LC$ r n •W^iZ Division. Section Digitized by the Internet Archive in 2019 with funding from Princeton Theological Seminary Library https://archive.org/details/quakereducationiOOwood_O STUDIES IN THE HISTORY OF EDUCATION By Thomas Woody, Ph. D. University of Pennsylvania Early Quaker Education in Pennsylvania. Published by Teachers College, Columbia University. 287 pages. Price $3.00. Fiirstenschulen in Germany after the Reformation. George Banta, Publisher, Menasha, Wisconsin. 46 pages. Price $1.00. Quaker Education in the Colony and State of New Jersey. Fully illustrated. Published by the Author, University of Pennsylvania, Philadelphia, Pa. 408 pages. Price $4.50. EARLY QUAKER MEETINGS IN NEW JERSEY A 4-CCi QUAKER EDUCATION IN THE COLONY AND STATE OF NEW JERSEY 9 Source ^Boofe THOMAS WOODY ASSISTANT PROFESSOR, HISTORY OF EDUCATION UNIVERSITY OF PENNSYLVANIA Published by the Author Uttttiersrttp of $emts#ttmtua PHILADELPHIA Copyright, 1923, by Thomas Woody PRESS OF W. F. HUMPHREY GENEVA. N. Y. TO PROFESSOR PAUL MONROE WHO FIRST STIMULATED MY INTEREST IN THE HISTORY OF EDUCATION THIS BOOK IS GRATEFULLY DEDICATED “ Neither must we cast a slight upon education , which is the first and fairest thing that the best of men ever have , and which , though ■ liable to take wrong direction , is capable of reformation. And this work of reformation is the great business of every man while he Jives.”— PL A TO. QUAKER EDUCATION IN THE COLONY AND .STATE OF NEW JERSEY CONTENTS List of Illustrations. ix Preface. xi I Introduction. i II Quaker Educational Policy. 8 III Schools of Shrewsbury Quarter. 38 IV Schools of Burlington Quarter. 55 V Schools of Salem Quarter. 118 VI Schools of Haddonfield Quarter. 163 VII Care and Education of the Poor. 232 VIII Apprenticeship Education. 256 IX Education of “Inferior Races”. 266 X School Control and Organization. 288 XI Curriculum and Textbooks. 315 XII School Support. 340 XIII Transition to State Schools. 358 XIV In Conclusion. 371 Bibliography. 378 Index. 393 LIST OF ILLUSTRATIONS Important Quaker Meetings in New Jersey.Frontispiece Graphic comparison of the number of children members with the number attending Quaker schools. 30 Graphic representation of facts relating to education in the Yearly Meet¬ ing of Hicksite Friends. 36 Shrewsbury Quarterly Meeting. 39 Advertisement of Friends Select School, Rahway, 1877. 49 Old School house at Quakertown, now remodelled and used as a residence 52 Meetings in Burlington Quarter. 56 Agreement between Burlington Meeting and Thomas Powell. 58 Friends’ School at Burlington. 61 Mansfield School Account Book. 62 Master’s dwelling at Rancocas. 69 Friends’ School at Rancocas. 74 Friends’ School at Old Springfield. 76 Master’s dwelling at Old Springfield. 77 Chesterfield Friends’ School. 81 Financial report of the school at Crosswicks. 83 Rules of the school at East Branch. 87 Plan for raising school fund at Mt. Holly. 95 Rules for the school at Upper Springfield. 100 School house at Upper Springfield. 101 Facsimile of the account of Tucker Earl. io 5 Graph showing rise and decline of schools in Burlington Quarter. 117 Meetings of Salem Quarter. 119 Friends’ School at Salem. 127 Plan for raising School Fund at Woodbury. 138 Rules to govern trustees of Woodbury school fund. 139 Woodbury Friends’ School. 141 Facsimile of a page from the Woodbury school accounts. 142 Hicksite Friends’ School at Woodbury, New Jersey. 143 Facsimile of the Rules to govern trustees and teacher at Woodbury.. . 145 Facsimile of rules to govern scholars at Woodbury Female School. 146 Bacon Academy. 153 An announcement of Bacon Academy. 154 Boarding House at Eldridge’s Hill School. 158 Eldridge’s Hill Boarding School. 159 Meetings of Haddonfield Quarter. 164 Friends’ School at Haddonfield. 165 Day’s ‘Art of Spelling Facilitated”. 170 IX X Quaker Education in New Jersey The method of instruction illustrated in the “Art of Spelling Facili¬ tated,” by S. M. Day. 171 Title page from the “Lessons in Reading” by S. M. Day. 173 House formerly occupied by Friends’ School, Camden. 178 Friends’ School at Camden. 179 Master’s dwelling at Evesham Meeting. 184 Articles of agreement for trustees, teachers, and employers at Evesham 186 Quaker School at the Easton Meeting. 195 Debit side of the Easton School accounts. 196 Credit side of the Easton School accounts. . . .. 197 Pine Grove School. 209 Crop well School. 210 Medford Friends’ School. 213 The Chester “Brick School”. 215 Westfield Friends’ School. 216 Elementary School, Moorestown. 220 High School, Moorestown.•. 221 The Schools of Haddonfield Quarterly Meeting. 231 Constitution of Woodbury First Day Free School Society, and the rules to be observed in the School. 252 Rules to govern the order of teaching at Woodbury First Day School. 254 Plan of the Meeting Organization. 289 Title page of Barclay’s ‘Catechism”. 318 “Introduction to the English Reader”. 320 “Contents” from Murray’s “English Reader” (1808). 322 A page from Murray’s “English Exercises” (1813). 325 “Contents” of Hart’s “Class Book of Prose”. 326 A page from the “Contents” of Murray’s “English Grammar”. 329 A page from the “Index” to “The Select Reader No. Ill”. 330 Title page of the “Sequel to the English Reader” (1831). 332 Thomas Evans’ “Examples of Youthful Piety” (1830). 333 Title page of the “Apology” of Barclay. 334 Catalogue of Books belonging to Woodbury Preparative Meeting in 1802 335 Upper Greenwich Friends’ School, now occupied by District School. . 370 PREFACE In the following pages there is presented as full an account of the Quaker schools in New Jersey as the limitation of sources and space will permit. In many cases almost the sole source of in¬ formation about the schools has been the meeting records. While the limitations of these sources are recognized, they are, perhaps, the most trustworthy of any now extant; and in many instances there are none other. They are accordingly used freely. Since the minutes of meetings and the records of old school committees are, for the most part, very difficult of access for students of education, it has seemed wise to incorporate liberal selections from the sources in the text. Since, in the preparation of this volume the writer has read thousands of pages of manuscript records, some of which were poorly written and others badly preserved, he recognizes the inevitable fact that some points have possibly been overlooked and inaccuracies have crept in. As the presentation of a truthful statement only is-aimed at, he solicits criticism of a constructive nature and correction where errors in fact may occur. In certain cases, interest would have dictated that a detailed study be made of schools but such was not practicable within the limits of this book. It is to be hoped that local historians, thoroughly familiar with the ground, having access to the records, and, being possessed of a more bountiful supply of intimate knowledge, may be able to make such detailed studies. The policy of giving full footnote references has been pursued in order to facilitate such further research; and that material now located may be consulted readily without duplication of my efforts. The voluminous character of many of the Mss., and the fact that none are indexed, save occasion¬ ally for genealogical purposes, make this extremely desirable. Though certain phases of educational development, particularly the growth of district schools out of certain Friends’ institutions and the tendency towards centralization, have been traced to the present, the writer disclaims any intention of giving a view of Quaker schools of the present day. The purpose has been his¬ torical throughout. No survey of the present is attempted. XI Quaker Education in New Jersey Xll I am indebted to many librarians and custodians of records, both in this city and in various places in New Jersey. Where possible their services have been acknowledged on the proper pages of this book. To others, whom I have troubled on many occasions, it is a pleasure to acknowledge my indebtedness: Miss Linda Moore, of the Friends’ Central Library, Mr. George Vaux, Custodian of Records, Mr. William Cowperthwaite at the Friends’ Book Store, and Mr. Charles Bradford, now deceased, who prepared the photographs. To my colleagues, Dean John H. Min- nick and Dr. E . D. Grizzell, I wish to express my appreciation of encouragement and assistance. Likewise I wish to acknowledge a great obligation to Wilhelmine Lawton Woody, whose assistance in the preparation and revision of the text has been invaluable. Philadelphia, THOMAS WOODY September 29, 1922 QUAKER EDUCATION IN THE COLONY AND STATE OF NEW JERSEY CHAPTER I INTRODUCTION New Jersey was settled during the last quarter of the seven¬ teenth century. In contrast with other colonies, and notably Massachusetts, she lacked homogeneity of nationality and re¬ ligion. In this she was closely akin to Pennsylvania. Among her peoples were the Dutch, Scotch, English and Swedes. As for churches, there were the Dutch Reformed, Scotch Covenanter, Quaker, Anglican, Baptist, Swedish and Moravian. This great diversity of population and religion made it inevitable that her education should be equally so. However, the colony was not so badly divided as might seem. But two divisions were recognized: East and West Jersey. To settle disputes between Carteret and the trustees of Byllynge a line was run from Little Egg Harbor to the Delaware River at about 41 ° north latitude, which divided the two. To the east and north of this line the territory was retained by Carteret; on the west and south it belonged to the Quaker proprietors. This division was made in 1676. Six years later, Penn and eleven Quaker associates purchased East Jersey for the sum of £3,400. To these twelve were added other twelve “partners,” mostly Scotch, who for a few years constituted the twenty-four proprietors of East Jersey. In 1702 the Proprietors withdrew from the government of the colony, retaining only property in the soil and their quitrents, and the two provinces were united under Lord Combury as Governor. New Jersey remained a royal province until 1776. Little was accomplished for education in the Colonial period save .through individuals and individual congregations. 1 The ^he statement made by an historian of New Jersey that “From the first New Jersey was in advance of every American state in education” is not sub¬ stantiated by fact. 2 Quaker Education in New Jersey Concessions and Agreements of the Proprietors, Freeholders, and Inhabitants of West New Jersey in America, adopted in 1676-7, was very liberal in character, granting entire freedom of con¬ science, universal suffrage, voting by ballot, no imprisonment for debt, education of orphans at public expense, freedom of all from the oppression of slavery, protection of the Indians in their rights, government by ten commissioners, and an elected and paid assembly of one hundred members. 2 The colony, however, was never really governed under this system, excepting as the laws passed by the assembly, called by Governor Jennings, were in general accord with it. The section of the Concessions and Agreements, relating to education of orphans, ran as follows: If parents die leaving child or children, and no estate, or not sufficient to maintain and bring up the said child or children, in that case the commissioners are to appoint persons to take care for the child or children, to bring them up in such manner as the commissioners shall appoint, and the charges thereof to be borne by the public stock of the province; and if none be established, then a tax to be levied by twelve men of the neighborhood, with the consent of the commissioners or the main part of them. 3 Specific educational legislation was passed by the Quaker assembly of West New Jersey in 1682, when the Island of Matinicunk was granted to Burlington for the use of “educational purposes’' forever: And for the encouraging Learning, for the better education of youth; be it hereby enacted and agreed by the authority aforesaid that the Island called Matinicunk Island, late in the possession of Robert Stacy, with all and every the appurtenances, is hereby given, and shall be from henceforth forever hereafter, be and remain to and for the use of the Town of Burlington and to others concerned therein, within the first and second tenths, the rents, issues, and profits thereout and therefrom yearly arising, to be (by the overseers appointed or to be appointed in Burlington) employed for the maintaining of a school for the education of youth within the said town and in the first and second tenths. 4 In East New Jersey, during the rule of the twenty-four pro¬ prietors, a law was passed (1693) which showed the influence of the New England elements in the population; responsibility for creating schools was placed on the inhabitants of the town. Whereas the cultivation of learning and good manners tends greatly to the 2 N. J. Archives, First Series, I, 24iff. 3 Ibid., 262. 4 Learning and Spicer: Orig. Constitutio?is of N. 455. Introduction 3 good and benefit of mankind, which hath hitherto been much neglected within this province. Be it therefore enacted by the Governor, Council, and the Deputies in General Assembly now met and assembled and by the authority of the same that the inhabitants of any town within this province shall and may by warrant from a Justice of the Peace of that County when they think fit and convenient, meet together and make choice of three more men of the said town to make a rate for the salary and maintaining of a school¬ master within the said town, for so long a time as they think fit: and the consent and agreement of the major part of the inhabitants of the said town shall bind and oblige the remaining part of the inhabitants of the said town, to satisfy and pay their shares and proportion of the said rate; and in case of refusal or non-payment, distress to be made upon the goods and chattels of such person or persons so refusing or not paying, by the constable of the said town by virtue of a warrant from a Justice of the Peace of that County; and the distress so taken to be sold at a public vendue and the overplus if any be after payment of the said rate and charges to be returned to the owner. 5 How fully the right, authorized by law, was made use of is not known but, presumably, not to any great extent as a new act was passed in 1695. The Act of 1695 stated that: Whereas there was an act made Anno Domini 1693, for the establishing of schools in each respective town of this Province, by experience it is found in¬ convenient, by reason of the distance of the neighborhood, the said act direct¬ ing no suitable way whereby all the inhabitants may have the benefit thereof. Be it therefore enacted by the Governor, Council and Representatives in General Assembly now met and assembled, and by the authority of the same that three men be chosen yearly and every year in each respective town in this Province to appoint and agree with a schoolmaster, and the three men so chosen shall have power to nominate and appoint the most convenient place or places where the school shall be kept from time to time, that as near as may be the whole inhabitants may have the benefit thereof. 6 During the period of the royal governors, 1702 to 1776, edu¬ cational legislation was at the lowest ebb. The very illiberal attitude of the English government was indicated in the instruc¬ tions given to Lord Combury restricting the freedom of the press: Forasmuch as great inconvenience may arise by the liberty of printing in our said Province you (the governors) are to provide by all necessary orders that no person keep any press for printing, nor that any book, pamphlet, or other matters whatsoever be printed without your especial leave and license first obtained, 7 5 7 bid., 328. 6 Ibid., 358. 7 N. J. Archives, First Series, II, 534. 4 Quaker Education in New Jersey Though encouragement was given to projects of higher edu¬ cation, the most prominent being the establishment of the College of New Jersey (1746) and Queen’s College (Rutgers) in 1766, there was no effort to provide general elementary education, and such as was afforded depended upon individual initiative. Due to the fact that colleges of that day existed primarily to train minis¬ ters, and the Quakers did not recognize collegiate training as the first requisite for ministers, they did not favor the project. Gov¬ ernor Belcher, according to his letters, regarded their influence at least, as detrimental. In 1748 he wrote: But as I find upon the best enquiry hardly 60,000 souls in the whole province of New Jersey, and most of them people that live by their day labor, I am at present much discouraged about a college, not seeing where money will be found to build the house and to support the necessary officers; for the As¬ sembly (many of them Quakers) will do nothing towards it, so that, if carried into execution, it must be by subscriptions. . . 8 Likewise, in 1750, Belcher wrote: When I consider the poverty of this little Province where are very few people of fortunes, and great number of Quakers among us, who you know are enemies to what they call human learning and to orthodoxy, and this sect has so much influence in the legislature that I almost despair of any help there towards the building and support of our college. . . 9 8 Ibid., VII, 146. In view of this sentiment it is interesting to recall that six weeks earlier the Governor had written James Logan, a Philadelphia Friend, and in flattering terms, requested the privilege of using his name to head the list of trustees for the college. Ibid., 124. 9 Ibid., 579-80; along with this statement it would only be just to mention Barclay’s Apology, quoted on page 15 Chapter II; the actual treatment of the petitions relating to the college was as follows: Feb. 24, 1748-9, a petition was presented by a committee of the trustees of the College of New Jersey, re¬ newing their application for assistance and encouragment of the legislature to the said undertaking. Petition was read and ordered to be read the second time. Mar. 1, 1748-9, the petition asking aid was read a second time and a vote taken; it being even, the speaker voted for reconsideration and it was so ordered. Oct. 4, 1749, a petition was made by trustees for assistance, es¬ pecially that a public lottery be allowed to raise £3,000 Proc. for said College. It was ordered to have second reading. Oct. 10, 1749, the petition for a lottery was refused by vote of 17 to 4. Aside from any prejudice certain members had towards a college there must also be recalled the general atittude of bitterness between the governors and the representatives. Governor Morris had been ‘at outs’ with them. The first charter was given without their consent. Belcher’s relations, to judge by his addresses and their replies were far from cordial.—Consult Votes of Assembly, 1748, and for several years following. Failure to support the government, and disloyalty to the king’s government were stated explicitly or implied in his addresses. Such unpleasant relations were not conducive to a willing support of any extra- governmental activities. Introduction 5 New instructions were given to the governor who succeeded Belcher after 1757. These were intended to restrict education still further. Section 65 provided, in part, that, . . .no schoolmaster be henceforth permitted to come from England and to keep school in the said Province without the license of the said Bishop of London, and that no other person now there, or that shall come from other parts, shall be admitted to keep school in that our said Province of New Jersey without your license first obtained. . . Section 67 provided: . . .It is our further will and pleasure that you recommend the assembly to enter upon proper methods for the erecting and maintaining of schools in order to the training up of youth to reading and to a necessary knowledge of the principles of religion. 10 The advice of section 65 was reflected in a proclamation of the Governor in 1760, reported as follows: New York, November 5. On the 21st Instant, his Excellency Thomas Boone, Esq., Governor of New Jersey, issued a proclamation setting forth, that whereas the education of youth is a matter of great consequence, and ought not to be entrusted but to persons of good character, and loyal principles, and professed Protestants; therefore he required all magistrates to inform themselves sufficiently of the character of the schoolmasters in that Province; to administer the oaths to them and give them, under the hands of two a certificate of approbation, by which they may obtain a license; and forbidding all persons after the 31st of December, to execute the office of schoolmaster, without such license first obtained. 11 By way of entering “upon proper methods for the erecting and maintaining of schools. . the assembly,, in 1761 and 1762 authorized lotteries and, during the governorship of William Franklin, incorporated the Trustees of the Free Schools of Wood- bridge (1769). On becoming independent, New Jersey adopted her funda¬ mental constitution in 1776, in which no mention of education was made. Not until 1816, when the state school fund was begun, was there any movement to provide in a public way for state education. 12 Thus, education being much neglected by legislators, and the government subject to frequent changes from the very outset, the 10 Ibid., IX, 68-69; quoted also in Clews: Educational Legislation, 335. 11 N. Y. Mercury, Nov. 3, 1760. 12 A phase of 19th century educational legislation to provide a state system is mentioned briefly in Chapter XIII on the Transition to State Schools. 6 Quaker Education in New Jersey individual communities decided school questions very much according to their own desires. The Dutch were early cautioned to endeavor to find out ways and means whereby they might support a minister and schoolmaster and “for the first to procure a comforter of the sick there.” A school was established at Bergen in 1661 or 1662, 13 and in 1672 the inhabitants were required to pay their “share towards the support of the precentor and school¬ master.” The latter, however, was “obstinately refused.” 14 English influence developed after 1664. The idea of town control, aside from the legislation of 1693, mentioned above, was exemplified in the case of Newark, es¬ tablished in 1666 by settlers coming largely from Connecticut. In 1676 their town records show that the “Towns Men” were given liberty to find a “competent number of scholars and ac¬ commodations for a schoolmaster, within this town.” 15 Another entry stated: . . .the Town hath consented that the Town’s Men 'should perfect the bargain with the schoolmaster for this year, upon condition that he will come for this year, and do his faithful, honest and true endeavor, to teach the children or servants of those as have subscribed, the reading and writing of English, and also arithmetic if they desire it; as much as they are capable to learn and be capable to teach them, within the compass of this year—nowise hindering but that he may make what bargain he please with those as have not sub¬ scripted. It is voted, that the Town’s Men have liberty to compleat the bargain with the schoolmaster, they knowing the Town’s mind. 16 The settlements in West New Jersey were far more homogeneous than those in the Eastern division. They were, for the most part, English middle class artisans, farmers and tradesmen; and, in religion possessed a degree of unity unknown to East Jersey Those who came later were not in agreement with the Quakers and, before the first of the royal governors, greatly outnumbered them. A report of 1699, presented to the Board in England by Mr. Dockwra, computed the freeholders of West New Jersey at 832, of which only 266 were Quakers. 17 In addition to these there were Quakers in the vicinity of Shrewsbury in East Jersey. The 13 Kilpatrick: Dutch Schools of New Netherlands 140; Bergen, at this time, was a part of New Netherland rather than N. J. 14 Ibid., 206. 15 Records of Newark, 65. u Ibid., 67. 17 N. J. Archives, First Series, II, 303. Introduction 7 266 Quakers, just mentioned, were situated in Burlington, Salem Gloucester, and Cape May counties. Throughout all New Jersey there were established Quarterly meetings at Salem Burlington, Shrewsbury, and Haddonfield; and a yearly meeting was held at Burlington and Philadelphia. It is with the edu¬ cational activities in these centers that the following pages deal. In the words of Bancroft, “The rise of the people called Quakers marks the moment when intellectual freedom was claimed un¬ conditionally by all peoples as an inalienable birthright.” To what extent did the Quaker settlements of New Jersey claim their share of the “inalienable birthright” to intellectual freedom? This question is answered in succeeding pages so far as it is possible to judge from the manuscript records that have been preserved. CHAPTER II QUAKER EDUCATIONAL POLICY Philosophy of Influential Leaders From an examination of the works of numerous leaders in the Society it is possible to arrive at a general statement of their philosophy of education. While such general statement will be left until certain individual viewpoints have been presented, it may be well to point out that, in general, their early educational philosophy had much in common with that of other religious bodies, and other educational views, of the seventeenth, eighteenth and nineteenth centuries; again, on certain points, such as col¬ legiate training as the requisite for ministers of the gospel, there was perfect disagreement. The movements, with which the ex¬ pressions of its leaders and its own activity seem to have identified it most definitely, were Realism, Pietism, and Philanthropy; and certainly, over all there is cast the cloak of religious purpose which shrouded every system of education in Protestant countries after the Reformation. George Fox, as early as 1667, urged Quakers to establish schools “so that young men of genius in low circumstances may be fur¬ nished with means to procure requisite education.” William Penn, philanthropist, publicist, philosopher, and promoter of two colonies in North America, was also a powerful force in shaping educational policy of the Quaker settlements. Again and again, it is evident that deference is given to his guidance, while his Reflections and Maxims , and Advice to his Children came to be re¬ garded as essential for the education of youth to life, religion and morality. In his first words on education in the Reflections he states the Realist point of view: We are in pain to make them scholars, but not men; to talk rather than to know; which is true canting. The first thing obvious to children is what is sensible; and that ‘we make no part of their rudiments. We press their memory too soon, and puzzle, strain, and load them with words and rules to 8 Quaker Educational Policy 9 know grammar and rhetoric, and a strange tongue or two that, it is ten to one, may never be useful to them; leaving their natural genius to mechanical, and physical or natural knowledge uncultivated and neglected; which would be of exceeding use and pleasure through the whole course of their lives. To be sure, languages are not to be despised or neglected; but things are still to be perferred. Children had rather be making of tools and instruments of play; shaping, drawing, framing, and building, than getting some rules of propriety by heart and those also would follow with more judgment and less trouble and time. It were happy if we studied nature more in natural things; and acted ac¬ cording to nature: whose rules are few, plain, and most reasonable. Let us begin where she begins, go her pace, and close always where she ends, and we cannot miss of being good naturalists. It is a pity that books have not been composed for youth, by some curious and careful naturalists, and also mechanics, in the Latin tongue, to be used in schools, that they might learn things with words; things obvious and famil¬ iar to them, and which would make the tongue easier to be obtained by them. 1 In this his educational theory seems to be in keeping with Realism, and so it is also in his Advice to his Children , wherein he emphasizes the importance of the practical duties of life: Diligence. . .is a discreet and understanding application of ones self to business; ... it loses not, it conquers difficulties. . . .Be busy to a purpose; for a busy man and a man of business are two different things. Lay your matters and diligence succeeds them, else pains are lost. . . .Consider well your end, suit your means to it, and diligently employ them, and you will arrive where you would be. . . .Frugality is a virtue too, and not of little use in life, the better way to be rich, for it hath less toil and temptation. . . .1 would have you liberal, but not prodigal; and diligent but not drudging; I would have you frugal but not sordid. 2 To his wife, Penn urges the necessity of providing liberally for the education of the children, which is to be of useful character: For their learning, be liberal. Spare no cost, for by such parsimony all is 1 Refiections and Maxims , Phila., 1901, 13-16. Compare the above with the views of other earlier and later realists, and naturalists: Montaigne—“We only toil and labor to stuff the memory and in the meantime leave the con¬ science and understanding unfurnished and void;” Erasmus—“Knowledge seems to be of two kinds—that of things and that of words. That of words comes first; that of things is the most important . . . ;” Melanchthon—“I always endeavor to introduce you to such authors as will increase your com¬ prehension of things while they contribute towards enlarging your language;” Rousseau—-“Pedagogues, who make such an imposing display of what they teach, are paid to talk in another strain than mine, but their conduct shows they think as I do. For, after all, what do they teach their pupils? Words, words, words. Among all their boasted subjects, none are selected because they are useful . . . .” 2 Penn: Advice to his Children in a volume of tracts, II, 20. IO Quaker Edtication in New Jersey lost that is saved; but let it be useful knowledge such as is consistent with truth and godliness, not cherishing a vain conversation or idle mind; but ingenuity mixed with industry is good for the body and the mind too. I recommend the useful parts of mathematics, as building houses, or ships, measuring, surveying, dialing, navigation; but agriculture especially is my eye. Let my children be husbandmen and housewives; it is industrious, healthy, honest and of good example 3 . . . Penn, moreover, unquestionably regarded education as a public necessity, as he says: Whereas, the prosperity and welfare of any people depend in great measure, upon the good education of youth, and their early instruction in the principles of true religion and virtue, and qualifying them to serve their country and themselves, by breeding them in writing and reading and learning of languages, and useful arts and sciences, suitable to their sex, age and degree; which can¬ not be effected in any manner or so well as by erecting public schools for the purpose. . . 4 For his own family, due no doubt to being brought up according to the English system of tutorial education, he preferred to “have an ingenious person in the house to teach them, than send them to schools,” where too many evil impressions are received. 5 In another passage he says: “Learn, and teach your own child¬ ren fair writing, and the most useful parts of mathematics, and some business when young, whatever else they are taught.” 6 Anthony Benezet and John Woolman, both mentioned else¬ where on account of their concern for the welfare of the Indians and Negroes, were prominent exponents of the educational philos¬ ophy of the Quakers. The following extracts present Benezet’s point of view, regarding the need for education: . . .Some, doubtless, are really and vitally careful, but it is generally an indulgent and partial care; was it such a watchful care as the miser has to preserve and increase his wealth, or the ambitious to gain honours, with a fervent application to God for help, I doubt not that the effects would appear. Ought not the educating and training up of the youth, both with relation to time and eternity, next to our more immediate duty to God, to be the chief concern of every one that really desires the welfare and enlargement of the borders of Zion? I have often thought that, next to preaching the Gospel, the 3 Penn: Letters to Wife and Children ; in Tracts on Moral and Religious Sub¬ jects, pub. 1822, 6f. 4 Friends’ Library, V, 208. 5 Penn: Letters to Wife and Children ; in Tracts on Moral and Religious Sub¬ jects, (1822), 6f. 6 Penn: Advice to his Children, (1901), 26. Quaker Educational Policy ii labour that is bestowed in preventing the influx of evil, and in watching over every opportunity of instilling noble and Christian principles into the tender minds of the youth, is the greatest and most acceptable sacrifice we can offer to the great Father and Head of the family of the whole earth, and the most exalted duty a Christian mind can be engaged in. . .How many are there in the Society, of sufficient talents for educating the youth, who are so situated as that by moderate addition to their fortune, which they might easily gain by this service, might live easily, and have a mite to spare for the poor. And I would further say, from years’ experience, that it is a great mistake to think that the education of youth is toilsome and disagreeable; it is indeed not so, except to such who from a desire of gain, take upon them the care of more children than they ought or neglect to bring them into that discipline which is generally not difficult. I do not know how it is amongst you, but here, any person of tolerable morals, who can read and write, is esteemed sufficiently qualified for a schoolmaster; when, indeed, the best and wisest men are but sufficient for so weighty a charge. If the governments of this world were influenced by true wisdom, they would make the proper educa¬ tion of youth their first and special care. I earnestly desire that our Friends, both here and amongst you, would consider of it, and hearken inwardly to what the great and common Father would suggest in this weighty matter. Many good and necessary works are omitted, solely because custom has allowed them to be passed over as not necessary, nor binding upon us; when, if we would give ourselves time to consider them, divested from custom and prejudice, we should see them to be weighty and indispensible duties. But I fear a proposal of this kind would prove to many as great a trial of the sin¬ cerity of their love, as the instance of the young man that came to Christ. Many appear to have a love to Christ, and would sell something for his service, especially if it was to serve him in some elevated and shining sphere; but to serve Christ in a station generally so little regarded, where the labour of love, though ever so deep and sincere, is much hid, and often, when the most impartial, but the more disliked, this is hard for flesh and blood to encoun¬ ter. . . ? The importance of a religious education of children, is set forth by John Woolman, one-time schoolmaster of New Jersey, in the following: Children, at an age fit for schools, are in a time of life which requires the patient attention of pious people, and if we commit them to the tuition of such whose minds, we believe are not rightly prepared to train them up in the nurture and admonition of the Lord, we are in danger of not acting the part of faithful parents toward them; for our Heavenly Father doth not require us to do evil that good may come of it; and it is needful that we deeply examine ourselves, lest we get entangled in the wisdom of this world, and through Tetter of Anthony Benezet to Samuel Fothergill, 1758: Friends’ Library, IX, 220 f.; The arguments of Benezet in favor of educating the Indians and Negroes are dealt with in Chapter Nine. 12 Quaker Education in New Jersey wrong apprehensions, take such methods in education, as may prove a great injury to the minds of our children. It is a lovely sight to behold innocent children, and when they are sent to such schools where their tender minds are in imminent danger of being led astray by tutors who do not live a self-denying life, or by the conversation of such children who do not live in innocence, it is a case much to be lamented. While a pious tutor hath the charge of no more children than he can take due care of, and keeps his authority in the truth, the good spirit, in which he leads and governs, works on the minds of such who are not hardened, and his labors not only tend to bring them forward^ in outward learning, but to open their understandings with respect to the true Christian life; but where a person hath charge of too many, and his thoughts and time are so much em¬ ployed in the outward affairs of his school, that he does not so weightily attend to the spirit and conduct of each individual, as to be enabled to ad¬ minister rightly to all in due season, through such omission he not only suffers as to the state of his own mind, but the minds of the children are in danger of suffering also. A care hath lived on in my mind that more time might be employed by parents at home, and by tutors at schools, in weightily attending to the spirit and inclinations of children, and that we may so lead, instruct and govern them, in this tender part of life, that nothing may be omitted, in our power, to help them on their way to become the children of our Father who is in Heaven. Meditating on the situation of schools in our provinces, my mind hath at times, been affected with sorrow, and under these exercises it hath appeared to me, that if those who have large estates were faithful stewards, and laid no rent nor interest, nor other demand, higher than is consistent with universal love; and those in lower circumstances would under a moderate employ, shun unnecessary expense, even to the smallest article; and all unite in humbly seeking the Lord, he would graciously instruct us and strengthen us, to re¬ lieve the youth from various snares, in which many of them are entangled. 8 The following restrictions on amusements, and their purpose appear in the works of Henry Tuke: There are three rules relating to amusements, by which our conduct should be regulated. 1. To avoid all those which tend needlessly to oppress and injure any part of the animal creation. Of this class are cockfighting and horse racing; also hunting, etc., when engaged in for pleasure and diversion. 2. To abstain from such as are connected with a spirit of hazardous enter¬ prise; by which the property and temporal happiness of individuals and families, are often made to depend on the most precarious circumstances; and the gain of one, frequently entails misery on many. Of this class are all games in which property is staked. 3. To avoid such as expose us to unnecessary temptations, with respect to % Works of John Woolman, 305-6. Quaker Educational Policy i3 our virtue, or, which dissipate the mind, so as to render a return to religious and civil duties ungrateful. Of this kind, stage entertainments are peculiarly to be avoided, with various places of public amusement, which have a tendency to corrupt the heart, or to alienate from the love and fear of God. The amusements of dancing and music, we think also come within this class. It may be alleged, that these might be practised in such a manner as not to accord with the description given. Our society, however, thinks it right to abstain from those amusements; both because of their frequent connection with places and circumstances, which are highly objectionable; and because we conceive they can scarcely be entered into without an improper employ¬ ment of that time, which we are required not to waste, but to pass in fear and to redeem. Were our minds rightly regulated, and our affections set on things above, very little which is called amusement, would be thought necessary for those who are arrived at mature age. With respect to young people, it peculiarly behooves those who have the care of them, to see that such amusements only be adopted, as may not prove injurious to their religion or virtue; but which may tend to promote their possessing a sound mind in a sound body. Were amusements thus restrained and regulated great would be the benefit arising from such restrictions; but when we see how ardently many, not only of the youth, but even of those who are considerably advanced in years, rush into dissipating and corrupting pleasures, it is not to be wondered at, that vice and irreligion should prevail to an alarming degree. 9 The need for a “right education” was enjoined upon parents by John Griffith: First to parents. Very much depends upon the right education of children. I therefore find it in my mind to make a few observations thereon, as it shall please the Lord to open my understanding; without whose assistance and blessing upon our labours, they prove altogether fruitless. Exceedingly great is the trust reposed in parents and the heads of families. It is certainly their indispensible duty, as much as they can, both by precept and example, to form the tender minds of their offspring to virtue, as saith the apostle, ‘And ye fathers, provoke not your children to wrath; but bring them up in the nurture and admonition of the Lord.’ And, ‘Train up a child in the way he should go; and when he is old, he will not depart from it.’ This care should begin very early even as soon as they are capable of dis¬ tinguishing what pleases, and what displeases their parents. A self-willed, perverse disposition may soon be discovered in children, which is very earnest to have its own way, before they can judge what is best for themselves. This should constantly be subjected to those who are to judge for them. Children should never be suffered to prevail by an untoward fretful temper, not even when what they crave is suitable for them to receive, were they in a sub¬ missive disposition; that they may clearly see, which they soon will, that it is 9 Tuke: Works , (1815) III, 150-2. 14 Quaker Education in New Jersey more to their benefit and comfort, to yield an entire subjection to their pro¬ viders, and that nothing is to be got by a fretful self-willed temper. This should be done by a firm and steady hand, and it will make the work of parents abundantly easier in the government of their children, and may prove a great case to those concerned with them perhaps through the whole course of their lives; since by crushing their preverseness in the first buddings, it may so die away, as never more to gain the pre-eminence. 10 Joseph Phipps in his Original and Present State of Man first tries to get at the origin of “intemperature” in children: Whatever were the Peculiarities attending the Fall of the First Man and Woman, or those consequent upon it, this is certain, that their Progeny do not come into the World in that same State of Brightness themselves were constituted in after their Creation. It cannot escape the Notice of those who have had the Care of Infants, that the earliest Exertions observable in them, evidently arise from the Powers of animal Desire, and Animal Passion; how prone these are to increase in them and to predominate as they grow up, and the Solicitude it requires to keep the Children out of Unruliness and Intem¬ perature, as they advance to Youth’s Estate; how much too potent their inordinate Propensities are for the Government of the rational Faculty; what Pains are necessary to regulate, and often but to paliate them, by a virtuous Education, and improving Converse; and the Impossibility they should ever be radically subdued and ruled, without the Application of a superior Principle. 11 Moreover, since all are concerned in salvation, it must be ob¬ tained by poor as well as rich, unlearned as well as learned: Religion here, and Salvation hereafter, are as much the Concern and Duty of the Illiterate and Ignorant, as of the Wise and Learned. And as those are by much the greater Number, religious Duty must undoubtedly consist in something equally attainable and practicable by all; for God is no Respecter of Persons. It cannot lie essentially in literal Knowledge, nor in any peculiar Mode of Education; for these are the Lot of few, in Comparison of the Whole of Mankind. Happiness being the End of Man’s Creation, and the universal indispensable Concern of Every Man, the effective Means of Regeneration and Salvation must be attainable by every Man. 12 In a later passage, he points out that the possession of learning is “useful as a servant” but “is no part of Christianity:” School-learning is but an human Accomplishment, and though very useful as a Servant is no Part of Christianity, Neither the Acquirements of the College, nor the Formalities of human Authority, can furnish that Humility which fitteth for God’s Teaching. Possessed of Arts and Languages, weak People are puffed up with a conceit of Superiority, which leads from Self- 10 Life of John Griffith in the Friends’ Library, V, 440-441. n Phipps: Original and Present State of Man, II. 12 Ibid., 65. Quaker Educational Policy i5 denial and the daily Cross, into Pride and Self-sufficiency; and instead of waiting for, and depending upon the Wisdom and Power of God, into a Con¬ fidence in the Wisdom of this world, and a devotional Satisfaction in the Rote of external Forms and Ordinances. 13 Many since the time of Phipps, arguing that the Society dis¬ couraged all learning, have forgotten the words “though very useful as a servant.” If space permitted there might be presented certain extracts from the works of other leaders such as John Banks, Thomas Scattergood, John Fry, Benjamin Holme, William Crouch, Richard Claridge, Joseph Pike, William Dewsbury, Bellers, Budd, and others, on the subject of education. The point of view of men in the Society is, however, clearly established by those already mentioned. It is proper that some attention be given at this point to the question of higher education in relation to the preparation of ministers of the gospel. The attitude of Friends towards higher education has often been discussed, and, it was believed by many that the Society as a whole was opposed to all education. Yet, the number of schools established by the Society disprove this to the mind of any candid person. There can be no doubt, however, that the acceptance of the doctrine of the inner light might lead logically to a general dis¬ belief in education, and did, of course, in the case of some individu¬ als. But the statements of the leading men of the Society, the official expressions of the various meetings, and the actual educa¬ tional accomplishments, show that the development was not what it might have been. The positive development is described in the following pages. With higher education in colleges, however, we must concern ourselves further. For information on this subject we may well turn to Barclay’s Apology, in which he speaks “of the ministry.” In the time of Barclay the chief function of colleges was the edu¬ cation of ministers, whether in England or America; hence, the opposition to them by the Society. In the following extract Barclay contrasts the essentials for a minister of the gospel (1) as held by his Society and (2) as held by their “adversaries:” ™Ibid., 90. i6 Quaker Education in New Jersey As I have placed the true call of a minister in the motion of this Holy Spirit, so is the power, life, and virtue thereof, and the pure Grace of God that comes therefrom, the chief and most necessary qualification, without which he can no ways perform his duty, neither acceptably to God nor beneficially to men. Our adversaries in this case affirm that three things go to the making up of a minister, viz. i. Natural parts, that he be not a fool; 2. Acquired parts, that he be learned in the languages, in philosophy and school divinity; 3. The Grace of God. The two first they reckon necessary to the being of a minister, so as a man cannot be one without them; the third, they say goeth to the well-being of one but not to the being; so that a man may truly be a lawful minister without it, and ought to be heard and received as such. But we, supposing a natural capacity, that one be not an idiot, judge the Grace of God indispensably necessary to the very being of a minister, as that without which any can neither be a true nor lawful nor good minister. As for letter-learning, we judge it not so much necessary to the well-being of one, though accidentally sometimes in certain respects it may concur, but more frequently it is hurtful than helpful. . , 14 Barclay then attempts to show that neither languages, philos¬ ophy, nor “school divinity” can produce this essential qualification though, as he believes they may “concur.” Later he adds: Though we make not human learning necessary, yet we are far from ex¬ cluding true learning; to wit, that learning which proceedeth from the in¬ ward teachings and instructions of the Spirit. . .This is that good learning which we think necessary to a true minister. . , 15 In another passage he states clearly that knowledge of languages is commendable and schools are necessary; but not the first qualifications for a minister’s training. . . .and therefore to answer the just desires of those that desire to read them, and for other very good reasons, as maintaining a commerce and under¬ standing among divers nations by these common languages, and others of that kind, we judge it necessary and commendable that there be public schools for the teaching and instructing such youth as are inclinable thereunto, in the languages. 16 On the same subject of languages William Crouch said: They acknowledge the understanding of Languages especially of Hebrew,. Greek, and Latin formerly was, and still is very useful yet they take them not therefore to be necessary to make a minister, not so profitable as that one unacquainted with them, must be styled an idiot illiterate and of no authority. They account philosophy as it is generally taught in the schools and school. ^Barclay: Apology (1789), 299. 15 Ibid., 307-8. u Ibid., 309. Quaker Educational Policy 17 divinity from thence arising not only useless but pernicious and destructive of sound doctrine and an hindrance to the knowledge of God, and Godliness. They like not the distinguishing titles of ecclesiastic dignities as masters, licentiates, doctors, professors, etc., saying, they are only tending to swell them to a farther caprice, and to affect lording it over their fellows. They charge the protestant churches for maintaining their pastors profusely with salaries, they deny not sufficiency of food and raiment for such as preach the gospel and all things necessary and convenient for life, nay they own it to be suitable to the command of Christ. 17 Henry Tuke, already mentioned, comments on the preparation of ministers as follows: From our views of this important subject, there arise a few points in which we materially differ from most other professors of Christianity. 1. In not considering human learning essential to a gospel minister. 2. In believing that no individual has a right to assume the exclusive exercise of this ministry, in a congregation of Christians; but that all, both male and female, who are rightly moved thereto, may exercise this gift. 3. That this ministry being, if rightly conceived, received, and without any pecuniary expense to qualify for it, it therefore ought to be communicated freely; and no further support expected by ministers, than what is authorized by Christ, and was practiced by his apostles. Upon each of these points it seems proper to make a few remarks. On the first very little appears necessary; for if we consider the holy scriptures, and particularly the New Testament, as any guide to us in this matter, we shall not only find, that human literature is nowhere recommended for this office; but likewise, that many of the apostles were illiterate men. It is also clear that the apostle Paul, though a man of learning, disclaimed the influence of it on his ministry, as appears from various parts of his epistles, particularly from the first and second chapters of the Epistle to the Corinthians, of which the first five verses of the second chapter appear especially worthy of notice. ‘And I brethren, when I was with you, came not with excellency of speech or of wisdom declaring unto you the testimony of God; for I determined not to know anything among you, save Jesus Christ, and him crucified.’ But although we do not consider human learning as essential to a gospel minister; yet we are so far from disesteeming or slighting it’s use that we wish due attention to be paid to it by the members of our society; for we believe that those who have it, and are disposed to make a right use of it, may apply it to the promotion of religion and virtue, as well as to the benefit of civil society. 18 The statements of Barclay are authorative, and the history of education in the Society indicates the faithfulness with which he presented its viewpoint. No college of divinity has ever been 17 Collection of Papers of William Crouch (1712), 183. 18 Tuke: Works (1815) III, 95ff. i8 Quaker Education in New Jersey founded by the Society; but many colleges and secondary schools have been erected that have taught the branches of higher learn¬ ing. A reading of thousands of pages of meetings’ records fails to reveal any effort on their part to discourage learning, 19 but rather a continued effort to extend it. A democratic religious sentiment prevailed in the Society, which made the provision of elementary education necessary above all else. Individual opposition to both higher and lower education there was undoubtedly, within the Society. At all times, in all societies, nations and races, the notion has found expression that learning makes more clever rogues. It was to overcome this tendency on the part of some that the educational advices were frequently sent out. Commenting on this point, Edward Parrish wrote at the founding of Swarthmore College: The history of the Society shows that there have always been some among its members w T ho in their opposition to an educated class, such as the clergy in other denominations, have ceased to value learning properly as the right of all, failing to see that the absence of a distinct profession, embodying the learning of the Society, and monopolizing the power which learning brings, should constitute a strong motive for the general diffusion of knowledge and the multiplication of facilities for importing it. As each individual undoubted¬ ly has some place to occupy in the Society, and in the Community at large, there should be it would seem such a system of development that each should find his place and be qualified to fill it. It is the experience of some ‘that necessity knows no law,’ but where there is abundance of the good things of this life there is no excuse for neglecting the full development of the faculties of our children. In no branch of domestic expenditure is parsimony so misplaced, in nothing is it so inexcusable as in the matter of education—better that the children should grow up without a dollar to begin life with, than that they should come to manhood and womanhood without their faculties being awakened and their intellects expanded by liberal learning. 20 The Official Attitude Toward Education Just as individual members of prominence in the Society spoke 19 In 1808 the meeting for sufferings did extend counsel to those parents who placed their children at colleges and seminaries out of the religious Society, to give them a polished education. This was not against colleges or seminaries as such, but that they were outside the Society’s control. Parents were re¬ peatedly charged and advised against sending their children to schools of whatever grade, that were not controlled by the meetings. See Michener: Retrospect of Early Quakerism , 249. 20 Parrish: Education in the Society of Friends , 39 and 41. Quaker Educational Policy 19 against the pursuit of common customs of the day, so the ex¬ pressions of the Yearly Meetings were at first (for nearly a century) concerned mostly with prohibitions concerning books, games, language and dress, coupled with suggestions for youth’s “guarded religious education.” The official viewpoints of the meetings are best followed in various letters that were sent out from time to time. In 1690 London Yearly Meeting advised: All friends concerned (so far as they are able or may be capable) to provide schoolmasters and mistresses, who are faithful friends to teach and instruct their children, and not to send them to such schools, where they are taught the corrupt ways, manners, fashions and languages of the world, and of the heathen in their authors, and names of the heathenish gods and goddesses. . . In 1692 the London Epistle, which of course came to Friends in New Jersey, contained the following: Being sensible how incident youth is to be corrupted, and how liable to corrupt and hurt one another by evil example and liberty, it is earnestly re¬ quested that all parents among Friends, take all Godly and Christian care in the education of their children and be good examples to them, and not to allow them in anything that may gratify a vain mind, immodest apparel or foolish garbs, or other extravagancies, tending to their hurt, and reproach of our Holy profession, and'incurring God’s displeasure and judgment, which stands against the pride of life and haughtiness; but sincerely to use their best en¬ deavors to train them up in the nurture and admonition of the Lord, in So¬ briety, Modesty, and plainness in apparel, language and conversation, as be- cometh our holy profession and Christian religion. 21 Similar suggestions were made in the Epistle for 1700 22 , and more specifically in 1703 it was recommended that: . . .Friends of all degrees take due care to breed up their children in some useful and necessary employments that they may not spend their prec.ous time in idleness. . . . 23 Turning from these earlier London Epistles we find similar pro¬ hibitions in the Advices of the Yearly Meeting of Philadelphia and Burlington. After the middle of the 18th century they contain a greater amount of advice on the subject of schools, that are to be for the same purpose of securing a “guarded religious education.” Prominent among the early means for exercising control over the youth were the Youths’ Meetings which were encouraged by the higher meetings. These existed for the religious and moral 21 Epistles of the Yr. Mtg. of London (1818), 68. 22 1 bid., 105. 23 Ibid., 114. 20 Quaker Education in New Jersey education of children, and declined only toward the close of the eighteenth century when the establishment of schools entirely controlled by the Society became more common. There is no indication in the records that the Youths’ Meeting served a further purpose than this. The following minute mentions the prepara¬ tion of special messages to be read at Youths’ Meetings in the Yearly Meeting: And Friends we let you also know that ye Quarterly Meeting of Phila¬ delphia having recommended to ye last Yearly Meeting that something might be drawn up concerning the Discipline and Behaviour of youth or what else might be thought needful for their instruction and fit to be read in ye youths meetings. The consideration of each of the foregoing was referred to this meeting. And this meeting having taken the same into consideration do give it as our Sence and Advice that the General Testimony Given from this Meeting in 1694 with such alteration and additions as at this present Meeting are agreed on and herewith also sent you, will be not only much conducing to answer the aforesaid about Instruction of Youth, but also for the benefit of the aged as all have due regard to the exhortation and Christian advice therein given and to the Texts of Holy Scripture therein collected and to that end we advise That the first General Testimony be kept in manuscript in a Book in Quarto in each respective quarterly and monthly meeting and be read at the beginning of the Youths’ Meetings. 24 Near the close of the century the Youths’ Meetings were gen¬ erally discontinued. In 1793, Burlington Quarterly appointed a large committee to consider the request of the Yearly Meeting of ministers and elders regarding Youths’ Meetings. 25 A few months later the “committee on the advisability of continuing the Youths Meetings’’ reported they thought it advisable to discontinue them. This report was accepted and sent to the Monthly Meetings by request; upon receipt of this decision, most, if not all of the Monthly Meetings discontinued the practice, of holding them. Chesterfield Monthly Meeting took such action one month later. 26 The early advices concerning youth and their upbringing were full of prohibitions, forbidding indulgence in customs of society at that day. A few extracts concerning this phase of moral educa¬ tion are inserted below, as they indicate the general harmony of current puritanic ideas. Thus in 1694: 24 Min. Woodbridge Mo. Mtg., Copied from the Yearly Meeting held at Burlington in 1705. 2 h Min. Burlington Q. Mtg., 25/II/1793. 26 Min. Chesterfield Mo. Adtg., 3/IX/1793. Quaker Educational Policy 2 1 We are willing and free for the good of all. . .to give a hint of some things that we know by our own experience that truths’ testimony is against—as challenging each other to run races, wrestling, laying of wagers, pitching bars, drinking to one another, riding or going from house to house to drink rum or other strong liquors to excess, to jest or talk idly. 27 Further admonition is offered that none should be allowed to enter into marriage without notification being given the meeting, and its assent received. The young shall not answer their parents “forwardly or crossly” but “soberly and modestly;” parents are to watch carefully to bring up children to use the plain language, avoid “ranting games,” the “corrupt and vicious customs, practices and vain fashions of this wicked world?” wearing plain apparel, and to keep them (children) “out of evil, vain, and loose company which greatly tends to corrupt them.” 28 In 1729, guardians and masters were advised, that they induce them to read the Holy Scriptures,to be frequent at Meet¬ ings, and keep them from loose, wanton and vain books, and vicious com¬ pany. . .and at proper time after suitable learning (Reading and writing at least) put them to some lawful employment or trade. In 1716 it was * advised, that care be taken to prevent Friends Children, and all professing truth from going to, or being anyways concerned in plays, games, lotteries, musick, and dancings. 29 In 1719 the meeting approved that such be dealt with as run races either on horseback or on foot, lay wagers or use any gaming or needless and vain sports or pastime. In 1721 the Advices of the Yearly Meeting stated that no Friends suffer romances, play books, and other vain and idle pamphlets in their houses, or families, which tend to corrupt the minds of youth; but instead that they excite them to the reading of the Holy Scriptures and other good and re¬ ligious books. 30 Not only was the reading of pernicious books striven against, but the Society also took measures to control the publication of new books. The attitude of Friends in the eighteenth century was in favor of a censorship on books to be put out by their mem¬ bers. Thus in 1709: The care of the press being recommended to Philadelphia Monthly Meeting, a committee of eight Friends, any five of whom are desired to take care to ^Philadelphia Yearly Mtg. Advices, 25. 2 S Ibid ., 28. 29 Advices of Phila. Yearly Meeting, (Ms.) 71. 30 Advices, 219. 22 Quaker Education in New Jersey peruse all writings or manuscripts that are intended to be printed, before they go to the press, with power to correct what may not be for the service of Truth, otherwise not to suffer any to be printed. 31 The advices contain further references of similar nature for 1718, 1719, 1722 and 1771. That of 1718, added, however, That they take care to deal with such as disorderly persons, who shall print or publish any books or writings, which have not been approved of, by the Friends appointed by this Meeting for that service. 32 From the above prohibitions, and especially those referring to books, we may expect a careful selection to be made of textbooks in the schools. Preference, it appears, was always given to those prepared by members, if theFe were any in the field, and, no matter what the source, they were judged favorably or unfavorably as they contained good “moral pieces,” or not. Lindley Murray, a member of the Society, prepared a number of books which were popular in their schools. 33 The sentiments which he expressed often in the introductions, as well as the “pieces” incorporated in the texts, are evidence of the harmony of his views with those of the Society. In one book he says: Judicious parents and tutors who feel the importance of a guarded educa¬ tion will find it incumbent upon them to select for their children and pupils such writings, both in prose and poetry, as are proper for their perusal; and young persons will evince their virtue and good sense, by cordially acquiescing in the judgment of those who are deeply interested in their welfare. . , 34 Though the minutes of local meetings bear witness to the fact that schools were often established at an early date after settle¬ ment, it did not become an urgent concern of the Yearly Meeting until near the middle of the iSth century, at which time specific suggestions begin to have more space, and the prohibitions less. That is, the program appears to be more active than passive; positive rather than negative. The encouragement of schools was brought before the Yearly Meeting in 1746 and the following advice was agreed necessary to be sent out to the lower meetings: We desire you in your several monthly meetings to encourage and assist each other in the settlement and support of schools for the instruction of your n Ms. Advices of Philadelphia Yr. Mtg., 9. 32 That of 1719 specified such books or writings, “tending to raise contention or occasion Breach of Unity among Brethren . . . .” Ibid. 33 See pages 32off. ^Introduction to the Sequel to The English Reader (1831). Quaker Educational Policy 23 children at least to read and write, and some further useful learning to such whose circumstances will permit; and that you observe as much as possible to employ such masters and mistresses, as are concerned not only to instruct your children in their learning, but are likewise careful in the wisdom of God, and a spirit of meekness, gradually to bring them to a knowledge of their duty to God, and one another, and we doubt not such endeavors will be blessed with success; And, on the contrary, we think there is too much cause to apprehend that some children by the evil example, and bad principles of their school¬ masters have been leavened with those principles which have led them to bad practices in the course of their lives. We also exhort you to bring up your children to some useful and necessary employment under the care of honest friends, that they may not spend their precious time in idleness, which is of evil example, and an inlet to vice and extravagance, and naturally leads to a familiarity, and friendship with the world and to a conformity therewith, and often into hasty, and imprudent marriages, by which they are rendered un¬ happy in this life and in great danger of failing to attain to eternal happiness hereafter. 35 The above advice, though expressing the purpose of the meeting clearly enough, did not indicate so definitely how it might be realized practically. Therefore, a few years later, (1750) it was concluded that in order . . .To enforce the consideration of the importance of training up our youth in useful learning under the tuition of religious prudent persons as schoolmasters, and giving it as their opinion as the most likely means to in¬ duce such persons to undertake the business will be to have some certain in¬ come fixed, in consideration of which they should be obliged to teach so many children on behalf of each monthly meeting, as the said meeting shall judge adequate to the salary, and that no person should receive the benefit of the salary without the appointment of said meeting. . . This advice was sent out, and again in the year following, the meetings were urged, “as fully as their present circumstances will permit” to put it into practice. In 1753 each lower meeting was; requested to appoint a committee to collect information concern¬ ing legacies and donations that had been made for all charitable purposes, and make a report thereon to the Yearly Meeting. 36 It may be well at this point to state that all suggestions did not arise in the central organization. Many of the Quarterly Meetings being stirred by earlier advices, and realizing their own short comings so far as good schools were concerned, communicated with the Yearly Meeting urging that its assistance was necessaty. 33 Ms. Advices, 221. 36 1 bid., 223. 24 Quaker Education in New Jersey Thus Burlington in 1777 asked her Monthly Meetings to consider the educational situation and make report to the next meeting. 37 Replying thereto a few months later Burlington Monthly Meeting advised that schools under the religious care of Friends and regularly visited will be very beneficial; and we propose it to the Quarterly to recommend the subject to the deliberate consideration of the Yearly Meeting in order that the concern may spread 38 . . . At the same meeting the following communication was pre¬ pared for the Yearly Meeting: The consideration of establishing of schools coming again before the meeting it is agreed that the same be recommended to the consideration of the next year’s meeting in the words following: ‘Dear Friends, as our minds are affected with a concern for the welfare of the rising youth, the education of whom we have sorrowfully to observe is often entrusted to improper Tutors and generally too much exposed to corrupt company, whence bad impressions are made on their tender minds, and many evil habits contracted tending to pro¬ duce the disorders so frequently complained of in more advanced life—We have thought it best to propose that a matter so important in its nature and extensive in its consequences may be again taken under the solid consideration of the body, hoping benefit may arise therefrom, and perhaps some plan for the right education of our offspring formed, whereby they may generally come under the regular notice and management of Friends, agreeable to that good order for which our religious society in other respects is conspicuous.’ 39 In 1777-8 the concern of the central organization for education was still further made known, and a committee was appointed which reported in 1778. One of the signers of this report was Anthony Benezet, whose important influence we have already re¬ ferred to. Essential portions of these “Observations relating to the establishment of Schools” are given below: It is the opinion of the Committee that Friends having united with others in employing such persons for masters who have not submitted to the operation of truth, hath had a tendency to strengthen a disposition in our youth to avoid the cross, and unite with a spirit of the world . . . The Committee finds, upon investigation, that the previous advices, par¬ ticularly since 1750, have not been sufficiently followed, and ‘very little has been effectually done therein.’ We, therefore, think it necessary that it be recommended to the Quarterly and from thence to the Monthly and Prepara¬ tive Meetings, that the former advice of collecting a fund, for the establish¬ ment and support of schools, under the care of a standing Committee appointed 37 Min. Burlington Q. Mtg., 26 V, 1777. 3 S Ibid., 25/VIII/1777. 3 d Ibid. Quaker Educational Policy 25 by the several monthly or particular meetings, should generally take place, and that it be recommended by the Yearly Meeting to Friends in each Quarter to send up the next year an account of what they have done therein. And we also think it necessary that this weighty concern should in future become the continued care of the Yearly Meeting by an annual query, that so the matter may rest in a solid foundation, and every possible encouragement and assist¬ ance may be afforded. . .in the settlement of schools, providing masters, etc., throughout the whole extent of the Yearly Meeting. . . .that within each meeting wdiere the settlement of a .school is necessary, a lot of ground be provided, sufficient for a garden, orchard, grass for a cow, etc., and that a suitable house, stable, etc., be erected thereon. . .Such a provision would be an encouragement for a staid person, with a family, who will be likely to remain a considerable time, perhaps his whole life in the service. This would make it unnecessary to bargain with transient single men of doubtful character; and it would not be necessary to ‘board the master from one house to another.’ The giving proper encouragement to such teachers as are capable by ex¬ ample and precept to promote the growth of piety and virtue; as well as due instruction in our youth, and are likely to continue in the service, would be attended with further advantages as well from the experience the teachers would necessarily gain, as the opportunity they would have of training up lame children and such, who in other respects may be incapable of supporting them¬ selves by labor, to be educated and qualified to serve as schoolmasters; a consideration well worthy our particular care, as well from duty as interest. The benefit of the youth and the means of a comfortable living for the master may be increased by the conveniency which might be made for boarding some children, under his care, whose distant situation might otherwise impede their instruction. And, if to what has been proposed, Friends were willing to add the pro¬ moting a subscription, towards a fund, the increase of which might be em¬ ployed in paying the master’s salary, if necessary, and promoting the educa¬ tion of the poorer Friends’ children; such a fund though it might be but small in the beginning, being a fixed object, would draw the attention of Friends to contribute, whereas so long as there is no beginning made, this weighty service is neglected by many who would be glad of giving encourage¬ ment to so necessary and good a work. 40 The advices of the committee, from which the above extracts are made, were repeated often after 1778. From the minutes of various quarterly and monthly meetings in New Jersey, and also in Pennsylvania 41 it seems that this advice was seriously regarded 40 Min. Phila. Yr. Mtg., 1778, qioff. 41 Woody: Early Quaker Education in Pa., 23T 26 Quaker Education in New Jersey and resulted in the settling of schools, whereas before, only ir¬ regular efforts were to be observed. Complying with the Yearly Meeting’s suggestions, Burlington recommended to the several monthly meetings that they appoint committees to consider establishing schools, and also appointed a quarterly meeting’s committee to cooperate with them, “that the important work may go forward as speedily as may be.” 42 The next year the following report was made on the status of schools within Burlington Quarter. We the Committee appointed by the Quarterly Meeting on the subject of establishing of schools agreeable to the advice of the Yearly Meeting, have several times met together with a number of the committees of the several monthly meetings appointed on the same service and have taken that matter under our weighty consideration. In the course of our deliberations and ex¬ amination into what has been done, we find that in divers places regulations agreeable to the Yearly Meeting’s advice have taken place and that there is reason to hope this concern will more and more increase; yet difficulties are in the way in divers respects particularly a want of Proper Masters and Friends still employing in some places masters who are not subject to Friends’ rules. As far as we can find there are about six schools necessary in Burlington Monthly Meeting, five of which are provided for with masters who are Friends, in Mount Holly about six, and only one teacher provided—in Chesterfield about five schools and two provided with masters—At Egg-Harbor two, neither of which are—and at Kingwood and Hardwick two schools and one master wanting 43 . . . In 1783, the minutes inform that “The Yearly Meeting’s ad¬ vice of 1778 has not in all places taken effect” and therefore it was urged again and asked that reports be made the next year. They then reported that they believe the concern is kept alive, and that from some parts there is encouragement; but from others various discouragements arise. 41 Space will not be taken here to follow details of the process by which many local meetings managed to measure up to the standards suggested in 1778, as that phase of development is covered in Chapters Three, Four, Five and Six. We may, however, cite one instance as an example of the fulfillment of the design by a Pre¬ parative Meeting, that of Upper Springfield: . . .We understand that Friends of the Preparative Meeting of Upper Springfield have erected a school house on the said ground and have it in 42 Min. Burlington Q. Mfg., 30/XI/1778. “Ibid., 30/VIII/1779. ' 44 Ibid., 30/VIII/1784. Quaker Educational Policy 27 prospect to purchase ground contiguous thereto, the better to accommodate a school there intended to be kept, in pursuance of the plan recommended by the Yearly Meeting, and that they are of the mind if the title now about to be re¬ viewed should be taken in trust for the members of the Monthly Meeting of Upper Springfield, it would be more generally satisfactory to them. 45 . . . While the advices of 1778 succeeded generally in bringing about the establishment of more schools, there was likewise urged a greater attention to religious training in the home. Burlington urged in 1781, that they encourage parents and those who have the guardianship of youth in the ancient practice of collecting their children and families for religious retire¬ ment, especially in the afternoon of the first days of the week, and to discourage the visiting and rambling about on that day, and mixing with unprofitable company, and associating with each other in an unseemly manner and at un¬ seasonable times 46 . . . Later Policy Educational policy in the nineteenth century so far as a “guarded religious education” was concerned, continued without significant change. So far as the curriculum was affected, however, one may note a very liberal attitude towards the study of science; naturally, for this was in accord with the realistic point of view already noted. Let us give our attention to certain more significant expressions of the Yearly Meetings of the Orthodox and Hicksite branches of the Society. In 1832 the Orthodox Yearly Meeting noted that a number of monthly and preparative meeting schools were not taught by members, and appointed two members, in the city gf Philadelphia, who were to receive requests for teachers and also applications for positions. 47 Two years later lower meetings were asked to give specific reasons which prevented them from having well-regulated schools taught by exemplary members . . . ”. 48 The answers were, in part, as follows: In many places, one general obstruction to having schools taught by mem¬ bers, under the care of Monthly or Preparative Meetings, is the scattered situation of the families of Friends, and the fewness of their members, which prevent their associating together in the support of schools without the aid of 4 h lbid., 29/VIII/1791; See also p. 98 for a fuller account of Upper Spring- field. 46 Min. Burlington Mo. Mtg., 3/XII/1781. 47 Yr. Mtg. Extracts (Orthodox) 1832, 5-6. 4 S Ibid., 1834, 6-7. 28 Quaker Education in New Jersey their neighbors. Another prominent difficulty is the want of suitably quali¬ fied persons to be employed as teachers. Another cause of the low state of education is the remissness of many parents and heads of families in a religious concern to bring up their children and those under their care in conformity with the simplicity of the truth and the discipline of the cross of Christ. The great difficulty of obtaining exemplary teachers, in membership with Friends, complained of in most of the reports, is believed to arise principally from the circumstance that persons of suitable literary qualifications are generally induced to pursue other kinds of business. Few children are educated or apprenticed for the purpose of becoming teachers, and few opportunities are furnished, within-the reach of the limited abilities of many parents, for giving their children such an education as will qualify them for this useful and laudable calling. It is therefore obvious, that until Friends are more generally impressed with the importance of this concern, and make provision for supply¬ ing the deficiency, and a greater number of our members are encouraged to engage in the business of teaching school, this difficulty is not likely to be remedied. From the causes above mentioned, and the mixture of Friends with others in the support of schools, the latter being frequently the great majority of a neighborhood, the influence of Friends is diminished, and perhaps often too easily yielded to the views of others, in the employment of teachers who are not likely to aid concerned parents in that guarded religious care over the youth, which the principles of Truth and our discipline require. Yet, it should be remembered, that the local detached situation of Friends’ families is not a greater difficulty in the way of establishing well regulated schools, agreeable to the recommendation of the Yearly Meeting than it was formerly, when those pressing advices were so repeatedly given by the body; and it is believed that if Friends could be stirred up to a lively zeal for the real welfare of the rising generation, means would be found, amidst all the existing difficulties and ob¬ structions, for the advancement of this righteous concern for their guarded religious education, both at home and at school. Greater liberality would be manifested towards well qualified teachers and towards providing suitable school houses and furnishing them with proper books , maps, and other appa¬ ratus, adapted to the present improved state of education in useful learning; and thus open the way for the improvement and stability of our primary schools. Teachers, with families, could be accommodated with dwellings, with whom, or with other Friends in the neighborhood of the school, the children of those remotely situated could be boarded at a moderate rate. If such a provision for meeting the wants of society should be found to be too expensive for a Preparative or Monthly Meeting, it might become the concern of the Quarterly Meeting. Thus all, or most of the advantages con¬ templated by the Yearly Meeting would be realized and a suitable and com¬ petent education be attained by our children, under the eye of their parents or other concerned Friends. 49 ™Ibid., 7-8. Quaker Educational Policy 29 The fad for manual labor institutions likewise came in for a share of consideration as an answer to the perplexing problem: Some attention has been given to the subject of manual labour in literary institutions, and it is believed that this system possesses many advantages, and is in accordance with the simplicity of our religious profession. The tendency thereof is to preserve the health of the students by furnishing regular and steady exercise and forming habits of industry and regularity, which are applied to their studies. The present most common methods of instruction in public schools are generally admitted to be defective, so that many parents object to sending their children to them; alleging that from the manner in which the hours of relaxation from study are most usually spent, or from some other cause, many manifest a strong disinclination, after leaving school, again to engage in manual labour employments. This objection it is be¬ lieved, will be in some measure obviated by the introduction of this system, while the expense will be decreased as the product of each scholar, by three or four hours labour per day, will assist in his support; and he may acquire a practical knowledge of agriculture, or some mechanic art, that may be of great advantage in after life. This method of instruction is believed to be worthy the consideration of Friends; and if suitably qualified persons were properly encouraged to engage therein, it would prove a blessing to society. 50 In 1845 the Meeting expressed through its committee a desire for greater uniformity of textbooks. An investigation was made, which showed, among other things, that arithmetic was taught from twenty different texts in ninety schools which replied; and geography was taught from fourteen. Uniformity was thought desirable so that those who entered a higher school might be more equally prepared. Another reason for uniformity was that many books in use contained objectionable material—i. e., emphasis on war in history; and inclusion of fiction in readers. .In the dis¬ cussion of readers, those of Lindley Murray are said to “contain little of objectionable matter.” 51 This early school survey also gave a special report on schools in New Jersey: Friends' children within the compass of Burlington and Haddonfield Quarters are nearly all located within reach of meeting schools or of those taught by members. In taking a general view of Friends’ schools under the care of Meetings, the proportion which Friends’ children bear to others is very small, being an average of one member to five who are not. The literary value of these schools and their influence on our children, are as good as can reasonably be expected from mixed schools. b 0 Ibid., 9. b: Ibid., 1845, 2-3; see also p. 321, Chapter Eleven. 30 Quaker Education in New Jersey We find that eighty-four children of Friends in the different neighborhoods are receiving literary instruction in family schools, being an increase of about one-third since our last report that thirty-one are at Westtown. There are eight schools in Burlington Quarter under the care of committees appointed by the Monthly or Preparative Meetings; twelve in Haddonfield; two in Salem and two in Shrewsbury and Rahway. The teachers in all these schools but two are members of our religious Society and competent to teach the rudiments of an English education. They are generally paid by the quarter; the price of tuition being from two to three dollars—and in some cases from five to six dollars per quarter. The books used in the schools under the care of Friends are nearly the same as heretofore reported. The Holy Scriptures are in general read in them daily. In some they are used as a class book, and in others are read but once or twice a week. The children who attend schools near Friends meeting houses, in most cases attend mid¬ week meetings and some of the others. A number of schools are located at too great a distance from the meeting house to admit of the attendance of the scholars. 52 The question of encouraging Friends’ schools so as to avoid the necessity of sending children to the public schools was discussed in 1845 and 1853. In the latter year a ‘‘select” education was urged, even though it might greatly increase the expense upon parents, This advice was repeated from time to time. As it is of serious importance to the proper formation of the character of our young friends, that every suitable guard should be placed around their prin¬ ciples and morals, it is the unabated concern of this Meeting that Friends may use all proper efforts to place their children in schools under the care of teachers 2000 1500 1000 500 LC 3 0 O 10 3 0 lO W5 IO 10 0 F- 00 00 O Cl 0 00 00 GO 00 GO GO GO CO 00 00 00 0 T-H 1— < T— ■ 1 —< i—* r— tH r-H r—' r—• In the figure curve I shows the children of school age, five to sixteen years, in Orthodox Friends Meetings belonging to Philadelphia; II shows the number of these members who at¬ tended the monthly or preparative meeting schools. Facts presented elsewhere in this work show that in a great many instances the Friends schools were patronized more by outsiders than by members. Figures for the above are taken from the Yearly Meeting Extracts, Or¬ thodox Friends. **Ibid., 7-8. Quaker Educational Policy 3i who are members; and where it is not practicable to support a public school in the neighborhood on account of the small number of children, we should en¬ courage their education in family schools, avoiding, as much as may be resorting to the district schools. Although it may increase the cost of education, every reasonable sacrifice should be made by Friends for the best welfare of their offspring, there being no object to which a portion of our substance can be more advantageously applied than to their select education under care of religious teachers. The subject is recommended to the continued weighty attention of Quarterly and Monthly Meetings and to Friends at large—reports -of the number who are of suitable age to go to school and how they are dis¬ posed of in this respect, to be forwarded next year. 53 From the foregoing it appears that the control of the central organization over schools became greater as the century advanced. In 1891 a committee was named to have a “fostering care over the smaller schools;” this committee reported in 1892, That during the year they have assisted seventeen schools, one less than reported last year, eight of the nine Quarterly meetings being represented; three hundred and twenty-four children have been in attendance at these schools, one hundred and twenty-five of the children are members of our society and nineteen have one parent a member; this represents a total in¬ crease of 42 over the number reported last year and an increase of four in the number of those who-are members, and a decrease of eight who have one parent a member. It is apparent that a majority of children in attendance at these schools are not children of our members, and while it increases the responsibility upon committee, Friends, and teachers to maintain a high Christ an standard for -our schools, it is gratifying to us to know that there are many in our country neighborhoods who rightly appreciate the important bearing a guarded education has upon the character of their children. In assuming the trust we do, it is earnestly hoped that our teachers may be so guided and directed as to become safe leaders to those over whom they are placed. 54 The graph on page 30 prepared from figures given in the ex- tracts from 1846 to 1900 shows: (I) at intervals of five years, the number of children of school age within the limits of the meet¬ ings, 55 and (II) the number of them who attended the schools of the Society. 56 An examination of the minutes of the Yearly Meeting of Hick- site Friends for the nineteenth century reveals a very similar at¬ titude prevailing regarding the “guarded religious education.” 53 Ibid., 1853, 17-18. 54 Ibid., 1892, 25. 55 “School age” here meant from 5 to 16 years. 56 These figures are for the Yearly Meeting of Orthodox Friends at Phila¬ delphia, which included the Quarterly Meetings of New Jersey. 32 Quaker Education in New Jersey In 1832 the meeting was brought “into exercise in relation to that part of the education of our youth,” and “Friends were encouraged to promote a guarded care over them by employing exemplary teachers.” 57 In 1833 a separate committee was formed to deliber¬ ate on the state of schools and to gather more information by visiting them, being charged to make such proposals as would help to promote school education. 58 The following extracts are taken from their report made in 1834: In many places, one general obstruction to having schools taught by mem¬ bers, under the care of Monthly or Preparative Meetings, is the scattered situation of the families of Friends and the fewness of their numbers, which prevent their associating together in the support of schools without the aid of their neighbors. Arother prominent difficulty, is the wsnt of suitably qualified persons to be employed as teachers. Another cause of the low state of education, is the remissness of many parents and heads of families in a religious concern to bring up their children and those under their care in con¬ formity with the simplicity of the Truth and the discipline of the cross of Christ. The great difficulty of obtaining exemplary teachers, in membership with Friends, complained of in most of the Reports, is believed to arise principally from the circumstance, that persons of suitable literary qualifications are generally induced to pursue other kinds of business. Few children are edu¬ cated or apprenticed for the purpose of becoming teachers, and few oppor¬ tunities are furnished, within the reach of the limited abilities of many parents, for giving their children such an education as will qualify them for this use¬ ful and laudable calling. It is therefore obvious, that until Friends are more generally impressed with the importance of this concern, and make provision for supplying the deficiency, and a greater number of our members are en¬ couraged to engage in the business of teaching school, this difficulty is not likely to be remedied. 59 As was noted in the case of the Orthodox Meeting, the utility of manual labor institutions was here commented upon, but no action taken. Though reports made after 1834 indicate some improvement made in supplying new schools, that of 1851 shows rather a small proportion of members attending the Quaker Schools. The report for 1851 stated that: The Committee does not yet feel prepared to make a final report, but they are united in recommending, at the present time, that Friends, in their re¬ spective neighborhoods, be encouraged to maintain schools under their own 57 Extracts Phila. Yr. Mtg. (Hicksite) 1832, 5-6. b 8 Ibid. } 1833, 4. 