adopted, her sons-more ignorant of the vast issues at stake and more easily misled by scheming demagogues-would not have been in the field to the number of hundreds of thousands in solid phalanx, as they were, doing battle for the integrity of the Union. 66 In days of old her geographical position made her the Keystone of the federal Union; in these later days, when practically a border State, she was again-may we not believe?-as firmly set as before, the God-appointed Keystone of the Arch -retaining, and only enabled to retain, this proud place of honor through the thinking bayonets" that came out of her Common Schools. When we consider the staunch support which these schools had from Governors George Wolf and Joseph Ritner, in securing their introduction into Pennsylvania; from Thaddeus Stevens in their defense, preventing the repeal of the Act of 1834; and from Thomas H. Burrowes in the organization of the system from 1835 to 1838, placing it upon the solid ground of an assured success-we have a new and grander estimate of the work done by these men some sixty years ago. ORGANIZING THE SYSTEM. THE appointment of Hon. Thomas H. Burrowes by Governor Ritner to the highest office in his gift, passing by many older men for one so young, was not popular with the leaders of his party, and it was especially unsatisfactory to the friends of free schools, who feared the administration of the system had fallen into unfriendly hands. Never were men more agreeably disappointed. Ignorant of his duties but determined to master them, oppressed with the magnitude of the undertaking but not shrinking from it, with increasing strength and growing interest as the task progressed, the new State Superintendent began the great work of organizing the system and putting the schools in operation. Apart from the correspondence relating to schools which pressed upon his attention, his first official act as Superintendent of Schools was to prepare and present to the Legislature what he called a "Supplementary Report," called supplementary because the regular report for the year had already been read in the two Houses and published. Even at this early day he clearly saw the greatest defect of the schools, and thus points it out: "Teachers, then, well qualified, well paid, respected, professional teachers, are the chief want of the system." Narrow and crude as were some of the views and recommendations in this report, there was enough in it to show that its author was able and earnest, and to give promise of the good to come. The needed schooling for the duties of the place came mostly in the shape of the voluminous correspondence that required attention. The system was new and badly understood, and there were not then as now local officers competent to enlighten the school boards and the people in regard to the proper construction of the law, or the practical details of its application. In consequence, every mail brought many letters to Harrisburg from all parts of the State. The copied answers remaining in the Department show that, although the correspondence of the Secretary of the Commonwealth was then much greater than now-as all the county officers, judges and other magistrates were appointed by the Governor, and a vast system of public improvements was in full progress-he wrote scarcely onethird the number of letters that were written by him as the Superintendent of Schools. Information was constantly asked concerning every detail of the system-the election and organization of school boards, the location of schoolhouses, the assessment and collection of school taxes, the distribution of the State appropriation, the examination and qualification of teachers, the selection of branches of study and text-books, the use of the Scriptures and the catechism in school, school government in all its branches, the residence of pupils, the opposition to free schools, etc., etc. To attend promptly to this immense correspondence taxed to the utmost the powers of the Superintendent; but it was just the discipline he needed to make him what he became, the great organizer of the system. His letters as a whole are a marvel of perspicuity, and furnish striking evidence of the study given the subject in all its bearings, and the care taken in their preparation. When the writing of letters became over-burdensome, resort was had to printed general notices and circulars, of which a number were issued. Some two or three months after its passage, the Superintendent published in a pamphlet of twenty-two pages and forwarded to every school director in the State, the act of 1836, "with explanatory instructions and forms for carrying it into operation," together with forms for all the official acts of school directors. This was the first publication of the kind issued by the School Department, and doubtless furnished the model for all documents of a similar character published since that time. His first regular report, dated February 17, 1837, was more elaborate and a much better considered paper than that of the year before, although far from being as sound as the work of his maturer years. He starts out by congratulating the Legislature "on the prosperous condition and cheering prospects of the common school cause." "At length," he says, "it has reached a point in its progress as an experiment, at which the certainty of its success may be confidently announced." ་ In order that the $500,000 appropriated by the Legislature in 1837, for the purpose of aiding school boards in the erection and improvement of school houses, might be used to the best advantage, the Superintendent prepared and transmitted to each