PERRY COUNTY, PENNSYLVANIA
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 SOLDIERS' ORPHANS' SCHOOLS

ANNUAL REPORT OF THE 
SUPERINTENDENT OF SOLDIERS' ORPHANS,
FOR THE YEAR ENDING MAY 31, A.D. 1887.

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General Principles & Rules | 

TO JAMES A BEAVER,

Governor of the Commonwealth of Pennsylvania:

SIR:  As required by law, the Superintendent of Soldiers' Orphans respectfully submits the following report for the year ending May 31, A.D. 1887:
Sufficient public attention has been directed during the past year to the character and management of the soldiers' orphan schools of the Commonwealth to warrant a more extended report than usual.  Such a report, also, we regard as only the more necessary because so little seems to be known of the origin and history of these schools and the method of their management from the beginning to this present time.

Early History.

As early as July, 1862, when an urgent call was made for three hundred thousand men to enter the Union army, the Pennsylvania Railroad Company proffered Governor Curtin fifty thousand dollars to aid in the organization and equipment of Pennsylvania troops.  Having no legislative authority to accept or use this gift for the object specified, the Governor, by earnest efforts, secured the consent of the donors to apply it to the erection of an asylum for disabled soldiers, and in 1863, by special message, he urged the Legislature to appropriate the gift to this end.
The Legislature, however, took no action.  The Governor, changing his purpose, and by still more persistent efforts, secured from the Pennsylvania Railroad Company permission to have the proffered sum paid into the Treasury of the State, as a fund to be used in educating and maintaining destitute soldiers' orphans; and early in 1864 further urged the matter upon the attention of the Legislature in the following memorable words, showing that already, in his own mind, the conception of a system of schools for soldiers' orphans had been fully formed:
"I commend to the prompt attention of the Legislature the subject of relief of poor orphans of our soldiers who have given, or shall give, their lives to the country during this crisis.  In my opinion, their maintenance and education should be provided for by the State.  Failing other natural friends of ability to provide for them, they should be honorably received and fostered as children of the Commonwealth.  The fifty thousand dollars heretofore given by the Pennsylvania Railroad Company, referred to in my last message, is still unappropriated, and I recommend that this sum, with such other means as the Legislature may think fit, be applied to this end, in such manner as may be thought most expedient and effective.  In anticipation of the adoption of a more perfect system, I recommend that provision be made for securing the admission of such children into existing educational establishments, to be there clothed, nurtured and instructed at the public expense.  I make this recommendation earnestly, feeling assured that in doing so I represent the wishes of the patriotic, the benevolent and the good of the State."
The Committee on Military Affairs, to whom the matter was referred, failed to take any action. The Governor, however, whose heart was in the work, secured the valuable services of Dr. Wickersham in drafting a suitable bill to be laid before the Legislature.  This bill, although prepared with great care and ability, failed to secure any favorable action.  The Legislature, after much discussion, only passed the following brief act:
"SECTION 1.  Be it enacted, &c., That the Governor of the Commonwealth of Pennsylvania be and is hereby authorized to accept the sum of fifty thousand dollars donated by the Pennsylvania Railroad Company, for the education and maintenance of destitute orphan children of deceased soldiers and sailors, and appropriate the same in such manner as he may deem best calculated to accomplish the object designed by said donation; the accounts of said disbursements to be settled, in the usual manner, by the Auditor General and the Governor, and make report of the same to the next Legislature."
Under the authority of this act, Governor Curtin, in June, 1864, commissioned Hon. Thomas H. Burrowes Superintendent of Soldiers' Orphans, and authorized him to prepare a detailed plan for carrying into effect the intention of the Legislature.
No worthier or more able man could have been selected.  Thoroughly familiar with educational work, and having a breadth of thought and warmth of heart rarely equalled, Dr. Burrowes at once perfected a plan which received the executive approval, and became the base of the whole organization and management of the schools from that time onward, with but slight and unessential modifications.  This plan, so necessary to any right understanding of the character of these schools, for it is the norm of their whole subsequent management, we here give in full:

Plan of Dr. Thomas H. Burrowes, under the act of 1864.