50 Ibid., 1834, 5-10. Quaker Educational Policy 33 control, in such a manner as will make them equal, or superior, to the Public, and other schools around them. And also, that the attention of Friends, generally, and particularly those remotely situated, be especially directed to Family Schools. The Committee, early after its organization addressed a series of inter¬ rogatories to the several Meetings composing this Yearly Meeting; and, al¬ though, in consequence of the different interpretations given to these questions, the numbers given below cannot be regarded as strictly accurate, the returns made show, however, that there are at least 4,500 children of the members of this yearly Meeting requiring school education; and most of them are, prob¬ ably, sent to schools of some kind. From the reports received, it appears that of these 4,500 children, two thousand six attend Public Schools, and 998 only are educated in schools under the care of the Society. The Committee would urge the attention of Friends, generally, to this weighty subject; and, with the approbation of the Yearly Meeting, believe that further service may be required of them. 60 In 1852 a report was made, designed to set forth the cause of the failure indicated in the report above, as also a suggestion for a satisfactory solution of the problem. The report comments on the fact that Friends are giving an amount of encouragement to the public school system “which must materially influence the prosperity of schools of Friends . . . ” 61 Continuing, the report stated: The committee believe, that in proportion as Friends cooperate with the public authorities, in their present system of education, our own schools will continue to decline, and at no distant period we may find ourselves compelled to withdraw from such cooperation, or submit to regulations adverse to the principles we profess. During the consideration of this deeply interesting subject, various views have been presented to the committee. Many Friends believe, that if our different meetings would adopt for their own members a system of general instruction, at the common expense, it would go far to remove the evils, and meet the wants of Friends generally, throughout the Yearly Meeting. We therefore propose that the Yearly Meeting recommend the formation in each Monthly and Preparative Meeting, as way opens, of a fund for the in¬ troduction of a Free School System, for the children of members. Each neighborhood is best qualified to judge of its own wants; and in proportion to the interest felt, will be the advance towards the establishment of the system. It is believed by many Friends, that if, in every meeting, a fund was com¬ menced, additions would be made from time to time, by Friends interested in the subject, until in due season the fruit would be manifested by the intro¬ duction of schools, which w y ould remove the pecuniary motive for sending our G 0 Ibid., 1851, 8-9. 61 See Chapter Thirteen on relation of Quaker to Public Schools. 34 Quaker Education in New Jersey children elsewhere. In this safe manner may the gratuitous plan of educa¬ tion be brought to the attention of Friends in their smaller meetings, and thus our members may look forward with hope to a period, more or less distant, according to circumstances, when the children of Friends shall be educated as one family; when the temptation now strongly presented to surrender the plastic mind of infancy to the forming hand of the stranger, shall measurably cease, and the necessitous shall find no obstacle to the guarded and liberal tuition of their offspring. 62 Definite steps were taken, also, to encourage persons to prepare for the business of teaching. In 1855 the report informed that $5,250 had been spent for the furtherance of this object, and that upon receipt of another application $54 was raised by voluntary contribution in order to send young women to school. 63 In 1873 a report was presented, stating the past interest of the Society in education and recommending the appointment of a standing committee on education, which should give assistance to schools throughout the Yearly Meeting: From the early settlement of this part of the country Friends have been in¬ terested in the proper education of their children. School houses were built, and schools established in nearly all of the Meetings belonging to this Yearly Meeting; and, in some instances, liberally provided for; of latter years some of these houses have been occupied for public schools, not under the care of the Society, and others have been abandoned and the property gone to ruin. We feel this condition of things should not be allowed to continue; but that Friends should be aroused to the importance of providing schools where our children may receive a guarded education under the care of the Society; that thus in early life they may be assisted in becoming acquainted with the simple truths as professed by us, and have the advantage of the moral and religious training, which has ever characterized this People. We, therefore, recommend that Monthly and Preparative Meetings give special attention to the establishment of schools under their care; that they may become successful, they should be of such a character, that they would be sought after by Friends and others. This can be accomplished by selecting good teachers; by making the school¬ rooms attractive and comfortable, and furnishing them with the modern appliances for instruction. The price of tuition should be moderate, but remunerative; to obtain the services of qualified teachers, liberal salaries must be paid; and these should not be made dependent exclusively upon the receipts of the schools, but should be guaranteed the teachers by the meetings which appoint them. 62 Extracts Phila. Yr. Mtg. (Hicksite), 1852, 13-15. e 3 Ibid., 1855, 5-6; this fund was used for educating women who expected to become teachers. Quaker Educational Policy 35 And, we further recommend, that the Yearly Meeting appoint a Committee to give attention to the subject as way opens; and that said Committee have authority to draw on the Treasurer for money to assist in aiding such schools, as in its judgment, may require help. 64 The committee on education, appointed in accord with the fore¬ going suggestion, took charge of all educational work. In 1881 they broached the subject of a General Superintendent over the schools. 65 In 1887 the report commented on the holding of teachers meet¬ ings, as follows: The practice of former years, of holding conferences of Parents, Teachers and School Committees, at Fifteenth and Race Streets, Philadelphia, has been continued; three having been held during the past winter. There has been no evidence of any abatement of interest. The subjects considered were: 1st. Teaching as a profession and how to prepare for it. 2nd. What are the best methods of cultivating in children a taste for the study of natural objects? 3rd. Well equipped schools, their cost and value. 4th. Methods of teaching Geography in the Primary Classes. 5th. What constitutes a suitable preparation for a course of study in Science? 6th. The necessity and means of educating the will. 7th. The first and last fifteen minutes of a school day. 66 In 1888, the following comment was made on the establishment of the “visiting teacher:’’ The main features of the work have not much varied from that of former years, excepting that in place of having several persons giving a portion of their time in delivering lectures to the Schools, as last year, it w T as thought best to employ an experienced teacher to devote all of his time to the interest of Friends’ Schools, listen to the recitations, and confer and counsel with the teachers and School Committees, having in view the substantial improvement of all the schools. For these duties in Sixth month last, the Committee employed Henry R. Russell, for many years principal of Deptford School, Woodbury, N. J. He at once entered upon the work, and we think has given efficient service, and has labored acceptably in the line of his appointment. Nearly all the Schools have been visited many times by him, and illustrated talks to the number of nearly two hundred have been given to the children, a portion of the School Committees and other Friends often being present. It is believed that these illustrations of scientific truths by simple experiments may be made invaluable to the pupils, by increasing their interest in the studies to which they relate, M Ibid., 1873, 9-10. 65 Ibid ., 1881, 9-11. 66 Ibid., 1887,20-23. 36 Quaker Education in New Jersey by inciting in them a desire for investigation, and by enlivening the ordinary routine of school work. Owing to the isolated position of many of our schools, the teachers have little if any opportunity for observing the work of others, and when the teachers are young and inexperienced, the advice and sympa¬ thetic help of a visiting teacher should strengthen and encourage them. 67 A desire, often expressed before, was likewise renewed that, Something should be done looking to the establishment among Friends of a training school for those of our members who contemplate teaching in order that they may understand the science and art of education, the nature of mental and moral development, and what constitutes a guarded religious education as contemplated by our discipline. 68 A similar, progressive, note is sounded in the following extract from a pamphlet entitled Religious Instruction in our Schools: 55 50 4500 45 4000 40 3500 35 3000 30 2500 25 2000 20 1500 15 1000 io 500 5 0 10 0 id O 10 O 0 IO 0 »o 0 n 10 «o CO co r- 00 00 OS OS 0 00 00 00 00 00 00 00 00 00 00 00 00 00 OS t-H t-H i-t t-H t-H T-H t-H t-H »—* ^H ^H T-H T— « rH In the graph curve I shows schools reported by quarterly meetings, according to the stand¬ ards set by the yearly meeting; II, the number of schools whose teachers and pupils attend¬ ed mid week meeting; III, the number of children attending, indicated to the nearest hun¬ dred; and IV, the children of members attending the schools, likewise to the nearest hundred. From the figures taken from Extracts of Yearly Meeting Minutes (Hicksite) Philadelphia. 67 Ibid., 1888, 21-25. cs Ibid. Quaker Educational Policy 37 The teachers’ subjects are not Mathematics, nor Latin, nor Scripture, nor Quakerism—they are boys and girls. The information imparted is, in a sense, a minor matter; the growth of the mind that assimilates it is all-im¬ portant—growth in keenenss, efficiency and power. . . To the Society at large we would put forward this view that the principles urged above are deserving of careful consideration in making any forward move. The quality of the teaching given in our schools is in a measure in the hands of Friends; they have raised admirable buildings in many places— these are a small matter compared with the character of the staff. The fre- dom of the teacher, which is an indispensable condition of excellence is a gift they can grant or withhold. And that we who are responsible for the term of school life may have the best chance and the best reward, we would press upon Friends the need of laying foundations and awakening interest in the days of childhood, and of turning to best account the powers of those who go forth from our schools. 69 In connection with statements mentioned above it will be of interest to refer to the graph on page 36 which shows salient points in Quaker school history (Hicksite) during the last half of the nineteenth century. From an examination it is clear among other things, that: (1) the number of schools declined slightly during the period; (2) the number attending them, however, increased until 1891—this increase was possibly due to the im¬ provement of schools that came with greater centralization of control; (3) the number of members’ children attending, though regular, was always small compared with that of non-members. The study of Quaker educational philosophy and practice reveals the fact that they were closely in accord. The individual views of such prominent men as Penn, Barclay, Woolman, Benezet, and others, did in fact shape educational policy in the superior meetings and these in turn influenced the local organizations. In the writ¬ ing and work of these men may be seen a decided tendency to combine realistic, pietistic and philanthropic purposes in the service of education. Due to several factors, there arose a definite tendency toward greater centralization of control after 1778, which was still more strongly accentuated in the nineteenth century. 69 Religious Instruction in our Schools No. 9, in a volume of pamphlets issued by the Society of Friends. CHAPTER III vSCHOOLS OF SHREWSBURY QUARTER Shrewsbury Quarterly Meeting was established in 1672 when it was agreed that “a men’s and women’s meeting for Shrewsbury and Middeltowne ...” should be held once in six weeks, and to be every third meeting at Middletowne. 1 In 1681 it became a part of Philadelphia Yearly Meeting; since 1833 the Hicksite branch of the Quarterly Meeting of Shrewsbury has been a part of New York Yearly Meeting. In this Quarterly Meeting we are con¬ cerned with the monthy meetings of Shrewsbury, Woodbridge, or Rahway and Plainfield as it was later called, Hardwick and Ran¬ dolph, and Kingwood (later Quakertown). A meeting was established at Shrewsbury in 1669 and at Amboy in 1686. In 1686 it was agreed to hold the monthly meeting the third fifth day in every month at Benjamin Griffith’s in Wood- bridge. 2 Meetings were also held for Rahway Friends in 1707 in the house of William Robinson, and in 1742 at the house of Joseph Shotwell. In 1757 a meeting house was built. At Plainfield meetings were held at John Laing’s until the meeting house was built in 1731. Mendham Meeting was begun in 1740 when Friends requested permission to hold a session every three months at William Schooly’s; in 1758 a meetinghouse was erected. Other meetings with which we are concerned were at Manasquan, Squankum, Quakertown and Hardwick. The early records reveal little of educational nature. In 1756, speaking for the region of the whole Quarter, the minutes stated that: % poor Friends’ necessities are inspected and they are relieved and their children partake of learning; Friends’ children are generally put out to Friends. 3 Six years later, some are careful in the education of their children, but many we believe, 1 Catalog of Records at Rutherford Place, New York City. 2 Shotwe!l: Annals of our Colonial Ancestors , 198. 3 Min. Shrewsbury Q. Mtg., 26/I/1756. 38 SHREWSBURY QUARTERLY MEETING Schools oj Shrewsbury Quarter 39 40 Quaker Education in New Jersey are deficient therein. In 1772 they admit further that some others, as to their subsistence and their children's learning, have been too much neglected. 4 In 1778, receiving the urgent instructions of the Yearly Meeting at Philadelphia, a committee was appointed to “inspect the re¬ ligious education and schooling of the youth,” 5 but to judge from the minutes, little was accomplished at this time beyond the stirring up of sentiment to a higher appreciation of the use of firmly es¬ tablished schools. Thus in 1782 a dark view of possibilities was presented in a report, that The situation and circumstances of friends of this meeting being such that at present we think the establishment of schools amongst us in such manner as is recommended by the Yearly Meeting is not at present likely to be ac¬ complished. 6 In 1784, The proposal of last Quarter respecting schools was revived; after some deliberation thereon it appeared to be the sense of this meeting that a com¬ mittee be appointed to visit the Monthly and Preparative Meetings to advise and assist them in promoting schools in each Meeting agreeable to the advice of the Yearly Meeting as near as may be, the following Friends are appointed to the service, viz., James Haydock, Joseph Stackhouse, William Smith, John Shotwell, David Vail, William Shotwell, Jonathan Write, William Hartshorne, Thomas Tilton, George Parker, Isaac Hance, who are desired to report to next Quarter. 7 Three years later they reported not much had been accomplished and in 1788 stated there was “no prospect for progress in estab¬ lishing a school at Shrewsbury Monthly Meeting.” A new com¬ mittee was then appointed. It was likewise proposed that every monthly meeting should appoint its own educational committee, which was to meet with that of the Quarterly Meeting. 8 These committees were very slow about doing anything. In 1789 there was no report to make, but because of the “pressing advices” of the Yearly Meeting, they had 500 copies of the advice issued in 1778 printed and distributed. While there was no success in setting up schools according to the Yearly Meeting’s standard, the minutes recorded, referring to the Negroes, that “some care is taken with respect to their education.” The following report was made in 1791. mid., 17/VIII/1772. b Ibid., 26/X/1778. 5 Ibid., 19/VIII/1782. % Ibid., 18/VIII/1788. Ubid., 16/VIII/1784. Schools of Shrewsbury Quarter 4 * The school committee made a report in writing the substance of which the Clerk is directed to forward in the report to the ensuing Yearly Meeting being as followeth, to wit, ‘In the Monthly Meeting of Shrewsbury a subscription is on foot and although no great progress has been made, yet the foundation appears to be permanent and their stock is accumulating by their several sub¬ scriptions being on interest. In Rahway and Plainfield subscriptions are also on foot, and considerable sums subscribed, but draw no interest on ac¬ count of their not amounting to the sum agreed on to be subscribed before interest should take place. In Kingwood and Hardwick the efforts of the Committee there appointed have not been attended with success, nor does there appear a probability of anything being done in that Monthly Meeting at present, towards accomplishing this desirable purpose’—and they desiring to be released from their appointment, the consideration thereof is referred to the next Quarterly Meeting. 9 Though the above report must have been discouraging, that-of a year later, proved better: Rahway and Plainfield had subscribed a sum of £460, part of which was on interest; the school of Rah¬ way was controlled by the preparative meeting’s trustees. At Shrewsbury there was “upwards of £400 subscribed’’ while at Kingwood or Quakertown a “subscription is on foot and upwards of £140 subscribed.’’ The report of 1801 stated that a school was maintained in both Rahway and Plainfield. A “girls school” was kept by a young woman, a member, at Rahway. 10 The re¬ port does not mention any school at Kingwood, Shrewsbury, Manasquan, Squankum, or Hardwick. Two schools, male and female separate, within the Monthly Meeting of Shrewsbury, and superintended by a committee” were reported in 1809, 1810 and 1811. 11 In 1831 there were thirty-five Friends’ children in Shrewsbury Quarter “of suitable age (under sixteen years) to receive school learning,” but “so distantly separated from each other, even in our different Preparative Meetings that Friends have not been able to furnish them with such schools as would be desirable.” 12 A year later, “it appears impracticable at present to establish even one school among us in the manner proposed.” In 1834, a report stated: We have been induced to believe that a small school might be supported under the care of Friends if a suitable teacher can be procured and efforts are now making, if so enabled, to carry it into effect. 13 mid., 22/VIII/1791. 10 Ibid., 12/11/1801. 11 Ibid., for the appropriate dates. 12 Ibid., 17/II/1831. 13 Ibid.,13/II/1S3 4- 42 Quaker Education in New Jersey This was the school at Kingwood. 14 In 1840 there was no Friends’ - School reported. There were, at that time in Shrewsbury Monthly Meeting seven children of “suitable age for school,” three of whom were at Westtown, and the other four attended schools in the neighborhood, not taught by Friends. In Rahway and Plainfield there were twenty-two children, five at Westtown, and seventeen at schools in the neighborhood. 15 These conditions continued. In 1843 a minute stated that “Friends are so located as to make a ‘select school’ for them impossible.” The rise of district schools was also a factor which made a meeting school difficult. This fact was commented upon in 1844: “. . . the preference for district schools, on account of the public money received, amongst those not in profession with us renders it out of the power of this meeting to establish a school that will bear its own weight.” 15 The account of these schools of the several monthly meetings is presented in the following pages as fully as the materials preserved will allow. A volume of the Shrewsbury Quarterly Meeting Records (Hick- site) beginning with 1828 shows that no school was maintained within its limits “according to the standard” of the Yearly Meet¬ ing. Shrewsbury Monthly Meeting Shrewsbury was settled in 1669 and the Monthly Meeting was established at Woodbridge in 1686. In 1672 a six weeks meeting was established for Shrewsbury and Middletown from which de¬ veloped the Monthly Meeting of Shrewsbury. This meeting was comprised of Shrewsbury, Squan, Squankum, and Topanemus preparative meetings. Not all of the earliest records have been found but such as have been examined contain no reference to a school under the meeting’s control. The inference is that neigh¬ borhood schools were the only kind established at this early date, or that the only record of the church school has disappeared. In 1757 Shrewsbury answered the fifth query: We are not sensible of any that Suffer they are not in Want of Business. Friends Children mostly Pertok of Larning and are mostly Placed amongst Friends. 17 14 See page 51. lb Ibid., 13/II/1840. 16 Ibid., 15/II/1844. 17 Min. Shrewsbury Mo. Mtg. (Women Friends) 4/VIII/1757. Schools of Shrewsbury Quarter 43 Regarding Negroes held as slaves they reported: We know not but we are clear. How faithfully the answers describe conditions is very difficult to say. From year to year they vary considerably. Thus in 1765, replying the fifth query, they write: No inspection into the state of the poor hath been made, (and) one Friends’ child hath been placed from among Friends. At the same time, regarding Negroes, there is not much certainty expressed: “we believe ourselves clear.” 18 In 1778 Shrewsbury acknowledged receipt of the Yearly Meet¬ ing extracts recommending “the promoting a reformation of the religious education and schooling the youth ...” and appointed a committee of three to join the quarterly meeting’s committee on the same subject, to make an early report. Not much was done by the committee. In 1780, “The Committee on Reformation, Schooling, etc. not having done anything since last meeting—they are continued and desired to report. ” 19 A month later the minutes state a plan was proposed “towards a school by opening a sub¬ scription . . . .” A report of 1791 stated: The necessities of the poor Friends are inspected and care taken for their relief. The school education of their children in one instance neglected but has now engaged our attention and we know not of any Friends children placed from among Friends. 20 Seven years later the records assure the reader that there were “no deficiencies respecting school learning.” 21 Though extremely little is recorded in the minutes, it is quite certain that schools were among their concerns. Several small pamphlets of school records show that the fund for a monthly meeting school had been begun as early as 1790 and was applied to the maintenance of a school for many years. An interesting pupil’s account for 1808 follows: 18 Min. Shrewsbury Mo. Mtg., 5/VIII/1765. 19 Ibid., 7/II/1780. 20 Womens’ Minutes, 1/VIII/1791. 21 Ibid., 6/VIII/1798. 44 Quaker Education in New Jersey Peter Corlies i scholar Ciphering Book I s o Lo i o Writing Book I s i Use of Book Pens and Ink i Firewood i I scholar 16 Li o o 22 A deed of 28 /IV/1801 transferred an acre “on the west side of road from Eatontown to the meeting house for erecting a school house and other purposes,” and another of 27 /IV /1802 transferred about half an acre for the same purpose. The monthly meeting school seems to have been definitely established in 1807. The women’s minutes for 1808 stated that Alice Lawrence, Hannah Wardell, Sarah Hartshome, Sarah Parker, Rachel Solter and Elizabeth Williams were appointed in addition to those al¬ ready on the school committee. In 1817 there was a school in Friends’ schoolhouse at Shrewsbury taught by a person in mem¬ bership, but in 1818 and after no school was mentioned. 23 The volume of minutes 1828 to 1854, belonging to Orthodox Friends, does not show much with regard to education. The first few years are occupied with expelling Separatists. In 1829, replying to the annual query on schools they state they have none. 24 Not until 1835 is a school mentioned “kept up a part of the year by a teacher in membership, superintended by a committee of the monthly meeting.” 25 The educational report, made at the same date was not very promising and the next year they reported: There are no schools amongst us under the care of Friends. Furthermore, difficulties continue to prevail against the maintenance of a school suitable for the right improvement of our children. Several of them have been recently sent to Westtown, and others are expected to go there, yet there are a number remaining that are under the necessity of being sent to schools under the government of other societies wdiich are a cause of exercise to us. We know of no children that are not sent to school. 26 This condition continued until 1853. In 1851 there was no school, “by reason of indisposition” 27 and two years later they 22 Shrewsbury, Mo. Mtg., Pupils Accounts, 1808. 23 Min. Shrewsbury Q. Mtg., 13/II/1817. 24 Min. of Shrewsbury Mo. Mtg., 4/II/1829. 25 Ibid., 4/II/1835. ™Ibid., 3/II/1836. 27 Min. Shrewsbury Q. Mtg., 13/II/1851. Schools of Shrewsbury Quarter 45 reported "no school,” having "no children of a suitable age to go to » school belonging to our meeting.” 28 Rahway and Plainfield Monthly Meeting This Monthly Meeting was established in 1686, 29 but until 1789 was known as Woodbridge, taking the name of an earlier settle¬ ment. It belonged to the superior meeting of Shrewsbury Quarter, where a settlement was made as early as 1669. 30 The earliest mention of education found at Woodbridge is in connection with the receipt of the Yearly Meeting’s suggestions relating to Youths’ Meetings. Another feature of early education was apprentice training. In 1718 the meeting appointed two members to put out William Willis’ children as apprentices, and, one of them being a boy they are to take care that his master be obliged to give him two suits of apparel at the expiration of his time, be taught to write a legible hand and instructed in arithmetic so far as the rule of three. The other, being a girl, to be put apprentice until she arrive at the age of 18 years, obliging her master to give her at the end of her time two suits of apparel and teach her to read in the Bible. 31 In 1779 the universal concern for education began to show itself at this meeting. At that time, the case of schools coming under the consideration of this meeting it is referred to a committee who are desired solidly to consider thereof and report their sense to next meeting; said committee are Edward Moore, William Smith, John Shotwell, Hugh Webster and Isaac Hance. 32 A few months later a somewhat discouraging report was made by the committee: We the committee appointed to take under consideration the affair of schools, having several times met considered and deliberated thereon do agree to report. That notwithstanding the apparent advantages which might likely arise from such a good work if properly brought into execution, yet under the consideration of the present circumstances of the Number of the members of our Monthly Meeting and the distresses which many of them have and are still likely to be subjected to, these with other difficulties pre¬ vailing at present will in our opinion much obstruct the work. Therefore we think it best that the raising of a Fund for the establishment of a school had best be postponed for a time and hereafter taken up when it may be carried on 28 This is the latest record of Orthodox Friends at Shrewsbury, examined by the writer. 29 Shotwell, p. 198, gives 1689. 30 Hazard: Register of Pa., VII, 100, gives 1670 instead of 1669. 31 Min. Woodbridge Mo. Mtg., 25/VI/1718. 32 Ibid., 21/IV/1779. 46 Quaker Education in New Jersey in a manner that may be more likely to answer the good purposes intended by the Yearly Meeting. 33 By 1783 the committee on education was, however, better able to see the possibility of erecting a school as desired by the Yearly Meeting, and reported: We of the committee appointed by our last Monthly Meeting to consider of the pressing advice of our Yearly Meeting, relating to the promoting of Schools having examined the extracts of the Yearly Meeting minutes on that subject, and duly weighed that interesting affair are of the judgment that the Monthly Meeting do appoint a Committee to raise subscriptions throughout the verge of said Monthly Meeting for erecting a school house and having a teacher and according to the directions of our Yearly Meeting and that said Schoolhouse should be placed at or near the town in Rahway, and that each Preparative Meeting should generously subscribe for that purpose. All which is nevertheless Submitted to the Monthly Meeting. Rahway 29 of the 11 Mo. 1783. 34 Early in 1785 the committee on schools reported they were not able to secure “the lot of ground they had in prospect for a school house” and therefore recommended that one be built on the meeting house lot. A few months later, the minutes state: The committee in the case of schools report it as their opinion that it may be proper to build an house one Story high 20 by 30 feet to front the road between the Meeting house and Stable, on the Meeting house lot at Rahway, and that they suppose the Expense of building would be about £30 but no subscriptions are yet gone into. The Meeting taking it into consideration agrees to refer the same under the care of the Committee until next Meeting to reconsider it if any alteration may be thought of to report the same. 35 At the next meeting it was agreed to forward the work at once, and Mordecai Marsh and Ambrose Copland are appointed to collect the money subscribed for the builing the school house at Rahway and pay the same to the Committee who have the care of building the house as they may have occasion for it. 30 In 1789 proposals were made concerning the establishment of funds for permanent support of schools, as follows: . . .agree to propose that each Preparative Meeting attend to the recom¬ mendation of the Yearly Meeting, when their circumstances will admit; in building a school house and providing suitable teachers; and likewise to raise a fund for the benefit of schools that now are, or hereafter may be established, and that in each Preparative Meeting where it is not already done, trustees be 33 Ibid., 15/VII/1779. 3 Hbid. y 15/VI/1785. 3 *Ibid. } 17/XII/1783. 3 Hbid., 17/VIII/1785. Schools of Shrewsbury Quarter 47 appointed to have the care and direction of schools, when any are established, and of the fund when raised, and where none are set up as well as where there are; their treasurer whom they shall appoint shall be authorized to receive donations and bequests in his own name for the benefit of schools, and the same to be accounted for by him to the trustees and by them to the Preparative Meeting and that to the trustees in each Meeting, as soon after their appoint¬ ment as the Meeting may judge will best answer the good purpose intended, draw up the following form of a subscription, and promote the raising of money agreeable thereto, for the fund proposed. We further propose that no interest shall commence agreeable to the subscription till the following sums of each Meeting is subscribed, viz.: “Rahway L 200 o o “Plainfield 200 o o “Mendam 50 o o” ?7 At the close of the century the Monthly Meeting became con¬ cerned in the project of the Boarding School at Westtown, and a committee on that subject was “desired to collect what may be subscribed and forward to the treasurer of that institution.” 38 The enthusiasm for schools apparently became contagious. Early in 1801 a proposal was made that a Boarding school be established at Plainfield for the “advancement of a religious and guarded education of the youth among us . . . .”, but after discussion it was dropped. 39 The “prevailing sense” was that “there is not a sufficient degree of unity therewith to warrant its being adopted ”40 In 1812 the records stated “not enny” schools; in 1813 the monthly meeting reported: 3rd. Two schools at Rahway taught by members in Society and superin¬ tended by committee appointed by the Preparative Meeting. 41 The same report was produced in 1817; but in 1818 only one such school was mentioned. This report of one school continued each year, but one, (1820), until 1826. In 1827 the report re¬ garding schools showed none as desired by the Yearly Meeting, and until 1875 the situation was the same. At that time a school was established that lasted for a number of years. In the interval during which no school was held under the monthly meeting, we gain some glimpses which indicate an interest in education, especially in education of the poor. In 1844, 37 Ibid., 16/VII/1789. 38 Ibid., 17/VII/1800. 39 Ibid., 18/TI/1801 and 15/I/1801. 40 Min. Shrewsbury Q. Mtg., 12/VII/1802. Al Ibid., 21/I/1813. 48 Quaker Education in New Jersey Men friends inform this Meeting they have appointed a Committee to take charge of a legacy, left in care of the Preparative Meeting for the benefit of schooling poor children—the subject being considered in this Meeting Friends propose the names of Eleanor Shotwell, Lucy H. Eddy and Elizabeth L. Browne to unite with the committee of Men Friends in the superintendency and use of said legacy. 42 In 1850 the fifth query stated: no poor Friends among us, nor children requiring our care in school learn¬ ing—no children placed from among Friends. 43 The following four reports made by the Monthly Meeting of Rahway and Plainfield between 1855 and 1873, fairly represent the situation so far as the number of children is concerned. There are 21 children within our limits of suitable age to attend school, six of whom are at Westtown, 11 attend neighborhood schools, 2 receive instruc¬ tion at home and 2 do not at present attend any school. The following report was received from the Committee appointed to make inquiry relative to education which was directed to be forwarded to the Quarterly Meeting. To Rahway and Plainfield Monthly Meeting of Friends, We the Committee appointed on that part of the Extracts relating to education report that we have 13 children within our limits of suitable age to go to school who are dis¬ posed of as follows—3 at Westtown Boarding School, 7 attend a family school taught by a member, and 3 attend a district school. “Isaac Craft, Henry Wood.” There are eight children within our limits of a suitable age to attend school, one of whom is at Haverford School, six at Select Schools not under care of Friends or taught by members, and one receiving instruction at home. We also report, that there are nine children belonging to this meeting, and three recently settled within our limits and not yet received by certificate, of suitable age to attend school, 3 of whom are at Friends Boarding School at Westtown, 3 at a select school taught by one of our members, 1 at a select school not taught by a member, 2 at a district school and 3 not attending any school. I. R. Shotwell H. H. Bowne. 44 In 1875 Rahway Preparative Meeting undertook to establish a school, as follows: At Rahway Preparative Meeting held n/II/1875 it was concluded to es¬ tablish a Preparative Meeting School to be under the care of a joint com- 42 Min. Rahway Prep. Mtg. Women Friends, 13/VI/1844. **Ibid., 10/I/1850. 44 Min. Rahway and Plainfield Mo. Mtg., 17/I/1855; 17/II/1859; 16/II/- 1865; and 20/II/1873, respectively. Schools of Shrewsbury Quarter 49 mittee of men and women Friends of this Meeting. The clerk was directed to inform our next Monthly Meeting thereof and request its permission to build a school room over our meeting room by adding another story thereto. 45 The school thus proposed was advertised as follows and opened on September 6, 1875: A select school for boys and girls under the care of the Society of Friends will be opened on the 6th of 9th month next. The school room on Irving Street near Milton Avenue is large, light and airy, and is suppled with modern apparatus and furniture. Terms The ordinary studies in English, including drawing and exercises in light gymnastics, will be from $6 to $10 per quarter, according to age and advance¬ ment of pupil. The Latin or French languages will be $2 per quarter extra. Books and stationery will be furnished free of charge. 46 FRIENDS’ SELECT SCHOOL, ON IRVING STREET, NEAR MILTON AVE., RAHWAY, N. J. will be reopened on the 9th of 9th mo., 1878, under the charge of Ella T. Gsuse, a young woman of several years experience in teaching, who comes well recommended by school officials under whom she has taught. The usual English branches, with Latin, French and Drawing will be taught. Terms from $6 to ?10 per quarter; Latin or French $2 per quarter extra. The use of books, stationery, and fuel will be furnished free cf charge. For further information see circulars recently issued, or the teacher. ELLA T. GAUSE, 170 Main St. Or either of the school committee: JOEL WILSON, PHEBE HARNED, MARTHA S. SHOTWELL, GEO. A. ROBERTS Rahway, 8th mo., 22d, 1877. au22-lm Advertisement of Friends’ Select School at Rahway in 1877. The salary of the teacher was arranged as follows: The committee guarantee her $200 per year, $50 of it payable at the end of each quarter. The teacher to collect the amounts due from the patrons, and pay the same to the committee out of which the committee shall pay her $75 on each quarter; it is intended that she shall receive as her entire salary $500 per year, viz.—$200 guaranteed from committee, and $300 received from the patrons of the school, provided that said amount received from the patrons shall be sufficient so to do; if not, then she is to be paid such part of the $75 per quarter as is received from patrons. 47 It was further stated in the school regulations: 45 Ibid ., 18/II/1875. 46 Min. Rahway School Com., 14/VIII/1875. 4 Ubid., 16/VII/1875. 50 Quaker Education in New Jersey The quarter to consist of io weeks. Vacations—7th day of each school week and for Monthly Meeting when held at Plainfield, also for week of Yearly Meeting, and also the customary summer vacation, from about 1st of 7th month to 1st of 9th month. No vacation for Christmas holiday week. School, day session, from nine A. M. to two P. M., with recesses according to teacher’s discretion. A bsenre, no deductions therefore for scholars, excepting for sickness of two weeks or more. Absences of teacher for attendance of Monthly Meeting at Plainfield to be made up at end of quarter. 48 Patrons were apparently rather careless and steps had to be taken to deal with their shortcomings. In 1876 we find the Question of delinquency on the part of some of the patrons of our school was considered and it was concluded that such should be informed that unless prompt payment was made their children must not be continued in school. It was also decided that notices should be prepared for the teacher to send to such as are, and shall become, deficient in this respect. Geo. A. Roberts was appointed to prepare a draft of such notice and present to our next meeting which he is to call as soon as he is ready. 49 The report of the Monthly Meeting in 1880 stated; “There is a school at Rahway and one at Plainfield under care of committees of those meetings taught by members but not select;” in 1884 the one at Plainfield was discontinued. 50 The school at Plainfield was revived, under the meeting’s care, a little later (1896), but after 1897 no school was conducted by the meeting. In 1885 the following report was presented by the Monthly Meeting which shows there was small need for a school so far as the Society was concerned. Moreover, the school was not run at a profit. That there are two children of suitable age to attend, one of whom is attend¬ ing a public school. The other a private school not under the care of Friends. The following is the school report for that same year: The school for the past year ended 6 mo. 12 /85, began with 22 scholars, none of them being members of our religious Society at the time of the closing of the school. One of the two who were reported as attending our school last year, has been prevented by bad health and the other is now a patron of one of our public schools. 51 The school at Rahway was discontinued in 1886, upon presenta- 4 S Ibid., 6/IX/1875. 49 Ibid ., 20/V/1876. 50 Min. Rahway and Plainfield Mo. Mtg., (O.) 19/II/1880 and 19/II/1885. 51 Rahway School Com., 16/VII/1885. Schools of Shrewsbury Quarter 5i tion of the following report and recommendations by the School Committee. The financial part of the report, not quoted, showed a balance in hand, after expenses were paid, of $3.68. To Rahway Preparative Meetings of Men and Women Friends. The School Committee of said meeting herewith present their report of the affairs of Rah¬ way Preparative Meeting School for the year ending 6 Mo. 23rd 1886. The school for the year ending 6 mo. 23rd, 1886, began with thirty scholars and closed with twenty three, none of them being members of our Society. As there are now no Friends’ Children in this meeting to be educated, and so few Friends to take charge of the school, the committee propose that the Preparative Meeting School shall be laid down, the balance on hand at the close of the school to be turned over to the Treasurer of the Monthly Meeting. 52 Thereafter, until the close of the century, no school was con¬ ducted by the meeting, though in 1897 the monthly meeting re¬ ported two schools were taught by Friends. 53 In 1880 a school was reported, under care of a Meeting Com¬ mittee and taught by a member, but this was discontinued in 1884. It seems to have been revived by Plainfield Preparative Meeting in the nineties, but did not continue after 1896 as a school con¬ trolled by the Preparative Meeting, though taught by a member. Kingwood Monthly Meeting 54 The Monthly Meeting was established at Bethlehem, later Quakertown, in 1744, and was composed of Kingwood and Hard¬ wick Preparative Meetings. Hardwick became a Monthly Meeting in 1797. A house of worship was erected there in 1746; in 1751 the meeting at Hardwick (Great Meadows) was built. The popula¬ tion was much scattered and difficulties were continually in the way of schools. In 1791, the Quarterly Meeting’s report stated that in Kingwood and Hardwick the efforts of the committee there appointed have not been attended with success, nor does there appear a probability of anything being done in that Monthly Meeting at present. 55 In 1828 the meeting reported to the Quarter “No Schools estab- 52 Misc. Papers of Rahway and Plainfield Mo. Mtg. 53 Min. Rahway and Plainfield Mo. Mtg., 20/I/1897. 54 Known as Bethlehem, Kingwood and later, Quakertown at Quakertown, New Jersey. Until 1786, Kingwood belonged to Burlington Quarter, but was then transferred to Shrewsbury Quarter. In 1832 Kingwood again changed, being placed under Bucks Quarter in Pennsylvania. 55 See page 52. 52 Quaker Education in New Jersey lished amongst us at all.” 56 About 1836 a temporary school was begun, taught by a woman Friend, and attended by Friends children of that place, 57 but not under the care of either monthly or preparative meeting. From a report of 1837 we learn that this was a mixed school, “attended by Friends’ children and others of that place.” 58 SCHOOLHOUSE AT QUAKERTOWN, NEW JERSEY, NOW REMODELLED AND OCCUPIED AS RESIDENCE Hardwick and Mendham Monthly Meeting This meeting was established in 1797, having formerly been a part of Kingwood Monthly Meeting. It comprised the prepara¬ tives of Hardwick and Mendham, which was later called Randolph. 56 Min. Shrewsbury Q. Mtg., 7/II/1828. b 7 Ibid., 18/II/1836. 5 S Ibid ., 16/II/1837; the women’s minutes, 1744-18-85 and th'e men’s min¬ utes to 1905 fail to indicate that any school was kept up by the meeting. A map of the meeting’s property likewise does not show a school. Numerous deeds are extant concerning property that came into the control of the meeting, but none of these refer to school property. The school referred to, then, in the following minute of 1862 was doubtless a private concern though operated by a Friend. In 1862, while the new meeting house was being erected, it was agreed that “the men hold their monthly meeting in William Clifton’s house and the women hold theirs in the school house.” Min. Quakertown Mo. Mtg., 3/V/1862. Mr. Dalrymple, long a teacher in Quakertown tells of the school, just outside the village, which was controlled by Friends at the time he came to the place. The dwelling shown on this page is the remodelled school house and occupies the original site. Schools of Shrewsbury Quarter 53 After 1855 the meeting was laid down and its members attached to Rahway and Plainfield Monthly Meeting. 59 In 1792 the preparative meeting at Mendham appointed Henry Brotherton and others to have care of money subscribed for a school, 60 and a year later some of Penn’s works were distributed to the meeting for the use of schools. At the same time the meeting appointed a committee to look after a lot on which to build a school. The lot “below the meeting house, belonging to John Brotherton” was apparently secured for thirty pounds for this use. 61 A committee was appointed to secure funds to build a school house, which, by 1798, had collected £20. Steps were taken immediately to provide materials for the building. Rent from the school lot was also used to defray the cost of the new house. Little is given in the records concerning the life of this school, though sufficient to indicate its existence for some time. In 1811 a minute informs us that the house was repaired “so as to due to keep school in in the summer . . ,” 62 In 1813 a committee was appointed to examine the school house lot, repair the fences and rent it out or sell it whichever they shall judge to be most advantageous to the meet¬ ing. It was accordingly rented, and the school discontinued. No reference appears to it later. The school house and lot were sold in 1822. Aside from the above there was apparently little educational activity in the limits of Hardwick and Mendham Monthly Meeting. The records from 1797 to 1855 contain few educational references. From the foregoing pages it is evident that in Shrewsbury Quarterly Meeting the various monthly meetings of Hardwick and Mendham, Kingwood, Rahway and Plainfield, and Shrews¬ bury did carry on some educational work, but it shrinks by com¬ parison with other centers such as Burlington and Haddonfield. Nevertheless, educational activities in these meetings of Shrews¬ bury illustrate the same truths as those in the larger quarterlies, pointing to the rise of a great interest in schools controlled by the meetings after 1778, a tendency to centralize control, and, finally, the decline of schools in the latter part of the nineteenth century, 59 Catalog of Records at Rutherford Place, New York City. 60 Min. Mendham Preparative Mtg. 61 Ibid., 1794. 6 i Ibid., 1811. 54 Quaker Education in New Jersey due to a decrease in the number of Friends’ children and the rise of public schools. Thus, Rahway, in 1885, reported two children members, neither of whom attended Friends’ school. In 1886 the school was closed. CHAPTER IV. SCHOOLS OF BURLINGTON OUARTER This chapter represents an effort to bring together the story of Quaker schools established within the range of Burlington Quarterly Meeting since the time of first settlement of that locality. Burlington included Burlington, Chesterfield, Mt. Holly, Upper Springfield and Little Egg Harbor monthly meetings, established in 1678, 1684, 1776, 1783, and 1715 respectively. For sake of convenience we shall trace the growth of schools which were located in the limits of these monthly meetings and conducted either under the control of the Monthly or one of its constituent particular meetings. The educational work of the monthly meetings is taken up in the order of their establishment. Burlington Monthly Meeting Burlington Monthly Meeting, at one time or another, was com¬ posed of Burlington, Springfield, Rancocas, North Hampton, Mansfield, Mansfield Neck, 1 and Upper Springfield preparative meetings. Some of these later had monthly meetings of their own and will therefore be dealt with more fully elsewhere. Likewise some of these preparative meetings, such* as Rancocas and Old Springfield will receive considerable space, which is justi¬ fied by their educational records. In general, with these few ex¬ ceptions, the work of the meeting is treated as a whole, for its in¬ fluence extended to the lesser meetings. Some of the lesser meet¬ ings, as the communities grew, were made constituent parts of newly created monthly meetings and, for that reason, they recur elsewhere. Meetings for worship were first held in Burlington in 1677, in tents and at the houses of members, until the meeting house was erected. 2 The first monthly meeting was held in 1678. ] The name of Mansfield Neck Prep. Mtg. is henceforth changed to “Lower Mansfield” because of recent survey. Min. Burlington Mo. Mtg., 1/II/1808. 2 A minute regarding the beginning of the building occurs in 1681, and again in 1682. Min. Burlington Mo. Mtg.; Hazard: Register of Pa., VII, 102. 56 Cueker Education in New Jersey • Stonybrook • Trenton' • East Branch (Robins) • Bordentown • Chesterfield • Mansfield Neck • Arneytown • Burlington • Mansfield t • Old Springfield • Upper Rancocas • Mount § Mt. Holly Springfield • Vincent town Barnegat • Little Egg Harbor t Burlington Quarterly Meeting Schools of Burlington Quarter 57 The earliest specific reference bearing on education in any way is concerned with the apprenticeship training in the carpenter’s trade. In 1685 an agreement is recorded between Wm. Atkinson and Francis Collins that the latter teach Thomas Atkinson “the carpenters trade during his apprenticeship so far as he is of capacity to learn the same” and at the expiration of the time to give him fifty acres of land. In this there is no indication of any further responsibility. 3 Apprenticeship was constantly given attention by the meeting, and at a later date we find specific reference to “school¬ ing.” In 1762, they thought it necessary to advance 10 pounds for bounding out one of her children and to enable the person taking him to give him proper schooling . . . that proper care be taken with respect to the child’s education; and if any of her other children can be assisted with regard to the means of gaining sufficient learning, they are desired to look into it . . . 4 In 1722 the Quarterly Meeting recorded: This meeting agrees that Burlington Friends may have the use of the new meeting house to teach school in provided they can have a schoolmaster that is in unity with Friends, and when it shall be so employed the said Burlington Friends to keep it in repairs, as to windows. 5 It would seem that in 1744 a school was being maintained near “Caleb Shreve’s” as permission was then granted to hold a meet¬ ing in that school house for the winter quarter. Nevertheless we must regard these early schools as rather “unofficial,” as the re¬ port from Burlington to the Quarterly Meeting in 1752 stated “the proposal about settling schools not yet entered upon.” 6 Other schools were mentioned in connection with requests to hold worship in the school houses at Mansfield Neck, and Upper Spring- field, in 1761. 7 Again in 1766 requests were received that per¬ mission be granted to hold meetings at three school houses, and a year later at a fourth: 1. Near Shreves Mount at the school house. 2. At the school house near William Bishop’s. 3. In the school house at Mansfield Neck. 4. In school house near William Smith’s. 8 Sometimes the custom was reversed and the meeting house served as school, as this indenture shows: 3 Min. Burlington Mo. Mtg., 4/XI/1685. 4 Ibid ., 4/X/1762. 5 Min. Burlington Q. Mtg., 26/IX/1722. 6 Ibid., 31/VIII/1752. 7 Min. Burlington Mo. Mtg., 3/VIII/1761. *Ibid., 3/XI/1766, and 4/V/1767. 58 Quaker Education in New Jersey V. J/fU' (<\ i(>,\ t */./>// > \ * i* ////*/ v v ii f fj/t/tM hi/ , Vu . //, > /t f. t , .,,i V ,,, f/,V , A../ f(t/(./.../ f/v./» i ft. ///■ t i »,,< ... / _ r /. //;///! K Oh/h*>! , *./i/ 4 j t i Ss/d >■.,/*. ,//>/,(.isA,/ Ay //, - Vi,h. An f • / • / *. , ' ^ * *'/"“«■ Motor* y/fu * Ut*H»u o/*»/,/■,/,/ v /O, /If;/if ' y A/ ,'Ht/dl! /.V. /ftd ////'//,,, ( id/,//c //a i i.tt/i / / a v r'//r. /, v t/i,y Oft. '//h ys.tr/ ,, / . '' 1 I /■/. /(!<•' t t'tt:t/Ut’f t/y., / //iti A /'!, I tH'-i i/'djrint K;,i.ti jt , ^ , 4 , //(.((* /»vsr //,•/■ itn .//id-'ht/'i-n tirfn /.oJ^ Ai,uyf y ,; ha t ' / A 't.ytt/ty y~ ,'/•/(( /s, y (>•,.'/„ /> *W///t(/y,y tu*t v /icuH, \ O/td du'u«^ /J/t t"i i /tl //., v,,/ '.i ,//.*( O'./dt . t.'i;..:, d< t,,/■' / / f . * ‘ ■ y t i.;, ft A , ;o , /'< V < • /< / ///< i ,i /:./• tit.,'/, ///Mt l/ift’t iiotmi i * * /if* A>//i ♦ * /4 * * .v /fit// / J/'/*>■ // h/?/t t if/My' V/f ////.’/ i /if,Y /,( U '/'.•. /J.-*;/. >, hi AM dll t ■/., //hit ttiOd Irfnt./fii'tt / / / * ' AJ 4 / i * ij./s*J /At /// */// »• .• /////u ft/*S.y /*/* J //4 tx'/f/f/ ?A* */ < y/f/f //V W&m k //,**,'/*<■ ./4 if.' '* •< it/St 'fi/'i Jji i / f/tl'i /'/ t N UN / A/ft * */ t/sffft'i * . 4 ... w , # , x VA*V / r . / W < t f/i / n% t/s/Nf t * 4 -W /Yf/tX.' , ■ ..V/ ..f'/i/ stJ?/// //tf ' / V /V/ //ft \ > z//V*/ *(i -/ / 7 7 0 , 1 // - - 7 y .1 A, ii(t .1 //?V V v t/ tf/Afl :.-y /: ' // \ < aa /... 'w , /nd \ Jfi /// OayuJiruy />,> /h fti i nfrc/e /mu ■(■/id .* /f J fttii « b///S> V» hut't //tf.///■/":'/ft(/'i /('/1/ )' ' V I,-, ' t/i '/ r o ,//, it -//, / y.j,///■’, e/i ■■ f dt /u‘/Cm* J ^ Agreement between Burlington Meeting and Thomas Powell, concerning the use of the meeting house for school PURPOSES IN 1770 Articles of agreement indented made the Twenty-seventh day of the Eighth month in the year of our Lord One thousand seven hundred and seventy, Between Joseph Noble, Thomas Rodman, John Hoskins, George Dillwyn, Anthony Sykes, Caleb Carr and Benjamin Field, a committee appointed by the Quarterly Meeting of Burlington to have the care of the Meetirg House on Broad Street in the city of Burlington of the one part—And Thomas Powell of the said city', schoolmaster of the other part— Schools of Burlington Quarter 59 1st. The said committee agrees that the said Thomas Powell shall have the use and occupation of the said Meeting House for the keeping a School in from the second day of last month for and during the term of one year there¬ after, and so from year to year as long as both parties please, a half year’s notice to be given by either party to determine this lease. 2nd. The said Thomas Powell agrees to pay the said committee the rent or sum of Five pounds for the said one year at the expiration thereof and the same sum annually on the second day of the seventh month in every succeed¬ ing year that he shall hold the premises. And that he will repair and keep the windows in good order, and shall also keep the house with the fences and deliver up the same when he shall leave them in good tenantable repair. And that" he will not apply the house to any other use than keeping a school. 3d. It is agreed that if the house shall at any time hereafter be wanted for the use of holding a Meeting it shall be immediately delivered up to such Friends of the Quarterly Meeting as may demand the same. In witness where¬ of the parties hereto have interchangeably set their hands and seals the day and year first above written. Thom. Powell. Sarah Newbold Martha Noble From the following memorandum, it appears that Powell was remiss about payment: Burlington 2 Mo. 22d. 1772. We the subscribers (part of the committee within mentioned) are of the opinion that there is a year and a halfs rent due from Thomas Powell to the 2d of last month. Caleb Carr Benja. Field Joseph Noble Geo. Dillwyn. 9 In 1777 Burlington replied to the Yearly Meeting’s suggestions on schools by appointing a committee on that service. The case of schools is committed to the consideration of the following Friends —George Dillwyn, Peter Worrall, John Hoskins, Daniel Smith, Samuel Allin- son, Solomon Ridgway, Aaron Wills, Joseph Busby, George Elkinton, Jonah Woolman, Thomas Pancoast, Thomas Enochs, David Ridgway, Cornwell Stevenson, William Ridgway, John Harvey, Peter Ellis, Isaac Bunting, Samuel Woolman and Abraham Brown and they are directed to meet at this house on the 7th day preceding our next Monthly Meeting at 9 o’clock in the morning and to report to next meeting. 10 This committee reported a month thereafter: •*«< ' Burlington Prep. Mtg. Sch. Com. Records, No. 49, at J42N. 16th Street, Phila. “ -• ! • '■ ■ w li)id., 7/VII/1777. '• . 6o Quaker Education in New Jersey We the committee appointed to consider the subject of establishing schools for the education of youth among Friends, and the proper regulation of such schools have met and weightily attended thereto, and are unanimous in be¬ lieving that the establishment of schools under the care of Friends, which should be visited and regulated in a religious manner, would be beneficial, and we hope this important matter, so much neglected in time past, will not hereafter be overlooked. And we are further of opinion that it may be useful for the Quarterly Meeting to recommend the subject to the deliberate con¬ sideration of the next Yearly Meeting, that the concern may thus spread and ripen and such advices be communicated as may tend generally to promote this good work. Signed ... by direction of all the committee—2nd day of 8 mo. 1777. • Peter Worrall 11 In 1779 a more specific report was produced: We the committee appointed on the subject of schools for the education of youth do report that we have seriously attended to the service and may inform Friends that there is a school taught by a Friend in the Meetings of Ancocas, Old Springfield, Mansfield Neck and Burlington, and another is expected, before long, to be opened in Burlington, that one appears to us necessary at Mansfield, and more may, in the compass of the Monthly Meetings, be found expedient in future, when Friends more fully break off from the employment of teachers who are not Friends . . , 12 The encouragement of lowei meetings to establish permanent funds for schooling the poor was undertaken in 1781: The committee of schools have in the course of their attention to that con¬ cern visited two of the Preparative Meetings and proposed the raising a fund by subscription, the principal is intended to lay until it’s the choice of the sub¬ scriber to discharge it, subject to an annual interest of five per cent, payable to the Trustees appointed by the Preparative Meeting for the purpose of schooling poor children, the overplus to be applied to the benefit of the school at the discretion of the Trustees. The proposal was favorably received and an en¬ couraging beginning made in one of the Preparative Meetings, and it’s intended that the same be laid before our other Preparative Meetings, as each of them have a school established under Trustees of their appointment. Upon the whole the committee has the satisfaction to find the concern of schools rest with weight on the minds of divers Friends, and are encouraged to believe it will go forward according to the recommendation of the Yearly Meeting to the advantage of the youth amongst us. 13 The success of this step is indicated in a report made two years later: Pursuant to our appointment we have attended the Preparative Meetings "Ibid., 4/VIII/1777. u Ibid., 2/VIII/1779. A minute of the Burlington School Committee in 1835 states that Burlington Preparative Meeting School was founded in 1779 . . . to be confined as far as possible to the children of Friends. 13 Ibid ., 6/VIII/1781. Friends’ School at Burlington Schools of Burlington Quarter 61 62 Quaker Education in New Jersey on the subject of schools and find that each of them has established a school agreeable to the recommendation of the Yearly Meeting under the care of a committee, and has also set up a fund by subscription the interest whereof is to be applied to the schooling such children among them as may require that assistance. And the overplus of the said interest to such other uses of the school as the Trustees may from time to time judge proper. And we may just add that our friends of the Preparative Meetings mostly appear in earnest, - impressed with an idea of the importance of the subject, and disposed to carry A PAGE FROM THE ACCOUNT BOOK OF THE TREASURER OF THE School fund at Mansfield, in 1794 it forward, from wh : ch we hope great advantages wall result, not only to the present but to future generations. 14 u Ibid., 7/IV/1783; the Prep. Mtgs. at this date were Burlington, Old Springfield, Rancocas, and Mansfield Neck. Schools of Burlington Quarter 63 In 1784 property was secured by the trustees of Burlington Preparative Meeting school: A Minute from the Preparative Meeting of Burlington was read informing that the Trustees of the School belonging to that Meeting had made a purchase of a lot of ground adjoining the Meeting House lot fronting Broad Street, and proposing that this Meeting should appoint a committee to take a title for the same in the manner which in like cases has been customary; and the Meeting apprehending that it may be safe to appoint a Committee as they desire, the following Friends are therefore named for that service: viz. John Cox, Robert Grubb, Joseph Smith, Joseph Wetherill, Robert Smith and Daniel Smith, and directed to take a title for the said lot as usual, declaring it to be in trust for the use of Friends School, belonging to the Preparative Meeting of Burlington, under the direction of the said Preparative Meeting. 15 In 1785 they reported that a deed had been executed and a declaration of trust drawn up and signed by all the committee, ■stating that the said estate was vested in them in trust for the sole use and benefit of Friends’ school of Burlington under the direction and care of the Preparative Meeting of Friends held at Burling¬ ton to be appropriated by the Trustees of the said school duly appointed, or by the said Preparative Meeting as they may think best. 16 In 1792 proposals are noted in the minutes concerning the erection of a new school house at Burlington 17 and a report made on the situation of schools at other places. We have attended our appointment in Monthly Meeting since last quarter, and may inform that at Burlington there is no school at present, but they have a prospect of one this Fall; at Ancocus they have no school but hope to open one soon if a suitable Master can be obtained; at Springfield and Mansfield Neck they have schools which have been visited monthly. But no addition to the funds in either Meeting appears since last year. 18 The records of some of the meetings for the maintenance of lb Ibid., 6/IX/1784. 16 Ibid ., 3/I/1785. 17 This new school was on York Street, where a lot containing an acre three quarters and thirteen perches had been obtained. It was forty feet by twenty, had a door in front and one at each end, and was built of brick. Rebecca H. Roberts of Burlington gives the following list of teachers with the period of their service: Joseph Clark, 1779; Daniel Smith and his son Benjamin, 1781; Benjamin Smith, 1783; Henry Atherton, 1785; Joseph Pierce, 1790; Benja¬ min Tucker, 1793; John Griscom, 1794; Jos. Mifflin, 1807; Stephen Pike, 1815; James Taylor, 1826; Mayberry McVaugh, 1829; Geo. B. Deacon, 1830 George W. Taylor, 1831; Abel Busby, 1834; Benjamin H. Deacon, 1836; Jessie W. Haines, 1838; Geo. M. Glover, 1839; Adeline Glover, 1840; Mary and Martha Gummere, 1850; Louisa C. Landis, 1851; Hannah C. Parry, 1852; Charles Atherton, 1855; Nathaniel Bull, i860; Eliza Hinchman, i860; Martha Allen, 1861; Mary C. Stokes, 1873; and Bernice Allinson, 1875. 18 Burlington Prep. Mtg. Sch. Com. Records, 6/VIII/1792. 64 Quaker Education in New Jersey schools are extremely irregular, and the usual reason offered, if any, is the lack of teachers. Thus in 1797 all meetings had a school or schools except Mansfield Neck; in 1798 their school was still vacant; later in the same year, “At Ancocas and Mansfield Neck are none at present;” in 1800 schools were in operation in all four places; in 1801 “at Burlington and Mansfield Neck schools are vacant, at the former for want of a teacher;” and in 1802 a school was again in operation at each place. 19 In 1799 a minute was produced concerning the school property at Old Springfield which had been conveyed about 1779, soon after the first recommendation had been received regarding the establish¬ ment of schools. 20 By 1805 the number of standard established schools had de¬ clined as only five were reported for the entire Quarterly Meeting. 21 In that year, for the purpose of getting more exact information on schools, and to stimulate lower meetings to greater activity, it was proposed that a regular annual query on schools be adopted. This was soon accomplished. 22 In 1818 two schools, one at Burlington and one at Ancocas,. were reported; in 1819, three, the two above mentioned, and a third at Lower Mansfield; in 1820, at Burlington, Rancocas, and Old Springfield; and the same report for 1822. 23 From this point we shall trace the growth of the Preparative Meeting school of Burlington. In 1823 its trustees reported as follows: The school has been visited monthly by some of their number, and that the good order and improvement of the children have been satisfactory. The debts due for repairs and improvements of the school property (re¬ ported last year) have been discharged and on settling the Treasurer’s account* there appears a balance in his hands of five dollars, forty-eight cents. A set of maps has been purchased for the use of the school, the cost of which is twenty-five dollars, and which remains unpaid. Thomas Collins, Clerk. 24 In 1829 we learn that: Samuel R. Gummere having informed the Trustees of his prospect of leaving ™Ibid., 7/VIII/1797, 5/II/1798, 6/VIII/1798, 3/II/1800, 2/II/1801, and 1/II/1802. 20 See page 75. 21 Min. Burlington Q. Mtg., 26/II/1805. 22 Ibid. 23 Ibid., 2/II/1818; 1/II/1819; 7/II/1820; and 4/II/1822. 24 Min. Burlington Prep. Mtg., School Com., 1823. Schools of Burlington Quarter 65 the dwelling house and premises, and James Taylor’s term of service having expired, it appeared desirable that a person qualified to teach the school might be obtained, who would occupy the same and take a few scholars as boarders; in order that it might be conducted more in conformity with the original de¬ sign of the Preparative Meeting, and Mayberry McVaugh making application, an agreement has been entered into with him and he has now moved into the house and proposes to open the school in a few days. 25 The report, a year later, stated: The trustees appointed by the Preparative Meeting to have charge of the school for the past year, report that the usual monthly visits have been made by some of their number, accompanied by part of the Women’s Committee. The average number of scholars has been about forty and an improvement in their learning has been noticed. 26 In 1831 occurred another change of teachers. 27 Mayberry McVaugh having informed the Trustees of his intention to leave the premises and give up the school on the 1st of Tenth mo. next (at which time his agreement with them expires) they have a prospect of engaging George W. Taylor to teach the school and of renting to him the dwelling-house, with the view of his accommodating a few children as boarders and scholars who are members of our Society. 28 In 1837 the school was reported under the care of Benjamin Deacon, “a competent teacher,” but the number of scholars was only 22, with an average attendance of 14. By 1840, however, the number had risen to about 40. In that year a further report was given by the trustees as to organization, and the subjects taught in the school. That the school which at the date of last report had been closed for a short time was again opened on the 16th of last 9th month, under the care of the present teacher, George M. Glover. Many of the former scholars having been dispersed among the other schools of the place, but a small number entered at the commencement. During the autumn, however, the school attained a considerable size. In the early part of the 4th month the school was divided in compliance with the wish of the teacher into two departments—the girls being placed in a separate room and instructed by his sister—the boys being still taught by himself—and both divisions receiving his general oversight. This arrangement combines the advantages of more thorough instruction with what is always a desirable object, the immediate management of girls by a person of their own sex—and at the same time the teacher is much relieved in his arduous duties. -Hbid., 1829. 26 Ibid., 1830. 27 Teachers apparently are not wont to remain more than a year or two; customary elsewhere. 2 S Ibid., 1831. 66 Quaker Education in New Jersey The two departments divide the school about equally and each contains nearly twenty pupils. A monthly visitation has been regularly kept up both by the Trustees and the Women’s Committee—the exercises of the school have been carefully observed, and the progress of the pupils inspected from time to time. The branches taught, comprise orthography, reading, writing, arithmetic, geog¬ raphy, grammer, history, mathematics and the elements of Natural Philosophy, Chemistry, Astronomy. Spelling is taught in part by dictation. This plan enables the teacher to economize in time and labor while it imparts to the learner a more practical knowledge of this fundamental branch of education. From successive examinations of the copy books a marked improvement is to be traced in the writing of most of the scholars. The study of arithmetic and of some of the branches of mathematics appears to be successfully pur¬ sued. In regard to the other branches taught it may be remarked that they receive their due proportion of time and attention and that the general progress in them is satisfactory. It is proper also to add that the Scriptures are read in the school daily. The industry and order of the school afford evidence that the system of instruction and discipline is well adapted and judiciously applied—and the Trustees feel great satisfaction in recommending the Preparative Meeting School to the patronage and support of Friends. 29 In 1842 the Yearly Meeting, by means of a questionnaire of somewhat lengthy dimensions, undertook to ascertain the exact status of education in each Preparative Meeting. The answers to these inform us that: 1st. There are 9 boys and 16 girls, members of our Meeting between the age of 5 and 16 years, 18 of whom are receiving education at schools in Burling¬ ton City—one female at Westtown Boarding School and there are 3 boys and 3 girls not at any school at present, but have been till lately—their exact ages not readily obtained— 2nd. 19 of the above children reside within the limits of the two schools in Burlington under the care of our Preparative Meeting and can conveniently attend them. The remaining 6 reside in the country and attend common schools some part of the year in their respective neighborhood. 3rd. There are two schools in our limits one for boys taught by a man and one for girls taught by a female, both members and supeiintended by Trustees and a committee of Women Friends appointed by the Preparative Meetings; average number of the boys school is 14 scholars, five of whom are members, the price of tuition from 4 to 5 dollars per Quarter, average of girls school 20, 10 of whom are members, price of tuition 2 to 4 dollars per quarter. 4th. We have one school house in Burlington and an annual income for house and ground rent of about $300 (in lead pencil above it was 250) appropri¬ ated to pay the Teacher and educating the poor Friends Children. 29 Ibid., 1840. Schools of Burlington Quarter 67 5th. Neither of our schools receive aid from the public school fund and of course are not under the control of the officers of the Public Schools. 6th. There are two private schools in our limits, one for boys taught by a man and one for girls taught by a female both of whom are members. The boys school averages about 30 scholars (one of whom is a member and belongs to a neighboring Meeting). The branches taught are reading, writing, arith¬ metic, grammar, geography, mathematics, history, natural philosophy, the French and Latin Languages taught in the former, the price of tuition $6-$ 12 per quarter. The average number of the girls school is about 17 scholars, 3 of whom are members, the branches taught are reading, writing, arithmetic, grammar, geography, history, botany and natural philosophy. Tuition $5 per quarter. 3 Friends children attend this school, the latter school receives a proportion of the Public School fund. 7th. There is one city Corporation school in Burlington open all the year, average number of scholars about 80. There are also 7 private schools in Burlington that receive a portion of the public school fund monthly,—open all the year, averaging in the aggregate about 260 scholars, none of our number attend any of the above schools at present. Some of the teachers in the above schools are respectable and even qualifie'd. 8th. There are no schools taught in any of our Friends’families at present. 30 In 1843 we find in the records of the school committee a letter written by the teacher, which throws light on the difficult situation in which the school found itself. To the trustees: Previously to my engaging in your schools it was stipulated by your sub¬ committee that I should receive a salary of $150 per annum for the 1st year, and that it should be continued, if the funds of the school should admit of it, if not that I should receive $100. For the first year I received the $150, but for each of the two last years I have received only $100. Now I am willing to submit for your consideration whether your funds are not sufficient to admit of your allowing me Si50 as stipulated by your sub¬ committee. 1 am induced to make this request partly on account of the reduced state of my school, having at present only ten scholars, two of whom expect to leave soon for Westtown School. The decrease in my school has been caused by the establishment of the public school. Perhaps it may be a subject worthy of the consideration of the Trustees whether or not anything can be done to increase the interest of our school. Respectfully, Geo. M. Glover. 8 mo. 29th 1843. 31 In 1844 it was necessary to raise the mistress' salary also and for the same reason. 30 Ibid., 1842. u Ibid. 68 Quaker Education in New Jersey The female teacher having been discouraged by the smallness of the school and the Trustees being desirous to secure the continuance of her services, it was resolved to make her situation worth to her $250 per annum—with the under¬ standing however that the Trustees were not to be responsible for the collection of her bills. The salary of the male teacher being as last year $150—in ad¬ dition to his receipts for tuition. 32 That the public schools drew away a very genuine support of the Friends schools is seen in the fact that there was a general falling off of attendance wherever the public schools opened. Those drawn away in the case of Burlington, however, were mostly outsiders, and not the members. In 1856 there were 26 children reported of age to go to school. These were distributed as follows: 11 taught at home, 5 at Friends school, 4 at Westtown, 3 at a school taught by a member, while 3 attended “other schools/' probably the public institutions. 33 In 1870 we are informed that: ... In addition to the usual English branches and drawing, the higher mathematics and Latin and French are now taught, thus enhancing the value of the course as preparatory to a higher school. The number of pupils during the year has been 39—14 boys and 25 girls. Of these 10 were members and several others connected with Friends. 34 We now turn our attention to the school at Rancocas. In 1803 Rancocas received information that the monthly meeting expected to cast the burden of schools where it properly belonged, i. e., on the lower meetings, and that a report must be sent in giving a particular account of the state of schools. 35 Six years later steps were taken for more permanent accommodations for the school¬ master, apparently at the latter’s suggestion. John Gummere having proposed to continue in our school provided a suitable house for his accommodation could be obtained; and the trustees taking the subject into consideration agree to propose to the Preparative Meeting that a lot of ground be purchased in a suitable siutation and a dwelling house be erected thereon to accomodate a schoolmaster, and they further in- Z 2 Ibid., 1844. 33 Ibid., 1856. 34 It appears from the fact that there are no minutes of the school committee after 1870, and the Quarterly Meeting Minutes mention only three schools in place of four, that the Burlington Preparative Meeting School was discontinued at that time, though perhaps held irregularly. Mary C. Stokes and Bernice Allinson are mentioned elsewhere as teachers in 1873 and 1875, respectively. 35 Min. Rancocas Prep. Mtg., 1/IX/1803. Schoolmaster’s Dwelling at Rancocas Schools of Burlington Quarter 69 70 Quaker Education in New Jersey form that such a lot of land may be obtained of Samuel Ellis for 40 dollars per acre. 36 Two months thereafter the trustees were instructed to complete the purchase of the lot and in 1810 a plan for a school-master’s house was presented. The latter was completed at a cost of $930.00. As a further encouragement for teachers a' barn was. proposed in 1817: Information having been received from the trustees of the school that a new barn etc. is wanted on the lot appropriated for the convenience of the school teacher—with which sentiment the meeting unites and leaves them at liberty to raise what money they may think proper by a voluntary subscription, and if there should be any surplus for it to be annexed to the school fund. 37 In 1818 a report on the school was brought forward as follows: The clerk, on behalf of the trustees of the school produced their report for the past year, by which it appears that in consequence of improvements done on the lot, school house etc. they have expended what money was in their hands and that there yet remains a deficiency unprovided for of $45.22; and they propose raising $100 to meet it, and to enable them to accomplish some other improvements. They likewise report that the school has had their attention, that it is orderly conducted and scholars generally improving in their learning. 38 In 1820 the school benefitted by two bequests, one from Howard Buzby amounting to £ 25, and the other from George Dilwyn of £20. Two years later it became necessary to erect a new house: They also report that the house in which the school is held is so old and out of repair they that cannot indulge a reasonable hope of its being suitable for the purposes of a school another year; they therefore suggest to the Preparative Meeting the propriety of authorizing the succeeding trustees to build a new house on the lot whereon the present one stands within the ensuing year. 39 The above proposal was approved by the Meeting, and in 1823, They also report that a school house has been erected agreeably to the di¬ rection of the Preparative Meeting in the 2d mo. last, and that the whole ex¬ pense, including the price of a new stove, etc. is $557.59; and that the funds including the price obtained for the old school house amounts to $559.23, leaving a balance in favor of the school fund of $1.64. 40 After the division in 1827 the schools at Rancocas and Old Springfield were continued under the direct control of the new organization. In 1829 a report was produced as though nothing out of the ordinary had taken place. ™Ibid., 28/IX/1809. 37 Ibid ., 3/VII/1817. ™Ibid., 3/I/1822. ™Ibid., 30/I/1823. 33 Ibid., 1/I/1818. Schools of Burlington Quarter 7 1 That the school has been regularly conducted under their care since last . report; Jacob Knight continued in the school as teacher until the 17th of the 4th month last. On the 18th of the same month, Susan Haines took charge of the school as teacher by agreement with the trustees and continued in the same until the 21st of nth month last. On the 23rd of the same month Jacob Knight . . . again took charge of the school and is now . . . the teacher. It is believed the school for the past year has been satisfactorily conducted and the scholars have made encouraging progress in their learning; on an ex¬ amination of the treasurer’s accounts it appears there is a balance due the school fund in cash of $65.31 and in monies due $47.25. There are three schools, superintended by committees, the preparative meetings, and taught by mem¬ bers. 41 The third one was probably at Lower Mansfield. Seven years later only two were reported. 42 In 1837, the Hicksite Meeting being acquainted with the fact that Orthodox Friends were planning to erect a school, made an amicable proposal that they should join together in the support of one. To the Preparative Meeting of Orthodox Friends (so called) held at Ancocus, This meeting has been informed that preparations are making by you for the erection of a building on the Meeting House lot intended for a school house. We have thought this a fit occasion to address you upon the subject and let you know that in the first place it has at all times been our disposition to endeavor to make such arrangements as would be mutually satisfactory relative to a school in this place, and in such manner that we could maintain one good school in peace—instead of two of an inferior character in strife. We do not see any insuperable difficulties in the way. If however, you should think differently, we can but express our regret and at the same time would apprize you that from motives of peace we do not, propose to interfere with the progress of your building, yet we think we can see an increase of the present difficulties must be the consequence of two such rival (and, it is to be feared) hostile schools so near to each other—And that no part thereof may be justly chargeable to us, or we accused of remissness in suitable endeavors to promote good neighborhood, we have thought it right to communicate with you, and to inform that in case this is received in the same spirit in which it is dictated that our trustees of the school are fully authorized to treat with any persons you may appoint for that purpose. The clerk of this Meeting is directed to furnish a copy of the above communi¬ cation to the clerk of the meeting to which it is addressed, with a request that he should lay it before that Meeting. 43 41 Min. Rancocas Prep. Mtg., (H.), 31/XII/1829. ^Min. Burlington Mo. Mtg., (H.), 1/II/1836. ^Min. Rancocas Prep. Mtg. (H.), 26/X/1837. 72 Quaker Education in New Jersey In 1845 a report stated the school had been kept open about 10 months of the year. In 1851, The trustees report that the school has been kept open about 9 months in the past year; in the summer session about 6 months; three months the winter season. The summer by a female, the winter by a male teacher. They also settled with their tieasurer and find a balance ... of $21.36. 44 In 1855 it was agreed that the meeting house in Mansfield town¬ ship be used by the district trustees for educational purposes. 45 In 1871 the Rancocas School trustees make it evident that the operation of the district school has caused them embarrassment, because of the withdrawal of funds. Their report was as follows: The committee appointed to have charge of the school and school property, report that on examination of the treasurer’s account that there is due him $36.17. They also report that the school has been maintained a part of the year under the care of a person in membership with us— And a part of the time by a person not in membership—But generally to good satisfaction. The committee or trustees believe it proper to state that the opeation of the law of this state in regard to school now deprives them from receiving any part of the State school funds . . . raised by taxation, or interest of the surplus revenue (so called). And if the school is maintained upon the original ground of Friends’ concern for the promotion of well regulated schools, it must be a pay school. Except so far as the funds under the control of the Preparative Meeting may make it otherwise. The school house was built with funds contributed by Friends and to be exclusively under their control upon property held by them as a place for religious worship. To surrender the school house and grounds to any set of men elected by ballot as trustees or committee by the people of the school district established by law, a very small proportion of whom are Friends would be at variance with Friends testimonies upon the subject of schools, and a non-compliance with our discipline which requires all gifts to be strictly applied to the use intended by the donors. Taking this view of the subject the Committee have declined to surrender the school house to the public under the law. And as a consequence the money which we believe equitably belongs to us is given for the support of a school under the management of trustees elected by the people as aforesaid. It would now appear that we had no consistent left us, but to submit, however unjust it may appear—We would therefore recommend that trustees for the school be appointed as heretofore and that they embrace every right opporr tunity for the maintenance of a school under the control of Friends. 44 Ibid ., 23/I/1851. 43 Min. Burlington Mo. Mtg., (H.), 2/II/1857. Schools of Burlington Quarter 73 And that they be at liberty to use any funds for that purpose which may •come to their hands from the school property by gift or otherwise. 46 In 1877 a report was made setting forth some of the difficulties met in maintaining the school: The school has been kept open most of the terms since last report and taught by teachers in membership with Friends. Previous to school year 1877 the trustees employed Chalkley Mattack to teach the school for nine months, agreeing to pay him $35 per month. And the said Chalkley w^as to charge all scholars, except those sent by Friends five cents per day on behalf of the trustees, and such money so received to go into the treasury of the school. The trustees seeing their inability to pay the said Chalkley from the funds of the treasury applied to the Yearly Meeting for assistance which resulted by contributing Si00 to the school fund which was paid to the said Chalkley, as will appear more fully in the Treasurer’s report. In connection with the Si00 appropriated by the Yearly Meeting: The Yearly Meeting refurnished with improved desks and benches the boys’ side of the school house, the furniture of which was old, defaced, and dilapidated. Previous to school year of 1878 the trustees thought, considering the limited funds, to contract no debts but what they could pay, and knowing the insuffi¬ ciency of Friends to employ a suitable teacher for the ensuing year, thought to open the school the 1st of the nth month for a session of 5 m.onths and for a compensation for the yearly term of Si25, or S25 per month; the use of the school house and all the teacher could make out of the school, charging at the rate of 5 cents per day. Charles Stokes, Jr., was employed to teach the school on the above conditions. The school has been well patronized, attended by 34 scholars, only 2 of whom were Friends owing to which fact the teacher insisted that it was not practical to attend mid-week meetings. 47 In 1880 the school at Rancocas was kept open “most of the year’’ by Mary Dubball “a female in membership.” “She taught and managed the school to satisfaction.” At the time of this report the trustees note that they have leased the school property now “to Alexander Thompson and Rebecca his wife.” 48 In accordance with this the monthly meeting stated in 1883, “We have no school as queried after,” 49 but the school was later revived. In 1895, “Rancocas reports a school as queried after, but not superintended by a committee appointed by the Preparative Meeting.” 50 In 1920 the monthly meeting reported: We have one school under the care of the Monthly Meeting taught by a 46 Min. Rancocas Prep. Mtg., (H.), 21/XII/1871. '-Ibid., 27/III/1877. ™Ibid., 22/III/1880. 49 Min. Burlington Mo. Mtg., (H.), 5/II/1883. 50 Ibid., 15/II/1895. 74 Quaker Education in New Jersey Friends’ School at Rancocas Now occupied as a dwelling Schools of Burlington Quarter 75 person having one parent a member—the pupils attend mid-week meetings with the teacher. Number of pupils 6, number of members, 2. 51 A year later steps were taken to occupy the house as a residence. A proposition to change the Friends’ School house into a dwelling house was discussed and duly criticised and united with that the (changes ?) be made and the property committee to take the matter in charge and proceed with the work at an expense not to exceed $60.00. The year book for 1921 was received and distributed. 52 A study of the records relating thereto seems to indicate that the official Friends’ School at Old Springfield was established in 1779. “In or about that year they had two acres of ground conveyed by deeds in trust for the use of a school,” and in the same year the committee informed that “there is a school taught by a Friend ... in Old Springfield . . .” 53 This school was still controlled by the Society in 1835, and from that time to about 1870 we can trace its history more in detail. In 1836 the meeting stated: We have one school taught by a member and superintended by a committee appointed by the Preparative Meeting'. 54 A more complete report on the status of the school was produced soon after: . . . The last year’s committee now report they have visited the school generally every month; likewise report an addition of $200 to the funds be¬ queathed by William Ridgway; it now stands thus: a house and lot of two acres of land, also $522.57—$180.58 of said sum was taken to purchase land, the residue being $342.09 in obligations. There is of interest, which has grown out of the above fund, and now at interest $107.91, making altogether now at interest $450.00 besides the land. Also settled with the treasurer and find a balance in his hands of $76.09due the school. 55 In 1873 Old Springfield was leased to the district trustees, as described in the following extract: This indenture made this 5th day of 12th month in the year of our Lord one thousand eight hundred and seventy-three, witnesseth that we Daniel S. Zelley, Joseph Hancock, Nathan Stevenson, Clayton Zelley, and Stacy Stevenson, being a majority of a committee appointed by Old Springfield Preparative Meeting to have in charge the school house and property connected with said bl Ibid., 13/II/1920. b 2 Ibid., 7/I/1921. For photograph of Rancocas School as it now stands,, see page 74. M Min. Burlington Mo. Mtg., 4/III/1799 and 2/VIII/1779. 54 Min. Old Springfield Prep. Mtg., (H.), 21/I/1836. bb Ibid., 15/XII/1836. 76 Quaker Education in New Jersey House occupied by the school of Old Springfield Leased in 1873 to District Trustees Schools of Burlington Quarter 77 The Master’s Dwelling, a part of Old Springfield School Property 78 Quaker Education in New Jersey meeting, do lease unto the trustees elected by the legal voters of School Dis¬ trict number thirty-nine, viz. Edwin Black, Gilbert L. Swain, and Charles G. Warner, all of the township of Springfield, county of Burlington and state of New Jersey, the school house together with the playgrounds attached thereto, adjoining aforesaid meeting property, for the term of one year (or such time as the school house is occupied and kept open as a district school) from the tenth day of eleventh month A. D. 1873 for the consideration of eight dollars (per month) cash in hand paid, to them or their successors in office, and at the expiration of said term to yield the peaceable possession thereof to the said committee, first above named, or their successors, in as good condition as when received, general wear and tear excepted, in witness whereof we have set our hands and seals the day and year above written. Committee Joseph Hancock Daniel S. Zelley Clayton Zelley Stacy Stevenson District Edwin Black Trustees Gilbert L. Swain Charles G. Warner (On Nov. 10th, 1874, the above lease was continued in force by general con¬ sent.) 56 Chesterfield Monthly Meeting The Monthly Meeting of Chesterfield was established in 1684, and was composed, either at that date or later, of Chesterfield, Trenton, Eastbranch, Bordentown, and Stony Brook preparative meetings. The first educational concern that we find in this monthly meeting was in connection with the placing out of children of poor parents at the expense of the meeting. 57 It is evident however, that very early after the establishment of the meeting, a school was available, as a minute of 1693 indicates: “It is agreed by this meeting that weekday meeting be kept every fourth day of the week at falles in the school house.” 58 But further information on schools at that date we have none. Special meetings for young people were established according to a 56 Misc. Papers of Old Springfield, deposited at 15 & Race Streets, Phila¬ delphia. Concerning the “per month” in the above we cannot be certain: this item is written in between the lines—such a thing in the records is usually acknowledged at the end as having been written before the signatures were made. Here such is not the case; moreover the “per month” appears in lighter ink and in slightly altered hand. 57 Min. Chesterfield Mo. Mtg., 7/IX/1689. bS Ibid., 7/XII/1693. Schools of Burlington Quarter 79 minute of 1697, which contributed to their education, but not their “school education” in which we are primarily concerned here. 59 With the last quarter of the eighteenth century came the “edu¬ cational revival” and the establishment of official Friends’ schools in Chesterfield, such as we have already noted elsewhere. In 1779 the committee, previously appointed, stated: some care is taken agreeable to the advice of the Yearly Meeting and some progress made in some places . . , 60 In 1783 Joseph Forsythe reported for the committee that they believed subscription funds should be started at each Preparative Meeting for the purpose of buying land, building school houses, and, in answer to a query in 1786 the monthly meeting stated there were schools established as the Yearly Meeting desired. In 1787 the following form of bequest was adopted: I give and bequeath unto A. B., Treasurer of the school called Friends school of-or to the treasurer of the said school for the time being duly ap¬ pointed by the Trustee of said school the sum of-to be paid in one year after my decease and applied, by the said Trustees to and for the benefit and advancement of the said school at their discretion. 61 In 1791 we learn, concerning Chesterfield, that The committee appointed for the establishment of schools agreeable to the di¬ rection of the Yearly Meeting, reported there is a house at Chesterfield so far finished that a school might be kept in it, but it is not yet occupied for that purpose, neither is there any such school within this Monthly Meeting. 