	41	58/15/ 4
		Premiums			3/00/00
		Books and firewood			15/ 4/ 9½
		Clothing for poor			6/17/ 8½
Joseph Stiles	1757	Teaching poor scholars		14	28/18/ 1
		Books and firewood			3/14/ 7
Rebeckah Burchall	1757	Teaching poor children		23	36/ 9/10
		Firewood			3/ 4/ 6
Ann Thornton	1757	Teaching poor children			3/ 2/ 9

Number of poor and pay scholars stated

Indication of the system’s growth in the number of schools

Immediately following the above report, another stated there were 38 in the Latin School, 37 free scholars under Alexander Seaton, 17 (free) under Joseph Stiles, 30 under Ann Thornton, and 30 (free) under Rebeckah Burchall.[834] The slight discrepancy in the figures is not explained. A later report of 1784 shows the following schools and the enrollment of each. (1) Proud, (Latin), number not given; Todd, (English), 88 on the list; Isaac Weaver, 28; William Brown, 29 girls; Sarah Lancaster, 64; Mary Harry, 15 or 16; Joseph Clarke, about 30; Mrs. Clarke, 15 or 16 boys and girls; Ann Marsh, about 50 boys and girls; Mary McDonnell, 15 young children.[835] From this it seems that the only two schools which have increased considerably in number are the Latin and English, both of which employed ushers or assistants.[836] The chief indication of the system’s growth is the increase from five or six schools to at least ten. The approximate number of children recorded as having attended the schools under the overseers from 1712 to 1770 was 720.[837]

Children sent from home to attend school

Children were frequently sent away from home to attend school, due to a lack of adequate facilities near at hand. The following letter, from an anxious mother, is a very interesting commentary on the attitude taken by the less educated toward the propriety of spending time for education. Though impolite to read private letters, it may be pardoned in this case.

The 20 of December, 1702.

Dear Brother:

The few liens comes to salute thee and fore prisila which I hope are in helth as blessed be the God of all our mersies I am at this writing. I long to hear from you both and how prisila likes being at scool and how the like her and whether she thinks that shee will lern anything worth her while to be kept at cool here. I have sent her some thred to knit me too pares of golves and herself on if there be anough for to mak so much if not one for me and one for her. bid her be a good gerl and larn well and then I shall love her. if Abraham Antone have brought ... purchas me twenty pound and send it me if thou can by some opportunity in so doing thou wilt much oblige thy most affectionate sister

Abigail ⸺.[838]

A fairly good mental picture of the school, and the atmosphere pervading it, is obtained from a perusal of the list of rules which were adopted both for the guidance of the masters and the observance of the pupils. We cannot gain much from a discussion since they are self-explanatory, hence there is submitted a concise digest of those issued for the masters and mistresses in the several schools.

Rules for the government of schools summarized

1. All pupils must be at school promptly.

2. No one shall be absent without a permit from parents.

3. Strict obedience to the monitor is demanded, but if there is a real grievance, complaint may be made to the master.

4. Be orderly in coming to and leaving school.

5. Use the plain language to all persons; be civil to all.

6. To avoid, in hours of leisure, all “ranting games” and quarrelling with one another.

7. Shall not play or keep company with rude boys of the town, but play with own school fellows.

8. They shall come to school on 5th day prepared to go to the regular meeting.[839]

The rules above, which, if all followed, one must admit would have made an almost model school so far as behavior was concerned, were shortly thereafter expanded a little to meet the needs of the Latin and English schools. Those rules, however, were more concerned with the curriculum and part of method, and were doubtless a guide for the instructors more than to be followed by the pupils. They will receive attention in the next few pages in the discussion of the curriculum. We shall however be interested at this juncture to read the rules adopted by Robert Proud, schoolmaster and historian, for the government of the Latin School, in which he was the head master for many years. They are very similar to those already noted, though drawn up by Proud for his school alone.

Rules adopted by Robert Proud while master of the Latin School

Orders and Directions
In the School

Reverentia Jehovae Caput Scientiae
The fear of the Lord is the beginning of wisdom.

1. Duty in attending.

Fail not to be present in school precisely at or before the time appointed for learning, being clean and decent; except sufficient reason require thy absense; in which case, on thy first returning ... before the master, immediately inform him thereof to his satisfaction.

2. On entering, remaining in and departing from school, having taken thy appointed seat, with as little noise and disturbance as may be, move not therefrom, to that of another during the time of learning without absolute necessity and then, very seldom; nor go out of the school without the master’s leave or knowledge. And observe the same silently and orderly behavior, in thy departing from the school, as in thy entering it.

3. How to behave and study in the School.

Be always silent, in School or during the time of thy studies, so as to be heard, neither in voice, nor otherwise, as little as possible; except in writing or speaking to the Master or Teacher; and discourse not with thy Schoolfellows during the hours of study, without the Master’s permission; unless in asking, or giving information relating to thine or their learning; and even then observe to whisper, or speak as low as possible to be heard by him, who is next thee.

