The law was, in some respects, imperfect, and was not understood by the officers whose duty it was to enforce it. In 1836, the act of 1834 was revised so as to adapt it to the wants and condition of the people. "Joseph Ritner was at that time Governor of the Commonwealth. He was a true type of the Pennsylvania Germans-firm, and even obstinate in the right; an earnest advocate of free education, he resolved that the school law should be enforced, and it was enforced. He appointed Thomas H. Burrowes Secretary of the Commonwealth, and intrusted to him the execution of the law. "The secretary entered earnestly upon the work of organizing the school system. He issued instructions to the school officers throughout the State; he traveled into the several counties and addressed the people, answering their objections and removing their prejudices; he directed the public officers of every county in the performance of their duties; and presented full and instructive reports to the legislature, wherein he indicated what amendments and alterations were necessary to perfect the law. "In his report, made to the Legislature in 1838, Mr. Burrowes said: 'It is true, the system is neither in full operation, nor is its machinery perfect; but the momentous question, can education be made as general and unbought as liberty? has been answered in the affirmative in Pennsylvania.' "In many districts the law was not accepted. The State had been settled by an intelligent, liberty-loving people, who had fled from Europe to escape the freedom of governments, wherein arbitrary laws destroyed liberty of conscience, and oppressed independent Christians. They valued free education as highly as they valued free worship and free speech. All denominations of Christians, whether Protestant or Catholic, came to Pennsylvania, bringing their preachers and school-teachers, and by the side of the log church they built the log school-house in every county and in every settlement. The work of educating all the children was made the sacred duty of the church; and because our ancestors feared that the State would not do this work as well as the church did it, they opposed the Common School System. They loved education, they favored free schools, but they distrusted State supervision. "The German people believed that all schools should be under the care of Christian denominations, and therefore regarded the State system as one that would defraud the church of its most powerful auxiliary; they feared also that the interests of the Germans would suffer by the gradual exclusion of the German language from the public schools. Therefore, notwithstanding their zeal in the work of providing free education under church patronage, they were hostile to what they called 'political schools.' "The progress of events, however, so far removed these prejudices, that in 1849 the section of the act of 1836, which left the adoption of the system to the option of each district was repealed, and the provisions of the law were extended to every township throughout the State. "The school system was, however, not successfully administered until after the passage of the act of 1854, when, for the first time, its officers were clothed with adequate powers to enforce the law. Though the general plan of the system remained unchanged, new and important features were introduced. "Subdivisions of school districts and sub-committees were abolished; ample power was given to enforce the collection of school taxes; the School Department was directed 1 "Joseph Ritner is a native of Berks county, of German parentage; he received a very limited education in Lancaster, and is truly a "self-made man," rising from ignorance and obscurity by the force of his own high qualities. He removed to Washington county, where he was a practical and hardworking farmer; was a member of the legislature and speaker of the House of Representatives. In 1835 he was elected Governor of the State, and won imperishable honor as the steadfast supporter of the Common School System. Governor Ritner retired to private life on a farm in Cumberland county." to publish a manual of School Architecture,1 and Directors were authorized to levy a 'building tax' and to locate schoolhouses. The law provided that geography and grammar, together with such higher branches as the Directors might prescribe, should be added to the list of studies taught in every school; the Directors were empowered to establish graded schools, and to assign pupils to the proper grades. The office of County Superintendent was established, and the law prescribed the qualifications and duties of that office. "The appointment of a Deputy Superintendent of schools was authorized, whose duty it was to administer the system, under the supervision of the Secretary of the Commonwealth, who still remained ex officio Chief Superintendent, and finally, the School term was increased to four months for each year. The old law required only three months. "The county superintendency soon proved itself worthy to be called the 'right arm' of the system. Under the guidance of the Department, it organized the educational forces in every part of the State, and infused greater energy into the work. The Deputy State Superintendent and the County Superintendents aroused and educated public sentiment, and the Directors, clothed with ample powers, carried out with considerable zeal the much needed reforms. "To these stimulating influences were added the efforts of teachers, struggling, by means of Institutes, County and State Associations, and annual conventions, not yet authorized by law, to improve themselves and to elevate their calling to the dignity of a learned profession. "The act of 1857, which separated the school superintendency from the office of the Secretary of the Commonwealth, and made it an independent department, and which placed the system in all its parts above and beyond the arena of party politics, greatly increased its power for good. But the Normal School Law, passed by the legislature