62 Shortly after the production of the above report, the Preparative Meeting at Chesterfield was authorized to establish a school there: The report of the committee on schools made in ye 8 month last being re¬ vived and the meeting taking ye same into consideration recommends the Preparative Meeting of Chesterfield and they are hereby authorized to open a school in the said house and appoint a suitable number of Friends as Trustees to take the care and oversight thereof and make rules and regulations for the government and promotion of the institution, which rules and regulations shall always be inspected by the Monthly Meeting’s Committee for their approbation or disallowance and said meeting is likewise authorized to appoint a Treasurer to receive subscriptions and donations for accumulating a fund. 63 In 1793 report was made that the fund for this school had in¬ creased to “several hundred pounds.” In the same year the sum 59 Quoted from Minutes of Q. Mtg., Ibid., 2/VII/1697. M Ibid., 5/VIII/1779. 6 l Ibid., 6/III/1787. 62 Ibid., 2/VIII/1791. 6 Z Ibid., 15/XII/1791. 8o Quaker Education in New Jersey of £63/19 /8E2 was received as their part of the quarterly meeting fund for schools. As has been found in many other cases Chesterfield abandoned the youths’ meetings about the time regular schools were estab¬ lished, possibly due to the fact that in a school of this nature the aims of the youths’ meetings could be accomplished. 64 In 1794 the following report on schools was made by the com¬ mittee: We of the committee on schools having met and examined the accounts for building the school house, find a balance of £ 10/17/6 due to Joseph Forsyth for carpenter work done and the sum of £ 2/6/1 pi due to John Wright, being money overpaid by him as receiver of subscriptions for said building. We also agree to report there are two schools at Chesterfield under the care of trustees one of which is taught by a woman . . . 65 In 1801 the committee reported there were two schools under the care of Friends and visited monthly by trustees, one of them being at Chesterfield and the other at Stony Brook; they further stated a fund was established at Robins Preparative Meeting. 66 In 1807, 1810 and 1811 schools were reported at Chesterfield and Trenton, but no statement appeared concerning Stony Brook and East Branch. In 1814, 1815 and 1816 the report returned was: “No schools agreeable to the import of this query,’’ but there “are funds established in each preparative meeting for the promotion of schools.’’ 67 The failure of the schools to measure up to the standards was probably due to a lack of Friends to teach them. After 1820 two schools, one at Chesterfield, the other at East Branch, were again reported as meeting the standard. In 1824, there were four of that grade: 3rd. The committee on schools report that there are established for the education of our youth, one school at Chesterfield, one at Trenton, one at East Branch, and one at Stony Brook, all under the care of teachers in membership with us and superintended by committees appointed by the respective Preparative Meetings. 68 From this point we shall turn our attention to the schools at each individual preparative meeting. In some preparatives, after the separation, two schools are to be found where before there M Ibid., 3/IX/1793. 65 Ibid., 12/II/1794. 66 Changed to East Branch by request in 1804; Ibid., 3/II/1801. 6 Ubid., 8/II/1814; 7/II/1815, and 6/II/1816. f) *lbid., 3/II/1824. Chesterfield Friends’ School Schools oj Burlington Quarter 81 82 Quaker Education in New Jersey was but one. It will therefore be necessary to deal with them in¬ dividually. In the case of Chesterfield the original school was continued under the direction of Hicksite Friends. In 1848 they note that it has been taught by Chalkley White and is in a flourish¬ ing condition. In i860 two schools were reported open, but a small attendance at them. 69 In 1865 the following report was made: There is one school at Crosswicks under the care of a committee of Friends, comprising 30 scholars, of which 3 are members, but it is not taught by a member, nor do they attend midweek meetings.' 0 The next year the trustees were instructed to ascertain the best disposition they could make of the school house for the ensuing year, and shortly thereafter report was received that they had rented it to the public trustees for one year. 71 In 1867 they re¬ ported : The trustees appointed last year to have charge of the schools, report hav¬ ing found that nearly all the children attending were of parents not members and after consulting with the meeting it consenting, agreed to charge the trustees of school district No. 1 of Chesterfield seventy dollars ($70) a year for the use of the school house, which has been paid and have agreed to pay the same for the present year subject to the direction of the meeting trustees—■ the meeting trustees introducing the rules that formerly governed the school. 72 A further report of 1868 indicated: The school house has been rented for the past year for seventy dollars and the school has been kept subject to the same rules and regulations that gov¬ erned the school when Friends had charge of the same. The District trustees to be subject to the direction of the Meeting Trustees. 73 In 1869 the school house was rented to the district for $100, payable quarterly, the school was operated under the rules and regulations that had prevailed when it was a Friends’ school, and the District Trustees were “subject to the direction of the Meeting Trustees.’’ 74 In 1870 the Monthly Meeting reported: There is one school at Chesterfield partially under the care of Friends, but not of the description queried after. 75 69 Min. Chesterfield Prep. Mtg. (H.), 28/VI/1860. 70 Min. of Chesterfield Mo. Mtg., (H.), 7/II/1865. 71 Min. Chesterfield Prep. Mtg., (H.), 28/VI/1866. 72 Ibid., 23/V/1867. 73 Ibid., 25/VI/1868. 7 i Ibid. } 25/III/1869. 75 Min. Chesterfield Mo. Mtg., (H.), 8/II/1870. Schools of Burlington Quarter 83 From this time onward there was no school conducted solely by this group of Friends. Returning now to 1828 we find that a school was likewise con¬ tinued by the Orthodox branch of Friends at Chesterfield. Re¬ ports, from time to time show that school funds were very plenti- , j 1 , ‘ ^ ,1V *.'g XXfs '■ ./ / ~f f -j t ^ 1. > $£t//Y ‘SI y ff s f..~ , ^ '<6* s»*f£? 0//Xf ' V , >y - / ‘' vx ’' /-? : y-^ , X , syjrs, * JOf: TP * /‘Xft^ff/ttfX //Sfs-Js/st /' / / A ' "t/r ss 1 s/s, f'Y/s ‘Jf lrv f ^ C,A< tUt/jt/O y , Sf ff/i'tfsfA’ 3 /fX A leer's/S.sfif !, /*f 3 r? /£ { M.,„ S ////■ ’ „ , f , , s ' Kf 'ffff , ' ffs > / rTrf 0 f)7t>w'rt * /.v /' 7f'. K //fr/M/st v &*ff> / c/Z7/ft73f^, 7/ Y v, l) - /X. , 3 t*f ^ /yi'Y'Sy /7 s/t X+f/y/CX+Xf/'t *3 / ‘-fSZt /,»*<■' 7 &X«f&A£*2> <&*■ '■* ■r'** 7 tstlht ^ Z&vt ^ y / f r 33 ; s~\. Facsimile of a financial report of the school at Cross¬ wicks. This was one of the largest funds recorded for an INDIVIDUAL SCHOOL IN THE EARLY NINETEENTH CENTURY ful 76 and schools kept up, though not always taught by members. In 1842 they reported: 76 Amounting to 3,675.44 in 1828, 3,841.97 in 1829, 4,036.26 in 1830 and 5»3 I 6.37>^ in 1839. See reports for these dates in the Orthodox Preparative Meeting Minutes. 8 4 Quaker Education in New Jersey The School in Chesterfield at Crosswicks which has been continued through the year, was taught during the summer season by a female in membership—• the average number of scholars about 30 of whom 22 were members. It is at present taught by a man Friend. There are 35 scholars of whom 15 are mem¬ bers. The Scriptures are daily read in the schools and the children attend midweek meetings with the teacher. 77 This school was still in existence in 1850. 78 School at Trenton A school house was mentioned at “falles” in 1693, it being pro¬ posed as a place to hold a meeting. But, following this early mention, signifying whatever it may, we know little of her school history before the nineteenth century. In 1798, replying to a re¬ quest received from Trenton Preparative, the Monthly Meeting replied: The committee appointed by the Monthly Meeting to consider the request of Trenton Preparative Meeting respecting the division of the fund for the support of a school in the Preparative Meeting of Chesterfield are of the mind that the Monthly Meeting hath no power to divide any part of the subscrip¬ tions thereof, yet we advise Friends of Chesterfield to consider them when they may open a fund for the support of a school agreeable to the direction of the yearly meeting. 79 In 1807 the same meeting stated There is a school at . . . Trenton, superintended by a committee of the Preparative Meeting and taught by members of the Society. 80 Ten years later a committee for the school was named: The following named Friends are appointed Trustees to Friends’ School in this place: Joshua Newbold, Samuel Coleman, Joseph Decou, Joseph Shirm and Lewis Evans, who are desired to pay the necessary attention thereto, likewise to apply to the Trustees of Chesterfield and request them to refund the moneys that have been subscribed and paid by persons who are now members of this particular Meeting, for the benefit of the school in this place. The clerk is directed to furnish them with a copy of this minute. 81 In the same year they record that the Meeting united in requesting that the moneys that have been subscribed and paid to the school fund at Chesterfield by persons who now are members of this particular meeting may be transferred to the school fund in this place. The above request was directed to be sent forward to our next Monthly Meet¬ ing. 82 77 Min. Chesterfield Mo. Mtg., (O.), 8/II/1842. 78 Min. Chesterfield Prep. Mtg., (O.), 5/II/1850. 79 Min. Chesterfield Mo. Mtg., 2/X/1798. 80 Ibid ., 3/II/1807. 81 Min. Trenton Prep. Mtg., 28/II/1817. S 2 Ibid., 21/VIII/1817. Schools of Burlington Quarter 85 A report was also returned concerning the lack of propriety in keeping school in the meeting house. We the committee of the school of Trenton Preparative Meeting having met and considered the propriety of a school being kept in our Meeting House agree to report as there are but very few children that are members of our society at the school think it is a disadvantage and improper to keep a school in the Meeting house as this house is much dirted and the yard and fence much injured. 83 In 1820 a new school committee was appointed, and in 1825 the meeting took up the question of alterations in “our present school room. ’ ’ We cannot be certain that the school continued in opera¬ tion at all at this period, but may be certain at least that it did not measure up to standard. In 1831 the monthly meeting re¬ ported no schools whatever measuring up to standard. 84 In 1841 the following minute regarding Trenton School fund is found : Our Treasurer is directed to call on the executors of our friend Samuel Paxson (deceased) the former Treasurer of this.Meeting for the school fund belonging to said Meeting and invest it in proper security for its benefit. 85 There having been a school established by Friends at Trenton the appoint¬ ment of Trustees to endeavor to encourage and promote said school coming under consideration, after deliberation thereon it was thought best to make such an appointment. Samuel Ellis Decou, John C. Haines, and Peter Decou were accordingly appointed to that service. 86 A year later we learn that At Trenton a school was kept for six months during the summer season, taught by a female in membership. The number of scholars was about 10, of whom three were members. During the continuance of the school the Scrip¬ tures were daily read and the scholars attended mid-week meetings. 87 In 1843 the report for Trenton stated: In Trenton Preparative Meeting there are 7 children who have been attend¬ ing mixed schools the greater part of the year and one who has been six months at Westtown. No Friends school has been kept up during the past year. 88 After the middle of the century no indication is found in the minutes that a school was carried on at Trenton. In 1862 the Hick- site Friends also report, “We have no fund for education.” 89 83 Ibid., 25/IX/1817. 84 Min. Chesterfield Mo. Mtg., (O.), 8/II/1831. 85 Min. Trenton Prep. Mtg., (O.), 15/VII/1841. 86 Min. Stony Brook Prep. Mtg., 2/VII/1840. 87 Min. Chesterfield Mo. Mtg., (O.), 8/II/1842. S 8 Ibid., 7/II/1843. 89 Min. Trenton Prep. Mtg., Women Friends, (H.), 16/I/1862. 86 Quaker Education in New Jersey East Branch School Let us turn now to trace the development of Robins School under the care of that Preparative Meeting. In 1800 a proposal was made concerning the establishment of a school fund, and a form agreed upon whereby subscriptions might be secured. After a few months’ labor they reported that the subscriptions amounted to £ 68 /i 5 /o. 90 The school was begun without delay and reported in operation in 1801. In the same year they sought to obtain assistance, toward an increase of the funds, from Chesterfield. The result was an agreement, on the part of the latter meeting to collect subscriptions for the support of the new school. 91 In 1802 Robins received £ 6/8/6, being part of the sum derived from the sale of the old meeting house at Crosswicks, which was directed to be added to the school, according to a minute of the Monthly Meeting. 92 In 1804 the name of the meeting, and of the school also, was changed from Robins to East Branch. 93 In 1805 the following report of the Trustees was produced: ... at a meeting of the Trustees of the school fund belonging to East Branch Preparative Meeting . . . the Trustees being all present proceeded to a settle¬ ment with Treasurer. After going through the settlement the accounts ap¬ peared to stand as follows, that is, ninety-six pounds on subscription, twenty- three pounds, ten shillings, out on bond, twenty-six pounds, fifteen shillings and nine pence in the hands of the Treasurer, two pounds, twelve shillings and nine pence interest due, not collected, and two pounds, thirteen shillings and four pence interest due on the bond the 19th of the present month, amount¬ ing in the whole to £ 151/11/10. 94 To this was added a legacy of £4/15/7^ in 1806. 95 The following report, relative to a house that might serve as a dwelling for a schoolmaster, was made in 1810: The committee appointed in the third month last to propose a plan that would do away the difficulty heretofore experienced in providing a suitable person to have the care of our meeting house, report that in their opinion it is expedient to build a dwelling house for that purpose (which might accommo¬ date a future school master) on a lot that Samuel G. Wright has agreed to give adjoining eastwardly the one on which the Meeting House stands, with which, after due consideration, this Meeting concurs; the Trustees of the school fund are requested to pay the proper attention to the business and apply to this Meeting from time to time for further instructions as may be necessary. 96 "Min. Robins Prep. Mtg., 24/XII/1800. 91 Ibid., 20/VIII/1801. 92 Ibid., 23/XII/1802. 93 Min. Chesterfield Mo. Mtg., 5/VI/1804. "Min. East Branch Prep. Mtg., 21/III/1805. 95 Ibid., 19/VI/1806. % Ibid., 24/V/1810. Schools of Burlington Quarter 87 It appears from a later minute that this project may have been dropped entirely due to a disagreement about the “terms.” 97 In 1819 the trustees presented the following list of rules for the Meeting’s approval: * /- 7 • < < f. f.* X'S«*.<- 9% PPz " * ,,iS X y X' 4* ■ «*. '«. r <...- ••; >'■<.•■/* *• 1. ,. - / - f r f ?*<>**''■'* ac/^g A ,l./y ^f^rc K g X X;... ,, xx. s x $mS*,< .xx /c„ fi. *r X*-».yJ f, -J ,C, X,*. X ✓ ✓X - <• ‘,F ■ XT,-x yy - • ' 5 • 1 ■ •*>. * - -1 i ,* x / > S„J2L^ ^ X/ t-* ‘ ••:'-» ' Ct j. *,- ,■ &~- P ~_jy — ■c*t. XlxX- - X' X' ^ >.,,(> «», •?%£*. S.i. / X <" X / X st_ Facsimile of the rules drawn up by the trustees for the school at East Branch Prefafative Meeting in 1819 The trustees appointed by the Preparative Meeting to supreinterd East Branch school having deliberately considered the importance of the trust re¬ posed in them and believing it necessary that there should be some established rules and regulations for the good order and government of said school: 9 Ubid., 28/II/1811. 88 Quaker Education in New Jersey Therefore we submit the following for the consideration of the Meeting, viz., (First) That the Trustees now appointed and their successors shall have the direction of the said school with full power to employ teachers from time to time as they may judge requisite and for sufficient reasons to them appearing, dismiss said teachers. (Second) They shall admit scholars and such of them as will not submit to written rules and established order of said school they may dismiss. (Third) They shall visit the said school at least once in each month and ex¬ amine the progress of the scholars learning in their different branches. (Fourth) They may from time to time make such rules and regulations as they or any four of them shall judge necessary for the general benefit of the school. Provided such rules are not contrary to those now adopted and the fundamental plan of our school fund. Edwd. Taylor, Junr. 98 In 1824 the trustees reported: Samuel Craft and E. Taylor Jr., attended and examined the writing and cyphering books of the scholars and heard them in most of the branches of literature in which they are engaged and the improvement of the children together with the order of the school was to us satisfactory or at least as much so as could be expected from the size of the children of school which are small at present. Edward Taylor Jr. 99 In 1825 it was proposed that if it could be done on “reasonable terms” a female should be secured to conduct the school six months of the summer. A few months later the committee informed that Hannah Craft had agreed to teach during the summer “at $1.75 per scholar for three months.” 100 In 1823 the following report was made, which is typical of those which concern the examination of pupils, progress, and order of the school: ... at which all attended and heard the pupils exercised in their various studies, examined their writing and cyphering books and we were united in believing there was a manifest improvement in several which with the order of the school appeared in a good degree satisfactory. 101 The school at East Branch was apparently discontinued in 1833 at least as a Friends’ institution. In 1833 the monthly meeting report showed that a school had been kept up at . . . East Branch through most part of the past year and . . . now in operation . . . taught by person in membership with us and superintended "Min. East Branch School Trustees, 29/VII/1819. 90 Ibid., 4/XII/1824. 100 Ibid., n/VI/1825. 10 l Ibid., 27/XII/1832. Schools of Burlington Quarter 89 by trustees appointed by the Preparative Meeting, and for some time past attended by about thirty scholars. 102 In 1834 the following minute appears regarding the disposition of the East Branch School Fund: The committee appointed to take into consideration the present situation of the school fund at East Branch Meeting and to propose what they may think necessary to be done respecting the same, having met and conferred to¬ gether on the subject, do agree to report— That it appears by the last settle¬ ment with the Treasurer of said school fund that there was out on interest and remaining in the hands of subscribers which are considered safe and good, eight hundred and eighteen dollars and ninety-eight cents. Also that the Trustees of said fund did purchase half an acre of land, and built a good school- house thereon in the year 1819, with interest arising on this fund, which school- house and lot, together with the sum mentioned, remains in the possession of Friends; but as the Preparative Meeting of East Branch, under whose care and superintendence this fund was raised and heretofore managed, is now laid down agreeably to discipline, we believe it now becomes necessary for the Month¬ ly Meeting to take care that the original design of this institution be complied with as nearly as present circumstances will admit of: and as there are no chil¬ dren within the limits of that Meeting of the description contemplated in the trust to be schooled out of the fund, and there being but two Trustees now, who have the superintendence thereof, we therefore unite in proposing that the Monthly Meeting appoint a Treasurer to take charge of the money obliga¬ tions belonging to the school fund above mentioned and that Caleb Wright and Edward Taylor, the two present Trustees be continued to that service and that at least five other Friends be appointed as Trustees to unite with them in the superintendence and care of the funds, school-house, etc., aforesaid, which Treasurer and Trustees shall report to the Monthly Meeting at such times as the nature of their duties may require and in case of vacancies in either Treasurer or Trustees, they are to be supplied from the Monthly Meeting from time to time as may be necessary; and the Trustees to be appointed shall have power to apply the interest arising on the said fund money to pay for the education of children members of our religious society, whose parents are indigent, at their discretion, anywhere within the limits of our Monthly Meeting, but more especially where there are not other funds provided for similar purposes; and in case the whole interest money should not be expended for the purposes of education, then the Trustees shall be at liberty to appropriate so much thereof as may be necessary for the payment of East Branch particular Meeting’s proportion of the Yearly Meeting stock and of such moneys as are directed by the Monthly Meeting to be raised for the use of the poor; and we further pro¬ pose that if there should hereafter be a Preparative Meeting again established at East Branch agreeably to discipline, then the fund and other property before mentioned and now taken under the care of the Monthly Meeting shall 102 Min. Chesterfield Mo. Mtg., 5/II/1833. go Quaker Education in New Jersey be returned to and placed under the superintendence of that Preparative Meeting as it was heretofore. 103 That part of the above extract, relating to the use of a part of the funds for paying East Branch’s quota of the Yearly Meeting stock, was later objected to. In 1845 the monthly meeting stated: The committee on the subject of East Branch school made the following report which was upon consideration approved, and the nomination of Samuel E. Decou, Peter Decou, Mark Collins, and John C. Redmond being united with, they were accordingly appointed. The clerk was directed to furnish the Trustees with a copy of this minute and the report. The committee ap¬ pointed to take into consideration the situation of East Branch school fund, etc., having examined a copy of the subscription and the report of a committee adopted by the Monthly Meeting 2 mo. 4-1834, are of the opinion that the recommendations of that committee so far as relates to the purposes of edu¬ cation, do not exceed the limits prescribed by the original subscription . . . but we think that part which relates to paying East Branch’s quota of the Yearly Meeting stock and money for the use of the poor is a violation of the trust, and we are united in recommending that no part of the money arising from that fund shall be applied hereafter for any other purpose than the pro¬ motion of education . . . 104 After 1833 the answers to queries do not indicate a school was continued at East Branch, but the fund for educational purposes is sometimes mentioned. In 1849 this fund amounted to $1277.- 07. 105 In 1693 William Penn purchased land in the neighborhood of Princeton, and thither came several prominent Quaker families in 1696 to form the settlement of Stony Brook, where the old meeting house still stands. 106 Just when a school was begun it is impossible to say, but prior to the establishing of the College of New Jersey (1747), it is probable that no other school existed in the neighbor¬ hood. 101 In 1781 Stony Brook Preparative Meeting asked leave to build a house on the Meeting’s land at that place for the residence of a school master. This request was granted by the Monthly Meeting of Chesterfield, stipulating that a schoolmaster should be employed agreeable to the direction of the Yearly Meeting. 108 In the same year rules were drawn up for the government of the school and the 103 Ibid., 4/II/1834. m Ibid., 5/VIII/1845. m Ibid., 8/V/1849. 106 Hageman, in his History of Princeton, gives an account of these first settlers. Vol. I, 25ff. 107 Ibid., II, 68. 108 Min. Chesterfield Mo. Mtg., 3/V/1781. Schools of Burlington Quarter 9i order of the scholars. 109 Another report in 1801 indicated that a school was carried on there, “Under the care of friends and visited monthly by trustees,” having a fund established for education. 110 Few documents relating to the history of this school survive, but we may gather a few facts about its existence. In 1821 we find the following: Memorandum of an agreement between John Edgeworth and the Trustees of Stony Brook Preparative Meeting School. The said John Edgeworth engages to teach school for the term of one quarter commencing the — day of this month at the rate of two dollars per quarter for each scholar, and such extra charge for wood as the same may cost. And the said trustees engage to pay him the sum of Twenty Dollars in aid of said school, out of the fund belonging thereto, and also engage that he shall have fifteen scholars or to pay him at the rate aforesaid for any de¬ ficiency, but they are not to be responsible for the tuition money of those who i° 9 “The Master shall keep a particular account of employers’names, number of scholars, and time of entrance, and a particular account of ah transient scholars and the time they come. “No scholar shall be admitted into the school who will not comply with the rules and orders. “No distinction shall be shown to the children of rich or poor, but the strictest impartiality shall be observed by the trustees and teacher to all. “The hours of teaching shall be from eight o’clock to 12 and from2 to6from the 1st day of the 4th mo. to the 1st day of the 10th mo., and from half after 8 to half after 4 from the 1st of the 10th mo. to the 1st of the 4th mo., allowing two hours at noon. “The master shall be careful to speak the grammatical plain Scripture lan¬ guage and require it on all occasions, and shall give the strictest attention to prevent evil words and actions and vice of every kind. Every scholar is to behave him or herself orderly and becoming, on pain of being expelled from the school, but the master shall not dismiss any without a sufficient cause, ap¬ proved by a majority of the trustees; and where any employer is dissatisfied with the master’s conduct in school, he or she shall lay it before the trustees, that it may be settled in a friendly manner, as becomes people professing Christianity. “The master shall suffer no scholar in the school who hath the itch or any other infectious distemper. “It is expected that the master will attend our own religious fourth day meetings, accompanied by his scholars. “In future no scholars to be admitted without the approbation of a majority of the trustees. “The master is not to withhold correction from any when needful, but is to be careful not to strike in any improper or tender place, especially the face—” (Rules to be observed by the scholars duplicated others already reproduced elsewhere in this work. They enjoined punctual attendance, silence in study, attention to lessons, plain language, kindly behavior one to another, and ret¬ icence about speaking of things relating to the school. Hageman: Hist, of Princeton , II, 68f.) ]10 Min. Chesterfield Mo. Mtg., 3/II/1801. 02 Quaker Education in New Jersey may send to the school. And the said John • Edgeworth further agrees to teach two poor children gratis, if recommended by the said trustees. Joseph Olden Elisha Clarke David Clarke Emley Olden Trustees. 111 The following direction to the treasurer also appears: Elisha Clarke, Treasurer of Stony Brook ) Preparative Meeting School Funds ) Please to pay John Edgeworth or order Twenty Dollars, it being so much we have agreed to allow him towards the support of his school for the quarter ending the 12th day of the present month, out of our Funds. Joseph Olden] David Clarke f Trustees 2 month I5th-i82i ]12 Emley Olden] In 1826 Benjamin Clarke was asked to have necessary repairs made to the school house, hut the report of 1827 states the school “is not under the care of this meeting.” The report follows: Trustees of the school established under the care of this Meeting report that they have examined the Treasurer’s account and find in his hands a balance of four hundred and twenty six dollars and thirty-two cents, they also report that the sum of two hundred dollars of the permanent stock of the school fund has been paid off and is unappropriated; they also further report that there is a school kept in the school house but not under the care of this Meet¬ ing, towards the schooling of poor children at said school has been paid the sum of sixty-one dollars and sixty cents, out of the school fund since our last reoort. David Clarke Benjamin Clarke \ Trustees. 113 J.O. Clarke J In 1839 the school was reported still under the care of a teacher in membership and under superintendence. 114 In 1842 it was considered necessary to select a new treasurer for the school funds and Thomas Wright was appointed. 115 In the same year a report on the school fund was made: The Trustees of the school fund of Stony Brook Preparative Meeting report to said Meeting that they have settled with Emley Olden, late Treasurer, ul From a loose paper among the records of Chesterfield Mo. Mtg. m Ibid. 113 Stony Brook Prep. Mtg., 1/XI/1827. 114 Min. Chesterfield Mo. Mtg., (0.)5/II/i839. 115 Min. Stony Brook Prep. Mtg., 1/IX/1842. Schools of Burlington Quarter 93 and believe his accounts to be correct. We find a balance in his hands due three hundred and sixty dollars for which he has given his note payable with interest. And also that he has transferred over to Thomas Wright our present Treasurer all the bonds and other evidences of debt the property of said Meeting. 116 The monthly meeting report for 1843 informed that: In Stony Brook Preparative Meeting there are nine children of a suitable age to go to school, one of whom has been six months at Westtown, two attend Friends’ school, three are taught in a Friends’ family by his daughter and the remainder attend common schools in the neighborhood. 117 In 1848 the School at Stony Brook was kept up “most of the year,” and again in 1851 was mentioned as being established ac¬ cording to standard. 118 After this date (1851) it is not clear whether the school at Stony Brook was continued under the meeting’s supervision or not, but the Preparative Meeting records have many items relating to ex¬ penditures made from the school funds for purpose of sending poor children to school. 119 Mr. Hageman in his History of Princeton , published in 1879, states: The old school is closed. . . . There are probably not more than half a dozen members of this society who attend an ordinary meeting at Stony Brook on the Sabbath . . , 120 Bordentown From an examination of the records it appears that no school was established at Bordentown. A minute dated 1870 mentions the fact that a school fund was begun there in 1808 with the in¬ tention of having a school, but, the number of members being small no such school was established. The fund was used by trustees towards paying for education of children going to other schools. 121 The monthly meeting’s answers to queries, likewise, do not indicate that a school was held at that place. Mt. Holly Monthly Meeting Mt. Holly was established as a Monthly Meeting in 1776 n 6 Ibid., 3/XI/1842. 117 Min. Chesterfield Mo. Mtg., 7/II/1843. m Ibid., 4/II/1851. 119 Min. Stony Brook Prep. Mtg., 1862, 1866, 1873, 1875, etc. ' 120 Vol. II, pp. 66ff. m Min. Bordentown Prep. Mtg., (H.), 26/X/1870. 94 Quaker Education in New Jersey being composed of Mt. Holly, Shreve’s Mount, Old Springfield, Upper Springfield, and Vincenttown meetings. As the two Springfields are discussed elsewhere, we shall concern ourselves here with schools at Mt. Holly, the Mount, and Vincenttown pre¬ parative meetings. 122 Immediately after being created an official meeting for business, Mt. Holly entered upon the task of establishing a school according to the proposals of the Yearly Meeting. In 1777, a minute ac¬ knowledged the receipt of their instructions, and, upon being considered, the case was recommended to each preparative meet¬ ing. 123 In 1778 more definite action was taken in the appointment of a committee: The subject of schools agreeable to the recommendations in the Extracts from the Yearly Meeting coming under consideration of this Meeting, the Meeting appoints Henry Burr, John West, Asa Shinn, John Gardner, Jos. Burr, and Tanton Earl to unite with a committee already appointed to consider what will be best for the better education of the youth and comes nearest to what is recommended in some observations on that subject. 124 In 1779, the committee on schools was increased by the addition of ten members and in 1780 the report is made that “There is one school established in Mt. Holly which is under the direction of that Preparative Meeting.” 125 In 1782, two schools are mentioned as “established by Friends” though not completely as recommend¬ ed by the Yearly Meeting. 126 In 1783, steps were taken towards providing a building for the school: Mt. Holly Preparative Meeting requests the liberty of building a school house on a lot of land adjoining the grave yard, which was purchased of George West, which being considered, this Meeting grants them their request and the school is to be under the direction of Friends. 127 A year later the minutes informed that a school house and dwelling house were prepared at Mt. Holly, but no school held at the time. 128 In 1788 a school was reported in operation at Mt. Holly and two other school houses, one of which was vacant. In 1793, “thirty-one books” were received, “printed for the use of schools,” and put into the care of the school committee. In the same year the Youths’ Meetings, that had been held regularly' 122 See page 56 for location of meetings. 123 Min. Mt. Holly Mo. Mtg., 9/VII/1777. m Ibid., 9/XII/1778. ™Ibid., 9/VIII/1780. 126 Ibid., 7/VIII/1782. ™Ibid., 5/VI/1783. 12 S Ibid., 5/VIII/1784. Schools of Burlington Quarter 95 previously, were discontinued, in accord with a minute received from the quarterly meeting. This year was also notable for the , 1 ‘ > Si ->-*. • v* Principal whereof fo Fuad xuxricc tbe Dirc&ion of die Truftces of tlie faid - Schooi, nodj'rtritafeaffer to h? (fHofeo-Bv the laid 1 ft-rt Meeting, and by diem laid out, or iertt on Intereft fa 'fuck-Manner f ? they wall jucWe .willbetf fecure an f mere ft or Annuity, which IptcreA of Annuity is. to be •applied to the. Education' of fuch bhltlren .as * now do or hereafter iliaU belong to the lame . '*"}■*/•«• Meeting, whole,Parents are not of fbalfftot be of Ability to pay for their Edtyarion; and in Cafe .the Whole, oygriy Part’thereof, ihalhnot by wanted for fuch Purpofe, then and in that Cafe, the faid Intereft or Income, pr fuch Pak thereof as Hull .Dot be fo wanted, is to be applied to futh other Ufes of the faid School at, fjdfcools, -now 'or hereafter to be crewed by the faid Meeting, as the faid Truftees now or hereafter to be appointed, or a Majority.to coplift of not lelj than /'■ • of them, thiili think will beft anfwer the Dcfign of the Iaftitudon. . ’.,AV. \ / / 'J : jC s / t . >: y .<' ' '/ s* r S • f/kr.' /B /• ■'"r ~ ! • f ’” ■' ' ./t ** f/tS'* / • it ' A , - >t* ■" ■Ja /rm y / /V*./ /* Bourse/' 'f S'. *■ a tt '■'Pt / . ,'W/i . t .JX i /: V* y-/ ’<* . ‘ 4 /> f ... - '• ' v 'f ■■■ • / /.Va*p , ^ ‘ ; 4 - • / /K 7 ■X ■ i ■ A •' 2 / t >.- > / ■> ^ & styt- X/wtri i. / „t>-? •• "S/W,, ^ „ / ,y . */■ * X <1/1. * «*■'- *« X//Qc./x** i i-' . %> f, v , f r */>'/, • / // y. / / »r •«-v< • '•.4. ■ ft-f/ .’ ///•; ' //...•■ . Orj '• X / f 4 c o y pA*fS?t & v / ( 7 *>r —- . 72fV - Lrif ,7 •-} ‘ f ■ i ^ ^ v ii. ; /6 % 0 h t X 1 tv • > A ■■ 4" Plan for Raising School Fund at Mt. Holly, 1793 beginning of a regular school fund. 129 For several years thereafter reports made state that no school is conducted agreeable to di¬ rection,” but again in 1808, There is one school at Mt. Holly taught by a Friend and visited monthly 129 See fascimile reproduction of the plan on this page. 9 6 Quaker Education in New Jersey by a committee of the Preparative Meeting to a good degree of satisfaction and there has been some addition to the fund since last year. 130 After another period, 1808-1818, during which a school was reported now and then as being “according to direction” the school began a continuous existence which lasted until 1865. After 1865 it was at times taught by members but not always. In 1867 the following report was produced: One school at Mt. Holly at present numbering 13 scholars, eight of which are members, has been taught by a person not in membership with us. The children attend mid-week meeting with their teachers. 131 Two years later they reported: “We have no school of the kind queried after,” and so the reports run thereafter. From a mem¬ orandum, among the records of Mt. Holly Preparative Meeting, we have the following report of the closing up of the school’s affairs in 1881: Since the close of the school 17 /VII/1881 our attention has been directed to a settlement of its accounts; we haye paid all indebted persons, trans¬ ferred to the educational committee of Philadelphia Yearly Meeting of Friends, all school books remaining on hand in full settlement of Yearly Meeting funds advanced to us by that Committee, and now transfer to the Preparative Meeting all property remaining in our hands, as follows . . . The total value (cost) was given as S231.28. 132 The Mount The information relating to education among Quakers at the Mount is very fragmentary. Such as the writer has found seems to show there was no regularly established school there, among Friends, before 1808 or 1809, though a school of some sort existed. In 1808, “John Gardiner presented an account of the expenses of moving and repairing the school house . . . which sum the treasurer is directed to pay.” 133 At the same time, a school committee and trustees were appointed. The following friends are appointed a committee to superintend the school for one year, to meet once a month, viz. Daniel D. Smith, John Gardiner, Samuel Shinn, Richard Lawrence, Abram Merritt and Rowland Jones. Daniel D. Smith and Abraham Merritt are appointed as trustees to receive the quota belonging to this meeting now in the hands of the Monthly Meeting, and put the same to use, as also all money that may be contributed for the use of the school. 134 130 Min. Mt. Holly Mo. Mtg., 4/II/1808. m Ibid., 9/II/1867. 132 Records in the Mt. Holly Meeting House. 133 Min. Mount Prep. Mtg., 3/XI/1808. 134 Ibid. Schools of Burlington Quarter 97 In 1809 the meeting reported: • A school is established by this meeting near the Meeting House under the tuition of one of our members, and superintended by a committee appointed for the purpose, but no addition to the funds since last year. 135 Another item in the same year, “Also a rod for the school house stove . . . $0.92,” implies that the meeting had the details of school management and maintenance under their own charge. Whether the school continued under its direction is open to question, and there are few items on which to base our opinion. In 1820, how¬ ever, we find an item, “By cash received of Joseph Smith for the Mt. School House $40,” which may possibly mean that the school w&s rented to an individual or to local trustees. 136 Again in 1825, “By Cash received belonging to the School Fund of said Meeting, $108.60,” would seem to indicate that the school fund was being used for other purposes than education, and was not being em¬ ployed to maintain a school under Friends’ control. 137 Certainly, if a school was operated, as begun in 1808, only few of its concerns were brought into the meetings’ minutes. VlNCENTTOWN Similarly, at Vincenttown, dependence seems to have been placed on a school “near William Bishop’s,” which, apparently, was not under the control of the society, as directed by the Yearly Meeting , though perhaps largely supported by Friends. The school house was built there before the meeting was officially held. We find in the minutes of Burlington Monthly Meeting for 1765, that “A written proposal of sundry Friends, for keeping an afternoon meeting during the summer, at a school house lately erected near William Bishop’s, was now read and agreed to.” This request was repeated and granted from time to time. In fact, the freedom with which the school house was made to serve for religious purposes, and the fact that we find no record of an agreement with another body for the use of it, lead us to believe it may have been wholly, or for the most part, under Friends’ control. 138 nb Ibid., 2/II/1809. 136 Account Book of the Mount Prep. Mtg. n "Ibid , 138 In numerous cases we have seen that houses originally built by the Society, were later occupied by other teachers or even passed to the control of the dis¬ trict trustees. g8 Quaker Education in New Jersey Upper Springfield Monthly Meeting The Monthly Meeting of Upper Springfield was created by Burlington Quarterly in 1782 and began its sessions in the year following. It was composed of Upper Springfield, Mansfield and Upper Freehold meetings. As soon as the Monthly Meeting was established the question of education was brought to its attention and action taken, as the minute indicates: The establishing of schools agreeable to the direction of the Yearly Meeting coming under consideration, Job Stockton, Tanton Earl, Robert Emley, Joseph Bullock, John Ellis, Richard Wain, Ebenezer Wright, Thomas Gaskill, Peter Ellis, Martin Gibbs, Thomas Smith, and Samuel Rockhill are appointed to that service. 139 A report a year later, states there are two schools taught by Friends in the monthly meeting’s limits, but “there is no school . . . held agreeable to the advice of the Yearly Meeting.” 140 In 1788 a step was taken to bring the school up to standard by the appointment of a standing committee with definite functions, described in the following minute: In pursuance of a concern lately revived amongst Friends for the benefit of the rising generation with respect to their school education, as recommended down from the Yearly Meeting, it appeared to this Meeting that the school lately opened in this place be put under the care of a standing committee and thereupon this meeting appoints Tanton Earl, Clayton Newbold, John Wright, Job Stockton, Thomas Earl, Thomas Gaskill, William Newbold, Caleb New- bold, Samuel Stockton and Joseph Pancoast to that service by the name of trustees of Friends school at Upper Springfield Meeting; and the Preparative Meeting directs as follows, viz., That the said Trustees and their successors shall have the direction of said school, that they keep said school house in good repair, order the necessary expenditures when they have cash in hand for those purposes, when otherwise they are to lay before this Meeting an account of the sum wanted and the occasion, and receive our directions therein, they are from time to time and as occasion may require to employ teachers and for sufficient cause to them appearing to dismiss them and admit scholars and dis¬ charge them who may misbehave and make such rules for those and other purposes tending to the good government of the schools as they may judge- necessary provided the same be not repugnant to this fundamental plan. They are to visit ye said school at least once in every month, examine the progress made by the scholars in their learning, and see that good order and decorum is preserved. Any six of the trustees for the time being are to be 139 Min. U. S. Mo. Mtg., 4/VI/1783. u 0 Ibid., 4/VIII/1784. Schools of Burlington Quarter 99 sufficient to transact any business within their appointment. The Trustees for the time being shall appoint a Treasurer, to whom by his name donations and bequests may be made for the benefit of the school and the same accounted for by him to the Trustees, he shall pay no money out of the stock but to the order of the Trustees, said Trustees are to keep fair accounts of all such dona¬ tions and bequests, a note of the terms, if particular on which given, and apply the same accordingly. They are to keep a regular account of their proceed¬ ings of their receipts and payments and the same with such regulations as they make, lay before this Preparative Meeting yearly for approbation. Joseph Pancoast Clerk 141 To exercise further control over the school certain articles of agreement were fixed upon relating to the trustees and the school master. These were approved by the meeting. 1st. The master shall keep a book to enter employers’ names, number of scholars and time of entrance. 2nd. Each employer subscribing for one or more scholars shall not at any time send more than double the number subscribed for. 3rd. The master shall teach spelling, reading, grammar, writing and useful arithmetic, such as is generally taught in public schools. 4th. The price of schooling shall be twelve shillings and six pence per quarter, exclusive of board, and for any branches of learning not usually taught by the quarter ye customary prices. 5th. The hours of teaching shall be from the 1st of the 4th month to the 1st of the 10th month from 8 o’clock to twelve in the forenoon and from 2 to half¬ past 5 in the afternoon and from the first of ye 10th month to the 1st of the 4th month, from 9 o’clock to 12 in the forenoon and from one to four in the after¬ noon. 6th. The teacher shall not leave the school without giving the Trustees one month warning by delivering a written note to their Treasurer, nor shall the Trustees dismiss any teacher without giving the same notice unless for a no¬ compliance with the rules agreed to by the Trustees and assented to by him or a manifest deficiency in the duties of his station. 7th. The teacher shall not dismiss any scholar without sufficient cause ap¬ proved of by the Trustees and if any employer from dissatisfaction incline to take away a child the master is to inform the Trustees that they may attend to the case. 8th. The teacher shall suffer no scholar in the school that hath the itch or any other infectious distemper. 9th. The teacher shall be allowed four days in each quarter, beside the necessary time for attending Meetings. 10th. The teacher shall give the scholars timely knowledge when he intends to omit opening the school. 141 Min. U. S. School Trustees, 20/II/1788. IOO Quaker Education in New Jersey nth. And ’tis further agreed that the subscribers shall furnish the school with a sufficient quantity of good wood. N. B. The teacher shall not admit any scholars into the school after the number of twenty-five is made up without the consent of the Trustees. 142 ? •$, ty//sfi(Yy r 4 dstfis> fa &/ f , f/ufa ytt/si. I//?#// n&/ de netvt&s usn/syk tstAs-n- y<;u. ■ omc- hfo-un^ & 77 .Y; &7 /fi your ^ sfaru'-i, '/fiffa - n v,-v^ yjn^ ifcAen,: W« //»■ //rmfi ;// J> ,/ ■ t ,7 / / ' . ? ?f‘ 4 ( / • - / /> m-M fam/suny wa/srsy fa ' ufiu > /na s'. • ,/ / ■ / J» / ’77 fit /fit. ' OV/<"- , ’ ' fj J ■ , b .(jt'/? a ! >e ' t>S. youffie/ttf* a / St// /sn?fif /?* tXA.'Afiiufa fa- , / }7iti n >icn. Sit ' -7/ees ?. .0 .> / ’*tM, ?r<* 7 /. 3 * J? » ‘ S 7 fiL ■ . , . 1 0 ters 7 rusritp'u fiwu^ust L /tsfafi > Et" rN'/r & /f ^ x/ Vn' f/y/r ,<„//* j/,*t EfWfifi/. ■ /,> t jfi- fi ■ ./ t y 7 > / ktOtcevry y «jwv^ sifitn Ofaar ,dnfa '/< C { r /< 4 fa )s „ ■ s 4 /f . / . cisnst ’, * Wo a- /«VA7/r/7Ui vefs.-7.fifi <*,??>/ . ■ ( ' / l ’Cs*csr yit fitsfi/fi , on*' tx-m.fi i/efi •- sort/fififilfiLtsn^, fix tCt*r>i/z/rsn.' n ~e Ot-facfa /yMSi/-fitx.J /rrffiUXesLt fafa sfit'X A'Ou,f/'f x ft /tiuf :& > / / , - ,/ '<7yptft/(ffi/t i fi'u /firtHt y,/ f fax' ,:>/Asr , ' t i tf r ( 'r:>(71 tj /fi fir? rt A. fsw< -/fiYfiyxf / ft t rH /fit firttA fE/ffi 7i < -ru:/tu / ( \*<■ fix Yit'd ‘ ;nfiVM- •7 > S> j > le./u’in t-Hfi Q''-Titf/r'tY, /ffit-: -ru-'-u* //Zfi~* ffi Ou. t / -A . , ■' > . A . / ■ ' - .Jtntt fi.fi) / / - i€ ,'V stnct’C .tfi ¥ .vst c*nf?¥sr.ty i/fi/wt-rft>icn/ Jjoifi a.// . Ui ajamy to **/ ZAc «■/Aa /’ fit > Afafi *< r ■ -r't u «**■ —'■" ' yp‘* n A At /— 4 _ , . Of • (j&fismto/' fru/recu/' /* ct- /&■ "• jfLt/as rf'CZ.tA.ifX.JB %/eJtert:' - A / /-V / re ✓ < r v /x. o* it e./fc 1 - Qizs . ,A/ '' £ sea c /?. ■_ -/Ax. . / /" ^ Moll. r 7 « / f , .4 is £(Z tsi f A a % ' { As Af C’ /dj/ 6 >iU-L Uc $$*■-) / y > , / £;v»>w <' XtX*-1 ftyO ~ a' CL Cu f ^ 1--1 ■ yj-od ) xU* ffizSi&l'A ' | -xx-cx, ^JccS-rcuAA r3i■ rfS'^-t U f * - - ./ *// . ■ //,' tecc ' ft a. t-*~ A f^c/cc-Af rbu. Auir t*. ~ f-C-ti- (y 0 >z /vi* y-n v . Jj . ■scj.yy -'-t~C i 4 r .isC C~?i. x i z ^ / ^rfSeMjJci-71 C-4S » . 'cZci^fci tjt.Ctf*?*stfy , zcs.czt --- •- ^-- > Ccz-Jc - ■ b* y * f ,■ /"' f 0 Is if t >— ^ 5 . /(P ' • - * ■ _____X_ Facsimile of the closed account of J. Tucker Earl, a TEACHER AT UPPER SPRINGFIELD IN 1799 It is concluded that our present situation (as there is no apparent probability of having such an one as we are desirous of obtaining agreeable to our constitu¬ tion and rules) it may be safe to admit him into the house for nine months; and in order that the business may be methodically arranged Thomas Gaskill and William Newbold are appointed to examine the house previous to his entrance and to lease it to the said teacher for that term, for the alone purpose to6 Quaker Education in New Jersey of teaching school in, on such terms as they may think right, and in such way as to secure to ourselves and successors the entire and exclusive control of said house and its appendages. 152 Ill 1803 the school was revived under the charge of a member,, employed according to the following agreement: As considerable time has elapsed since we have had a school at this place under our care (no master presenting that appeared likely to fill the vacancy to satisfaction) yet some of the Trustees (urged by the solicitations of divers who wished for a school) of late turned their attention to enquire for one and Charles Roberts, a young man lately from Westtown School being recommended as a person qualified for the business and likely to answer our views; he was wrote to on the subject by one of our number and encouraged to come over, which he has accordingly done and now attending here, we have had a con¬ ference with him, heard his terms and on consideration think it safe and ad¬ visable to accede thereto and engage him for one year, to commence on or about the 4th of 4th month, the agreement entered into being as follows: That for a salary of three hundred and twenty dollars he is to teach the school consisting of not more than thirty subscribed scholars, to collect the money himself and quarterly if he chooses, and at the end of the year if there should be any debts that he can not with a reasonable attention and exertion collect, the Trustees are to assist him therein, and if the whole sum collected does not amount to the said salary, the Trustees makes up the deficiency. That the Trustees, previous to the opening of the school, are to procure a subscription of the scholars that will be the principals in composing the school at the price of three dollars per quarter exclusive of board, for instructing them in spelling, reading, grammar, writing and arithmetic and for any branches not usually taught by the quarter to charge the customary prices. The teacher is to keep a book to enter employers, number and name of scholars with time of entrance and continuance at school, whether they are subscribed for or not, and every employer subscribing for less than one scholar is not admitted to send more than one at a time without first having the consent of a majority of the Trustees, those subscribing for one or more, may send at one time, no more than one in addition to the number subscribed for (and that only until their subscription is filled) without the like consent, and non-subscribers not to be admitted but at the discretion of the Trustees. The hours for teaching to be as specified on page four of this book, and the master also to be governed by the 7th, 8th 9th and 10th articles in page five, every subscriber is to pay at the time of subscribing, for each scholar, and proportionably for less, thirty cents entrance money, which is to be deposited in the hands of the teacher to procure fire-wood, ink, etc., for the use of the school and those not subscribing or exceeding their subscriptions is to be assessed in the like propor¬ tion—and in addition to the books already belonging to the school, more is to be purchased at our expense, if the teacher thinks it necessary, so that the 152 1 bid., 20/V/-1801. Schools of Burlington Quarter 107 whole school may have reading books of suitable kinds.—The master is to keep a constant supply of suitable writing paper and furnish the children at a moderate price in preference to their having various kinds and qualities. 153 After Charles Roberts had been employed for a year an attempt was made to get him for the Negro school at Philadelphia. After considerable correspondence on the subject, dwelling on the ethics of such action, it was agreed he should remain at Upper Springfield. Perhaps it was because of this difficulty that when Townsend Speakman was employed in 1806, a lengthy contract was entered into. In many points this is similar to the general rules on a previous page which were to govern trustees and teacher, but this was a particular agreement with one teacher. In consequence of the enquiry of our committee (under appointment to seek for a teacher) and their invitation to Townsend Speakman (late from Westtown) he attended here and the following contract was entered into with him, viz.— First.—Previous to his opening the school a subscription of such scholars as are likely to be the principals in composing it is to be had—at the price of three dollars per quarter and thirty cents entrance money, which last is to be paid at the time of subscribing,—and on or about the 9th of next month he is to commence for one year. Second.—He is to keep a book to enter employer’s names, number and name of scholars, with time of entrance and continuance at school, whether they are subscribed for or not, (and it is to be understood that non-subscribed scholars are not to be admitted, but at the discretion of the Trustees.) Third.—He is to teach spelling, reading, grammar, writing and arithmetic, at the above price, and for any other branches not usually taught by the quarter to charge the customary prices. Fourth.—The hours of teaching shall be from the first of 4th month to the first of 10th month from 8 to 12 o’clock in the forenoon and from 2 to 5>2 o’clock in the afternoon. And from the first of 10th month to the first of 4th month from 9 to 12 in the forenoon and from 1 to 4 in the afternoon—(yet the hours may be gradually varied in proportion as the days increase in the one instance and decrease in the other; but so as to have the full quantum of time throughout the year, as above expressed.) Fifth.—The teacher is not to dismiss any scholar without sufficient cause approved of by the Trustees and if any employer from dissatisfaction incline to take away a child the master is to inform the Trustees that they may attend to the case. Sixth.—He shall not suffer any scholar to be in the schools that hath the itch or any other infectious distemper. Seventh.—He is to be allowed four days in each quarter beside the necessary WIbid., u/III/1803. ic8 Quaker Education in New Jersey time for attending our usual mid-week meetings which he is attend with the scholars. Eighth.—He is to give the scholars timely notice when he intends to omit opening the school. Ninth.—He shall not leave the school (at any time) without giving the Trustee three months warning, by delivering a written note to their Treasurer, nor shall the Trustees dismiss the teacher without giving the same notice, unless for a non-compliance with the rules agreed to by the Trustees and assented to by him, or a manifest deficiency in the duties of his station. The teacher is to procure ink and firewood for the use of the school and charge them to the Trustees—and it is washed that he keep a constant supply of suitable writing paper and quills and furnish the children at a moderate price, in preference to their having various kinds and qualities. And for his services in teaching the school, the teacher is to have a salary of three hundred and twenty dollars—to collect all the money himself from subscribers and others who may send—and quarterly if he chooses—but if at the end of the year there should be any debts that he cannot with a reasonable attention and exertion collect, the Trustees are to assist him therein, and if the whole sum collected does not amount to the said salary the Trustees are to make up the deficiency. 154 The teacher of the school in 1814, probably Samuel Gummere who was employed on the same contract as Speakman (above named), seems to have been more progressive than the average. The minutes inform that: our teacher having proposed that the study of geography be introduced into the school, the same was on consideration approved, and as our house is not sufficiently roomy and convenient for hanging maps, etc., and more room having often been wanted especially in the winter season, it is concluded to have an addition of about ten feet put to the end of it . . , 155 Other improvements were also attempted according to the following minute of that date: , The adoption of a plan to secure a more regular attendance of the scholars at school has long been desired both by us and our teachers, from a belief that benefit would result to the scholars and a greater degree of reputation be gained to the school—and the subject having had our renewed attention, it is, on due deliberation, now resolved: that every scholar in their first coming after the commencement of our teacher’s next year is to be entered by the teacher as a permanent scholar and continued as such (whether they attend or not) until due notice is given to the said teacher, by the person sending, that such scholar is withdrawn, such scholar may nevertheless be entered again at any future time. In cases of sickness however, or any other bodily inability to attend the time of absence is not to be charged for. Thirty cents is to be paid m Ibid., 5/V/1806. Vo 5 Ibid., n/IV/1814. Schools of Burlington Quarter 109 for every entrance of a scholar and $3 per quarter for tuition in the ordinary branches of spelling, reading, grammar, writing and arithmetic, with the usual advance on the higher branches if they are taught. And in order that all con¬ cerned may be duly informed of this regulation Michael Earl, Thomas Earl, and William Newbold are appointed for one or other of them to accompany the teacher on a visit to such, shew them the said regulation and propose their signing the same as an evidence of their assent to the same. 156 From June 1815 to September 1819 the school was discontinued, and on the latter date, “there not appearing any probability of having one soon” a number were appointed to dispose of the “maps and gazateer” belonging to the school and pay the proceeds to the treasurer. This, however, was not accomplished, apparently, for in 1825, “having never been sold” a new committee was ap¬ pointed to dispose of them. 157 At this time, though no school was being supported at Upper Springfield, the trustees of the fund did pay certain school expenses for children of members who at¬ tended elsewhere. In 1827 an effort was made to revive the school, according to the following minute: Some of the trustees desirous of having a school and believing that one might be made up they entered into an agreement with Louise Bennett to teach the same for a year at a salary of one hundred and eighty dollars in quarterly pay¬ ments, and she accordingly commenced on the 12th of last month and the said contract being satisfactory, we confirm it as our act and take the charge of the school. It is concluded that for the present the school be limited to thirty scholars, large boys to be admitted only at the discretion of the teacher, and subject to dismissal by the Trustees if their conduct is not satisfactory. 158 Again, seven months later, The teacher requesting that the west room of the school house be fitted up for the reception of the maps and that they might be replaced there for the use of the school, it is concluded to have it done and Clayton Newbold and Clay¬ ton Newbold, Junior, are appointed to the service, have the room put in good repair as soon as they can, receive from Michael Earl the said maps and the gazetteer if he has the latter, and also to get from Thomas Earl such of the books,which he has in charge belonging to the school, as may appear needful. 159 These provisions having been made the school continued till 1829 when it was closed. Trouble occurred at this time over the school property and house, and as the number of members was 156 Ibid. lbl Ibid., 6/V/1825. ™Ibid., 15/XII/1827. 159 /^., 18/VII/1828. no Quaker Education in New Jersey exceedingly small the school was not revived. In 1843 Upper Springfield noted: The treasurer of the trustees of the school fund belonging to this meeting informs that the said fund has accumulated to a considerable amount without there having been any appropriation thereof for some time past. This Meet¬ ing, concluding that there will not probably be an opportunity of applying the funds according to the original designs of the donors, directs the said Treasurer to transmit to the Clerk of the Meeting for Sufferings, for its advice, a clear and suitable statement of the case and Clayton Newbold and John S. Curtis are appointed to assist him in making it out and to report to this meet¬ ing. 160 In the following year the Meeting for Sufferings summarized the case as follows: 1. Total value of school fund of Upper Springfield is $4,500 plus U acre of land. 2. The preparative Meeting is urged to keep up the usual number of trustees in charge of the fund, and apply it to: a. The education of children of their Meeting. b. If there are not enough children (The number of children of school age in 1842 was 3, one at Wilmington, one at Westtown, and one at Haverford.) to utilize the whole income, the residue may be utilized by Burlington Quarter to which Upper Springfield belongs. 161 At the same time we find a proposal on the part of Upper Spring- field Monthly Meeting that the Preparative Meeting of that name be discontinued and their rights of property be vested in Mansfield Preparative Meeting and its members for the uses and provisions originally designed. The Quarterly Meeting gave approval to this step . 162 Mansfield Preparative Meeting School was established with a permanent fund for its support, in 1782. At that date a large parchment was prepared upon which to enter subscriptions, the sum of which had, by 1815, reached £ 330. 163 In 1783, when Upper Springfield became a monthly meeting, Mansfield and their school became subject thereto, and the history of the two is closely interwoven. In 1784 the monthly meeting re¬ ported two schools taught by Friends, but not “agreeable to the 160 Min. U. S. Prep. Mtg., 16/XI/1843. m Ibid. r 22/VIII/1844. 162 Min. Upper Springfield Mo. Mtg., 4/XII/1844. 163 This Parchment is now in the vaults at 142 N. 16th St., Philadelphia. It measures 2 ft. 6U inches by 2 ft. 2 U inches and sets forth the purpose of the subscribers to the school fund. The amounts subscribed varied between £ 7 and £30. Schools of Burlington Quarter hi advice of the Yearly Meeting.” One of these was at Mansfield and the other at Upper Springfield. In 1804, three schools were named, the two above and an additional one of Upper Freehold “under the care of trustees and by some of their number mostly visited monthly.” 164 In 1812 those at Mansfield and Upper Freehold were again named as being active, while that at Upper Springfield was vacant; the situation was the same in 1813, 165 and so continued until 1827. At that time, after a brief disturbance, the Mansfield School was resumed and continued in operation until 1845, after wdiich it was often “not strictly speaking of this description;” i. e., up to official standard. From a number of references, the school house at Mansfield was apparently used for a time as a meeting place for religious services after the separation. In 1831 women were added to the school committee. It has been thought that a benefit would arise in the Woman’s Preparative Meeting appointing a few of their members to meet with the Trustees of the school, to advise and assist in the government of said school when female children attend it, which proposition the Woman’s Meeting has united with. 11 " 6 In 1842 the monthly meeting reported they had twenty-one children of age for school, and that eleven had attended the Mans¬ field School, which was taught most of the year by members and superintended by trustees; the pupils attended mid-week meetings and heard the Scriptures read generally in the school. 167 A year later, the educational situation was more fully shown: From the report of the Preparative Meetings it appears we have 18 children of a suitable age to go to school, and also one school at Mansfield which is taught by a man in profession with Friends and superintended by Trustees ap¬ pointed by the Preparative Meeting at that place, and which has averaged for the last 10 mos. 40, and now 45 scholars, and it appears to be well conducted and in a prosperous condition, and the Teacher and Scholars regularly attend the week-day meetings. Eight of the children have been at this school, most of them the greater part of the year, and three of them still attend it, two others attend a domestic school in their father’s house taught by a member, and one of which last summer went to a Friends’ School within the limits of a neighboring Meeting. Six others are not near any Friends School and have been at the common school, not taught by members, nor under the control of Friends. Most of the past year, of the remaining two, one has been last 164 Min. U. S. Mo. Mtg., 8/II/1804. 165 Ibid ., 3/II/1813. 166 Min. Mansfield Preparative Meeting, (O.), 2/VI/1831. 167 Min. U. S. Mo. Mtg., (O.), 9/II/1842. I 12 Quaker Education in New Jersey summer at a Friends’ School within the limits of our Quarterly Meeting, but is now at home and the other one is now at said school. 168 From 1845 onward the Mansfield School was som.etim.es “not strictly as queried after,” as in 1847, and again, apparently came under entire control of the meeting, as in 1848. In 1875 it was “up to standard” while in 1876, “no school of the description queried after” was reported. After 1876 the school was not re¬ vived, and the reports stated there was “no school of such description.” 169 The following table, the figures of which are .drawn from the Monthly Meeting Minutes of Orthodox Friends, throws light on the educational problem, within the limits of Upper •Springfield and Mansfield Meetings. TABLE 1851 1861 1870 1880 1890 1900 Children of School Age 23 25 18 17 9 2 Boys 12 Girls 11 •* School at Mansfield 7 1 3 3 171 Westtown 1 5 4 5 7 2 Common Schools i 5 19 170 8 5 Taught at home 3 4 Select School Philadelphia 1 Not in School 1 At the time of the division in the Society of Friends, 1827, the monthly meeting of the new organization reported that there were, Two schools one at Upper Springfield and one at Upper Freehold, taught by members and superintended by Committees appointed by the Preparative Meetings. 172 The report a year later, however, stated that: Owing to peculiar circumstances attending this Meeting there are no schools in the immediate situation of those queried after. 173 It was noted above that a school had been established under the care of the meeting at Upper Freehold; this school was still in operation in 1826. After the separation the Upper Freehold l 6 s Ibid., 8/II/1843. 1 (i 9 Ibid., 1876 and thereafter to 1900. 1,0 District school in this year was taught by a member. 171 Quite probable that these attended the Mansfield school, though it was not controlled by the meeting. 172 Min. U. S. Mo. Mtg., (H.), 6/II/1828. m Ibid., 4/II/1829. Schools of Burlington Quarter 113 school came under the jurisdiction of the Hicksite meeting. A minute of 1833 stated: One school taught by a member and superintended by a committee appointed by the Preparative Meeting at Upper Freehold. 174 In 1836 the minutes stated the Upper Freehold School was not taught by a member; and similar reports continued until 1849, when it was said to be under the tutelage of a Friend. Shortly thereafter, it passed into other hands save that the preparative meeting had oversight and control of it. In 1858, it was again according to the direction of the higher meeting: We have one school taught by a member, under care of Committee appointed by Preparative Meeting. 175 The number of scholars in attendance at the School was 44 in 1868, 7 of whom had one parent a member, and 2 of whom were members. 176 The school was not mentioned after 1870. Little Egg Harbor Monthly Meeting A meeting was settled at Little Egg Harbor in 1704 and the monthly meeting, established in 1715, 177 came under the jurisdiction of Burlington Quarterly Meeting. From all records now available it appears that schools were not well provided for among Friends at Little Egg Harbor, even late in the 18th century. In 1793 they state the “necessities of the poor have been attended to, but that of learning is yet wanting among many.” A similar report was made in 1794. 178 Again in 1796, “no cause of complaint respecting the query except that of learning which is wanting among us.” 179 In 1803 the preparative meetings were directed to raise $20.00 “in the usual manner” and pay it to the treasurer for the use of the poor. It is barely possible that this was partly intended for assisting them by way of schooling. At any rate the report that m Ibid., 6/II/1833. ™Ibid., 3/II/1858. ri 6 Ibid., 5/II/1868. From items kindly transcribed from the records by Martha E. Gibbs, Columbus, N. J. 177 Hazard: Register of Pa., VII, 102. 178 Min. Little Egg Harbor Mo. Mtg., 14/VIII/1794. 179 Ibid., 11/VIII/1796. Quaker Education in New Jersey 114 followed in 1806 was somewhat better, in that ‘ ‘some care extended towards the education of their children.” In 1808 the record of the preparative meeting indicated that something had been undertaken with reference to providing a school under its care. Some time back Jeremiah Willits was appointed to assist the Treasurer of the school committee in collecting the moneys that belong thereto, now reports that he has attended to his appointment and has collected part, but not been able to collect it all, and requests to be released which the Meeting concurs with. 180 No permanent success was achieved for, in 1812, the monthy meeting reported “not any (schools) under the care of com¬ mittees.” 181 Again in 1818 we find that: This Meeting appoints Simeon Haines, John Hallock, Thomas Bellanger- Nathan Bartlet, Eli Mathis and Aaron Bellanger, Trustees to have the schools and funds, belonging thereto within the compass of this Preparative Meeting and the former committee is released. 182 In 1820 three men were appointed to join the school committee of this Meeting to consider the propriety of “building a new school house at the west end of the shore.” 183 Two months later they had decided “to build a new school house but not fully concluded where to set it.” In 1821 the ground for the school was reported secured. In 1824, This Meeting appoints John Hallock, David Maps, William Gifford, Nathan Bartlet, Nathan Bartlet, Junior, and Timothy Pharo as a school committee to this Preparative Meeting—Nathan Bartlet is appointed Treasurer. 181 Regarding the financial status the committee stated in 1828: We the committee appointed to settle with the school committee and those that have the care of the grave yard, report that they find in the hands of those for the school in cash $7.54, in notes of hand against several persons for $222.08, interest $62.76. 185 In 1830 the following report, on schools within the limits of Little Egg Harbor, was made to the quarterly meeting: Little Egg Harbor Preparative Meeting has a small school fund, and also a school house, in which a school is sometimes kept, under superintendence of 180 Min. Little Egg Harbor Prep. Mtg., 7/V I/1808. 181 Min. L. E. H. Mo. Mtg., 13/11/1812. 182 Min. L. E. H. Prep. Mtg., 2/VII/1818. m Ibid., 2/III/1820. 1 M Ibid., 2/IX/1824. im Ibid., 3/I/1828. Schools of Burlington Quarter 115 that meeting; but there was no school kept there at the time a part of the committee was there. Barnegat Preparative Meeting has neither school house, school, nor a school fund, but divers of it members are interested with others, not members of our society, in a school house, in which a school is sometimes kept. 136 A similar report was made tw r o years later: At Little Egg Harbor there are two schools under the direction of that Preparative Meeting, both taught by men not in membership with Friends, and visited by committees appointed by the said Meeting; at one of the schools there are 40 scholars taught, 6 of whom are members, at the other school there are 25 children taught, 9 of whom are members. At Barnegat there are 8 children members that attend a school in the neighborhood over which the Preparative Meeting have no control. 187 In 1840, William Gifford also produced a bill for repairs on the school house to the amount of 26 01 ($26.01 ?) which was allowed and the treasurer is directed to discharge the same. 188 In 1844 the monthly meeting reported no school at Barnegat Preparative Meeting but “one school at Little Egg Harbor taught by a member under the care of Friends.” This school continued until 1866 but is not mentioned thereafter as a Friends’ preparative meeting school. All reports beginning in 1867, and thereafter, are in effect: “We have no such school.” 189 The following table, made up from reports in the minutes of Little Egg Harbor Monthly Meeting, shows the situation regard¬ ing the number of children members and the manner in which they were distributed. Compared with other meetings it would seem that the sentiment in favor of a meeting school was never very strong here. Many meetings maintained schools until the number of children was as small as three, two and even until there were none remaining. In this instance, there is little doubt but that the 186 Min. Burlington Q. Mtg., 30/XI/1830. 187 Ibid., 25/II/1834. 188 Min. L. E. H. Prep. Mtg., 4/VI/1840. 189 Little Egg Harbor Preparative Meeting was authorized by law in 1866, to dispose of “a certain lot of land . . . particularly mentioned and described, which had been devised in 1805 by Jonathan Smith and Hannah his wife to The committee for schools for the Preparative Meeting of Friends of Little Egg Harbor, and their successors in office for the entire use of a school house and school for the Preparative Meeting of Friends of Little Egg Harbor forever.” The enabling act stated they had “no longer any use for said proper¬ ty for the purposes of a school . . .” See laws of new jersey, 1866, 560. n6 Quaker Education in New Jersey district schools when introduced proved themselves superior to anything the meetings had been able to provide. TABLE 1855 1859 1865 Children of suitable age for school 19 Westtown 3 Friends School 4 District Schools 7 Not attending any school 3 Select School not under care of Friends Family School Instruction at home Select Schools 17 18 3 4 5 7 8 2 2 2 2 1870 1876 1879 17 14 16 6 5 7 7 7 4 4 2 5 190 We have now traced the development of schools in the Monthly meetings belonging to Burlington. The figure below indicates the number of schools maintained under the care of trustees, or committees, taught by members, and having permanent funds in many cases, between 1722 and 1895. These schools were reported as being “according to the plan of the Yearly Meeting.” The abrupt decline between 1825 and 1830 is occasioned by the division of the Society of Friends in 1827, as a result of which schools suffered greatly. The number soon increased, however, in both branches of the Society. The second sharp decline in point of numbers oc¬ curred after 1866 when state support was withdrawn from Friends’ schools. After 1827 only the schools of the Orthodox Friends are represented in this graph; complete figures for the Hicksite Branch are not available. Nevertheless, judging by the decline of schools in individual meetings, and the tendency in other meetings where figures are available, we may conclude that figures for the entire Hicksite Quarterly Meeting at Burlington would follow the same general tendency indicated above. 190 “Instructed at home, or not attending any school.” Rise and Decline of Schools in Burlington Quarter Schools of Burlington Quarter 117 CHAPTER V SCHOOLS OF SALEM QUARTER Let us turn our attention to West Jersey, to Salem, the Colony of Fenwick, settled in 1675. It was this town that, in 1682, gave its name to the Quarterly Meeting of Friends, whose educational activities we are about to examine. Salem Quarter was composed of Salem, Greenwich, Maurice River, Woodbury, and Pilesgrove monthly meetings, established in 1676, 1770, 1804, 1785, and 1794, respectively. 1 It is to the manuscript minutes of these meetings we must turn for information concerning their educational affairs. Salem Monthly Meeting Salem Monthly Meeting was first established in 1676 “to consider of outward business, and of such as have been convinced, and those that walk disorderly,” 2 but with the development of the community and the increase of public affairs, it came also to exer¬ cise control over the educational opportunities of the locality. It is stated in a local history that, What appeared to be of the utmost importance to the everlasting happiness of our forefathers, and to their descendants, was undertaken, speedily to en¬ deavor to advance the moral culture of the people, in building up meeting houses for public worship in almost every township in the county where needed, and erecting school houses for the instruction of their children. 3 The records of the earliest days, however, are not as full as desirable and most historians content themselves with easy generalizations of the above character. Perhaps, this is not far from the truth. Certainly, after the middle of the eighteenth century, a great many references are found, giving evidence of the high esteem in which education was held. In 1746 the Yearly Meeting directed the hunting: List of Records , 89-97; a l so the first volume of each meeting’s minutes. 2 Michener: Retrospect of Early Quakerism, 44. 3 Johnson: First Settlement of Salem, i68f. Raum, also, says “Fenwick’s settlement at Salem opened a school soon after its establishment ...” Hist . of N. J., II, 284-5. 118 Schools of Salem Quarter 119 several Monthly Meetings to encourage and assist each other in the settlement and support of schools for the instruction of your children, at least to read and write, and some further useful learning, to such whose circumstances will permit it . . , 4 Further directions concerned the quality of masters that were to t Woodbury t Upper Greenwich • Woolwich • Upper Penn’s Neck * • Piles Grove Salem • • Allowaystown Great Egg Harbor • • Alloways Creek • Greenwich • Maurice River • Cape May Salem Quarterly Meeting be employed. These were reiterated more at length in 1750, and 1751, but not, at first, favorably received by Salem Monthly: This meeting thinks the circumstances of our county no ways suits the pro¬ posals concerning schools in answer to the extracts from the Yearly Meeting . . . 5 Following the more urgent suggestions of the Yearly Meeting in 1778 s a greater interest is evident: The extracts were read in this meeting, and the following accounts directed to be sent in the reports. The advices handed down from the Yearly Meeting with respect to the state of society having been weightily before the Meeting, several Friends gave in their names to attend several Preparative Meetings to assist them . . . also with respect to the education of our youth, which labor has been extended, in part, to general satisfaction and remains under care. 7 In 1788 a committee on schools was named “to meet and confer together on the subject and report their sense of the state of schools amongst us . . .,” 8 but this report was not given in the minutes. A year later the committee was directed “to visit the schools that 4 Min. Yr. Mtg., 1746, See Chapter Two. 5 Min. vSalem Mo. Mtg., 26/VI/1751. 6 Chapter Two. 7 Min. Salem Mo. Mtg., 26/VIII/1782. 8 Ibid., 27/VII/1788. 120 Quaker Education in New Jersey are under the direction of Friends, and the teachers members of the society . . .” 9 Accordingly, a report was made: ... on behalf of the committee appointed in the 5th month last to visit the schools under the care of Friends, that they have attended to their appoint¬ ment and visited such as were under the care of Friends to satisfaction. 10 In 1791 steps were taken to establish a permanent fund, and thus place the schools on a more permanent foundation. A committee composed of John Wistar, Joseph Reeve, Jonas Freedland, George Colson, John Barnes, and Isaac Pedrick, 11 reported a plan in October, of which the following is a summary: 1. Nine trustees and a treasurer to be appointed annually, respon¬ sible to the monthly meeting. 2. Notes to be given for amount subscribed, bearing interest at six percent.; principal not to be demanded during lifetime of subscriber, provided he remains a member of this monthly meeting. 3 . Treasurer shall make “full and clear entries of all moneys” in a book. 4. Interest to be applied to education of “poor children, and to no other purpose/but by direction of the monthly meeting . . .” 5. Trustees shall make report to meeting in May, annually; new trustees to be appointed in June, annually, and all interests paid in January. 6. On decease or removal of subscribers, the treasurer shall call in the principal sum, invest it or put it out in safe hands at the advice of the meeting. 7. Only by direction of the monthly meeting can the principal be used in raising an annuity. In accordance with the above plan, trustees continued to be regularly elected, annually, throughout the next century, and their reports each year shows the success with which the end in view was reached. The following is one of the early reports, bearing date of 1795: The trustees of the school fund made report that they had attended to their appointment and that there has been paid in of the interest on the notes £ 21/14/5K, of which sum £ 12/3/6K has been expended in schooling white and some black children, and as they mention some part of the principal to be paid in, they are directed to put out the same at lawful interest. The follow¬ ing Friends are appointed Trustees of the Fund for the succeeding year, to 10 Ibid., 31/VIII/1789. n Ibid., 25/IV/1791. 9 Ibid., 26/I/1789. Schools of Salem Quarter 121 wit—William Abbott, John Redman, Richard Smith, Jonas Freeland, Joseph Bassett, William Carpenter, and John Redman is appointed Treasurer for the year ensuing. 12 The figures subjoined, though not for regular intervals, indicate the growth of the fund and the purposes for which expended, be¬ tween 1796 and 1826: 13 Year TABLE Schooling poor. Schooling Blacks White and Value of 1796 6/8 /6 Black Children Fund 1798 16/4 1801 14/4/10 1804 22/3 19 1810 27/3 19 1813 $42.61 $663.76 1815 27-63^ 703-75^ 1816 37-46 771-85 - 1822 40.66 779-65 1823 52.75 820.26 1824 84.23 818.90 1825 99.90 862.91 1826 104.24 843.86 A report on the school fund in 1850 shows $114.95 paid in con¬ nection with a farm at Penn’s Neck devised to the meeting by Elijah Ware, $24.86 for sundry school bills, and $30.00 paid to teacher of colored school in Salem. 14 Details concerning the colored school do not appear in the minutes, though there is fre¬ quently an item of $30 paid to the teacher. The funds expended for schooling the poor were not confined to Friends’ children. 15 Let us return now to the schools themselves, the situation of which was set forth in a committee report: Salem 1791 the 7 month 25th We the committee appointed to enquire into the state of schools within the compass of the Monthly Meeting having made inquiry and met and conferred upon the subject do agree to report that there is one school in the town of Salem, the constitution whereof is such that Friends have the chief prerogative and is under the care of seven Trustees all members of this Meeting, and is l 2 Ibid. t 29/VI/1795. 13 Collected from the minutes for the above dates. u Ibid., (O.), 27/III/1850. Xh Ibid., 29/III/1854. 122 Quaker Education in New Jersey taught by a Friend. Also that there is several other establishments for schools now without teachers in several neighborhoods of Friends where they have the chief management and agreeable to their constitution, might have them under the care of Trustees Members of this Meeting and taught by members of the same if Friends would exert themselves and diligently attend all their annual and convened Meetings for the opening of or managing the affairs of .said schools which we apprehend might open a way for raising and expending a fund agreeable to the advice of Superior Meetings. John Wistar John Barnes Jonas Freedland Isaac Pederick. Though the above report indicates some progress, it does not \ appear that Salem Monthly was able to raise its schools to the level of excellence desired by the Yearly Meeting. In 1808, when answers are made to annual queries relating to schools, they reply: “None in this meeting exactly under that description.” 16 In fact, from 1808 to 1854, the report is to the same effect. This does not mean that there were no schools; only, that they were not successful in meeting the standard set by the superior meeting. After the separation in 1827 the importance of “a guarded” education was again urged by the Yearly Meeting, and a committee was duly appointed to consider the possibilities. Report was soon made, however, that having several times met and conferred together on the subject, no way has presented to obviate the difficulties Friends at present labor under. 17 In 1831, replying to a request for information and a full report on schools, whether under the care of this meeting or otherwise, and the number of children, if any, who were without proper op¬ portunities, a committee was appointed which produced the follow¬ ing report: The following proposition offered by the Committee appointed by this Meet¬ ing on the subject of education having been considered appears to be united with and the Committee is encouraged to establish a school under the regu¬ lations therein proposed, viz. After making inquiry into the state of this deeply interesting concern in our several neighborhoods we have to remark that, as there is no select school within our limits Friends seem under the necessity of sending to such mixed schools as are contiguous in which their children are exposed to the corrupt example of those whose language and manners are not in accordance with that, simplicity which our principles lead into, and altho in looking toward a remedy many difficulties have presented themselves, we are encouraged in the ll Ibid., (O.), 27/X/1830. ™Ibid., 25/I/1808. Schools of Salem Quarter 123 belief that they are not altogether insurmountable and that a blessing will attend every right endeavor to remove them. Under this conviction, we propose that a school be established in the town of Salem for the instruction of girls and small boys, members of our religious Society, to be taught by a properly qualified female (also a member) and superintended by a joint com¬ mittee of men and women to be annually appointed by the Monthly Meeting whose duty it shall be to visit the school once in every month and report its state to the Meeting at the expiration of each year. The said school to be located conveniently for the teacher and children to attend our weekday Meetings. The teacher’s salary and all other needful expenses to be pa ; d out of the income arising from the price of tuition to be charged on each scholar, which if found insufficient to defray the whole expenses of the school, the de¬ ficiency to be supplied from such available funds as the Meeting shall direct. 18 The “not altogether insurmountable” difficulties were apparently overcome and the following report on schools produced in 1832. The difficulties in the way of establishing a “Select School” are obvious when we consider that in one school, six scholars, and in the other, “four only” were members of the Society. There are within the limits of this Meeting two schools taught by members of our Religious Society. One of these is'situated in the town of Salem and composed of about thirty-five scholars, six of whom are the children of Friends, the other situate in Mannington has had during the past year the average number of twenty-five scholars, of whom four only are Friends’ children. The former is a private establishment conducted by two young women. The latter is under the direction of Trustees who are members of but not appointed by the Monthly Meeting. The house and property is also held by members of society. These two schools are so located as to be within the reach of most of our members, yet there are a few families so remote that they derive no benefit from them, two of which are so peculiarly situated that no provision has yet been made for them. We also report that after making a more par¬ ticular enquiry into the state of our members in respect to the probability of carrying into effect the plan for a select school submitted to the Monthly Meeting in the 8th month last, have the discouraging prospect that from the many existing difficulties which have presented themselves no way yet pre¬ sents to carry the said plan into operation. Clayton Wistar Hannah Smart. 19 In 1833 four schools were reported: two primary schools, com¬ posed of a small proportion of Friends’ children; and two “family schools” of “recent origin.” These were so located as to accom¬ modate most of the members, but some had to attend “mixed” ls Ibid., 31/VIII/1831. 19 Ibid., 1/II/1832. 124 Quaker Education in New Jersey neighborhood schools, or send their children away to Friends’ Boarding Schools. A year later, “two mixed schools” and three “family schools” all taught by members were reported. In 1837 the school committee reported: . . . that there are three schools within our limits composed of Friends' children and others promiscuously, and taught by members of our Society. One of these schools is superintended by a committee of Friends, but they are not any of them under the care of the Preparative or Monthly Meeting. It also appears that there are forty-one children within our limits of suitable age to go to school, all of whom have partaken within the past year of the benefits of literary instruction. And we may further remark that altho we hope the guarded religious education of our youth is a subject of increasing interest with a number of our members, yet we trust it will be readily admitted that a more general as well as faithful discharge of fireside instruction would prove beneficial to the children and comforting to parents and caretakers. 20 In the same year (1837) the committee reported: that it would be a proper step for the Meeting to take for reasons assigned in a statement which they have laid before the Meeting. After deliberation it appears the judgment of this Meeting to open a school which shall be free for all classes of children without distinction of color, and the Trustees of the school fund are requested to have the oversight thereof and make such rules for the government of it as they may think necessary. And are authorized to appropriate so much of the fund in their hands as they may think proper. And directed to furnish this Meeting with information of the state of the school in their Annual Report. 21 In 1839 this school was reported as established “under care of Trustees belonging to the preparative meeting, though not subject to its appointment.” 22 It continued, apparently, for a few years only, due largely to the fact that there were but a few Friend’s children to attend it. After 1855 the only answer found, to the query regarding schools was: “we have no school of that descrip¬ tion.” Though the irregular classification of children, found in the re¬ ports, makes concise tabulation impossible, the following table will suffice to show (1) the rapid decline in number of children members, “fit to attend school” and (2) the manner in which a great part of them scattered in “mixed,” “family,” and district or common schools. 23 20 Ibid. t 2/I/1837. 2 l Ibid., 27/IX/1837. 22 Ibid., 30/X/1839. 23 Figures collected from reports in Minutes of Salem Mo. Mtg. from 1840- 1900. Schools of Salem Quarter 125 Number of children o of suitable age for ~ school 26 Number at Westtown Number taught in Family Schools At Haverford Select School at Philadelphia Common Schools Not in School Number taught in Schools by mem¬ bers 10 Number taught by Friends in families 2 Number taught in mixed schools 14 Not accounted for TABLE 0 10 0 10 0 10 0 lO 0 0 10 10 VC 0 00 00 On 0 00 00 00 00 00 00 00 00 00 ON t-H HH t-H t-H t-H t-H t-H 26 31 28 28 II 7 5 5 6 4 I 10 7 11 3 1 3 1 4 I 6 3 3 12 662 23 1 9 2 5 1 19 9 16 1 1 From a minute of 1890 it appears that negotiations were entered into by the Trustees of Friends School Property and the Public Board of Education, whereby the latter secured the location for a public school. The following extract describes the manner in which this was accomplished: The surviving trustees of the school house lot on Walnut Street report: That the Board of Education of the City of Salem, who have leased a portion of the lot for the use of the public school since 1850 desiring to erect a more commodious building thereon, and considering it essential that the title should be vested in themselves, commenced legal proceedings under an act passed in 1889 for the condemnation of property wanted for public school purposes, and for which a price could not be agreed upon with the owners. They made application to the court and have three commissioners appointed to assess the value of the land and the damages arising by reason of its being taken. Having been informed that the Board, or some members of it, entertain the belief that the property did not legally belong to the Society of Friends, we thought it best to employ counsel to defend our rights, and through his efforts and our own, succeeded in establishing our title, and an amicable agreement was reached by which the commissioners were to award us 1,500 dollars as 126 Quaker Education in New Jersey the value of the land; which sum, though much less than its real value, we agreed to accept, partly in consideration of the fact that the lease, by virtue of which they have held possession of the property did not expire for nine years:—and partly because we considered that the lot if acquired by the Board of Education and used for the purposes of a Public School would be more nearly devoted to the purpose for which it was originally purchased by the “Salem Free School Society” in 1783, than if occupied in any other way. The above named sum has been paid over by the Treasurer of the Board of Education to the trustees who propose investing it for the use of the Pre¬ parative Meeting, to which Meeting, the property would seem to belong, ac¬ cording to papers relating to its history which are in our possession. Signed Richard Wistar Casper W. Thompson Josiah Wistar Trustees. 