4. Behavior to the Master, and during the presence of visitants, etc.

Make all thy speeches to the master with due respect; and observe cheerfully to perform all his directions and commands, with readiness according to thy ability. And, if a stranger or visitant speak to thee in the school, stand up, turn thy face towards him respectfully and give a modest and ready answer, if any answer be required or necessary; resuming thy seat again, with a silent application to thy study; which order and silence are more particularly and especially to be strictly observed and kept during the presence of any stranger, or visitant, in the School.

5. Behavior to one another.

Behave thyself always in a submissive and kind manner to thy School fellows, never provoking, quarreling, nor complaining, especially about frivolous matters; but use the word please, etc., or expressions of similar signification when asking anything of them; and observe a proper gratitude for every kindness received, be it ever so small; using thy utmost to cultivate a special Friendship with them; not returning injuries, but learning to forgive; and shew them, by thy exemplary Deportment, how they ought to behave.

6. Not to take Another’s Property, etc.

Neither take nor use anything which is the property of another or in his custody, without first having his permission and as much as possible, avoid borrowing, at any time, but provide thyself with all books, instruments and things necessary for thy learning and studies according to the Master’s direction; always keeping them clean and in good order.

7. The Language.

Let the common language, used in School, be Latin, as much as conveniently may be, according to the speaker’s knowledge and ability therein, but in all places let every one speak with as much propriety and grammatical accuracy as he is capable in whatever language he makes use of.

8. School transactions not to be divulged.

Be not forward to divulge any transaction, passed in school, more especially, to the disreputation of any in it; nor mock, nor jeer any of thy school fellows, for being reproved or corrected, lest it may sometime happen to be thy own case; but rather be assisting, than troublesome, to the masters or teachers by rendering thyself as agreeable, both to him and them, as possible, in all laudable and good order and discipline, as well as in the advancement and increase of learning and all real improvement in the respective branches thereof: that, instead of introducing any cause of punishing, severe reproof, or servile fear, the place of thy learning may be a place of pleasure and delight.[840]

Rule 9 deals with the proper attitude and behavior.

Rule 10 deals with the behavior in the religious meetings.

Pupils remiss in attendance

The attention of board called to the fact

In spite of the most excellent rules, which, we have seen, were drawn,[841] it appears the attendance problem was one which caused some masters no little worry. Proud’s manuscripts again inform us that on one occasion, after continuous aggravation due to absences, he felt called upon to send a note to the overseers concerning that serious affair. He first mentions the ends desired to be gained by such a school, and points out that they are being fallen short of, because of the laxity in attendance. Moreover, the worst offenders are the sons of the overseers. He says in particular:

But the occasion of this present observation to the Board is more particularly that of the present day, viz.—the 4th instant, when out of six of these, who attend the said school (the Latin School) and ought more particularly to have been present at that time, for the example of others and their own benefit, only one of the smallest was at the school and two at the meeting. The rest, being grown and advanced in years, and learning, etc., and consequently more regarded for examples, were at that particular and important time, all absent with about the same proportion of the rest of the school.[842]

There were, it seems, the usual causes at work which produced such havoc in the attendance record, and such distress in the minds of masters. A letter written by James Logan to his friend John Dickinson, in 1704, strengthens our belief that such was the case. He wrote in part:

Dear Friend:

I shall acquaint thee that thy two rugged boys are very lusty, love the river much better this hot weather than their masters’ countenances, and the fields and boats far before schools or books....

Thy affectionate Friend,

James Logan.[843]

Two extremes in discipline

We have not much information from which to judge the discipline of the school. From the rules already considered one would expect that strict discipline was observed, but of the master’s methods of enforcing it we know but little. There were doubtless two extremes. On the one hand, we might take Anthony Benezet as the very personification of mildness, and who ruled by love.[844] On the other hand, there was John Todd who would thrash a boy very severely, and who took great delight in getting his victim to admit the pain that he knew he felt.[845]

Premium given to most satisfactory pupils

To secure better discipline, attendance, and also to induce striving for scholarship, it was customary to give rewards. We noted in the items sent in to the overseers in masters’ reports that certain amounts were for “premiums.”[846] This policy of rewards was early agreed upon by the overseers who sought in various ways to establish little funds for that purpose. In 1755 it was proposed that each one pay two shillings for missing a board meeting and one shilling for being late; the accruing amount to be paid out in premiums to encourage industry among the boys.[847] The fines were collected and then turned over to the masters who applied them as they saw fit.[848] The extent of the practice of giving rewards is not exactly known, but it seems to have been general throughout all the schools of the Board in Philadelphia, if we may judge from the regularity with which the bills for “premiums” were presented. It was also true that the school committees in other monthly meetings arranged to give rewards on visiting day to the scholars having the best records.[849]