school district an engraved plan of the interior arrangements and furniture of a primary school-room. This was used in remodeling hundreds of old school houses and in building many new ones. Nor did the Superintendent remain in his office, simply performing the work that came to his hand. In the summer and fall of 1837, and again at the same season in 1838, he spent some months in visiting the different counties, where he addressed public meetings, counseled with directors and teachers, explained the school law, settled disputes and differences, gathered stores of information for himself, and infused life into the working of the system. In this way all the counties were visited except eight, personal interviews were had with thousands of directors and large numbers of teachers and citizens interested in education, and numerous schools and some Academies and Colleges were inspected. In recognition of these useful services, the Legislature voted an increase of salary to the amount of five hundred dollars a year. No document that ever emanated from the School Department is more worthy of study than Dr. Burrowes' third report, made in February, 1838. It is a masterly presentation of its author's views, matured by the experience of three years in the office of Superintendent, on the subject of public education in the State, present and prospective. The great wants of the system are stated to be increased State appropriations and the improvement of teachers. In regard to the latter, the report speaks of the two modes of preparing teachers that had been partially tried, viz., that by means of the County Academies and that by means of the Colleges. Both classes of institutions had been aided by the State with a view of securing from them in return a supply of well qualified teachers for the common schools, but, as stated, the result had been unsatisfactory. In consequence, strong ground was taken in favor of the immediate establishment of two Teachers' Seminaries, [Normal Schools] with provision for the establishment of three or four more in different parts of the State, as needed. Such schools, it was held, should devote themselves mainly to teaching the "art of instruction;" "knowledge in the other arts and sciences should only be imparted as incidental and secondary." "Model schools" would enable the "scholar teachers" to learn how to teach others. The report reckons among the benefits of the Free School law the following: The profession of teaching has been much elevated, the compensation of teachers is increasing, inquiry for the best school books has become more general, the odious distinction in school between the children of the rich and the poor has passed away, school houses have improved a hundred per cent. within three years, and the number of children attending school has fully doubled. In a concluding paragraph, he indulges in a word of just pride with reference to the results of his work : "The undersigned has now fulfilled a duty of no ordinary magnitude. From a small incident to the office he has the honor to hold, the Common School Department of its business has grown up so as to occupy more than one half of his time and nearly all his thoughts. It was a mere experiment -it is now a settled system. The great design of her public works is now largely and rapidly developing the unbounded physical resources of Pennsylvania. The mighty agency of the Free School will, if properly cherished and directed, bring out into employment the much more incalculable and precious treasures of her mind. Like the same system, that of education only needs a continuation of the fostering care which heretofore sustained and strengthened its usefulness. If this be extended, Pennsylvania will, in a very few years, be less celebrated for her canals and railroads, than for her schools and her colleges." He also published a pamphlet entitled Regulations for Common School Districts. It consisted of two parts: General District Regulations, and Internal Regula lations of the Schools. This was a most timely and an exceedingly useful publication, covering, with detailed explanations and instructions, the entire field of the duties of school directors and the internal regulations of the schools. At the election in 1828, Governor Ritner was defeated by David R. Porter. Superintendent Burrowes found time, notwithstanding the heat of the political contest in which he was prominently engaged as chairman of the State Committee of his party, before surrendering his office, to prepare and submit to the Legislature, with explanatory remarks, two bills, one "To Consolidate and Amend the Several Acts relative to Common Schools," and the other "An Act to provide for the Establishment of Institutions for the Preparation of Common School Teachers." The first was a bill of sixtyeight sections, based mainly upon the law of 1836, but arranged in logical order by subjects, expressed in clear and concise language. The second provided for the appointment of a commissioner to investigate the want of well-trained professional teachers, and the best means of supplying the same. Neither of these bills appears to have been acted upon in the Legislature, but they were published, and served to educate public sentiment and to direct future legislation.-Condensed from "History of Education in Pennsylvania," by Dr. Wickersham. "THEIR NAME LIVETH FOREVER MORE." Let us now praise famous men and our fathers that begat us. The Lord hath wrought great glory by them through His great power from the beginning. Leaders of the people by their counsels, and by their knowledge of learning meet for the people, wise and eloquent in their instructions. All these were honored in their generations and were the glory of their times. There be of them that have left a name behind them, that their praises might be reported. Their bodies are buried in peace; but their name liveth forever more. The people will tell of their wisdom, and the congregation will show forth their praise.