"1.  Of the persons entitled to the benefit of the act:
These will be children of either sex under the age of fifteen, resident in Pennsylvania at the time of the application, and dependent upon either public or private charity for support, or on the exertions of a mother or other person destitute of means to afford proper education and maintenance, of fathers who have been killed, or died of wounds received, or of disease contracted in the service of the United States, whether in volunteer or militia regiments of this State, or in the regular army or the naval service of the United States, but who were at the time of entering such service actual bona fide residents of Pennsylvania.

2.  Of Admission to the benefits of the act:
This will be by application by the mother, if living, or if not, by the guardian or next friend, in the form prescribed by the Superintendent of Orphans, setting forth the name, age, place of nativity, and present residence of the child, with the extent of destitution, the name of the father, and of his regiment or vessel, his rank and the manner and time of his death, accompanied by an affidavit to the facts set forth, to be presented to the common school directors of the district in which the orphan resides, for approval or disapproval, according to the facts of the case, and if disapproved to be returned, with a statement of the reasons therefor;  but if approved, to be so certified by the president and secretary and transmitted to the Superintending Committee of the proper county by whom it shall be transmitted to the Superintendent of Orphans, with such suggestions and remarks as shall enable him to make the proper disposition of the case; and when approved by him an order to be issued by him for admission to such school as he shall designate; orphans under six years of age to be placed in such nearest institution for the more juvenile class as may be proper for, and will admit them on terms to be arranged by the Superintendent; and those above that age to be sent to the more advanced schools hereafter described, but in both cases regard to be had, as far as possible, to the religious denomination or faith of their parents.

3.  Of the kind of education and maintenance:
The orphans will be clad in a neat, plain uniform dress, according to sex, and supplied with comfortable lodgings, a sufficiency of wholesome food and proper attendance when sick; they will be physically developed--the boys by military drill or gymnastic training, according to age, and the girls by calisthenic and other suitable exercises; they will be habituated to industry and the use of tools, while at school, by the various household and domestic pursuits, and mechanical and horticultural employments, suitable to the respective sexes.  They will receive a full course of intellectual culture in the ordinary branches of a useful English education, having especial reference to fundamental principles and practical results; and they will be carefully trained in moral and religious principles, the latter as nearly approached as may be to the known denominational preference of the parents.

4.  Of the schools to be employed under the act:
For the orphans under six years of age, suitable institutions, in any part of the State, that will receive them on proper terms and afford them fitting training and maintenance will be employed, and they will be placed therein till arrival at the age of six years.
For the orphans over six years of age, one school will be selected, when practicable, in each of the twelve normal school districts, of sufficient capacity to accommodate all the orphans of that age in the proper district, and having the necessary appliances to impart the physical, industrial, intellectual and moral training necessary to render them intelligent citizens and useful members of society;  but if one such institution cannot be secured in each district, a sufficient number of a smaller class will be accepted, preferring such as will admit the largest number of orphans, and afford the best instruction and accommodations, the compensation in each case to be such as shall have been previously agreed on between the institution and the Superintendent, having reference as well to a reasonable economy as to a just remuneration for the services rendered, and to be paid quarterly, on the rendition of full and sufficient accounts and vouchers; clothing, books and medical attendance to be supplied by the State or the several institutions, as the Superintendent shall decide; and all contracts for the education and maintenance of orphans to terminate for such causes and after such notice as shall be therein specified.

5.  Of the control of the orphans in the schools:
The details of education and maintenance will be in the hands of the principal of each school, subject to the regulations adopted by the Superintendent and the visitation of the proper superintending committees.  Each school will keep a record of all applications for apprentices or employes from among its orphan pupils; but none shall be bound or otherwise put out to any employment, without his or her own application and that of the parent, guardian or next friend, and the concurrence of the superintending committee of the proper county.  All contracts of apprenticeship or for employment to be, as soon as legal authority shall be obtained therefor, between the Superintendent and master or employer, and contain a reservation of power to annul the contract in case of failure on the part of the master or employer to fulfil all the stipulations.  And the Superintendent will keep a record of the name, master, trade term and residence of each apprentice or employe thus sent from schools.  