24 In addition to efforts to provide education in Salem, the Monthly Meeting, from the first, paid at the direction of the Yearly Meeting a considerable amount towards the support of Westtown Boarding School. An early record of this support is found in 1797, and is continuous thereafter: The Friends appointed to receive subscriptions to the Boarding School report¬ ed that they had received of the subscriptions, £ 54/17/9, which is directed to be paid to the Clerk of this Meeting to be forwarded to the Treasurer of the Committee appointed by the Yearly Meeting for that service. And that there is on the subscription £ 21/10/ unpaid. The subscription papers is directed to be lodged with the Clerk, to be kept with the papers of this Meeting. The Clerk is directed to report to this Meeting when completed. 25 From an early date, 1696, the Yearly Meeting of Friends had directed their influence against the trade in Negroes, givingitat- tention in all their meetings, and, after 1758, provided for disown- ment of those who persisted in the practice after they had received admonition to discontinue it. In this movement for their freedom and education Salem Meeting took a prominent part. In 1756 they reported “none imported” but “those that have them are not all so careful to train them up in the principles of the Christian religion as they ought.’’ 26 To remedy this lack, about 17 78 religious meetings were established at stated periods, especially for them, and a plan was set on foot to raise a fund to provide them an education. 27 u Ibid ., 2/VII/1890. 25 Ibid., 25/IX/1797. 26 Ibid., 25/X/1756. 2 ~Ibid., 29/VI/1778. See Chapter Nine. Friends’ School at Salem, New Jersey, now occupied by an industrial concern Schools of Salem Quarter 127 128 Quaker Education in New Jersey After the division of the Society in 1827, it became necessary to duplicate educational efforts and much energy was dissipated, due to the fact that the smaller body often did not have enough children located so as to attend one school; and for a period of a few years, one branch or the other was usually without a permanent fund. As a general rule, however, it was not long before the “Separatists,” “Hicksites,” or “other branch,” as they were called, had schools on a permanent basis, similar to the original meeting; and, in some in¬ stances the old school properties and funds passed into the hands of the new organization, while the original exerted itself to establish new funds and acauire new property. In any case, similar educa¬ tional ideals and practices prevailed in both branches. In 1828, in answer to the annual query, the new meeting at Salem replied “None of the description queried after,” 28 but nine months later, Jonathan Woodnutt, treasurer of the school fund, informed this meeting that he has received an obligation of $300 of the school fund monies, and that there is $27.83 interest due on it at this time. 29 In 1832 seven members were appointed trustees of the school fund 30 and continued to report regularly thereafter, indicating in their reports that the children of Friends, both rich and poor, were provided with opportunities for schooling. Six years later, a special committee reported on the building of a school house, which should accommodate boys and girls: The committee, . . . after a free expression of sentiment were united in the opinion that it would tend to the benefit of the members of this Monthly Meeting and also the surrounding neighborhood to establish a school within its borders; to attain this object the committee recommends to the Monthly Meeting a propriety in erecting a brick building on the lot belonging to Friends, across the street, opposite this house, of suitable dimensions—the lower, or basement story to be occupied by a boys school room and the upper story for the girls, all of which the committee believes is attainable at the present time; which they submit to the Meeting for its consideration and judgment in this important concern. Signed on behalf of the committee by Benjamin Griscom Joseph Bassett, Jr. George M. Ward Ann. D. C. Thompson Rebecca Nicholson Maria Elk'ott. 31 28 Min. Mo. Mtg., of Salem (H.) 30/I/1828. v Ubid., 29/X/1828. i°Ibid. y 1/II/1832. 3 'lbid., 30/V/1838. Schools of Salem Quarter 129 A further report, three months later, estimated the cost at Si000, “already subscribed’ ’ and asked the appointment of a building committee of three to have the work begun immediately, “so the school for boys may begin this winter.” In September, Caleb Lippincott, George M. Ward, Jesse Bond, Thomas Shourds, Clement Acton, and Elisha Bassett were named as a committee “to employ teachers” for the school and visit it at stated periods, at least once in every month and attend to such other concerns as may be necessary in relation thereto.” In the following year, 1839, two schools were reported, and in 1843, The committee appointed to have the oversight of the school under the direc¬ tion of this Meeting report the school has been frequently visited by some of the Committee and they are united in reporting that it continues to be con¬ ducted in a manner creditable to the Society. The Boys school has averaged 40H scholars and the Girls 29 scholars. 32 Reports from 1840 to 1850 show the average attendance was about 40, most of whom made “satisfactory improvement in the several branches of useful learning.” But in 1851, according to the committee’s report, “the school has only averaged about 25 in consequence of the opening of the Free School in the 9th month last.” 33 In consequence of the small number attending, the usual rent of Si2 was not exacted from the teacher, Noah Leeds. He was, however, allowed to pay the bills for “whitewashing and cleaning the schoolroom,” and $2 for tuition to Charles P. Smith. In the course of a few years the schools (two) of the meeting more than regained their former size, furnishing education to one hundred children in 1857, 81% of whom were outsiders. 34 By 1865, the number of schools reported, increased to three, having in a “male department,” whole number no, 28 Friends’ children, and an average attendance of 60; and in a “female department,” whole number 106, members 22 professors 32, other denominations 52, and an average attendance of 67. 35 In the same year proposals were discussed for making an addition to the school building and in 1866 it was agreed to raise money for the school house by sub- scription. The year 1866 marks a turning point in the history of Friends’ 32 Ibid., 2/VIII/1843. 34 Ibid., 25/II/1857. 33 Ibid., 30/IV/1851. 35 Ibid., 1/II/1865. 130 Quaker Education in New Jersey schools in New Jersey. Thereafter, according to the law, section 12 of the Act of 1846 was repealed, which had permitted church schools to receive assistance from the public school fund. The enrollment at this time was very heavy, but it declined perceptibly when the law went into effect. The following figures describe the decline. TABLE Year No. of pupils enrolled Remarks 1850 39 1851 2 5 1857 100 Girls and boys 1865 216 ll a ll 1867 249 Male, female and primary departments 1869 256 l l ll ll ll 1872 126 ll ll ll ll 1873 96 1874 73 1875 35 “one school” 1876 47 two schools 1877 5 i one school, 19 members attend¬ ing 1880 42 one school 1881 53 two schools 1886 65 one school with four teachers 1892 7 2 LL LL LL LL LL 1900 47 one school; three teachers; two pupils members, and 13 had one parent a member. In 1866 Salem Meeting responded to a request from Woodbury Monthly Meeting that they send a committee to Camden, on the tenth of December, “to consult and decide upon what measures shall be taken to reestablish Friends in their just rights of the public school fund, which an act of the last legislature deprived them of . . .” 36 This passed, without appreciable effect, and in 1872 the Friends trustees were petitioned by the district to lease their proper¬ ty for a public school. The Friends’ school at that time had an en- 33 Ibid., 31/X/1866; see also Chapter Thirteen. Schools of Salem Quarter r 3 1 rollment of 126 and “way did not open for leasing the house and grounds for a public school and the applicants were so notified.” 37 In 1873 proposals were made for grading the school, and this was accomplished, judging by the report in February 1874. Two years later a new set of rules were drawn up for controlling the school, and it continued under these until it was discontinued, under Friends supervision, in 1905. In that year, Rebecca T. Wistar, on behalf of the Friends appointed to visit Margaret Ross on account of her application at last meeting, reports they offered her the use of the school house for the ensuing year, free of any charge for rent, but she must pay the city for water tax, and repair all damage to the property caused by her occupancy, reasonable wear and tear excepted, and she is at liberty to conduct it as a private school, which offer she agrees to accept. The Meeting accepts the report and the committee is released. 38 Thus, the school continued as a private institution until recent¬ ly when the building was occupied by an industrial concern. 39 Greenwich Monthly Meeting Greenwich Monthly Meeting was so established about 1770, consisting of two preparative meetings, Alloway’s Creek and Green¬ wich; later Maurice River and Cape May were added. From 1694 it had existed as a preparative meeting under Salem Monthly. 40 Upon being created a Monthly Meeting it became necessary for the new organization to give official attention to educational affairs. But though reports were regular, we find that no great progress was made. In 1790, “agreeable to the advices of the Yearly Meeting” a committee was appointed to consider education and report what “may appear most expedient for the occasion.” 41 Apparently the only conclusion arrived at was “to offer the pro¬ posals to the next preparative meeting, and lend them assistance as they may be enabled to do.” 42 For the next thirty years there appear numerous items regarding small amounts raised and ex¬ pended for the poor; and, in 1793, “one dozen of Penn’s Reflections and Maxims , designed for the use in schools,” were received and “directed to be divided in the usual proportion.” zl Ibid ., 26/VI/1872. S 8 Ibid., 31/V/1905. 39 See page 127. 40 Bunting: List of Records, 91; Michener: Retrospect of Early Quakerism, 45 - 6 . 41 Min. Greenwich Mo. Mtg., 30/VI/1790. i 2 Ibid., 2/II/1791. 132 Quaker Education in New Jersey In 1821 the meeting’s fund for educating the poor was augmented by the following provision in legacy: Fifthly, I give and bequeath to John G. Mason and Joseph Thompson, aforesaid, one tenth of my estate (notwithstanding the said one-tenth which I give them in trust) shall be paid over to the Treasurer of Greenwich Monthly Meeting for to be applied either to charitable purposes, or more particularly the interest thereof to the schooling of poor children. The Monthly Meeting of Greenwich of which Joseph Thompson is a member is desired to receive said donation and apply it, or the interest thereof, as they may think will be most conducive to the welfare of the poor in the neighborhood of Greenwich or Alloways Creek. The above legacy which is one hundred and nineteen dollars and 46 cents, was paid . . . to . . . Treasurer "subject to the direction of this Meeting.” 43 The regularly recurring answers to the fifth query, of which the following is typical, indicate that a constant care for the poor and their education was maintained: Poor Friends’ necessities are inspected and relief afforded them, and when there are children of that description they freely partake of learning. No Friends’ children placed from among Friends since last year. 44 In 1828, regarding schools, it is reported, “We have one of the description . . but in February 1831 it was “at present vacant.’’ Later in the year (December) the committee reported: We have one school under the care of the Preparative Meeting taught by a member, another taught by two females, members of society, though not under care of the Meeting. Neither of which are select. The average num¬ ber of scholars in each about twenty-five, five of the pupils attending the former and four the latter are children of Friends. Benjamin Sheppard John E. Sheppard Mary Sheppard Ann H. Bacon. 45 A similar report was produced in 1835: The committee appointed on the subject of Education produced a written report, as follows: That the number of children of a suitable age to go to school remains about the same as mentioned in the report of last year, and likewise the state of our schools. We have one family school amongst us taught by a member, and a school under the care of a committee appointed by the Preparative Meeting has been kept about half the past year—also kept by a member, though not select, the average number of pupils about twenty-five, of which number from 43 Ibid., 28/III/1821. 44 Min. Greenwich Mo. Mtg., (O.) 29/I/1829. 4 Hbid., 29/XII/1831. Schools of Salem Quarter x 33 five to eight only are members. There are also four of our members at the several boarding schools. Although we believe there is an increased care felt by our members to give their children what may be termed a suitable literary education, yet if a greater concern was felt to instruct them, not only in the principles of the Christian religion, and the precious testimonies given us to bear as a religious society, but to endeavor, through watchfulness of their own conduct, to evince to them, that their chiefest concern was to lay up Heavenly treasure, we think a great advantage would arise. Joseph Miller Grace Lippincott. 46 In a later report of the same year it is brought out that though only four or five of the 25 attending are members, there are some families “so located as to be out of reach of the school.” This probably explains, in part at least, the irregular existence of the school throughout the 19th century. In 1850 “there is one school under the care of a teacher in membership;” in 1856, “we have no school of that description;” i860, “we have none of the description queried after;” 1870, “there is no school of the description;” 1875, “there is one school of the description queried after;” 1881, “no school of the description;” 1885, “there is one school of the description queried after;” 1890, no school of that kind; and simi¬ larly in 1893. 47 The following table gives the essential facts concerning the number of children of school age, in Greenwich Monthly Meeting and the widely variant schools they attended. 48 Children of age to attend school At a Prep., Mo. or Yr. Meeting School Instructed at home At schools not taught by members Family Schools TABLE rO VO O to 0 10 to O <0 ID 10 to VO vO r>. 00 00 Ov Ov 00 00 00 00 00 00 00 00 00 00 00 hH 1-1 1—4 HH 1-4 7 14 14 12 7 9 1 3 14 I I M 0 7 1 9 1 4 5 49 3 49 2 4 8 5 49 2 49 5 1 2 2 1 46 Ibid ., 29/I/1835. 47 From answers given to the annual queries. 48 Gathered from reports in the minutes of the Mo. Mtg. for the dates mentioned. 49 At home or in family schools. 134 Quaker Education in New Jersey Neighborhood School i Westtown Boarding School 222336432 Haverford 1 1 Select School—Phila. 1 1 Boarding School taught by a member 1 Public School 1 2 1 2 1 Germantown Friends School 1 Situation Unknown 3 Not in School 2 2 Cornell University 1 Following the separation of 1827, the existence of standard es¬ tablished schools conducted by the new organization at Greenwich seems to have been quite as precarious as that we have just re¬ viewed. In 1828 a school was reported, under the care of Green¬ wich Preparative Meeting; in 1829, none; 1835, no schools; 1840, “one school of that description;” 1848, “two of the description queried after;” 1856, one of the description queried after, the children of which attend mid-week meetings; 1862, one school; in 1866 the school at Alloway’s Creek is mentioned; but after 1868 no schools are reported. 50 Though there is not much evidence on the subject, it appears from certain entries in the women’s minutes that they took part in the management of schools, as is often found in other localities: This meeting is united in appointing Sarah S. Bacon to take the place of Elizabeth Reeve in visiting the school. Also in the appointment of Mary M. Sheppard and Margaret Miller to that service. 51 Alloway’s Creek Preparative Meeting became, with Greenwich Preparative, a part of Greenwich Monthly Meeting in 1770. As early as 1761, Joshua Thompson, a member of the Society, advertised “on behalf of myself and neighbors” for a schoolmaster . . . wanted in the township of Elsinborough, in Salem County, and Western Division of New Jersey; one that can come well recommended, may meet with good encouragement, by the inhabitants of said township . . , 52 In 1784 we find reference to a legacy left to the Meeting by Wil- 50 See Min. Mo. Mtg. of Greenwich (H.), 1828-1868. 51 Min. of Greenwich Prep. Mtg. of Women Friends (II.), 22/VI/1836. wl Pa. Gazette, No. 1721, December 17, 1761. Schools of Salem Quarter i35 liam Booth, to be kept out at interest for the use of the poor, and a part of this probably was used to provide them an education. 53 So far as can be learned from minutes of the meeting, however, there does not seem to have been much done towards establishing a standard school, until 1845, when, Rachel Hancock, Mary Bradway, Sarah F. Powell, and Rebecca Bradway (were) appointed to join men Friends as Trustees to a school now about- being established under the care of Friends, to visit said school monthly and report yearly to this Meeting. 54 The school was reported to be under “competent female teach¬ ers.” Some attempt was made, at the same time, to establish a library and in July, the Committee on Education and Libraries reported they had collected a few books and the library was ready for their reception. Rebecca C. Bradway was appointed librarian for the month. 55 A list of the books in i860 shows that the little library contained over 125 volumes—some duplicates—most of them, dealing with Friends and their history, but others such as Farmers Instruction, Young Chemist, Parley's Columbus, Life in the Insect World, and Ocean Work, indicate a realistic trend. 56 The school appears to have grown rapidly, and provided an edu¬ cation mostly for those who were not members. In 1866 they reported: One school of the description queried after under the care of Alloway’s Creek Preparative Meeting, 83 children attended last year; 2 of which are members, and 8 professors with Friends. 57 After 1869 the school was permanently discontinued, having been in operation under the care of a committee since 1845. In that year we find the following minute, which gives the immediate cause for its discontinuance: The committee appointed 22/V/1845 to have the care of the Preparative Meeting school house report that in consequence of a law passed by the Legis¬ lature of the state depriving them of any share of the Public school fund they have been obliged to discontinue said school, and there being no prospect of the house being wanted in the future for school purposes, they propose to the Meeting that it be sold and removed from the premises. 58 53 Min. Alloway’s Creek Prep. Mtg., 22/IV/1784. 54 Min. Alloway’s Creek Prep. Mtg. of Women Friends (H.), 22/V/1845. 55 Ibid ., 24/VII/1845. 56 Jbid., 27/XII/1860: see also Chapter Eleven. 57 Min. Greenwich Mo. Mtg. of Friends, 1/III/1866. 58 Min. Alloway’s Creek Prep. Mtg., Women Friends, (H.), 1 8 / 11 /1869^ 136 Quaker Education in New Jersey Maurice River Monthly Meeting Maurice River, established as a Monthly Meeting in 1804, was discontinued after 1855, and its lower meetings, Maurice River and Cape May preparatives, were attached to Greenwich, already discussed. Though admitted so late to the official position of a monthly meeting, there was a considerable settlement at Maurice River in the early 18th century—so considerable at least as to necessitate the appointment of a constable by the Quarter Sessions Court at Salem, in 1720. 59 A thorough examination of the source of material, relating to the Meeting, fails to reveal any evidence of a school under the care of Friends before its establishment as a monthly meeting; and throughout the next 51 years, at the end of which it was discontinued, it appears dependence was placed upon schools in the neighborhood supported and attended by other denominations. Aside from this failure to establish exclusive schools, the meeting pursued a course very similar to others. In 1807, it made record: Care is taken concerning the poor; their children partake of learning and none are placed from among Friends. 60 At the same Meeting, replying to the 3rd annual query, they say there are: . . . two schools taught by Friends but not particularly under the care of this Meeting. 61 The report of 1810 confirms the above statement. In 1811 they inform that: Friends generally endeavor to bring up those under their direction in plain¬ ness, and to encourage the reading of the Scriptures and to restrain them from reading pernicious books and corrupt conversation. 62 From a report of 1812 it may be inferred that the responsibility for schooling children was individual, as “there are none amongst us but appear able to . . . school their own children.’’ 63 From this date to 1823 there is no indication that a school was established; and the Women’s minutes, which cover the period to 1854, fail to reveal the existence of any. It seems clear, however, that in the 59 Elmer: Hist. Cumberland County , 73. 60 Min. Maurice River Mo. Mtg., 30/I/1807. ‘ 61 Ibid. G 2 Ibid., 4/I/1811. 6 *Ibid., 31/I/1812. Schools of Salem Quarter 1 37 •case of poor families, the meeting gave attention to the school learning of the children. 64 Though no records are to be found of an exclusive meeting school there is evidence that some interest was taken in education and that they cooperated with the educational Committee of the Yearly Meeting. The following notice of the appointment of a committee by the women’s branch is representative: A minute from the Yearly Meeting’s committee on the subject of education (concerning a meeting to be held 13/XII/1844) was received and read request¬ ing some information respecting schools and education among us. Elizabeth Jones, Prudence Murphy and Rebecca Sharp are appointed to take the sub¬ ject into consideration and obtain such information as is desired. 65 So far as evidence from records available is concerned, there was likewise no school established under the care of Friends’ meeting at Cape May. Woodbury Monthly Meeting The first meeting at Woodbury was held at the home of John Wood in 1696, but removed soon after to a newly built meeting house. Woodbury was established as a separate monthly meeting in 1785, being made up of Woodbury and Upper Greenwich pre¬ parative meetings. 66 Shortly after being created a monthly meeting, Woodbury, acting under the influence of the recommendations of the Yearly Meeting of Philadelphia, began to plan the establishment of a permanent school fund: 67 64 Min. Maurice River Mo. Mtg., Women Friends, (H.), 31/I/1835. 65 Ibid., 3/II/1844. 66 Bunting: List of Records, 94; Michener: Retrospect of Early Quakerism, 46-7. . 67 Some progress towards permanency of school foundations had been made earlier in 1770 when James Cooper made a Declaration of Trust to Woodbury Preparative Meeting: “That is to say for the benefit, use and behoof of the poor people of the said Quakers . . . for a place to erect and maintain a meet¬ ing house and school house for the use and service of the said people.” Dept¬ ford Free School on Delaware Street was built in 1774, being established and forever to be controlled “by the Society of Friends.” Those of other persua¬ sions were admitted, however, on agreement to pay and submit to the rules of the school. Jeremiah Paul seems to have been the first teacher. The “Cooper School Fund” is mentioned in 1873 as consisting of $2300 and 17 shares of turnpike stock; likewise plans for the Woodbury Free School had been drawn up in 1773. Parchment containing these regulations is in Glou¬ cester Historical Society’s Library at Woodbury, N. J. Quaker Education in New Jersey 138 The following extract is from the first page of the Minutes and Proceedings relatingo the School Fund: s / / - .'t A/ E EC y * f ' ■? r V'// rr /*< l-t r m --i ■ ~A .f 7 ~n / ~t > ?Z f '.V/. /<■£ * ( dfrfJ* sc' ? t E /w v >* ■>*■***&*'/y .-*//;.**> t * f ,y % Ns** *< ys 'a it °C* ■?/?# *ft* *[{■■» it t1^ >/ > ’„;i? ,r>y ,J» ^ vv^ ^ /?»«.«>.*»/ *^ ** ***■* J . i’ c C * TttfS'-i ?f t- s* ■' 1/4^ y/'?fece+-*yf A' fts/J* x yi I,If ■7' - > . /- ^ ~~ -s^ -*y' > j 4 ^ ».*?■'/>/>*.<-* /» wi«^<* < vn^- av* 7 , * */> ? 4 v. A 1 u^ jcitNEr itf J'* £t y A •*< ; C 1- / . / / y» ~ r -" ■ / /> V/ - -> . ✓ .. ' > y /^/' S' , 7 *ajn 14 ^ Ay ui * / dji t"* A . *V* >7 y *N 1 A*'**? • y.J+s -'7:41 S', y~i~~A ** ># j >'< ^ U*A* ** ^\ s-r/t'/x y i ( >;(!/{/,'/ V 11 ,£??-> 1 1 < /{/*. •?:<*-/ .A Nc CAf/’&t /N’ /vSy i*y 'E * * U '/<- SJ m tfu. .sStW-r • 1 v’ . hy c i-cc/Au't'Cy’' t 1 /?.i E/; u'in/Ct A a vJv 14 tn Aj *Aa-d^fi*Nt'n ,x OAJa * s frEcE/Sit „. i.mne*’ iJ«»y / 4 jJNjJJrE, ->«t/sfyZf/N'C- ■ ^ s.y,?//y t , trv Ay>:^ 4 ^ ^C- --—1 ■7 ~ ^nitz/,>r*'*Mwf &+*, %■ tS ni' <*/Jc Ay-s.-t yi.l‘-J- 4 ) J y y 4 slit.f > 1 y /y ‘d/o/jj- & Jf ^7 ck/Scr t ? <»->“ &**y Em? --^ * i ’ I h-iy t ru.# su x^cr <3; <. r'/?,r// .Ty /Sim- /Zesj^*i- : fjy£. E- 4 ^* 4 - 4 -W*'Tjy^ nyE-z^. 14>41 /jiJ \' 44 / 7 , f iX V.y ~j£**- 4 ~e /SeyfftSt 4 S • & - - / / — /y k ^ ~ - A, , « C 4jt%>tf4Z,&y- (A'Ait /EijZ-J m ae-$7^9>ii4y j . * jcy^, ■c'^/./, r^.Ni? T<>» 7 «(f,' 4 > •>>' y' oCt^iJN} m, AiJr/iryitoyt lii y ^' 7 rt4~ 7 i . —_—> | I sN*#*/*»?£"** 6 *>>*46 4 * 4 * KK 9 j -?a 44 > 4 r%y /rir .-.K/it^i /y -- ^ XSgr A A '.■■ \ y. ■ _ /T ■ ' 'rtt&i/t+x*. gyf - 7 a tf\ s^ 4 S ~ ~y (i’x 2/i?NSeisin*y a*? t <*?? r tj*4 X y%N^444iEUt/-c. ysfeijjy »4 _ * V A--> iiAjlj/if /a* 144*Eh>iS4 '4 #'$*'1*' 1 ^ -i?24/4Z4 7 E*A*f*‘ f: *y i 'f^,\ < ^ 4 .sz/’ -yt hXX c-as^c ■■-** C") .0 snS *V ' 60 ’'

./i ~A* cX>i) A ,* xAA), /X/'Ay A*^c/,,rA-^ tXySc**, „ /£ A.Xrf'A^, X X X/A * /^AUXXa a> ■ '"‘AS/s > r i /'■f r 'y SA'C /’A''?-f'.jz ^*AaA / ' <* / /.*,~Z’l/J y ^y S’ ' '1 -A: S r; /s\ S X?A'XSy 0 Ti spfdcccA £+X* yt r*AcA t-or/X'u-f t j.mX .-S'**-A ( ftt/'An-x. jW*« Ayc ? 1 tf.-r). ■ • . AAAA sA*SS X ^XcrcccJ XX >< c /0*r» ,/\ zw tf/£**-> A *AX? /X*/ A • • S y A*- XcXs'C rz CsiAt^cA y XAAf Ac Jcc/i c ' ^Act*&*/ ct A' r trAren't a~J jf »'+** -Xzrt uc^c-cA^ An,* AA^Ar >< A'*<*■*- f t?/ty , ~y s^yy «-' 'Q '.' lAtx~c-A<'s' *c A& AA.’yn,A?7'm. <+-?iy Ac <■ X's-c/jc-Cp, it-ry/ At&ff sA f 0-rl SSCy A. S’ A^' Ss ’yt Ay>i * py l*'A *■< ! r Cf At' ^ ' ^ n X '?rt-*yr 4-K^/ Jt*e>A e-^mAc A, /Xe AXyZAs ^/Xz C'ct ArXy yy ^ ,_A^ /X V> XXX ^ *S^<*A Ad, 7 (t XA>?? AAAz'Attz Rules ti govern Trustees of Woodbury School Fund 340 Quaker Education in New Jersey pressing manner which induced this Quarterly Meeting to appoint a committee to consider ye subject, who in ye 5th month, 1790 reported a plan to fulfill in part ye desire of ye Yearly Meeting, which being approved was recom¬ mended to the Monthly Meetings to carry into execution. 68 The fund is still in existence and, according to present members, is used for educational purposes in the two preparative meetings. Several interesting items, concerning the schools at Woodbury, may be gathered from the Diary of Samuel Mickle, an illustrious citizen of the place. 69 A few years after the establishment of the school fund he informs that in 1799 “the two schools in Woodbury have subscribed $40 each (to the fire company) besides fire buckets . . .” and that there is “surveyed an additional piece of ground to enlarge our school yard . . .” 70 In 1802, henotes: “School visita¬ tion. Upwards of 50 scholars of whom 42 are writers;” six years later, there were “60 scholars of whom 49 are writers;” in 1813, “Visited Deptford Free School 52 scholars of whom 45 are writers viz. 40 boys and 5 girls;” in 1816, he reports, “went to Females’ School; 51 girls of whom about 1 doz. writers” and “at 1st day Boys School 40 attended, 47 absent;” 1819 he records, “Deptford school not visited today by one trustee!”, by which it appears school re¬ sponsibilities did not lie heavily on the shoulders of seme. 71 Throughout the Diary are found items indicating that friends and relatives came to his home to board while attending school in Woodbury. Samuel Mickle was also active in the Woodbury Library Com¬ pany, established in 1794 and the First Day School Association which he notes was established March 3, 1816. 72 The School Fund Plan entered upon 1790-91, was remarkably successful; by 1811, it had risen to almost $1900 and in 1815 passed $2000. 73 In 1840 the income from it was larger than nec¬ essary for the ordinary school charges, partly due to support derived 68 Min. and Proceedings of Woodbury Mo. Mtg. School Fund, 1790. At present in care of Warner Underwood, Woodbury, New Jersey. 69 See Stewart, Frank H., Notes on Old Gloucester County , 155ff- Diary covers period from 1792 to 1829. Samuel Mickle was an industrious member of the Friends Meeting, Woodbury Fire Company, Abolition Societry, Glou¬ cester County Bible Society, the Library Company, and concerned in the Deptford Free School. 70 Stewart: Notes on Old Gloucester , 164 and 178. n Ibid., pp. 174, 185, 194, 203,-and 210. 72 Ibid ., 202. 73 Min. Woodbury Mo. Mtg., 24/XII/1811, and 7/XII/1815. Woodbury Friends’ School Schools of Salem Quarter 141 ^ _ iZ_ / • \ a > Jt ^ 7/7 . AAA 7 / - . 3 , W' A ' //,'V’// '/‘•’^ 7 C * SsVpyXs A /.//V7//’.-V. /i */,. , J/ZzA? * - 5 U X 1 / ■? s " '<. 4 < >-,A • ^/ i//Sr/"™ «* / ,/ / * _^--- n i / As*r.yZ/y ' 'Ao.As?yr ' ' -AbA? / ! • - */ z? s J / i /CzAi qAAs sZlZy£.'/' < 'Airnsm // A 4 - 1 - / i ^ ’ y /} C Y ' z /yZ A // 7 \ Ac. iAAw/sj>r _Zs?;?ss/> /Z/v, '>/ys? r /f.Mo.r- Cj^bA/M) / ?„*Y? . - ^ // y : /'y r 'rAerZ’sp / %>SS>, frs> >' , > , //,^?,/ A* • 7,4/ 7/.? x - -—-i--I--- _7 ______________UL_J_ , . /. J/«AY~ iA/ A///yyAy //rX/^yfC y//y, ///*■?'&/7$y/sS'/i'S? ? srtrrt''$y^ /2 ■7 ' m *\ _ x 7 7 z 1 ' 1 i ~ ~ : ' .H~ 'Z '^Z^C"/ y»’~" 77 K,:„;„, f cZ+/;, ''•"■-•• < -> 7 :...,/, ~/ 7 .. 7 l>,,.Zb ,.,,. Z*v>~'Z 67 'L„ 7 ,,,.,4, ' ' < ) r y * 2 sf/*s , Zs> j f. 7 /~A . /- o, /4 7/ ' ' 7 bZ 7 '' ’ IZ' 77 ^ 7 / ^Z’‘ "'''pt&z, 9 ,. y - rZJ z^.y.-x^x, ZZ,/(^i, . ' ' &**? z> Y / zO/ ’A z 2„ >f >7s y/sArAA. A/y, Z77s Z/Ay'A 7 z 7 I / /' //? ‘ ^ -/^ < .ZfZsr/C yy , /,Z?y,Y~ r / 7 7 „ /: y) yf y /,£> */ 7, A> / >7»A#7“ tAA' !%,, //( ^ , 'tfpjss,, 7„*-sSys 2 /C i V ' 7 '■'»/*» ^.'/7 t K A’//7.r 4yr)/ A '//■>■*, r> /"*> / V / / /. f * ‘ 5 K / ^ ) A / c / / j / ) ^ • A ^ ^ C',s, /S or / % /^,/„ v - 4 i f> ■ / I • A / \/« 0 A-' y Z y- CZ m ~> --- ‘z, f v f CCorAs ’S?r 7 /'.’ y,?,„ ,,< « ','>-> Y jt-S/*w .V, f /.y ./ 'y / /// O’- *? >><*/} y/A, > > 4 ^ >? ^ V y > > 4 .*tr >/: 7 , . , 4 / -r > ' MZO L- h . 7/0 t? > 17>/i y../) 00 A r ,y > V > y- _ ' _ f ; i / f v> f/ ~4o/>/y,y C /r^yAt A*/? /7 z/ryoA/Z C 3 *' 'A A,„r/,£ ~z- S.r/ "A £.? j , i/ /• _i--7 *7 4 C Facsimile op' a page from the Woodbl^ry School Accounts Schools of Salem Quarter i43 from public school money, and it was accordingly resolved to dispose of a part of it as set forth in the following minute: Hicksite Friends’ School at Woodbury, New Jersey Whereas the constitution of the school fund belonging to Woodbury Monthly Meeting directs that the interest ensuing from said furd be strictly applied to the education of poor children, unless otherwise directed by the Monthly Meeting; and whereas the manner in which the public school fund is appropri¬ ated, and several other causes, it does not appear necessary to use all the interest as was contemplated by the donors; a proposition was made at last meeting to apply so much of the interest or rent of said fund for the purpose of building a comfortable school room for the education of female children on the lot belonging to Woodbury Preparative Meeting . . . referred for further consideration; and the subject now claiming the consideration it was agreed that Friends of Woodbury Preparative Meeting be at liberty to make use of so much of their proportion of said fund as shall be necessary to accomplish said purpose. 74 In 1855 a minute from the monthly meeting raised the question of dividing the School Fund income between the preparative ™Ibid., (H.), 30/III/1840. 144 Quaker Education in New Jersey meetings of Woodbury and Upper Greenwich (Mickleton). Upon examination it was pointed out that when the fund was established by the monthly meeting in 1790-91, Woodbury Preparative had subscribed £ 271 and Upper Greenwich £ 38; since then the pro¬ portionate share had been applied to schooling the children of those meetings. It being proposed that both share equally, permission was asked of Woodbury that it might be accomplished. To this Woodbury assented and the expenditures thereafter made accord¬ ingly. 75 After 1887, when the “female school on Delaware Street” was rented to the district trustees,the meeting pursued the policy of paying for the education of Friends children, and applying the remainder to the preparative meeting fund. The decision is re¬ corded as follows: as it appears that the funds received for school purposes are accumulating, it is the united judgment of this Meeting that the school expenses of the chil¬ dren of our members should be paid from the funds, and the balance, if any, should be set over to the Preparative Meeting fund, to an amount not exceed¬ ing 45% of the whole income for any one year. 76 The school continued especially strong in point of numbers, (though not many were members of the Society) till the last quar¬ ter of the 19th century. In 1867 the whole number attending was 65, of whom three were members and nine had one parent a mem¬ ber. The teacher was not a member but usually attended the mid¬ week meetings with part of the pupils. “Good order” was main¬ tained, “and the lessons recited with animation and interest.” 77 Ten years later, however, the success seems to have been somewhat more in doubt, and it was agreed that the “ . . . trustees should not be authorized to guarantee the teacher any fixed salary as hereto¬ fore ...” Some laxity, too had apparently crept into attendance upon religious meetings and it was now stipulated specifically “ . . . with the understanding that all the children accompany their teacher to our mid-week meetings.” 78 In harmony with the usual practice in the early schools of Friends, girls were admitted, and women were employed as teachers. In his Diary , Samuel Mickle writes: “Elizabeth Cowperthwaite 75 Min. Woodbury Prep. Mtg., (H.), 21/II/1856. 16 Ibid., 20/IX/1888. 77 Ibid ., 21/II/1867; also 23/VI/1859. ' H Ibid., 23/V/1878. Schools of Salem Quarter 145 'As s/C-s < - y A'’''* / AAss s- j-t j {*.<■' * 1 * St t i yt-r J l st ft < Jji y-t-y* r t //f-f y- j /j- ' • ^ tss/ r( ' ytjAcy &./- t-ytwt.-i,t**+t.-rr. si s A t f’tr- C %/si/i./ ^-t'c A yAst- /SspAA- /sl A At As sAArst/' z/szy - A >'/, .- ■ S - ;/ j / AA'sY ‘ A/zs/ZYs SsyAi tr , s iszY. // St/,./Z*r;- s^z/? A- Ay*->~ Aais* srsssAs-z-zis.stAs. 1 SS .- - 7 - 1 L-- > Y\- A/tS A /A-S 1 Ar//s*Y S'ss, / . Vts rsi.j< / s. o t f/Ar < 'r/ f'zesA s'y Itl / ~zy'vs~z~< ^ A- ' A.< y ~r’AcYszs ^sr 7 . //> s Ay * A*yA'AtArt’«s *AA?~. -A/t^sr^fcA AaSAy Ay/ A As As/ss?/ss <: cA/A< r/ ,v A/r *■■ y^tsr /'i--zs'i <2 a tsPit ■•/:■&. *Ac/.s* t ,,**■< * 'ts: /'is't't/r Pt— a c-Ps sp /> ft// //■*' ,.//•/•- . ' • ZY/S.z/ AA'SYSf /nS~At //. / -> a . S s/. Yss-Y' < Y- /•./ /V / SS /*/ / A/tS SSSYS// r'A-S AS 1 *-/// t .y- a'<‘<'«/ /sssa t^s's./s • ,*^V- s’ •/'' As (s .SyS/YsA AAS’■ &->-*/// ss S'//■• s (A* A/Sp/ p . y / , yS ~ ■" ^ '/■«. ' ? / i 1 -r;/ 1 s ’// / »/ /At y s'-'/■//As si' // / / ' /As / > s yA . / / / s'S’-As s//> A.-. ~-A;j ^.y Jit ts/) T'A'’* >/ . Ass ..■?■■■ ’ •> .-A,- ■•S.S'-AlSS > / S / t Y , /. rri.-y/>ss.A. /, y /> / /Tf / y / ?.<--/ , /<,i’S/r St’ /t SS. s‘»'t s * 'A' s A /t'. <• eA"/ys /a / /'S A t 4' • -? ■ " * / A «/ A/- A / J -'tSf/r'S /V// • " ^ 'V V' , sf ■ ' ■ Y* + S* s Sty y y , . , , - Woodbury’s Rules for Committee and Teacher 146 Quaker Education in New Jersey r 7 ^ / z '/s /isr /s< * t ..„ f~ ■ JJJjmE ~~~ , {;t.? : '' Of* / 1 - ' / ' , A ./ /;/ ,, / /> /. V .,,, , . fn */V< > / /. ^ f E,* /*’"" f° ff , . , y ? / 1 ' {y Zz f j /'Ilf l.'if /* *' • '&es», • >/< * / , ,\ y / / 9 i k/ /' ^ /■ S*/( K :«*/. -,-y^' «*/**& f /,- //if.' «Sc £tt r~r* .' t * /n/t-iffS <- 7 ^ * S -A . „ ;ji t>u 'yn/ Ci'f >ys ^ sA- , : y r s/*rA. , _ . /,/. , / /i? r /l ■£■ > / / rst i e.'t'-Ji.*y, .'%** £■**■*- '■■*<■ /- ' / ' •/jCr rAfONrsn ^ +* 'ff * //U ' ^ f< ji r /? /<<■ * X- /< l An <*-£;] 'I -/ , N , t/SS/S' //? *'s ? Lf /**-'*' ' ' / / f */l >* / fs ' > > f / * ' CT . y /> / / 4 y * / V J,?(?- A '* A ' A> f S* ' s A 'L*-*- ^;> V ‘ “ x /y y / // y 4. /rv»i M' yc*s*** yrssA t' < • / t A *'' ■' •' -/• (f/?S * A*y-ys / fir/'*" 'if /td/f fshrs- 7 .' -Avr-sl*. / . 7153m, ^ /■ ,y >■ 1 1/ if A f * <■ l> ’ ‘ / rft > ( . V / / /'< f/i ^ ^ , / y ■ y v /. . r , f'N /Asfr /t-ft-iy y-i^A/.AA-o^s*t*> , ft A .Nnky yf ffn X> yi/^f , yf- f 1 f fy-if s' sy ?~s /-< * < ^ y . s rl^r A'/C-y^ #/ fUir^A>:rri'SnnMn rStiA 1-WU^ l-ft t-t* /, °//; y* £> A l I'iS/ S linn-1 r y< f ii-lf fe-my-y & A-i*' r~ ff /fiS lst -1 s^Aj~/y A ■• rmf/i //f A- N iff* niiAn Wfe-fti' f f(? y t ty/rr* f A \t< stf fi.. y -y V i-r umjy im * /1 */ r f.yyi ’'s'f 'xf /£ Jt y A S^Sl'- RULES FOR WOODBURY FRIENDS’ FEMALE SCHOOL Schools of Salem Quarter 147 finished school keeping in Woodbury yesterday,” 79 and in 1813, ”5 girls” are named as “writers” in the Deptford Free School. 80 In 1830, The subject respecting the appointment of trustees for the Female School was revived and the former committee reappointed, Josiah Stokes, Seth Mat- lock, James Davis and William Cooper. 81 A report of 1858 gives the status of the school as follows: The school has been open forty-four weeks during the year. Whole number of pupils attending school, Seventy, of which sixteen are members of Friends Meeting. Amount of public money received by the Treasurer for tuition—Si00. Amount of Monthly Meeting fund expended $34.62. Average price of tuition per quarter about S3.20. There has been expended for repairs and improvements on the school house and lot, the sum of $66.85. Samuel Ogden Samuel Lippincott on behalf of trustees. 82 Special mention is made of the fact that in 1861, at the close of the session (of 44 weeks) the scholars passed through an ex¬ amination of their principal studies, which was creditable to both teacher and pupils, evincing it was not a labored display for the day only, but that there had been considerable effort that they should be, and were understood. 83 In 1873 the school was made free for all children of the members, while before, only the poor had shared education without cost: After deliberate consideration of the subject it was the judgment of this meeting that the trustees of Friends Female School on Delaware Street be directed to permit all the children of our members to receive their schooling free, and to use so much of the school fund, belonging to this Preparative Meet¬ ing as may be necessary for that purpose. 84 After the public schools developed, the patronage of the Friends school declined rapidly. We noted that in 1858 the attendance was 70. In 1861 there were 45, an average attendance of 26, and 17 members; 1864, average attendance 32—members 11; 1870, whole number during the year 45 ; 1875,21m attendance, of whom 4 were members; 1880, number in attendance 19; 1882, 19 at¬ tended of whom one was a member; a few years later the school was discontinued. 79 Stewart: Notes on Old Gloucester, 184. S 0 Ibid., 194. 81 Min. Woodbury Prep. Mtg., (H.), 21/I/1830. *-Ibid. t 27/V/1858. ™Ibid., 25/VII/1861. Si Ibid., 23/I/1873. 148 Quaker Education in New Jersey A minute of 1875 seems to indicate that an effort was made to enable the school to cope more successfully with holding patrons: . . . The Meeting was united in authorizing the trustees of our school on Delaware Street to make such changes, and procure such books as may seem necessary to enable the teacher to conduct the school with more system and to draw on the treasurer for such amount as may be required for this purpose. 85 In spite of all efforts the school continued to decline and in 1884 we find that: The school for the present season is not under the care of the Preparative Meeting, the teacher not being in membership with us, and the children do not attend our mid-week meeting. 86 In 1885 report is made that the “property is in good condition and there has been no school kept there during the past year.’’ 87 In 1887 the trustees of the public school in Woodbury made ap¬ plication to rent the “female school” property, and it was done. In 1889 the committee, . . . having charge of Preparative Meeting Property reports the property in usual condition, with school house on Delaware Street rented as last year (for $25), and this meeting unites in continuing the same committee to have charge of the property the ensuing year . . , 88 Upper Greenwich Monthly Meeting Upper Greenwich, so called to distinguish it from Greenwich on the Cohansey, existed as a meeting as early as 1740. It was a branch of Haddonfield Monthly and Quarterly Meetings until 1785, when it was attached to Woodbury Monthly Meeting, being subject to Salem Quarterly. As a member of that Meeting, Upper Greenwich evinced an educational interest by subscribing £ 38 to the school fund, which exercised an extensive influence on educa¬ tion in the vicinity of the two meetings until the public schools were established to provide education for all at state expense. 89 Early in the nineteenth century the meeting undertook to es¬ tablish a school under its exclusive care, but for the neighborhood. 90 Their progress is described as follows: The period of time having now arrived for the building of a new school ™Ibid., 23/XII/1875. S 6 Ibid., 24/IV/1884. 87 Ibid., 23/IV/1885. * s Ibid., 25/IV/1889. 89 Ms . History of Upper Greenwich Meeting by Wm. Haines—shown the writer by William Borden, Mickleton, N. J. "Michener: Retrospect , 47. Schools of Salem Quarter 149 house, (1808) to supply the place of two old ones, which had been chiefly managed by the society; one of which was located in [Clomell ?] on lands of Isaac Cooper and the other on the north side of [?] Creek on what is called the Quaker Road, on lands of Solomon Lippincott. The subject claiming the attention of Friends resulted in a purchase at a mere nominal sum, of a lot of ground adjoining the Meeting House lot of 2 a 10 p. of Samuel Tonkin and Samuel Mickle, each the one-half part thereof by deeds dated the 10th day of the 3rd month, 1808. And in the 1st month 1809 it was concluded to proceed to the building of a school house thereon, size 27 by 33 feet of brick, and one story high. The committee on building was Samuel Tonkin, Samuel Mickle, Wm. Allen, Wm. Pine, and George Mickle who obtained on subscription for the purpose the sum of S363.25 which appears to have been sufficient to complete the house. The bricks were burned on the farm of Wm. Pine, (now Edward Cooper’s) and the house well furnished, the lower floor being doubled. A large tin plate wood stove occupied a place near the middle of the house little smoke from which escaped thru a long pipe to a chimney in the southend. This old stove held its place for about 50 years and was in good keeping when it was forced (necessary ?) to abandon it. The new school house was reported finished the 4th of 1st month, 1810, and Samuel Paul, Thomas Clark, Josiah Stokes, Wm. Beckett and Wm. Haines were appointed the first trustees who agreed with George Mickle as teacher and opened a school on the 8th of the same month. In the 5th month, of the same year, there appears to have been a committee of women Friends joining the men in the selection of teachers, a regular record of teachers has been kept, with the time taught by them up to the present year 1873. viz. 167 quarters, being an average nearly of three quarters per year. 91 The economic situation of the school was further enhanced by the will of Samuel Tonkin in 1819, which amounted to $200. 92 Later, the public funds were a valuable assistance, though not for a long period of time. In 1854 we find an entry of $155.00 “Public School money received during the year” and “wholly used for the purposes of education.” 93 Due to the zealous'care of its supporters, this little school had a most happy career, there being almost no interruption from 1809 to 1874. The records of the school committee do not tell us much of its internal life, but are sufficient proof of its permanent character. Their meetings, so far as record of them remains were concerned with financial statements, selection of teachers, and, usually, give a brief statement of the school affairs; one typical report of 1861 is given herewith: 91 Ms. Hist, of Upper Greenwich Mtg. 92 Ibid. S3 Upper Greenwich Prep. Mtg. Book for use of schools, 1854. Quaker Education in New Jersey 150 The trustees of Upper Greenwich School report that the school has been open for most of the year, has been taught by persons in membership with us with a good degree of satisfaction, and they have visited it during the winter season, once each month, and given such advice as they deemed necessary. During the summer term the school has been under the care of a committee of Women Friends who have given it attention. Wm. Haines Edwin Craft 3rd Mo. 21, 1861. Edward Cooper Amos J. Peaslee Charles Heritage. 94 A list (almost complete) of the teachers in the school is preserved. The first teacher was George Mickle, who taught but a short time, which , indeed was customary. The greatest exceptions, prior to 1865 were William Mickle who taught 1812-16 and again in 1820; and Benjamin Heritage who taught, almost continuously from 1855 to 1865. Most of the teachers appear but one or two years. 95 Women were employed as teachers from the first (1810). As a general rule the men opened the school in November and continued for five or six months; women opened school in April and taught three or four months. The length of the school term reported was usually about three “quarters.” In 1874 the school was reorganized at a meeting held October 26 in the school house, it being agreed to maintain a school on the mutual plan viz. each employer to pay his or her equal proportion of actual expenses and to carry out this object a board of five managers was appointed with power to act in the premises as best calculated to maintain a school of high grade. 96 To further this object: The trustees of the school are authorized to purchase desks, blackboards, and books, which are to be held as other property belonging to the Preparative Meet¬ ing, but they are allowed to loan them temporarily to a new select school about to be opened in the neighborhood for the instruction of Friends children and others and report to a future meeting. 97 The above experiment, however, had but a brief existence. In 1876 we find the following instructions: The trustees of the school property appointed in 3rd month last were directed to notify the trustees appointed by the district that at the expiration of the ensuing school year, commencing 9 month 1st, the management would again be resumed by the Preparative Meeting. The same trustees are also authoriz- 94 Ibid. 95 Ibid., 1809-1865. % Min. Upper Greenwich School, 1874-84. 97 Min. Upper Greenwich Prep. Mtg., (H.), 22/X/1874. Schools of Salem Quarter 151 ed to organize a select school during the coming winter to be under the care of the Preparative Meeting. 98 Under the hands of the preparative meeting the school seems to have prospered again. In 1880, under a committee of men and women, it was reported open 9^2 months, “to a good degree of satisfaction,” at a cost of $660.35, a half of which was assessed on patrons, and the rest made up from the school fund." In 1884, it was open eight months, kept by a member, “an efficient teacher,” visited by a committee and cost $445.56. The attendance was small, but in 1889 the report was somewhat more hopeful. The school has been kept open about 9 months during the year and taught by a member among Friends who has given good satisfaction. The teacher and pupils have generally attended mid-week meetings. The attendance of the school has been somewhat increased since last report. The school has been visited at times by the trustees. The visiting teacher of Friend Schools within the limits of Philadelphia Yearly Meeting has frequently attended the school and given illustrated and other interesting lectures encouraging teacher, pupils and patrons in school work. 100 In 1896 the school was placed under the care of a committee ap¬ pointed by the monthly meeting, and, according to the following minute of that date, was run in close connection with the Educa¬ tional Committee of the Yearly Meeting. It is gratifying that our school is one among the 32 reported, under the committees appointed by the Preparative or Monthly Meetings, belonging to the Yearly Meeting. That we have children among us to attend school places us under obligations to be ever watchful that we give them the best oppor¬ tunities that we can command. Three members of the Yearly Meeting’s Committee on Education visited the school in second month last. They manifested much interest in our situa¬ tion and gave encouragement. One of our committee gave an instructive talk to the children on nature history subjects . . . 101 From this time on the school declined until in 1908 at the open¬ ing of school there were but 10 pupils in attendance, which later increased to 14. This was the last year it was kept open. 102 In 1910 it was agreed to rent the school property to the District year by year, for $15. 103 ™Ibid., 24/VIII/1876. "Ibid., 27/V/1880. ™°Ibid., 20/VI/1889. 101 Ibid ., 25/VI/1896. 102 Min.Upper Greenwich School, 27/VII/1908. 103 Min. Upper Greenwich School, 6/VIII/1910; William Borden, Mickleton, N. J., informs me the custom continues at present. 152 Quaker Education in New Jersey Pilesgrove Monthly Meeting Pilesgrove Monthly Meeting, established as such in 1794 when it was set off from Salem, was composed of Pilesgrove, Mullica Hill and Upper Penn’s Neck preparative meetings. 104 From the beginning of the monthly meeting we find evidence that efforts were made to establish schools on a permanent basis. In 1794, John Barnes, Samuel Ogden, Elihu Pedrick, Benjamin Moore, and Isaac Eldridge were appointed trustees of the school fund and Jacob Davis the treasurer. 105 And, on the same day, there was presented a constitution for the ' control of school money, as follows: First, That five trustees and a treasurer be annually appointed to have the care and management of the said fund, who are to be called and known by the name of the trustees and treasurer of the school fund of the Monthly Meeting of Pilesgrove, who are already appointed for the ensuing year. Second, Bills and notes to be taken for the money subscribed in the name of the treasurer of the School Fund of the Monthly Meeting of Pilesgrove for the time being at 6% interest. The principal not to be called for during the subscriber’s lifetime and residence in this Monthly Meeting, but may be at any time paid. Third, The Treasurer shall provide a book wherein he shall enter a list of said bills or notes, children’s names schooled out of the said fund, with full and clear entries of all moneys received or expended, etc. Fourth, The interest arising shall be strictly applied to the schooling of poor children and to no other purpose but by direction of the Monthly Meeting, to be drawn by an order from the trustees or a majority of them who are enjoined to meet every three months or oftener as they may find occasion. Fifth, The treasurer and trustees shall lay their accounts and proceedings before the Monthly Meeting in the 5th month annually, or a committee ap¬ pointed for that purpose and the appointment of trustees and treasurer shall be in the 6th month following and the interest always paid in the first month yearly. Sixth, The treasurer shall call in all sums falling into the hands of executors or administrators, and such who remove their residence to another Monthly Meeting and put that or other parts of the principal as may be paid in, out again in safe hands by the advice and direction of the trustees or a majority of them. Seventh, No part of the principal shall at any time be made use of except by direction of the Monthly Meeting, for the purpose of raising an annuity. 106 101 Records in Meeting House (H.)Woodstown, New Jersey; see also Michener; Retrospect of Early Quakerism , 47-8, and Bunting: List of Records, 96-7. 105 Min. Pilesgrove Mo. Mtg., 20/XI/1794. lw Ibid. Schools of Salem Quarter i 53 In 1807 they reported one school within limits of Pilesgrove, which was being taught by a member and superintended by a com¬ mittee. 107 In 1819, after the operations of the year there was a balance of the fund amounting to $341.32. 108 There was no in¬ terruption in the school under the meeting’s care until the separa¬ tion on 1827, at which time a reorganization was necessary. Bacon Academy, Woodstown, N. J. Later occupied by the Woodstown High School After the separation no regular school was kept by Orthodox Friends. They report that “Poor Friends necessities are inspected and relief afforded; their children partake of learning and no children, who are under our direction, placed from among Friends . . but, at the same time, in answer to the third annual query, they reply “not any” or “none.” 109 Consequently, those who “par¬ took of learning” probably did so in a mixed neighborhood school. The greatest educational activity, thereafter, in Woodstown was in the more numerous Hicksite branch of Friends, but for a un Ibid., 22/I/1807. 10 s Ibid., 27/V/1819. 109 Ibid., (O.), 30/I/1829 and 29/I/1830. t 54 Quaker Education in New Jersey 0 _ y/. f/tOOIl V This Institution is under the supervision of a committee appointed by Pilesgrov e Monthly Meeting of Friends, is located in Woodstown, Salem Co., X. J. The villag e is pleasant, quiet, and healthy, and in every respect well suited to a school of th e highest order. The Academic year will be divided into four quarters of twelve weeks each, commencing on the first second day in the ninth month. Young ladies and gentlemen may here receive a thorough education in all branches commonly taught in our highest Seminaries. Attention will be paid to the moral, social, and physical education of the pupils, and no student, will be permitted to remain in the school, who refuses to comply with the rules of morality and good order, or whose influence may be deemed prejudicial to the welfare of others. Pupils are received at any time during the quarter, and expenses graduated accordingly. No deduction made for absence, except in case of sickness. A Teachers' Class will be formed if desirable, in which the members will be taught by lectures, and otherwise, the elements of correct school discipline, and the best mode of teaching particular branches. Teachers of experience are engaged, and nothing will be left undone to make the School a good one. Good Board can be procured in the Village. S®®[ES!§ Besides a complete system of English and Commercial Studies, the coarse of instruction will comprise, the Languages and Ornamentals usually taught in Semina¬ ries. Particular attention paid to Composition and Declamation. Terms of Tuition. $ 2 , 50 —$ 3 , 00 —$ 3 , 50 —$ 4 , 00 —$ 5 , 00 —$ 6,00 per quarter, according to studies pursued. For further particulars inquire of JAMES WOOLMAN, 'l WM. CAWLEY. j JOSEPH ENGLE, \ Trustees ABRAHAM WOOLMAN,I JOSIAH DAVIS, J An Announcement of Bacon Academy Schools of Salem Quarter 155 few years they, too, reported no schools that met the Yearly Meeting’s standard. In 1837, “one of the description queried after’’ was reported, 110 and in 1844, “There are two of (that) description . . .” m At this time the school prospect became much brighter for Piles- grove, due to the generosity of David Bacon. Section thirteen of his will provided: Thirteenth, To Pilesgrove Monthly Meeting I give and devise the sum of $600 to be placed at interest and the interest used in supporting indigent members of the Meeting and I do further give and devise to the aforesaid Monthly Meeting of Pilesgrove, all the residue or remaining part of my estate after paying the before mentioned debts and legacies, of wh'ch residue or re¬ maining part, so much as may be necessary for the purpose shall be used in purchasing a lot and erecting thereon a good substantia] frame building, two stories high and of suitable dimensions for a school, which building shall be used for a school house and be under the direction and control of the aforesaid Monthly Meeting. And the balance or remaining part of said residue, after paying for said lot and completing the beforementioned school house, shall be placed at interest and the interest used for paying the school bills of orphan and poor children of all classes and keeping said house in good repair. 112 The “residue” or “remaining part,” mentioned above, proved to be a considerable legacy for that day and the result was the founding of Bacon Academy, 113 certain facts concerning which are presented in the following minute: We the undersigned trustees appointed ... to receive and apply a residue bequeathed to the Monthly Meeting of Pilesgrove by David Bacon . . . for the purpose of building a school house etc., report, that the trustees have received from the executors of said deceased the sum of $5356.40^2 being in full of said bequest—and further that said trustees all met and after free inter¬ change of sentiment seven out of nine of trustees were united in believing that a house to receive day scholars together with boarding scholars if desired, w r ould be more in compliance with the wish of the testator than one calculated only to receive boarding scholars, within the compass of the Monthly Meeting or elsewhere. . . . the trustees therefore devised a plan and appointed David E. Pancoast and Chalkley Lippincott to superintend the building of said house, and the undersigned also report—that since last Monthly Meeting they have examined the accounts of the building committee with the vouchers accompany¬ ing them and believe the account to be correct as presented at last meeting, and that they have acted in accordance with the will of a majority of the trustees u() Ibid., (H.), 31/I/1837. m Ibid., 30/IV/1844. U2 Extract from Bacon’s will, in a packet of papers relating to the Bacon estate, Mtg. House (H.) at Woodstown, New Jersey. 113 See p. 153. Quaker Education in New Jersey 156 and that the cost of the building, fencing, etc., is $2,471.88 together with the cost of the lot amounts to $3,110.88 leaving a balance of $2,400.00 . . . 1U In 1850, the following report of the trustees shows the status of the school: The following report of the state of the school under the care of this Meeting was produced by two of the trustees, and directed to be minuted viz., two of the description queried after—one for boys and the other for girls. The boys school for the last year was open 8 months at an average of 30 pupils, taught 5 months by a member of Friends, the balance by a professor. The girls’ school open about 10 months, with an average of about 45 pupils, five months of the time taught by a person in membership; the balance by a professor with Friends. The branches taught were Reading, Writing, Arithmetic, Geography, Gram¬ mar, Botany, Philosophy, Natural History, Physiology, and the mathematical branches. James Woolman David C. Pancoast. 4th Mo. 30th, 1850. Trustees. 115 The report, a year later, shows a very large increase in the enroll¬ ment. In the boys’ department there were 73 scholars; and the number in the girls’ department was 65. This report makes clear also that reading, writing, arithmetic, grammar, geography, botany, physiology, philosophy, history and drawing were taught the girls. 116 It was customary that both men and women should exercise a control over education. In 1852, Mary Ann Davis, Hannah L. Robins, Mary W. Barton, Mary Davis, Hannah B. Smith, Mary A. Davis, Ann F. Robins, and Amy B. Matson (were) reappointed as a committee to superintend the Bacon School. 117 In 1854 an attempt was made to make the school distinctly co¬ educational, whereas before the male and female departments had been separate. The two departments were united “for the past year’’ and placed under the superintendance of a woman principal with suitable teachers to assist her. The school was kept open ten months and attended by 53 boys and 49 girls. 118 In 1866 Pilesgrove appointed a committee to attend a meeting called by a minute from Woodbury to deliberate on measures necessary respecting the school law just passed. In January the 114 Min. Pilesgrove Mo. Mtg., 26/IV/1842. nb Ibid., 30/IV/1850. ll 6 Ibid. t 29/IV/1851. 117 Min. Pilesgrove Prep. Mtg., Women Friends, 27/V/1852. m Ibid., 20/IV/1854. Schools of Salem Quarter i 57 next year, they reported that there had been a general agreement to send a memorial to the legislature requesting the reenactment of section 12 of the School Law. 119 In the year that section 12 was repealed, the District Trustees applied to the trustees of Bacon School, to rent (it) and al’ow it to receive its proportion of public money and our meeting still have the entire control of the school. This, “after free expression thereon” met with approval, 120 and the arrangement was apparently continued for six years. During this period the attendance was about the same as previously, but the number of members attending in 1868 were but 40, out of a total attendance of 136. “The children (did) not regularly attend mid-week meetings.’’ 121 In 1872 the school was again placed under the sole care of the meeting. The committee appointed at last meeting on the subject of the Bacon School and funds, report that having all met but one, and taken the matter into con¬ sideration they were united in recommending that the school house be no longer rented for the use of the district and that a school be established under the care of trustees appointed by the Monthly Meeting; and they further recommend that the entire income from the Bacon Fund be devoted to the maintenance of the Bacon School; which being deliberately considered by mens’ and womens’ meetings conjointly, the first propositions were united with and in regard to the last it was thought best that application be made to the representative committee or Meeting for sufferings for its advice or assistance. 122 Regarding the division of the funds of Bacon Academy and their use for that at Mullica Hill, it was directed by the Representative Committee that the money be “annually apportioned amongst all pay schools under the care of Friends within the limits of the Monthly meeting.’’ 123 To this suggestion both men and women agreed. After the change of mangement in 1872 the school was continued as a Friends’ institution, and, though suffering some financial strin¬ gency in 1892 124 and 1896, 125 was kept up according to the usual standards. In 1897 the following report was made: The school has been in session 10 months with Albert T. Yarnell as principal, Margaret R. Caley, Assistant, and Rachel L. Moore in charge of the Kinder- 119 Min. Pilesgrove Mo. Mtg., 1/I/1867. no Ibid., 25/IX/1866. ™Ibid. t 25/II/1868. m Ibid., 28/V/1872. ™Ibid., 30/X/1877. ™Ibid., 29/XI/1892. ™Ibid., 1/XII/1896. Quaker Education in New Jersey THE BOARDING HOUSE WHERE CHILDREN LIVED WHILE ATTENDING ELDRIDGE’S HILL SCHOOL, NEAR WOODSTOWN, N. J. i59 Schools of Salem Quarter garten Department, all members but one. There have been 60 pupils . . . during the year, 21 of whom were members, 25 with one parent a member, and 14 not members. A full course of the different branches taught in the Higher schools has been given and six of the pupils have completed the required work in a satisfactory manner. Appropriate commencement exercises were given by the graduates ELDRIDGE’s HILL BOARDING SCHOOL AS IT LOOKED IN 1922. THIS SCHOOL, TAUGHT BY ALLEN FLITCRAFT, DREW STUDENTS FROM MANY SURROUNDING STATES on the 9th of the 6th month in the Friends’ Meeting House. A large gather¬ ing of Friends and patrons of the school were present, it being the first formal graduation from the school of which we have any record. 126 After 1905 the school served as the Woodstown High School.* It was recently torn down. Besides the schools under the preparative and monthly meetings there were a number of private boarding schools in New Jersey under the care of Quaker masters. Most famous of these inde¬ pendent institutions were those at Camden, Burlington, Cross¬ wicks, Moorestown, Salem, Bridgeboro, Woodbury, and Eldridge’s Hill near Woodstown. The buildings occupied by the latter are still standing, but are falling into decay. 127 Here in 1855 were li *Ibid., 29/VI/1897. 12 'See pages 158 and 159. i6o Quaker Education in Neiu Jersey taught the common branches, and also navigation, surveying, Latin, practical astronomy, and book keeping. 128 No complete records for Woolwich Preparative Meeting, held at Mullica Hill, have been found. From those available a few facts of their educational history can be gleaned. As early as 1797 Friends at Mullica Hill were granted permission “to hold a re¬ ligious first day meeting in the school house ... in every week during the space of four months (on trial) to begin the eleventh • • hour.” 129 It is possible that the school house was in the hands of Friends, but this is not certain. Four years later, 1801, the “Meet¬ ing of Woolwich” was established at Mullica Hill. 130 In 1862 the meeting recorded that inquiries were received from the superior meeting regarding families, children and schools, and a committe was appointed to collect the information but this report was not brought to the meeting at the time named. Again in 18 7 5 a committee was named to furnish educational information and this report was produced: The . . . report that they had forwarded the desired information to the Yearly Meeting’s committee; the number of children being members is 26, and those having one parent a member is five; and further that we have no school, and circumstances are such that we do not desire aid for that purpose at this time. 131 In 1876 a proposal was made that a school be established and a committee of 12 men and women was named and asked to report to the next meeting. 132 In September The committee appointed at last meeting concerning a school to be under the care of this Meeting, report that they have succeeded so far as to employ a teacher by the name of Anna R. Sylvester for the consideration of $100 for 3 months; also, rented a room for $18 per quarter which was accepted and the ’ committee are continued to carry out such other matters concerning the school they may think necessary for its promotion. 133 Five years later, a report was made which dealt with the school up to 1881. The committee in charge of the school under the care of this Meeting present the following report: n *Woodstown Almanac , 1910, p. 23. 129 Min. Pilesgrove Mo. Mtg., 21/IX/1797. l 30 Ibid., 1801. 131 Miri. Woolwich Prep. Mtg., 25/VIII/1875. 132 Min. Woolwich Prep. Mtg., Women Friends, 28/VIII/1876. 133 Min. Woolwich Prep. Mtg., 20/IX/1876. Schools of Salem Quarter 161 The school was first opened on the 25/IX/1876 with Anna R. Sylvester as teacher and was kept open three entire (terms ?) of sixty days each. The school was reopened about the first of the nth month 1877 in charge of Caroline Gibbons and was continued ninety days. The school was again reopened in the fall of 1878 in charge of our first teacher, Anna R. Sylvester, and we believe was kept open two terms of 60 days each. The school was reopened in the fall of 1879 under the care of R. Anna Kester and was continued two terms of 60 days each. The school was resumed in fall of 1880 under the care of our first teacher, and is yet in session. The teachers have all been members of the Society of Friends, and with the scholars have always attended our midweek meetings. The number of pupils in attendance has varied from six to 26 with an average attendance of about 20 . . . Signed by Thos. Barton, Anna E. Borton, Caroline Gaunt, Asa Engle, on behalf of the Committee. 134 So far as information is available, it appears that Woolwich School was supported (1) by subscriptions, (2) by money received from Pilesgrove Monthly Meeting 135 and (3) by money advanced for the use of the school by the Educational Committee of the Yearly Meeting to pay for books, furniture, buildings, and sal¬ aries. 136 The school was in operation but a short time. In 1883, Asa Engle and Samuel Gaunt (were) appointed to join a like committee of women Friends to dispose of part of the School appurtenances belonging to this Meeting, in such a w T ay as they think best. 137 Later, in the same year, the treasurer of the school reported that he had returned to Friends Book Store in Philadelphia all books formerly used by the school (148 in number), that the house had been leased and the furniture removed; and that there was a balance of $4.37 in his hands. Upper Penn’s Neck was established as a meeting in 1796, and a meeting house was built about the same year. Moreover, it is evi¬ dent that steps were taken for establishing a school immediately, though materials for its later history are not available. A volume of minutes, 1796-1867, however makes brief but definite references to a school. 138 In 1797 we find the following notes regarding the school and its property. Be it remembered that the hereafter described instruments of writing be- ui Ibid., 23/III/1881. 137 Ibid., 21/111/1883. nb Ibid., 26/IV/1881. m Ibid., 15/IV/1880. 138 Min. Upper Penn’s Neck Prep. Mtg. 162 Quaker Education in New Jersey longing to Upper Penn’s Neck Preparative Meeting and School Society is lodged in the hands of Isaac Ward by direction of the Meeting. The first is the concessions of the School Society dated the 17th day of the 2nd. mo. 1787. The second is the School Society quit claim to Friends for the lot of ground and is dated the 6th day of the 7th month 1796. The sixth is a deed from Isaac (peddrick) (elsewhere written “Pedrick”) and wife Hannah to Elihu peddrick and other in said deed named for a lot of ground for the use of the School Society and burying ground and is dated the 12th day of the 7th month 1796. The Seventh is a declaration of trust from the said Elihu Peddrick and others in said declaration (named) of said lot being for the use of the School Society and a burying ground dated the 12th day of the 7th month 1796. 130 (These parchment deeds and instruments of trust are at 15th & Race Sts., Phila., Pa.) In 1855 the school house under Friends care was turned over to the public: This Meeting being informed of the state of our school house, it wanting repairs and Friends not feel willing to do it, it being the judgment of this meeting to give it up to the public dr the school committee for the benefit of the public; they are to move it off the ground belonging to Friends. 140 ™Ibid., 18/X/1797. 140 Ibid ., 25/IV/1855. CHAPTER VI SCHOOLS OF HADDONFIELD QUARTER In this chapter is presented material relating to the early history of schools in Haddonfield, Chester, Medford, Evesham, Great Egg Harbor and Cape May monthly meetings, together with their various preparative meetings, all of which made up the Haddon¬ field Quarter. As the Haddonfield Quarterly Meeting was not established until 1794, by division of the Gloucester and Salem Quarterly, the history of some of its component meetings ante¬ date it by as much as a hundred years. We shall deal with the various monthly meetings comprising it in the order of their es¬ tablishment : Haddonfield, 1695; Great Egg Harbor and Cape May about 1726; Evesham, 1760; Medford, 1794; and Chester, 1803. 1 Haddonfield Monthly Meeting This meeting, formerly Gloucester, was, from 1695 “held at Newton in the house of Thomas Shackle” until 1721 when the meeting house was erected at Haddonfield. 2 Concerning early schools there is now little information, but it seems unsafe to as¬ sume, for that reason that schools were lacking. Prowell says land was at once set aside in 1682 for a meeting house and school and that Thomas Sharp, the surveyor, was the first teacher. The school house stood near the old Newton Meeting House, opposite the present Champion School. 3 In 1729 a school house was men¬ tioned in the vicinity of Newton Meeting and proposals made to hold meetings there for a period of four months. 4 Haddonfield had a school as early as 1715 at the home of Jonathan Bolton, and in 1720 a school was established near the meeting which has been maintained ever since. 5 But, though certainly some localities were early supplied with schools, it was not always the case. It was to remedy this situ- ^ecords of the several meetings; also Michener: Retrospect, 117-118. 2 Hazard: Register of Pa., VII, 102. s Hist. Camden Co., 308-9. 4 Min. Haddonfield Mo. Mtg., io/iX/1729. h Hist. Camden Co., 309. 164 Quaker Education in New Jersey ation that the Yearly Meeting began to urge the establishment of schools about the middle of the eighteenth century. Early in 1751 Haddonfield mentioned receipt of the proposals for schools and asked that a concensus of opinion be returned to the next quarterly meeting. In 9 /VII/1751, • Westfield 0 Camden 0 Newton Haddonfield 0 Moorestown 0 Easton 0 Evesham Upper Evesham • 0 Cropwell Pine Grove School 0 Haddonfield Quarterly Meeting Great Egg Harbor and Cape May not shown The proposals relating to schools having been duly weighed and considered the Meeting is unanimously of opinion that it will not assist the purposes thereby intended by reason of Friends living at a distance from each other, but rather conclude that Friends being careful to employ such persons as are therein mentioned for School Masters might be equally beneficial. 6 The above sets forth the most frequently mentioned difficulty in the way of schools, and indicates that they will continue with the same kind of schools as before, with greater attention paid to the selection of members for teachers. One of the first agencies used to educate the youth, that is, for religious education, was the Youths’ Meeting. About the end of the eighteenth century the popularity of these declined and in some meetings they were discontinued. In many, their discon¬ tinuance was discussed, though not accomplished. Haddonfield, in 1776, reported: This meeting having several times considered that of our Youths’ Meetings not being so well attended as could be desired, now agrees to appoint a com- *Ibid., 9/VII/1751. Friends' School at Haddonfield, New Jerse\ Schools of Haddonfield Quarter 165 i66 Quaker Education in New Jersey mittee to take this matter into consideration whether there may not be some alteration that may be likely to occasion them to be better attended, otherwise to be laid down, and report their sense to next meeting . . ? Four months later, after several postponements, it was agreed to continue the Youths’ Meetings, and attempt to improve their attendance. It was at this time that a greater interest in education, on the part of the superior meetings, became evident. This interest, and the resultant frequent urging, brought the question home to the lower meetings, and, as a consequence many schools of more per¬ manent character were established. In June, 1778, an epistle relating to schools was received from the Yearly Meeting; and in 1779 it was recommended to the weighty consideration of the several preparative meetings and said meetings desired to report their circumstances respecting schools to next meeting to be further deliberated thereon. 8 Accordingly, this report was made: The subject of schools now coming under consideration report was made from Woodbury that they had a school settled upon an extensive plan, since the year 1774; and from Haddonfield that they had adopted a similar plan in the year 1776, and had made some progress so as to procure a convenient lot, etc., which care appears to be satisfactory to this Meeting. And Friends of Upper Greenwich report that Friends are settled so wide one from another that they have no prospect at present of doing anything respecting the estab¬ lishing of a school upon the plan laid down by the Committee of the Yearly Meeting; the subject is notwithstanding recommended to their further care and attention to proceed therein as way may open. 9 Iii 1781 there were three schools reported: at Woodbury, Had¬ donfield, “heretofore mentioned” and “one other now kept under the care of Friends.” The “one other” was probably at Upper Greenwich. 10 A few years later the practice of visiting the schools was begun, and a report on them regularly made to the superior meetings: The following Friends are appointed a standing committee to visit the schools that are taught by Friends within the compass of their Preparative Meetings, and to make report of their service in the 9th month annually, to wit: Joshua Evans, John Gill, John Gaunt, Isaac Ballinger, David Cooper, Aaron Hewes, William White, David Brown, Samuel Paul. 11 8 Ibid., 8/II/1779. °Ibid. t 23/III/1779. Ibid ., 10/V/1784. Ubid., 8/IV/1776. l[) Ibid., 10/IX/1781. Schools of Haddonfield Quarter 167 The report of 1788 shows that considerable progress had been made in establishing schools: Report was also made that the committee appointed to visit the schools taught by members, had attended to the service, and had in the course of the year visited six different schools, so kept, and had endeavored to afford such advice and assistance for the promotion of learning and virtue, as they were enabled, to a good degree of satisfaction. 12 The report a year later states that “some appeared to be kept in a satisfactory manner, others not so fully as could be desired.” 13 I11 1790, a committee of the quarterly meeting drew up a plan to guide its lower meetings in the establishment of funds for edu¬ cational purposes. As this was the basis of the funds in Haddon¬ field, Woodbury, and many other meetings, herein discussed, the full report of the committee is quoted herewith: We the committee appointed at last Meeting to take under our consideration the subject of providing Funds for the better support of schools, and schooling poor children agreeable to the recommendation of the Yearly Meeting, having met agreeable to appointment, and taken the same under our weighty con¬ sideration, are of the mind, that there would be a use arise from funds being raised in the respective Monthly Meetings to be kept out at interest, and the income of interest applied under the care of judicious trustees for the schooling of poor white and black children, as well as that funds so established under the care and direction of the Monthly Meetings of business, would be laying a permanent foundation for funds, that might in time become much enlarged by donations from humane and benevolent persons, whereby Monthly Meetings might have it in their power more extensively to promote and encourage this weighty and important service: We therefore propose that it be recommended: 1st. That each Monthly Meeting appoint one friend for Treasurer and five or more for Trustees, to be styled the treasurer and Trustees of the School Fund. 2nd. That the members who are in circumstances generally execute to the treasurer and his successor for the time being, notes or other engagements for the payment of a sum of money, with interest annually at the rate of six per cent. 3rd. If any friend would choose to advance his subscription or discharge his note ... at the end of any one year, the treasurer shall receive and place the same out at interest to such persons, and on such security, as shall be ap¬ proved by three or more of the trustees. 4th. The treasurer shall provide a book and make a fair entry of the sub¬ scribers names and contributions, that the amount of the fund may at any time be ascertained and shall keep a regular account of the receipt of the interest money and of his disbursements thereof to the trustees without w r hose 12 Ibid., 8/IX/1788. 1 Ubid ., 14/IX/1789. [68 Quaker Education in New Jersey orders, or order of two of them, no money shall be applied; and once in the year the trustees shall .exhibit to the Monthly Meeting a clear and distinct account of the application of the interest for the approbation of the Meeting, as well as to enable it to send forward an account to the Quarter to be from thence transmitted in the report to the Yearly Meeting as occasion may require. 5th. The interest money arising on the fund, or so much thereof as will be necessary, shall be applied by the trustees from time to time for the schooling of the children of poor Friends, and those of the black people, whose condition gives them a claim to this benefit agreeable to the advices which have been or may be, sent down from the Yearly Meeting, in as equitable a manner as may be at the different schools within the compass of the Monthly Meeting, that all parts may receive a proportionable share of the benefit, and in case the fund shall become so enlarged, as that the interest thereof will be more than sufficient to school the children of poor friends, and those of the blacks aforesaid, the Monthly Meetings may divide such overplus to be applied to the schooling of other poor children, the enlarging the teachers salaries, or such other purposes for the promotion of schools as to any such meeting may appear expedient. 6th. As the fund so raised will* be the property of the members of the Monthly Meeting for the time being, for the purposes aforesaid the meeting shall have authority to make a new choice of their treasurer, and annually ap¬ point trustees to have the management thereof. 7th. If it shall appear to be the sense of any of the Monthly Meetings, that it will be more consisent with their situation and circumstances, or be more likely to answer the design in view, in going into the subscription or raising of funds in their preparative meetings, such meetings are left at liberty to proceed in either way as to them may appear best. Signed in behalf of the committee. Salem, 5th month 17, 1790 by Thomas Redman. 14 In accordance with the above plans the committee reported, 1791: A fund is established in this meeting the income whereof to be applied to the care of poor white and black children and some attention paid to the schooling such children, and that care has been extended to the schools taught by Friends by a committee of this meeting. 15 To this fund, besides the regular subscriptions, many bequests were added, a few of which are named: 1. £ 20, bequeathed by Ann Tomlinson, and applied by the meeting to this fund. 16 2. £ 50, from Sarah Hopkins, “for the purpose of educating poor children.” 17 u Ibid., 13/XII/1790. 16 Ibid., 10/I/1791. V) Ibid., 12/IX/1791. 17 Ibid., 8/V/1797. Schools of Haddonfield Quarter 169 3. £ 50 from Joseph Sloan, for “schooling poor children of any color.’’ 18 4. $1,000.00 from Samuel Nicholson, “for the purpose of pro¬ moting the guarded education of the children of its members in schools under the care of Friends.’’ 19 Seven years after the fund was reported established the principal of it amounted to £ 239/i8 ; 20 and in 1800 it had increased to £ 687/8. 21 The following items indicate how the fund was expended: 1. £36/8/4 expended for books and for schooling poor children. 22 2. For schooling poor white and black children, expended $155.- 7 5- 23 3. Schooled 18 children the past year, most of them for 2 quar¬ ters; none of those schooled at expense of this fund were Friends’ children. 24 4. $198.30 paid for education of children, none of whom were “members of our society.” 25 5. Spent for dwelling for teacher and fencing it in, etc., $1781.41. 26 The existence of such a fund had a salutorv effect on schools. In 1794, they report “one large school has been kept up at Haddon¬ field, and a number of black children have partaken of school learning with other poor children . . and three years later four schools were reported in the monthly meeting. 27 A report of 1803 gives us a clearer idea of the size of the school and the number of studies included. We the committee appointed in the fourth month last to superintend the school at Haddonfield, agree to report—That we have paid attention to the appointment, and have procured a well-qualified teacher, being a member of the Society; the school is at present large, consisting of about 80 scholars, and an assistant teacher is employed. Upon the whole we are of the mind that the school has increased in solidity and is growing in reputation, as a Seminary for useful learning, wherein the English Grammar, the Mathematics, 18 Ibid., 14/X/1799. 10 Ibid., 3/XI/1880. 20 Ibid., 12/III/1798. 21 1 bid., 13/I/1800. 22 1 bid., 14/II/1803. c - 8 Ibid., 14/JI/1814. u Ibid., 13/II/1837. r °Ibid., 8/II/1841. 2 r 'Ibid., 12/II/1855. Ibid., 8/IX/1794 and 11/IX/1797. Quaker Education in New Jersey 170 THE AR T OF SPELLING FACILITATED. BEING A SYSTEM OF PRONUNCIATION OF THE ENGLISH LANGUAGE. FOR THE USE OF SCHOOLS; AS WELL AS OF FOREIGNERS, AND OTHERS, WHO WOULD WISH TO BECOME ACQUA I NTED, With the practice of the difficult accentuation and orthoepy of our Language. ’TIS EDUCATION, FORMS THE COMMON MIND. POPE. By STEPHEN M. DAY, MASTER OF FRIENDS’ SCHOOL AT HADDONFIELD PHILADELPHIA: PRINTED FOR BENJAMIN JOHNSON, NO. 31 , MARKET-STREET. [j. RAKESTRAW, PRINTER.] 1804 . day’s "art of spelling facilitated” Schools of Haddonfield Quarter i io Pronunciation of the English Language. The Combination of the Consonants and Vowels, into simple Sylables. Ba be bi bo bu by ge he je ke le me ca CO Cll ce* CJ cy* ne pe re se te ve da de di do du dy we ye ze bi ci di fa fe fi fo fu fy fi gi hi ji ki li ga go gu ge gi gy mi ni pi ri si ti ha he hi ho hu hy vi wi zi bo CO do ja je • • P jo jo jy fo jo ko lo mo no ka ke ki ko ku ky ro so to VO wo yo la le li lo hi ly zo bu cu du fu gu nia me mi mo mu my hu ju ku In mu nu na ne ni no nu ny pu ru su tu vu by pa pe pi po pu py cy dy fy gy ky jy ra re ri ro ru rv ky ly my ny py ry sa se si so Sll S y sy ty vy zy ab ac ta te ti to tu ty ad af ag aj ak al va ve vi VO vu v y am an ap ar at av wa we wi wo ya ye ax az eb ec ed ef yo za ze zi zo zu eg ej ek el em en zy ba ca da fa ga ep er es et ev ex ha ja ka la ma na ez . ib ic id if ig pa ra sa ta va wa ik il im in ip ir ya za be ce de fe is it iv ix iz ob prescription may startle at innovation, but such should remember that improve¬ ments are gradual and progressive; and that in letters as in policy, the way to prevent the catastrophe of violent revolutions, is to obviate the necessity of them, by the exercise of docility, and a sound judgement, that can distinguish between rash innovation and real improvements. *c and g soft. THE METHOD OF INSTRUCTION IN THE ‘'ART OF SPELLING FACILITATED,’ BY 5. M. DAY Quaker Education in New Jersey 172 Geography and the Latin and French languages are, or may be taught. Signed in behalf of the committee 2nd month 17th 1803. By Thomas Redman. 28 In 1808 two schools were reported, established for the education of youth within our limits, under the care of teachers in membership, one superintended by a committee of the Monthly, the other by one of the Preparative Meeting. 29 During the temporary disturbance in 1828 the answer to the third annual query states “there is one school ...” but, soon after, 1830, “there are two schools . . .” 30 These are the same mentioned in 1808. From this time on the number of schools reported in¬ creases. In 1836 there was presented a full report on Education, as the Yearly Meeting demanded: . . . report that there are four schools superintended by committees either of the monthly or preparative meetings, three of which are taught by persons 2 S Ibtd., 14/III/1803; Concerning the teachers of the school at this time, some information has been gathered. Stephen Munson Day was born in 1776 at Morristown, New Jersey and in early life showed a marked interest in science and languages, as well as religion. He was educated, it is said, to the profession of law, and received a diploma, but never entered the bar. Soon after 1801 Day became an assistant in the Academy at Burlington and shortly removed to Haddonfield where he became a teacher in the Friends School. He appears to have had unusual abilities as a teacher, securing good results, “however obtuse the faculties of his pupils.” Tradition has it that Day taught Latin, Greek, and Hebrew at the Haddonfield School. Day was the author of a number of small books for the use of schools, but probably not widely used. In 1804 “The Art of Spelling Facilitated” was published and also, as an appendix to the same, “Lessons in Reading.” These reading lessons were scriptural in character. Another text “The Pronouncing Spelling Book” was published in 1811, in which Day is described as preceptor of the Boarding School at Haddonfield. Other literary activities were under¬ taken. In 1804 The Evening Fireside a periodical publication was launched but Day retired from the editorship of it, out of deference to his friends. An assault was also made against the drink traffic in a booklet called “Serious Thoughts on the Traffic in Distilled Spiritous Liquors, and on the Customary Use of that Article as a Common Drink.” In addition to these interests Day was also inclined to an experimental study of agriculture. His death occurred in 1812. E. Littell, publisher and proprietor of LittelVs Living Age was once a stu¬ dent at Haddonfield School. Concerning Day he wrote: “I dwell with much pleasure upon the memory of my preceptor—my patient, gentle and wise friend—Stephen Munson Day.” Other teachers, near the close of the eighteenth century and early part of the nineteenth, were John Redman, who taught Latin, and M. Guerrier, a French noble, friend and associate of Louis Phillipe Duke of Orleans; the latter taught French for a time.—The writer is indebted to Air. James Penny- packer, Haddonfield, N. J., for the privilege of examining some of Day’s textbooks. 29 Ibid., IV/1808. ™Ibid., 8/III/1830. Schools of H addon field. Quarter LESSONS IN READING BEING SELECT PASSAGES FROM THE SCRIPTURES; CHIEFLY FROM THE PROPHECIES OF ISAIAH. TO SERVE AS AN EASY INTRODUCTION TO READING. PHILADELPHIA: PRINTED FOR BENJAMIN JOHNSON, No. 31 , MARKET-STREET. 1804 . A POPULAR TEXT BY S. M. DAY i?4 Quaker Education in New Jersey in membership with us and one by a person not a member. The schools have all been visited and there appears a care for the religious as well as the literary education therein. The Holy Scriptures are frequently read and the teachers as well as the scholars of two of the schools attend our midweek meetings. Their deportment as well as their advancement in their studies are generally satisfactory. The following is a statement of our members at different schools to wit: 2 at the University in Philadelphia 1 at Haverford 3 at Franklin Park 5 at Westtown 2 at Frankford 5 at the one not taught by a member 17 at Friends Schools taught by members 17 at Common schools 52 And it appears that there are 29 of our members of a suitable age who are not at school at present, most of whom have received education during a part of the past year at Friends’ schools, although it would be desirable to establish select schools for the education of the youth agreeably to the advice of the Yearly Meeting, but the members are so scattered that way does not yet open to accomplish so desirable an object, but it appears that there are no Friends children but what are receiving a competency of education to fit them for business. Signed on behalf of the committee, 2 mo. 8th, 1836. Thomas Evans Richard W. Sheppard 31 About the middle of the century the committee experienced some difficulty in keeping the school open. One of the chief difficulties seems to have been the obtaining of suitable teachers. 32 Furthermore, it would seem from reports as to the distribution of Friends’ children, 33 that when schools were open they were almostly entirely attended by non-members. Nevertheless, plans were made to improve the school. The school house was repaired and furnished with new desks and proposals made “to erect a dwelling house for the teacher on the school house lot.” 34 Si781.41 of the school fund was used for this purpose. With these improvements the school continued much as before, with the exception that the number attending was usually less than in the early years of its existence. In 1858 the report stated “the 3 l Ibid., 8/II/1836. 32 Ibid., 12/II/1849; u/II/1850; 14/III/1835. 33 Ibid., 9/II/1852. u Ibid., 12/IX/1853. Schools of Haddonfield Quarter 175 average number of scholars last winter was forty; at present there are 27 on the list.” 35 The number of Friends’ children attending became even less, but it was resolved that “ We believe the influence of the school is salutary in the neighborhood.” 36 In 1866-7 attendance sank to an unprecedented extent, and in addition, the income from public funds was withdrawn by the law which repealed section 12 of the Act of 1846, but a firmer determina¬ tion is evident to run the school for its service in the moral education of the community. The situation is described more exactly in the following report: That the school has been visited by the trustees at the usual times, Joseph Jones having withdrawn as teacher, Samuel B. Redman was appointed to succeed him who entered upon his duties in the 9th month last. As there are at present no arrangements for boarding scholars, the number in attendance has been smaller than usual. The order of the school and deportment of the scholars have been generally satisfactory. Number on the list at present 19. Average attendance for the past three months, 14JT We believe a school of this character, if rightly conducted may be of great service to the youth in our neighborhood and desire that the original concern of the Monthly Meet¬ ing in establishing it may be kept in view, which we believe, not only had re¬ lation to the literary improvement of those placed under our care, but also to their moral and religious advancement, so far as a qualification therefor may be experienced. We feel that the present day is no time to relax our efforts in these respects, but rather calls for increased earnestness to discharge our duty fully and faithfully to the children under our supervision. The Holy Scriptures are read at the opening of the school, but a very few of the scholars attend mid-week meeting being excused therefrom, at the request of their parents or guardians. 