in the same year, was the crowning work of school legislation in Pennsylvania. It settled the public policy on the subject of education, set a high standard for future generations to work up to, and substantially completed the organic structure of the Common School System. "The State is divided into twelve normal districts, and each district is authorized to erect a State Normal School. The first institution established under this law was the Normal School for the Second District, at Millersville, in Lancaster county, recognized by State authority in 1859. The Normal School for the Twelfth District, at Edinboro', in Erie county, was recognized in 1861; for the Fifth District, at Mansfield, Tioga county, in 1862, and for the Third District, named 'Keystone Normal School,' at Kutztown, in Berks county, in 1866." An'account of the State Normal School, at Millersville, is given below. The actual condition of popular education in the county is exhibited in the following tabular statement from the official report of the State Superintendent, the Hon. J. P. Wickersham, for the year ending Jund 1, 1868. 1. This manual, prepared by Dr. Thomas H. Burrowes, was published by the State Department, and contained numerous cuts, and illustrations giving plans, accompanied by explanations, for the erection of schoolhouses suitable for every grade. 31 52. Washington..... 14 32 25 30 33 650 37 3 64 1 513 6.94 296 223 37 09 32 6314,473 12,768 18,007 80 4.36 2.55 $739,523 42 546 498 650 85 5. 1. 63 1.75 0. 773 53 6,325 50 1,839 41 $22,193 40 $16,201 84 $177,918 66 $190,205 38 $8,332 90 123,283 99 31,196 07 39,084 16 $11,647 86 262 08 2,112 00 399 75 308 20 175 32 244 64 34,527 08 Minimum occupat'n Amount levied for building purposes. THE SCHOOLS OF LITIZ have long been favorably known. The village contains now. besides 2 Public School, 4 Boarding Schools, 2 for girls and 2 for boys: 1. The Young Ladies' Seminary, called Linden Hall, was opened as early as 1794, and conducted at first partly in the Sisters' House and partly in a house adjacent to it. The new building, expressly built for school purposes, was occupied October 26, 1804. It is 3 stories high, 100 feet in length and 60 in depth. In the basement, is a large dining room, and the first and second story are the school-rooms, principal's residence, and a chapel for spiritual devotions. The third story is occupied as a dormitory, and a room called the sick-room, which is expressly set apart for such as may be indisposed; a nurse resides in this room, whose duty it is to attend to such of the pupils, as it may be found necessary to remove into it. In the rear of the building is a large yard, or playground, provided with a pavilion, seats, swings, &c., for the pleasure and amusement of the pupils. The Institution is provided with a very extensive Library, and as music is taught, every room is provided with a piano. It is customary in this Institution to have musical entertainments from time to time. A friend of ours who has occasionally been present, assures us, that the performances of the pupils, in vocal and instrumental music, are truly excellent, and are probably not surpassed in any other Institution of the kind. Ornamental needlework of various kinds, is also taught to great perfection, and all other branches, which constitute a practical education, receive their due share of attention. There are 10 Tutoresses engaged, two always residing in each schoolroom, with about fourteen pupils, whose duty it is, not only to instruct them, but to have a watchful eye over their morals, and to take walks with them, after the daily exercises are closed. The Principals of this Institution, since its establishment, have been as follows: 1794, Rev. John A. Huebner; 1801, Rev. John Herbst; 1802, Rev. John Meder; 1805, Rev. John F. Freeauf; 1815, Rev. Andrew Benade; 1822, Rev. John C. Beckler; 1824, Rev. Samuel Reinke; 1826, Rev. John G. Kummer; 1833, Rev. Charles F. Kluge; 1836, Rev. Peter Wolle; 1858, Rev. Julius T. Beckler; 1867, Rev. William C. Reichel. 2. The Young Gentlemen's Academy: We have already stated that in the early years of Litiz, there were two schools, one for the boys, belonging to the society, and the other for those from the adjacent country. As Warwick township became more settled, so the schools increased, and there was no more necessity to send the children to Litiz, consequently, the one for the children from the country was discontinued. Mr. Christian Schropp conducted the town school, for many years, and on the 2d of January, 1815, Mr. John Beck took charge of it. At that period, the school was held in an old building, which had been fixed up for that purpose, and stood at the same place where the present brick school house stands. Mr. Beck spared neither pains nor expense in improving the school, and his indefatigable exertions, as well as the various methods he adopted to further his pupils in their studies, became a subject of general remark. In 1819, the school began to attract the attention of parents from abroad, and boys were brought from various places. In 1822, it was found necessary to erect the present brick school house; the old building being too small to contain all the pupils. This building is two stories high, and is adorned with a neat cupola. The second story is, however, not occupied for school purpose, but as a concert hall, where the musical society of Litiz meets. It is provided with an extensive musical library, and a number of instruments belonging to the Society. The school continued to increase from year to year; and boys were brought from various parts of Pennsylvania, Virginia, Ohio, the Carolinas, Maryland, Louisiana, &c. This continued increase rendered it necessary, not only to add another building, but also more teachers. Accordingly, the large building, formerly called the "Brethren's House," which is near the brick house, was engaged, and arranged for school purposes. In 1865, after Mr. Beck had spent fifty years in the school, he retired, and Messrs. |