6.  Of the fund now at command under the act:
This is believed to be sufficient to commence this humane, just and patriotic undertaking, but the plan now recommended cannot be kept long enough in operation to produce any useful results, unless sufficient additions be made to it by the public authorities or private liberality, or by agencies similar to that which made the first liberal donation.  It is hoped that this will be done, and that the undertaking will be continued till all our destitute soldiers' orphans shall be placed in a condition to meet the trials of life, on an equal footing with the children of those for whom their fathers died.
All accounts of the expenditure of the fund will be settled by the Auditor General, in the usual manner.

7.  Of the administration of the trust under the act:
The school directors seem to be the proper board first to receive and scrutinize the application for admission; representing as they do every part of the district, one member at least will be cognizant of the facts of each case, and their action can take place  at their regular meetings without any additional labor to themselves, and to the great convenience of the applicants.
The superintending committee of each county will consist of three, five or seven, according to circumstances; be composed of both sexes and will be appointed with the approval of the Governor.  It will receive the application and transmit it with such remarks and explanations as may be useful to the Superintendent, and will also periodically visit the school in its county or district containing soldiers' orphans, and make report of its condition and of such matters as may be promotive of their welfare.
The superintendent will perform the duties in this plan specified, as well as such others as its full and successful operation shall render necessary and proper.  Especially he will visit the schools in which the orphans are placed as often is consistent with his other duties; and, as the business of the trust will, except that of visitation, be mainly transacted by written correspondence, no office need, for the present at least, be established at Harrisburg.  All communications will, therefore, be addressed to him at Lancaster.
To carry this plan into effect Dr. Burrowes at once began the preparation of necessary official registers and blank forms (now in use), and entered upon his campaign to secure a proper public sentiment throughout the State.
Orphans, between the ages of six and ten were designated as a class for institutions which would take up the elementary and primary work.  Quite a large number of homes, already organized, were willing to undertake this work, and their cooperation was readily secured.  The Northern Home for Friendless Children in Philadelphia, the "Soldiers' Orphans' Home"  in Pittsburgh, the "Pittsburgh and Allegheny Home for the Friendless," and the "Pittsburgh and Allegheny Orphan Asylum" entered into the arrangement.
This first difficulty, of securing suitable institutions for the most primary work, having been so providentially overcome, the second and more troublesome task was to secure places for the older pupils.  The fund was too small to allow the thought of building any State institutions.  To attempt anything of this kind would have been absurd, for the whole matter was nothing more than an experiment---a mere beginning, made possible by a private gift, and with no expectation that the Legislature would give any additional aid.  No one seems to have had the faintest conception that the system, even if successfully organized, under any form, could continue beyond a few years.  Although the whole plan has been severely condemned, no other was possible.  The only way in which anything could be done was to find institutions already existing, and send the children to them under proper regulations and inspection.  How inconsistent are those critics, who, seeking to bring the management of these schools into discredit, persistently ignore the peculiar necessities of their organization and continuance.  The work before Dr. Burrowes was not to organize large State industrial schools, however excellent and important these may be.  He had neither authority nor means to do this, and at no time in their history has this been possible.  He had reason to congratulate himself if he could find any schools already existing whose managers would be willing to assume the responsibility of taking the orphans upon the terms which he was able to make. 
Where to find schools to take the older children was in itself an almost hopeless task.  Application was first made to the trustees of several normal schools.  They refused to take them, being unwilling to risk the great expense of enlarging their accommodations.  Boarding schools in various sections of the State were tried next, but their proprietors would not take the children and board and teach them (the State supplying the clothing) for two hundred dollars a year.  Finally, after most persevering exertions, Dr. Burrowes made arrangements by which the Paradise school, Lancaster county; the McAllisterville school, Juniata county; the Mount Joy (then Strasburg) school, Lancaster county; the Quakertown school, Bucks county, and the Orangeville school, Columbia county, agreed to take the older orphans at one hundred and fifty dollars a year (clothing furnished by the State).
Thus, at the close of the year 1864, the Superintendent was able to report to the Governor that he had engaged five schools for the older children, and four homes for the younger.  So much opposition, however, had been stirred up, and the whole project had been so misrepresented, that parents and guardians stood aloof, fearing to entrust their children or wards to such care.  Indeed, at the close of 1864, there were only about one hundred applicants for admission.
After another severe struggle, in which the whole experiment was on the very verge of destruction, the Legislature of 1865 confirmed the plan, adding one year to the term during which the children were allowed to remain in the schools, and appropriated seventy-five thousand dollars to aid the work.  With this encouragement, by the close of the year 1865, eight schools were secured for the older, and seventeen homes for the younger children, including in all thirteen hundred and twenty-nine pupils.
There was some struggle in the Legislature of 1866, which was happily overcome; and in the same year, there being now some good prospect of a successful continuance of the schools was convened at Lancaster, April 27.  As the result of this conference, Dr. Burrowes was able to adopt general rules and regulations for the schools having the advanced scholars in charge.  We here insert the rules and regulations in full, on account of their intrinsic value from an educational point of view, and also because they have formed the model uniformly followed since, with but little deviation.