37 The report for 1868, a digest of which appears below, shows the extent to which the children of members were scattered and that the Haddonfield School was made up mostly of non-members: 53 of suitable age for school 5 at West town 6 Friends Select at Philadelphia 4 at Friends schools taught by members 4 at schools not under care of Friends, though taught by member 22 at common district schools 12 at family schools. 38 In the same year we learn that, Sb Ibid., 8/II/1858. *Uhid., 6/II/1867. ' ib Ibid., 13/II/1865. "Ibid., 5/II/1868. Quaker Education in New Jersey 176 John Broadle having been engaged as teacher, entered upon his duties last A 9th month. The committee have authorized the admission of girls in addition to boys as scholars and have found it satisfactory. Thus the school continued to the end of the nineteenth century.. The following report shows its status in 1895, when the division into primary and secondary departments was made: The school has been kept open with the regular vacations since last report. It was closed 5th month 30th, 1894, about two weeks earlier than usual on account of the ill health of the teacher Alary M. Smith who had held the position very satisfactorily for two years. Early in the 9th month the school reopened with Lydia B. Kite as teacher, under whose care the children are attentive and deferential. The average attendance for the year has been about 20, at this date there are 19 pupils on the roll, the greater portion of whom are of a primary grade. It is thought that a school composed of primary and secondary classes, carefully and thor¬ oughly taught will best meet the needs of its patrons. Good order has been maintained and the children have made satisfactory progress in their studies. They continue to attend our midweek meetings, where they conduct themselves with propriety. When the town water was introduced into the dwelling a pipe was placed in the school room which is found to be very convenient. In conclusion the committee would urge all Friends to take an active interest in the school and to manifest the same by occasional visits to it during its sessions. Elizabeth Bacon Joseph G. Evans. 39 The report of 1868 showed that few Friends’ children were at¬ tending the monthly meeting school, but this situation changed to some extent. In 1870, 9 out of 38 attending were Friends; 1875, there were 7 out of 19; 1880, there were three out of 25; 1890, 14 members were in attendance; and in 1895 there were nine. 40 The Haddonfield school is still in existence and conducts three departments: Kindergarten, Primary and Grammar. There is an annual enrollment of about 80 , 25 per cent of whom are usually members. Along with other monthly meetings of the Philadelphia Yearly, Haddonfield contributed to the establishment and support of Westtown Boarding School in Pennsylvania. In 1797 they re¬ corded that Haddonfield Preparative Meeting paid in £39/18/9 and Newton £ 15. 41 i 0 Ibid., 6/II/1895. 40 Reports in minutes for above dates. 41 lbid., u/IX/1797. Schools of Haddorficld Quarter 177 The attitude of Haddonfield Meeting was always favorable to the Negroes, and they made successful efforts to secure their free¬ dom and education. As early as 1760, . . . appeared and declared that he did not know the purchasing of a negro was a breach of our discipline or he should not have done it . . . in confirmaiton thereof he hath set his hand to this minute in the meeting. 42 Those who held slaves were repeatedly visited by members who urged manumission, and stubborn refusals were followed by dis- ownment. Religious meetings especially for the Negroes were commonly held, and, with the establishment of special funds in 1790 an increasing attention was paid to their school education, placing them on a plane of equality with other poor in the neigh¬ borhood who depended on charitable agencies for their education. 43 Besides the “large school” at Haddonfield under the monthly meeting there were others in the Western and Eastern districts; each of these were under the preparative meeting and were over¬ seen by special committees. 44 The school property deed in the Eastern District Delaware Township, went back to 1787, and the school was in almost con¬ tinuous existence until 1874, a part of the time being rented to the District Trustees for $20 per year. In 1874 it was recommended that the property be sold, and the proceeds used to educate Friends’ children, since the district school provided education for all others. 45 From the report of 1880, however, it appears that the trustees continued to rent it to the District : The committee having care of the Eastern District School property, report: balance on hand at last settlement 29/XII/1874, $280.79. Received rent for dwelling $125.00; received rent for school house $100.00—whole amount $ 5 ° 5 - 79- 46 We have already noted 47 that Friends Meeting was held in 1729 in a school house near James Cooper’s. This was undoubtedly one of the six schools reported by Haddonfield in 17S8. 48 Cfits early history however, little has been ascertained. At the separation 42 Ibid., 14/IV/1760. 43 See Chapter Nine. 44 Min. Haddonfield Prer>. Mtg., 7/V/1835 and 4/VI/1835. v, Ibid., 4/II/1874. 46 Ibii ., 1/I/1880. 47 page 167. 48 0 n June 23, 1804, the grandchildren of Jacob Cooper deeded lots 156 and 157 on which to build a school house and house for a master. The “Academy was built on this lot but no master’s house was erected.’’—From Cooper’s Sketch of Camden , 54. Quaker Education in New Jersey 178 in 1828 the Orthodox Friends retained the meeting house, while the new organization found shelter in Hatch’s School (private) “in the upper part of Camden.” 49 In 1848, it is evident that a school was being maintained by the new meeting, as they reported: House formerly occupied by Friends’ School, Camden, New Jersey t . . . We have (been) giving attention during the past year to our school and until the 1st of fourth month last it was attended by an average number of 30 scholars and taught by a male teacher, a member of our society and we believe he gave general satisfaction to his employers; since that time we have employed a female who now has charge of it and appears to be well qualified for the station. 50 A year later Wm. Folwell was directed to insure the school house for -I400, which was done; 51 likewise a bill for printing circulars for the school was presented and paid. In 1850a temporary school was provided by allowing “John. Willits’ daughter” to have “the upper room in the meeting house for a school room, provided there can be a suffcient number of scholars raised.” 52 A school was 49 H. M. Cooper: Hist. Sketch of Newton Mtg. 50 Newton (Camden) Prep. Mtg., 8 VI/1848. bl Ihid., 4/I/1849. 5 -Ibid ., 3/X/1850.. Schools of Haddoufield Quarter 179 probably continued under these irregular conditions until about 1874, when, . . . . . . Isaac C. Martindale, Asahel Troth, and Charles B. Coles were appointed to unite with a similar committee of women Friends to take into consideration the advisability of establishing a school under the care of the Preparative Meeting. 53 Present Friends’ School, Gamden, New Jersey This committee acted at once and decided a regularly controlled school should be established in the old school house which had been let out to another: Committee appointed to take into consideration the establishment of a school reported that it was their opinion that such a school could be maintained. Meeting received report favorably and decided to establish a school at earliest possible time and the committee were continued as trustees for the ensuing year. This Meeting having been informed that the school house is at present occu¬ pied by another person it was decided that said person be notified to vacate said school house on or before the 14th of 9th month next. Francis Boggs was b 3 Ibid., 1/I/1874. 180 Quaker Education in New Jersey appointed to notify said occupant of this action of the Meeting and the clerk directed to furnish him with a copy of above minute for that purpose. 54 A year later a minute informed that the school had been in operation: . . . The school was opened 9th month 7th 1874; for the term ending 1st mo. 31st the whole number of pupils in attendance has been 28, the average attendance being 23; of the whole number of pupils 6 are children of members, 4 have 1 parent a member, other pupils 18; with the teacher (who is a member) they regularly attend midweek meeting. The receipts for tuition were $381.- 56. 55 In’1875 the committee reported an attendance of 37 and an aver¬ age attendance of 22; in 1881 the whole number enrolled had in¬ creased to 44, though the average attendance was but 23. Seven of those attending were members of Friends, while seven others had one parent a member, and thirty were outsiders. In 1887 there were 68 pupils and an average attendance of 47. The minutes show that assistance was received from Philadelphia Yearly Meeting’s Committee on Education. Most of the funds, however, were repaid. 56 In 1895 it was decided to encourage the attendance of Friends children at the school by reducing “the regular rate in all classes” to one-half. 57 At this time application was also made for assistance from the “Committee on Education and Disposition of the Samuel Jeanes Fund.” Money was thus received and expended for edu¬ cational purposes by Howard Cooper who acted as treasurer. 58 The Camden School which was reorganized, as above noted, in 1874 has continued to the present day. It now has an enrollment of 80 pupils, about a tenth of whom are members, and employs 7 teachers. The school is organized into Kindergarten, Primary, and Intermediate grades. 59 Great Egg Harbor and Cape May Monthly Meeting Great Egg Harbor and Cape May Monthly Meeting was es¬ tablished in 1726 and discontinued by their request in 1843. 60 Upon comparing the educational activity of this monthly meet¬ ing with that of others in New Jersey we find it very slight. The M lbid., 29/1/1874. 55 1 bid., 25/II/1875. b 6 Ibid., 3/III/1887. bl Ibid., 26/VI/1895. 58 Min. Haddonfield Mo. Mtg., 8/VII/1896. 59 School Bulletin , 1922-23. 60 See two volumes of Records at 302 Arch Street, Phila. Schools of Haddotifield Quarter 181 first mention of a concern regarding education was upon the re¬ ceipt of the “observations on the education of youth” from the Yearly Meeting in 1778. 61 Nine years later, . . . the request of our Yearly Meeting respecting the education of youth, schools, etc., coming under consideration of this Meeting it appears necessary the Quarterly Meeting should be informed that we apprehend we are not in a capacity at present to erect schools amongst us, as is directed by the Yearly Meeting . . . 62 In 1795 they acknowledged receipt of proposals concerning sub¬ scriptions for the “relief of the Ingen Natives,” and in 1797 they directed the preparative meetings to take up subscriptions for the Westtown Boarding School. 63 In 1807 they reported: We have one school taught by a friend in membership and superintended by a committee within the compass of this Meeting. 64 The school had a very irregular history so far as teachers were concerned, so far as we may judge by reading the answers to the school query from year to year. In 1814 they replied to this query: “Not any of the description queried after among us,” and in 1816 “one school taught by a member and under the care of a committee appointed by the Preparative Meeting.” In 1817, “not any school of the description queried after.” 65 Thus it went from year to year. From 1818 to 1843, at which time the monthly meeting was discontinued, there was a school or schools in charge of a committee and taught by a member in the following years: 1822; 1826, two schools; 1827, 1833, 1834, 1838; 1839, two schools; 1840, 1841 and 1842. It is possible, that, judging by similar situations in other meetings, a school was conducted in the other years, looked after to some extent by a committee, but not visited regularly, due to the fact that teachers were not members. Evesham Monthly Meeting This meeting was established in 1760 by Haddonfield Quarterly Meeting, and continued to 1884 when part of its members were attached to Medford and Chester monthly meetings. 66 During this period of over a century, Evesham fostered several schools within its limits. 61 Min. Great Egg Harbor and Cape May Mo. Mtg., 7/XII/1778. & 2 Ibid., 3/IX/1787. G 3 Ibid., 1/V/1797. Gi Ibid., 6/IV/1807. Gb Ibid., 7/III/1814; 4/III/1816; 3/III/1S17. G6 Records of the Meeting. 182 Quaker Education in New Jersey In 1761 the Preparative Meeting of Evesham requested per¬ mission “to hold a meeting for worship in Bradock’s School house” and this was often repeated and granted. 67 In 1774, Friends appointed reported they had attended the school house meeting to good satisfaction and that they apprehended an enlargement of their meeting place was necessary; therefore . . . members thereof are at liberty to make an addition or build a new house if they see meet. 68 In 1778, the meeting began to take official notice of the schools, in harmony with instructions received from the Yearly Meeting: And Josiah Roberts, John Hunt, John Roberts, Isaac Borton, John Collins, Joshua Hunt, and Job Collins, are appointed to take the case of schools weightily under their care, agreeable to the direction of the said extracts. 69 The next year steps were taken to secure a lot for the school: The committee on the care of schools reported that they had a prospect of purchasing a lott of ground suitable for the purpose, part of John Evans, and part of Benjamin Haines, which was approved of and they are directed to proceed to obtain a title to them, or any three they may appoint in trust, and to forward subscriptions to pay for the same and other services toward completing the school. 70 In 1779 the report of the committee on schools stated the situ¬ ation as follows: We the committee appointed by the Monthly Meeting of Evesham for the regulating of schools, have many times met and attended to that service, and agree to report that we think it needful there should be first established a school at each particular Meeting, belonging to our Monthly Meeting and we have succeeded as far as that a school is opened at Chester Meeting some¬ what agreeable to Friends’ advice, though we have not a prospect of procuring a suitable lot of ground at that place as yet. At Lower Evesham we have a prospect of procuring a lot of ground convenient for that service, but not a teacher. At Upper Evesham we have little or no prospect of getting a suitable lott of ground; also a teacher at that place is wanting. We think that a more general convincement of the necessity of such schools and due attention to so good a work is much wanting, and very much obstructs the works going forward. The former advice of collecting a fund is not as yet complied with; Friends in divers places are not yet disengaged from former contracts with teachers 67 Min. Evesham Mo. Mtg., 9/IV/1761. 6 S Ibid., 7/IV/1774. 09 1 bid., 10/XII/1778. 70 Ibid., 6/V/1779. B appears, from deeds and papers at 15th & Race Streets, that a deed was made 4/XII/1779 by Benjamin Haines and wife and John Evans and wife to trustees for land in Evesham to accommodate a public s. hool under the care of the Evesham Monthly Meeting and for no other purpose. Not being used for this purpose the land reverted to former owners. Schools of Had don fie Id Quarter 183 not of our society and some }^et continue to contract with such to teach their children. • Signed by Lawrence Webster. 71 In 1781 it was agreed that, to forward schools, it would be ad¬ vantageous to place the schools, already established, under the care of preparative meetings, and from this time onward, there are reports returned by these meetings. 72 Still they maintain “there is room for further weighty labor in that respect.” In 1783 the following report was directed to be acted ujxm. It shows clearly the guiding influence of the Yearly Meeting: We the select committee for the establishment of proper schools do report that we have divers times met and maturely considered the same and are united in judgment that the most likely way to advance this momentous concern appears to us, agreeable to the advice of the Yearly Meeting, to procure a lot of ground sufficient for a school house, dwelling house, orchard, etc. for a teacher, and his family in proper places so as to take in as large a circle of Friends as may be likely to send to such a school, in order that our schools may be of annual duration; which may be one essential step to induce well qualified teachers to undertake the task. And then, as way may open, to move forward in building such houses, and making the habitation of those teachers as easy and comfortable as convenient. And, as soon as it can be done, to open a subscription for those schools, the capital of which to remain on a moderate interest, first for the schooling of Friends children who may not be in circumstances to pay therefor and the surplus of such interest to be applied to make up the deficiency in the common rate of education, whereby a sufficient support may be secured for the teacher and his family; and also to such other uses as the trustees may think most likely to advance the in¬ stitution which we have thought should be under the care of the respective Preparative Meetings in the verge of which it lies, and such trustees as they may annually appoint to oversee and direct the same. 73 A few months later the minutes of Evesham Preparative Meet¬ ing recorded the establishment of the school under their care: In pursuance of a concern lately received amongst Friends for the benefit of the rising generation with respect to their school education as recommended down by the Yearly Meeting, divers Friends contiguous to this meeting have opened a school at the Meeting house, until a school house can be built, on a lot of ground which has lately been procured for that purpose, as well as to build a house for the residence of a teacher; and it being apprehended neces¬ sary that the said school shall be under the care of a standing committee, the following Friends (to wit) William Rogers, Edward Domell, Thomas Ballinger, Jr., Joshua Lippincott, Noah Haines, Caleb Austin, and Samuel Allinson are appointed to that service by the name of Trustees of Friends School near 71 Ibid ., 9/IX/1779. 72 Ibid ., 8 / 111 /1781. ™Ibid., 8/VIII/1783. 184 Quaker Education in New Jersey The Master’s Dwelling at Evesham Schools of Haddonfield Quarter 185 Evesham Meeting House and it is unanimously concluded that the said trustees and their successors, shall have the direction of the said school; that they keep the school house, and dwelling house for the teacher, when built, in good re¬ pair; make provision for the comfortable support of said teacher and family, order what may be necessary for these purposes, when there is cash in hand, when otherwise they are to lay before this meeting an account of the sum wanted, and the occasion, and receive our advice therein; They are, from time to time, as occasion may require, to employ a teacher or teachers, and for sufficient cause to them appearing to dismiss them, admit scholars, and discharge those who may misbehave; and make such rules for these and other purposes tending to the good government of the school as they may judge necessary, provided the same do consist with this fundamental plan. They are to visit said school on the fifth day preceding the first second day in every month, examine the progress made by the scholars in their learning, and see that good order and decorum is preserved. The trustees for the time being, shall ap¬ point a treasurer to whom by his proper name, donations and bequests may be made for the benefit of the school, and the same shall be accounted for by him to the trustees; he shall pay no monies out of the stock but to the order of the trustees, or any three of them; and any three of the trustees are also suffi¬ cient to transact any other business within their appointment. The trustees are also to keep fair accounts of all such donations and bequests, and a note of the terms if particular, on which given, and apply the same accordingly. They are to keep a regular account of their proceedings, of their receipts and payments, and the same with such regulations as they make, lay before this Preparative Meeting in the 8th month annually, for the sense of Friends thereon, at which time the trustees are always to be renewed. The trustees are desired to transcribe this minute as the foundation of their proceedings. 74 In 1784 the monthly meeting records note that a school at Moorestown has been discontinued; that another is likely to be established in Chester near Job Cowperthwaite’s; and that the above named school at Evesham is established. 75 I11 1785 a lot was reported secured for a school in Cropwell. 76 Two years later, a standing committee was named and a plan, similar to the one used by Evesham was adopted for the control of the school. 77 In 1786 the report sets forth that plans are in progress for schools at six points: We may further report that since last accounts there has been a lot procured by Friends near Wm. Matlack’s, and a commodious school house erected 74 Min. Evesham Prep. Mtg., 6/XI/1783. 75 Min. Evesham Mo. Mtg., 10/IX/1784. 76 Min. Evesham Prep. Mtg., 7/IV/1785; Woodward, in the History of Burlington County , says that Cropwell dates back to 1760 when the meeting was established. 71 Ibid., 7/XII/1787. 186 Quaker Education in New Jersey thereon; (2) another school house near Chester Meeting; (3) a lot procured near Evesham Meeting, and a dwelling house for a teacher erected thereon; (4) another lot and house erected near Samuel Allinson’s; (5) also a lot for , r ' ; , C;>1 ( /J • , , • c \ ' /Sy/c/c) Sys^rt., /# AsyjA^. A'MjA/'S. :■'///*///.eM , s/s/J Z»zsty/As/ys 1 J,4/c- A */// ^ -y% \AAs#/j t f / Aisi .Adi (yZssy/>s?Jj sp/ A Wj s~s/ //< y . ///?/ A/s/y , //tsA'sry - __ f / 4 . t \ /' ' ^ .. -f / - y~* AasA/l -./A#// A'/,// // A •-*.* v-'' &/$?'■ * ‘ U ‘ \ j/d/cx y/s / j " d y/sAs**. Art/, yist.i/ d/f/AAyds/i . ,y//£uK -,, 9 /r^A///>// As J //'.'AS/ A/Sjf A A S AAA/ A* Asa OsaSS /*a 2 . <■ ///SC /scs/■////< //aca/S a '// ‘c s/SA /// a /c, A? V- /as ,/ ).j s/A a// c ~4 cs * s,S' ' ) • ' /// *■,■)/////;, st Si/ ////, ss s/d crs/rc SSA fssr // /.//?//A/ j scsss/. /, xjssj/r/s // f ’ /,■/ ( . / f St sr. v j? ."W GiJf'/jy Zr/ssAs/j. /// ///sri Ac s t s.yA /4 AC'x . /jjc //U„ - 4 s AS/ * ' •*—. . A ■ , /As? AcirA/ xs A/crxJ s4/y s' sect • 44/s/N A , 4 , J"'4' ^ '^' w *«*'*»? yd „,; Ex. • ArscA/ed eA/ss/A/ */#A sAjSft/f/^ csss;/ NrAc 4 &>i. s/J/ACs* y/sresss./ (4yc yA/s/^A) Ay AiJ . . AwjA/j, s/sAjyd/iy / ssyAy^s^yA^c AA J St AA//S r A&ri sst/Aots, ? ^ A» /tZastfay /t y/t/E, //s£ Z/jjftAs /isu j A AA ss*ys/s*trz AAs/sy/ //dAsA A/s ?y ssssi y s?/A//d A A/ X 10 vO X 0 x to t". X O X X 10 X X HH O ON X HH 10 ON X 0 w QN b-i 34 36 35 21 12 12 19 l6 11 9 3 1 2 5 1 9 4 3 9 6 7 2 2 by 7 3 4 2 7 8 8 I I I 6 1 1 1 1 Children—how situated Of age for schooling At Prep. Mtg. schools At Westtown District Schools Deaf & Dumb Inst. Phila. Select Sch. taught by member 1 2 Not attending 1 1 Select school not taught by member 1 1 Friends’ Select School, Phila. 2 1 Family Schools under Friends 6 Not accounted for 1 At schools under care of Friends 7 6 Moorestown Friends’ Academy 2 3 Boarding School not under Friends 1 Returning now to 1827, we find that at the separation a part of the school funds, amounting to $212.00 was in the hands of the “Separatists,” and some schools were continued under their care. In 1848, we learn from the women’s minutes that: The trustees of Evesham Lower School produced a report that there had been a school taught six months by Abigail Eldridge and visited by the Com¬ mittee. The Meeting unites with continuing the same committee with the addition of Deborah Warrick’s name. 06 Again in 1859, The situation of center school house claiming the attention of this meeting, Pemberton Borton, Wili am D. Rogers and John H. Dudley are appointed 05 Compiled from the Min. Evesham Mo. Mtg. for the dates mentioned. 96 Min. Evesham Prep. Mtg., Women Friends, (H.), 28/XI/1848. 194 Quaker Education in New Jersey to take charge of it and do as in their opinion may seem best and report to this meeting when prepared. 97 By 1864 the “Lower Evesham School” had become defunct: There has been no school taught since last report, and there is no prospect of any; We therefore recommend the sale of the property. There is a balance in the treasurer’s hands of eight dollars and ninety-five cents . . . which was satisfactory to the meeting, and after a free expression of sentiment it was the judgment of this meeting to authorize the trustees of said school property to offer it at public or private sale and transfer the pro¬ ceeds thereof to the treasurer of said meeting for its use, and report when prepared. 98 In the answers to questions, sent in to the Educational Committee of the Yearly Meeting in 1875 we have a statement of the causes for the discontinuance of schools at that place. The Friend appointed at last Meeting to frame answers to the questions produced the following which was read, united with and Wm. D. Rogers ap¬ pointed to forward them to the Clerk of the Educational Committee. 1. We have no school under the care of our Meeting. 2. There are 10 children of suitable age to attend school, that are members of our meeting; 8 that have one parent a member. 3. The children are so isolated that they could not attend any one school, and not sufficient members to support one, there being a good public school in the immediate vicinity of the Meeting; therefore, any assistance that the Committee would be likely to give would not support a school. 4. There is no school under the care of our Monthly Meeting. 99 Easton School Easton Preparative Meeting was not established until 1810. The first minute bears the date 26/IV/1810, but, though the Easton School was already in operation its trustees’ reports were presented to the older meeting at Evesham. On 23 /I/1812 their report was first brought before the Easton Preparative Meeting. Easton School dates back to the very beginning of the century. In 1801, Bethewel Moar (More ?) informed that William Wilkins was disposed to convey a lot of ground for the use of a school and other purposes, to be wholly under the care and direction of this Preparative Meeting, the following Friends to take a title for the said lot and to execute a declaration of trust: Bethewel Moar. Joshua Mason, Cyrus Moar, and John Engle . . . 10 ° 97 Min. Evesham Prep. Mtg., (H.), 1/XI/1859. 08 Ibid., 26/I/1864. 09 Ibid., 27/VII/1875. 100 Min. Evesham Prep. Mtg., 8/X/1801. Schools of Haddonfield Quarter i 9 S In 1803, This meeting was informed that Friends have built an house suitable for a school house on a lot of ground deeded by William Wilkins for that purpose, to be known by the name of Easton school house and request that trustees be appointed, which was united with and . . . appointed: William Wilkins, John Engle, Samuel Roberts, Bethewel More and Stephen Morris; and Wm. QUAKER SCHOOL AT EASTON MEETING Wilkins is appointed treasurer, who are to report their care in the 8th month next, the day of visitation to be the second day following each monthly meeting. 101 The above named trustees made report on the school, in the year following: We the trustees of Easton School agree to report that we have generally attended to our appointment and visited the school monthly. We believe there was a good degree of order and decorum preserved in the school during its continuance which was six months in the year. (Signed for the trustees by Samuel Roberts) 102 101 Ibid., 8/IX/1803. 102 Ibid., 9/VIII/1804. 196 Quaker Education in New Jersey In 1806 a lot was secured for the benefit of Easton School, being deeded by William Wilkins and Sarah Wilkins to Joseph Haines, < 1 / ./X X I , t ( /;/ ■ y t> ■’/ 0/ > , >/7 0 (" k/rv/r/t / N \ • ’ ’ -A //’//* /j */ 7 y /,y. •' . • - d 1 '1 ■ 1 4 / 4 r , ,, , A r*e* /j / < /t/ W /<” . J £>*# 3 * f / ' i:< • ' !A ’ }/■/ f/t r '('///*// fi. ■/*£ *}( t , /' / ' - y / , , . < • ‘ ' '* , 7 •1* L < •. h / /; st< Y+st //?*-/.*j, Jr#/>/*/?. >/../ / /' /i j, j s . / , *. > N( / / / * // 2 * A f /'/i , / , ,» // •. >vV / • 1 / - / / X •• // V . ■>, •A yr LN /f j V //, ! .sk ■ •< / .7 4 /tty € tj /y j . //A * / /#} \ ^ 1 4/ i t />, ' y r 4 Y i - ' / ///• . v, / S V / y ' A. f si/t i 7*7 > 1 J X. / / s \\ i / //j * ■■ W 1 / , > ** y/y a >y >C . *> : / * *< M / : N NT ^ ■ V- * / J >> ■ l t/ y. ‘““i .... Y /" % ./ X, f - . •/ / a- ■■ "N /d,y c o„ / >P /A * ? / "/ ■ /Y ■ # . Si' 4 r y y (y . 7 / h y/ / V Ui / 4 '' > 7 7 - ~ / / ' .y /, ' ' * A />> > i <<■*///}£ > , / 4 / r 75 Ss?a./L* ,/y/i /X i 4 ''*?t r / • / t / vr ! _ / 4 ' ■ . 7 V THE DEBIT SIDE OF THE EASTON SCHOOL ACCOUNTS IN 183 I Obadiah Engle, John Engle and John Borton for that “and other religious purposes of Friends and no other use whatsoever.’’ 103 103 Min. Evesham Mo. Mtg., 5/II/1808; for other property see also a deed at 15 & Race Streets (packet of Papers in Haddonfield Box) dated 15/IV/1847, giving land for use of Easton School. Schools of Haddonfield Quarter 197 Besides the regular means of support—subscriptions—the school benefited in two ways considerably: In 1825 Obadiah Engle ac- , // * y> • 05 U , .... , . mr *&>sum L A a //* f<*X fj/f /. / 'O’/ ; /j a XeuyX 7 /inti y/jte ffr. / / se 7'X sdf +/-KtSe4**t' ! jCun4> ■fir'f »&/»****' ' ' // / O v V /S 4 >» X'Xi's~A X/ 1 t *c «**,».* /-/. y .✓ //^ ./ ,. . / 7 r- 7 ^ ' XicCct ju c/e/, /Xvpj Xi /?vw //»/*/ tA/e+SC ?/ ‘AjC /j Xc f’aSS’lC J> £ ‘X £Cei?*e /Xc 'XiiXtto/ess «. XiXXos- Aedrs - 9 < y^Xo sy/i x /Xy*7}4y^ /X&yXxyX /* jf. y /^/. fTieic^wy t/Xi 1 Tv leAcjX*,} yXy. t/ < XXij! f s */ ZJ 1 * ;/, ’ j ■ / . / ,•//»/ /V/ // f?/< ss « » '' v d/s‘/ k * S e/CJt/-s /> 7X< /< i* s//c i co TiCry y/ste/c^X u XX sy'i A // LC / s/ //X< / jf\ //f j ICC -t' ft / 4 / 'A*' • S / \fj% THE CREDIT SIDE OF THE EASTON SCHOOL ACCOUNT BOOK IN 1 83 1 knowledge receipt of $500, being the payment of a legacy; and after 1836, there are frequent items of money received from the state school fund. 104 104 Easton School Treasurer's Account Book. Quaker Education in New Jersey 198 The following is a typical report of the Easton Trustees in the .early part of the century: The trustees of Easton School agree to report that we have mostly attended to our appointment and visited the school monthly to general satisfaction, during its continuance, which was about 6 months. Josiah Evans, teacher. N. B. There has been a school in said school house three months taught by Elizabeth Conrow and visited by women trustees. 105 By mid-century a few changes are to be noticed: a longer school term; women teaching longer terms; and men teaching shorter terms. The following is typical for this later period: The trustees of Easton school report that there has been a school taught in said house about 9 months of the past year—about three months of the time taught by male teachers, and visited by men trustees to general satisfaction. Also six months taught by a female and visited monthly by Women trustees to general satisfaction. The amount of the fund at interest is $735.00 Interest due not paid 21.00 Balance on Hand 12.66 Making in all— 768.66 Signed on behalf of the trustees. Nathan Roberts, Benjamin Roberts. 106 In the early part of the century male teachers are usually re¬ corded as teaching about 6 months of the year; the women, usually a three months term. In the middle of the century women teach six months and more; while male teachers are employed often for not more than three months. In 1850 the school report stated the school had been taught for eleven months, 3 months by a male, and 8 months by a female teacher. 107 In 1872 the school was carried on for 9 months, 4 months by a male and the rest by a female teacher. 108 105 Min. Easton Prep. Mtg., 23/I/1812. 10e Ibid., 27/I/1842. 107 Ibid ., 26/XII/1850. 106 Ibid., 25/I/1872; The following is a list of teachers mentioned at Easton School, 1813-1870, gathered from minutes of Easton Prep. Mtg., and Ac¬ count Book of Treasurer of Easton School. Date Name 21/I/1813 Josiah Evans Samuel C. Atkinson Elizabeth Conrow 27/I/1814 Allen Moore 26/I/1815 Charles Moore 25/I/1816 Job Roberts 21/I/1819 Aron Quicksal 8 mo. Schools of Haddonfield Quarter 199 Between 1872 and 1878 the preparative meeting minutes make no mention of a school being kept. In 1878 a financial statement was rendered, but there is no indication that a school had been operated by the meeting. The amount of the school fund, how¬ ever, was $1081.22. 109 21/I/1819 27/I/1820 22/I/1824 23/VI/1824 5/I/1825 21/III/1825 28/X/1825 26/I/1826 1826 13/IX/1827 18/I/1828 31/IV/1828 28/III/1829 15/IX/1830 25/I/1832 31/III/1834 29/VIII/1834 1836 1836 1840 1840 1842 1842 1843 1944 Rhoda Collins 3 mo. Beaulah Matlack 3 mo. Cornwall Stephenson and Charles Moor Charles Moore Mary E. Haines Joseph E. Haines Abigail Borton Abigail Borton 6 mos. Henry Worrington (The Remainder.) Henry D. Worrington (Warrington?) Jacob Buckman & his wife Elizabeth Benjamin Roberts Camel (Cornwall?) Stevenson Lucy Page Martha Warrington Sarah Ann Engle Barclay Haines Henry W. Lippincott Julianna Powell Samuel R. Wilkins Abigail Eldridge Edith Buzby Clayton Brown Rachel Eldridge Nathan L. Engle 1846 1846 1847 1848 1849 1849 1851 1852 1854 1855 1856 1858 1859 1861 1861 1862 1863 1865 1870 1870 109 Ibid., Ann Prickett Ezra Engle Julianna Powell Jacob Roberts Joseph H. Borton Hannah B. Lishman Mark H. Buzby Lucy Ann Burr Robert B. Engle Anna Estlack (Eastlack?) A. S. Haines Mary L. Buzby Clayton L. Brown vSarah Eastlack Samuel L. Moore Wm. B. Endicott Rebecca W. Kite Susanna H. Engle Henry H. Wilkins E. E. Roberts 24/I/1878. 200 Quaker Education in New Jersey Medford Monthly Meeting In 1760, upon request of Friends situated at Upper Evesham, it was permitted by the Evesham Meeting that a meeting for worship be held “at the school house near Robert Braddock’s.” This was an indulged meeting until 1774, when they requested advice con¬ cerning the “enlargement of their meeting place.” Upon advice of Evesham it was enlarged, and the Preparative Meeting of Upper Evesham created in 1784. Ten years later the Monthly Meeting of Upper Evesham was created, composed of the preparative just mentioned and that at Cropwell. Since 1850 the Monthly Meet¬ ing has been called Medford. 11 * 0 Several years before the creation of the Preparative Meeting at Upper Evesham some efforts had been made to secure land for a school but “little or no prospect of getting (it)” was reported, and also that “a teacher at that place is wanting.” 111 In spite of these obstacles, however, “schools” were established, and in 1783, The following Friends were appointed to have the oversight of the schools kept by Friends within this Preparative Meeting, to wit: Joshua Owen, Joseph Wilcox, John Haines, and Jobe Collins, who are desired to attend to that service, and report their care therein to a future Meeting. 112 In 1786 a committee was at work to secure a lot for the school, and, after several months service, reported they had purchased 4 acres of ground of Cornelius Bramin, adjoining the meeting house lot, paying for the same £ 12 per acre. 113 This lot having been secured, a school was conducted under superintendance of a com¬ mittee, though “not kept to so much satisfaction as could be de¬ sired, yet we believe there is encouragement for further labor;” the committee further deprecates the “want of the masters and employers more fully uniting with (it) in that necessary work.” 114 However, a year later, they find “the school in reasonable good order in the general, and some considerable improvement in school learning.” In 1792, in accord with suggestions made previously by higher 110 Record of the several meetings; also, Michener: Retrospect of Early Quak¬ erism, Hazard: Register of Pa., VII, 101-2 and Bunting: List of Records, 84b m Min. Evesham Mo. Mtg., 9/IX/1779. 112 Min. U. E. Prep. Mtg., 4/VI/1783. ™Ibid. t 3/V/1786. ^Ibid., 9/I/1788 and 9/IV/1788. Schools of H addon field Quarter 201 meetings, the following plan is recorded for unifying the funds for school support in Upper Evesham: We the committee appointed to consider of a plan for a uniformity on the right settlement of schools in proper places, and raising funds therefore, do report that we have all met, maturely deliberated on the subject and are gen¬ erally of the mind that it may be best. First, that the Monthly Meeting should have a standing committee under that concern which should be renewed annually at, or soon after the receipt of the extracts, who should visit the schools approbated and established by the respective preparative meetings and advise and assist in establishing them in proper places, when called upon, and make a clear report to the Monthly Meeting which precedes the Quarterly Meeting in the 9th month annually, of the general state of schools, each of which schools should by a minute of the Preparative Meeting have a competent number of Friends appointed as trustees and a treasurer with powers given them as in the following essay of a minute, to wit: At a Preparative Meeting at Upper Evesham, First month, fifth, 1791, It appearing necessary that the school house and school at Upper Evesham wholly belonging to Friends should be under the care of a standing committee, the following Friends viz.: John Haines, Job (Prikitt ?), Job Collins, Laurence Webster, and Joseph Wilcox, are appointed to that service, by the name of Trustees of Friends School at Upper Evesham and Barzillai Braddock, is also appointed Treasurer to the said school, to whom, by his proper name or name of office, donations may be made by last will or otherwise, for the benefit of said school, and the same shall be accounted for by him to the trustees. He shall keep fair accounts, and a note of the terms of such donations, if particular, in order that they may be applied accordingly and shall pay no money out of the stock without the approbation of the trustees. And it is agreed that the trustees for the time being shall have the care of the said school, keep the buildings, which are, or may be provided for schools or residence of the teachers, in good repair; make provision for the comfortable support of said teachers, order the necessary expenditures when they have cash in hand for these purposes and if difficulties occur, respecting the raising of more when wanted, or in any other matter, they are to lay the same before this meeting and receive our advice thereon; they are to employ teachers who are always to be approved members of our Society, and for sufficient cause dismiss them; admit scholars and discharge those who may misbehave; and make such rules for these and other purposes tending to the good govern¬ ment of the school as they may judge necessary, provided the same be not repugnant to this fundamental plan, or the minutes of our Yearly Meeting. They are to visit the said school on the first fourth day following the Monthly Meeting in each month at the usual school hour, examine the progress made by the scholars in their learning, and see that good order and decorum is preserved. The number of trustees is to be 5 and any three of them may transact any business within their appointment. They are to keep regular minutes of their proceedings ... or a short statement thereof, with such regulations as they 202 Quaker Education in New Jersey make, lay before this Preparative Meeting in the eighth month annually, for our sense thereon, when a fresh appointment of trustees and treasurer is always to be made for the ensuing year. Second, that a subscription should be opened in the Preparative Meeting for each of these schools ... in substance as follows: We the subscribers, in religious membership with the people called Quakers, do hereby severally, for ourselves and our heirs, promise to pay on demand and in hard cash as it now passeth current,unto Barzillai Braddock, Treasurer of Friends School at Upper Evesham ... or to his successor in that office for the time being, the sum of money by us respectively written against and with our names, with interest therefor at the rate of six pounds for the hundred by the year, the principal sum to be and remain a durable fund under the direction of the trustees of said school—now or hereafter and be appointed by the said preparative meeting and by them, when paid in, to be laid out, or lent on in¬ terest, in such manner as they shall judge will best secure an interest or annuity and the interest or annuity thereof is to be applied to the education of such children as now do, or hereafter shall belong to the said meeting, or within the compass of said school, whose parents are, or shall be in low circumstances, and to the education of such black children as shall by said trustees be thought to have a claim to this benefit. And in case the whole shall not be wanted for the purpose, then in that case the interest of the said monies so unexpended may be applied to the schooling of other poor children, or to such other uses of the said school, now, or schools which hereafter may be approved by the said meeting at or near that place, as the said trustees for the time being, or the major part of them shall think will best answer and advance the design and benefit of the institution . . . and it is agreed that the sum subscribed shall not be called for from the subscriber whilst the interest is duly paid, but may be paid when he or she pleaseth. Which subscription should be freely entered into by the members generally within the limits of the said school, and by any other Friends who are free thereto, according to their respective circumstances. Thus, and by donations from benevolent persons in their last wills, our Funds may, in time, become sufficient to induce well qualified teachers to undertake the trust of educating our youth and give all necessary instruction to the children of Friends in low circumstances and of the black people. Third, and it is advised that Friends of ability may be liberal in their sub¬ scriptions, not only to the particular school within whose limits they reside, but to such others within their Monthly Meeting where Friends may not be of ability to raise the necessary funds for supporting and advancing this good work. Signed on behalf and desire of the committee, nth month, 22d, 1790, by William Rogers. 115 In 1792 a special Committee was appointed to superintend the '‘school taught by Isaac Andrews” near Joshua Peacock’s, and 115 /^., 4/IV/1792. Schools of H add ovfield Quarter 203 reported “to a good degree of satisfaction.” This, with “the school kept in the back apartment of this house” were the two schools of the meeting. 116 The school “near Joshua Peacock’s” is later called the “Northampton School.” 117 In 1794 the following report concerning it was produced: The trustees appointed last year to have the care of Friends School in the township of Northampton . . . produced the following report from the minutes of their proceedings to wit: . . . have mostly attended thereto monthly until said school was discontinued, which was in the 5th month last and do report that said school was well conducted in the general, and a good degree of decorum observed and also considerable improvement in school learning, particularly in reading and writing, yet more attention to this weighty trust ... is needful. 118 In 1794 the “school at Upper Evesham was conducted in a good degree orderly,” while that at Northampton was not visited as the teacher was not in membership. But in 1800 they note “some improvement was perceivable—the Rules of the School being several times read and remarks made thereon for their instruc¬ tion.” 119 In 1801, a report made by the monthly meeting, recorded “four schools within the compass of this meeting, three of which have small funds raised for the schooling of poor children.” These four were in Cropwell and Upper Evesham Preparative Meetings. 120 In 1802 the following report was made: We the committee . . . have visited three of the schools that are . . . under friends care . . . but the school in North Hampton being occupied by one not professing with us in religious membership, we therefore did not attend. We also find the principal sum of the fund for the schools within the compass of Upper Evesham Preparative Meeting amounts to £ 30/10/1, and the principal sum subscribed to the Cropwell school amounts to £ 105, and interest unex¬ pended 18/3/9. The schooling of several poor children has been paid for out of the said funds since last year. 121 A year later, all four schools were under the care of the meeting’s teachers and “purty well conducted.” 122 The following report on Northampton appeared in 1805: We the trustees have . . . attended thereto every month while taught by Jesse Bond, he having left it last spring in order to obtain further instruction n6 Ibid., 4/I/1792 and 8/VIII/1792. w Ibid., 7/XI/1792. 118 Ibid., 6/VIII/1794. 119 Ibid., 9/VIII/1797; 6/VIII/1800. 120 Min. U. E. Mo. Mtg., 7/III/1801. m Ibi'd., 6/III/1802. ™Ibid., 12/III/1803. 204 Quaker Education in New Jersey himself and returned in the fall, since which time we have had the satisfaction of observing a considerable improvement both in school learning and the order of the school in general. 123 In 1805 the preparative meeting recorded that a lot of 3 acres had been purchased at Brotherton for the purpose of establishing a school and burying ground. A committee was appointed to have charge of the title to the said property. 124 This was to be called Hartford School. In 1806 the committee reported they had taken title to the property for Hartford school, but little is heard of it afterwards. In the same year the meeting was informed that E/2 acres had been purchased near Fostertown and a school house built thereon; a committee to take title for the same, and a com¬ mittee to superintend the school, were appointed. 125 This was known as the “Northern School,” which, with the Northampton and Upper Evesham schools, made a total of three belonging to the preparative meeting, and possibly a fourth—the Hartford School. 126 In 1809 the following report was made on the Northern School: The trustees of the Northern School . . . report that we have endeavored to attend to our appointment, but owing to the difficulty of procuring a suitable teacher, the school has been vacant nearly half of the year very much to the loss of the children of the neighborhood when it has been occupied by a teacher we have most of us visited monthly and to a good degree of satisfaction. 127 In 1814 the question of establishing a Boarding School for boys above the age to go to Westtown, was discussed by the Monthly Meeting: It being proposed for the consideration of this meeting the propriety of es" tablishing a Boarding School within the compass of our Yearly Meeting and under its care and direction for completing the education of lads of riper age than those admissable at Westtown, that institution affording ample provision for females, while the education of the other sex after the age of 15 is not suffi¬ ciently provided for within the pale of our society. Aftei deliberate considera¬ tion the meeting united in forwarding the subject to our ensuing Quarterly Meeting in order that if there united with the same may be forwarded to our ensuing Yearly Meeting for its consideration. 128 In 1827 the preparative meeting made the following report on schools. 123 Min. U. E. Prep. Mtg., 6/III/1805. m Ibid., 6/XI/1805. ™Ibid., 8/I/1806. l2G Ibid., 5/III/1806. 127 Ibid., 8/II/1809. 128 Min. U. E. Mo. Mtg., 12/II/1814. Schools of Haddonfield Quarter 205 The trustees appointed to the care of the school at Medford, report—that it has been kept up nearly all the past year; the average number of scholars has been sufficient for the encouragement of the teachers, part of the time taught by a male and part by a female, all in membership with us. While taught by the latter it was under the care of a committee of Women Friends— and when by the males, most of us generally visited it monthly, and have had the satisfaction of perceiving a considerable advancement in school learning. The order maintained, and general deportment of the scholars, has been satis¬ factory. The trustees last appointed to the care and oversight of Hampton School report that most of us have paid attention thereto (but not always monthly). The school has been kept up about half the year but taught by a person not in membership with us; the general order of the school in a good degree satisfac¬ tory, and a progressing in school learning perceivable. We . . . report that it has been kept up about 8 months of the year, the fore part of the time by a master, and in the summer season by a female teacher, both members of our society, and, although we have to acknowledge our fre¬ quent neglect in a punctual attention to our appointment, yet believe the school has been kept to a good degree of satisfaction. The latter part of the time it has been vacant for want of a teacher. At an annual Meeting of the trustees of the several schools under care of said meeting, the accounts of the Treasurer of the school fund were settled up to 1/II/1827, by which it appears there has been expended during the past year for schooling poor children $52.13. The whole principal sum now is $1130.09. Interest unexpended, which is now due, $117.57. 129 In 1829 the three schools, Medford, Northern and Hampton, were reported again in good condition; and in 1834 likewise, with the exception that it was proposed that Hampton be discontinued because there was a new school in the vicinity. In its place a new Friends’ School was planned. 130 A few months later, the following report on the new school was submitted: We the undersigned inform that we have procured a lot of ground of David Haines, at the Cross Roads near his residence, whereon we have erected a convenient frame school house, and established a school therein, which we propose to denominate the Eastern School, and request the meeting to appoint trustees to superintend it on its behalf; it being our intention to support this school as a Friends school in lieu of Hampton school—which we submit to the meeting. Joshua vStokes Joseph Haines David Haines John Collins Job Ballinger. 131 129 Min. U. E. Prep. Mtg., 1/II/1827. n() Ibid., 29/I/1829, and 30/I/1834. m Ibid., 29/V/1834. 206 Quaker Education in New Jersey A report of 1841 shows that these schools were still controlled by the preparative meeting. 132 After the separation (1827) attention to schools was urged upon monthly meetings more strongly than ever before. Replying to a request for a full report Upper Evesham stated in 1830: We the committee ... do find that with respect to the situation and state of our schools there are 5 within our limits, all under the control of Friends, and superintended by 5 trustees to each of them, appointed annually by the Preparative Meeting and who report thereto; and all of them except one, taught by members of our Society; three of them, being within the limits of Upper Evesham Preparative Meeting have a fund of about $800 belonging in common stock, and appropriated where most wanted, to the assistance of the children of such Friends as may need it; and when there is a surplus, it is by the united assent of all the trustees made use of in paying for such other scholars as they may think proper, as there is often a difficulty in making up at all times in the year, a number sufficient to employ a teacher. The school in the Eastern District of said meeting has very few Friends children within its limits, and the Trustees have often been induced to employ teachers that were not Friends, owing to the great difficulty of finding qualified teachers of our own society. Within Cropwell Preparative Meeting the school at Pine Grove has a small fund in the possession of Friends and appropriated as occasion may require, exclusively for the benefit of those within its limits. There is also a fund for the benefit of Cropwell school, and, until of late, it was applied in the same way; but said fund is now in the hands of the former treasurer, who has gone off with the Separatists, and who declines settling with the committee appointed for that purpose. There is but one family of Friends who have children, within the limits of our Monthly Meeting but what are within a reasonable distance of one of the five schools, and that family is out of reach of all, but in circumstances that will enable them to place their children amongst Friends to obtain their learn¬ ing, whenever they wish so to do. The important part of the recommendation of the Yearly Meeting respecting a religious education has particularly claimed our attention, and we feel the necessity of endeavoring to impress on the minds of parents and heads of families the responsible situation in which we are placed, and the very important charge with which we are entrusted; that we may endeavor to be good examples, which is said to go before precept—and that we may experience a qualification to watch over the tender openings of their youthful minds in very early life, and as they unfold to impress on them the truths of our Holy Religion and the necessity of conforming to the sim¬ plicity of our religious profession, for which our worthy predecessors suffered so much, especially in their testimony on account of their plain language, and nonconformity to the compliments and customs of the world; believing that as there is a willingness wrought in the minds of Friends to bear the cross and live 152 Ibid., 28/I/1841. Schools of Haddonfield Quarter 207 more in conformity with our discipline, it will prove as a hedge about us and preserve us from many hurtful things. And we do feel desirous that a more frequent and diligent perusal of the Holy Scriptures may be put in practice especially on the first day of the week; and believe that as Friends are engaged to seek for strength and opportunity to sit down together in their families and have them read, they will afford comfort and consolation to the minds of those who are sincerely desirous of being benefitted thereby. Signed by Josiah Reeve Joseph Evans (Evens?) Lydia Stokes Rebecca C. Evans. 133 A summary of the report returned in 1S35 shows the following ■schools. 1. School at Medford open during the year. 2. Eastern School open nearly all time since house was built in the spring, and taught by members. 3. Northern school open 9 months and during summer taught by a member. 4. Pine Grove open % year, most of time taught by person not in member¬ ship. 5. Cropwell, 9 months, by members. 6. Young men and women members have alleviated the distress by enlisting as teachers in winter and summer. 7. Some attend mid-week meetings. 134 In a period of thirty years, about 1840 to 1870, the number of Friends children of suitable age for schooling decreased by more than half, and consequently the incentive for maintaining schools was less strong. Moreover, of those, suitable for school, a much smaller proportion attended Friends’ schools in 1870 than in 1842, and a considerable number patronized the district schools. The table shows how children were placed among schools in this period. TABLE Distribution of children in schools. 1842 1851 1855 i860 1865 1870 Children of age for school 86 86 77 56 46 41 Westtown 7 14 9 10 10 3 Schools under Friends Care 45 45 40 36 18 13 Family School 6 5 9 4 133 Min. U. E. Mo. Mtg., 6/XI/1830. m Ibid. t 7/JII/1835. 2o8 Quaker Education in New Jersey Schools not under care of Friends Not at vSchool Not accounted for Public Schools Boarding school not under i7 8 3 6 4 1 4 10 11 r Friends’ care Private Schools taught by 1 Friends Taught at home 2 8 13 Besides the schools controlled by Upper Evesham Preparative Meeting there were two, the Cropwell and Pine Grove schools, that were under Cropwell Preparative Meeting. In 1785 John Haines, Thomas Hollingshead, Enoch Evans, Thomas Lippincott, Isaac Borton and Samuel Burroughs were named to take a declaration of trust for the school lot which had been secured. Two years later a standing committee for the school was appointed and a plan for raising funds adopted. A report of the school committee was received in 1788. 135 The records, by which the existence of the schools at Pine Grove and Cropwell can be traced, are very attenuated; but their regularity assures us they were constantly kept up. Brief notices, such as the following, appear regularly: The minutes of the school being produced and read to some satisfaction, the following Friends are appointed trustees, to wit: Samuel Lippincott, Amos Ashead, Joseph Rogers, Thomas Lippincott, John Haines Jr. and Joseph Rogers is reappointed Treasurer for the year ensuing. 136 In 1814 steps were taken for better accommodation of the Cropwell School: At Cropwell Preparative Meeting held 22/IX/1814 the trustees of Cropwell school reported that they have procured a lot of ground adjoining the same on which the meeting house stands, and Samuel Lippincott being willing to execute a deed of conveyance to Friends for the benefit of said school. Joseph Evans, Benjamin Haines, Joshua Lippincott, Joshua Haines, and John Roberts are appointed to take the same in trust on behalf of the meeting, and report when the same is completed—said trustees wishing for the better accommo¬ dation of school children to have the privilege of removing the fences on the south side so as to include the school within the meeting house lot; which 135 Min. Evesham Prep. Mtg., 7/IV/1785; 7/XII/1787; 7/II/1788. 136 Min. Cropwell Prep. Mtg., 31/VII/1795. Schools of Haddonfield Quarter 200 the Meeting is taking into consideration, is united with; the said trustees to beat the necessary expense of moving the fence to the situation it's now in if any disadvantage by granting aforesaid privilege should arise to the Meeting hereafter, which they acceeded to. 137 In 1829 the two schools were still continued, though it appears from the following that some trouble in school finances arose at the division: THE PINE GROVE SCHOOL The trustees of Cropwell school made report in writing which was read and the following Friends appointed trustees for the ensuing year, to wit: Isaac Brown, Joseph Evans, Isaac Stokes, Samuel Haines, Jacob Roberts—who are requested to make report of their care thereto in the 1st month next. Joseph Evans appointed treasurer of the school fund for the ensuing year who is directed to call on the former treasurer and request the books and papers and such balance of the Fund as may appear in his hands, upon a settlement with him by the trustees. Pine Grove school made a verbal report stating that it had been kept up all the year and taught by Joshua Haines and in their attention to it had found m Ibid., 22/IX/1814. 2 IO Quaker Education in New Jersey it orderly conducted, etc. The following Friends appointed trustees for the ensuing year, Jacob Evans Sr., John Evans, Jacob Evans Jr., Thomas Evans and Isaac Darnell. Jacob Evans Sr. reappointed treasurer. 138 Several minutes appear, indicating that further efforts were made to restore the funds of Cropwell School as late as 1833. The two schools continued in existence very probably to about 1870 when superseded by the public school. Cropwell School House Though a school at Pine Grove existed earlier it was not so named definitely until 1792. Previously it was referred to as the school near Samuel Evans’. In that year trustees were appointed, and a treasurer, to control its affairs. 139 By a minute of 1795 it was agreed to transfer it to another meeting: We the committee appointed by the Monthly Meeting to take into con¬ sideration . . . Pine Grove School, . . . report ... it would be for the benefit and advantage of said school to be placed under the care of Upper Evesham Monthly Meeting and Cropwell Preparative Meeting with the privilege for 138 Ibid., 22/I/1829. 139 Min. Evesham Prep. Mtg., 8/XI/1792. Schools of Haddonfield Quarter 211 the Preparative Meeting to appoint such Friends as trustees out of the two other Preparative Meetings as they may think suitable that are employers in said school. John Roberts Laurence Webster 140 In the same year property was secured on which a school house was to be erected, and a committee appointed to have charge of it, which brought in brief reports from time to time. In 1822 a minute of the meeting recorded a gift from Joel Evans: Item. I give and bequeath to the treasurer and trustees of Pine Grove school for the time being and their successors in office forever the sum of $100 to be paid to them by my executors in two years after my decease, the principal sum to be by them kept at interest and the interest arising therefrom to be ap¬ propriated to the schooling of poor children within the limits of said school, under the same regulations as the like fund of Cropwell school now estab¬ lished. 141 After the separation came about, in 1827, difficulties arose in Upper Evesham over the control of schools. Thus, in 1828 the new meeting stated: Two of the trustees appointed last year to have the care of Hampton School produced a written report, which being read, appeared, in a degree satisfactory. The other two schools have been generally under the care of our opposing Friends so that there can be no particular account given thereof. The treasurer of the school funds and the settlement of his accounts is wholly confined within the power at this time of our opposing friends, the treasurer being one of their number. The following Friends are appointed to have the care of schools the ensuing year and make report thereof to our Preparative Meeting in the second month to be held next year: For Medford School, Joshua Sharp, George Craft, Edward Bolton, and Isaac Haines; Northern School, Charles Wilkins, and Josiah Thorn; Hampton School, Benjamin Davis and Geo. Roberts. 142 Three months later, the monthly meeting reported regarding schools: “none are immediately under our control.” 143 The committee of the preparative meeting, appointed in 1828, produced the following report a year later, and a new committee was appointed: The trustees appointed the thirty-first of the first month 1828 to have the . care and oversight of the several schools, reported they had not been unmindful 140 Min. Evesham Mo. Mtg., n/XII/1795. 141 Min. Cropwell Prep. Mtg., 21/III/1822. 142 Min. U. E. Prep. Mtg., (H.), 31/I/1828. 143 Min. U. E. Mo. Mtg., (H.), 7/III/1828. 212 Quaker Education in New Jersey of their appointment, but, owing to the unsettled state of society no opening appeared for their services.’ 44 As it was impossible to retain control, or a share in the control of the old schools, the meeting agreed to appoint Joshua Sharp to succeed ... as treasurer . . . authorizing him to receive the said books, etc., belonging to this meeting relative to the school funds thereof, and the interest arising on the said funds; and if the books and papers be not obtained, he is requested to collect the interest now due and to grow due annually from such of the said subscribers and others as are willing to pay him and to give them credit for the same in a book to be by him provided out of the money received and to pay out the interest money so by him received agreeably to the directions of the trustees appointed annually by this meeting to superintend the schools under its care, and to settle his accounts with them previous to the Preparative Meeting in the 2nd month annually in order that they may report the state thereof to this Meeting yearly. 145 In a report of 1830 it appears that Henry Smith was engaged to keep school in the old Medford School house, but this not being permitted, ... we soon procured another house where school has been kept up since, taught by the same friend and most of the time it has been large. There has been no opportunity for the service of the trustees, at the other schools, and, on enquiring into the situation of the School Fund that was created some years ago, ... it appears that the following named friends with others, did subscribe to the said fund, to wit: Benjamin Davis, . . . $33.33; George Roberts $16.67 and John Stokes $4.00; which altogether making $54 principal . . . we have appropriated $9.00 of the said interest towards schooling poor children . . . Signed on behalf of the trustees, 28/II/1830 Benjamin Davis George Ciaft. 146 By 1833, the school referred to above, that was begun in 1830, was provided with permanent quarters. Benjamin Davis informed this Meeting that he had purchased a lot of ground on the easterly side of the street in Medford, containing about of an acre, part of the property late of James Reily deceased, upon which lot there has since been a new school house built by himself and other friends. He now proposes that this Meeting appoint two or three Friends as trustees to whom he will convey a portion of the title of said lot in such manner as that they shall hold the title in common with himself in trust for the use of a school to belong to this Meeting and be under its care, and superintended by such trustees as this Meeting may from time to time appoint; and the Meeting may be at 144 Min. U. E. Prep. Mtg., (H.), 30/I/1829. uh Ibid., 1/V/1829. 146 Ibid., 26/II/1830. Schools of Haddonfield Quarter 213 liberty to make such other use of said property or lot . . . that will not in any wise at any time interfere with the school. On consideration of the subject, this Meeting agrees to accept the proposal and appoint Wm. Braddock, Wm. Stokes, and Job Braddock to receive the conveyance from Benjamin Davis for such individual portion of the said premises, and then to execute a declara¬ tion acknowledging that they receive the said title and hold it in trust for the use and purposes aforesaid in the usual form, and after it is accomplished to report to this Meeting in writing and lodge the papers with such Friends as this Meeting may appoint to receive them for safe keeping. 147 Medford Friends’ School Though another report of the same year names committees for two schools, one at Upper Evesham and one at Cropwell, the latter probably did not last long, for the monthly meeting’s answer to the query on schools only declares the existence of one in 1830 and in subsequent years. Moreover, the preparative meeting thereafter received the reports of the committee of the one school. In 1844 the following was received. The trustees appointed in the third month last to have the care of the school report that the school has been kept open nearly all the year past and taught by members. The school has not been quite so large as it has been at some U 7 Ibid., 29/XI/1833; This was reported accomplished on 3/X/1834. Quaker Education in New Jersey 214 previous years. We have several times visited the school and have witnessed some improvement in the education of children and that we have received our proportion of the school money from the township and apportioned it among the scholars as we thought most advisable. Wm. Stokes Barclay Stokes. 148 In 1868 the average attendance was given as “about forty, members none.” The latter part of the answer is significant. Taken in connection with the withdrawal of public funds from support of the private schools it explains the closing of the school. In 1872 there was “no school of the description queried after,” 149 and it appears from a lack of information of a positive charcter in the minutes that there was no Friends’ School held between 1869 and 1882. In the latter year, The subject of establishing a school under the care of the Preparative Meet¬ ing was introduced some months since, by a committee appointed by the Yearly Meeting’s Educational Committee, it was again brought before us, and the following named friends are appointed to join men friends and take the subject under consideration, Rebecca Hollinshead, and Hannah L. Brad- dock. 150 Three months later the committee reported that they had agreed to establish a school under the preparative meeting, and in August, that, Men Friends have informed that they have appointed three trustees to attend to our school, and this Meeting unites that women friends appoint three to join men friends in acting as a committee: Rebecca Cowperthwait, Eliza¬ beth L. Braddock, and Hannah L. Braddock are appointed to that service the following year. 151 From the time of its reestablishment to 1886 regular reports of the school committees were returned to the preparative meeting. In that year it was agreed to leave “the school to the care of the Yearly Meeting’s Committee, with the view of its becoming larger and more self-sustaining.” 152 The school was still in operation in 1890, under a local committee working in conjunction with the Educational Committee of the Yearly Meeting. Chester Monthly Meeting In 1803 it was proposed that there be a division made in the us Ibid., 28/III/1844. 149 Min. Medford Mo. Mfg., (H.), 30/III/1882. 150 Min. U. E. Prep. Mtg., Women Friends, (H.), 30/III/1882. ™Ibid., 3/VIII/1882. 152 Ibid ., 1/IV/1886. The Chester “Brick School” In 1779 the Monthly Meeting of Evesham, to which Chester belonged, noted that a school was opened at Chester but not yet any prospect of procuring a lot of ground for the purpose. 155 Ground, “two acres, three roods and twenty-three perches,’’ was purchased in 1781 “to be applied to such use or uses as the body of Friends belonging to the above named meeting shall think proper. ’ ’ 156 153 Min. Evesham Monthly Meeting, 1803. 154 Hazard: Register of Pa., VII, 102. 155 Min. Evesham Mo. Mtg., 9/IX/1779. 156 Purdy: Moorestown, Old and New, 129. Schools of Haddonfield Quarter Evesham Monthly Meeting, thereby creating a new one at Chester, made up of the Preparatives of Chester and Westfield. 153 A preparative meeting had been held at Chester since an early date, a meeting house being erected in 1721 154 to take the place of an old log house, used for religious purposes, which had been destroyed by fire. But of education among Chester Friends at the beginning of the eighteenth century little is known. It is not until the last quarter of that century that educational affairs began to occupy any considerable place in their records. Westfield Friends’ School The “Brick School” near Wm. Matlack’s was opened near the same time. In 1785, The following Friends were appointed to have the care and oversight of Friends school near William Matlack’s to inspect into the good order and im¬ provement thereof, viz., Samuel Roberts (?), Jonas Cattell, Joseph Roberts, and Reuben Matlack and report to this Meeting in the 8th month next or sooner as occasion may require. 158 Five years later, plans were drawn up and adopted for raising permanent funds for the school. This plan was practically, the 157 Min. Chester Prep. Mtg., 6/XII 1786. 158 Min. Chester Prep. Mtg., 6/XII/1785. A Quaker Education in New Jersey It was on this lot that the original stone building was erected for a school. It was completed and occupied for school purposes in 1785 and in 1786, The following Friends (were) appointed to have the care and oversight of Friends School in Moorestown and inspect into the good order and improve¬ ment thereof, viz., Jacob Hollinshead, John Collins, Joshua Hunt, Robert French, John Roberts and Samuel Roberts, Jun., and report to this Meeting in the 8th month next or sooner as occasion may require. 157 Schools of H addon field Quarter 217 same as that proposed by Evesham Monthly Meeting and recom¬ mended to the several lower meetings, which appears elsewhere in this volume. 159 In 1791 the minutes mention three schools held within the limits of Chester Preparative: Moorestown School, Brick School, and the school taught by Abraham Warrington. The last named was possibly the “lower school” of Chester men¬ tioned later. 160 In 1801 it was agreed that “the lower school being in the compass of Westfield Preparative Meeting in future it will come under that Meeting’s care.” 161 In 1826 two legacies were recorded for the benefit of the school fund, the first by Ann Edwards and the second by Samuel Shute. I give the sum of $50 unto the treasurer of the school fund (pertaining to Friends at Moorestown), or to his successor in office to be placed out at interest and disposed of at the discretion of the trustees of said school for the education of necessitous children within its limits. Item. I order and direct my executors to pay to Josiah Roberts, treasurer of Chester School of Friends, or to his successor in office, the sum of $500.00 to be put out at interest on good security, the proceeds whereof to be applied at the discretion of the trustees of said school for the time being, for the education of Friends children and others in lowish circumstances, residing within the limits of the same. 162 In 1828 the following report on schools was produced: Short statements relative to the three schools under the care of the Prepara¬ tive Meetings were received by which it appears that they have been kept up the greater part of the past year being taught by teachers in membership and visited monthly by part of the trustees appointed in said meetings. The order and improvements in that at Westfield not being satisfactory—that of the other two being mostly satisfactory. 163 A month later it is recorded that Hicksite Friends at Westfield had assumed “entire control” of the school at that place. 164 In 1829 the minutes explain the school situation as follows: Information being received from the Preparative Meetings respecting the situation of the three schools within our limits it appears that Moorestown school has been kept up the past year by teachers in membership with us and visited monthly by trustees; the order and literary improvement therein being in good degree satisfactory; That the Brick School has been taught about two months since last year by a teacher in membership with us and visited monthly by trustees, the order and improvement being satisfactory. 159 Ibid., 10/XII/1790; seepage 167T i 60 Ibid., 2/VIII/1791. m Ibid., 4/VIII/1801. m Ibid., 23/II/1826. 163 Min. Chester Mo. Mtg., 12/II/1828. 16 i Ibid., n/III/1828. 2 I 8 Quaker Education in New Jersey In the 4th month last some of those persons who have separated themselves from our religious society took possession of the school house, removed the lock from the door, applied another and employed a person favorable to their views to open a school therein, since which they retain the possession thereof and that in consequence of Friends being deprived of their school house at Westfield there has been a school taught in a private dwelling about two months and visited by trustees, the deportment and improvement of the scholars being satisfactory. 165 To meet the necessity arising out of the loss of the “Brick School” the trustees were authorized to “use their endeavors to support that school in as convenient a place as circumstances will admit.” 166 This was possible since the “fund, consisting of about 500 dollars principal money, and also the maps and class books ...” were re¬ tained by the original organization. 167 The school was, for a time, held at Joseph Roberts’. 168 On the whole, the effect of the separa¬ tion was to stimulate attention to the work of education rather than otherwise, and the three main schools continued their ex¬ istence in spite of material obstacles. In 1835 the meeting stated: The committee on education . . . report that on solid deliberation way opened to visit some of our families tending to encourage and strengthen in a more faithful discharge of parental duty, by endeavoring to cultivate the minds of our beloved youth for the reception of the good seed. There are three schools within our limits taught by members and superintend¬ ed by trustees which the committee visited, and observed a commendable de¬ gree of decorum and literary improvement. The number of members attending is 30. These with the aid of two small family schools taught by members, which 5 of our children attend, and 6 others now at Westtown afford an opportunity to nearly all the families to procure an education according to the views of the Yearly Meeting. 169 In the same year (1835), they united with the Proposal to build a house for the accommodation of that school (the Brick School) inasmuch as the Separatists, now known by the name of Hicksites, still retain possession of the house originally built for that purpose. 170 Again in 1850, Reports from the three schools under the care of the Preparative Meetings were produced and read; by which it appears that the Moorestown school has 16 b Ibid ., 10/IX/1829. 166 Min. Chester Prep. Mtg., 29/I/1829. 167 Min. Chester Mo. Mtg., 14/XII/1830. 168 Min. Chester Prep. Mtg., 3/XII/1830. 169 Min. Chester Mo. Mtg., 10/II/1835. 170 Min. Chester Prep. Mtg., 26/II/1835. Schools of Haddonfield Quarter 2 IQ been kept open about io months of the past year; the Brick school seven; (and) Westfield nine months. Having all been taught by teachers in member¬ ship. The order and literary improvement of the scholars being generally satisfactory. 171 By 1870 the school at Westfield had become defunct, no reports on it being made thereafter to the monthly meeting. 172 In i860, Statement of two of the schools under the care of the Preparative Meeting at Chester were received and read, by which it appears that the Moorestown School has been kept open the past year, the Brick School about three months, both taught by members and visited monthly by trustees, the order and im¬ provement has been satisfactory. 173 A similar report was presented in 1865 and 1870. In 1874, The trustees of the Brick School report that the school has been kept open about four months of the past year, taught by a member of our society and visited monthly by some of our number; the order and improvement of scholars have been satisfactory. 174 After this the records state it has “not been kept open the past year”—but a report was made each year on the Brick School Fund, which was a few years later put to use in the new institution, the Academy. In January 1879, The Trustees of Moorestown School report that the School was continued from the time of their appointment until near the end of the 5th month last, by a teacher in membership, and visited monthly by some of their number. The order and improvement was satisfactory. After the vacation of the school the house was altered and enlarged in order to provide for a school to be under the care of the Monthly Meeting. 175 This new school was the Moorestown Academy, concerning the establishment of which a committee reported in 1878. The com¬ mittee on improving the schools reported: That we nearly all met in company with the trustees of the different school funds and examined the trust under which they are held. A portion of them is limited in its application to the education of those in necessitous circum- 171 Min. Chester Mo. Mtg., 12/II/1850. 172 The latest report in the Men’s Minutes on the Westfield School of Ortho¬ dox Friends, appeared in 1857, but the women’s minutes indicate its continu¬ ance to 1870. 173 Min. Chester Mo. Mtg., 14/II/1860. 174 Min. Chester Prep. Mtg., 31/XII/1874. 17 b Ibid., 30/I/1879. 220 Quaker Education in Neiv Jersey Elementary School Building, Moorestown, New Jersey Schools of Haddonfield Quarter 221 High School Building, Moorestown, New Jersey 222 Quaker Education in New Jersey stances and a portion is not so limited, but while designed for school uses may be applied as the Monthly Meeting shall direct. The committee have given the subject . . . careful consideration and con¬ cluded to recommend to the Monthly Meeting to alter the present school building at Moorestown by the addition of a story to be built of brick, with a tin roof, the outside walls to be rough cast, the height of the present room to be increased by lowering the joists about two feet, and new and larger windows to be put in. The whole expense of these changes, it is thought will not exceed Siooo. They propose that the cost be defrayed as the Monthly Meeting may direct out of such of the school funds as may safely be applied to that purpose with the approbation of the Preparative Meetings under whose care the funds are placed. 176 Shortly thereafter, as a result of the problem of establishing a higher grade school being put before the two preparative meetings at Chester and Westfield, the following reports presenting their views, were received. From Westfield Preparative: On considering the report of the committee of the Monthly Meeting on the school funds this Meeting unites with the proposal to increase the school ac¬ commodations at Moorestown so as to establish there a school of higher grade for the benefit of the children of the Monthly Meeting, and to pay to such persons as the Monthly Meeting may appoint to receive it, the sum of $500 from our funds to aid in building the proposed school house at Moorestown; we also agree to assist in maintaining the school so long as the funds are not needed within the compass of this Meeting. 177 By Chester Preparative we are informed that the proposals were received and considered and were referred back to the monthly meeting for action. The school house was prepared for use at once, the cost reported at its completion and furnishing being $2492.22. Of this the two Preparatives contributed $500 each at the outset. In August a school committee of men and women was appointed, a new principal and assistant were secured, and the following rules adopted for the government of the school: 1. The school year shall consist of 2 terms of 20 weeks each, commencing the 1st 2^d day in the 9th month of each year; there shall be an interval of one week in the 4th month at the time of holding our Yearly Meeting. 2. The teacher shall not dismiss any scholar from the school without first consulting the committee; parents having cause for dissatisfaction are re¬ quested to inform the committee thereof. ,76 Min. Chester Mo. Mtg., 9/IV/1S78. 177 Ibid., 14/V/1878. Schools of Haddonfield Quarter 223 3. Parents and guardians are requested to encourage those under their care to use the plain Scripture language in addressing one another, also to dress them in a simple manner becoming our Christian profession. 4. The teacher shall not leave the school without giving the committee three months notice of his intention in writing; nor shall the committee dismiss any teacher without giving him a like notice except for non-compliance with the rules of the school or manifest deficiency in the duties of his station. 5. The scholars shall assemble punctually at the hour appointed and before entering upon the duties of the day, after suitable pause the teacher shall read a portion of the Holy Scripture. 6. It is expected that the teacher will bring with him to our weekday meet¬ ing as many of the scholars as may be practicable. 178 The following brief report on the first year’s activities was made in 1879. The committee appointed to the care of the school under the direction of this meeting report that it was opened on the 1st 2nd day of the 9th month last and continued to the 13th of last month, a term of 40 weeks. It was taught by male and female teachers in membership and has been visited frequently by sub-committees appointed monthly for the purpose. There were at one time 73 children in attendance and the average of the year was 58, whose literary progress was satisfactory . . d' 9 In 1882 this school was under the leadership of a graduate of Haverford College. The attendance was considerably larger, a total of 102 being enrolled. This made it necessary to employ three persons throughout the year, and a part of the time, four. At this date, the report mentions also an “introductory depart¬ ment.’’ 180 Three years later we read the school had been regularly visited, inspection made of books, health, time of recitations, and time spent in attendance. A “light room (had) been prepared in the basement for a play room in bad weather, and provision made for evening lectures, and lantern slide lectures.’’ On this subject the report said: . . . Several instructive lectures on scientific subjects were delivered in the school building during the past year by interesting Friends, to which, not only the scholars, but their parents and others were invited; these were illustrated by views thrown on a screen and were valuable aids to the instruction imparted by the teachers. The philosophical and other apparatus belonging to the school has also been freely used in illustrating the studies . . , m In 1890, ™Ibid., 15/VIII/1879. Vl 8 Ibid., 13/VIII/1878. m Ibid., 7/VII/1885. lsl) Ibid., 4/VII/1882. 224 Quaker Education in New Jersey . . . arrrangements were made for the children to be supplied at the midday recess during part of the year, with a warm lunch, mostly soups, at a moderate cost to them. This was served in the basement of the school building and it is thought to have added to the comfort and health of those who partook of it. The cost of supplying tables and dishes was paid by interested friends of the school. . . . 182 About the same time a graded school was established, concern¬ ing the success of which, and the difficulties involved, a report was made in 1894: Some years since the Monthly Meeting reached the conclusion that some¬ thing more than an elementary school was needed at Moorestown and accord¬ ingly a graded school was established. The various committees appointed from year to year have striven with varied success to carry the Monthly Meeting’s concern to a satisfactory issue. To maintain a successful graded school requires the services of 5 to 7 teachers; and to enable a school with a corps of this size to be financially successful calls for an attendance of about 100 pupils; it is hoped that nearly this number of children will be secured to the school the ensuing year. The need of a good graded school for our members has steadily increased because of the growing number of families of young children within our limits, until now we have approaching 70 children of all ages not yet in attendance at Westtown. 183 Chester Monthly Meeting of Orthodox Friends offers a contrast, in general, to the history of others during the last half of the nineteenth century. The number of children “of age for school" increased rather than diminished after 1850; likewise the pro¬ portion attending their own schools increased. In 1851 about 25% of Friends’ children attended schools of the meeting; in 1895 about 50% attended such schools. The increase was due, among other things, to the fact that the school’s trustees responded to the need for a better school by concentrating the resources of three smaller ones, and thus were enabled to compete successfully with other institutions. After establishing the Monthly Meeting School in 1878 the total enrollment was increased as also the num¬ ber of their own members who attended. The following table gives the essential facts concerning the distribution of children during this period. 182 Ibid ., 8/VII/1890. 1 H 3 Ibid ., 3/VII/1894. Schools of Haddonfield Quarter 225 TABLE Schools Of school age At Westtown Private School not taught by Friends District School Boarding School of a Friend Prep. Mtg. Schools Taught at home Not at school Family Schools Select School Phila. Schools not under care of Friends 185 Haverford Univ. of Pa. Not accounted for Distribution of Children N *0 0 0 *0 0 O 20 A 5 '0 'O 00 OO Ov Ov °o 00 00 °o 00 00 Oo 00 Oo 00 N H N N N N N H H 29 33 49 45 35 42 OO CO 52 43 45 4 2 6 11 7 6 7 2 I 16 11 1 1 3 1 1 5 1 2 1 6 6 6 1 1 7 16 10 12 12 21 22 l84 2 7 23 23 12 2 9 6 3 I 1 3 11 5 3 1 1 3 1 I 2 4 i 7 5 4 2 5 2 2 1 1 3 In recent years a further step in cooperation has been taken by the union of the “Moorestown Academy” and the “Friends High School.” The success of this experiment, during the limited time of its trial, has justified the hopes of its advocates and proven a credit to the liberal mindedness which made the union possible. We turn now from the schools established in Chester to that with¬ in the bounds of Westfield Preparative Meeting. This meeting was held from time to time under Evesham Monthly Meeting until 1801 when a meeting house being erected, liberty to hold a pre¬ parative meeting there was granted. 186 The school under control of Friends at Westfield, however, began at an earlier date. In 1790 the Monthly Meeting at Evesham received the report of its committee on the settlement of schools with permanent funds, and copies of the proposals were sent to each Preparative Meeting. 187 184 After 1878 the resources of the two old Prep. Mtg. Schools were united to establish the “Moorestown Academy” which was a Monthly Meeting School.. 185 Some of these were probably at District schools. 186 Min. Evesham Mo. Mtg. 187 Ibid., 1790. 226 Quaker Education in New Jersey In the following year, Chester Preparative, to which those settled at Westfield belonged, noted the existence of three schools, two at Moorestown, and one other “the school taught by Abraham Warrington.” 188 This was the “lower school” of Chester, as it is subsequently referred to. In 1801, when the Preparative Meeting at Westfield was established, we find: “The Lower School, being in the compass of Westfield Preparative Meeting, in future it will come under that Meeting’s care.” 189 Accordingly a month later the school and school house at Westfield, formerly called Lower Chester, was placed under the following committee named by the new meeting: Abraham Warrington, William Evans, Henry Warrington, William Burrough, and Joseph Stokes. Joseph Matlack was appointed treasurer, to receive all dona¬ tions made by will or otherwise to the school. 190 In 1818 Benjamin Hallowell, being 19 years of age, became master of the Westfield school, which he states was in charge of a com¬ mittee of men and women Friends. At that time the school was large, sometimes running as high as eighty scholars. When large, an assistant was employed by the master seemingly at his own charge. In Hallowell’s case the debt was paid by giving his assistant, Charles Lippincott, instruction in surveying. 191 The division of the Society in 1827 caused a duplication of edu¬ cational efforts which resulted in great dissipation of energy. The control of the original school “fund of about 600 dollars, school house, lot, class books and maps” were taken over by the Hicksite Friends, but a new school was “taught at a private dwel¬ ling about two months and visited by most of their number (trustees); average number of scholars about 22. Their deportment and literary improvement satisfactory.” 192 A month later a committee of three was named to have charge of erecting a new school house, and in November they reported the school house completed and proposed to hold meetings in it also. 193 The school was kept regularly, but the number attending was generally small, and the length of term variable. The follow¬ ing reports were produced in 1833, 1836, and 1840. ... it appears there has been a school kept about eight months the past 188 Min. Chester Prep. Mtg., 2/VIII/1791. 189 Ibid., 4/VIII/1801. 190 From a Ms. in hands of Mrs. H. C. Parrish, Riverton, N. J., which was kindly loaned to the writer. 191 Hallowell: Autobiography , 41b 192 Min. Westfield Prep. Mtg., 5/II/1829. m Ibid ., 5/XI/1829. Schools of Haddonfield Quarter 227 year. The order and improvement of the scholars have been to general satisfaction. And they are continued to give further attention thereto the ensuing year, with Edward Taylor added to their number. 194 We the trustees of Westfield School agree to report that school has been taught about three months the past year and observe the order and literary improvements of the scholars to good satisfaction, their number averag (ing) 34- 195 The trustees of Westfield School agree to report that there has been one taught 8 mos. of the past year, by male and female teachers in membership. We think the order and literary improvement of the children has been satis- actory. 196 In 1850 the school was kept for about nine months, and in 1857, “about 7 months.” The number in average attendance at the last date was about 26. 197 This is the last report on the school appearing in the men’s minutes, but the women’s minutes indicate the school continued to 1870—perhaps not continuously but at least in certain years. In 1865 it was kept for 10 months, taught by members, and visited monthly. In 1870 it was open 8 months, and taught 5 months by a member of the Society. 198 In 1878 the resources of the Orthodox schools of the Westfield and Chester preparative meetings were drawn upon to establish the “Moores- town Academy” under the direction of the monthly meeting. From 1828 until the charges just mentioned took place, education in Friends’ institutions at Moorestown was cared for by the two meetings separately. The development of schools of Orthodox Friends has already been traced. Two years before the separation three schools had been reported, and, thereafter, there were three, and sometimes four under the care of the Hicksite Meeting. A report on the “Chester Brick School” was recorded in 1828 and one on the “Moorestown School” in 1829: The Trustees of the brick school produced a written report which was satisfactory to the meeting . . . that a school has been taught about three months by a female teacher and four months by a male teacher in member¬ ship with us since our appointment and visited monthly and generally by the greater part of our number. The order and literary advancement of the scholars mostly satisfactory, average number of scholars about 30. 199 ™Ibid., 7/II/1833. 195 1 bid. } 4/II/1836. ™Ibid., 6/II/1840. ^ 7 Ibid., 8/I/1857. 198 Min. Westfield Prep. Mtg., Women Friends, 9/! 1 /1865 and 10/II/1870. 199 Min. Chester Prep. Mtg., 24/I/1828. 228 Quaker Education in New Jersey The trustees of Moorestown school . . . report ... a school has been kept up the past year and taught by a member of the Orthodox party and visited monthly by the greater part of our members, the order and literary improve¬ ment of the scholars in a good degree satisfactory, the average number about 40. 200 In 1834 a committee of five men and five women was appointed by the other branch of Friends to have charge of “Moorestown School.” 