Millersville University - Touchstone Yearbook (Millersville, PA)

Page 16 text:

THE T o I : II S T o N K I 9 :i i • • • • A CENTURY OF PUBLIC EDUCATION IN PENNSYLVANIA By Ralph Yoke ON this on© hundredth anniversary year of free public school education in Pennsylvania, it is liltiri” that we devote these pages to a review of the progress made by education during the past century. It is our purpose here to present the highlights of the history of education from its beginnings to the present. The law creating free schools was passed in 1834, but the seeds from which it grew were sown throughout the province almost two centuries before. Since the most numerous early settlers of this state were the Swedes, Dutch. German, and Quakers, it is necessary that we know the attitude taken toward education by the first residents. In the early part of the seventeenth century the Swedes were reported to he better versed in the elements of knowledge than any other European country. Holland was the first nation of Europe to establish a system of public schools similar to the schools now known by that name. These four groups of people Roy Brenneman MilUrtrille, Pa. y7 M) -N curried their interest in education to the frontiers of Pennsylvania without knowing that they were luying the foundations of a great system of public instruction in a great commonwealth. When the Second Assembly of the Colony met at Philadelphia on March 10, 1683 the following ideals were expressed in part: “And to the end that poor as well as rich may he instructed in good and commendable learning, which is to he preferred before wealth. Be it enacted, That all persons in this Province and Territories thereof, having children, and all the guardians and trustees of orphans, shall cuuse such to lie instructed in reading and writing, so that they may be able to read the Scriptures and to write bv the time they attain to twelve years of age; and that then they he taught some useful trade or skill; that the poor may work to live. And in case «uch parents, guardians, or overseers shall he found deficient in this respect, every such parent or guardian shall pay for each child, five pounds except there should appear an incapacity in body or understanding to hinder it. This was one of the most significant laws ever passed in the state, and paved the way toward the building of our great educational structure. Although the differences in language and religion prevented the full realization of these ideals the parents provided such education for their children as they found most convenient. As might lie expected, early progress was slow since the hardships of pioneer life had to he met and religious preju- William L. Rrumhach Bethel, Pa. Twelve

Page 15 text:

I 9 3 I t ii k r o i ciis r o n k • • • • TOUCHSTONE STAFF Faculty Adviser—Burl N. Osburn Editor-in-Chief—Roy ll. Brenneman Business Manager—Harold B. Rohn Assistant Editor—Katharyn Buckwalter Associate Editors—Ralph Yohe, Harold Zarfoss Faculty Editor—Ruth Shoemaker Picture Editor—Esther Collins Senior Editors — Naomi Hess, Lester Slothower Organization Editor — Wilmer Lucken- baugh Athletic Editors—Wilbur Landis, Leon Dissinger, Robert Lucey Feature Editor—Ruth Fox Artists—Edythe Morris, Florence Huber Assistant Business Managers — Wanda Kalencki, Burton Stein Junior Representatives — Paul Oilier, Robert Weber Sophomore Representative — Edith Rohrer Frcehinan Representative—Robert Me- Comsey Eleven

Page 17 text:

I ') 3 I • • • • T II K r o t ciis t o e dices had to be overcome. The early scIiooIIioubcs were very simple and crude, poorly lighted and heated. The type of instruction was as crude as the buildings and facilities. Slates and pen cils and the blackboards were not used until after the Revolutionary War, and free texts could not he had until 1893. The teachers themselves were often poorly paid men whom society at large banned from its sphere. In spite of the low standards of the teachers of early years, we find several men whose scholarly attainments and devotion to their work gave them outstanding positions of respect in their communities. Some of the best known were: Enoch Flower, who had been teacher in England for twenty years before beginning his work in Pennsylvania and Francis Daniel Postorius, first master of a school established by the Friends at Germantown in 1701. lie is described as having known seven different languages, a n d h c i n g w c 11 versed in science and philosophy. Christopher Dock, one of the greatest of the Germans, taught for over fifty years on the Skip-pack. His school was mostly patronized by Men non it es ami other plain German people. As society in the commonwealth developed. the more progressive parents demanded that all children he entitled to a free education, since heretofore every child had not shared an equal opportunity. After years of struggle this sentiment finally led to the passing of the Free School Act of 1834. This Act was not passed, however, without first encountering some opposi- Kathryn Buckicalter Lancaster, Pa, Ml ri yj r 1 M n y r » ky cr A n A k»j Vw •n $ Cl r i Cl r | U tion. Several religious denominations were opposed to a secular education, separated from the churches, 'flic German people believed that mass education was dangerous, and that it would eventually destroy the mother-tongue. During the first year that the free school system was in operation only 536 districts accepted the provisions of I ho Act. Today there are 585 school districts providing a free education for their children. Along with the growth of the elementary schools has come the same gradual expansion of the secondary education program of the Commonwealth. The first school in Pennsylvania to he recognized as of secondary grade was the William Penn Charter School, organized in Philadelphia about 1689. During the next two centuries more schools ft d lowed this, the most typical of which were Kim her’s Hoarding School at Yellow Springs, near Phoenixvillc; the East Bradford Hoarding School, established in 1817. The French Creek Hoarding School for girls, was instituted in 1817. This last school was confined to no particular religious class. The enrollment consisted of twenty-five scholars; and the curriculum presented reading, writing, bookkeeping, English Composition, geography, ami needlework. ‘‘Politeness and good manners arc referred to as sufficient to regulate the children's deportment. Everything was done by rule; at the ring of a hell the scholars marched two by two according to their size to the refectory. At the close of the day the girls met together to hear a portion Thirteen