GENERAL PRINCIPLES AND RULES

Of the Schools for the More Advanced Classes.

GENERAL PRINCIPLES.

"The object of the State in taking charge of the destitute orphans of her dead soldiers, is, to provide for their education and maintenance.  This is to be done in a manner at once worthy of her and useful to them.  In carrying out this intention, it is to be kept in view, that while education and maintenance are both to be provided in proper degree, the one is subordinate to the other; for inasmuch as the soul is the nobler and more valuable, its wants are to be preferred to those of the body.  Neither, however, is to be neglected or stinted.
Education , in its full sense, embraces proper habits of body and development of conscience, as well as instruction of mind.  All are indispensable to the formation of right character.  All are, therefore, to be provided for and promoted in these schools, to the fullest extent of which their officers and teachers are capable.  But, inasmuch as in this complicated process there must be a starting point and a department of instruction to which all the others are to be in a certain sense subsidiary, and inasmuch as the wisdom of the world and the custom of our ancestors have decided the instruction of the mind to be that starting point in the general education of youth---
I.  The regular education of these orphans in the school room is hereby recognized as and declared to be that department in their general instruction which is to have precedence in, while it is at the same time to be, as far as practicable, promotive of all their other necessary studies, pursuits, exercises and employments.  It is in no wise and at no time to be curtailed or interfered with, either for profit in employment, for the ease of instructors, under pretext of pleasure or exercise for pupils, or for any other cause, except sickness and those periodical intermissions and vacations which are the right of youth.
This rule is to be without exception.  And when it is considered that only five hours work in the school room during five of the seven days in the week are required of the pupil, and that consequently all the rest of the time is left for physical labor and recreation, for eating, rest and sleep, and for religious instruction, exercises and worship, it cannot with truth be asserted that an undue draft is thereby made either upon the pupil's time, energies or patience, or that the teacher's labor and professional skill are unduly taxed by devoting eight hours to the school room.
The nature of these schools, in which industrial instruction and employment are to be connected with intellectual, moral and religious training, renders an additional fundamental principle or rule imperative, and that is---
II.  That every pupil shall have an equal duration and opportunity of school room instruction with all the others, and that such instruction shall be adapted to his or her intellectual condition and wants.
Therefore, neither is any larger pupil to be detained from the school room for the purposes of labor when the time for attendance has arrived or during such time, except in regular turn, to which all shall be subject, nor is any junior pupil to be curtailed in the number or duration of lessons under pretext of the superior or more pressing wants of the elder.  Each is to have the degree of instruction and attention proper for his or her age and state of advancement, and a sufficient for of teaches is to be provided to effect this object.
The rights of children in matters of sleep, rest and play are as well founded in reason as those of mental or moral instruction.  They cannot be violated without injury as well as injustice.  Therefore,
III.  Rising before daylight in a school or institution, for children at least, is neither promotive of health, comfort, study nor economy.  The damp air of the morning and the cheerless rooms of the school, before either sun or fire has rendered them pleasant, are as unwholesome as they are comfortless and unpropitious to mental effort.  The same candle light wasted in the dark hours of the morning, or rather of the latter part of the night, if properly employed during two or three hours after sunset, will effect much more in the way of study.  While the school room is yet warm in winter, or begins to be cool in summer, and while the studies of the day are still fresh in the memory and their accompanying instructions recent, as much may be effected in the evening as in double the time during the dark and probably chill morning hours; or if miscellaneous reading and voluntary improvement be the work of these hours, as they should mainly be, the body, the mind and the spirits will all be in better condition for effort in the latter part of the day than any any other time.  Accordingly, that kind of early rising, which is really getting up and performing or attempting to perform, the first duties of the day in the dark, is to be avoided.
IV.  As rest, play and exercise are also rights of childhood, so they are to be not only allowed in due quantities, but so regulated as to promote moral and physical improvement.  It is, therefore, the duty of instructors to regulate, without improperly restraining, the amusements of the pupils, and to see to it that, while cheerfulness and relaxation prevail, nothing detrimental to health or good morals is practiced.
Soldiers orphans, like all other children, are subject to evil influences, and will occasionally be guilty of improper conduct.  Those influences are, as far as possible, to be corrected and this improper conduct punished.  In cases in which no other corrective is found to succeed, corporal punishment is to be administered; but, in order to prevent the abuse of this power,
V.  Every instance of corporal punishment, whether it be the application of the rod, confinement to the room or exclusion from meals, shall be entered in a book kept for that purpose by the principal of the school, with the name of the offender, cause and kind of punishment and date.  And all corporal punishments shall be inflicted by the principal of the school himself and not by any of the teachers or other employes.