201 As a general rule a new committee was appointed each year throughout this period. From this book a number of interesting facts about the school may be gleaned. From the repeated items paid for washing, scrubbing, whitewashing, brooms, brushes, and buckets, it appears that considerable thought was taken for school sanitation. The poor were generally schooled under the regular teacher at the expense of the trustees. As for the contract between teacher and trustees it varied. Generally, it seems, the latter guaranteed a certain number of scholars. Thus in 1840 Silas Walton was paid 12.44M by the trustees on account of the deficient number of scholars. The treasurer made a financial report each year. A typical report on the three schools under the control of the meetings was made in 1835 as follows: By reports from the Preparative Meeting it appears that the three schools under our care have been kept up the greater part of the past year, taught by teachers in membership with friends, and visited monthly (except 1 mo. at Westfield) by trustees appointed in the Preparative Meeting, the order and improvement observed generally satisfactory. 202 Similar reports of the three schools were made each year until 1857. In that year four schools were reported, two at Moorestown and two at Westfield Preparative Meeting, “kept open the greater part of the year, visited monthly and taught by members.” 203 In i860 these four schools had an average attendance of 151 scholars. The teachers in two of them in that year were members of Friends, while in the other two members taught but a part of the year. Ten years later the following report was made: By the reports from the Preparative Meeting it appears there are four schools under their care, Chester reports two, one of which has been open two months, 200 Ibid., 22/I/1829. 201 Moorestown School Book, 1834-1854, p. 1; this book is in possession of Mrs. H. Herr, 601 East Main Street, Moorestown, N. J. 202 Min. Chester Mo. Mtg., (H.), 5/II/1835. 2 m Ibid., 5/III/1857. Schools of H addonfield Quarter 22y taught by a member, number in attendance about 30 and that the house is leased for the winter for a district school; the other has been kept open 8 months, taught by members, except three months, whole number of scholars 61, of whom nine are members and 2 where 1 parentis a member. And West- field 2, one of which has been kept about five months, average number of scholars 65, the other during the year, average number of scholars 18, number of Friends’ children 6, number of which one parent is a member one, and that they have been visited monthly by some of the committee, the winter session taught by male teachers in membership with us, the summer session by a female not a member. 204 The school reported above as being “leased for the winter for a district school” was reported on more fully in 1871. The committee appointed to have the care of Chester Brick School ... re¬ port the school is organized under the state school law, but has been visited by a part of the committee several times during the year. It has been taught four months by William Paul and five months by Elizabeth M. Roberts, members of Friends. The improvement of the scholars has been mostly satisfactory. The average number 23. Forty have attended during the year, eight of whom had both parents members and two but one parent a mem¬ ber. . . 205 Thus the transition was made easily from the Meeting to State control. The report of 1872 shows that the school had been visited by Friends’ School Committee but that said Committee was then discontinued: The committee having the care of Chester Brick School report that it has been organized under the State School Law and is under the care of trustees appointed by the district which trustees are Friends and have visited the school a number of times. The school has been kept open nine months dur¬ ing the year and taught by members. The order and improvement of the scholars satisfactory, average attendance 25 of whom 8 are members. The school having gone from under the care of the meeting, the committee are discontinued. 206 After the report of 1870, quoted above, only two schools were reported conducted by the meetings at Chester and Westfield. But though the number was decreased the strength of the two re¬ maining increased markedly during the latter part of the century. In 1872 the following report on Westfield was made: Westfield Preparative Meeting reports having had one school under its care the past year, held in two sessions of 4F2 months each, the winter session was taught by a male and the summer by a female; both members; average 2 M Ibid., 9/II/1870. 205 Min. Chester Prep. Mtg., 26/I/1871. 206 Ibid., 25/I/1872. 230 Quaker Education in New Jersey number in attendance in winter 19, in summer 8, number of Friends children 5, number of which one parent is a member 5. The school was visited monthly (with one exception) by some of the trustees. The order and improvement of the scholars generally satisfactory. They with their teachers attended midweek meetings. The winter term was partly free to the patrons, the summer entirely so. 207 In 1881 there were 121 scholars attending both schools; whole number of teachers employed, five. In 1882 there were 137 at¬ tending; and six teachers. Further increase is to be noted in the reports of 1890: Westfield Preparative Meeting reports that the school has been kept open 10 months of the past year, taught by two female teachers, both in membership with Friends. It has been visited monthly by some of the committee; the order and improvement of the school is satisfactory. The teachers and pupils attend mid-week meetings. Whole number of pupils, 33, average attendance 26. 208 The school at Moorestown had, by this time, been expanded, and had kindergarten and “High School” departments. 209 Chester Preparative Meeting made the following report. The school under its care has been kept open 9H months of the past year. The fall term com¬ menced on the 2nd of ninth month, with 6 teachers in the High School and 3 in the Kindergarten, 4 of these teachers are members, with Friends. The children of the High School attend midweek meetings with their teachers. when the weather is favorable. Whole number of scholars enrolled in the high school 117 Average attendance 91 Whole number enrolled in Kindergarten 33 Average attendance, about 28 210 We have now completed a survey of the schools established under the care of monthly and preparative meetings of Haddonfield. The chart (Number I) below shows the number of schools under the care of that quarterly meeting of Hicksite Friends from the time of separation. Though the number of schools declined, they were larger in point of numbers and number of teachers em¬ ployed. Thus in three schools in 1900 fourteen teachers were en¬ gaged, caring for an enrollment of 186. In the five schools of 1865, five teachers were employed. Chart 11 shows the number of schools 207 Min. Chester Mo. Mtg., 8/II/1872. 208 Ibid., 6/II/1890. 209 The High School classes were added in 1880, and a new building was pro¬ vided for their accommodation. This Friends’ High School was united in 1920 with Moorestown Friends’ Academy. 2 l 0 Ibid,, 6/III/1890. Schools of Haddonfield Quarter 231 according to standards, reported in the Orthodox Friends Quarterly Meeting. In the two schools reported in 1910 there were sixteen teachers employed. 211 The Schools of Haddonfield Quarterly Meeting 211 The lines are drawn according to reports in the quarterly meeting min¬ utes for the years mentioned. CHAPTER VII CARE AND EDUCATION OF THE POOR The seventeenth and eighteenth centuries witnessed many at¬ tempts to alleviate the suffering of the poor by philanthropic pro¬ jects; and most prominent in the minds of philanthropists was the belief that the “laborious poor” should be given an education such as would lift them up from their degraded status. By many philanthropists the provision of education was considered a Christian duty to the less favored of society. The outcome was the establishment of institutions and systems of schools, both by individuals and united action, the influence of which was felt not only in European countries but in the American colonies as well. Thus they became a factor in our educational development. Most prominent among the movements referred to were these: the creation of an organization in England known as the S. P. C. K. 1 in 1698, which within ten years had established almost ninety schools in and near London, attended by 3,402 children; 2 the Society for the Propagation of the Gospel in Foreign Parts, a branch of the S. P. C. K., created in 1701, which operated in the Colonies until 1783 ; 3 the Sunday School Movement which was widely extended by Robert Raikes after 1780, and introduced into the United States in 1786; the Lancasterian system of schools, begun in 1798 by Joseph Lancaster in Southwark, London, which was soon brought to America and applied not only to elementary but also to secondary institutions; and the Franckesche Stiftungen, which developed as a result of the labors of Francke at Halle in 1695, combining decidedly realistic, pietistic and philanthropic tendencies. Many other schools might be mentioned which contributed to the advance of the philanthropic movement, as: Gociety for the Promotion of Christian Knowledge. 2 Allen, W. O. B., and McClure, E., Hist, of S. P. C. K. :s Kemp. W. S., Support of Schools in Colonial N. Y., by the S. P. G. 232 Care and Education of the Poor 233 “Ragged Schools,” “Circulating Schools,” and “Infant Schools” both in France and Great Britain. 4 It is not to be assumed, however, that the enthusiasm for educa¬ tion of the poor was universal. The views of the opponents of charity education for the poor are in part set forth in Mande- ville’s Essay on Charity Schools, in which he says: . . .it is manifest that in a free nation, where slaves are not allowed of, the surest wealth consists in a multitude of laborious poor; for besides that they are the never-failing nursery of fleets and armies without them there could be no enjoyment, and no product of any country could be valuable. To make the Society happy, and people easy under the meanest circumstances, it is requisite that great numbers of them should be ignorant, as well as poor. Knowledge both enlarges and multiplies our desires, and the fewer things a man wishes for, the more easily his necessities may be supplied. The welfare and felicity, therefore, of every state and kingdom require that the knowledge of the working poor should be confined within the verge of their occupations and never extended (as to things visible) beyond their own calling. The more a shepherd, a ploughman, or any other peasant knows of the world, and the things that are foreign to his work or employment, the less fit will he be to go through the fatigues and hardships of it with cheerful¬ ness and content. 5 In the establishment of schools the agencies mentioned above were actuated, in general, by a desire to (1) relieve the poverty- stricken condition of the masses by promoting schools, a function not then recognized as necessary by governments, (2) improve standards of conduct by a diffusion of moral and religious instruc¬ tion, and (3) in some cases to actually provide food, clothing and shelter. The constitution of one Ragged School Association stated: It is the object of this association to reclaim the neglected and destitute children of Edinburgh, by offering them the benefits of a good common and Christian education, and by training them to habits of regular industry, so as to enable them to earn an honest livelihood, and fit them for the duties of life. 6 But the end of a religious, moral, and practical education was not always pursued on liberal lines as might be assumed under the three heads above named. It was an age filled with sectarian 4 For general accounts, see Cubberley: Hist, of Education, 449 ff., and 6i4ff.; Graves: Hist, of Education, II, Ch. 19 and III, Ch. 3; Monroe: Textbook in the Hist, of Education, 722 ff. 5 Mandeville: Essay on Charity and Charity Schools, 179. 6 Quoted in Cubberley: Readings, 516 from Guthrie, Thomas, Seedtime and Harvest of Ragged Schools, Appendix II. 234 Quaker Education in New Jersey bitterness as well as the sentiments of liberal philanthropy. Thus, the success of the Lancastrian schools acted as a stimulus in causing the creation of the “National Society for Promoting the Education of the Poor in the Principles of the Established Church” in 1811. In the schools of this society the primary purpose was religious instruction with a sectarian bias, as is indicated in the following: To the end the chief design of this school, which is for the education of Poor children in the Rules and Principles of the Christian Religion as professed and taught in the Church of England, may be the better promoted; the master shall make it his chief business to instruct the children in the principles thereof, as they are laid down in the Church Catechism; which he shall first teach them to pronounce distinctly and plainly; and then, in order to practice, shall explain it to the meanest capacity, by the help of The Whole Duty of Man, or some good exposition approved of by the Minister. 7 This prevalent conception of education, (whether for poor or rich), that it must be guarded against the heresies of other de¬ nominations, was also accepted in Quaker schools, and a “guarded religious education of our members” repeatedly urged; likewise efforts were made to secure only members for teachers, but these met with frequent failure. 8 From the foregoing statement, concerning the prevalence of philanthropic projects for education, and that which follows, it will be evident that a care for the support and education of the poor, on the part of Friends, was part of a wide-spread movement, found among dissenters and orthodox churchmen alike. But of the two it would seem that the closer alliance was between Puritanism, Pietism, and Philanthropy. The sentiments of the dissenting bodies, though differing in many points, were in agree¬ ment in this, that religion must be stripped of formality and hark back to the essence of “pure religion” as defined by James: Pure religion and undefiled before God and the Father is this, to visit the fatherless and widows in their affliction and to keep himself unspotted from the world. 9 Likewise the statement to the righteous indicated that the es¬ sence of true religion lay in service: 7 Quoted in Cubberley, Readings, 380. 8 Chapter on Organization and Control of Education. 9 James, I, 27. Care and Education of the Poor 235 I was a stranger and ye took me in; naked and ye clothed me; sick and in prison and ye visited me. . . 10 Philanthropy in education raised substantial monuments to this interpretation of religion. From this point let us turn to an examination of the attitude of Friends as individuals towards education of the poor; the official viewpoint of the meetings established; and the actual at¬ tempts of local meetings to incorporate in their activities, pro¬ vision for such care and education. Individual Views on the Care and Education of the Poor m Ideas of philanthropy in education appear among Quakers throughout the latter half of the 17 th century and occupied an important place in their writings during the 18th and 19th. Social service is probably their most prominent characteristic at the present day. The idea of social service through a system of educa¬ tion was advocated by John Bellers in his Proposals for Raising a College of Industry , which was to prove of “Profit for the Rich, a plentiful living for the poor, a good education for youth” and an “advantage to the government by the increase of the people and their riches. ’ ’ The plan for this communistic college was published in 1696. 11 Likewise Thomas Budd, a citizen of New Jersey, in 1685 presented proposals in Good order established in Pennsylvania and New Jersey , whereby prosperity and a contented society were to be secured by the establishment of a system of industrial and literary education for all its members. The philanthropic social purpose was also dominant in the mind of Lancaster, whose cheap system for educating the poor made public men credulous concern¬ ing the possibilities of education for the masses. 10 Matthew, XXV, 35-36. n A letter of the 27/VII/1718 to the Quarterly Meeting of London contained a point of view common to the earlier Proposals for Raising a College of In¬ dustry. In the epistle to the Quarterly Meeting, he wrote: “So it is also recommended by that great Apostle James, when he wrote, that pure religion and undefiled before God and the Father, is to visit (or relieve) the Fatherless and the widows in their afflictions, and to keep unspotted from the world. “Therefore a virtuous education that may keep the YOUTH unspotted from the World, and a sufficient provision for the Imployment of the able POOR with a charitable subsistence for the Disabled, is one of the most Essential visible Parts of the true Apostolick Christian Religion. 236 Quaker Education in New Jersey Another influential spokesman on behalf of the poor was John Woolman, who, on several occasions, conducted a school at Mt. Holly, New Jersey. In A Plea for the Poor he stood not only for the extension of charitable assistance by the rich to the poor, but argued against the injustice of the economic system which produced them: The word right, is commonly used relative to our possessions. We say, a right of propriety to such a dividend of a province; or a clear indisputable right to the land within such certain bounds. Thus, this word is continued as a remembrancer of the original intent of dividing the land by boundaries, and implies, that it was designed to be equitably or rightly divided,—to be divided according to righteousness. In this, that is, in equity and righteous¬ ness, consists the strength of our claims. * If we trace an unrighteous claim, and find gifts or grants proved by sufficient seals and witnesses; this gives not the claimant a right; for that which is opposite to righteousness, is wrong, and the nature of it must be changed before it can be right. Suppose twenty free men, professed followers of Christ, discovered an island unknown to all other people, and that they with their wives, inde¬ pendent of all others, took possession of it; and, dividing it equally, made im¬ provements, and multiplied. Suppose these first possessors, being generally influenced by true love, did, with paternal regard look over the increasing condition of the inhabitants, and near the end of their lives, gave such direc¬ tions concerning their respective possessions, as best suited the convenience of the whole, and tended to preserve love and harmony; and that their successors in the continued increase of people, generally followed their pious examples, and pursued means the most effectual to keep oppression out of their island:—• but that one of these first settlers, from a fond attachment to one of his numerous sons, no more deserving than the rest, gives the chief of his lands to him; and by an instrument sufficiently witnessed, strongly expresses his mind and will. Suppose this son, being landlord to his brethren and nephews, demands such a portion of the fruits of the earth, as may supply him and his family and some others; and that these others, thus supplied out of his store, are employed in adorning his building with curious engravings and paintings, preparing carriages to ride in, vessels for his house, delicious meats, fine- wrought apparel and furniture, all suiting that distinction lately arisen be¬ tween him and the other inhabitants: and that, having the absolute disposal of these numerous improvements, his power so increaseth, that in all con¬ ferences relative to the public affairs of the island, these plain, honest men who are zealous for equitable establishments, find great difficulty in proceeding agreeably to their righteous inclinations, while he stands in opposition to them. Suppose he, from a fondness for one of his sons, joined with a desire to continue this grandeur under his own name, confirms chief of his possessions Care and Education of the Poor 237 to him; and thus, for many ages, over near a twentieth part of this island, there is one great landlord, and the rest, poor oppressed people; to some of whom, from the manner of their education, joined with a notion of the great¬ ness of their predecessors, labour is disagreeable; who therefore, by artful applications to the weakness, unguardedness, and corruptions of others, in striving to get a living out of them, increase the difficulties amongst them; while the inhabitants of other parts, who guard against oppression, and, with one consent, train up their children in frugality and useful labour, live more harmoniously. If we trace the claim of the ninth or tenth of these great landlords, down to the first possessor, and find the claim supported throughout by instruments strongly drawn and witnessed; after all, we could not admit a belief into our hearts, that he had a right to so great a portion of land, after such a numerous increase of inhabitants. The first possessor of that twentieth part, held no more, we suppose, than an equitable portion; but when the Lord, who first gave these twenty men possession of this island, unknown to all others, gave being to numerous people, who inhabited this twentieth part, whose natures required the fruits thereof for their sustenance,—this great claimer of the soil could not have a right to the whole, to dispose of it in gratifying his irregular desires: but they, as creatures of the Most High God, possessor of heaven and earth, had a right to part of what this great claimer held though they had no instruments to confirm their right. Thus, oppression in the extreme, appears terrible: but oppression, in more refined appearances, remains to be oppression; and where the smallest degree of it is cherished, it grows stronger and more extensive: that to labour for a perfect redemption from this spirit of oppression, is the great business of the whole family of Christ Jesus, in this world. 12 Elsewhere, he says: “To educate children in the way of true piety and virtue, is a duty incum¬ bent on all who have them;” and in another passage, “all we possess are the gifts of God to us; now in distributing it to others, we act as his stewards; and it becomes our station, to act agreeably to that Divine Wisdom which he graciously gives to his servants.” 13 The renunciation of wealth and fastidious tastes would release much for a better support of education: Were we thoroughly weaned from the love of wealth, and fully brought out of all superfluities in living;—employments about vanities being finished, and labour wanted only for things consistent with a humble, self-denying life, there would, on a reasonable estimate, be so much to spare on the education of our children,—that a plain, humble man, with a family like himself, might be furnished with a living, for teaching and overseeing so small a number of 12 Woolman's Works , 348-351. n Ibid., 353 and 335. 238 Quaker Education in New Jersey children, that he might properly and seasonably administer to each individual, and gently lead them on, as the gospel spirit opened the way, without giving countenance to pride or evil inclinations among them. 14 Thomas Budd, a resident of the Colony of New Jersey, interested in its welfare and progress, had also a word to say regarding educa¬ tion of the poor in his Good Order established in Pennsylvania and New Jersey , published at Philadelphia in 1685. And to the end that the children of the poor people, and the children of Indians may have the like good learning with the children of the rich people, let them be maintained free of charge to their parents, out of the profits of the school, arising by the work of the scholars, by which the poor and the Indians as well as the rich, will have their children taught, and the remainder of the profits, if any be to be disposed of in the building of the schoolhouses and im¬ provements on the thousand acres of land, which belongs to the school. George Fox, whose suggestions were most highly regarded in the Society, writes that “it came upon me to write to Friends throughout the nation about putting out poor children to trades.” 15 This idea was considerably elaborated in a plan whereby the quarterly meetings should oversee the apprenticing of their poor; moreover it was consistently followed in practice. The purpose of such apprenticeship Fox stated in these words: This will be the way for the preserving of many that are poor among you, and it will be the way of making up poor families. One of the most thorough-going philanthropists was Anthony Benezet, whose writings on the subject by no means measure up to his actual service in the education of the poor, both white and black. In a letter to Samuel Fothergill, 1758, he observes: 16 There are others whom God has so blessed with substance, that they have nothing to do but to spend the income of it; yea, time hangs heavily on their hands, and proves even a snare to themselves and others. And there are some who, though they have already a large affluence of wealth, yet are toiling hard to add thereto, without knowing wherefore they thus toil, and whether a wise man or a fool shall possess it after them. Many persons in these different situations are doubtless, in the main, honest souls, who, though they find no call to the ministry, yet think themselves willing, with one of old, to follow Christ wheresoever he goes. Why, then, do they stand so long idle, when so large a field lies before them? What account will many of these be able to give of their time, when every word, and consequently, every inch of time, must expect to be called into judgment? What more beneficial employ, and more fruitful of comfort and joy in the end, than time spent in an honest 14 Ibid., 352. 15 Friends Library, I, 129. u Ibid., IX, 220-2. Care and Education of the Poor 239 labour for the proper educating these innocent souls, which the Almighty has clothed with flesh and blood, and by Divine help, to be so enabled to watch over them, as to frustrate the wiles and devices of the grand adversary, that these youth might truly answer the end of their creation? Continuing, he suggests the propriety of Friends giving their wealth, “taking more especial care to make the poor and helpless the first objects of such a care.” If a number of such Friends, in their different allotments, would, as it were, shake hands with the world and all its enticing prospects, seeking and expect¬ ing nothing from it but bread and trouble, and would freely dedicate them¬ selves to the care of the youth, not limiting themselves to the narrow views of fleshly ties, nor even to religious denominations, but looking upon them¬ selves as fathers and brothers of all that want their help, taking more especial care to make the poor and helpless the first objects of such a care, not solely of necessity, but of a willing mind, what a blessing might they be, not only to our youth in particular, but also to mankind in general. And indeed it seems to me that our principles, which, in the present corrupt state of the world, seem to prohibit our meddling with offices, etc., naturally point out to us as a people, rather than others, to serve God and our country in the education of the youth. I will acknowledge that it is a situation which does not appear so desirable as some others, nor so likely to procure riches, ease, or worldly honour. But alas! alas! what have we to do with these things? Shall we desire to be great and rich, when our Saviour has so plainly declared it a situation so very dangerous; and that his predominant choice is of the poor of this world? Is it now a time, or was it ever a time for the believer, who eyes and relies upon the promise—is it a time for such to seek for money, or olive yards, or oxen, etc.? And although by engaging in the education of the youth we should be deprived of some of those things so desirable to nature, which we might better enjoy and accumulate in the way of trade, and thereby look upon ourselves under affliction, yet may we not hope that it will be termed for righteousness’ sake, and therefore should not we have thereat to rejoice and be exceeding glad, and even leap for joy? Penn’s views on this subject are stated briefly in his Reflections and Maxims. It is a reproach to religion and government to suffer so much poverty and excess. Were the superfluities of a nation valued, and made a perpetual tax or benevolence, there would be more almshouses than poor, schools than scholars, and enough to spare for government besides. More recent expression on the subject of education for the poor is set forth in Dymond’s Essays on the Principles of Morality , first published about 1828. In his reference to their education it 240 Quaker Education in New Jersey is made clear that his thought had gone far in advance of current practice; that he looked forward to a time when there would be equal educational advantages for the poor. 17 It is in this country, at least, left to the voluntary benevolence of individuals, and this consideration may apologize for a brief reference to it here. It is not long since it was a question whether the poor should be educated or not. That time is past, and it may be hoped the time will soon be passed when it shall be a question, To what extent?—that the time will soon arrive when it will be agreed that no limit needs to be assigned to the education of the poor, but that which is assigned by their own necessities, or which ought to be assigned to the education of all men. There appears no more reason for ex¬ cluding a poor man from the field of knowledge, than for preventing him from using his eyes. The mental and the visual powers were alike given to be em¬ ployed. A man should, indeed, shut his eyes from seeing evil, but what¬ ever reason there is for letting him see all that is beautiful, and excellent, and innocent in nature and in art, there is the same for enabling his mind to expatiate in the fields of knowledge. The objections which are urged against this extended education, are of the same kind as those which were urged against any education. They insist upon the probability of abuse. It was said, They who can write may forge; they who can read may read what is pernicious. The answer was, or it might have been—They who can hear, may hear profaneness and learn it; they who can see, may see bad examples and follow them:—but are we therefore to stop our ears and put out our eyes?—It is now said, that if you give extended education to the poor, you will elevate them above their stations; that a critic would not drive a wheelbarrow, and that a philosopher would not shoe horses, or weave cloth. But these consequences are without the limits of possibility; because the question for a poor man is, whether he shall perform such offices or starve: and surely it will not be pretended that hungry men would rather criticise than eat. Science and literature would not solicit a poor man from his labor more irresistibly than ease and pleasure do now; yet in spite of these solicitations what is the fact? That the poor man works for his bread. This is the inevitable-result. 0 In another passage he urges the extension of education on the rational grounds of social necessity—the avoidance of radical change by the creation of an enlightened public opinion. 18 There are some collateral advantages of an extended education of the people, which are of much importance. It has been observed that if the French had been an educated people, many of the atrocities of their Revolution would never have happened, and I believe it. Furious mobs are composed, not of enlightened but of unenlightened men—of men in whom the passions are dominant over the judgment, because the judgment had not been exercised, 17 Dymond: Essays, 277-8. 18 Ibid., 279-80. Care and Education of the Poor 241 and informed, and habituated to direct the conduct. A factious declaimer can much less easily influence a number of men who acquired at school the rudiments of knowledge, and who have subsequently devoted their leisure to a Mechanics’ Institute, than a multitude who cannot write or read, and who have never practised reasoning and considerate thought. And as the educa¬ tion of a people prevents political evil, it effects political good. Despotic rulers well know that knowledge is inimical to their power. This simple fact is a sufficient reason, to a good and wise man, to approve knowledge and extend it. The attention to public institutions and public measures which is inseparable from an educated population, is a great good. We all know that the human heart is such, that the possession of power is commonly attended with a desire to increase it, even in opposition to the general weal. It is acknowledged that a check is needed, and no check is either so efficient or so safe as that of a watchful and intelligent public mind; so watchful, that it is prompt to discover and to expose what is amiss; so intelligent, that it is able to form rational judgments respecting the nature and the means of amendment. In all public institutions there exists, and it is happy that there does exist, a sort of vis inertiae which habitually resists change. This, which is beneficial as a general tendency, is often injurious from its excess; the state of public institutions almost throughout the world, bears sufficient testimony to the truth, that they need alteration and amendment faster than they receive it— that the internal resistance of change is greater than is good for man. Un¬ happily, the ordinary way in which a people have endeavored to amend their institutions, has been by some mode of violence. If you ask when a nation acquired a greater degree of freedom, you are referred to some era of revolution and probably of blood. These are not proper, certainly they are not Christian, remedies for the disease. It is becoming an undisputed proposition, that no bad institution can permanently stand against the distinct opinion of a people. This opinion is likely to be universal, and to be intelligent only amongst an enlightened community. Now that reformation of public institutions which results from public opinion, is the very best in kind, and is likely to be the best in its mode:—in its kind, because public opinion is the proper measure of the needed alteration; and in its mode, because alterations which result from such a cause, are likely to be temperately made. Official Action by Meetings The sentiments of individual members regarding philanthropy were early crystallized in letters and minutes of the Yearly Meet¬ ings at London, and at Burlington and Philadelphia. These yearly epistles doubtless served a valuable purpose in keeping all meetings, of high and low degree, awake to the important need, throughout the eighteenth and nineteenth centuries. In 1695, while referring to education generally, and the need for 242 Quaker Education in New Jersey qualified schools and schoolmasters, the epistle states specifically “that care be taken, that poor Friends’ children may freely par¬ take of such education, in order to apprenticeship.’’ 19 Especially is attention to the poor urged upon those who are possessed of material wealth. It is further desired that such among Friends as are endowed with plenty of outward substance, be timely and tenderly advised to do good therewith in their day; that the tokens of your charity may commend your memorial, and be good precedents to generations to come. 20 More specifically the monthly and quarterly meetings were advised in 1709: And, where Friends want ability in the world their Monthly and Quarterly Meetings are desired to assist them; that the children of the poor may have due help of education, instruction, and necessary learning; and that children (both of rich and poor) may be early provided with industrious employments, that they may not grow up in idleness, looseness, and vice. . . 21 The “advices’’ of London increased in number and urgency as the problem of caring for poor became greater, at the close of the eighteenth and beginning of the nineteenth century. A similar tendency may also be seen in the advices of the Burlington and Philadelphia Meeting. The result was the establishment of jnany more schools and upon a more permanent basis, as is shown more clearly in the following pages of this chapter. In 1721 that meeting stated; It is the advice of this meeting, that all poor friends among us may be taken due care of and that none of them be sent elsewhere for relief, according to Friends’ ancient care and practice. 22 Among the queries listed in 1743 there was one relating to the poor and their education, which follows: Are the poor taken care of and are their children put to school and ap¬ prenticed out, after sufficiently learned, to friends; and do Friends put their own children out to Friends as much as may be? 23 The statement of the above query was changed a little from time to time, but its purport remained the same. The form of that in 1755 was pretty closely adhered to: Are poor Friends’ necessities duly inspected, they relieved or assisted in such business as they are capable of. Do their children freely partake of 19 Epistles from Yearly Meeting in London , 90. 20 Ibid., 93. 21 Ibid., 134. 22 Christian and Brotherly Advices (Ms.), 206. 2 Z Ibid. Care and Education of the Poor 243 learning to fit them for business and are they, and other Friends’ children placed amongst Friends? 24 In 1753 the Yearly Meeting entered into an investigation con¬ cerning legacies and funds given for charitable purposes. This action was in accord with proposals made as early as 1746 for the establishment of schools. . . .on consideration of the proposals concerning the reviving and continu¬ ing the consideration of the settling of schools in the country, etc. It is unanimously agreed that the several Quarterly Meetings be desired to appoint friends from each Quarter to be a committee to inspect and examine the accounts of all monies which have been given to charitable uses and the said committees are desired to meet together at the time of our next general spring meeting and bring with them a clear and perfect account of all legacies, dona¬ tions, or other estate which have been heretofore given, and of the uses to which the monies arising therefrom are applied in order that proper measures may be taken to see that the intentions of such charitable persons are com¬ plied with and fully answered. 25 The interest in more specific plans for education, though it be¬ came marked about the middle of the century, did not immediately produce great results. Not until the period following 1778 did all meetings seriously consider the question of establishing schools under the society’s control. This development in practical phi¬ lanthropy as evidenced in several meetings is touched upon in the following pages. Care for the Poor Within the Meetings It has already been shown that the superior meetings gave re¬ peated advices concerning the care and education of the poor; and, from a reading of records in the several localities of New Jer¬ sey, it is evident that efforts were made in all meetings to follow them. One of the means, adopted at an early date by the society for ascertaining local conditions, was the formal query. The query relating to the poor was stated as follows: Are the poor taken care of and are their children put to school and ap¬ prenticed out (after sufficient learning) to Friends? And do Friends put their own children out to Friends, as much as may be? 26 In 1755 the Yearly Meeting formulated the query as follows: 24 Ibid ., 208. 25 Ibid., 222-23. 26 See the records of any quarterly meeting or Michener’s Retrospect, 256. 244 Quaker Education in New Jersey Are poor Friends necessities duly inspected and they relieved or assisted in such business as they are capable of? Do their children freely partake of learning to fit them for business and are they and other Friends’ children placed among Friends? 27 “The poor ye have with you always” seems to have been uni¬ versally true in the early Quaker meetings. References to them and measures for their financial relief, appear in the earliest records and run throughout. Some are presented here, but not all. The history of one meeting’s activities in this regard is very much like that of another. In 1678, at Burlington, It was agreed that a collection be made once a month for ye relief of ye poor and such other necessary uses as may occur; the persons appointed to receive it are John Woolstone and William Peeche to be collected the first day before ye monthly meeting. 28 In 1738, a report was made on the division of a sum of money for the use of the poor. The said friend Caleb Raper, also gave account there was interest money now in hand amounting to the sum of £14 which is ordered to be distributed to the several Monthly Meetings to be given to the poor as the said respective Meetings shall see occasion to wit: To Burlington £ 8/5/0, to Chesterfield, £ 4/15/0; to Eggharbor £ 1/0/0, which makes up the said sum of £ 14 which said Caleb Raper is to deliver and make report to next meeting. 29 In 1757 they answered the fifth query as follows: We are careful with regard to the poor among us, but not all so much so as could be desired, in placing their children among friends. 30 Individual cases of children were settled as thought advisable. I11 1762 they reported that the case of a poor widow’s children has been cared for; and her children are likely to gain sufficient learning. 31 Again in 1767, Application was made by a Friend of Mt. Holly Meeting for some assistance on behalf of the poor belonging to that Meeting. (6 Friends) are appointed to make enquiry in the case and direct the necessary assistance to be given and report to next meeting. 32 Support of the poor was not only cared for by the local members, but from a central fund or “stock” to which the lower meetings contributed. Thus in 1771 Burlington Monthly directed that 27 The last part of the query relates to apprenticeship which was then general¬ ly necessary; see Chapter Eight on Apprentice Education. 28 Min. Burlington Mo. Mtg., 18/VI/1678. 2 ^Ibid., 4/X/1738. 30 Ibid., 1/VIII/1757. 31 Ibid., 1/XI/1762. 32 Ibid., 2/II/1767. Care and Education of the Poor 245 fifty pounds be raised for this Yearly Meeting stock. Also in 1773, the treasurer informed the meeting that the fund for the poor was nearly spent; 50 pounds for the use of the poor was proposed, agreed to, and Friends appointed to collect it along with the collection for the Yearly Meeting. 33 The exercise of this care for the poor was vested in a committee which usually collected, and distributed the funds, where needed in the several preparative meetings. In 1800, The Meeting being informed that the money for the poor was nearly ex¬ pended it was thought necessary to raise the sum of £ 50. The Preparative Meetings were directed to collect their proportions and forward them to the Treasurer, to examine whose accounts, Nathaniel Coleman, Jonathan Hilyard, Wm. Ridgway (of Springfield) and Joseph Brown were appointed. 34 In 1781 Burlington Monthly Meeting mentioned they had be¬ gun to promote a fund in each preparative meeting for the purpose of “schooling poor children” and other advancement of the concern for schools. A few months later, a committee of the quarterly meeting made the following report which states the first purpose of the funds to be “the education of Friends’ children whose parents may not be of ability to pay both for their schooling and for food and raiment.” A report from the committee on schools which was omitted at last Quarter was now read and is as follows: We the committee appointed to promote the establishment of schools within this quarter have in the course of the year met several times and labored in that service; and having at this time considered the subject with deliberation we are united in judgment that a more solid attention to the advice and recommendations of the Yearly Meeting sent down in the year 1778 appears necessary. We have the satisfaction of finding that divers schools have been lately opened in several of our Monthly Meetings, under the care of trustees ap¬ pointed and annually to be renewed by Preparative Meetings, being regularly visited by them monthly; and every year the said trustees are to lay before the preparative meetings who appointed them, an account of their proceedings for their inspection, consideration and advice. We also found that in one of our Monthly Meetings subscriptions are set on foot for the raising of a fund, the principal of which is to remain untouched, and only the interest applied, First to the education of Friends children whose parents may not be of ability to pay both for their schooling, and for food and rayment; and secondly when an overplus is raised it is proposed to be laid out by the trustees for supplying 33 Ibid ., 7/VI/1773. 3 i Ibid ., 6/1/1800. 246 Quaker Education in New Jersey the deficiencies of the school master’s salary, or reward, or to such other uses as may appear to them most conducive to the right advancement of this momentous concern. Signed by unanimous desire of the committee, met at Burlington this 25th day of the 8th month, 1781, by Samuel Allinson. 35 The following are typical answers to the fifth query, made by Burlington Quarterly Meeting: 5th. As far as appears attention is given to the necessities of the poor— Two instances observed of Friends’ children not being placed with Friends, but are under care. (1788). 5th. The necessities of the poor are inspected and relief afforded, and the tuition of their children mostly provided for—(No Friends’ children are placed from among Friends) (1805). 5th. The necessities of poor friends are inspected and relief afforded, and provision is made for the school education of their children; one child is re¬ ported to have been placed out from among friends. (1825). 5th. The necessities of poor friends are inspected and relief afforded—and provision is made for their children freely to partake of learning to fit them for business, one instance is noticed of a friend’s child being placed from among friends during the past year. (1830). The necessities of poor friends are inspected and relief afforded. And care is taken that their children may freely partake of learning: One child placed from among friends since last year. (1835-Hicksite Meeting). A more famous example of the philanthropic movement in New Jersey, and one which has lasted to the present day, was the Friendly Institution, founded at Burlington in 1796. Its purpose was to seek out and relieve the necessities of such poor and needy persons, with¬ in this city and neighborhood, who may not come under the particular care of the Overseers of the poor, or be fully attended to by them. . . The founders were all Friends and among them was John Griscom, later notable as an exponent of Pestalozzianism in Ameri¬ ca. Griscom was then schoolmaster in Burlington. Soon after its founding the “Institution” became non-sectarian, and was granted a charter in 1837. Though having as its purpose “to relieve the necessities of poor and needy persons,” this was inter¬ preted to include giving assistance through education. One of the first legacies, left to the Friendly Institution in 1797, was to be “applied in the tuition of poor black children;” accordingly 35 Min. Burlington Q. Mtg., 26/XI/1781. Care and Education of the Poor 247 they “agreed to take charge of finding worthy objects of said charity.” 36 In 1845 ^ was proposed that assistance be given “to young women who may wish to qualify themselves for teachers in their neighborhoods and have not the means to do so.” 37 Chesterfield provided early for the poor. The minutes record that: At our monthly meeting at Francis Devenport’s house in Chesterfield, agreed that Andrew Smith have a coat given him, Wm. Watson to take ye care for providing cloth, buttons and thread and to be paid by this meeting. 38 Two years later, Samuel Andrews acquainted this meeting that he had spoken to Isaac Horner about John Horner’s children whose answer was that after he had clothed ye children, which was done, he would keep ye children without charge to ye estate. 39 In 1797, £ 25 was raised for the use of the poor; and, year after year, similar amounts are mentioned. In 1826 the preparatives were directed to raise $150 for the poor and pay it to the monthly meeting Treasurer. The activities of the lower meetings were under the supervision of the higher. Thus, in 1827, it came to attention that Trenton Preparative suffered from “a want of funds for the education of poor children” and a committee on the subject reported as follows: The committee appointed to enquire into and endeavor to ascertain the cause of the deficiency of Friends of Trenton Preparative Meeting not schooling poor children as expressed in their answer to the query in the 2nd month last, having most of them met and deliberately attended to the subject, do agree to inform that we are not prepared to make a full report on the occasion on account of our not being furnished with such official information from the Preparative Meeting as we thought requisite. Later, the deficiency was reported to be the result of negligence: of that particular meeting. We the committee appointed to attend Trenton Preparative Meeting and enquire into the cause of the deficiency of the funds of that Meeting to school poor children, as reported in their answer to the query in the second month last, do agree to report that we attended that Preparative Meeting and had a 36 An interesting account may be found in The One Hundredth Anniversary of the Friendly Institution , published at Burlington, 1896. 37 Min. Burlington Mo. Mtg., Women Friends, (H) 2/VI/1845. 38 Min. Chesterfield Mo. Mtg., 1/X/1687. 39 Ibid., 6/XII/1689. 248 Quaker Education in New Jersey free conference with the members present on the subject, and upon deliberate consideration it is our united judgment that the deficiency mentioned has principally arisen from a want of due attention within that Meeting to the raising by subscription a sufficient stock for the purpose of a school fund in years past, when some of the other branches of our Monthly Meeting was engaged in attending to that subject and from some dependence being placed on their drawing supplies from other sources for those purposes. Signed 6-8 mo.—1827. Samuel Craft, Geo. Thorn, David Clarke, and Samuel Bunting. 40 Stony Brook Preparative Meeting recorded in 1835 that its quota of $60.00 for the poor had been sent to the monthly meeting, and regarding its own poor, stated: The necessities of the poor are attended to and relief afforded them and pro¬ vision made for their children to freely partake of learning and to fit them for business and no breach appears in placing out children. 41 In 1862, Thomas Wright was directed to pay-the sum of $50 for the purpose of sending her children to West- town Boarding school for six months; in 1866 to pay $100 for the purpose of sending his child to school; in 1873 to pay to-,-, and -, $110.00 apiece for educational and charitable purposes; and later, $267 was divided between the same for educational and charitable purposes. 42 In 1793 Upper Springfield received a report from Mansfield that a Friend was in needy circumstances and, accordingly six members were named to attend to his situation and others that might be necessary. The answers to the fifth query were usually as follows: The necessities of the poor are duly inspected and relief afforded, the children of such partake of learning freely, one instance of a child being placed from amongst Friends. 43 In probably half of the answers they stated no child placed from among friends. One of the preparatives of this meeting specified its care for the education of the poor as follows: The following friends are appointed to inform the parents of some poor children within the compass of this meeting, that they may have the privilege of sending them to our school one month free of cost, to wit,—Thos. Earl, Joseph Willits, John Warren and Thos. Lawrie. 44 Similar action was taken in 1793 when a request from a poor member was received: 40 Ibid., 5/VI/1827 and 7/VIII/1827. 41 Min. Stony Brook Prep. Mtg., 2/II/1837. 42 Ibid., 23/I/1862; 22/III/1866; 18/XII/1873; and 18/II/1875. 43 Min. U. S. Mo. Mtg., 7/II/1816. 44 Min. U. S. Prep. Mtg., 20/X/1790. Care and Education of the Poor 249 Peter Shinn informed the Meeting that having sent his son to this school several months and he apprehends himself not fully of ability to pay therefore, which, being considered, the meeting agrees to pay for the same and directs the Treasurer to call on the school master for his account and discharge it. 45 In like manner, 1810, Information was received that Joseph Morris, a member of our Meeting being in low circumstances has several children of an age proper for having school instruction. William Newbold is authorized to inform him that the Trustees will pay the price for two that he may send to a school kept at said William Newbold’s for three or more months as the said school may continue to be kept, and the said W. Newbold as our Treasurer is authorized to pay the charge of the same when the account may be exhibited. 46 This policy appears to have continued without change through¬ out the century. The following report was made in Mt. Holly in 1781: The committee who have the oversight of the poor reported they had several times met and there was wanting twelve pounds to discharge the debts; after consideration the Meeting agrees to raise the sum of twenty-five pounds, for the use of the poor, and the Preparative Meetings are desired to collect it in the usual proportion, and pay to the Treasurer. 47 In 1793 a plan of subscription for a fund was drawn up, 48 said fund “to be applied to the education of such children as now do or hereafter shall belong to the same preparative meeting whose parents are not or shall not be of ability to pay for their education.” It appears by a minute of the same year, that the care of the schools and the poor was given into the hands of the same com¬ mittee. The former committee is released and the following Friends are appointed to have the care of Friends’ schools within the compass of this Monthly Meeting and also to inspect the necessities of the poor, and administer relief as they may see occasion, Joseph Powel, Joseph Ridgway, George West, Aaron Smith, Job Jones, Thomas Bispham, Daniel D. Smith, Josiah Gaskill, Richard Lawrence and Abraham Brown. 49 These three extracts indicate how the school fund was used for the poor. Received of Anthony Sharp, treasurer of the School fund forty-three dollars ib Ibid., 20/III/1793. 46 Min. U. S. Prep. Mtg., School Trustees, 19/XII/1810. 47 Min. Mt. Holly Mo. Mtg., 7/III/1781. 4S Facsimile p. 95. 49 Min. Mt. Holly Mo. Mtg., 7/II/1793. 250 Quaker Education in New Jersey and three cents, . . .interest of the school fund, as per contract with the trustees for schooling poor children. Mary Reeve to Edward Bullock Dr. To quarter tuition, Stacy $3.00 “ Rachel 2.50 “ Mary 2.50 Quills and ink .15 $8.15 Received. . .of James Hulme, Treasurer of Mt. Holly Friends’ School Fund forty-three dollars and three cents for the education of indigent children for the past year. 50 Little Egg Harbor Meeting, so far as available records show, provided an exception to the general rule of establishing permanent funds to educate the poor. They reported “the necessities of the poor has been attended to, but that of learning is yet wanting among many,” in 1793, and for a number of years thereafter. At the same time, however, money was raised on occasion “for the use of the poor.” In 1806, and thereafter, the situation with regard to learning was somewhat improved, but not as satisfactory as in other meetings. 51 The report for that year stated: The necessities of the poor has been attended to and some care extended towards the education of their children. No Friends’ children placed from amongst Friends. 52 Haddonfield, in 1790, mentioned the receipt of the quarterly meeting’s proposals for raising funds to school poor children. A fund was established and their poor educated in a school which has come down to the present day. In 1822 they expended $ 12 2.43 on the education of poor children. 53 Uj 5 per Evesham Preparative Meeting reported on their school fund in 1804 as follows: The principal of the school fund is £ 113/16/1, and in the last year the sum of 6 pounds and 7 pence hath been appropriated to the schooling of poor children and other purposes and the interest calculated on the above fund to the first of the present month which remains unexpended is £ 24.7.8JJ out of which about six pounds is directed to be paid. 54 The situation in South New Jersey seems to have been similar 50 School Fund Records of Mt. Holly Prep. Mtg., 25/III/1830; 28/V/ 1837; and 24/X/1844. 51 Min. L. E. H. Mo. Mtg., 8/VIII/1793 and 14/VII/1803. h / tXxzy „ E, v <-c 'sSi **xsf\r <■ / ffiu- c ,•«.« »t'ry *tj>7Z' - <>' 'nj'Axte 't. '•*'*£ C- /J >' /7**y 1 /aV'-C. y-y o^r > 1 OfT-tf y Ao t * 1 . J^/j ax/ 7c y~Z **+•*-**-'\ S/if-t'G.-vJ- a/- i-c. •ft-xj&fi. „ N O c<-rZ^7^ -facrf J ^ cy/t U~i~ ■ ./ J- ‘ / ‘ ■' d > ' ‘ ‘ L-yfA*. oN * t . *3/ JNPtv, •?■ 7/' l•A ie- s/uxx-Z- <*e C'/ttStferc ,u »-»,«<-». o.JZJy *y~ix^k V/' 'd’&us'St i-d-4-T^-y //■} >'l <*A~z~ !-C~t - - /' jQj*J* <3f_ 0-/l££i*7t J-&~r y d~i >ut' j/t i-K. C-t/i tx&di i*C-t »i CxJcX- t?iX^ «t-c -/it u*is t vi-f c y - a^X' <.Jocx.-t aNJ?. ^ ct < -*■*> zt< LT<-+*t<>7 -U c+-J msi An /: > 1. V Zf ‘n ‘t .'3cV-£ j*aN-'/kC^ cju J7 ^-/t£-r Jl t'-Oi^cctU^C A ./■ / A~t~*r'yp4.w<><*£**, yu ‘~'yyy ■»~»*-'gKpyyX' ^V'/Wv.t oA-y'*Ae /*<■ ,-«i****a£ J y r- OK* o~t* ' ^/, ■' {^fi. « rt***/**xy, S*r S »"-' SA***? ■ - *» . .' f 4 s/r*jU'ui MkvrtkiC-tij-jiicyy ~A/%~y*U*S St+./AiJx.f- "£o e.*i7 o-r uA*~*. £.a r.'l* su-r- &-r*X* err* . - >- ^/.n-r «.«.vW X-.~- > ^.-*1/ , rw/i o 4 A.jU.t~- r-tx-t /X^i* £<. //<-V 2^-* tc L ’ X N' c & X*~f y f- y ' A^C^-C-dy 4 £-*X - d(.<*■> 1 *■ ot ~iAr */ aV - - . /»d ~ , y.O /«? 3 >»v.- /3 - /dva v!^e v,v ; V. . Vt2U,. ‘P- ^ *" k e c/r > / »«.i W ov * cA-truC.***- t c_>V ,1 A£*-*-* +**-y er , •- /^oc . '?£Kf-'T5E*J~> 14 n J- * } *-*^ )f'^Sr>t/rv ^ 7/NE* «-<-/~ , - / ^ ,j ^ /— r ^ . /- • x.yAh ' N /JM> £>'V 7 i*->t . ~ « r\* ■ /. ,t'7 CO{N^\j‘ <-r£*-4 *r*t-'c ./ *-W- /'-4•* - 3^yv '• < ;V '- fcft*r*r7? a./ yj^c-x, t- yNAc At i.-Ati'C 6<-/’, dy^i dJZ* l-* l'/, l H*j A, /i.'~'^l-> / / L, j‘ Z/A.*~tS c-St *x~i' udatX-C*** oftot. -Y ^t>/»/duuU* p'c*>% y / 4 *N >T>o &jy '• ^ \ *0 /Mo • $■€.-/ E , N Y* Avh»V cy-f- /*tf y*. <2->v«. , I_y s/sccN7 iV 7) * n *JJ c-l-£ f • **- c*t- x- . d f* 1 t ♦Sfe' 44 N y 1 C,/i.(j { aVJ /lanw-v y vW >u.'tl'v 0\.t*t- r ^-c- '/i’crrt’U-X C.<. t ms cNe. ^^ , y , t^I«u-A4r7 *✓ uAcx-ct - x A *s«. »t^p» 4r'A,G>£~<* y yv*t //wu /- ^ c,.‘c 4^^ , mu’. N/ :> >v « Z r £*-m- s4*£J -**■ ,*>•* x v«jU' t;x-e tl ri t^/v »- »a ^ t,-r^*C tl-Zo-/^ r * t-^J-t v*;’ «' . «- £ 1 i-t. <.-C LX ». eyv »A /xa,- ,ywA» , vW- ,MV«»^, Ji Ca„±//cUyU., •>^.w ^ !x •' .X •- 4* «.//; <-v/ t ^v-v' C rn.rt >7»v ; . ^ -.Am*' C. /■ , •■*. ^ » vc - - 'X ^ /4 f/. ,./, * V^y/fc*^ — » - Beginning of First-day Free Schools at Woodbury, N. J. in 1816 1844 they reported “There are none of our members who need pecuniary aid and no Friends’ child placed among us.” 61 61 Ibid . ,1/11/1844 Care and Education of the Poor 2 53 Woodbury Monthly Meeting, soon after its establishment, entered into a plan for raising a fund to “be strictly applied to ye schooling poor children.” A facsimile of the rules for regulating the execution of the trusts is shown on page 139. Likewise the plans for Woodbury Free School, in 1773, provided for the educa¬ tion of poor children. It should be observed that at Woodbury, as elsewhere, no opprobrium was attached to charity education by offering it in a separate school. The poor attended the same school as those whose parents were able to pay, and the trustees of the fund settled the bill with the master according to an agree¬ ment made concerning them. On page 142 is reproduced a page of the school fund expenditures for charity education. Such ex¬ penditures were authorized first for members, second to those who “professed” with Friends, and then “Black children born free.” Sunday schools were mentioned in a previous page as one of the numerous agencies created for the purpose of diffusing moral teaching and practical rudiments of an education. Though not appearing to have been generally introduced among Friends early in the nineteenth century, some are found. Woodbury, in 1816, drew up a constitution for the promotion of “First Day Free Schools” 62 and adopted rules for the government of the same. 63 The type of instruction given in this school is indicated in the rules to regulate the order of teaching. The following items from records of Rahway and Plainfield Monthly Meeting in the Shrewsbury Quarter indicate that the sup¬ port and education of the poor occupied their attention as we have noticed elsewhere. Paid John Webster $10.18 for George Clark for Schooling and Doctoring a daughter of John Mooner, by order of the committee for the Poor. To Cash paid Richard Harthorne toward the Westtown School Costs. To Cash paid John Brown toward paying Samuel Wooly for keeping Denis Hurley’s children. To Cash paid Elijah Shotwell for schooling for a poor child, $16. To Cash paid E. Shotwell for Quarter Schooling for I. Clark. To cash paid Caleb Mekeelf?] for schooling Nathan King’s grandchildren $6.50. 64 62 Page 252. 63 Page 254. 64 Account Book of Rahway and Plainfield Mo. Mtg.; 25/XII/1804; 15/I/ 1805; 19/XI/1812; 6/II/1814; 28/XII/1816; and 17/VIII/1817. 254 Quaker Education in New Jersey It is evident from a study of the records that Quakers in New Jersey took a prominent part in philanthropic education during * // CZ J '// / * * * i / } 'iZ c % / /S/s otttne *ftl/ CM . 'tC/CJ//S/cf t M -IS.l /A: -l*Y V/»' /' r t *1 7* -.Z ■/-CMC-/ / l/t C'i.l 4 C- 1 , / * Sf/t i -/OS ' ^ / /\c/~ /S St tX 1 n O' % Cfl t) -'/o/O t /^i» Sl-CSO .7Sjfcl (M.i >■ 3 / 4 r d- -> /■ a>. , 9 * 4 */ 4 t y ftcrito , Ac /4 c cm-/ <'/ C/it C'/nx-/i SCOt/s-, Celc'/l Uc/lOUir /c M-'SC.i/ OttC/i 0 ,‘ 'Sf , / / j/ 1 . /■ , y / *r- «; / t~PjT£-LI "/£.-&* %a,/ A J t tXx^~(E XA-Xt// /xJ//C /iixxy *Jt>.fcn C/y /vV«2 yx/ix< mJr ■*++■ JJ/ * dtc/i ste arc cn '//tf-cc t>/-'Acc/csl i er „U . I'm/i-j.-iCy . «'i> 4/ Ac - /Aset ct-*/ a /evt' *nt>u*/cs ; *m ->Au*4 - yJEccc yt>*ti** +u/ tv*i CTo MCttc/ t/i o/st/jcc , ft sic etc ■. St*/. (tT»t I Ct r <» /.. t/c-A c V* .< c.. 1 . “2, . ' c > 11 c tT/,,./■ iiittc^s iW, ;V7j . / --//Ac .ij csS/re>- — re m,-* i rci reise*/ , sen i /o. //. /2 . .. 7 _, — i/df-tNc: XPC/cAc/s m cc st«r.t VtroOieti &/' ■nrS&..^ * no mo ffc/iJ /ode sysco/u/ ty -no A u n&Ep~NcAider .r/utii Aacmsec-it- tfu.esJt (W. cvrt-'tnt>t;i/ettli -t / - 3 si/'£ fo /'Cctlloc //J y -Us sue ■"/ a m MC l' oj sis t/f /) - - ^ 1 ‘ / Z' / t »■ -^ • /c/t >xr 'i t yc fjt tr/-- < N /sc /* /Neu /c yc^C /J t* t X'J**-y~- 4(/j c ' cr dtl'A •SX&£t.Sixf ei f y £* r~J/i** S e-/l *4 L / ... f Si y / / t ’ / S ‘ -V o 44c. As*, nefo -/4y ^'c Ao/o.t's .1 iffy nsj osiy Cst/HC f3c s l c/t , Acy* tl Jtsiisp y~l os OCCSs l OS-f Cc.l/ OSS /4c StyeAf SI A M-f ; f/Ten-y f-yj I -s /*- ^ ip. /' ff , V" -'S-' 7 i''r/ Cn. / St t , <■ *p < Sy'.yt/ - r scs+fst . -1-szeJtcc fo csiff £ //sxsncsc y snoficuf /Arose asA/e * / * XT' y i '‘t’sts'//sr fc -y't-itf y~ C4icfe,j 4o 4c 0~4s t rise/ £cy /Ac - irAe/dys. Acocc/ica Sc .starts./ A 4/tacfc/csr- cm c/fif o C s i c sv- fT^/sirn c n/ y ci-tuf Au r icyicttt-rc r c/cosri/fo /Ac -.AcAiroA , Ar r- /Ac ft r'coc Jef c/cc^Z-s do, , c i re. ? —/ /t> ff/xy ts /'/'*€ A, ) * /* l < _ '4ji'cjt /u r > Art /} 12 lights of glass, 2 lbs. of putty and glazing, 1 dozen ink stands, teaching, cash for chopping wood, 50 and also a stipulation that the teacher get “ink, quills, and paper and charge the cost to the pupils.’’ 51 East Branch directed that their teacher charge the patrons for the wood used in his schoolhouse, at the rate of $4.50 per cord. 52 In spite of all attempts to improve the conditions of living for teachers and thus retain them longer, there does not seem to have been any remarkable success. The teachers of Colonial days and the transition heeded the call of the Wanderlust with great readi¬ ness. Evesham stated in 1798 “the school has been kept up the most part of the year, under the tuition of several teachers to a good degree of satisfaction.’’ 53 Thirty-five years later the yearly report stated: the school has been taught nearly ever since our appointment, about 2 months by Benjamin M. Haines, and about 7 months by Hannah Gillingham, and at present by William R. Lippincott. . . 54 In the case of Upper Greenwich we have a list of teachers from 1810 to 1865. In this list there are 28 teachers whose names ap¬ pear in but one year; 10 whose names were given in two different i 7 Ibid ., 1832. 48 Min. Woolwich Prep. Mtg., (H.), 15/IV/1880. 49 Min. U. S. Sch. Trustees, 16/III/1808. 50 Ibid. t 13/XII/1813. bl Ibid., 31/IV/1813. 52 Min. East Branch Sch. Trustees, 4/II/1820. 53 Min. Evesham School Trustees, 9/VIII/1798. 5 i Ibid., 2/I/1834. School Control and Organization 307 years; 6 appeared three years; 2 appeared four, 1 appeared five; 1 appeared six; and 1 appeared ten years. This makes a total of 95 cases in 55 years. As the school year at this place was gen¬ erally 3 quarters long we may estimate that the teachers mentioned one year probably served the school for a little over five months; those who were mentioned in two, three, four, five, six or ten years, served approximately two, three, four, five, six or ten times five months plus. The calculation, obviously cannot be more than an approximation and suggestive. For instance the terms of men and women were not usually equal; tho they varied much, where specific mention is made, the men seem to have taught in the winter from five to 6 months while the women taught summers for three or four months. 55 55 Upper Greenwich Prep. Mtg. Book for use of Schools, 1809-1874. For students of local history, the list of teachers will be of interest. Date Name D.ate Name 1810 George Mickle. 1831 Charles Brown. 1810 Mary Reeves. 1832 Wm. Thorn. 1811 Isaac Hinchman. 1833 Isaac Flitcraft. 1812 Samuel Barry. 18 33 Mary A. Paul. 1812 William Mickle. 1834- Edward R. Bullock 1813 it 1835 i i 1814 H William Thorne 1815 a 1836 Thomas H. Bond 1816 i < 1837 Wm. Haines 1816 Mary Thorne. Elizabeth Pine 1816 Benjamin Shinn. 1838 < 4 1817 U Wm. Brown 1818 Beulah P. Hancock. 1839 Sarah W. Brown 1819 Joseph Whitall. Wm. Haines 1820 Isabella Paul. 1840 Sarah W. Brown 1820 Wm. Mickle. John P. Brown 1821 James Haines. 1841 Sarah W. Brown 1821 Solomon W. Lewis. John Haines 1822 Hannah Bacon. 1842 Charles Hankins 1823 Isabella Paul. Wm. J. Doran 1823 Charles Brown. John P. Brown 1824 Isabella Paul. 1843 Priscilla Haines 1824 Joseph Borton. Joseph E. Haines 1825 Anna Haines. 1844 Bur wood Moore 1825 Wm. E. Kay. 1845 < 4 1826 Anna Haines. 1846 Samuel Ogden 1826 Samuel Ogden. Mary Moore 1827 Anna Haines. 1847 < 4 1827 Griffith Hinchman. Joseph E. Haines 1829 Charles Brown. 1848 Burwood Moore 1829 Wm. Thorne. Mary Moore 1830 i i 1849 Elizabeth Warrington 1830 Daniel Bradshaw. Charles Brown 3°8 Quaker Education in New Jersey There is no reason to believe that the above list does not fairly represent the tenure of teachers generally in the Quaker schools of the period. In every case in which data are available it is clear that “one term” was generally the longest acquaintance a teacher had with his job; the frequency of two, three or more terms is by no means great. At Upper Springfield, Titus Bennett taught probably four years between 1789 and 1795; Tucker Earl was mentioned in 1797 and 1799; Jonathan Mendenhall in 1800; Charles Roberts in 1803; Ethan Conley in 1804; Townsend Speakman, four years 1806 to 1809 inclusive; Charles Gaskill 1810; for 1811 and 1812 there were no minutes of the trustees. Samuel Gummere taught from 1813 to 1815 inclusive, at least; then for two years there were no minutes entered, though some meetings were probably held. In 1821 Wm. Sykes is mentioned as having been using the school for a time as teacher. Jane Harris is mentioned once in 1826, while Luisa Bennett taught terms in 1827, 1828 and 1829. 66 With the exception of extremely few cases the character of these early teachers was above reproach. A few breeches of professional ethics have already been mentioned, but these do not appear to have been entirely the fault of the teachers. In one case, at least, the distant school committee was just as much to blame. In the other the school committee appeared entirely satisfied that the teacher should be at liberty to go where he could have a better school. Two cases of immorality, serious enough to be taken into ac¬ count by the meeting, appear on the records examined. In 1802, This meeting informed that—-is charged with conducting himself in- 1850 Zillah Moore Burwood Moore 1851 Priscilla P. Haines 1852 Burwood Moore Priscilla P. Haines Edwin Craft 1853 Zillah Moore Augustus Sailer 1854 Emily Lewis Edwin Craft 1855 . “ Eliza Gaunt Benjamin Heritage 56 Min. Trustees U. S. School. 1856 Elmira T. Ogden Benj. Heritage 1857 Elmira T. Ogden Benj. Heritage 1858 Benj. Heritage Anna Potts 1859 Benjamin Heritage 1860 Sarah Taylor Benjamin Heritage 1861 Rachel Borton Benj. Heritage—continued teaching to 1865. School Control and Organization 3°9 decently toward a young woman in his school and also of sleeping in the time of his school, and he neglects clearing himself therefrom, on account of which charges he has been treated with by the overseers. 57 Two months later a note explained that the charges were with¬ drawn and did not go to the monthly meeting (18/XI/1802) but in January 1803, “failing to clear himself before the meeting, of charges brought againt him some time past, a copy of the charges and this minute are to go to the Monthly Meeting.” 58 Later in the century a teacher condemned his conduct before the meeting. . . .do hereby, sincerely and honestly condemn my immoral conduct that has given rise to censure and reproach, during the past year . . .1 do further agree with and promise the above trustees I will leave said school at any time during the year by their request, if this promise is not faithfully lived up to (Name.) 59 The School In the first period of school development in Quaker communities of New Jersey it was common to hold it in the meeting house, if no other building was ready for it. Vice versa it was just as common a practice to hold meeting in the schoolhouse. Burlington in 1756 permitted a school to be held in the upper meeting house; Mansfield Neck was allowed to hold meetings at the schoolhouse in 1761; and Friends at Upper Springfield held meetings, by per¬ mission of their Monthly Meeting, “at the School House nigh Shreve’s Mount.” In 1766 an additional meeting was permitted to convene at the “schoolhouse near William Bishop’s.” So far as cases are concerned, that came under the writer’s observation, the number of permits to hold religious services in schoolhouses exceeded those permitting schools in houses of worship. However, the latter custom was commonly accepted. Just what the earliest schoolhouses were like one cannot say with more precision than that they were usually of logs, but sometimes of stone, small, low, inadequately lighted, and heated. No comfort¬ able desks or seats made the long school day more tolerable. In the second period that of educational expansion which began about 1778, there were many more substantial buildings erected. Some of these were of stone and brick, while many were ordinary frame 57 East Branch .Prep. Mtg., 23/IX/1802. 5 S Ibid., 20/I/1803. 59 Min. Old Springfield Sch. Trustees, 10/II/1855. 3 io Quaker Education in New Jersey buildings; in shape they were generally rectangular, but also octagonal, and possibly hexagonal schools were built, though the writer has seen none of the latter. Most of those built just following the Revolution or in the early nineteenth century, which have come down to the present were of brick, brick and stone combined, and wood. Some in more recent years have been coated over with stucco. It is probable that the several photographs which illus¬ trate the pages of this book do not fairly represent the schools of Quaker New Jersey in the nineteenth century, for, undoubtedly, only the best buildings have been preserved. In many of the smallest communities no building may now be found standing. Within this simple house of brick, logs, or stone, the master or mistress presided over a number of boys and girls, sometimes as few as ten or as many as seventy or eighty. The winter school was under a master, generally, and was made up of older, bigger boys. The summer school was often specified as being for the “girls and little boys.” This does not mean that “girls and little boys” were not schooled in the winter, but that big boys had to work in the summer. To assist master or mistress in the control of the school no stone was left unturned, judging from the rules which were pre¬ pared for its government. These rules were usually drawn up by the school committee, thus setting the standard of conduct which they hoped to witness upon their regular visitations. The rigor of the regulations appear to harmonize with the severity of school architecture, and the lack of comfortable furnishing in the school itself. And, from the usual report of the school committee that “the school appeared to be kept in a good degree orderly” it may be surmised that the rules were strictly regarded. The following were drawn up for the school at Evesham about 1792. Rules to be observed by the scholars in Friends’ Schools within the compass of Evesham Monthly Aleeting, 1st. Be at school at the hour appointed with your faces and hands washed and (heads combed). 2nd. With cheerfulness and attention observe the instructions of the teacher and always pay him due respect. 3rd. Study your lessons in silence, avoiding unnecessary conversation with each other, making your movements with ease, and as little noise as possible. 4th. Be not forward to divulge anything passed in school; mock not, or School Control and Organization 311 jeer your school fellows for being corrected; it is unkind and may happen to be your own case. 5th. Behave yourselves in a gentle obliging manner, becoming virtuous children, the boys to treat the girls with that respect and decency which is due to their sex, and the girls the boys with a becoming reserve and modesty. 6th. When you receive anything of another, observe to make some grateful return for the kindness done you, never returning injuries, but learning nobly to forgive, thus showing by examples how all ought to behave. 7th. If disputes at any time arise among you, ye are not to use provoking words, or blows, or give way to a sullen, revengeful temper, but refer the matter to be decided by the master. 8th. Carefully avoid speaking evil of any, treating aged persons with dis¬ respect, jesting with those of weak abilities, making a mock of the lame, de¬ formed, or those deprived of their senses. But behave yourselves modestly, civilly, and kindly to all. 9th. Not only avoid committing any indecent behaviour, or such amuse¬ ments as are rude, dirty or dangerous yourselves, but shun the pernicious company and conversation of those who are accustomed thereto, especially the shameful and exceedingly sinful practices of lying and swearing. Considering you are always in His presence who made you, and notices all your words and actions. 10th. Be careful to observe true grammer, and Scripter plainness of speach, in using the singular number (as thee and thou) to a single person, and in every other respect, avoid such additions in your addresses to others as are inconsistent with truth. Plainness of apparel is also most consistent with our religious principles, it is therefore desired that you may be habited accordingly. Lastly, And it is desired that you carefully avoid spending your time on first days in sport, or any way that tends to disturbance, but duly attend our religious meetings and when there, be still and sober; remembering the awful¬ ness of the occasion that you are there met to worship the Divine being, who cannot be deceived and will not be mocked. 60 In a few instances the trustees took special action regarding damage to property. In 1820 East Branch specified that: such scholar or scholars as may or shall hereafter commit or do any damage to- the school house either wilfully or carelessly, to repair to make good such damage at his or her own expense, or the expense of his or her parent or guardian, . . .and the teacher is requested to attend thereto from time to- time. 61 All of the records available, that deal in any way with details of the operation of the school seem to indicate that a great deal of attention was given to keeping the school clean. On this it is 60 Min. Trustees of Evesham School. 61 Min. East Branch Sch. Trustees, 6/III/1820. 312 Quaker Education in New Jersey impossible to write, save concerning a few schools. East Branch noted the purchase of pails, tub, and brushes; Mt. Holly paid Daniel Wills $2.26^ “for cleaning school house and some repairs and later entered an item of $.33 for a “dusting brush for school house.” 62 Earlier Daniel Wills directed Samuel Carr, as follows: Thee will please to pay Mary Coom, or order, one dollar and twenty-five cents for scrubbing and cleaning the school house and charge the same to the school house. 63 The Easton School purchased similar cleaning utensils, mentioned whitewashing the school (1827), and purchased curtains in 1857, which were evidently washable. In 1861 we find the item of “$1.62 to cash for cleaning school house and washing and ironing window curtains.” 64 Certain articles of equipment for the schools have been mentioned. It was sometimes purchased by trustees, but might be provided by the master, and then charged to the trustees. Upper Spring- field’s teacher in 1791 produced an account for “sundry repairs in the house and materials for the promotion of the school,” which was laid before the preparative meeting for direction therein. 65 The following items refer to the Mt. Holly Preparative Meeting School. In 1820, $4.13 was paid Daniel Wills “for Barrell on school house stove, 3.88, and stand 25c.” J. J. Warner (1821) received .75 for “turning on (e) dozen inkstands.” In 1796 a lock and staple was bought for the door, and a “light of glass” put in. A year later the windows were glazed for £ 1/5/6, and in 1801 the house was plastered at a cost of 11 /3 /4U2. 66 Below is given a list 62 Mt. Holly Prep. Mtg. School Fund Records, 1820 and 1822. 63 Ibid ., 1817. 64 Account Book of Easton School, 1861. 65 Min. U. S. School Trustees, 13/VI/1791. Later items of expense shed ■some light; in 1793 “The Hearth and some parts of our school house wanting repair S. Skyes is appointed to get them done and make report of expense.” . . .In 1806, “The teacher is authorized to get made two benches for the use of the school, to have a distinct seat for each scholar, in form of a stool.” A bill of $9.28 was entered in 1808 for plastering the school. The teacher in 1813 was directed to get ink, quills and paper, charging them to the scholars, while the trustees promised to “find firewood.” In 1819, the school having been discontinued for a time, it was proposed to dispose of “the maps, and gazateer Belonging to the school.” These were, however, retained until 1825. 66 Mt. Holly Prep. Mtg. School Fund Records. School Control and Organization 3i3 of articles purchased for the Easton School between 1827 and 1875. 67 The length of the school term was variable in the extreme. In the case of Upper Greenwich, as before stated, it was generally about nine or ten months of the year, 68 but in other places they were not so regular. Eastbranch in 1824 mentions a school for six months while Rancocas speaks of holding school ten months in 1845. The “Brick School” at Chester was held three months in 1791 and 1804; four, nearly, in 1805; six, nearly, in 1806; eight, nearly, in 1808; four, nearly, in 1810; four, nearly, in 1818; nine in 1820; six in 1826; nine in 1827 and 1838; six in 1846; and ten, about, in 1862. “Moorestown School” was held six months in 1804; eight in 1805; nine in 1819; eleven in 1827; six in 1846; three in 1847; ten in 1853; and six in 1862. 69 No complete set of facts is available on this point but the above irregularities are probably representative. Until the nineteenth century the Quaker institutions of learning were scarcely, if ever, called anything but “school;” in the school provision was made for girls and boys alike, but separate probably in a majority of cases. Thus, there were girls’ schools and boys’ schools. Likewise there was a winter and a summer school, 67 Easton School Account Book. Date Items 15/III/1827 Sweeping Brush .62 30/III/1827 Cleaning school & whitewashing 1.00 To putting in 2 lites of glass •15 24/IV/1827 To cash paid for water pail • 37 U 25/I/1828 To cash for 3 “Expositors” •75 16/II/ To cash pd. for Inkstands for school .31 3/XI/1828 To cash pd. Cornel (Cornwall?) Stevenson for map for school To cash for 6 lights of glass and putty and putting 5.00 in •47 To repairing wrighting forms etc. .25 To one tin cup .10 1/V/1830 To drawing water and attendance at school house •50 30/IV/1830 Cash pd. Cornel (Cornwall?) Stevenson for wood left at school house 3.82 1836 19/IV/1837 22/X/1839 22/XII/1853 21/XI/1856 4/XI/1857 1/XII/1875 68 Page 3o6f. To making new legs to writing desk .50 To making stove door -37k> To one lock on the school house door .8 "} l /2 Pd. for blackboard .40 Pd. for a new stove for school house 16.00 Pd. for small table and curtains for school house 3.95 Pd. for a globe for school house 10.00 C9 Min. Chester Prep. Mtg. 3i4 Quaker Education in New Jersey recognized at least in the last quarter of the 18th century But in the nineteenth century a number of terms became common even though the “learning” offered was the same. Such terms as “Board¬ ing School,” “family school,” “Seminary,” “Academy,” “Select School,” and “graded school” became common. The difference between some of them was only in name; and the latter is, in most cases, clear. The family school was commented on in 1834 by the Yearly Meeting as follows: There is a class of schools which has increased within a few years, that may be termed family schools, and are generally taught by females. They furnish useful employment for a number of young women, and are calculated to develop female intellect; their great utility is obvious and we believe much good would result from their being still further extended and encouraged. 70 A “Boarding School” had been operated since 1799, at West- town, and many others were patronized during the century. The term “Seminary” and “Academy” was at times applied to the same school. “Bacon Academy” 71 offered the most advanced course of any of the New Jersey schools. In 1854 the committee introduced co-education, uniting the male and female departments, formerly kept distinct, . . .under the superin¬ tendence of a female principal. . .suitable teachers to assist her. The school has been opened ten months of the year, attended by 102 pupils, 53 males and 49 females. 72 In 1873 a committee was appointed at Salem to consider grad¬ ing the schools and co-education. The next report of the school committee stated that: There is one graded school of the description queried after, with two teachers, whole number of pupils in attendance, 73. . . 73 A graded system was established at Moorestown early in the last decade of the century. 74 70 Extracts, 1834, pp. 8-9. 71 See pp. 155ff. 72 Min. Pilesgrove Prep. Mtg. Women Frds., (H.), 20/IV/1854. 73 Min. Salem Mo. Mtg., (H.), 30/IV/1873, and 25/II/1874. 74 See page 224. CHAPTER XI CURRICULUM AND TEXTBOOKS Curriculum From the many references to a “guarded religious education” and injunctions against the reading of “pernicious books” and “heathenish authors,” which appear in the records of the meet¬ ings and in the foregoing pages of this study, one is led to under¬ stand that the curriculum was always closely scrutinized and the books used in instruction carefully selected. This was for the purpose that the aim of a moral and religious education, accord¬ ing to Friends’ standards, might be secured. A second guiding principle in selection of subjects and books was the belief in an es¬ sentially realistic education. “We are in pain to make them scholars, but not men,” was Penn’s criticism of current education. Quaker practice followed his suggestion by seeking to give a useful education, early showing a preference for scientific studies. Yet, in schools of higher grade the classic and modern languages were taught; but a careful selection of materials must have been always insisted upon. Penn deplored the fact that books had not been composed for youth, “by some curious and careful naturalists and also mechanics, in the Latin tongue, to be used in schools, that they might learn things with words . . ,” 1 In this he repre¬ sented distinctly the Realist point of view, and was far beyond actual school practice which, in the Colonial period, was limited to the four R’s. Though the question of teaching Latin hardly enters into a dis¬ cussion of the earlier New Jersey schools, as they were elementary, the Quaker viewpoint may be mentioned, as the subject was taught in some schools of the 19th century. Haddonfield reported in 1865, “the usual branches continue to be taught as heretofore with the addition of Latin which has been studied by one class for 1 Reflections and Maxims , 16; see also Chap. Two. 3*5 316 Quaker Education in New Jersey the last three months.” 2 In a Latin text of elementary grade, published by a Friend in 1676, the preface stated that Friends met and agreed together in language teaching to lay aside the heathen¬ ish books and the corrupt grammars taken out of them, and to set up the scriptures of truth, and what may be savory, and good matter that may not corrupt childrens’ minds. 3 From this and other strictures we may safely assume that, where- ever taught, Latin and Greek were limited in scope Efforts were continually made, especially in the Colonial period when books were extremely scarce, to provide books of religious and doctrinal character, not only for use in the schools, which is sometimes specified, but for distribution among members. Such distribution was free in case of poor members. In 1772, Wood- bridge stated: There are divers who have not Friends’ Books, one of which has no Bible and they think a Bible should be procured for that Friend and That this Meeting should procure for such Friends, Penn’s Rise and Progress of the People Called Quakers, Barclay’s Catechism, a Treatise Entitled, Reasons for not Paying Tythes, Richard Davis’ Journal, Alice Halls Legacy, Harmony of Mankind by John Woolman and (of) these there should be Six of each sort. Jos. Shotwell Jr. is desired to Purchase and Deliver them to said Committee for said purpose. The further consideration of report is Referred to next Meeting. 4 Burlington, in 1776, received a large collection of books, mostly for mature minds, and ordered that they “be spread among poor friends and such others who manifest a desire to be instructed in our religious principles . . .” 5 Similarly, action was taken in 1813 to provide Bibles for members in need of them: The subject respecting the procurement of Bibles for the use of such of our members as may not be furnished with them being brought into view it is thought best to make an addition to the Committee formerly appointed: accordingly Stephen Pike and Samuel Emlen are named to the service/’ The reason for distributing books may be found in the minutes of every Quaker meeting. If books of authorized character were 2 Min. Haddonfield Mo. Mtg., 13/II/1865; tradition has it that Day taught Latin, Greek and Hebrew at Haddonfield. The records (1803) make specific reference to the fact that Latin and French “are or may be taught.” 3 Moon’s Master’s Thesis on Early Quaker Education in New Jersey, 11. Teachers College, Columbia University. 4 Min. Woodbury Mo. Mtg., 15/I/1772. 5 Min. Burlington Q. Mtg., 25/XI/1776. 6 Ibid., 1/VI/1813. Curriculum and Textbooks 3i7 not available it was impossible to answer the third query as the discipline of the society desired it should be. The following ex¬ tract is typical of the answers of meetings. The restraint from ‘‘pernicious books” was made possible by supplying a large number of approved character. 7 We believe Friends are in a good degree careful to bring up those under their direction in plainness of speech, behavior and apparel: in the frequent reading of the scriptures: and to restrain them from pernicious books and the corrupt conversation of the world. 8 Not only were books distributed by the meetings, but subscrip¬ tions were made from time to time to provide for their publication. It is useless to catalog the well-nigh numberless instances of this practice, but space may be given to a few. In 1774 Chesterfield received proposals from the Meeting for Sufferings for “promoting subscriptions for John Woolman’s Journal ; 9 in 1790 Burlington urged subscriptions for publishing Gough’s History of our Religious Society and that preparative meetings buy several sets to be loaned to poor members; further, that subscriptions be made “for the Bible printing by Isaac Collins.” 10 Upper Springfield in 1797 reported subscriptions had been taken for Job Scott’s Journal , and a year later, that they subscribed for the Journal of George Fox and the Memoirs of the Life of Catharine Phillip . 11 These are sufficient to indicate the manner in which publication of “approved books” was supported. The revival of educational activity after 1778 is evidenced in the comments on books for schools, which became much more numerous. Efforts were made to supply school books in the same manner as religious literature for adults was provided. Regarding books for schools, Woodbridge wrote in 1789: Our Meeting for sufferings being informed that a new impression of Robert Barclay’s Catechism is wanted and enquired after in divers places and that the introduction thereof into our schools and families may be instructively useful to the youth have directed the reprinting a number of them for the service of Friends within the compass of our Yearly Meeting. . . .that the Monthly Meetings would appoint suitable friends for a proper Tor lists of books supplied at various times, see pages 336ff. 8 Min. Great Egg Harbor -Mo. Mtg., 6/III/1820. 9 Min. Chesterfield Mo. Mtg., 2/VI/1774. 10 Min. Burlington Q. Mtg., 29/XI/1790. n Min. Upper Springfield Mo. Mtg., 7/VI/1797 and 4/IV/1798. Quaker Education in New Jersey A CATECHISM AND Confession of Faith, APPROVED OF AND AGREED UNTO, BY THE GENERAL ASSEMBLY OF THE PATRIARCHS, PROPHETS and APOSTLES, CHRIST himself Chief Speaker IN AND AMONG THEM. Which containeth a true and faithful Account of the Principles and Doc¬ trines, which are moft furely belie¬ ved by the Churches of Chrift in Great Britain and Ireland, who are reproachfully called by the Name of QUAKERS; yet are found in the one Faith with the Primitive Church and Saints, as is | moft clearly demonftrated by fome | plain Scripture Teftimonies, (with- | out confequences or Commen- | taries) which are here collected, | and irlferted by way of Anfwer to | a few weighty, yet eafy and fami- ? liar Queftions, fitted as well for the § wifeth and largeft, as for the weak- % eft and loweft Capacities. TO WHICH IS ADDED An Expostulation with, and Appeal to, all other Professors. By ROBERT BARCLAY. Search the Scriptures, (or, ye fearch the Scriptures ,) for in them ye think ye have eternal Life, and they are they which teftify of me. And ye will not come unto me, that ye might have Life. John v. 39. 40. PHILADELPHIA: PRINTED BY JOSEPH JAMES, IN CHESTNUT-STREET. M.DCC.LXXXVIII TITLE PAGE OF BARCLAY’S CATECHISM Curriculum and Textbooks 3 1 9 distribution of them particularly to the schools under the care of Preparative or other Meetings enjoining the tutors to have them read at seasonable times by such of the children in classes who have made due advancement in their learning. . . 12 The lack of suitable school books was relieved in 1793 by the Meeting for Sufferings. Evesham informed that: In consideration of the great want of suitable books for the use of the schools in our Society the Meeting for sufferings had, for that purpose, directed a selection and impression of Wm. Penn’s Reflections & Maxims, relating to the conduct of human life, and 29 volumes were now received from the Monthly Meeting, being our proportion, which were divided between Evesham, Crop- well and Pine Grove Schools. . .Note Crop well has but nine books, the others have ten each. 13 In the same year, Mt. Holly stated: Thirty-one books printed for the use of schools was produced to the meeting, which were put into the care of the school committee. 14 Some meetings felt advantage would result from greater uni¬ formity in books used and that they should have the approval of the school trustees. Evesham Monthly Meeting stated in 1801 that: Some of our number have visited the schools established by this Meeting, several of which are in an improving state, and we believe it would conduce much to their advantage if the trustees or teacher of each school would keep an assortment of schoolbooks from the interest arising on the funds, or otherwise; and that no employer may introduce any book into our schools which is not of the same kind, without the approbation of the trustees, that the master may have the advantage of fixing his whole school in proper classes, which we think would much forward the children’s improvement. 15 The question of more uniform books came before the Yearly Meeting in a report made in 1845, and a special committee was ap¬ pointed to see what might be done. The report makes clear that the purposes of uniformity are chiefly (1) to get rid of certain ob¬ jectionable books, and (2) to make a change from one school to another less harmful to the pupil. The report follows: The attention of the committee has been directed to the mixed character and great variety of school books in use. As it was thought important to obtain more minute information on the subject, than was then in our possession 12 Note from minute of Mtg. for Sufferings, copied from Woodbridge Mo. Mtg. Min., 21/V/1789. 13 Min. Evesham Prep. Mtg., 7/II/1793. 14 Min. Mt. Holly Mo. Mtg., 10/I/1793. 15 Min. Evesham Mo. Mtg., 10/IV/1801. 