— Ecclesiasticus. THE influence of a gifted mind with earnest purpose for good-with tireless energy, ample opportunity, and an unlimited field of effort--in moulding thought and giving direction to events, is not measured by words of commendation or by official records. It is as measureless as the soul, more enduring than time. tion possible-that of general education There is in this country but one direc in the early years of the development of a great State system, and while it is passing through the formative stage of its history-in which a man can do work which will justify the high claim that is made for Dr. Burrowes. The Common School is everywhere throughout Pennsylvania; it reaches or may reach everybody, now and in future generations; and he who has worked to best purpose at its foundations and planned most wisely its superstructure, is of all men the greatest benefactor to the State. Such work was done by Dr. Burrowes. For many years, indeed, his was the one great name in connection with the cause of Common School education-and we firmly believe that in enduring benefaction conferred upon the State he deserves to rank with our formest benefactors, after the great Founder himself, William Penn. Let us therefore erect to him this enduring Memorial. Will not every Superintendent, every Teachers' Institute, and every State Normal School take a strong hand in this noble work, and aid it in every way to the extent of ability? With patriotic zeal and the energy of a noble purpose he toiled for an average life-time at the foundations of our unique educational system. At the age of thirtythree years, after two years' study of the field, Dr. Burrowes wrote his extraordinary report of February 19, 1838; and for thirty-three years thereafter, until the day of his death, all that voice or pen could do was done, with unselfish devotion, to advance the cause that was nearest and dearest to his heart. Men of his stamp are the heroic men of any era. They give grandly of all they have, and the best they have, And wisest they in this whole wide land So whether to wander the stars or to rest He gave with a zest and he gave his best. COMPULSORY EDUCATION.* Is it necessary to recapitulate the argument in favor of this reform? It ought to be unanimously conceded that it is the Ladies and Gentlemen of the Pennsyl-duty of the State to see that its people are vania State Teachers' Association: It is an honor as well as a pleasure to stand in the presence of the representatives of a class who are doing so much for the preservation of the free government whose birth is celebrated to day. The time when the work of the teacher was not appreciated is passing away. As our conception grows of the need and importance of education in its relation to character and to usefulness, an estimate of your services must increase in proportion. You are in one sense the guardians of the nation's future-not only as you develop and lead forth the astonishing forces of the human mind, but still more as you shape the morals and character of the people. It has been said that the public school is an intellectual, not a moral force. If that were true, how should we explain the fact that from the ten per cent. of our population who cannot read or write come 80 per cent. of our criminals? Surely upon such a remarkable showing we are justified in saying the charge is not true. But while we boast, and not without reason, of our educational progress, we are forced to confess that in the matter of universal education we as a nation do not compare with some foreign countries, and that our own Pennsylvania especially is behind most of her sister commonwealths. Our school system is regarded by many as among the best in the world; directed by men of eminent learning, with free books and under carefully trained teachers, more than a million boys and girls are being prepared by it for life's work. The State has been lavish in her generosity to the schools, giving five and a half millions of dollars annually, fully one-third of the entire expense of conducting them. Yet, hitherto, the Commonwealth has been content to educate those who applied for admission, doing nothing to influence those who would not attend of their own accord. While thirty other States have adopted compul sory education with the best results, Pennsylvania has remained almost alone among the more progressive States, for a decade, in failing to erect this additional bulwark against ignorance and vice. * Address by Hon. J. R. Farr, of Scranton, before the State Teachers' Associations at Penn. sylvania Chautauqua, Mt. Gretna, July 4, 1895. prepared for the duties of citizenship. What a ing universal education into law. Did we need it? Why, our own figures show that instead of decreasing, illiteracy is actually on the increase, in this Commonwealth which spends five and half millions a year upon its schools. To be sure, we must consider the influx of ignorant and poverty-stricken thousands who come to us to escape oppression in foreign countries; but surely there is cause for alarm in some of the statistics. Let us glance at a few figures: The census of 1890 shows a difference of over seven per cent. in the increase of the population of Pennsylvania, and in the increase in attendance of all of Pennsylvania's schools. The census reports. also show that there were in Pennsylvania in 1890, 1,467,018 children between five and seventeen years of age. In that. children in all the schools of the State, year there were not more than 1,000,000 showing the startling number of 467,818 children between five and seventeen years of age who do not go to any school. The children between six and fourteen years. would comprise two-thirds of the 467,818, namely 311,888; those between six and twelve years of age one-half of 467,818,. 