Length of school day

Evening schools customary

The early school days seem to have been long and tedious. Attention has already been called to the letter of Pastorius’ children to their grandfather, in which they complained of the long eight hour school day.[850] The school continued, according to their account, six days in the week excepting Saturday afternoon.[851] Besides this it was customary in all places to attend meeting on fifth day (Thursday),[852] save in places where it may have been too far distant, an exception was made possible.[853] Evening schools were quite common, as has been stated before in the case of Germantown,[854] and increased in number toward the latter part of the century. In 1750 John Wilson, usher to Robert Willian, expressed his intention of opening an evening school which appears to have been acceptable to the Board.[855] The prevalence of the evening school among people not Friends is at once apparent when one glances at the advertisements in the colonial newspapers. A few of those private evening schools were: one kept by William Dawson and John Gladson, teaching writing, arithmetic, and navigation;[856] others by John Shuppy,[857] Mr. Lyonet,[858] and Messrs. Barthelemy and Besayde.[859]

Length of school day in 1795: seven hours

The length of the school day is better indicated, and perhaps the source of information is more reliable, near the end of the century. The rules issued by the Board in 1795 state that the hours are to be from 8 to 12 in the morning, and from 2 to 5 in the afternoon, these hours to be observed from third month, first to eleventh month, first; in the remaining months the hours were 9 to 12 and 2 to 5.[860] Vacations were very scarce and very brief.[861] In the main, according to the rules issued at least, they were to be: (1) at the periods of the quarterly and yearly meetings; and (2) a vacation of three weeks, commencing on seventh day preceding the last sixth day of the week of the seventh month.[862] The other rules issued at this date besides these mentioned relating to holidays and length of the school day were the same as were previously stated.[863] The hours named above appear to us rather long for the small children; arrangement seems to have been made for them, though no statement of it is made in the school regulations. There were, however, the schools of (1) William Brown and (2) Sarah Lancaster, who taught children for half days,[864] and also the Girls’ School, in which Anthony Benezet taught (1754), was mentioned as though it were to be conducted only in the morning.[865] It is not to be understood that the half day arrangement was always followed in the case of younger children, for Sarah Lancaster taught thirty-five children whole days “at 15/ per quarter.”[866] It seems that the amount of time for them to attend was probably determined by the desires of their parents.

Student papers, and magazines, etc.

An interesting and instructive light is cast upon the inner life of the school in Philadelphia, by some of the manuscript collections of the very old Philadelphia families. For instance, we learn that in the public school there were published certain magazines, gazettes, chronicles, and so forth, a few of them named as follows: The Examiner, The Universal Magazine, 1774, Students’ Gazette (about 1774 to 1777), The P. S. Gazette, Latonia, 1777 to 1778, the Public School Gazetteer, containing the freshest advices, foreign and domestic (a palpable imitation of the newspapers in the city of that date), and The Students’ Magazine.[867] The contents of all of them were no doubt very interesting to the boys and girls at the time of their publication, and are so even now, and at times give light on topics of importance. It may perhaps interest the reader to see some of the entries. We find the following which gives a clew to the book used for instruction in grammar.

A few items of interest and value

Was lost on Wednesday in The Public School Rudiman’s Grammar newly bound—Whoever has found the same and will bring it to me ... shall receive 1 sheet of paper reward.

S. Fisher.[868]

Another of interest bewails the departure of Thomas Lloyd from school to go into Lancaster County.

Thomas Lloyd

This worthy Gentleman, was admitted about a 12 month ago into the society of freeholders, since which time he has been a very distinguished member of our community and a firm supporter of our institutions. He has been twice elected Clerk of the Supreme Court and twice raised to the dignity of President of the Honorable House of Assembly, which offices together with Treasurer he filled with most unblemished reputation and unshaked fidelity. His character in the literary world is sufficiently established by many genuine productions of judgment and humor. His affable disposition, his engaging address and behavior endear him to all that had the happiness of his acquaintance and render his departure a cause of great regret.[869]

Another brief notice indicates that the Quaker preferment for plain dress was also made to prevail in the schoolroom.

Gay clothing disagreeable

From a certain expression which lately drop’d from one of the overseers, we would have the greatest reason to believe that Mr. Webster’s gay appearance is rather disagreeable.[870]

Supervision

Somewhat irregular

Monthly visits decided upon

Some supervision of the work on the part of overseers and school committees seems to have been at all times expected, though attention hardly needs be called to it after the presentation of so many reports made by committees, in the chapters relating to the establishment of schools in the several counties. From the irregularity in the reports we judge, however, that the visitation must have likewise been irregular in many places. In 1755 the Board in Philadelphia decided that for the encouragement of masters and scholars there should be visits made each month, preceding the usual monthly meetings. Also if “play days” were thought necessary they were to be arranged for between the masters and the committee of visitors.[871] The minutes indicate that these monthly visits were regularly performed. The Negro School, established in 1770, was also in charge of a committee to visit, superintend, and advise regarding its affairs.[872]