320 Quaker Education in New Jersey INTRODUCTION TO THE ENGLISH READER PART I. PIECES IN PROSE. CHAPTER I. SELECT SENTENCES AND PARAGRAPHS. SECTION I. TO be good is to be happy. Vice soon or late, brings misery. We were not made for ourselves only. A good person has a tender concern for the happiness of others. Modesty is one of the chief ornaments of youth. Deceit discovers a little mind. Cultivate the love of truth. No confidence can be placed in those who are in the habit of lying. Neglect no opportunity of doing good. Idleness is the parent of vice and misery. Cleanliness promotes health of body and delicacy of mind. The real wants of nature are soon satisfied. A contented mind is an inestimable treasure. Deliberate before you promise. Boast not of the favours you bestow. Merit the approbation of the wise and good. It is a great blessing to have pious and virtuous parents. The most secret acts of goodness are seen and approv¬ ed by the Almighty. SECTION II. Our reputation, virtue, and happiness, greatly depend on the choice of our companions. B2 Murray’s “Introduction”, Edition of 1828 Curriculum and Textbooks 321 several queries relating thereto were addressed to the teachers of schools to which Friends’ children are sent. Replies were received from ninety of these schools which confirm the reports received last year, and include the class books used in teaching, as well as the reading books. The want in the different departments of education of standard works of such excellence as to insure their general adoption, is much to be regretted; as it renders the change from one school to another, in which other books and other modes of teaching are in use, a temporary and often a permanent dis¬ advantage to a child. Arithmetic, for example, is taught from 20 different books and geography from 14, and so on, in most of the branches taught. It is much to be desired that this evil should be remedied, and if means could be devised to secure the cooperation of teachers in bringing into general use in our schools the same system of elementary books, either selected from those now in use, or prepared under the direction of Friends by competent authors, it would greatly accelerate the progress of the pupils in learning, especially in those higher and larger institutions, such as Westtown, to which many of the children of these primary schools are ultimately sent. Most of the positively objectionable works are found under the head of reading books or history, the former of which often contain, with other objectionable matter, ex¬ tracts from dramatic writers, and books of fiction, thereby promoting a taste for that hurtful description of reading; and the books of history abounding with accounts of warlike achievements which are calculated to produce a very injurious effect on the susceptible minds of youth, and powerfully to cherish the corrupt propensities of the natural man. Although it appears as if no adequate remedy could be applied until reading books are prepared, adapted to the safe instruction of Friends children, yet as there are many in use which contain comparatively little objectionable matter, and some (such as Lindley Murray’s Compilations) which may be safely recommended, it is very important that teachers and such Friends as have the care of schools, should be careful to procure only works which are known to be of that character. 16 The result of this movement was the establishment of central book supply houses by both branches of the Society of Friends. It is but another phase of the tendency towards centralization. 17 In 1843 the Friends at 15th and Race Streets proposed the “ap¬ pointment of a standing committee to encourage the establishment of libraries in Monthly or Preparative Meetings” and recommended the appointment of members in local meetings to ascertain “wants in relation to books and to correspond with the standing com- 16 Extracts Yr. Mtg. Min. (O.), 1845, pp. 2-3. 17 The Tract Association of Friends at 304 Arch Street, Philadelphia, was established in 1816, and the Textbook Association in 1866. The central depository, “on the east side of Mulberry Street” was established about 1844.— Min. of the Mtg. for Sufferings, 15/III/1844. 322 Quaker Education in New Jersey CONTENTS. PART /. PIECES IN PROSE. CHAPTER I. Page. SELECT SENTENCES AND PARAGRAPHS, 61 CHAPTER II. NARRATIVE PIECES. Sect. 1. No rank or possessions can make the guilty mind happy, - - - 61 2. Change of external condition often adverse to virtue, 62 3 . Hainan; or the misery of pride, - 64 4 . Ortogrul; or the vanity of riches, 66 5 . Lady Jane Grey, 69 6 . The hill of Science, - - - 73 7 . The Journey of a Day; a picture of human life, - - - - 78 CHAPTER III. DIDACTIC PIECES. Sect. 1. The importance of a good education, 83 2 . On gratitude, 85 3 . On forgiveness, 86 4 . Motives to the practice of gentleness, 87 5 . A suspicious temper the source of misery to its possessor, - 89 6. Comforts of Religion, - - - 91 7 . Diffidence of our abilities, a mark of wisdom, 92 8. On the importance of order in the dis¬ tribution of our time, 93 g 2 From Murray’s “English Reader” Published in 1808 Curriculum and Textbooks 323 mittee of the Yearly Meeting.” 18 This central book supply was created at an early date; books were obtained from it for schools and when a school was closed, they might be returned to be sold. 19 As above stated, the elementary curriculum was made up of the four R’s, and we may well add, with emphasis on Religion. The scarcity of comment on subjects of instruction makes it impossible to describe with certainty when additions were made generally. The East Branch School trustees stated, in 1820, they had ex¬ amined the “various branches of learning and their writing books and order . . in 1825 they mentioned writing, “several books of arithmetic,” spelling, reading, reciting, etc.; a similar report was made in 1831: All attended and heard the scholars in their spelling, reading, etc., ex¬ amined their writing and cyphering books—-it being the first visit paid to the school by us since it has been under the tuition of the present teacher, Thomas Warren. Any remarks as to improvement at this time could hardly be ex¬ pected. Edward Taylor, Jr. 20 At Evesham in 1801 the committee expressed the belief that girls’ schools “should be conducted in the summer, when men teachers discontinue,” and “a female as usher in steady schools . . . who might teach needlework and obviate the necessity of going to other schools to learn that art.” 21 It is difficult to determine from any one statement in the minutes just what was taught. For instance, in the case of Woodstown, later in the century, (1852) there were mentioned “reading, writing, arithmetic, grammar, geography, botany, physiology, philosophy, history, and drawing . . .’’in the female department and to these were added “chemistry and the higher branches of mathematics” for the boys’ department. These subjects do not seem unusual for a school that was called “academy” and at other times “Sem¬ inary;” but they certainly were more than a “common school” education. Yet, in another report, the trustees stated: “the usual branches pertaining to a common school education have been taught,” and again “most of the branches pertaining to a common school education, together with mathematics and drawing have 18 Extracts Yr. Mtg. Min., (H.) 1843, 9-10. 19 Min. Woolwich Prep. Mtg., (H.), A letter to the School Committee, 1883. 20 Min. East Branch School Trustees, 6/V/1820; 5/III/1825; and 8/I/1831. 21 P. 189. 3 2 4 Quaker Education in New Jersey been taught.” 22 There can be little doubt, however, that the term “common school education” was used rather loosely and that more than that was provided. The school about the end of the century, stated as its purpose, . . .a thoroughly practical education to all desiring to finish their scholastic course near home; also to prepare students intending to take a course in college. The instructors will endeavor to.arouse in the minds of the pupils a desire to gain a thorough education for the good it will be to them, and with this end in view, the best individual results can be obtained. Independent thinking is especially encouraged. . . The school, at this date, comprised kindergarten, intermediate department, and the high school, and granted a diploma, a feature just established, which admitted the holder to Swarthmore Col¬ lege. 23 The above curriculum had much that indicated harmony with the ideal of Realistic education, but thorough-going realism de¬ veloped slowly so far as general practice was concerned. Earty in the century, thirty years before Spencer’s views of education had attracted public attention, Jonathan Dymond had laid his stric¬ tures on the classics, so far as moral education was concerned, and expressed preference for an education of the people that should inculcate “the love and habits of inquiry,” believing, in general, that “science is preferable to literature, the knowledge of things to the knowledge of words.” The purpose of education is social for, “as the education of a people prevents political evil, it effects political good. Despotic rulers well know that knowledge is inimical to their power.” 24 During the nineteenth century science began to occupy a greater place in practice, as Realists had long declared it should. In 1814 the teacher of the little school at Upper Springfield recommended the introduction of geography, and as the house was not sufficiently roomy for hanging maps, etc. it was decided necessary to make an addition of about ten feet at the end of it. 25 Maps were purchased 22 Min. Pilesgrove Mo. Mtg., (H.), 29/IV/1851; Min. Pilesgrove Prep. Mtg. of Women Friends, (H.) 21/IV/1852 and 20/IV/1854. 23 Descriptive catalogs of Bacon Academy for 1894-95 and 1 896-97, kindly furnished the writer by Annie E. Pancoast, Woodstown, N. J. 24 Dymond: Essays on the Principles of Morality, Chapter on Education of the People. 25 P. 108. Curriculum and Textbooks 325 PART II. EXERCISES IN ORTHOGRAPHY. CHAPTER I. Containing instances of false Orthography, arranged under the respective Rules. rule 1. Monosyllables ending with f, 1 , or s, preceded by a single vowel, double the final consonant; as staff, mill, pass, &c. The only exceptions are, of, if, as, is, has, was, yes, his, this, us, and thus. See Gram. 19edit. p. 37. It is no great merit to spel properly; hut a great defect to do it incorrectly. Jacob worshiped his Creator, leaning on the top of his staf. We may place too little, as well as too much stres upon dreams. Our manners should be neither gros, nor exces¬ sively refined. RULE 11. Monosyllables ending with any consonant but f, 1 , or s, and preceded by a single vowel, never double the final consonant; excepting only, add, ebb, butt, egg, odd, err, inn, bunn, purr, and buzz. From Murray’s “English Exercises” (1813) 326 Quaker Education in New Jersey CONTENTS. ix Men’s Understandings, p. 150 ; Fading of Ideas from the Mind, p. 154 . BOYLE.—Critical Notice, p. 155 ; The Study of Natural Philo¬ sophy favourable to Religion, p. 156 . STEELE.—Critical Notice, p. 159 ; Quack Advertisements, p. 159 . ADDISON.—Critical Notice, p. 163 ; Vision of Mirza, p. 163 ; Endeavours of Mankind to get rid of their Burdens, p. 169 ; The Works of Creation, p. 176 ; The Planetary and Terrestrial Worlds comparatively considered, p. 181 ; Importance of a Good Education, p. 184 ; Gratitude, p. 186 ; Contentment, p. 187 . DEFOE.—Critical Notice, p. 192 ; The Great Plague in London, p. 192 . SWIFT.—Critical Notice, p. 198 ; The Inconvenieneies of abolishing Christianity, p. 198 ; Adventures of Gulliver in Brobdingnag, p. 204 . POPE.—Critical Notice, 214 ; Death of two Lovers by Light¬ ning, p. 214 ; Sickness and Death, p. 216 ; Autumn Scenery, p. 218 . ARBUTHNOT.—Critical Notice, p. 220; Epitaph on Chartres, p. 220. BOLINGBROKE.—Absurdity of LTseless Learning, p. 221 ; Un¬ reasonableness of complaints of the shortness of Human Life, p. 224 . MONTAGLT.—Critical Notice, p. 229 ; Inoculation for the Small Pox, p. 229 ; Female Education, p. 231 . JOHNSON.—Critical Notice, p. 236 ; Preface to the Dictionary, p. 236 ; Letter to Lord Chesterfield, p. 241 ; Reflections on landing at Iona, p. 242 ; Parallel between Pope and Dry den, p. 243 ; Schemes of Life often illusory, p. 246 . CHESTERFIELD.—Critical Notice, p. 250 ; Good Breeding, p. 250 . From Hart’s “Class Book of Prose’’ (1845) Curriculum and Textbooks 3 2 7 for Burlington school in 1822-3, 26 and, as above noted, Bacon Academy was emphasizing a scientific course in 1851. It probably did so from the time of its founding, ten years earlier. In the meeting’s school at Old Springfield, Franklin Haines was employed to teach mathematics, such as mensuration, surveying and algebra. 27 At Upper Greenwich in 1857 “a series of apparatus for illustrating the higher branches was purchased for the use of the school.” The Library Association, founded 1834, had at this time 500 vol¬ umes. 28 The. following minute from Chester Orthodox Friends, 1883, describes some assistance given to encourage science teach¬ ing. . . .Thru the efforts of the teachers and the kind cooperation of some friends interested in the school, funds were raised to purchase a human skeleton, and a manikin and they were placed in the school. . .and suitable closets constructed to preserve them; there has also been received and placed in the school a valuable collection of fossils, minerals, shells, etc., gifts from our former principal teacher Edward Forsythe, and a citizen of Moorestown, all of which are thought to be material aids to instruction in physiology and natural science; and good use has been made by the teachers of the chemical and philosophical apparatus in possession of the school. . . 29 In 1885 Chester recorded that “several instructive lectures on scientific subjects were delivered in the school building during the past year.” 30 These scientific lectures in local schools were part of a program undertaken by the Yearly Meeting, concerning which it stated in 1887, The advantages to pupils of having the many truths found in their studies in Physics, Chemistry, etc., properly illustrated with suitable apparatus, are apparent, and for this purpose lectures on scientific and other subjects to the- number of eighty-one, have been delivered at stated times during the year to schools desiring them. 31 The reports of the several meetings, shown in previous chapters, indicate that a considerable number from New Jersey schools finished or continued their education at Westtown Boarding School, Pennsylvania. Regarding science instruction at Westtown in 1846 it was stated, In the departments of mathematical science, Natural Philosophy, Astronomy 26 P. 64. ^Miscellaneous papers of Old Springfield Prep. Mtg., 1853. 2 S Ms. History of Upper Greenwich Mtg. by William Haines, in hands of Wm. Borden, Mickleton, N. J. 29 Min. Chester Mo. Mtg., (O), 3/VII/1883. 30 Ibid., 7/II/1885. 31 Extracts of Yr. Mtg. Mins., (H.), 1887, 20-23. 328 Quaker Education in New Jersey and other studies, the pupils acquitted themselves in a very creditable manner; and we believe there are few seminaries in our country, which afford better opportunities for acquiring a knowledge of the useful branches of education. 32 In 1858 the course was described as follows: The same course is pursued as has heretofore been the case; embracing all the branches of a good English education, with instruction in the Greek and Latin languages, and lectures during the winter season; and the progress made by the pupils is as great as could reasonably be expected. The usual instruc¬ tion in the Christian principles and testimonies of Friends, is also given. 33 In 1862, The course of studies, and the number of teachers employed are the same as last year. As heretofore, at stated periods, portions of the Holy Scriptures, Barclay’s Catechism or Bevan’s View, are committed to memory by the pupils; and the Bible and other religious books are frequently read to them when assembled in the collecting rooms. A thorough knowledge of those branches of an English education, which are of daily practical utility being very important, particular care is taken to give instruction in them, with probably as much success as at any other school. Lectures have been de¬ livered the past session on Natural Philosophy, Chemistry, and Natural History; and 50 boys and 12 girls have studied Latin, and 15 boys have given some attention to Greek. 34 Ten years later the scientific and classical courses were combined in one, Latin and Greek being assigned as optional studies so that “those whose time is limited, may complete a Scientific Course as heretofore and obtain a corresponding certificate.” 35 Textbooks It is almost impossible at the present day to reconstruct the entire curriculum or the list of textbooks used in schools a hundred or more years ago. But a beginning can be made that is very sug¬ gestive of the atmosphere of the class room so far as that is reflected In the books used. In the frequent warning against “reading per¬ nicious books” is found the guide in the selection of books for class use. The following list of textbooks is made up from items con¬ tained in minutes of School Trustees, Committees, and Meetings in New Jersey between 1788 and 1869, which specified that the books were for the use of schools. It is probably incomplete. 32 Extracts Yr. Mtg. Min., (O), 7-8. zz Ibid., 1858, 4. Zi Ibid. f 1862, 11. 35 1 bid., 1872, 23-4. Curriculum and Textbooks 3 2 9 10 CONTENTS. Page Sect. 4. Remarks on the potential mood 70 5. Of the tenses. .. 72 6. The conjugation of the auxiliary verbs to have and to be .. 78 7. The auxiliary verbs conjugated in their simple form; with observations on their peculiar nature and force. . 87 8. The conjugation of regular verbs. 91 9. Observations on passive verbs. 99 10. Of irregular verbs. 102 11. Of defective verbs; and of the different ways in which verbs are conjugated. 108 CHAP. 7 Of adverbs. 109 CHAP. 8 Of prepositions. 113 CHAP. 9 Of conjunctions. 115 CHAP. 10 Of interjections. 119 CHAP. 11 Of derivation Sect. 1. Of the various ways in which words are deriv- ed from one another. 119 2. A sketch of the steps, by which the English language has risen to its present state of refinement. 123 PART III. Syntax. 125 Of the syntax of the article.. Of the syntax of the noun. Of several nouns joined by copulatives. k Of nouns connected by disjunctives. . Of nouns of multitude. Of one noun governing another in the possessive case. Of the syntax of the pronoun. Of pronouns agreeing with their antecedents. . Of the relative being nominative to the verb. Of the relative preceded by nominatives of dilferent per¬ sons. Of the syntax of the adjective. Of the syntax of the verb. Of the verb’s agreement with the nominative case. Of verbs active requiring the objective case. Of one verb governing another in the infinitive mood. Of verbs related in point of time. . Of the syntax of the participle. Of the rules respecting adverbs. Of the position of adverbs. Of two negatives. 151 130 133 134 153 135 139 141 142 126 159 161 163 167 169 172 From Murray’s “English Grammar” (1826) 33 © Quaker Education in New Jersey INDEX. Decrease of the Red Men—R ed Jacket. Speech of Complanter. Perilous Adventure. The Close of the Year. James Alford. The Deserted House— Poetry —Thomas Hood. James Corson—C hambers’ Journal. Courage well Employed—E ng. Magazine. The Close of the Righteous —Poetry —H. F. Gould. The Falling in of a Coal Mine—N. Y. Com. Adv. The Banian Tree.. Faithful Testimony against War... Habit—D ugal Stewart. James Ferguson. “ “ continued. A Name in the Sand— Poetry —H. F. Gould. Pine Forests.. A Summer Morning in the Country —Poetry —W. H. Burleigh. Ice in the Arctic Regions. The Holly Tree— Poetry —R. Southey.. The Prairie— Poetry —Bryant. The Last Month of Summer— Poetry —Gallagher. Perseverance— Poetry —R. S. S. Andros. The Death Bed— Poetry —T. Hood. The Effects of War—E venings at Home. Wisdom and Knowledge—R. Southey. W 7 ar the Cause of Misery—R. Hall. War Injurious to Morality—R. Hall... Ti me— Poetry —Knox. South African Desert— Poetry —T. Pringle. The Common Gnat—B ritish Naturalist. Morning Thoughts —Poetry . Kelp—C. Darwin. Salt—C. Darwin. Night— Poetry —W r . H. Burleigh. Speech of Red Jacket, the Seneca Chief, to the Agent of the Ogden Land Company. Speech of Farmer’s Brother, a Seneca Indian. William Cowper. Slavery— Poetry —Cowper. Drought in Buenos Ayres—D arwin. Effects of Severe Cold. Christian Freedom— Poetry —Cow per. (iii) Page 7 8 13 16 17 20 22 26 29 29 33 35 38 39 42 46 51 57 58 61 62 63 64 67 68 70 72 73 74 76 78 79 82 83 84 86 87 88 90 92 From the “Select Reader” number iii, published by THE TRACT ASSOCIATION OF FRIENDS Curriculum and Textbooks 33i American First Class Book. American Practical Catechism. Barclay’s Catechism. Bibles. Books on common things. Comley’s Spelling Book. Cowper’s “Task.” Expositors. Greenleaf’s Arithmetic. Lessons for Youth. The Monitor. Maps (Wall Maps, presumably). Murray’s English Reader, Introduction, Sequel, Grammar abridged. Oeconomy of Human Life. Penn’s Reflections and Maxims, and Advice to His Children. Pike’s Arithmetic. “Reading Books.” Scripture Lessons. Select Reader (a series of readers (at least 4 in the series), published by the Tract Association of Friends at Philadelphia.) Spelling books. Testaments. The books were frequently sent out by the superior meetings and distributed to the schools by the local school committee. In some schools the trustees controlled the books, making purchases and reselling to the pupils. 36 Besides these books there were others which we would expect, were used in the schools, though no specific reference is made to them in the meetings’ minutes that remain. Such were Benezet’s First Book for Children (1778), S. M. Day’s Pronouncing Spelling Book , (1811), Art of Spelling facilitated for the use of schools (1804), and Lessons in Reading (1804), Fox’s Introduction for Right Spelling (1762), and Woolman’s First Book for Children, (1769). The preference for books by Friends would certainly have caused these to have been considered in making a selection. A copy of Murray’s English Exercises (1813), Evans’ Examples of Youthful Piety (1830), Hart’s Classbook of Prose (1845), Cotton Mather’s Essays to do Good, addressed to all Christians whether in public or private capacities, and Beecher’s Suggestions Respecting Improvements in Education (1829), doubtless for the use of teachers, were found in 36 Min. of Trustees of Easton School Fund, 1861, 70. 332 Quaker Education in New Jersey SEQUEL TO THE ENGLISH READER: OR, ELEGANT SELECTIONS IN PROSE AND POETRY . DESIGNED TO IMPROVE THE HIGHEST CLASS OF LEARNERS IN READING’, TO ESTABLISH A TASTE FOR JUST AND ACCURATE COMPOSITION; AND TO PROMOTE THE INTERESTS OF PIETY AND VIRTUE. BY LINDLEY MURRAY, Author oj an "English Grammar adapted to the different Classes of Learners," &c. STEREOTYPED BY L. JOHNSON. PHILADELPHIA . $f)tlabelphia: PRINTED AND PUBLISHED BY S. PROBASCO, 1831. TITLE PAGE OF A FAVORITE TEXTBOOK IN FRIENDS’ SCHOOLS Curriculum and Textbooks 333 EXAMPLES OF YOUTHFUL PIETY. Elizabeth C. Secor was born at New Rochelle in the State of New York, in the first month, 1814 . In very early life she manifested an uncommon gra¬ vity and seriousness in her deportment, was scrupulously careful not to do anything which she thought wrong, and was remarkably cleanly and neat in her person and habits. Towards her parents, she evinced a ten¬ der and affectionate attachment, cheerfully obeying all their commands, and avoiding whatever she apprehend¬ ed would give them uneasiness. When about two years and a half old, she desired her uncle to read in the Bible for her; he accordingly read the narrative of Abraham’s offering up his son Isaac, at which she was greatly affected, and requested him to read no more, as she could not help crying. Some friends intending to have a religious opportu¬ nity in the family, she appeared anxious for the time to arrive; sat with becoming gravity while it con¬ tinued, and expressed a wish that they might have more such seasons, saying, “I had no idea that we should have such a good meeting.” It was her wish to attend religious meetings, but the delicate state of her health mostly prevented her from FROM THOMAS EVANS* “EXAMPLES” PUBLISHED IN 1830 334 Quaker Education in New Jersey A N APOLOGY FOR THE True Chriftian Divinity: BEING AN Explanation and Vindication OF THE PRINCIPLES and DOCTRINES OF THE PEOPLE CALLED QUAKERS. Written in latin and English By ROBERT BARCLAY, And fince tranflated into high dutch, low dutch, french and Spanish, for the Information of Strangers. PHILADELPHIA: PRINTED BY JOSEPH JAMES, IN CHESNUT STREET M.DCC.LXXXIX TITLE PAGE OF BARCLAY’S “APOLOGY” Curriculum and Textbooks 335 an old cupboard of the school room at Woodbury. Some of the books are inscribed “Friends Female School at Woodbury.” Adult education was assured by a supply of religious and doc- (ja/a/ua/cr ,-W/v /,, ‘fjf ' • y / V •y.rxH.ty . 0,‘txe ,-U t>t. M, -VCtA'tut , . y> If P . , / / ' / y ***■>'« rtri't t /t y s t// / -A -V lb. a: Hy/anei /(<&#*,/ . . y/,. ■ .i* / . / / - SfO/4 //// - y , . . , / !f,IC rtW./yj/V/;;'.-,:, r/ ■ ■tf/u.rl.-L •.'A ■ . .»W. V 4 c yC# . C* ; y.f i« / /. r 't . N • ••> . IV ' / * > T *<%cc/^yj c >' V. /tv/v*- , <♦ ''i 4\i; v i '»/ t /// t . < t /// . - ' Ot e <. .v...yy i *< «< »■»/ ' ' ( r f , '//,'■ *£ '» tent sc Commons . i ' ' j - »- > 1 \> */ A < , . «-> * / • ^ /' . ? vj* xATC/fe-s^AJa'i Cfotm/t K . c'tt/'n,< „ i .4////,/ /v/- & hl .«'.f •'//;. , ,V./^V: .. .' i r- ’ v. t v.'. ^' y /<’ /<>.'* V/i Z-t'i '*ne/if t/i /. < ^ L ' 4 'r • v 1 ru, : V •' s - ' < <■<' .‘11 J / l /O (S/ti/t Uv C~H/7;c Srzir.stiti / ' / >' / / ■ lit ^ t d ‘ lrl ”' 4i ^ :<>'"> .. X- S/un, t t i > ...... -.Si .5 ,'“T ) i y‘A , ' ' ✓ S ' S < ‘ J, . C ‘ -**r/A . v^/^/. yy/ y'/ 4 {. „ y ' / » *>. % ft S .« X/ * l *1/ZWK, , - . J -J Vi'. / t/ 7 A ✓ / / . > ' , r ✓ . ^ ^ *-h / / sc/*? j t? , ' K • /A/v/dv.- . . f //>. i-s/Ssa. . / .- /U* r i 4 r c/ *- * ‘ V '4 44 4 / /1 < W'i //> 1 /<> ✓ /X / \ - / y « r'/y* t Vv/ J *, / 4/e < t — ' K C- —J JStf - fi//' /)-.—"■/iTC s/~ - ;u . ■' // „ ‘ . /y /Jh,. my. t! cPUl'u ro 0 r ■•A > $:'/&0d *v •• ■' “ > W. 1 <* ■■'•?. 4* V">V- /-y **\* At\i T • .-v Ai * • .- /*•> • t A^^A./*ayliH /''/vt/z/lA , t ''***{ 4 : V' c 0 « v / y ] ,VA. ^ Catalogue of books in Woodbury Meeting trinal books, which were sent out either to be sold, or distributed free to those who could not buy. Libraries were established in some places, with a book committee and librarian to loan books and 336 Quaker Education in New Jersey see that they were returned. Such libraries were mentioned at Woodbury, (1789), Alloways Creek (1845), Little Egg Harbor (1844), Upper Greenwich (1834), Woolwich (i860), Chesterfield (1870), Upper Springfield (1838). Libraries were not mentioned at all meetings but it seems that books were sent to all alike and distributed as above indicated. One meeting, Upper Greenwich, was said to have 500 volumes under the care of its Library associ¬ ation. 37 In some of the libraries it appears that great care was taken of the books. Several catalogs of the books at Woodbury 38 and other places were made and those in charge urged to keep them in order. Modern librarians would not be expected to show more persistence in following delinquent borrowers of books than did Samuel Mickle of Woodbury. In a letter to a Friend at Evesham he wrote in March, 1824: If when our Friend Esther Ballenger may be at Evesham, she will enquire for Samuel Inskeep, and get Barclay’s Apology, which he hath had in posession perhaps 25 years or more, she will greatly oblige the Preparative Meeting of Woodbury and particularly S. Mickle. 39 The character of the collections of books, whether a formal library association was formed or not, may be seen from the list below, made up from about seventy sources. 40 37 Ms. Hist, of U. G. Mtg. No list of the 500 titles is available. 38 Facsimile of such a catalogue of 1802 is shown on page 335. 39 Letter in a package of papers in School House Cupboard, Woodbury, N. J. 40 A Kiss for a Blow. A short examination whether War is lawful for a Christian. Account of Joseph Harris. Adam’s Atlas. Adam’s Geography. Advices. Advice against Swearing. Africans, books on the status of the oppressed. Alexander Ascate’s “Books.” Ancient Christian’s principle or Rule of Life. Anarchy of the Ranters. Andrews, Edward, Life of. Anecdotes of Gamblers. Arnold’s “Wheat” (?) and Learning to Think. Barclay, R. Apology. Catechism. Church Government. Barclay, J., Letters. Curriculum and Textbooks 337 Benezet, A., Account of Friends bound with Penn’s Tender Counsel. Brief Account of the Rise and Settlement of Friends in Penn¬ sylvania. “Writings” and “Books on Slavekeeping.” Besse’s Sufferings of Friends. Biography of Scholars. Blain’s Lectures. Bordhead, Charles, Memoirs. Book for Boys. Bownas, Samuel, Journal. Brooks, M., Silent Waiting. Byerd, Ann. (No work named.) Chandler’s Works. Christ’s Gracious Invitation. Christian Instruction. Christian Memento. Christianity and Infidelity contrasted. Classbook of Nature. Cockburn’s Review. Collection of Memorials. Colley’s Apology for Silent Waiting. Comb’s Moral Philosophy. Comley’s Reader. Speller. Consideration on the use of the Production of Slavery. Cowper’s Task. Crisp, Stephen, Epistle concerning the Present and Succeeding Times. Crook, John, (No work mentioned). Daboll’s Arithmetic. Daughters of Britain. Davis, Richard, “Life” and “Journal.” Dell, William, “Small books wrote by.” Discipline books. Distinction of Jerusalem. Doctrines of Baptism. Douglass, F., Narrative. Drunkard’s Looking Glass. Dymond’s Essays. Early Impressions. Edmonson’s Journal. Emblem of Nature. Epistles addressed to the Youth of Norwich. Evans’ Journal. Exhortation to the Inhabitants of South Carolina. Experienced Living, The. Extracts from Pennington. Farmer’s Instruction. Fay, Samuel, and Shipway, Ann, Short Account of. Fenelon’s Pious Reflection—Faithfulness in Little Things. Floral Emblems. Flowers for Children. Follen, G. L. Facts and Considerations relating to War, Hymns, Songs, and Fables. Follen, Ruth, Memoirs. Fox, G., Works—Journal. Friends’ Family. Friends’ Miscellany. Fruits of Solitude. 338 Quaker Education in New Jersey Fuller’s Catechism and “Writings.” Geography, Modern. Gleanor, The. Gough’s History. Griscom, Animal Magnetism and Physiology. Grover, William, Selections. Grub, Sarah, Journal. Hall, D., Compassionate Call to such as have gone out from the Unity of Friends. Haldane, Catherine, Life of. Heaven, The way to. Heavenly Pilot. Hersey’s Treatise. Hicks’, Sermons. History of Mary Watson and Jane Mortimer. Holmes, B. Serious Call in Christian Love. “Books.” Hour I live in, The. Hymns. (Sent gratuitously for use of the Sunday School of Woodbury.) Imitations of Christ. Improving Stories for the Young. Indian’s Speech in Answer to a Sermon. Janney’s Life of Penn. Conversation. Jefferies, John, Serious Address to the Church of England. Judge, Hugh (No work named). Kersey’s Narrative. Knapp’s Female Biography. Letters from a man of color. Literatus, Ancient and Modern, by the Author of Peter Parley. Little Jane. Little Sins. London Epistles. McDonnell, Memoirs. Mentor, The. Michener’s Retrospect of Quakerism, “Missalaneys.” Mite in the Treasury, A. Mothers of England. Music, Essay on. Narrative of Peter and John Hay. Nature and Efficacy of the Cross of Christ. Natural History, A. Natural History of Animals. Naturalist on Books. New England Judged. Ocean Work. On Prayer. Pamphlets, collected by A. Benezet. Pamphlets of Memorials. Pamphlet on Scripture Help. Parley’s Columbus and Tales about Africa. Parlor Book, The. Paul, Marco, Adventure in Maine. Peace and War. Penn, William, No Cross No Crown. Rise and Progress of Quakers. “Writings.” Curriculum and Textbooks 339 Penn, Barclay and Pike. Treatises on Fundamental Principles and Doctrines of the People Called Quakers. Pennington, Isaac, Memoirs . Works—Select Essays Penny Magazine (“nearly torn up”). People of Color, Testimonies and views on improving. Phillips, Catherine, Memoirs. Phipps, Original and Present State of Man. On Christian Baptism Piety Promoted. Power of Religion. Present for Children at School, A. Price, Phillip and Rachel, Memoirs of. Primitive Christianity. Proceedings of the Joint Committee. Reason for the necessity of Silent Waiting. Recket’s and Gough’s Journal. Reflections on Christian Temper and Character. Religious Duties. Religious Tracts for the Descendants of Africa. Richardson, John, Journal. Life of. Rush, Extracts from his Enquiry into the effects of Ardent Spirits. Rutty, Thomas, Rise and Progress of Friends in Ireland. School of Good Manners. Scott, Job, Journal. Scott, Samuel, Diary. Select Anecdotes. Seneca Indians, A pamphlet on. Seneca Indians, Further illustration of case of. Sewell’s History of the Quakers. Shot well, Mary, Some expressions of. Slavery, Address on, to the Society of Friends. Smith, Martha, Letters. Spirits, address to Public on the use of ardent. Spaulding, John, Convincement. Stanton, Daniel, Journal. Striking instance of influence of Divine Grace on the mind. Sumner’s Oration. Teacher’s Gift. The Great Audit. The two Lambs. Thoughts on ye importance of Religion. Time and Eternity. True way of Turning to God. Turford, Hugh, Grounds of a Holy Life. Twilight Conversation. Union Questions. Universality and Efficacy of Divine Grace. Vindication of the Religious Society Called Quakers. Well Spent Day. West, Moses “Books,” Witty, G., Farewell Address. Wood, Margaret, Journal. Wooman, J., Works. Yearly Meeting Extracts. Young Chemist. Youthful Piety. CHAPTER XII SCHOOL SUPPORT A people has as good schools as it is willing to support. The difficulty of securing good teachers is often incident to the fact that they are not well paid. This fact was early realized in the Quaker schools of New Jersey, but for a long time no decided efforts were made to secure more certain and larger salaries. The uncertainty of pay (in full) was often as strong a deterrant to the teacher’s enthusiasm as the small salary itself. During the latter part of the eighteenth century a movement was set afoot to secure more unified action in the financial affairs of schools. Advices of general nature were first sent by the Yearly Meeting to the lower ones; these advices gradually became more definite in character and specific plans for school foundations were drawn up. During the entire period covered by this study the support of schools was accomplished by some of the following methods, or variations of them: (i) subscriptions, (2) money distributed from central stocks, (3) legacies and donations, (4) portion of state school fund received, (5) fees, (6) loans, usually arranged for in case of urgent need, and for a short period, and (7) income from investments. Some space will be devoted to each of these methods in the above order. Little, however, need be said of some of them as they are self-explanatory. The legacy or donation depended on the generosity of an individual, largely; fees or rates were a commonly accepted mode of support at that time; and loans were accomplished then as now, only in case of emergency, and with more or less difficulty. These three methods fail to show any growth of united action or conviction on the part of the religious body with regard to education. In the establishment of perma¬ nent funds by subscription, however, may be seen a crystallized sentiment favoring schools of enduring character. In 1750 the Philadelphia Yearly Meeting advised that . . .the most likely means to induce such persons (i. e. of moral character, 340 School Support 34i and sufficient erudition) to undertake the business will be to have some certain income fixed, in consideration of which they should be obliged to teach so many children on behalf of each monthly meeting, as said monthly meeting might judge adequate to the salary and that no person should re¬ ceive the benefit of the salary without the appointment of the said meeting. 1 The above was transmitted to the various meetings but no school funds of this character were then established. Such advice was repeated often in the next twenty-five years, until the committee on education in 1777, with Anthony Benezet’s influence, urged still more strongly that action be taken. The concern for education which followed 1777 is reflected in the many provisions made by meetings for establishing schools with permanent funds so that the poor might be educated free of cost, the master well paid, and supplied with such comforts of life that he would be induced to render a longer term of service. The efforts of some of these meetings will be presented here as briefly as possible. As space does not allow presentation of the steps taken by all meetings to establish funds, it may be stated that between 1780 and 1800 efforts were made in almost all Quaker communities to establish such funds. Some of these were monthly meeting school funds, others were distinctly under the preparative meetings. Exception should be made of Great Egg Harbor and Little Egg Harbor, where, it seems, practically no efforts were put forth at this early time. The educational efforts and accomplishments of the various meet¬ ings, however, are presented in other chapters 2 though without particular attention to support of schools, and will not be necessary here. In 1790 Salem Monthly Meeting received the report of a special committee on the advisability of creating a school fund according to the plan offered by the Yearly Meeting. They reported they “had not seen their way clear to adopt the recommended plan ...” and were continued to report to a future meeting. 3 About a year thereafter, “a plan for raising a fund for shooling poor children” was proposed, and adopted by the meeting, in these terms: 1st. That nine Trustees and a Treasurer be annually appointed to have the care and management of the said fund, who are to be called and known by the name of the Trustees and Treasurer of the School Fund of the Monthly Meet- l M's. Advices, 250. 2 See chapters Three, Four, Five and Six. 3 Min. Salem Mo. Mtg., 30/VIII/1790. 34 2 Quaker Education in New Jersey ing of Salem and are now appointed Trustees and Treasurer for the ensuing year. 2nd. Bills or notes to be taken for the money subscribed in the name of the Treasurer of the school fund of the Monthly Meeting of Salem for the time being at six percent, interest, the principal not to be called for during the sub¬ scriber’s lifetime and residence in this Monthly Meeting, but may at any time be paid. 3rd. The Treasurer shall provide a book wherein he shall enter a list of said bills or notes, children’s names, schooled out of the said fund, with full and clear entries of all moneys received and expended, etc. 4th. The interest arising shall be strictly applied to the schooling poor children and to no other purpose but by direction of the Monthly Meeting to be drawn by an order from the Trustees or a majority of them who are en¬ joined to meet every three months or oftener as they may find occasion. 5th. The treasurer and trustees shall lay their accounts and proceedings before the Monthly Meeting in the fifth month annually or a committee ap¬ pointed for that purpose, and the appointment of Trustees and Treasurer shall be in the sixth month following, and the interest always paid in the first month yearly. 6th. The Treasurer shall call in all sums falling into the hands of Executors or Administrators, and such who remove their residence to another Monthly Meeting, and put that, or other parts of the principal as may be paid in, out again in safe hands by the advice and direction of the Trustees or a majority of them. 7th. No part of the principal shall at any time be made use of except by direction of the Monthly Meeting for the purpose of raising an annuity. 4 In 1794, due to the division in Salem Monthly Meeting, it was agreed that six trustees would be sufficient in the future. In 1796 the treasurer reported that £ 6/8/6 had been expended for school¬ ing poor children. “Poor children” seems at all times to have in¬ cluded black as well as white ones; occasionally it is stated, as for example in 1798, that a certain sum was spent for schooling black children. 5 Likewise in 1801, £ 14/4/10 was expended “in school¬ ing poor white and black children.” 6 The sums thus spent varied from year to year. This may be seen from the following table, made up from minutes of the monthly meeting for the years men¬ tioned. It is understood the fund is still in existence. Date. Spent for Schooling poor Children Amt. of Fund. 1804 £22/3/9 remains £37/1/6 1810 £27/3/9 “ 3 2 /o/6 4 Ibid., 31/X/1791. 6 Ibid ., 25/V/1801. h Ibid., 28/V/1798; 16/4 was spent on one child. School Support 343 1813 $42.61 $663.76 1815 27.63K 656.67 1816 37-46 771-85 1817 40.33K 771.70 1822 40.66 779-65 1823 52.75 820.26 1824 84.23 818.90 1825 99.90 862.91 1826 104.24 843.86 1829 861.92 1832 934.48/T 1833 4-87 H to erect house 300.50 842.36 1850 30.00 (to teacher of colored school) 1852 30.00 (ditto) 1854 79 - 33 ^ 1855 61.42 The following report of the trustees of the fund in 1854 will give a fair idea of their financial concerns. Since our last statement was presented we have received of interest $84.80 Rent from farm due 25th*3rd month 1853 60.00 Amounting to $144.80 And have expended in payment of school bills (Not con¬ fined to Friends children) $79-33# For materials for fencing on farm 12.90 Balance due our Treasurer, last report. 1.06 Amounting together to - 93-29# Leaving a balance in our treasury (3rd month, 25th) - of $51-50# The farm is again rented for $60.00, and the amount of the fund from which: our income is derived is $700.00, of this $200 has recently been paid in which- it is desirable again to place at interest. 7 In the case of Salem it was customary to have a report of the school trustees each year. These reports almost invariably dealt with finance, more than the actual activities or progress of schools in which they were concerned. After making their annual report the committeee was usually released and a new one appointed for the succeeding year. This custom was followed fairly closely in 7 Ibid ., 29/III/1854. 344 Quaker Education in New Jersey other meetings, though some give greater attention to the school itself. In 1790 Haddonfield Quarterly Meeting drew up a plan for rais¬ ing funds, according to that proposed by the Yearly Meeting, and similar in some respects to that of Salem quoted above. The full text of Haddonfield’s plan is given in Chapter Six. 8 In 1791, they stated there is “a fund established in this meeting the income where¬ of to be applied to the care of poor white and black children, and some attention paid to the schooling such children . . .” 9 By 1798 the value of this fund had risen to £ 239/18 /o, plus £ 5/7 //J, the interest in the hands of the treasurer. 10 In 1800 the total value was £ 700/0/1. 11 In 1803 the school treasurer spent £36 /8 /4 for books and school¬ ing poor children, while in 1814, $155.75 was spent for “schooling poor white and black children.” 12 In 1837 the fund schooled 18 children, most of them for six months. None of these were mem¬ bers of the society. 13 In 1841, $198.30 was expended for education of poor without the circle of membership. 14 Though never as large as some of the funds, it was very considerable for the time. In 1855, without the difficulty of a loan, the trustees paid $1,781.41 for building a dwelling house for the teacher, and expended $78.49 for the regular schooling of the poor. 15 A preparative meeting school fund was begun at East Branch in 1800, when Wm. Satterthwaite, Jr., Elijah Field and Samuel Craft were appointed to “prepare an instrument in writing for the regulation of said fund” and asked to report to next meeting. 16 Two months thereafter, the instrument was produced, read and agreed to, and Samuel Craft made treasurer to “collect and dispose of all the moneys given or in any wise belonging to this fund, as he may be directed by a majority of the trustees.” Other trustees were named and directed to keep fair minutes of all their proceedings in a book provided for that purpose which those now appointed shall procure and they shall report to this meeting from time to time as occasion may require and whenever it shall appear to this 8 Page 167. 9 Min. Haddonfield Mo. Mtg., 12/IX/1791; see p. 168. 10 Ibid., 12/III/1798. 11 Ibid., 13/I/1800. n Ibid., 14/II/1803 and 14/II/1814. n Ibid., 13/II/1837. u Ibid., 8 / 11 /1841. xh Ibid., 12/II/1855. 16 Min, East Branch Prep. Mtg., 27/VIII/1800. School Support 345 meeting necessary for to appoint either Treasurer or Trustees or both, those already appointed shall deliver up all the moneys that they have in hand, together with all the books, parchment, and papers in any wise belonging to this institution to their successors in office which successors shall observe and attend in all their proceedings to what is here prescribed. 17 The instrument above mentioned was drawn on parchment and subscriptions to the amount of £ 68/15 /0 were entered thereon by the end of 1800. As elsewhere mentioned cooperation among the meetings was strongly emphasized. Accordingly, since East Branch had earlier contributed to a school fund at Chesterfield, they now requested help from that meeting in particular, a com¬ mittee being named to suggest to them “whether it might not be right for them in some way to contribute something towards ad¬ vancing ours at this place . . .” 18 Chesterfield replied by naming a committee “to endeavor to receive subscriptions from their mem¬ bers ...” and these subscriptions were entered on the back of the parchment noted above, under the following statement: We the subscribers, members of Chesterfield Preparative Meeting in New Jersey, do hereby severally for ourselves, and our heirs, promise to pay on demand and in specie unto Samuel Craft, Treasurer of Friends School Fund at the Preparative Meeting called Robins, or to his successor or successors in office, the sum of money severally by us subscribed against our names with interest therefore after the rate of five pounds for the hundred by the year, which money so subscribed by us shall be deemed to be a part of the within school fund, for to be disposed of by the Trustees of the said fund in the way and for the purposes therein expressed and not otherwise. 19 A new subscription was agreed upon in 1804. By 1810 the fund amounted to $550.11; in 1823, $683.40; 1826, $771.17, “of which sum there is of permanent stock $493.29, leaving the neat sum of interest accrued to stock of $277.88;” 1830, $870.60; and in 1833, $911.65. 20 Upper Springfield Preparative Meeting in 1792 undertook the establishment of a fund as follows: The promotion of a permanent fund for the use of Friends school at this place agreeable to the repeated and pressing advices of the Yearly Meeting on a solid foundation, coming now before this meeting, and the sentiment of 17 Ibid., 29/X/1800. ls Ibid., 27/V/1801. 10 Ibid., 26/VIII/1801. 20 Ibid., for the dates mentioned; Minutes of the trustees of East Branch School from 1819 to 1838, are extant—deposited at 142 N. 16th Street, Phila¬ delphia; in 1849 the fund amounted to $1,277.07, Min. Chesterfield Mo. Mtg., 8/V/1849. 34-6 Quaker Education in New Jersey divers Friends being had thereon, it is agreed that the Clerk of this meeting procure a subscription (drawn on parchment) for that purpose, and produce it at our next Preparative Meeting, the expense thereof to be paid out of this meeting’s stock. 21 In 1793 a further minute stated: A subscription drawn on parchment for the purpose of establishing a perma¬ nent fund for the support or benefit of the school at this place being produced at a former meeting was subscribed to by a few Friends, but was not dated at that time; the meeting now thinks it best and unites that the said sub¬ scription be dated on this day—(to wit, the sixteenth of the first month, one thousand seven hundred and ninety-three.) 22 The fund at Upper Springfield outdid most of the preparative meeting funds and many of those established by monthly meetings. In 1835 a report stated that the total value of it was $3,196.02, mostly invested in bonds and mortgages. 23 Chesterfield minutes of 1793 informed that a fund of “several hundred pounds” was made up, and Joseph Lawrie and Wm. Abbott were appointed to receive the subscriptions as well as the central stock distributed to them by the quarterly meeting for the purposes of education. 24 In connection with their fund, the following memorandum of the account of Robert White is interest¬ ing, showing as it does the uselessness of paper: 1796 Dr. Robert White—in account 1796-1803. £ S D 10th mo. 18th, To his subscription to the School Fund 25 00 10th mo. 18th 1800 To three years interest due, 5th mo. 14th, 1800 3150 10th mo. 18th, 1801 To one year’s interest on his subscription 1 50 10th mo. 18th, 1802 “ 150 10th mo. 18th, 1803 “ 150 10th mo. 18th, “ 150 £ 33 15 ° 2 * By 1828 the fund at Chesterfield Preparative Meeting amounted to $3655-38; 1829, $3841.97; 1830, $4036.26; 1832, $4116.18; 1839, $5316.37^; and in 1841, $5521.59- 26 21 Min. U. S. Prep. Mtg., 18/VII/1792. 22 Ibid., 1793. 23 Minutes Trustees of U. S. Friends’ School, 29/X/1835. 24 Min. Chesterfield Mo. Mtg., 7/V/1793. 25 Loose papers in volume “D” of original Ms. Minutes of Chesterfield, on Trenton Meeting House, Trenton, N. J. 26 Min. Chesterfield Prep. Mtg., for the years named. School Support 347 Evesham Monthly Meeting in 1790 adopted the plan proposed by Haddonfield Quarterly Meeting, referred to above. 27 Pilesgrove Monthly Meeting drew up a plan for raising an edu¬ cational fund in 1794. 28 According to the following minute, John Barnes, Samuel Ogden, Elihu Pedrick, Benjamin Moore, and Isaac Eldridge (were) appointed trustees of the school fund and Jacob Davis Treas¬ urer thereof. 29 The fund was valued at $341.32 in 1819, and continued to be small. The success of the school, however, was assured by the large gift of David Bacon 30 which was used to found the “Bacon Academy.” In 1783 the Monthly Meeting at Woodbridge proposed the rais¬ ing of a fund for a school at Rahway. 31 Many other cases might be cited here, but would be superfluous for our purpose. A suffi¬ cient number of localities have been mentioned to indicate the very general sweep of the movement, the unity of purpose, the manner in which funds were established, and the service they rendered. The foregoing pages refer to the individual efforts made by local meetings to establish funds for the support of schools in their midst. Another phase of school support by subscription should also be touched upon, though the school in question was not located in New Jersey. It did, however, provide educational opportuni¬ ties for many of New Jersey’s citizens, after 1799. The school at Westtown, Pennsylvania, was established in 1799, after a long campaign in its favor, by the leadership of the Yearly Meeting and the loyal cooperation of all lower units. This support of a central school is evidence of a greater unity of activity that had been developing during the last half of the eighteenth century. The occasions when support of the Westtown school was urged most strongly on the lower meetings were (1) just prior to the school’s establishment, (2) about 1800, when an effort was made to clear off a debt of $4000, (3) about 1812, in order to increase the pay of teachers and, again for the same purpose in 1834, and (4) at times when special obligations had to be incurred in order to provide buildings adequate to the needs of schools and masters, such as in 1850. In an examination of the available records of all 27 For a description of school development in Evesham Mo. Mtg., see Chap¬ ter Six, p. 181; see also Min. Evesham Mo. Altg., 9/VII/1790. 28 For text of this plan see page 152. 29 Min. Pilesgrove Mo. Mtg., 20/XI/1794. 3 bSee page 155. 31 p. 46. 348 Quaker Education in New Jersey meetings in New Jersey no case was found in which the meeting failed to raise money to assist the new central school. Some meetings that had no local school directly under their charge, paid the quota assigned them by superior meetings to secure the welfare of one at a distance. Yet there was no compulsion used to secure the cooperation of members. The minute concerning the collec¬ tion of money for the purpose was usually stated “ ... to receive subscriptions from such of our members as feel disposed to con¬ tribute thereto . . .” 32 or “to open subscription papers for that purpose and offer to the members generally.” 33 , Haddonfield’s minute on the subject in 1797, gives a fair picture of the cooperative spirit with which they entered upon the under¬ taking : Divers friends of the committee appointed by our last Quarterly Meeting to unite with and afford assistance to the Monthly Meetings, on the subject of the Boarding School as recommended by the Yearly Meeting, attended this meet¬ ing and the subject being now opened, the Minutes of the Yearly Meeting and report of the committee to that Meeting read, it is recommended to the Prepara¬ tive Meetings to open a subscription to forward the design of the instituting of a boarding school; and that they produce their subscriptions to this meeting. 34 A few months later Haddonfield Preparative had raised £ 39/18/9, while Newton Preparative contributed £ 15. 35 Funds from Central “Stock” The use of “stocks,” established for particular purposes, was early recommended by George Fox and became a regular practice of the religious society. Thus there were stocks or funds for the relief of the poor, relief of the Negroes, relief of Indians, for putting out apprentices, and so on. The funds might be either central or local, or both. Thus, a local meeting had a stock for the poor, but it also contributed towards a “general stock.” This “general” or central stock might be used to relieve a situation which a local meeting was not able to meet. As a rule the support of schools was by local funds, as has been seen in the foregoing pages. There were, however, central funds made up for special purposes, for in¬ stance creating the Boarding School at Westtown, and to this 32 Min. U. S. Mo. Mtg., 7/XII/1796. 33 Ibid., 6/VII/1803. 34 Min. Haddonfield Mo. Mtg., 9/I/1797. 3 b Ibid., n/IX/1797. 36 Min, Burlington School Committee, 1792. School Support 349 central fund all meetings contributed. Again, there were cases in which surplus funds were divided by the superior meeting and distributed for a particular purpose to those of lesser rank, as the following extracts illustrate. In 1792, Burlington stated: Please to pay to the Monthly Meeting of Upper Springfield seventy-one pounds, seven shillings and three pence x / 2 being the said meeting’s share of the surplus of the stock to be distributed for the use of schools in the several Preparative Meetings where funds are or may be established agreeable to the direction of the Quarterly Meeting. Signed on behalf of committee. . . 36 Later the same meeting, through its school committee informed: Please to pay to the monthly meeting of Little Egg Harbor nineteen pounds, thirteen shillings and nine pence, it being their quota of the surplus of the stock of the Quarterly Meeting for the express purpose of promoting schools by the establishment of funds within the same Monthly Meeting. 37 Chesterfield, in the following minute, acknowledged receipt of her part of the fund distributed: The Friends appointed to receive this meeting’s quota arizen from the Quarterly Meeting’s stock for the use of the fund of Friend’s schools to the amount of £ 63. . 19. . 8K reported they have received it. 38 Likewise, Upper Springfield in the same year: Upper Springfield Preparative Meeting received 20/16/3L2 as their part of a division made by Burlington Quarterly Meeting, this sum was directed to be added to their subscription for the schools. 39 The distribution to which these minutes of meetings of Burling¬ ton Quarter refer was rather unusual,—certainly not a general practise at that time. In the late 19th century, however, with a still greater degree of centralization, a central educational fund, and a central educational committee, the expenditures made for local schools by the Yearly Meeting were more common, and some schools could not have operated without this assistance. Thus, for example, Woolwich Preparative Meeting, in 1876 received $200 from the central source for the use of their school; that amount was to be used for salaries, books, furniture, and building. 40 The expenditures of the central authorities in charge of education in Philadelphia Yearly Meeting, in both branches of the society, amounted to $2,587.99 in 1890. 41 s 7 Ibid., 1794. 38 Min. Chesterfield Mo. Mtg., 6/VIII/1793. 39 Min. U. S. Prep. Mtg., 20/III/1793. 40 From a loose leaf report of the Treasurer of Woolwich School Committee, in the minute books of the Preparative Meeting, 15/IV/1880. 41 Yearly Meeting Extracts, Orthodox and Hicksite. Quaker Education in New Jersey Legacies and Donations 3 5o Individual philanthropy was strongly encouraged among the members of the early society of Friends, and one of the objects of it was education. Friends were, from the beginning of their organization, urged to make the proper disposition of their proper¬ ty during days of health and to “lend to the Lord, who will repay.” Following this injunction we are not surprised to find numerous bequests, some large for the times, some small, made for the benefit of the schools, the poor, Indians, and Negroes. The follow¬ ing extract is representative of the meeting’s warning to those who are rich, that they do good with their wealth: Warn those that are rich in this world that they apply not the blessings of God to the indulging their appetites in pleasure and vanity; but that they be ready to do good, and to communicate to the relief of those who are in necessity. The principal, if not only, satisfaction a man of truly Christian disposition can have, in affluence, and the increase of the things of this world, must arise from the greater advantages and opportunities put into his hands of doing good therewith. But, alas, it is most melancholy to observe, that the very superfluities of apparel of one person might sometimes be sufficient to cloathe the nakedness of several fellow creatures. 42 To keep before the minds of members the propriety of disposing of property, the following query was early adopted: Are Friends careful to settle their affairs and make their wills in time of health? 43 Pursuing the advices so often given, many members disposed of part of their goods for the support of schools. The following ex¬ tracts are representative of the various bequests made for that purpose. In 1791, the sum of £ 20, bequeathed by Ann Tomlinson “to any purpose desired by the Meeting,” was added to the fund for “schooling poor Friends’ children.” 44 Six years later, the will of Sarah Hopkins being read, it was found that she gave “ . . . fifty pounds to be put into the fund of Haddonfield Meeting for the purpose of schooling poor children ...” and the treasurer was di¬ rected to receive it. 45 Similarly, a minute of the same meeting, 42 Epistles of London Yearly Mtg., 1681-1817. (1818), 253. 43 Michener: Retrospect , 256; from the list of queries approved in 1743. 44 Min. Haddonfield Mo. Mtg., 10/I/1791. ih Ibid. } 8/V/1797. School Support 35i in 1799 mentions a legacy of £ 50 given by Joseph Sloan for “schooling poor children of any color . . .” 46 Legacies not left for specific purposes frequently found their way into the school fund as the following minute indicates: And as it doth not appear that the said money was given for any specific purpose the Meeting after deliberate consideration feeling desirous in gratitude to the memory of the giver to dispose of it in a way that may be of lasting benefit doth unitedly agree that the said money be added to our school fund, and that it shall be deemed as a part of the permanent stock thereof and dis¬ posed of by the Trustees appointed by this Meeting to the care of our school fund in the same way and manner as subscriptions given for the advancement of said fund, and not otherwise, and the said money is at present to be lodged with the Treasurer to said fund. 47 In 1806 William Wilkins and Sarah Wilkins deeded to Joseph Haines, Obadiah Engle, John Engle and John Borton, ground for the benefit of Easton School and other religious purposes of Friends and no other use whatsoever. 48 There is also a deed giving title to land for the use of Easton School under Lower Evesham Pre¬ parative Meeting in 1847, but whether this ground was a gift or not, is not evident. 49 Easton School was also benefitted by the legacy left by Samuel Shute, in 1823: Item. I order and direct my executors to pay to the Treasurer of Easton School of Friends, or to his successor in office, the further sum of five hundred dollars, to be put out at interest, on good security, the proceeds whereof to be applied at the discression of the trustees, of said school, for the time being, for the education of Friends children and others in lowish circumstances; within its limits. 2nd mo. 5th, 1825. Obadiah Engle has received the above five hundred dollars. 50 The following bequest of £ 25 was made to Rancocas School in 1820 by Hannah Buzby: First, after payment of my just debts and incidental charges, I give and bequeath to my executors and to the survivors, or survivor of them, the sum of £ 25 to be paid over by them, as soon after my decease as convenient, to the treasurer of Friends School at Rancocus, or to his successor in office for the time 46 Ibid., 14/X/1799. 47 The amount of the above was £4/15/7H; Min. East Branch Prep. Mtg., 19/VI/1806. 48 Min. Evesham Mo. Mtg., 5/II/1808. 49 Min. Evesham Prep. Mtg., (H.); the deed bears date of 15/IV/1847, and is in the vault at 15th & Race Streets, Philadelphia. 50 Easton School Fund Minutes, 1823, 1. 352 Quaker Education in New Jersey being, duly appointed by the trustees of the said school, to be applied by the said trustees to and for the benefit of the same, and to no other purpose. 51 In the same year, George Dilwyn gave £ 20 for the same school: I give and bequeath to my said executors and the survivors of them in trust, £ 20 to be invested in the fund of the school under the care of the Preparative Meeting of Friends in Rancocus. George Haines, Treasurer of the school fund is appointed to receive from the executors of George Dilwyn, deceased, the legacy left. . .and give his receipt on behalf of the Meeting. 52 In 1821 the trustees of Upper Springfield School mentioned jj acre of land, bequeathed by George O’Neal for the benefit of the school. 53 This land remained a part of the permanent foundation and the income from its lease was regularly applied to education. Other benefactions, to select certain notable cases, were made by David Bacon and Samuel Nicholson. About 1840 David Bacon provided in section 13 of his will, that a certain sum of money and the residue of his estate, after paying other bequests, should be given for education. This was stated later to amount to $5,956. The sum was used to further Bacon Academy at Woodstown, which was one of the best schools supported by Friends in New Jersey in the middle nineteenth century. 54 An¬ other prominent school was that at Haddonfield which was bene- fitted by a bequest of Samuel Nicholson in 1880: . . .1 propose to donate the sum of one thousand dollars to the meeting for the purpose of promoting the guarded education of the children of its members in schools under the care of Friends. 55 Public School Fund A very material amount of support of Friends’ schools prior to 1867 was derived from the public school fund of the State, after it was established. Just how valuable this income was it is difficult to say, but it was certainly regarded by some schools as a great assistance. Moreover, when the use of the public funds was cut off by law there were protests made. The questions were: can the state levy a tax, and yet withhold support, and can the state support, and yet exercise no control over, the institution it 51 Min. Rancocas Prep. Mtg. 30/III/1820; in vault at 15th & Race Sts., Phila. 52 Ibid., 28/IX/1820. “Min. U. S. School Trustees, 7/III/1821. 54 See p. 154. “Min. Haddonfield Mo. Mtg., 13/XI/1880. School Support 353 supports. A phase of this difficult question that arose is presented in Chapter Thirteen. From the very meagre school reports that are now available, dealing with the finances of these early Quaker schools, the writer has taken the items relating to aid received from the state fund. The reports extant relate to but few schools, but others, if found, would unquestionably present similar items of money received from the state fund. The following table shows items of school money received by Easton School between 1831 and 1854: 56 Date Memoranda Amount 1831 Received on state school fund for Margaret Joyce $ .48 Received on state school fund for O. Boston .48 Received on state school fund for Joseph Lippincott .48 1832 Received on state school fund $ 1.22 1833 To a balance on the state school fund 12.66 1836 Received of the township school committee 14.95 1846 Received from state school fund 18.43 1847 Received of the state school fund 20.99 1848 Received of the state school fund summer term 11.35 Received of the state school fund winter term .29 Later 10.55 1854 s7 Received of state school fund balance on bills .08 The following report made by the treasurer of East Branch Preparative Meeting School in 1838, also bears upon the question of state funds: I received of Richard Mount township collector, eighteen dollars and fifty- one cents of the publick’s money applied to promote the schooling of children that being Stony Brook School’s and district No. 1 proportion thereof, which money has been applied by the Trustees of said school as follows, to wit: first I paid Mary Ann Taylor who taught said school six months beginning in 4th month and 10th month 1838, on account of deficiency of scholars the sum of eight dollars $ 8.00 1839—26th of 3rd month, I paid Isaac Craft who taught said school this winter, on account of deficiency of scholars the remaining balance of said money in my hands, to wit, ten dollars fifty one cents 10.51 $18.51 Samuel Craft 58 66 Collected from the pages of the Accounts of the Easton School Trustees. 57 After 1854 no further receipts are mentioned. 58 Min. East Branch School Trustees, 1838. 354 Quaker Education in New Jersey The treasurer of the school fund of Upper Greenwich (Mickle- ton, N. J.) registered the following item: Public School money received during the year 1854—$155.00, wholly used for the purposes of education. 59 The Minutes of Old Springfield show that the treasurer in 1850 acknowledged $1.68 “borrowed from township to pay Asa Foster’s bill.” 60 Other items were “8/VII/1864 to Cash paid Daniel Zelley out of township money—$9.75“22 /VII /1864 to cash paid Anna M. Baker per order out of Township money $61.72,” and, 18 /V/1S64, “Received of Benjamin R. Lamb, School Superintend¬ ent of township money, $88.o6.” 61 The school at Woodbury also received assistance from the state fund. In 1858 we find an item of $100 received from that source. 62 Fees Fees or rates levied on each scholar, unless he or she were too poor to afford it, were a most common source of income to the early teachers, and continued so in the nineteenth century, though in some cases a regular salary was guaranteed. The teacher was not only allowed to charge so much per child; it was also a part of his function to collect it. Often he was unable to collect and there was a deficit. On such occasions he might suffer the loss, or ask the trustees of the school to make it good. The latter were also called upon to make good a deficiency resulting from too small a number of scholars. Thus in 1838 and 1839 Samuel Craft paid Mary Ann Taylor and Isaac Craft $10.51 and $8.00 respectively for “deficiency of scholars.” 63 The following minute describes the function of the school trustees, and points out that they paid the teacher two dollars per scholar for three months: Edward Taylor, Ezekiel Combs, Samuel Bunting and Edward Taylor Jr. attended and after examining the writing books and hearing the scholars in their different branches of learning and observing the order of said school, we are united in saying that the same appeared to us satisfactory. This being the first visit paid since the commencement of the present teacher (Betsy Watson) whose services began the 16th of last month, agreeably to the following agree- 59 Prep. Mtg. Book for use of Schools, Upper Greenwich. ^Miscellaneous Papers of Old Springfield Prep. Mtg., dated 19/I/1850. Gl Ibid., 1864. 62 See p. 147. 63 Min. East Branch School Trustees. School Support 355 ment made with us, that is, we engaged her 18 scholars at two dollars per scholar, for three months, and if there was more to pay her in the same pro¬ portion for half a year—and we to collect the money for her quarterly. 64 In 1853 Franklin B. Haines was employed by trustees of Old Springfield. Among other items of his contract we find that he was “to teach the school for three cents per scholar per day.” He was also to teach mathematics, mensuration, surveying and algebra but these subjects did not come within the three cent limit. Much variation is found in amounts paid for rates, depending sometimes on the quality of the master. Records on this point, however, are not at all as full as desirable. After public funds were withdrawn as a means of support, many of the church schools languished, or even became defunct. Some became public schools. Others continued in competition with the publicly supported institutions. In this competition we find evi¬ dent two necessities recognized by the private school: (1) to make themselves as good or better than the public institution, and (2) to keep tuition low enough to compete successfully with it. The extract below indicates partially the effect of competition: . . .The price for tuition appears to be as high as it is prudent to ask; for the competition of public schools and others is such as to make it difficult for us to fill our own, even at present rates. . . 65 Loans Due to the success of the subscription method, the large number of bequests given for schools, and the common reliance on fees to pay a teacher, it was only in rare cases that loans were resorted to as the only way out of difficulty. In fact money seems even to have been loaned by the school trustees, on long term loans at “good security.” The money loaned out or invested “safely” was that which accrued through subscription funds, legacies, and so on. As evidence that loans were used occasionally to serve the school it may be cited that Salem in 1880 recorded an item of seventy-five dollars “borrowed” for that purpose; 66 and a similar instance at Woodstown 67 in 1896 described in this minute: John G. Borton in behalf of the trustees of Bacon School asked the consent 6 i Ibid. f 1821. 65 Min. Chester Mo. Mtg., (O), 8/VII/1890. 6fl Min. Salem Mo. Mtg., (O), 31/III/1880. 67 Pilesgrove Meeting. 356 Quaker Education in New Jersey of this meeting to borrow a sum not to exceed $300 to meet their running ex¬ penses, stating at the end of school year, if nothing appears unforeseen they would be able to liquidate all debts. Request granted after being duly con¬ sidered. 68 Income from Investments and Properties Income from investments in property, sale of property, and interest on funds loaned, played a considerable part in the support of schools. Income from property disposed of was often added to the school fund. A case in point was that of East Branch Meet¬ ing which in 1802 was informed by Samuel Craft: that in consequence of the order given him at our last meeting, he has received of Samuel Middleton the sum of six pounds, eight shillings, and six pence, it being our full dividend of the moneys arising from the sale of the old Meeting house at Crosswicks in Chesterfield, which moneys agreeable to the minute of our Monthly Meeting is to be considered as a part of our school fund and to be disposed of or applied in the same way as the subscription thereunto is directed, to be disposed of. The clerk is directed to furnish the Trustees of the school fund with a copy of this minute in order for them to transcribe it in their book. The Clerk produced a number of addressed and subjoined forms of a bequest from the school committee to this meeting, which is directed to be distributed among our members. 69 After the emphasis of 1778, on the necessity of permanent houses grounds, etc., for the school; had begun to take effect, there may be noted many properties secured for schools. Sometimes only enough land was secured, suitable for the house and playground, but some contained enough acres to occupy a part of the teacher’s time in agriculture. Such was the intention of the Yearly Meet¬ ing- This land was sometimes given to the teacher, free of rent, as a part of his salary, so he might make a better living; in other cases, and these more frequent, he was allowed to rent the school land for a consideration mentioned in his contract. Thus Old Spring- field in 1829 rented Joseph Kimble two lots of land at fifty-four dollars a year. In this agreement it was specified that a certain number of acres were to be tilled, that he was not to remove any straw, grass, dung, ashes, soil, or compost, but might have two tons of hay. 70 In 1834 an agreement was made between the 68 Min. Pilesgrove Mo. Mtg., (H.), 1/XII/1896. 69 Min. East Branch Prep. Mtg., 23/XII/1802. ^Miscellaneous Papers of Old Springfield. School Support 357 trustees and Watson Pickering for two lots containing five acres, more or less, and buildings. The latter was to pay “$20 for the clover lot ‘over the run,’ at the expiration of the year; the dwelling house etc. and lot containing two acres more or less belonging to the school to have gratis while he teaches the school . . .” 71 In 1853 the teacher, Franklin B. Haines, was allowed to have all the property belonging to said school (except three acres of land lying south of the run) rent free; and for the other three acres of land laying south of the run he is to pay the sum of $20 per acre and is to farm all the land as the com¬ mittee. . .may direct. . . 72 Again in 1866 the trustees note an item of sixty dollars received from Daniel Kimble as rent from the school property. 73 Salem Meeting may be mentioned as another instance in which a rent income of 90 dollars a year is recorded to the school’s credit. 74 At an earlier date, 1850, the farm in Penn’s Neck was rented for sixty dollars per year. 75 71 Ibid ., 5/III/1834. 72 Ibid ., 21/IV/1853. ™Ibid., 27/111/1866. 74 Income from a farm. See for a particular year, Min. Salem Mo. Mtg., (O), 1/IV/1885. ™Ibid., 27/III/1850. CHAPTER XIII TRANSITION TO STATE SCHOOLS Public School Laws In the adoption of her state constitution in 1776, New Jersey made no provision relating to education. Herein she was neither alone, nor unfaithful to tradition established in the colony. For during Colonial days, with the exception of legislation for special schools, nothing was accomplished. Reliance was placed upon private institutions. However, early in the nineteenth century, (1816) an effort was made to begin a state school fund, by provid¬ ing an annual appropriation of $15,000 to be invested in six per cent United States bonds. 1 Changes in the constitution of this fund were made from time to time. In 1820 townships were em¬ powered to levy a tax for educational ends, but excepting in 1830- 1831, money so raised was used solely to educate “such poor children as are paupers belonging to said township and the children of such poor parents resident in said township as are, or shall be, in the judgment of said committee, unable to pay for schooling the same.” 2 The law of 1829 attempted the establishment of a complete system, authorizing an annual appropriation of $20,000 from the income of the school fund, (or, if such source was not sufficient, to draw upon the treasurer to make up the deficiency), and distribu¬ tion to counties on the basis of tax paid by the county. Town¬ ships were authorized to determine “by the vote of the town meet¬ ing so assembled, whether or not any additional amount shall be raised by said township by tax or otherwise, for the same object.” Provision was made for the election of a township school committee and three district trustees to have immediate care of the school. Teachers were to be licensed by the township committee. The law of 1829, however, had little effect as the essential sections, four, 2 Laws of N. J., 1816, 21; 1817, 20. 2 Ibid., 1820, 125-6; 1830, 120; 1831, 146. 358 Transition to State Schools 359 five, six, and nine, were repealed in 1830. 3 By the enactment of 1830, schools already established were given a measure of security in the assurance that “they shall remain unaltered if a majority of the inhabitants shall so elect.” The law of 1831 was a more decided victory for the advocates of church schools. By it the acts of 1829 and 1830 were both repealed, though certain of their provisions were re-incorporated. Twenty thousand dollars was ap¬ propriated for school support, and apportioned according to taxes paid; townships were privileged to raise additional amounts; but the greatest opportunity given to church schools lay in the provision: That it shall and may be lawful for the patrons, supporters, or proprietors of the several common schools in the respective townships of this state to organize their respective schools, if not already so organized, by the appoint¬ ment of a board of trustees in such form and manner, and consisting of such number as they may deem proper; and it shall be the duty of any board of trustees so organized to transmit to the school committee of their respective townships a certificate of their organization, whereupon every such school shall be recognized by the said committee, as being entitled to an apportion¬ ment of the money assigned to such township by the respective boards of chosen freeholders from the appropriation of the school fund of this state and also of such sum or sums of money as may be raised by the said town¬ ships. . . 4 A law, less reactionary in tone, was passed in 1838, granting an appropriation of thirty thousand dollars to schools and making licensing of teachers optional. Support of education was not limited to paupers, and the township was allowed to raise addition¬ al funds if desired. The essential contention of the friends of church schools was admitted, however, and section 12 provided: That where the patrons or proprietors of any school already organized and established under the care of any religious society or denomination of Christians, whose church discipline provides for the establishment of schools, and the appointment of trustees, are unwilling to relinquish such school and become subject to all the provisions of this act, it shall be the duty of the trustees of such school to transmit to the school committee of their respective townships a certificate of their organization, together with a list of the children of such patrons and proprietors between the ages of five and sixteen years who are capable of attending school; whereupon every such school shall be entitled to receive its just and rateable proportion of the money assigned to said township out of the income of the school fund, and of such additional sum as may be raised or apportioned by said township for the support of public * Ibid ., 1829, 105-108. 4 Ibid ., 1831, 146. 360 Quaker Education in New Jersey schools; which apportionment shall be made by the school committee of the respective townships and a copy thereof filed with the township collector, whose duty it shall be to pay to the trustees of said school their just proportion of such money for the use and benefit of said school. 5 The above section was retained in the more pretentious law of 1846, which provided for state supervision, made licensing of teachers obligatory, and required that the local township tax be double the amount received from the state school fund. 6 But dissatisfaction and “misunderstanding” soon developed, regarding section 12 especially. That there was “considerable misunderstanding” became evident, in a very definite manner, as early as 1847. In his report for that year the Superintendent of Public Schools stated: . . .objections have also been made to the uncertain wording of the 12th section. I have always entertained the opinion that the said section had reference exclusively to the schools of Friends, whose church discipline alone of all the religious denominations, provides for the establishment of schools and appointment of trustees.” Others however interpreted it differently. Another question arose as to whether under section 13 it was the town superin¬ tendent’s duty to visit the school of a religious society which was receiving state money. On the interpretation, which had been authorized that they be not subject to visitation the superin¬ tendent wrote: Here I cannot agree, even with the high authority, who has sanctioned a different course. The 13th section makes it the duty of the town superin¬ tendent to visit every school in said towmship. . .And makes no exception of any kind; nor are those schools exempted by section 12, whilst the evident in¬ tention and spirit of the law is that supervision should be extended over all the schools receiving public money. If such is not its intention, it should be more plainly expressed. 7 The superintendent, in another place, attempted to make clear that his attitude was not one of hostility to any particular church organization: . . .Let it not, however, be understood that I object to the privileges of the Society of Friends, for in no section of our state is more attention paid to education than in the districts occupied by them; but as a principle it is wrong that any preference should be given to the members of any one society over another. 8 Considerable time elapsed before the law was “more plainly ex- b IbicL., 1838, 249-50. 6 Ibid., 1846, 164-70. 7 Ann. Reports Supt. P. S., 1847, 25-0. 8 Ibid., 1847, 24. Transition to State Schools 361 pressed.” In the meantime the “misunderstanding” of its in¬ terpretation grew apace. In 1864 the superintendent’s condem¬ nation of section 12 was more severe: . . .1 have been appealed to by town superintendents asking if they were authorized by law to require the trustees of religious schools, established and organized in accordance with the provision of section 12. . .to open th e ed schools to the inspection of the superintendents. In other cases I have be In requested to notify the trustees of religious schools that their teachers shou|d become subject to the yearly examination, or else the said trustees shou d forfeit their portion of the public money. I have been further asked to do that respecting these schools which I am not authorized to do. Complai nts concerning them have been numerous, and I have had appeal cases which have been extremely difficult of solution. I have observed also that there is a disposition among members of certain religious organizations to avail them¬ selves in every possible manner of the privileges extended by the section of the law referred to; and this year, for the first time, demands have been made by the trustees of several religious schools upon town superintendents for a portion of the school money. It is probably true, in a few instances, that these schools were organized and in actual operation prior to April 17th, 1846, yet the proof of their organization is hardly as conclusive as it should be to warrant me in rendering a decision favorable to the parties who have appealed. In all these cases, I have advised the parties to let the cases go to the courts for adjudication. Whether or not the church discipline of the religious organi¬ zations, of which the parties who have appealed to me are members, provdes for the establishment and maintenance of schools, is a matter for the courts and not for me to decide. In view of the complications arising, concerning religious schools, and the manifest injustice of appropriating public monies to aid in the advancement of denominational interests, I would most respectfully and earnestly recommend that section 12. . .be repealed. 9 The culmination of developments was reached in 1866, when, as the legislators recited, because of “considerable misunderstand¬ ing in regard to the meaning . . . the same (Section 12) is hereby repealed.” 10 This action was followed by a movement to secure the reenactment and a conference assembled at Camden in De¬ cember and memorialized the following legislature to that effect. 11 This memorial was acknowledged by the Senate in formal fashion: Mr. Wurts presented a memorial from the Monthly Meeting of the religious Society of Friends held at Camden, 12th month Tenth, 1866, relative to the public school law. On motion of Mr. Wurts said memorial was laid on the *Ibid., 1864, 31-2. 10 Laws of New Jersey, 1866, 971. n See page 367. I 362 Quaker Education in New Jersey table and ordered to be printed for the use of the Senate. It was read by the secretary Tuesday, Feb. 12th, but no action. 12 The Question An established institution yields ground grudgingly to a com¬ peting newcomer. Men are prone to believe one thing is good be¬ cause it is; and another bad because it is not. The problem of yielding always raises questions. The proposal that private church schools should give way to state supported institutions raised, among others, question as to: (1) the possibility of continu¬ ing moral and religious instruction not under church control; (2) possible evil results from mixed associations in public schools; (3) the justice of taxing citizens who already supported good schools in their communities, and (4) relating particularly to the law of 1866, the justice of withdrawing public support from the church school. 13 It seems that all the questions raised might be placed under one or the other of these heads. Loyalty to the Society and its traditions dictated the answers in many cases. In 1834 the Yearly Meeting commented on the public schools as follows: . . .The present most common methods of instruction in public schools, are generally admitted to be defective, so that many parents object to sending their children to them; alleging that from the manner in which the hours of relaxation from study are most usually spent, or from some other cause, many manifest a strong disinclination, after leaving school again to engage in manual labor employments. . . 14 In 1845, the same source informed through a committee’s report that in a Pennsylvania county (it may well be pointed out in this connection that the earliest opposition was aroused by the public school law of Pennsylvania in 1834) the parents are “unable to pursue any other course, especially with their younger children, than to send them to the common neighborhood or district schools although many Friends who do so seem aware that they are sub¬ jecting them to associations of a very hurtful tendency.’’ 15 One effect of public schools on the church school was inevitable. In localities such as that metioned above, the parents sent children 12 Senate Journal, 1867, 168 and 178. 13 See page 360. 14 Yr. Mtg. Extracts, 1834, (H)., 5-10. 15 Extracts Yearly Mtg. Minutes, 1845, 3 ~ 4 * Transition to State Schools 363 to the former and thus strengthened it. After public schools began to be established, but few meetings were able to report that they did not have any children attending them. Some kept such a tendency to a minimum, reporting but one or two children “who go to a common school,” but others, Burlington for instance, had trouble in keeping a school open. Glover, the teacher in 1843, ob¬ jected that the trustees, while promising him a hundred and fifty dollars, had only paid that amount for one year and had then cut his pay to one hundred dollars. He urged them to make good the one hundred and fifty dollars promised, asking whether “it may not be a subject worthy of the consideration of the trustees whether or not anything can be done to increase the interest of our school.” On the cause of the lapse of “interest” in his school, he says: “The decrease in my school has been caused by the establishment of the public school.” 16 The educational committee of the Yearly Meeting (Hicksite), in 1852, stated that of “4500 children requiring school education, only 998 were taught in schools under the care of che society . . .” and that “2600 (these figures it must be remembered refer to both New Jersey and Pennsylvania meetings) of these children attend public schools, thus showing an amount of encouragement on the part of Friends to the public school system, which must materially influence the prosperity of the schools of Friends, as contemplated by the discipline.” 17 The decrease in Friends’ schools and the increasing tendency on the part of members, in out of the way districts, especially, to send their children to public schools, caused a greater effort to be made by the Yearly Meeting to arouse local meetings to action. For, as they stated: the operation of the public school law has very materially increased these difficulties, and is likely to continue a very serious obstacle to the proper educa¬ tion of our youth, unless Friends are willing to set aside the pecuniary con¬ siderations which are alleged as the reason for accepting its provisions. 18 The statements made in connection with the problem in Penn¬ sylvania described New Jersey’s situation as well: . . .In many sections of the country there are no other than the district schools to which Friends can conveniently send their children. In sections 16 See page 67. 17 Yr. Mtg. Extracts, (H.), 1852, 13-15. 18 Yr. Mtg. Extracts, (O), 1845, 4-6 364 Quaker Education in New Jersey where there is a sufficient number of children to form a school Friends allege that they are obliged to pay the school tax, and they give way to the idea that they cannot afford to pay it and for the schooling of their children also. Hence they have been induced to convert schools under the care of the prepar¬ ative meetings into district schools, greatly, we fear, to the disadvantage of their children. We cannot doubt, that if Friends were impressed with a just sense of what appears to us to be the unavoidable injury which must result to the children from the mixed associations of such schools, and the difficulty which must be experienced in bringing them up in conformity with our religious profession and discipline while they are subject to such influences, there would be a greater willingness on the part of some to make the needful pecuniary sacrifices to insure the more guarded education of the youth. 19 The answer of the Yearly Meeting to the subordinates’ objection to supporting two systems of schools, suggests that “we ought not to hesitate at making the sacrifice, however great it may be . . but pay the tax and redouble efforts in the establishment of family schools, select schools, preparative meeting schools, or other agencies. The text of these suggestions follows: . . .Although the number of families has increased since the last report, the principal causes of embarrassment continue unabated. Over one of these,— the scattered situation of our members,—we have no control. The difficulties which have arisen from the operation of the public school law, are not of this character; and if we act in relation thereto, on the principles which have always guided the society in similar cases, we shall not hesitate about the course we ought to pursue. Friends have always paid the tax levied for the support of the poor without complaining of the double burden thus imposed upon them, of assisting to maintain the poor not of our own Society, while at the same time we support our own without calling upon the public for aid; For we have always regarded the assistance given to our own poor members as the performance of a religious duty. If then, the religious and guarded educa¬ tion of our children, so as to train them up in the knowledge of our doctrines and the practice of our testimonies, is a duty not less incumbent than the support of our poor, we ought not to hesitate at making the sacrifice however great it may be, which is necessary to accomplish it. Many of the difficulties which seem to oppose the attempt, would, we are persuaded, lessen, and even disappear, before a resolute and persevering effort. In those cases in which select schools cannot be supported, schools conducted under the charge of suitable committees, in conformity with our principles and testimonies, would in all probability be resorted to by our sober neighbors, and thus become the means of sustaining and upholding our religious principles. The whole subject deserves the earnest and continued attention of Friends; and we believe, that as they dwell under a sense of the obligations due to the Society, and to their children, they will be enabled to find some way of avoiding 19 Ibid. Transition to State Schools 365 the manifold evils of the mixed associations, inevitable in the public district schools. In some places, this religious concern would lead to the establishment of schools, select, or otherwise, under the care of meetings; in others to the employment of teachers in families, or by a few families combining together; in other cases it will lead, and in some measure qualify members of a family to undertake themselves the instruction. In all cases, the awakening of a religious concern, faithfully to discharge, our duty to the rising generation will, of itself, greatly diminish the seeming difficulties of the undertaking, and bring with it its own rewards, in the increased prosperity and brightness of our religious society. 20 The beginning of the movement toward state education, and the passing of laws to secure it, almost coincided with the division in the Society of Friends. Both of the events greatly influenced the tendency to centralize control over education; centralize control in order to stand firm against the foe from without and restrain tendencies to follow strange doctrines within. In 1845 the Educa¬ tional committee expressed its views on the benefit of a centralized educational fund as follows: It was stated in a former report to the Yearly Meeting that there are con¬ siderable funds set apart for the purposes of education in different districts, chiefly in the city of Philadelphia, and in Burlington, and Haddonfield Quarter¬ ly Meetings. The usefulness of these funds is in many cases much lessened by the strictness of the limits within which they are confined. Some of them have been raised by preparative meetings for the exclusive use of the members; and it has in certain instances happened that the fund has been allowed to accumulate, and the decrease in the number of the members of the meeting has left Friends without any objects on which to expend the interest; so that no small portion of these funds throughout the Yearly Meeting is lying almost idle, while the Society is suffering for want of means to educate its children. It is well worthy the consideration of Friends, whether similar trusts should hereafter be so narrowly restricted whether it would not in all cases be ad- visible to make the larger bodies in the Society the trustees of the funds, with directions to appropriate it for the benefit of the nearest meetings needing it, in case the particular locality intended to be benefitted in the first place, should not require the assistance. The committee again press upon the meeting, and upon Friends generally, the importance of creating a fund for the general purpose of education, and they repeat their conviction that as their ability to aid meetings, by procuring and distributing suitable books, and in the establishment of schools, depends greatly upon the possession of such a fund, their labors must, without it, fall very far short of what is called for by the wants of Friends in various places. 