233,909; those between eight and twelve years who would come under the educawould comprise one-third of 467,818, or tional bill passed by the last legislature 155.939. Between the years of eight and thirteen there would be five-twelfths of 467,818, or 194.924 children who do not go to school. After taking credit for all possible deductions, it is safe to say that at the very lowest estimate there are 150,000 children between eight and thirteen out of school. Surely it is not too much to say that this is an alarming | non-attendants, 1,250; York, 20,783, non showing. Part of these absentees may be found in the industrial establishments, placed there often by parents who misrepresent their age to evade the factory law when putting children to work who ought to be in school. We will reach this by making our census for school purposes conform to the factory legislation which has done such excellent service, and is so thoroughly humane and beneficent as to command universal praise. This law simply goes a step farther; having forbidden children under thirteen being compelled to work, and assuming that they should neither run the streets nor live in idleness, and that they need knowledge for future citizenship, therefore they have been required to go to school and be instructed. The provisions of the law have been laid before you in the papers and in your State Journal. You will find nothing in them that is arbitrary or oppressive. The law conserves public policy, while giving the largest scope to individual choice. The parent is not constrained as to how or where he shall educate his child, except that he be instructed in the common English branches. It has been claimed that the school accommodations are not sufficient to meet the increased attendance which would result from compulsory education. This, wherever true, constitutes no argument against it, as these accommodations can be readily enlarged in such case, and the common school law makes it the duty of directors to meet that question. But, say some, this matter of compulsory education is thus far only an experiment, and not a proven success. Let us see about that. Massachusetts has had compulsory education for a number of years; and with what result? The city of Worcester, in that State, with a population of 84,655, had but 100 children out of school, as Supt. Marble informed me. How does that compare with our cities? Here are a few: In Allegheny City, population in 1890, 105,287, the superintendent estimates that there are 500 children between six and sixteen who do not attend school. Erie city, population 40,634, 1,000 non-attendants at any public school. Harrisburg, 39.385, non-attendants, 1,000; Beaver Falls, 9,735, non-attendants, 700; Lancaster, 32,011, non-attendants, 1,000; Reading, 58,661, nonattendants, 2,500; Wilkes-Barre, 37,718, attendants, 500; Scranton, 75,215, nonattendants, 2,000; Shamokin, 14,403, non-attendants, 950. So it goes throughout this great commonwealth, showing what large numbers do not go to school in our cities, education not being obligatory, as compared with Worcester, where it is enforced. And so it is in the other States; where honest effort has been made to enforce the law, it has been a great success. Besides, the experimental stage has passed on the other side of the water, and we have the benefit of the experience of the most advanced countries of Europe to guide us. We know their history, we meet their people here every day. You rarely meet a German from the Fatherland who cannot read and write. It is true, also, of the Swiss, the Swedes and the Norwegians. In those countries. the percentage of illiteracy is less than one in a hundred. France was taught a severe lesson by its war with Prussia, that the illiterate French soldier could not cope with the educated German soldier. A compulsory education law was one of the most important innovations adopted by France as a result of that destructive Illiteracy was frightful there. Today, as a result of compulsory education, the percentage of illiteracy is exceedingly low. There was shocking ignorance in the British Isles early in the seventies. Education was optional then; but its good results were so manifest, that it was made universally obligatory in England, Wales and Scotland, but not in Ireland, where the fullest exercise of parental right and authority was continued. Thus the opportunity for the most striking contrast in the value of compulsory education and the fullest educational freedom to parents is afforded by the British Isles. In three years from the enactment of compulsory education in Scotland there was an increase of 90,000 from 214,000 in the attendance at Scotland's schools, a gain of 42 per cent., while in Ireland, without compulsory education, there was an increase of only 81⁄2 per cent. In five years England's gain was greater than Scotland's. In five years in England attendance at school under the compulsory law was increased 685,000, a 60 per cent. gain, as against an increase of 30,000 in Ireland, or only 81⁄2 per cent., without a compulsory education law. The city of Birmingham's increase was |