21 20 Ibid. - l Ibid. 366 Quaker Education in New Jersey The Answer In the foregoing pages, the analysis of the problem by the Yearly Meeting, in one way, suggested what the answer would be. These suggestions, however, were only partial answers. Many localities did, indeed, seek to follow its directions and maintain church schools of one kind or another. The complete solution is often a compro¬ mise, and so it was in this case. The most urgent inducements, to a compromise, it seems, were financial. As the yearly report mentioned, “ . . . Friends allege that they are obliged to pay the school tax, and they give way to the idea that they cannot afford to pay it and for the schooling of their children also.” Moreover, the New Jersey law made the way of compromise easy, by allow¬ ing church schools to receive public school funds until 1866. The schools’ acceptance of state funds was one step towards their con¬ version into public schools. Having received state funds, for a long period of years, a number of the Quaker schools capitulated completely in the few years following 1866 and became thus the foundation of public institutions. Few of the old school account books are now available, but most of those that have been found in New Jersey show entries of money received from the state school fund. The record of the Old Spring- field School Trustees shows in 1850 Si.68, “borrowed from tp. to pay Asa Foster’s bill,” in 1864, “cash paid Daniel Zelley out of township money, $9.75,” and “Cash paid Anna M. Barker per order out of tp. money, $61.72,” and also “received of Benjamin R. Lamb, school superintendent of township money $88.06.” 22 Other cases, notably Woodbury, Easton School, and Upper Eve¬ sham may be mentioned. Only one reference was found in the case of the last named, but the school account book if still extant would probably reveal more. In 1845, the school trustees reported the school was kept open “ . . . nearly all the year past, and taught by members a part of the time . . . and we have received our portion of the school money from the township and apportioned it amongst the scholars as we thought most advisable.” 23 Elsewhere in this 22 Misc. Papers of Old Springfield. 23 Min. U. E. Prep. Mtg., (H), 27/II/1845. Transition to State Schools 367 work is quoted a list of items from the treasurer’s account book of Easton School. 24 The repeal of section 12 of the school law in 1866 withdrew state funds as a means of support for schools controlled by re¬ ligious bodies. A voice of protest was raised immediately against this action, and a conference called to meet in Camden in Decem¬ ber of that year. Each monthly meeting was asked to send repre¬ sentatives. The following minute from Salem Meeting (Hicksite) describes the purpose: A paper was received from Woodbury Monthly Meeting of Friends dated 10th month 29th, 1866, requesting that Salem Monthly should appoint one or more Friends to meet in conference with other Friends that may be appointed to meet in Friends Meeting House in Camden on 2nd day, 10th of 12th month next, to consult and decide upon what measures shall be taken to establish Friends in their just rights to the public school funds; which an act of the last legislature deprived them of Andrew Griscom, Thomas T. Hilliard, and David Pettit are appointed to meet with the proposed conference of Friends to be held in Camden at the time appointed. 25 Three months later another monthly meeting’s committee re¬ ported the results of the conference in the following minute: The committee appointed in the 10th month last to attend the conference at Camden, in regard to the school law, report that they all attended and had an interesting meeting, and were united in memorializing the legislature on the subject of reenacting the 12th section of the school law. 26 The above metioned memorial was unsuccessful in so far as getting a reenactment of section 12 was concerned; and the way was now prepared for the next step in the transformation of schools. This final period of transition in which numerous Quaker schools became extinct and others became public in name and fact reaches to the present time. It may be well to notice the cases of certain of these schools that passed into public control. The earliest example that has been noted was that of Penn’s Neck, where the school was turned over to the public in 1855. 27 A similar change in Mansfield Township, school district Number Three, is described in the following minute: At the time appointed all of the committee convened together with about 24 See page 197. 25 Min. Salem Mo. Mtg., 31/X/1866. 26 Min.. Pilesgrove Mo. Mtg., (H), 1/I/1867; this conference appears to have been conducted entirely by the Hicksite Friends. 27 See page 162. 3 68 Quaker Education in New Jersey ten adult male residents of the vicinity, when a full explanation of the powers of the committee and the situation of the property was made by reading the foregoing minute report, and memorandum, and also by a free and full inter¬ change of sentiment. Whereupon it was agreed and assented to by the committee on one hand, by the trustees of the school district number three of Mansfield township on the other, that so far as they are concerned, the said subscription money amounting to $65.00 shall within thirty days from this time be paid to Empson Haines. And that the said meeting house shall be used for educational purposes by the residents of this vicinity, as heretofore, and without any additional charge, subject to the regulation and restrictions as set forth in the report aforesaid dated nth month, 5th, 1855. And also that no use be made of the said house inconsistent with the testimonies and principles of the religious society of Friends. And further, that the said house will be delivered up on six months notice to the said committee or their successors, or the said Monthly Meeting of Burling¬ ton, in good repair whenever they may demand the same, with the understand¬ ing that if the occupancy thereof for the purposes aforesaid has not been equivalent to the money subscribed as aforesaid, then the said committee, their successors, or the said Monthly Meeting will return such amount as justice and equity may require. It being represented to the committee that certain alteration in the seats, forms, and in the house would be needed for the better accommodation of a school, Empson Haines was appointed to give attention to the subject, and make such alterations for school purposes as in his opinion may be needed, provided the school district furnish him the necessary funds, with the under¬ standing that the district may remove such improvements in case they abandon or leave the house. And provided also that the fixtures, benches, and so forth belonging to the house at the time be restored in as good condition as they are now in. 28 The following minute regarding the “Bacon Academy” at Woodstown describes how the meeting still retained “entire con¬ trol of the school,” yet w^as able to “receive its proportion of public money ...” until the passage of the law in 1866. On again resuming the consideration of the case of the Bacon School the committee reporting that the district trustees of the school situated in the same district, are willing to rent the Bacon School House, and allow it to receive its proportion of public money and our meeting still have the entire control of the school. After free expression thereon the report of the com¬ mittee was adopted. 29 In the case of Chesterfield Preparative Meeting School, in 28 Min. Burlington Mo. Mtg., (H.), 2/II/1857. 29 Min. Pilesgrove Mo. Mtg., (H.), 25/IX/1866. Transition to State Schools 369 April, 1866, the trustees were ‘‘instructed to ascertain what is the best disposition they can make with our school house for the ensuing year . . .,” and two months later it was reported “rented ... to the public trustees for one year, beginning 4th month, first, 1866.” 30 A minute, three years later, indicated that the school was still controlled “subject to the direction of the meeting trustees.” The schoolhouse has been rented to the district trustees for the present year for the sum of $100, payable quarterly, subject to the same rules and regulations that governed the school when Friends had charge of the same. The district trustees subject to the direction of the meeting trustees. 31 At Salem, in 1872, the public school trustees sought to. lease the Friends’ school, but a committee of fourteen, having considered it reported “way did not open for leasing the house and grounds for a public school, and the applicants were so notified.” 32 The continuance as a Friends’ School, and without state aid was not without reason. It was, in 1872, composed of “male, female, and primary departments, ’ ’ and had 126 students enrolled. The popu¬ larity of the school declined, however. In 1900 there were 47 students and in 1905 it was discontinued as a Friends’ School. 33 Concerning the school in Delaware Township, Haddonfield re¬ ported in 1874: The committee appointed to enquire into the situation of the school property in Delaware township (late Waterford) belonging to this preparative meeting report that they have been to the premises and examined it. There are nearly two and a half acres of land upon which a small frame school house and also a dwelling house are erected; the schoolhouse is rented to the public school district for twenty dollars per annum and the dwelling house to a tenant for $25. There are no Friends’ children now attending the school and but few Friends residing in that vicinity. Both the houses need new roofs and the fences around the land are in poor condition. The deed for this school property was made in 1787. The report closed with a suggestion that since the district school now provided an education for all others, and but few Friends resided in the neighborhood the property should be disposed of and the money used to school Friends’ children when necessary. 34 30 Min. Chesterfield Mo. Mtg., (H.), 26/IV/1866 and 28/VI/1866, 31 Min. Chesterfield Prep. Mtg., 25/III/1869. 32 Min. Salem Mo. Mtg., (H.), 29/V/1872 and 26/VI/1872. 33 See page 131. 34 Min. Haddonfield Prep. Mtg., 4/II/1874. 370 Quaker Education in New Jersey In 1887, The trustees of the public school in Woodbury, desiring to rent Friends’ Female School on Delaware street, this meeting authorized the trustees of that school to act in the matter as in their judgment seems best. 35 In 1889 the rent of the school house was entered as $25. 36 After 1890 there was no item of rent entered, nor was it continued as a Friends’ school. Upper Greenwich Friends’ School now occupied by District School One other instance of this transformation may be mentioned, one of the twentieth century. At Upper Greenwich Meeting, in 1908, the school opened with ten scholars, but increased later to fourteen. This was the last year it was conducted as a Friends’ School. In 1910, The matter was discussed at some length, put to vote and carried that we lease the property for one school year, at a compensation of fifteen dollars. The secretary was ordered to notify the board of education to that effect. 37 A minute of 1912 showed that the school property was rented to the district trustees year by year. 38 35 Min. Woodbury Prep. Mtg., (H.), 24/III/1887. ™Ibid., 24/I/1889. 37 Min. U. G. Prep. Mtg., (H.), 6/VIII/1910. 38 Mr. Wm. Borden, Mickleton, N. J., informs that this practice is still continued. CHAPTER XIV IN CONCLUSION Contrary to the statement that “from the first New Jersey was in advance of every American State in education” it is evident that but little was accomplished during the earlier years, and that mostly through individuals or individual congregations. Where New England elements dominated, efforts were made to create the town school system. In the four large Quaker centers, Salem, Burlington, Shrewsbury and Haddonfield, educational activity became dependent upon their local meetings. In 1682, however, education was encouraged by act of legislature, when the Island of Matinicunk was granted to Burlington for “educational pur¬ poses” forever. From the beginning the Quakers devoted them¬ selves to elementary education, but did not encourage higher in¬ stitutions of learning. The English government, on the other hand, after a time sought to encourage projects of higher, but neglected elementary education. Its educational policy is further shown in the instructions to Cornbury on the “inconvenience that may arise by the liberty of printing” and, in 1757, in the instruction that no one be allowed to keep school in the “Province of New Jersey without your license first obtained.” The constitution of 1776 made no provision for education, leaving it entirely in private hands; in this period of Independence, Quaker Schools increased greatly in number, and a more uniform organization and centraliza¬ tion was perfected. Educational developments in New Jersey were at all times in accord with the Pietistic, Realistic, and Philanthropic viewpoints, expressed by such leaders as Fox, Penn, Benezet, Woolman, Tuke, Griffith, Phipps, Bellers, Budd and others. All believed in a “guarded religious education,” which was to be secured through many prohibitions, and carefully limited associations. Neverthe¬ less, we find the children of other denominations, and of Negroes, often attended the Friends’ schools. It was always stipulated, 37i 372 Quaker Education in New Jersey however, that they demean themselves “according to the rules of the school.” Official advices of the Yearly and local meetings always emphasized the idea of a guarded religious education, ac¬ cording to the interpretation of Quaker leaders. Regarding classical learning “they acknowledge the understand¬ ing of Languages, especially of Hebrew, Greek and Latin formerly was, and still is very useful yet . . . not . . . necessary to make a minister ...” As colleges in that day were largely ecclesiastical in character and purpose, Quakers did not encourage them. Languages, for realistic ends, and “to answer the just desires of those that desire to read them, and for other very good reasons, as maintaining commerce and understanding among divers nations by these common languages ...” were thought w r orthy of cultiva¬ tion. There can be little doubt, however, that to some members, opposition to classics and colleges on the basis of being non- essential or even harmful for the training of ministers, became co¬ extensive with opposition to them generally. Quaker policy in the 19th century endorsed greater centraliza¬ tion in the control of schools, but continued an emphasis on “a guarded religious education.” The movement for more “real” studies in the curriculum, and the idea of “manual labor institu¬ tions” both found support among Friends. Nevertheless, the number of their schools declined, and many that were maintained were attended largely by other denominations. After the middle of the century, many of them declined while others became partially or wholly public schools. In the great Philanthropic Movement in Education the Quakers played a prominent role. Leaders such as Bellers, Budd, Wool- man, Fox, Benezet and Penn viewed it as a “reproach to religion and government” that poverty on the one hand and excessive luxury on the other should be allowed to exist. With their pious sentiments the meetings concurred officially as early as 1695 and desired that “care be taken, that poor Friends’ children may freely partake of such education, in order to apprenticeship.” Mem¬ bers, “endowed with plenty of outward substance,” were frequently urged to contribute to philanthropic projects, especially education. The minutes of the local meetings invariably point out that care was taken for the maintenance of the poor, and funds were raised Conclusion 373 for the education of their children. Probably the most prominent philanthropic organization was the Friendly Institution of Burling¬ ton (1796); but each preparative, monthly, and quarterly meeting had its poor fund and took care of those in need of assistance. In their dealings with the Indian and Negro in the new colony, the Quakers sought to exemplify the doctrines of Christianity. Not only did they aim to avoid dissension by provision for proper purchase of land from the Indians and fair trial of those implicated in wrongdoing, but also made attempts to encourage their edu¬ cation. As for the Negroes, the first effort was, necessarily, to secure freedom for those held as slaves, and to discourage the im¬ portation and purchase of others. The movement was gradual, beginning in the late 17 th century and becoming decidedly effective between 1750 and 1780. At the latter date there were but “few remaining in bonds with any of our members.” From this time on, the education of the Negro became a grave concern for he now stood in need of it. Religious education was offered in special meetings held for Negroes and in conferences with them; Friends were on various occasions appointed to advise with manu¬ mitted Negroes as to “their temporal affairs;” and their school education came under the care of the school committee, though in some cases special committees were named. In face of their best efforts the minutes often admit failure, or partial failure, as there is “a shortness we believe as to their education,” and “edu¬ cation too much neglected.” But efforts were apparently never- ceasing, and while there is frequent admission of room for im¬ provement, there is always “some care taken for their education.” As a rule it appears that Negro children were educated on the same basis as children of the poor. Special funds existed for their education in many places. In accord with English law and practice, the Quaker colonists of New Jersey provided for education through apprenticeship. Fox, in 1669, advised the “putting out poor children to trades” and Philadelphia Yearly Meeting advised putting out children as apprentices to such as are members of Friends; and the fifth query was instituted to ascertain whether children were placed among Friends or not. Certificates were given to those members who were apprenticed to trades at a distance from their home meeting. 374 Quaker Education in New Jersey After 1774 this was necessary to fulfill the letter of the law. If parents or guardians failed to take steps to put out children at the proper time, the meeting took the affair into its hands; likewise at a second marriage, the meeting sought to safeguard the rights of children by the first marriage. Education of Colonial days existed primarily for religious ends. The school was an auxiliary of the church and the curriculum reflected this religious purpose. It is but natural, then, to find the Quaker schools controlled by the religious organization, which consisted of Yearly, quarterly, monthly and preparative or par¬ ticular meetings. The functions of the first two were advisory, and to an extent supervisory, and directive. They helped to unify sentiment and action, to collect information, and to formulate programs, through the labors of educational committees. The great movement for better schools and more uniformity and cen¬ tralization, about 1778, was successful largely because of the in¬ fluence of superior meetings whose vigilance stimulated lower meet¬ ings to action. Individual schools of New Jersey were either under a school committee of the monthly or preparative meeting. These school committees sought to provide school lots, playgrounds, houses, masters’ homes, occasionally land for tillage by the school master, a master of “solid” qualities, or mistress as the case might be, rules for school government, the necessary equipment of the schoolhouse, and the opportunities for education of poor and Negro children. One committee did not always suffice. Some¬ times there were school fund committees apart from those who actually had charge of immediate school affairs. The committee was at all times the meeting’s agent and made regular reports to that body. It was composed of men, women, or a combination of both sexes, usually determined according to the nature of the school and the sex of the teacher. The summer school, under a woman teacher frequently, was visited by a committee of women. Teachers, as a rule, came from the local district, though some came from distant cities. Tenure, save in a few unusual cases, was brief and salaries slender, so it was natural that the teacher should continue to be also a farmer, blacksmith, carpenter or tailor. Contracts seem to have been generally used. With a very few exceptions the character of masters seems to have been above re- Conclusion 375 proach. The school year varied greatly in length: some were open three and some eleven months, but the majority, probably, six or seven. Girls and boys attended, but apparently, separately for the most part. Girls and little boys had their best opportuni¬ ties in the spring and summer when older boys had to do farm work. Schools were generally elementary in character, but a few such as Westtown Boarding School in Pennsylvania, Bacon Academy at Woodstown, the Moorestown Academy and High School in the 1.9th century, gave attention to secondary school subjects. Ad¬ vanced studies also found a place in many schools due to an unusual master or mistress who was capable of teaching a language or higher mathematics. After completing the regular elementary school of the meeting the youth either went to Westtown Boarding School —in Pennsylvania—, attended private schools, many of which ex¬ isted under Quaker tutors in New Jersey, or else continued his studies no further. Support of schools, at first very haphazard and dependent on local desire, became more uniform in the latter part of the 18th century. At one time or another the following methods, or a combination of them, were used to maintain schools: (1) subscrip¬ tion, (2) money distributed from central stock, (3) legacies and donations, (4) state school fund, (5) fees, (6) loans, and (7) income from investments. After 1778 most meetings established permanent school funds, some of which increased to the amount of several thousand dollars. These funds were managed by special com¬ mittees, usually, appointed by the meeting, and bound by definite regulations drawn up by it. A remarkable degree of cooperation obtained between meetings in the establishment of these school funds, as also in the creation of those for relief of the poor, Negroes, and the education of Indians. If, besides the religious note in the curriculum, we can detect another, it is unquestionably a realistic one. “We are in pain to make them scholars, but not men” was Penn’s terse judgment of current practice. Practice seems to have followed his suggestion in a preference for scientific subjects. Classic and modern lan¬ guages were taught, but, keeping in mind the stern prohibition against the heathenish books, gods, and goddesses, we must believe that such study was limited for the most part to “what may be 376 Quaker Education in New Jersey savory and good matter that may not corrupt children’s minds.” While the curriculum of the elementary school, in most cases, could not have been more than religion, reading, writing, and ciphering, some specific references are made to spelling, history, geography, mathematics, “such as mensuration, surveying, and algebra,” in the first quarter and middle of the 19th century. Needle work for girls was mentioned at Evesham in 1801. The Westtown Boarding School curriculum at its founding in 1799 seems to have been elementary in character, spelling, reading, writing, arithmetic, and bookkeeping being specified as the subjects to be taught. In the first half of the century the following sub¬ jects were gradually added: Mathematics, Arithmetic, Writing, French, Reading, Latin, Grammar, Sewing, Surveying, Trigonom¬ etry, Conic Sections, Astronomy, Chemistry, Physiology, Psy¬ chology, and Greek. In the latter part of the century emphasis was placed upon mathematical science, natural philosophy and astronomy, chemistry and natural history. There was also “in¬ struction in the Greek and Latin languages.” In 1862 the report states “50 boys and 12 girls have studied Latin, and 15 boys have given some attention to Greek.” In the Bacon Academy, 1852, girls were taught “reading, writing, arithmetic, grammar, geography, botany, physiology, philosophy, history, and drawing,” and to these were added “chemistry and the higher branches of mathematics for the boys.” A charming “old, old lady” admits the subjects in the female department were as formidable as they appear on paper. A study of all available records of the four centers, Shrewsbury, Burlington, Haddonfield and Salem, reveals the fact that schools of elementary character were set up in practically all local com¬ munities by the close of the eighteenth century. Some, however, were not continuously in operation, due to lack of teachers, or scattered membership, and the consequent difficulty of supporting a school. Against all obstacles, however, there was steady ad¬ vancement in point of numbers and popularity from 1778 until the influence of the public school movement was felt. A gradual decline then took place, due to the fact that (1) many members sent children to public schools because they were better situated, (2) many preferred the public school because it was free, (3) others Conclusion 377 did not wish to support a church school and pay for a public one at the same time, and (4) there was a dissension among the Quakers themselves which divided their strength and purpose, education¬ ally. In a majority of cases, after 1827, there was an attempt to maintain two schools where before there had been but one. This period of division among Friends coincided with the movement for state free schools. Allegiance to the church school, on the part of many, was transferred to the state institution. A few of the old foundations, however, still remain and have large enrollments. The transition was gradual, and accomplished, apparently, with little bitterness and less genuine opposition. The state free school movement may be said to have begun in 1816 when the school fund was created and reached its fulfillment in 1866. Definite provision was made in 1846 that schools, established by religious bodies whose discipline provided for the establishment of schools, should receive aid from state funds. Rivalries and jealousies flamed up and many difficult and embarrassing questions came before the State Superintendent of Schools. So difficult was the adminis¬ tration of the law, and especially section 12, that the superintend¬ ent in 1866 recommended the repeal of the latter, which was ac¬ complished. An official step was taken by the Monthly Meeting at Camden, and participated in by a number of others, to secure the reenact¬ ment of Section 12, but the effort was ineffectual. Though the transformation of some Quaker schools into public ones has been noted before 1866, the changes were more rapid and numerous after that date. Some properties were sold, and others rented to public school authorities. In some cases, apparently, Quaker control continued in fact for a number of years after the schools were technically public institutions. Viewing the whole period of growth and decline of these schools, in connection with modern state education, it is apparent that the privately established schools, which were so widespread, rendered a great service to education in a day when no more universal in¬ stitution had entered the field. The idea of extended education was primarily based upon religious philanthropy; it yielded, necessarily, to a broader conception of education for all, dependent not upon charity but the common wealth of society. BIBLIOGRAPHY Manuscript Material Sources (Note: (H.) refers to Hicksite and (O.) to Orthodox Friends’ records.) Allegheny Reservation, Account of Schools on the Sixth Month, 1872. Alloway’s Creek Preparative Meeting Minutes, 1783-1900. Two Volumes (H.) Friends Meeting House, Woodstown, N. J. Alloway’s Creek Preparative Meeting, Women’s Minutes, 1841-1884. Four volumes. (H.) 15th and Race Streets, Philadelphia. Ancocus Preparative Meeting, Miscellaneous Papers. (H.) 15th and Race Streets, Philadelphia. Ancocus Preparative Meeting, Women’s Minutes, 1853-1882. (H.) 15th and Race Streets, Philadelphia. Ancocus Preparative Meeting Minutes, 1799-1881. (H.) Two volumes. 15th and Race Streets, Philadelphia. Bacon, David. Papers relating to his Estate. Meeting House, Woodstown, N- J- Bordentown Preparative Meeting Minutes, 1860-1878. (H.) Meeting House, Trenton, New Jersey. Bordentown Preparative Meeting, Women’s Minutes, 1804-1827. Two Volumes. 142 N. 16th Street, Philadelphia. Burlington Preparative Meeting, Women’s Minutes, 1800-1818 and 1828- 1837. Two Volumes. 142 N. 16th Street, Philadelphia. Burlington Preparative Meeting School Committee Minutes, 1822-1870. 142 N. 16th Street, Philadelphia. Burlington Monthly Meeting Minutes, 1678-1850. Nine Volumes. 142 N. 16th Street, Philadelphia. Burlington Quarterly Meeting Minutes, 1686-1898, excepting 1767-1770. Three Volumes. 142 N. 16th Street, Philadelphia. Burlington Quarterly Meeting Minutes, 1827-1880. (H.) Meeting House, Mt. Holly, N. J. Minutes, 1880-1917, at home of F. S. Zelley, Mt. Holly, N. J. Burlington Monthly Meeting Minutes, 1828-1922. Three Volumes. (H.) F. S. Zelley, Mt. Holly, N. J. Burlington Monthly Meeting, Miscellaneous Papers. 15th and Race Streets, Philadelphia. Burlington Monthly Meeting, Women’s Minutes, 1828-1885. Two Volumes. (H.) 15th and Race Streets, Philadelphia. Burlington Quarterly Meeting, Women’s Minutes, 1827-1889. (H.) 15th and Race Streets, Philadelphia. 378 * Bibliography 379 Cape May Preparative Meeting Minutes, 1797-1817. (H.) 15th and Race Streets, Philadelphia. Catalog of Books belonging to Woodbury Preparative Meeting in 1802. In cupboard at Woodbury School. Cheney, Eliza A. Report of the Boarding School at Tunesassa, from 5th month 2nd, 1874-3M month 13th, 1875. Chester Preparative Meeting Minutes, 1785-1889. Three Volumes. 302 Arch Street, Philadelphia. Chester Preparative Meeting, Treasurer’s Accounts, 1761-1848. 302 Arch Street, Philadelphia. Chester Monthly Meeting Minutes, 1827-1898. Two Volumes. 302 Arch Street, Philadelphia. Chester Monthly Meeting Minutes, 1804-1912. Three Volumes. (H.) Meeting House, Moorestown, N. J. Chester Monthly Meeting, Women’s Minutes, 1827-1900. Two Volumes. (H.) Meeting House, Moorestown, N. J. Chester Preparative Meeting Minutes, 1827-1857. (H.) Meeting House, Moorestown, N. J. Chester Monthly Meeting, Account Book, 1829-1889. (H.) Meeting House, Moorestown, N. J. Chesterfield Monthly Meeting Minutes, 1684-1896. Seven Volumes. (H.) Meeting House, Trenton, N. J. Chesterfield Preparative Meeting, Women’s Minutes, 1838-1878. (H.) Meeting House, Trenton, N. J. Chesterfield Preparative Meeting Minutes, 1809-1883. Three Volumes. (H.) Meeting House, Trenton, N. J. Chesterfield Preparative Meeting, Women’s Minutes, 1846-1897. Three Volumes. (H.) Meeting House, Moorestown, N. J. Chesterfield Monthly Meeting Minutes (Copies), 1684-1793 and 1797-1852. Eight Volumes. 142 North 16th Street, Philadelphia. Chesterfield Preparative Meeting Minutes, 1827-1841. Two Volumes. 142 North 16th Street, Philadelphia. Collection of Christian and Brotherly Advices, compiled from minutes of the Yearly Meeting, 1762. Crop well Preparative Meeting Minutes, 1794-1836. 302 Arch Street, Phila¬ delphia. Dearborn, Henry (Secretary of War) Letter to Henry Drinker concerning Indian Education. 5th month 22nd, 1801. East Branch (Robins) Preparative Meeting Minutes, 1828-1858. (H.) Meeting House, Trenton, N. J. East Branch (Robins) Preparative Meeting Minutes, 1800-1813; 1822-1833. Six Volumes. 142 North 16th Street, Philadelphia. East Branch School Fund, Trustees Minutes, 1819-1838. 142 North 16th Street, Philadelphia. Eastlack, Sarah. Report to the Indian Committee of Philadelphia Yearly Meeting, Tunesassa, 4th month 6th, 1851. 380 Quaker Education in New Jersey Easton Preparative Meeting Minutes, 1810-1879. Two Volumes. 302 Arch Street, Philadelphia. Easton School, Treasurer’s Account Book, 1824-1900, though irregular. 302 Arch Street, Philadelphia. Educational Committee of the Yearly Meeting, Minutes of. .15th and Race Streets, Philadelphia. Elkinton, Joseph. Letter to Halliday Jackson on Indian education. Tune- sassa, 12th month 3rd, 1820. Evesham Monthly Meeting Minutes, 1827-1884. (H.) 15th and Race Streets, Philadelphia. Evesham Monthly Meeting, Women’s Minutes, 1828-1884. (H.) 15th and Race Streets, Philadelphia. Evesham Preparative Meeting Minutes, 1854-1884. (H.) 15th and Race Streets, Philadelphia. Evesham Preparative Meeting, Women’s Minutes, 1847-1884. (H.) 15th and Race Streets, Philadelphia. Evesham Monthly Meeting Minutes, 1760-1908. Six Volumes. 302 Arch Street, Philadelphia. Evesham Preparative Meeting Minutes, 1761-1836. Two Volumes. 302 Arch Street, Philadelphia. Evesham School, Trustees’ Minutes, 1795-1840. 302 Arch Street, Phila¬ delphia. Great Egg Harbor and Cape May Monthly Meeting, 1726-1843. Two Vol¬ umes, 302 Arch Street, Philadelphia. Greenwich Monthly Meeting Minutes, 1827-1914. Two Volumes. (H.) Meeting House, Woodstown, N. J. Greenwich Monthly Meeting, Women’s Minutes, 1884-1892. (H.) 15th and Race Streets, Philadelphia. Minutes 1827-1884, Meeting House, Woodstown, N. J. Greenwich Preparative Meeting, Women’s Minutes, 1804-1884. (H.) 15th and Race Streets, Philadelphia. Greenwich Monthly Meeting Minutes, 1784-1893. Four Volumes. 142 North 16th Street, Philadelphia. Greenwich Preparative Meeting, Women’s Minutes, 1807-1884. Three Volumes. 142 North 16th Street, Philadelphia. Haddonfield Quarterly Meeting Minutes, 1827-1916. Two Volumes. (H.) 15th and Race Streets, Philadelphia. Haddonfield Quarterly Meeting, Women’s Minutes, 1827-1896. (H.) 15th and Race Streets, Philadelphia. Haddonfield Quarterly Meeting Minutes, 1697-1919. Five Volumes. 302 Arch Street, Philadelphia. Haddonfield Monthly Meeting Minutes, 1710-1897. Eight Volumes. 302 Arch Street, Philadelphia. Haddonfield Preparative Meeting Minutes, 1820-1913. Eight Volumes. 302 Arch Street, Philadelphia. B ibliography 381 Hardwick Preparative Meeting, Women’s Minutes, 1834-1852. Rutherford Place, New York City. Hardwick and Randolph Monthly Meeting, Women’s Minutes, 1840-1849. Rutherford Place, New York City. Hardwick and Randolph Monthly Meeting Minutes, 1795-1855. Ruther¬ ford Place, New York City. Little Egg Harbor Monthly Meeting Minutes, 1715-1762; 1784-1881. Four Volumes. Also miscellaneous papers. 142 North 16th Street, Phila¬ delphia. Little Egg Harbor Preparative Meeting Minutes, 1805-1842. 142 North 16th Street, Philadelphia. Mansfield Preparative Meeting Minutes, 1818-1845. 142 North 16th Street, Philadelphia. Mansfield School Fund, Treasurer’s Account Book, 1797-1858; also Parch¬ ment roll of subscribers to the School in 1782. 142 North 16th Street, Philadelphia. Maurice River Preparative Meeting, Minutes of Ministers and Elders. (H.) 15th and Race Streets, Philadelphia. Maurice River Preparative Meeting, Women’s Minutes, 1809-1830. (H.) 15th and Race Streets, Philadelphia. Maurice River Monthly Meeting, Women’s Minutes, 1833-1854. (H.) 15th and Race Streets, Philadelphia. Maurice River Monthly Meeting Minutes, 1804-1823. 15th and Race Streets, Philadelphia. Mendham (Randolph) Preparative Meeting Minutes, 1790-1826. Ruther¬ ford Place, New York City. Minutes of the Meeting for Sufferings, 1756—. Ten Volumes. 302 Arch Street, Philadelphia. Moon, A. W. Early Quaker Education in New Jersey. (Master’s Thesis, Columbia University, 1904.) Moorestown School Book, Accounts, 1834-1854. (H.) Mrs. H. Herr, 601 E. Main Street, Moorestown, N. J. Mount Preparative Meeting Minutes, 1808-1850. (H.) 15th and Race Streets, Philadelphia; 1850-1870, Meeting House, Mt. Holly, N. J. Mount Preparative Meeting, Women’s Minutes, 1824-1844. (H.) Meeting House, Mt. Holly, N. J.; 1844-1850. (H.) 15th and Race Streets, Philadelphia. Mount Preparative Meeting, Account Book, 1797-1870. (H.) 15th and Race Strets, Philadelphia. Mt. Holly Preparative Meeting, School Fund Records, 1793-1881. Three Volumes. (H.) 15th and Race Streets, Philadelphia. Alt. Holly Preparative Meeting Minutes, 1816-1850. (H.) Aleeting House, Mt. Holly, N. J. Alt. Holly Preparative Aleeting, Women’s Alinutes, 1797-1811; 1865-1880. (H.) Aleeting House, Alt. Holly, N. J. 382 Quaker Education in New Jersey Mt. Holly Monthly Meeting, Account Book, 1777-1878. (H.) Meeting House, Mt. Holly, N. J. Mt. Holly Monthly Meeting Minutes, 1776-1903. Four Volumes. (H.) Meeting House, Mt. Holly, N. J. Mt. Holly Monthly Meeting, Women’s Minutes, 1776-1880. Three Volumes. (H.) Meeting House, Mt. Holly, N. J. Mt. Holly Monthly Meeting Minutes, 1776-1793; and 1827-1828. 142 North 16th Street, Philadelphia. Mt. Holly, Early Settlement of. Richard C. Shreve. H. S. P., Phila¬ delphia. Newton Preparative Meeting Minutes, 1828-1838 and 1847-1913. Three Volumes. (H.) Office of Howard Cooper, 106 Market Street, Camden, N. J. Newton Preparative Meeting, Women’s Minutes, 1845-1903. Six Volumes. (H.) Office of Howard Cooper, 106 Market Street, Camden, N. J. Old Springfield Preparative Meeting Minutes, 1835-1851. (H.) 15th and Race Streets, Philadelphia. Old Springfield Preparative Meeting, Miscellaneous Papers. 15th and Race Streets, Philadelphia. Old Springfield Preparative Meeting, School Fund Book, 1849-1872. 15th and Race Streets, Philadelphia. Penn’s Neck Preparative Meeting, Women’s Minutes, 1842-1867. (H.) 15th and Race Streets, Philadelphia. Philadelphia Yearly Meeting Minutes. (H.) 15th and Race Streets, Phila¬ delphia. Philadelphia Yearly Meeting Minutes, 1681-1908. 302 Arch Street, Phila¬ delphia. Pilesgrove Monthly Meeting, Deeds and Miscellaneous Papers belonging to Meeting House, Woodstown, N. J. Pilesgrove, Book of Records for Legacies and Investments. Meeting House, Woodstown, N. J. Pilesgrove Preparative Meeting, Women's Minutes, 1851-1886. Two Volumes. (H.) Meeting House, Woodstown, N. J. Pilesgrove Preparative Meeting Minutes, 1860-1901. (H.) Meeting House, Woodstown, N. J. Pilesgrove Monthly Meeting, Women’s Minutes, 1794-1822; 1827-1893. Three Volumes. (H.) Meeting House, Woodstown, N. J. Pilesgrove Monthly Meeting Minutes, 1794-1904. Four Volumes. (H.) Meeting House, Woodstown, N. J. Pilesgrove Monthly Meeting Minutes, 1827-1830. 142 North 16th Street, Philadelphia. Plainfield Preparative Meeting, Women’s Minutes, 1841-1893. Three Vol¬ umes. (H.) Meeting House, Plainfield, N. J. Plainfield Preparative Meeting Minutes, 1879-1904. 142 North 16th Street Philadelphia. Bibliography 3 83 Plainfield Preparative Meeting, Women's Minutes, 1834-1861. 142 North 16th Street, Philadelphia. Quakertown, earlier Bethlehem and Kingwood, Monthly Meeting Minutes, 1744-1905. First National Bank, Newtown, Pa. Quakertown Monthly Meeting, Women’s Minutes, 1744-1885. First National Bank, Newtown, Pa. Rahway Preparative Meeting Minutes, 1845-1878. (H.) Meeting House, Plainfield, N. J. Rahway Preparative Meeting Minutes, 1884-1910. 142 North 16th Street, Philadelphia. Rahway and Plainfield Monthly Meeting, Miscellaneous Papers of. 142 North 16th Street, Philadelphia. Rahway and Plainfield Monthly Meeting, Women’s Minutes, 1848-1865; 1872-1875; 1879-1903. 142 North 16th Street, Philadelphia. Rahway Preparative Meeting, Women’s Minutes, 1838-1878. Two Volumes. 142 North 16th Street, Philadelphia. Rahway and Plainfield Monthly Meeting Minutes, 1802-1910. Two Volumes. 142 North 16th Street, Philadelphia. Rahway and Plainfield Monthly Meeting, Book of Accounts, 1802-1869. Meeting House, Plainfield, N. J. Rahway Preparative Meeting School Committee’s Minutes, 1875-1885. In box of miscellaneous material, 142 North 16th Street, Philadelphia. Rahway and Plainfield Monthly Meeting, Women’s Minutes, 1828-1893. Four Volumes. (H.) Meeting House, Plainfield, N. J. Rahway and Plainfield Alonthly Meeting Minutes, 1771-1781; 1784-1789; 1796-1799; 1827-1829. Rutherford Place, New York City. Rancocas. (see Ancocus). Representative Committee, Minutes of, 1827-1898. (H.) 15th and Race Streets, Philadelphia. Salem Quarterly Meeting Minutes, 1827-1904. Two Volumes. (H.) Meet¬ ing House, Woodstown, N. J. Salem Quarterly Meeting, Women’s Minutes, 1827-1901. Three Volumes. (H.) Meeting House, Woodstown, N. J. Salem Monthly Meeting Minutes, 1676-1900. Six Volumes. (H.) Meet¬ ing House, Salem, N. J. Salem Monthly Meeting, Women’s Minutes, 1828-1855 and 1895-1901. Four Volumes. (H.) Meeting House, Salem, N. J. Salem Preparative Meeting, Women’s Minutes, 1828-1850. Two Volumes. (H.) Meeting House, Salem, N. J. Salem Monthly Meeting Minutes, 1676-1854. Six Volumes. 142 North 16th Street, Philadelphia; 1855— Clayton Wistar, Salem, N. J. Shrewsbury Monthly Meeting Minutes, 1757-1786; 1828-1854. Two Vol¬ umes. 142 North 16th Street, Philadelphia. Shrewsbury Monthly Meeting Minutes, 1732-1756; 1786-1904. Five Vol¬ umes. (H.) Rutherford Place, New York City. 384 Quaker Education in New Jersey Shrewsbury Monthly Meeting, Women’s Minutes, 1680-1732; 1738-1816. Two Volumes. 142 North 16th Street, Philadelphia. Shrewsbury Monthly Meeting School Fund. Five small volumes. 1790-1810. Rutherford Place, New York City. Shrewsbury, Deeds for School Property of the Monthly Meeting, 1802. Rutherford Place, New York City. Shrewsbury Monthly Meeting, Women’s Minutes, 1680-1816. Two volumes. 142 North 16th Street, Philadelphia. Shrewsbury and Rahway Quarterly Meeting, Women’s Minutes, 1841-1893. Two Volumes. (H.) Meeting House, Plainfield, N. J. Shrewsbury and Rahway Quarterly Meeting Minutes, 1705-1857. Three Volumes. 142 North 16th Street, Philadelphia. Shrewsbury Quarterly Meeting Minutes, 1828-1921. (H.) Charles Trafford, Manasquan, N. J. Stiles, Amos. Day Book, 1812-1821. Moorestown, N. J. H. S. P., Phila¬ delphia. Stony Brook Preparative Meeting Minutes, 1826-1878. Three Volumes. 142 North 16th Street, Philadelphia. Taylor, Jacob and Thomas, Jonathan. Recommendation to the Indian Com¬ mittee on Indian Education. Oneida, nth month 4th, 1797. Trenton Preparative Meeting, Women’s Minutes, 1813-1878. Two Volumes. (H.) Meeting House, Trenton, N. J. Trenton, Preparative Meeting Minutes, 1827-1900. Three Volumes. (H.) Meeting House, Trenton, N. J. Trenton Preparative Meeting Minutes, 1816-1881. Two Volumes. 142 North 16th Street, Philadelphia. Upper Evesham Preparative Meeting, Women’s Minutes, 1828-1891. (H.) 15th and Race Streets, Philadelphia. Upper Evesham Preparative Meeting Minutes, 1828-1862. (H.) 15th and Race Streets, Philadelphia. Upper Evesham Monthly Meeting Minutes, 1828-1878. (H.) 15th and Race Streets, Philadelphia. Upper Evesham Monthly Meeting, Women’s Minutes, 1828-1896. (H.) 15th and Race Streets, Philadelphia. Upper Evesham Monthly Meeting Minutes, 1794-1871. Three Volumes. 302 Arch Street, Philadelphia. Upper Evesham Preparative Meeting Minutes, 1783-1842. Two Volumes. 302 Arch Street, Philadelphia. Upper Greenwich School Minute Books, 1894-1921. Two Volumes. (H.) Herbert Brown, Mickleton, N. J. Upper Greenwich Preparative Meeting Book for the use of Schools, 1809-1874. (H.) William Borden, Mickleton, N. J. Upper Greenwich School Minutes, 1874-1884. William Borden, Mickleton, N. J. Upper Greenwich Meeting, History of, by Wm. Haines. Wm. Borden, Mickleton, N. J. Bibliography 385 Upper Greenwich Preparative Meeting Minutes, 1872-1904. (H.) Meeting House, Woodstown, N. J.; 1904—- Wm. Borden, Mickleton, N. J. Upper Penn’s Neck Preparative Meeting Minutes, 1796-1867. (H.) 15th and Race Streets, Philadelphia. Upper Springfield Monthly Meeting, Women’s Minutes, 1806-1812. 15th and Race Streets, Philadelphia. Upper Springfield Monthly Meeting Minutes, 1828-1857. (H.) 15th and Race Streets; 1857—• in care of Martha E. Gibbs, Columbus, N. J. Upper Springfield School Trustees’ Proceedings, 1788-1849. 142 North 16th Street, Philadelphia. Upper Springfield Monthly Meeting Minutes, 1783-1905. Four Volumes. 142 North 16th Street, Philadelphia. Upper Springfield Preparative Meeting Minutes, 1789-1844. Two volumes. 142 North 16th Street, Philadelphia. Vincenttown Preparative Meeting Minutes 1830-1855. (H.) 15th and Race Strets, Philadelphia. Westfield Preparative Meeting Minutes, 1827-1857. 302 Arch Street, Phila¬ delphia. Westfield Preparative Meeting, Women’s Minutes, 1827-1911. Three Volumes. (H.) Meeting House, Moorestown, N. J. Westfield Preparative Meeting, School Trustees’ Minutes, 1885-1902. (H.) Meeting House, Moorestown, N. J. Westfield Preparative Meeting Minutes, 1897-1916. (H.) Meeting House, Moorestown, N. J. Woodbridge Monthly Meeting Minutes, 1686-1905. (Called Rahway and Plainfield after 1788). Ten Volumes. Meeting House, Plainfield, N. J. Woodbury Preparative Meeting, Women’s Minutes, 1828-1893. Three Vol¬ umes. (H.) 15th and Race Streets, Philadelphia. Woodbury Preparative Meeting Minutes, 1828-1890. Two Volumes. (H.) 15th and Race Streets, Philadelphia. Woodbury, Minutes and Proceedings relating to the establishment of the School Fund, 1790. Warner Underwood, Woodbury, N. J. Woodbury Monthly Meeting Minutes, 1808-1897. Four Volumes. (H.) Meeting House, Woodstown, N. J. Woodbury Monthly Meeting, Women’s Minutes, 1827-1893. Two Volumes. (H.) Meeting House, Woodstown, N. J. Woolwich Preparative Meeting, Women’s Minutes, 1834-1884. Three Vol¬ umes. (H.) 15th and Race Streets, Philadelphia. Woolwich Preparative Meeting Minutes, 1835-1884. (H.) 15th and Race Streets, Philadelphia. Printed Material Source and Secondary Ackworth School, Rules of. London, 1790. Acrelius, Israel. A History of New Sweden . . . Translated by W, M, Reyn¬ olds. Philadelphia, 1874. 386 Quaker Education in New Jersey Allen, W. O. B. and McClure, E. History of the Society for Promoting Christian Knowledge, 1698-1898. London, 1898. Allinson, Samuel. Acts of the General Assembly of the Province of New Jersey, 1702-1776. Burlington, 1776. American Slavery, Views of, Taken a century ago. By Anthony Benezet and John Wesley. Philadelphia, 1858. Andrews, B. A. Historical Sketches of Greenwich on the Old Cohansey. Vineland, N. J., 1905. Annual Reports of the Superintendent of Public Instruction of New Jersey, 1847-1911; combined with Annual Reports of State Board of Education, 1867-1911. Apgar, E. A. History of the New Jersey School System. In Report of New Jersey State Board of Education, 1879, pp. 33-62. Appendix to the Extracts from the Minutes and Advices of London Yearly Meeting. London, 1792. Archives of the State of New Jersey. By W. A. Whitehead and others. 1st Series, documents relating to Colonial History, 1631-1800. 28 Vol¬ umes. Newark, 1880-1918. Barber, J. W. and Howe, Henry. Historical Collections of the State of New Jersey. Newark, 1857. Barclay, Robert. Apology. Philadelphia, 1789. Catechism and Confession of Faith. Philadelphia, 1788. Beecher, Catherine E. Suggestions respecting Improvements in Education. Hartford, 1829. Bellers, John. Proposals for raising a College of Industry . . . London, 1696. Epistle to the Quarterly Meeting of London and Middlesex, 1718. Benezet, Anthony. First Book for Children. 1778. Some observations on the Situation, Disposition and Character of the Indian Natives of this Continent. Philadelphia, 1784. Observations on the enslaving, importing and purchasing of Negroes . . . Germantown, 1760. Bevans, John. Brief View of Doctrines . . . professed by Friends. Phila¬ delphia, 1843. Biddle, Owen. A plan for a school . . . for Pennsylvania and New Jersey. Philadelphia, 1790. Biographical Sketches and Anecdotes of Members of the Religious Society of Friends. Philadelphia: Tract Association of Friends, 1870. Brief remarks on ... a guarded and religious education. Bristol, 1820. British and Foreign School Society Report. London, 1814. Brown, Henry A. The Settlement of Burlington. Burlington, 1878. Bryce, James. The Relations of the Advanced and the Backward Races of Mankind. The Romanes Lectures, 1902. Clarendon Press, 1903. Budd, Thomas. Good Order Established in Pennsylvania and New Jersey. Philadelphia, 1685. Bunting, Morgan. A List of Records of the Meetings constituting the Yearly- Meeting at 15th and Race Streets, Philadelphia. Philadelphia, 1906. Bibliography 387 Carpenter, W. H. and Arthur, T. S. (Editors.) History of New Jersey from its earliest settlement to the Present Time. Philadelphia, 1853. Carter, B. F. Woodbury and Vicinity. Woodbury, 1873. Catalogue of Books and Rules of the Woodbury Library Company, instituted 1794. Philadelphia, 1815. Catalogue of Books belonging to the Library Company of Burlington. Burlington, 1807. Chalkley, Thomas. A collection of the Works of ... in two parts. Phila¬ delphia, 1749. Clement, John. First Emigrant Settlers in Newton Township. Camden, 1877. Clews, Elsie W. Educational Legislation and Administration of the Colonial Governments. Columbia University, Ph.D. Thesis. New York, 1899. Cockburn, James. Review. Philadelphia, 1829. Comly, John. A New Spelling Book, adapted to the different classes of Pu¬ pils . . . Philadelphia, 1827. Constitution and By-Laws of the Haddonfield Library Company . . . Catalog of books. Philadelphia, 1805. Cooper, H. M. Historical Sketch of Camden. Camden, 1909. Historical Sketch of Newton Meeting. Crawford, Charles. Observations upon Negro Slavery. Philadelphia, 1784. Crouch, William. Posthuma Christiana; or a Collection of some of his papers. London, 1712. Cubberley, E. P. The History of Education. Boston, 1920. Cushing, Thomas, and Sheppard, C. E. History of the Counties of Gloucester, Salem and Cumberland. Philadelphia, 1883. Darby, Abiah. Useful Instruction for Children. London, 1819. Day, Stephen Munson. The Art of Spelling Facilitated. Philadelphia, 1804. Lessons in Reading; Being Select Passages from the Scriptures . . . Philadelphia, 1804. Dewees, W. W. History of Westtown Boarding School. Philadelphia, 1884. Discipline, books of. 1831, 1856, 1888, 1894. (H.) Dymond, Jonathan. Essays on the Principles of Morality. Philadelphia, 1896. Education of Children, Some advices in the Yearly Meeting Epistle, 1709, Concerning the ... For Friends to put into Practice. London, 1710. Educatioff of Youth, Some necessary remarks on the, Anonymous. No date. 302 Arch Street, Philadelphia. Ellis, Franklin. History of Monmouth County, N. J. Philadelphia, 1885. Elmer, Lucius Q. C. History of the Early Settlement and Progress of Cum¬ berland County. Bridgeton, 1869. The Constitution and Government of the Province and State of New Jersey. In Collections of the N. J. Hist. Soc. Vol. VII. Newark, 1872. Epistles from London Yearly Meeting, 1681-1817. London, 1818. Evans, Thomas. Examples of Youthful Piety. Philadelphia, 1830. Extracts from Yearly Meeting Minutes, 142 N. 16th Street, Philadelphia. 388 Quaker Education in New Jersey Extracts from Minutes of Yearly Meeting held at 15th and Race Streets, Philadelphia, 1827-1895, Six Volumes. Fox, George. A Warning to all teachers of Children which are called School¬ masters and Mistresses and to parents . . . London, 1657. To all Schoolmasters, Priests and Teachers, and Magistrates that be Christians. London, 1660. Journal. Two Volumes. London, 1852. A Primer for the Schollers and Doctors of Europe. London, 1659. Friend, The, A Religious and Literary Journal. Philadelphia. Friends’ Library. Ten Volumes. Philadelphia, 1837. Friends’ Intelligencer. Seventy-nine Vols. Philadelphia, 1844—. Friends’ Miscellany. Edited by John and Isaac Comly. Twelve volumes. Philadelphia, 1831-1839. Friendly Institution of Burlington, one Hundredth Anniversary of the Found¬ ing of. Burlington, 1896. Fry, John. Essay on Conduct and Education. Bristol, 1776. Gordon, Thomas F. The History of New Jersey. Trenton, 1834. Graves, F. P. A History of Education, Three Vols. Macmillan: New York. Grubb, Sarah and Woolman, John. Extracts on Education. Bristol, 1820. Gummere, Amelia M. Friends in Burlington. Philadelphia, 1884. The Journal and Essays of John Woolman, New York. 1922. Haddonfield, The Two Hundredth Anniversary of the Settlement, 1713-1913. Published at Haddonfield, N. J. Hageman, John F. History of Princeton and its Institutions. Philadelphia, 1879. Hallowed, Benjamin. ' Autobiography. Philadelphia, 1883. Hart, John S. Class Book of Prose. Philadelphia, 1845. Hatfield, E. F. History of Elizabeth, N. J. New York, 1868. Hazard, Samuel. The Register of Pennsylvania, Vol. VII, Philadelphia, 1831. Hood, John. Index to the Laws of New Jersey. Trenton, 1877. Indian Tribes ... in East and West Jersey and Pennsylvania, Account of the Conduct of the Religious Society of Friends towards. Published by the Aborigines Committee of the Meeting for Sufferings. London, 1844. Indians, A brief Sketch of the effort of the Religious Society of Friends to Promote the Civilization and Improvement of the. Philadelphia, 1879. Jerseyman, The. A Quarterly Magazine of Local History. Two Volumes 1891-1905. Flemington, N. J. Johnson, R. G. An Historical Account of the First Settlement of Salem in West Jersey by John Fenwick, Esq. Philadelphia, 1839. Kalm, Peter. Travels into North America. Three Volumes. First Volume, Warrington, 1770; Second and third volumes, London, 1771. Kemp, W. W. Support of Schools in Colonial New York by the Society for the Promotion of the Gospel in Foreign Parts. New York, 1913. Kelsey, R. W. Friends and the Indians, 1655-1917. Philadelphia: Ex¬ ecutive Committee of Friends on Indian Affairs, 1917. Bibliography 3 89 Kilpatrick, W. H. The Dutch Schools of New Netherlands and Colonial New York, Washington, 1912. Kite, N., Smith, D. B., and Scattergood, Joseph. A statistical inquiry into the condition of the People of Color . . . Philadelphia, 1849. Lancaster, Joseph. Improvements in Education as it respects the Industrious Classes of the Community . . . London, 1805. A letter to John Foster . . . London, 1805. Learning, Aaron and Spicer, Jacob. The Grants, Concessions, and Original Constitution of the Province of New Jersey. Philadelphia, n. d. Lee, F. B. New Jersey as a Colony and as a State . . . Four Volumes. New York, 1902. Maclean, John. History of the College of New Jersey. Philadelphia, 1877. Mandeville, Bernard de. Fable of the Bees; also an Essay on Charity and Charity Schools. London, 1723. Mather, Cotton. Essays to do Good. A new edition by George Burde. Johnstown, 1815. Mayo, A. D. Historical Sketches of New Jersey Schools. (In Reports of U. S. Commissioner of Education, 1895-6, Vol. I, 247-55; 1897-98, Vol. I, 465-72. Michener, Ezra. Retrospect of Early Quakerism. Philadelphia, i860. Mickle, Isaac. Reminiscences of Old Gloucester . . . Philadelphia, 1845. Monro, George. Extracts from an Essay on Christian Education, London, 1768. Monroe, Paul. A Textbook in the History of Education. New York, 1905. Moore, J. W. Records of the Kingwood Monthly Meeting of Friends, Flem- ington, 1900. Mulford, Isaac S. Civil and Political History of New Jersey. Camden, 1848. Murray, David. History of Education in New Jersey. Washington, 1899. Murray, Lindley. Compendium of Religious Faith and Practice designed for Young Persons of the Society of Friends. New York, 1817. English Exercises. Baltimore, 1813. Biographical Sketch of Henry Tuke, Burlington, 1816. Introduction to the English Reader. Philadelphia, 1828. Sequel to the English Reader: or Elegant Selections in Prose and Poetry. Philadelphia, 1831. The English Reader. Philadelphia, 1808. Abridgement of Murray’s English Grammar. Philadelphia, 1807. Newark Town Records. Collections of the N. J. Historical Society. Vol. VI. Newark, 1864. New Jersey Archives, First Series. Twenty-eight Vols. Newark, 1880-1899. New Jersey Historical Society Collectoins. Newark and New York, 1846-1916. New Jersey, Laws of, from 1800. Trenton, New Jersey. New Jersey Historical Society, Proceedings of. Six Volumes. Newark, 1845-1852. 3Qo Quaker Education in New Jersey Observations Relating to the Establishment of Schools, ioth month 2nd, 1778. vSigned by Anthony Benezet and Isaac Zanc and laid before the Yearly Meeting for consideration. Parrish, Edward. An Essay on Education in the Society of Friends. Phila¬ delphia, 1866. Pattern of Christian Education (Benezet’s copy). Germantown, 1756. Patterson, William. Laws of the State of New Jersey. Newark, 1800. Penn, William. Extracts from the Advice to his Children. London, 1819. Letter to his Wife and Children. Bound in a volume of Friends’ Tracts. London, 1822. Reflections and Maxims. Philadelphia, 1901. Pennington, Isaac. Works. Four Volumes. London, 1784. Pennsylvania Gazette. Miscellaneous numbers. Phipps, Joseph. Original and present State of Alan. . . . Trenton, 1793* Prescribed course of Study of Friends School for Indian Children, n. p., n. d- Prowell, George R. History of Camden County, N. J. Philadelphia, 1886. Purdy, James C. Moorestown, Old and New. Moorestown, 1886 Quaker Biographies. Five Volumes. Philadelphia, 1912 Raum, John O. History of New Jersey from its earliest settlement to the present time. Two Volumes. Philadelphia, 1877. History of the City of Trenton. Trenton, 1871. Rules of Discipline of Philadelphia Yearly Meeting. Philadelphia, 1806. Salter, Edwin. A History of Alonmouth and Ocean Counties . . . Bayone, 1890. Schools for Black People and their Descendants, established by the Religious Society of Friends in 1770, A brief sketch of the. Philadelphia, 1867. Select Reader, No. III. Published by the Tract Association of Friends, Phila¬ delphia. n. d. Sharpless, Isaac. Quaker Ideals of Education, (the friend, Volume 88, 328.) Shotwell, A. M. Annals of our Colonial Ancestors, n. p., 1895. vShourds, Thomas. History and Genealogy of Fenwick’s Colony. Bridgeton, 1876. Smith, Samuel. History of Nova Caesaria or New Jersey . . . Trenton, 1877. Some Advice to teachers. Dublin, 1794. Statutes of the Realm. Ten Volumes. London, 1810-1828. Stevens, L. T. History of Cape Alay County. Cape Alay City, 1897. Stewart, Frank H. Notes on Old Gloucester County, New Jersey. Published by the New Jersey Society of Pennsylvania, Camden, 1917. Stillwell, J. E. The Quaker Records of Shrewsbury, New Jersey, (in Middle- town, N. J. Town Book of old Middletown.) n. p., n. d. Sypher, J. R. and Apgar, E. A. History of New Jersey . . . Philadelphia, 1870. Tanner,Edwin P. The Province of New Jersey, 1664-1738. New York, 1908. Thomas, A. C. and Thomas, R. H. History of the Society of Friends in America. Philadelphia, 1905. Bibliography 39* Thomas, Gabriel. An Historical and Geographical account of the Province and country of Pennsylvania and West New Jersey in America. London, 1698. Tracts on Moral and Religious Subjects. London, 1823 and 1824. Tuke, Henry. Works. 4 Vols. York, 1815. Tuke, James H. The Common and Free Schools of the United States of America. 1846. Vaux, Roberts. Memoirs of the Life of Anthony Benezet. Philadelphia, 1817. Votes and Proceedings of the General Assembly of the Province of New Jersey. 1745-1775. Whitehead, W. A. East New Jersey under the Proprietary Governments, Newark, 1875. Contributions to the Early History of Perth Amboy and adjoining County ... New York, 1856. Wilson, Peter. Acts of the General Assembly of New Jersey, 1776-1783. Trenton, 1784. Woodstown Almanac and Yearbook. First National Bank, Woodstown, New Jersey. Woodward, E. M. and Hageman, J. F. History of Burlington and Mercer Counties . . . Philadelphia, 1883. Woody, Thomas. Early Quaker Education in Pennsylvania. New York, 1920. Woolman, John. Works. Philadelphia, 1806. First Book for Children, 1769. Considerations on keeping Negroes. Philadelphia, 1762. * [ I p.|| &<■-. I . ■■ INDEX Aims of Education, in accord with tendencies of the day, 8; according to views of Penn, Fox and others, 8ff.; religious, 374. Apparatus, used in instruction, 327. Apprentices, put out by parent, guardian or meeting, 264; put out to Friends, 264E Apprenticeship education, 45, 373E; at Burlington, 57; 256-265; pro¬ vided for in 1774, 258ff.; recom¬ mended by Fox, 259E; practiced in local meetings, 26off. Appropriation for schools, 358ff. Artificers, Act concerning, 256. Attendance, at Friends’ schools, 30-31, 33, 36, 129, 147, 174, 180, 192, 194, 214, 218, 224, 226, 228. Bacon Academy, 154!!., 376. Bacon, David, will of, 155. Bancroft, quoted on the rise of Quakers, 7 - Barclay, R., on education in colleges, I5f- Barclay’s Apology , 334. Barclay’s Catechism , 318. Barnegat Preparative Meeting, 115. Belcher, on the establishment of the College of New Jersey, 4. Bellers, J., proposals of, for education, 235 . Benezet, A., views on education, 1 of.; influential in the establishment of schools, 24f.; on education of poor, 238f.; on Negroes and their educa¬ tion, 267f. Boarding School, discussed, 204. Books, distributed for schools, 94, 131; for families and schools, 316; subscribed for, 317; uniformity sought, 319; in libraries, list of, 336 f. Book supply houses established, 32iff. Bordentown, 93. Bryce, J., quoted, 266. Budd, Thos., proposals of, for educa¬ tion, 235, 238. Burlington, report on schools, 26; Friendly Institution of, 246; Monthly Meeting, 55ff. Burlington Preparative Meeting, se¬ cures school property, 63; new school erected, 63; special account of school of, 64; report on status of schools at, 66 . Burlington Quarterly Meeting, 55ff.; appoints school committee, 59; de¬ cline of schools in, 64, 116-7. Camden School, 178-180. Catalogue of books at Woodbury, 335. Censorship, exercised by the Society, 21. Central “Stock,” used for support of education, 348ff. Centralization, beginning of move¬ ment towards, 1777, 24; tendency towards, 34fT., 365, 372. Certificates, given to members going from one place to another, 262. Character of teachers, 3o8f., 374. Chester “Brick School,” 2i5ff., 227. Chester Monthly Meeting, 214ff.; in¬ crease of schools, 224. Chesterfield Monthly Meeting, 78ff. Children, of school age, 30; rights of, safeguarded at second marriage, 265. Church school vs. state school, 362ff. Circulating Schools, 233. Classical training, 372. 393 394 INDEX Co-education, 156. College education, not of first im¬ portance for ministers, 372. College of New Jersey, 4. Committees, to be named to consider schools, 26; agencies by which meet¬ ings controlled schools, 295; com¬ posed of most reliable members, 297; duties of, 298. Concessions and Agreements, pro¬ visions in the, 2; on putting out children, 257; relating to Indians, 283! Conclusions, 371-377. Conferences, for teachers, parents, 35. Constitutional provision for education, lacking, 358. Contracts, with teachers, 9, 302ff., 374. Control of schools, by the town, 3; at Newark, 6; by committees, 374. Cooperation in the establishment of funds, 345. Crop well school, 185, 207-211. Crosswicks, financial report on school, S3. Crouch, W., on learning of language, i6f. Curriculum, at Burlington, 66-68; at Upper Springfield, 108-9; at Bacon Academy, 154ff.; at Eld- ridge’s Hill, 160; at Haddonfield, i69f.; at Evesham, 189; at West- town, 327-8; elementary, 323!.; the, 315-328, 376. Dancing, prohibited, 21. Day, Stephen M., 170-3. Decline, of schools, in Burlington Quarter, 116-7; in Evesham, 193; in Medford, 207-8; 214; in Haddon¬ field Quarterly Meeting, 230-1. Donations, 35off. Dymond, J., on education of poor, 239ff- Earl, J. T., teacher at Upper Spring- field, 105. East Branch School, 86ff. Easton School, 194ft. Education, early efforts to establish, iff; constitutional provision for, lacking, 5; according to community’s choice, 6; practical, urged by Penn, Fox, and others, 8ff. Educational Legislation, in 1682, 2; in East New Jersey, 2; at low ebb, 3; 358-362. Eldridge’s Hill Boarding School, 158L Elementary education, encouraged by the Society of Friends, 18. English government, attitude towards education, 3L Equipment, for schools, 312. Evening Fireside, The, 172. Evesham Monthly Meeting, 18iff.; decline of schools, 193!. Evesham Preparative Meeting, 182; plan for permanent school at, 183. Examples of Youthful Piety, 333. Fees, 108-9, 354-5. Female School, rules for, at Wood¬ bury, 146; at Evesham, 189. Fixed income, importance of, 341. Fox, on educational aims, 8; on educa¬ tion for poor, 238; on welfare of Indians and Negroes, 266. Frankesche Stiffungen, 232. Free School System, for Friends’ children, recommended, 33. Free Schools, of Woodbridge, Trustees of,.incorporated, 5. French, taught, 67. Friendly Institution of Burlington, 246. Friends’ schools, decline of, 363; union of, at Moorestown, N. J., 225. Funds, raised for Negro education, 278L; for work among Indians, 286L General superintendent, need for, 294. Girls, admitted to Haddonfield School, 176; put out to apprenticeship, 263; schools for, 323. Graded School, at Salem, 131; at Moorestown, 224; 314. Greek, 172, 328. INDEX Great Egg Harbor and Cape May Monthly Meeting, i8of. Greenwich Monthly Meeting, 131 ff.; distribution of children in, 133f. Griffith, John, advice on education, I3f- Guardians and masters, to take care of children, 21. Griscom, J., schoolmaster at Burling¬ ton, 246. Haddonfield, Monthly Meeting, i63ff; Quarterly Meeting, i63ff. Hallowell, B., teacher at Westfield, 226. Hardwick, 53. Hartford School, 204. Hart’s Class Book of Prose , 326. “Heathenish” books, reading of, dis¬ couraged, 21. Higher Education, attitude of Quakers towards, I5ff. Home, provided that teachers might be more permanent, 304. Increase of Friends’ Schools, in Chester Monthly Meeting, 224. Indians, care for, 181; care and educa¬ tion of, 266-287; treatment of, dis¬ cussed in the Concessions and Agree¬ ments, 283; welfare of, urged by Fox, 266; dealings with, 373. Infant Schools, 233. “Inferior Races,” care and education of, 266-287. Investments and Properties, income from, 356-7. Kingwood Monthly Meeting, 5 iff. Lancasterian System, 232. Lands, to be purchased fairly from Indians, 285. Latin, 67, 68, 315L, 328. Laws, Public School, 358ff. Lectures, illustrated, 223. Legacies, a form of school support, 70, 79 , 103, 149 , i68f., 197, 217, 35off.; given to educate Negroes, 281. 395 Libraries, mentioned 336L; maintained by meetings, 135. Library Association, 327. Licensing of teachers, 5; obligatory, 360. Little Egg Harbor Monthly Meeting, H 3 ff. Loans for educational uses, 355. Local control, 294!!. Lower Evesham School, 188, 194. Lunches, provided at school, 224. Mandeville, quoted, 233. Mansfield Preparative Meeting School, no. Manual Labor Institutions, 29. Manumission of slaves, urged, 274ff.; members refusing to manumit slaves, released from Society, 276L Master’s dwelling, 69, 77, 184. Matinicunk, Island of, to be for educa¬ tional purpose, 2. Maurice River Monthly Meeting, 136L Medford, Monthly Meeting, 20off.; school, 213; reestablished, 214. Mendham, 53. Mickle, Samuel, influential in Wood¬ bury school affairs, 140. Midweek meeting, attendance of school children at, 144, 148. Moorestown, Elementary School, 220; High School 221; union of Friends’ schools at, 225; Academy, 219. Mount, The, 96L Moral education, urged, 21. Mount Holly Monthly Meeting, 93ff.; school established, 94; school closed, 96. Murray, L., author of favorite text¬ books, 22, 29. Murray’s Introduction, 320; books, preferred, 321; English Reader, 322; English Exercises, 325; English Gram¬ mar, 329; Sequel, 332. Music, prohibited, 21. National Society, 234. 39<> INDEX Needlework, 323. Negroes, education of, 169, 177; care for, at Salem, I26f.; at Haddon- field, 177; care and education of, 266; 287; concern for welfare of, urged by Fox, 266; concern for, by Woolman, 266f.; welfare, 377; manu¬ mitted, 274ff.; families visited, 275; religious meetings held for, 278f. Negro School, at Philadelphia, 107; at Salem, 121. New England, influence of, on educa¬ tional legislation, 2f. New Jersey, early settlement and divisions, 1. Newton Meeting, 163, 177. North Hampton School, 203. Northern School, 204, 207. Objections to Law of 1846, 360. Old Springfield School, 75ff. Organization, 288, 314. Orphans, early provisions for their education, 2. Parrish, Edward, on Quaker education, 18. Pauper Education, purposes of, 233L; discussed by various leaders, 235- 241; success of various local meetings 243-253. Penn, Wm., purchases New Jersey, 1; views on education, 8-9; on educa¬ tion of the poor, 239. Permanent funds, effort to establish, 341; plan for, at Salem, 341L; at Haddonfield, 344; at East Branch, 344; at Upper Springfield, 345; at Chesterfield, 346; at Evesham, 347; at Pilesgrove, 347. “Pernicious Books,” avoided, 136; banned, 317. Philanthropic education, 232!?., 372. Phipps, Joseph, on education, 14L Pietism, in education, 234. Pilesgrove Monthly Meeting, I52ff. Pine Grove School, 187, 207-211 Plays, etc., prohibited, 21. Poor, cared for and schooled, 38; legacy for schooling, 48; schooled, 92; supported, 113; educated, 132, 136, 153, 203; efforts to educate, 232ff.; education of, urged officially, 24iff.; success of local meetings in education of, 24iff.; answers to fifth query regarding, 246; public stocks to be raised for, 258, 342; opposition to education of, 233. Powell, Thomas, agreement with, at Burlington, 58. Printing, to be licensed, 3. Private Quaker schools, mentioned, I58ff. Prohibitions, 21. Property damage, to be made good by offenders, 311. Proprietors, purchase New Jersey, 1. Protest, on repeal of Section 12, law of 1846, 367. Public Funds, received for support of Friends’ Schools, 147, 197, 366; opposition to withdrawal of, 130, 156L Public schools, to be avoided, 31; pre¬ ferred, 42; competition of, 68, 72, 135 , 177 - Public School Fund, 352ff. Public school trustees, lease Quaker schools, 75, 82, 125, 144, 148, 150L, 157, 162, 229. Puritanism, in education, 234. Purpose of Education, in accord with tendencies of the day, 8; according to views of Penn, Fox and others, 8ff.; religious, 374. Quakers, in New Jersey at close of 17th century, 6; where located, 7; attitude towards establishment of colleges, 4. Quaker Schools, leased to public, 75, 82, 125, 144, 148, 150L, 157, 162, 229; converted into public schools, 366ff.; rise and decline of, 376L; function performed by, in New Jersey, 377. INDEX 397 Ragged Schools, 233. Rahway Friends’ Select School, adver¬ tised, 49. Rahway and Plainfield Monthly Meet¬ ing, 45ft. Rancocas, school at, 68ff. Realism, stressed by Penn, 8-9; stressed in official suggestions, 19; in 19th century, 27; in curriculum, 315, 324ft., 372, 375. Religious Education, urged by Quaker leaders, 8ft., 3if. Religious meetings, held for Negroes, 278L Removal, certificates of, 262. Repeal of Section 12, law of 1846, opposition to, 377. Rules for the conduct of schools, 87, 91, 99, 100, 107-8, 145, 186, 222-3, 295ft., 299, 31 of. Rum selling, to Indians, advised against, 284. Rutgers College, 4. Salaries, of teachers, 305. Salem Monthly Meeting, n8ff.; new school erected at, I28f. ; decline of school, i3of.; protests against repeal of Section 12, 130. Salem Quarterly Meeting, 118ft. School control, 288-314. School, kept in meeting house, 85, 187, 309 - Schools, advice of meeting on establish¬ ment of, 25; difficulties in the way of establishing, 28, 32; decline of, 36-7. Schools, kinds of, 313b School fund, account book, 62 ; es¬ tablished, 86; plan for, at Mount Holly, 95; at Salem, 120; at Wood¬ bury, 138ft.; at Rahway and Plain- field, 46-7; lower meetings, en¬ couraged to establish, 60; at Upper Springfield, I02f. Schoolhouses, kind of, 309f. School learning, not essential to Chris¬ tianity, I4f.; but not discouraged, 18. School sanitation, 228, 31 if. School support, 95, 161, i68f., 197, 201, 217, 340-357, 375- School term, length of, 313. Science, at Westtown, 327L Scientific lectures, 327. Section 12, Law of 1846, condemned, 361; repealed, 361; objections to repeal of, 361 f. Select Reader, Number III, 330. Select Schools, urged, 30. Senecas, work among, 285L Separation, effect on schools, 70L, 128, 134, 206, 217, 218, 226. Servants, provisions concerning, by law, 257L Settlers, type of, in early New Jersey, 6. Shrewsbury Monthly Meeting, 42ft. Shrewsbury Quarterly Meeting, 38ft.; unable to meet standards of yearly meeting, 40; starts subscription, 41. Six Nations, efforts of Friends to re¬ lieve, 285. Slave holding, meetings’ attitude against, 269ft. Society of Friends, no objection to privileges of the, 360. S. P. C. K., 232. S. P. G., 232. State School fund, 5; beginning of, 358 ft- State Schools, transition to, 358-370; vs. church schools, 362ft. Stony Brook, 90ft.; close of school, 93. Summer School, taught by women, 310. Sunday School Movement, 232; at Woodbury, 253. Superintendent,general, for schools, 35. Superintendent of Public Instruction, 360 - Support, of schools, by permanent funds, 86, 120ft., 138ft., 152, 167L, 187, 199, 201, 2i6f.; various means of, 340. Teachers, difficult to obtain, 174, 187; character of, 3o8f., 374; se- 398 INDEX cured through Philadelphia Meeting, 27, 104, 299; persons encouraged to become, 34, 247; secured by news¬ paper advertisement 134, 302; source of 374; usually local products, 301; salaries, 305; duties of, 3o6f.; tenure of, 3o6f.; agreements with, 49, 58, 91, 104, 106-7, 186; limited by rules of committee or trustees, 299P; other¬ wise employed, 304. Tenure of Teachers, 150, 191, 198, 306f., 374 - Term, length of, 198, 230. Textbooks, carefully selected, 22; greater uniformity urged, 29; by S. M. Day, 170-3; list of those mentioned, 331; 328-339. Transition to state schools, 358-70, 3 77 - Trenton Preparative Meeting, 84ff. Trustees of schools, rules to govern, 139; duties of, 299P; remissness of, 301. Tuke, H., educational ideas of, I2f.; on education of ministers, 17. Tutorial education, preferred by Penn, 10. Uniformity of texts sought, 319. Upper Freehold, mff. Upper Greenwich Monthly Meeting, I48ff. Upper Penn’s Neck, 161 f. Upper Springfield, Monthly Meeting, 98ff.; report on schools at, 26-7. Vincentown, 97. Visitation of schools, 88, 135, 151, 166, 175, 189-90, 195, 202, 214, 223, 228, 30of.; reports on, 301. Visiting teacher, 35, 151. Westfield, Preparative Meeting, 225ff.; school, 217. Westtown, Boarding School, 47, 126, 176, 181, 327, 347f. Women, employed as teachers, 88, 109, 135, 144, 190, 198, 227-8; on school committees, hi, 134, 156, 222, 297; salaries of, teachers, 305U Woodbury, Monthly Meeting, I37ff.; school accounts, 142; School, 166; First Day School, 253ff.; books at, catalogued, 335. Woolman, J., views on education, nf.; on keeping slaves, 266f.; on education of the poor, 236ft. Woolwich Preparative Meeting, 160. Yearly Meeting, advices concerning “guarded religious education,” 19; urges education, 22ft.; functions advisory, 288ft.; collected and dis¬ seminated information, 292T; began visitation of schools, 293. Youths’ Meetings, for proper educa¬ tion of youth, 19P; discontinued, 20, 80, 164. INDEX OF NAMES Abbott, William, 121, 346. Acton, Clement, 129. Allen, Hope, 142. Allen, John, 142. Allen, Martha, 63. Allen, William, 149. Allinson, Bernice, 63, 68. Allinson, Samuel, 59, 183, 186, 246. Allinson, Samuel, Jr., 83. Andrews, Elizabeth I., 291. Andrews, Isaac, 202. Andrews, Samuel, 247. Ashead, Amos, 208. Atherton, Charles, 63. Atherton, Henry, 63. Atkinson, Caleb, 189. Atkinson, Ellen, 191. Atkinson, John, 95. Atkinson, Samuel, 198. Atkinson, Thomas, 57, 261. Atkinson, William, 57, 95, 261. Austin, Caleb, 183, 188. Austin, Nathan, 197. Bacon, Ann, 132. Bacon, David, 155, 347. Bacon, Elizabeth, 176. Bacon, Hannah, 307. Bacon, Sarah, 134. Baker, Anna M., 354. Ballenger, Esther, 336. Ballinger, Isaac, 166, 188. Ballinger, Job, 205. Ballinger, Levi, 188, 189. Ballinger, Thomas, Jr., 183. Bancroft, 7. Banks, John, 15. Barber, Thomas, 264. Barclay, Robert, 4, 15, 16, 17, 37. Barnes, John, 120, 122, 152, 347. Barry, Samuel, 307. Bartlet, Nathan, 114. Bartlet, Nathan, Jr., 114. Barton, John, 188. Barton, Mary, 156, 188. Barton, Thomas, 161. Barton, Uriah, 188. Bassett, Elisha, 129. Bassett, Joseph, 121. Bassett, Joseph, Jr., 128. Beck, Anne, 263. Beckett, William, 149. Bedford, Abigail, 191. Belcher, Governor, 4. Bellange, Aaron, 114. Bellange, Thomas, 114. Bellers, John, 15, 235. Benezet, Anthony, 10, 11, 24, 37, 238, 267. Bennett, Titus, 104, 299, 302, 308. Bennett, Louise, 109, (Luisa?), 308. Bills, Thomas, 281. Bishop, Job, 95. Bishop, William, 57, 97, 309. Bispham, Thomas, 95, 249. Black, Edwin, 78. Boggs, Francis, 179. Bolton, Edward, 211. Bolton, Jonathan, 163. Bond, Jesse, 129, 203. Bond, Thomas H., 307. Boone, Thomas, 5. Booth, William, 135. Borton, Abigail, 199. Borton, Amy, 192. Borton, Anna, 161. Borton, Elizabeth, 191. Borton, Isaac, 182, 208. Borton, Job, 188. Borton, John, 196, 351. Borton, John G., 355. Borton, Joseph, 189, 199, 307. 399 400 INDEX OF NAMES Borton, O., 197. Borton, Pemberton, 193. Borton, Rachel, 308. Boston, O., 353. Bowne, H. H., 48. Braddock, Barzillai, 201, 202. Braddock, Elizabeth, 214. Braddock, Hannah, 214. Braddock, Job, 213. Braddock, Robert, 200. Braddock, William, 213. Bradshaw, Daniel, 307. Bradway, Edward, 282. Bradway, Mary, 135. Bradway, Rebecca, 135. Bramin, Cornelius, 200. Broadle, John, 176. Brotherton, Henry, 53. Brown, Abraham, 59, 249. Brown, Charles, 307. Brown, Clayton, 199. Brown, Cleayton, 286. Brown, David, 139, 166. Brown, Isaac, 209. Brown, John, 253, 275. Brown, John, P., 307. Brown, Joseph, 245. Brown, Sarah, W., 307. Browne, Elizabeth, 48. Buckman, Benjamin, 191. Buckman, Elizabeth, 199. Buckman, Jacob, 199. Budd, James, 261. Budd, Thomas, 15, 235, 238. Bull, Nathaniel, 63. Bullock, E. R., 307. Bullock, Edward, 191, 250. Bullock, Joseph, 98. Bullock, Joshua, 300. Bunting, Isaac, 59. Bunting, Samuel, 83, 248, 354. Burr, Barzillai, 95. Burr, Henry, 94. Burr, Joseph, 94. Burr, Lucy, 199. Burr, William, 191. Burrough, William, 226. Burroughs, Samuel, 208. Busby, Abel, 63. Busby, Joseph, 59. Buxby, (Buzby?), Joseph, 286. Buzby, Edith, 199. Buzby, Hannah, 351. Buzby, Howard, 70. Buzby, Joseph, 275. Buzby, Mark, 199. Buzby, Mary, 199. Buzby, Thomas, 275. Byllynge, 1. Caley, Margaret, 157. Carpenter, John Moore, 281. Carpenter, Preston, 262. Carpenter, Thomas, 263. Carpenter, William ,121, 286. Carr, Caleb, 58. Carr, Isaac, 95. Carr, Samuel, 95, 312. Carteret, 1. Cattell, Jonas, 216. Cawley, William, 154. Cawood, Thomas, 264. Chapman, Ambrose, 190, 191 Churchman, John, 272. Clair, Joseph, 196. Claridge, Richard, 15. Clark, George, 253. Clark, I., 253. Clark, Joseph, 63. Clark, Thomas, 149. Clarke, Benjamin, 92. Clarke, David, 92, 248. Clarke, Elisha, 92. Clarke, J. O., 92. Clifton, William, 52. Coleman, Anastacy, 142. Coleman, Edward, 142. Coleman, Elizabeth, 297. Coleman, Nathaniel, 245. Coleman, Samuel, 84. Coles, Charles, 179. Coles, Job, 196. Collins/Clayton, 190. Collins, Francis, 57, 261. INDEX OF NAMES 401 Collins, Isaac, 317. Collins, Job, 182, 188, 200, 201. Collins, John, 182, 187, 205, 216. Collins, Mark, 90. Collins, Rhoda, 199. Collins, Thomas, 64. Colson, George, 120, 264. Combs, Ezekiel, 354. Comfort, Ellis, 191. Conley, Ethan, 308. Conrow, Elizabeth, 198. Coom, Mary, 312. Cooper, David, 139, 166, 279, 291. Cooper, Edward, 149, 150. Cooper, Hannah, 291. Cooper, Howard, 180. Cooper, James, 137, 177. Cooper, Mary, 192. Cooper, William, 147. Copland, Ambrose, 46. Copperthwaite, Thomas, 265. Corlies, Peter, 44. Cornbury, Lord, 1, 3. Cottell, Jonas, 187. Cowperthwait, Ann, 187. Cowperthwait, Hugh, 187. Cowperthwaite, Elizabeth, 144. Cowperthwait, Job, 187. Cowperth waite, Job, 185. Cowperthwait, Rebceca, 214. Cox, Elizabeth, 300. Cox, John, 63, 262. Cox, John, Jr., 286. Cox, Joseph, 300. Craft, Edwin, 150, 308. Craft, George, 211, 212. Craft, Hannah, 88, 305. Craft, Isaac, 48, 353. Craft, Mary, 305. Craft, Samuel, 248, 344, 354, 356. Crouch, William, 15, 16. Curtis, John, no. Dalrymple, E. L., 52. Daniel, James, 281. Darnell, Ann, 191. Darnell, David, 190. Darnell, Isaac, 210. Davis, Benjamin, 211, 212, 213. Davis, Jacob, 152, 347. Davis, James, 147. Davis, Josiah, 154. Davis, Mary, 156. Day, Stephen, 170, 172. Deacon, Benjamin, 63, 65. Deacon, George, 63. Decou, Joseph, 84. Decou, Peter, 85, 90. Decou, Samuel, 85, 90. Devenport, (Davenport?), Francis, 247. Dewsbury, William, 15. Diilwyn, George, 58. Dilwyn, George, 70, 352. Dockwra, 6. Domell, Edward, 183. Doran, Wm. J., 307. Doughty, Jacob, 263. Dubball, Mary, 73. Dudley, Elizabeth, 197. Dudley, John, 193. Earl, J. Tucker, 104, 105, 308. Earl, Michael, 109. Earl, Tanton, 94, 98. Earl, Thomas, 98, 103, 109, 248. Eastlack, Sarah, 199. Eddy, Lucy, 48. Edgeworth, John, 91, 92. Edwards, Ann, 217. Eldridge, Abigail, 193, 199. Eldridge, Isaac, 152, 347. Eldridge, Rachel, 199. Elkinton, George, 59. Elkinton, Joseph, 285. Elliott, Maria, 128. Ellis, John, 98. Ellis, Peter, 59, 98. Ellis, Samuel, 70. Emley, Robert, 98. Emlin, Susanna, 297. Endicott, William, 199. Engle, Abraham, 186, 188. Engle, Asa, 161. 402 INDEX OF NAMES Engle, Ezra, 199. Engle, John, 188, 194, 195, 196, 351. Engle, Joseph, 154. Engle, Nathan, 199. Engle, Obadiah, 196, 197, 351. Engle, Patience, 189. Engle, Rebecca, 191. Engle, Robert, 188, 199. Engle, Sarah, 199. Engle, Susanna, 199. Enochs, Thomas, 59. Estlack, (Eastlack?) Anna, 199. Evans, Elizabeth, 196. Evans, Enoch, 188, 208. Evans, Jacob, 210. Evans, Joel, 211. Evans, John, 182, 188, 196, 210. Evans, Joseph, (Evens?), 176, 207, 208, 209. Evans, Joshua, 166. Evans, Josiah, 191, 198. Evans, Lewis, 84. Evans, Rebecca, 207. Evans, Samuel, 187, 210. Evans, Thomas, 174, 210, 333. Evans, William, 226. Farmer, Abigail, 142. Farmer, Cupid, 142. Field, Benjamin, 58. Field, Elijah, 344. Flitcraft, Allen, 158. Flitcraft, Isaac, 307. Fogg, Charles, 265. Folwell, William, 178. Forsythe, Matthew, 83. Forsythe, Edward, 327. Forsythe, Joseph, 79, 80. Foster, Asa, 354. Fothergill, Samuel, 11, 238. Fox, George, 8, 238, 259. Franklin, William, 5. Freedland, Jonas, 120, 121, 122. Freeman, John, 142. French, Robert, 187, 216. Friedland (Freedland?), Jonas, 263. Fry, John, 15. Gardner, John, 94, 96. Gaskill, Charles, 308. Gaskill, Josiah, 249. Gaskill, Thomas, 98, 105, 277, 303. Gaunt, Caroline, 161. Gaunt, Eliza, 308. Gaunt, John, 166. Gaunt, Samuel, 161. Gause, Ella, 49. Gibbons, Caroline, 161. Gibbs, Martin, 98. Gifford, William, 114 115. Gill, John, 166. Gillingham, Hannah, 191, 192, 306. Glover, Adeline, 63. Glover, George, 63, 65, 67. Glover, Rebecca, 192. Grange, Matthew, 263. Griffith, Benjamin, 38. Griffith, John, 12. Griffiths, James, 191. Griscom, Andrew, 367. Griscom, Benjamin, 128, 265. Griscom, John, 63, 246. Grubb, Robert, 63, 275. Guantt, Uz, 104. Guerrier, M., 172. Gummere, John, 68. Gummere, Mary, 63. Gummere, Martha, 63. Gummere, Samuel, 64, 108, 308. Haines, Abram, 188. Haines, Amy, 191. Haines, Anna, 307. Haines, A. S., 199. Haines, Barclay, 199. Hames, Benjamin, 182, 188, 190, 192, 208, 306. Haines, David, 205. Haines, Empson, 368. Haines, Franklin, B., 304, 327, 355, 357 . Haines, George, 352. Haines, Henry, 190, 192. Haines, Isaac, 211. Haines, James, 307. INDEX OF NAMES 403 Hames, Jessie, 63. Hmchman, Griffith, 307. Haines, Job, 189. Hinchman, Isaac, 307. Haines, John, 85, 188, 201, 208, 307. Hollinshead, Edmond, 187. Hames, John, Jr., 208. Hollinshead, Jacob, 187, 216. Haines, Joseph, 188, 196, 199,205,307, Hollinshead, Rebecca, 214. 35i. Haines, Joshua, 191, 208, 209. Haines, Kezia, 191. Haines, Mary, 199. Haines, Noah, 183. Hames, Pricilia, 307. Haines, Samuel, 192. Haines, Simeon, 114. Haines, Stacy, 188. Haines, Susan, 71. Haines, William, 149, 150, 188, 307 Hall, Clement, 286. Hallock, Aaron, 114. Hallowell, Benjamin, 226. Hance, Isaac, 40, 45. Hancock, Beulah P., 307. Hancock, Joseph, 75, 78, 304. Hancock, Rachel, 135. Hancock, Wm. C., 304. Hankins, Charles, 307. Harned, Phebe, 49. Harris, Jane, 308. Hartshorne, Isabel, 281. Hartshorne, Richard, 253. Hartshorne, Sarah, 44. Hartshorne, William, 40. Harvey, John, 59. Hause, (Hanse?), Isaac, 263. Haydock, James, 40. Haydock, John, 264. Hedges, Samuel, 275. Heminway, James, 191. Heritage, Benjamin, 150, 308. Heritage, Charles, 150. Hewes, Aaron, 166. Hewlings, Lydia, 188. Hewlings, William, 188. Hilliard, Isaac, 277. Hilliard, Samuel, 277. Hilliard, Thomas I., 367. Hilyard (Hilliard?), Jonathan, 245. Hinchman, Eliza, 63. Holme, Benjamin, 15. Hopkins, John, 279. Hopkins, Sarah, 168, 350. Horner, Isaac, 103, 247. Horner, John, 247. Hoskins, John, 58, 59, 262. Howell, Margaret, 263. Hulme, James, 250. Hunt, Abigail, 191. Hunt, David, 191. Hunt, John, 182. Hunt, Joshua, 182, 187, 216. Hurley, Daniel, 281. Hurley, Denis, 253. Hutchinson, George, 261. Inskeep, Samuel, 336. Jeanes, Samuel, 180. Jennings, Governor, 2. Jessup, John, 139, 188. Jessup, Mary, 190. Jessup, William, 190. Jones, Elizabeth, 137. Jones, Job, 249. Jones, John, 191. Jones, Joseph, 175. Jones, Rowland, 96. Joyce, Margaret, 197, 35 Kay, Wm. E., 307. Keen, Abraham, 142. Keen, Christian, 142. Keen, Samuel, 142. Kester, R. Anna, 161. Kimble, Daniel, 357. Kimble, John, 196. Kimble, Joseph, 356 King, Nathan, 253. Kite, Lydia, 176. Kite, Rebecca, 199. Knight, Jacob, 71. 404 INDEX OF NAMES Laing, John, 38, 264. Laing, Joseph, 281. Lamb, Benjamin, R., 354. Landis, Louisa, 63. Lawrence, Alice, 44. Lawrence, Richard, 96, 249. Lawrie, Joseph, 346. Lawrie, Thomas, 248. Leeds, Noah, 129. Lewis, Emily, 308. Lewis, Solomon, W., 307. Lippincott, Benjamin, 191. Lippmcott, Caleb, 129. Lippincott, Chalkley, 155. Lippincott, Charles, 226. Lippincott, Grace, 133. Lippincott, Henry, 199. Lippincott, Joshua, 183, 208. Lippincott, Joseph, 197, 353. Lippincott, Mary, 190. Lippincott, Preston, 95. Lippincott, Samuel, 147, 188, 208,282. Lippincott, Solomon, 149, 279. Lippincott, Thomas, 188, 208. Lippincott, Wilham, 191, 192, 306. Lishman, Hannah, 199. Lishman, Jacob, 191. Livzey, (Livezy?), Moses, 197. Logan, James, 4. McVaugh, Mayberry, 63, 65. Man, Charles, 142. Maps, David, 114. Marsh, Mordecai, 46. Marshall, James, 263. Martmdale, Isaac, 179. Mason, James, 196. Mason, John, 132. Mason, Joshua, 188, 194. Mason, Samuel, 281. Mathis, Eli, 114. Matlack, Beulah, 199. Matlack, Joseph, 188, 226. Matlack, Reuben, 187, 216. Matlack, William, 185, 187, 216. Matlock, Seth, 147. Matson, Amy, 156. Matson, Benjamin, 142. Matson, Elias, 142. Mattack, Chalkley, 73. Mathison, H. A., 154. Mekeel (?), Caleb, 253. Mendenhall, Jonathan, 308. Merritt, Abram, 96. Mickle, George, 149, 150, 307. Mickle, Samuel, 140, 144, 149, 335 Mickle, William, 307. Middleton, Joel, 83. Middleton, Nathan, 83. Middleton, Samuel, 356. Mifflin, Joseph, 63. Miller, Joseph, 133. Miller, Margaret, 134. Moar, (More?), Bethuel, 194, 195 Moar, Cyrus, 194. Mooner, John, 253. Moor, Charles, 199. Moore, Allen, 198. Moore, Benjamin, 152, 347. Moore, Bethuel, 188. Moore, Burwood, 307. Moore, Charles, 198. Moore, Cyrus, 188. Moore, Edward, 45. Moore, Mary, 307. Moore, Rachel, 157. Moore, Samuel, 199. Moore, Stacy, 197. Moore, Zillah, 308. Morris, Governor, 4. Morris, Joseph, 249. Morris, Stephen, 195. Mount, Richard, 353. Murphy, Prudence, 137. Murray, Lindley, 22, 29. Needles, John, Jr., 190, 191. Needles, Lydia, 191. Newbold, Caleb, 98, 103. Newbold, Clayton, 98, 109, no. Newbold, Clayton Jr., 109. Newboid, Joshua, 84, 286. Newbold, Sarah, 59. INDEX OF NAMES 405 Newbold, William, 102, 103, 104, 105, 109, 249, 299, 303. Nicholson, Rebecca, 128. Nicholson, Samuel, 169, 352. Noble, Joseph, 58. Noble, Martha, 59. Nutt, Mary, 285. Ogden, Elmira, I., 308. Ogden, Samuel, 147, 152, 307, 347. Olden, Emley, 92. Olden, Joseph, 92. O’Neal, George, 103, 352. Owen, Joshua, 200. Page, Lucy, 196, 199. Pancoast, David, 155, 156. Pancoast, Joseph, 98, 99, 104. Pancoast, Thomas, 59. Parker, George, 40. Parker, Sarah, 44. Parrish, Edward, 18. Parry, Hannah, 63. Paul, Isabella, 307. Paul, Jeremiah, 137. Paul, Keziah, 142. Paul, Mary, A., 307. Paul, Samuel, 139, 149, 166, 279. Paul, William, 229. Paxson, Samuel, 85. Peacock, Joshua, 202, 203. Peaslee, Amos, 150. Pedrick, (Peddrick?), 152, 162, 347. Peddrick, Hannah, 162. Pedrick, (Peddrick?), Isaac, 120, 122, 162. Peeche, William, 244. Penn, William, 1, 8, 37, 90. Pettit, David, 367. Pharo, Timothy, 114. Phipps, Joseph, 14. Pickering, Watson, 304, 357. Pierce, Joseph, 63. Pike, Joseph, 15. Pike, Stephen, 63, Pine, Elizabeth, 307. Pine, William, 149. Porter, Mary, 142, Potts, Anna, 308. Powel, (Powell?), Joseph, 249. Powell, Julianna, 199. Powell, Sarah, 135. Powell, Thomas, 58, 59. Prickett, Ann, 199. (Prickitt?), Job, 201. Quicksal, Aron, 198. Raper, Caleb, 244. Redman, John, 121. Redman, Samuel, 175. Redman, Thomas, 168, 172, 279. Redmond, John, 90. Reeve, Elizabeth, 134. Reeve, John, 262. Reeve, Joseph, 120. Reeve, Josiah, 207. Reeve, Mark, 265, 282. Reeve, Mary, 250, 307. Reily, James, 212. Ridgway, David, 59. Ridgway, John, 95. Ridgway, Joseph, 249. Ridgway, Solomon, 59. Ridgway, William, 59, 73, 245. Roberts, Bathsheba, 189. Roberts, Benjamin, 197, 198, 199. Roberts, Charles, 106, 107, 303, 304, 388. Roberts, Elizabeth, 229. Roberts, E. E., 199. Roberts, George, 49, 50, 211, 212. Roberts, Jacob, 190, 192, 199 209. Roberts, Job, 198. Roberts, John, 182, 208, 211, 216. Roberts, Joseph, 216, 218. Roberts, Joshua, 187. Roberts, Josiah, 182, 217. Roberts, Nathan, 197, 198. Roberts, Rebecca, 63. Roberts, Samuel, 195. Roberts, (?), Samuel, 216. Roberts, Samuel, Jr., 216. Roberts, Wiliiam, 187, 188. 406 INDEX OF NAMES Robins, Ann, 156. Robins, Hannah, 156. Robinson, William, 38. Rockhill, Samuel, 98. Rodman, Thomas, 58. Rogers, Joseph, 208. Rogers, William, 183, 193, 194, 202. Ross, Margaret, 131. Russell, Henry, 35. Sailer, Augustus, 308. Satterthwait, Jacob, 83. Satterthwaite, William, Jr., 344 - Scarborough, John, 272. Scattergood, Thomas, 15. Schoolfield, Thomas, 262. Schooly, William, 38. Scott, Barzillai, 95. Shackle, Thomas, 163. Sharp, Anthony, 249, 262. Sharp, Benjamin, 142. Sharp, Hannah, 142. Sharp, Joshua, 211, 212. Sharp, Rebecca, 137. Sharp, Thomas, 163. Shea, Daniel, 142. Sheppard, Benjamin, 132. Sheppard, Alary, 132, 134. Sheppard, John, 132. Sheppard, Richard, 174. Shinn, Aquila, 95. Shinn, Asa, 94, 275, 277. Shinn, Benjamin, 307. Shinn, Earl, 95. Shinn, Peter, 249. Shinn, Samuel, 96. Shinn, Joseph, 84. Shottweil, Daniel, 264. Shot well, Eleanor, 48. Shotwell, Elijah, 253. Shotwell, I. R., 48. Shotwell, John, 40, 45, 264. Shotwell, Joseph, 38. Shotwell, Martha, 49. Shotwell, William, 40. Shreve, Caleb, 57. Shreve, James, 103. Shourds, Thomas, 129, 291. Shute, Samuel, 188, 217, 351. Sloan, Joseph, 169, 351. Smart, Hannah, 123. Smith, Aaron, 95, 249. Smith, Andrew, 247. Smith, Benjamin, 63, 264. Smith, Charles, 129. Smith, Daniel, 59, 63, 96. Smith, Daniel D., 249. Smith, David, 263. Smith, Deborah, 297. Smith, Hannah, 115, 156. Smith, Henry, 212. Smith, John, 286. Smith, Jonathan, 115. Smith, Joseph, 63, 97. Smith, Margaret, 297. Smith, Alartha, 297. Smith, Mary, 176. Smith, Richard, 121. Smith, Robert, 63. Smith, Robert, Jr., 286. Smith, Thomas, 98. Smith, William, 40, 45, 57. Smith, W. Lovet, 277. Snowden, Isaac, 188. Solter, Rachel, 44. Speakman, Townsend, 107, 308. Stackhouse, Joseph, 40. Stacy, Robert, 2. Stanton, Daniel, 272. Stephenson, Camel, (Cornwall?), 199. Stevenson, Cornel (Cornwall?), 313. Stevenson, Cornwell, (Cornwall?), 59. Stevenson, Joshua, 191. Stevenson, Nathan, 75. Stevenson, Stacy, 75, 78. Stockton, Job, 98. Stockton, Samuel, 98. Stokes, Barclay, 214. Stokes, Charles Jr., 73 - Stokes, Isaac, 209. Stokes, John, 212. Stokes, Joseph, 226. Stokes, Joshua, 205. Stokes, Josiah, 147, 149. INDEX OF NAMES 407 Stokes, Mary, 63, 68. Stokes, William, 213, 214. Swain, Gilbert, 78. Sykes, Ann, 191. Sykes, Anthony, 58. Sykes, John, 272. Sykes, Samuel, 299. Sykes, Thomas, 104, 303. Sykes, William, 308. Sylvester, Anna, 160, 161. Tatem, John, 139. Taylor, Edward, 89, 227, 323, 354. Taylor, Edward, Jr., 88, 354. Taylor, George, 63, 65. Taylor, James, 63, 65. Taylor, Mary Ann, 353. Taylor, Sarah, 308. Thomas, Solomon, 286. Thompson, Alexander, 73 Thompson, Ann, 128. Thompson, Casper, 126. Thompson, Joseph, 132. Thompson, Joshua, 134, 281, 302. Thompson, Rebecca, 73, 265. Thorn, Abraham, 264. Thorn, Edward, 83. Thorn, George, 248. Thorn, Josiah, 211. Thorne, Mary, 307. Thorne, Thomas, 187. Thorne, Wm., 307. Thornton, John, 191. Tilton, Thomas, 40. Tomlinson, Ann, 168, 350. Tonkin, Samuel 139, 149. Troth, Asahel, 179. Troth, Sarah, 191. Tucker, Benjamin, 63. Tuke, Henry, 12, 17. Vail, David, 40. Vannecomb, William, 95. Wade, Benjamin, 263. Wain, Richard, 98. Walton, Silas, 228. Ward, George, 128, 129. Ward, Isaac, 162. Warded, Hannah, 44. Ware, Elijah, 121. Warner, Charles, 78. Warner, J. J., 312. Warren, John, 248. Warren, Thomas, 323. Warrick, Deborah, 193. Warrington, Abraham, 217, 226. Warrington, Elizabeth, 307. Warrington, Henry, 188, 226. Warrington, John, 187. Warrington, Martha, 196, 199. Watson, Betsy, 354. Watson, William, 247. Weaver, Elijah, 188. Webster, John, 253, 264. Webster, Hugh, 45. Webster, Lawrence, 183, 201, 211. Welding, John, 262. West, George, 94, 95, 249. West, John, 94. Wetherill, Joseph, 63, 262, 275. Wheaton, Margaret, 142. Whitall, Joseph, 307. Whittail, Job, 139. White, Joseph, 95. White, Rebekah, 95. White, Robert, 346. White, William, 166. Whitehall, Janies, Jr., 279. Wilcox, Joseph, 200, 201. Wilkins, Charles, 211. Wilkins, Henry, 199. Wilkins, R., 95. Wilkins, Samuel, 199. Wilkins, Sarah, 188, 196, 351. Wilkins, William, 188, 194, 195, 196, 351 . Williams, Elizabeth, 44. Williams, Jesse, 191. Williams, Phebe, 192. Willis, John, 263. Willis, Mary, 265. Wiilis, Nathaniel, 264. Willis, William, 45, 263. 408 INDEX OF NAMES Willits, Jeremiah, 114. Willits, John, 178. Willits, Joseph, 248. Wills, Aaron, 59. Wills, Daniel, 312. Wills, Samuel, Jr., 286. Wilson, Joel, 49. Wisstar, Rebecca, 131. Wistar, Clayton, 123. Wistar, John, 120, 122, 287. Wistar, Josiah, 126. Wistar, Richard, 126. Wood, Henry, 48. Wood, Jacob, 142. Wood, John, 137. Wood, William, 191. Woodnutt, Jonathan, 128. Woolman, Abraham, 154. Woolman, James, 154, 156. Woolman, John, 10, 11, 37, 236, 266f., 272, 304. Woolman, Jonah, 59. Woolman, Samuel, 59, 275, 286. Woolstone, John, 244. Wooly, Samuel, 253. Worrall, Peter, 59. Worrington, (Warrington?), Henry, 199. Wright, Caleb, 89. Wright, Ebenezer, 98. Wright, John, 80, 98, 305. Wright, Samuel, 86. Wright, Thomas, 92, 93, 248. Write, Jonathan, 40. Wyatt, Bartholomew, 263, 282. Yarnall, Albert, 157. Zelley, Clayton, 75, 78, 304. Zelley, Daniel, 75, 78, 304, 354. . ' - Date Due t* 12 ’46 F 27 ’41 i 0E13 W t flrtsfssffi r 4eJ>J9U-i' a MC2*n$&! 4U — M4 30