GENERAL DISTRIBUTION OF TIME.

In order to methodize all the operations of the schools and obtain due time for sleep, food, care of the person, study, work, worship and play, the following hours will be observed:
First.  Pupils will rise about 5 o'clock in April, May, June, July, August and September, and about 6 o'clock in October, November, December, January, February, and March, except such details in succession as may be required earlier to attend to special duties, such as making fires, cooking, feeding animals, &c.  These hours, however, may be varied, according to the month, within the above limits.
Second.  The first thirty minutes after rising shall be devoted to washing the face, neck, teeth and hands, combing the hair and arranging the clothing &c., for inspection; the next fifteen minutes to inspection of the person and clothing by the proper officer, and the last fifteen minutes of the hour before breakfast to morning worship.
Third.  Breakfast shall be on the table and the pupils called to it at 6 o'clock in the summer half year and at 7 o'clock in the winter, and the pupils shall be allowed a full half hour for the meal.
Fourth.  The time between breakfast and the opening of school shall be allowed for play the whole year round, except in hay time and harvest, when the pupils shall be permitted to aid in the light and pleasant labors of the season till the regular school hour.
Fifth.  The school shall open with the calling of the roll, at fifteen minutes before 8 o'clock in the morning, and continue till 11 3/4 o'clock, with fifteen minutes of recess at 10 o'clock.
Sixth.  Dinner shall be one the table at 12 o'clock, and the pupils shall have a full half hour at table.
Seventh.  The time between dinner and the opening of school shall be for play, except for such pupils as, in their turn, shall be detailed for special duty.
Eighth.  The school shall reopen at 1 o'clock, p.m., and continue till 4 3/4 p.m., with a recess of fifteen minutes at 3 o'clock.
Ninth.  The first half hour after close of school shall be devoted to military drill by the boys and proper physical exercise by the girls, and the remaining time till supper to play, except by pupils specially detailed for work in their regular turn.
Tenth.  Supper shall be served and pupils called to it at 6 o'clock, all year round, and a half hour allowed for the meal.
Eleventh.  The half hour between supper and 7 o'clock shall be for play.
Twelfth.  From 7 to 8 o'clock in the summer and to 9 o'clock in the winter, shall be spent in the main study hall and under the eye of the proprietor of the school himself, in exercises of vocal music music, declamation, reading essays, writing essays and letters, familiar lectures, miscellaneous reading, &c.; an evening or part of an evening in each week, as the principal shall direct, being devoted to each of these or other similar employments.
Thirteenth.  After family worship, in the study hall, the pupils shall retire to their rooms at 8 o'clock in the summer and 9 o'clock in winter, and all lights in bed rooms shall be extinguished at the end of the fifteen minutes from those hours respectively.

SCHOOL-ROOM PRINCIPLES AND RULES.

In order to interest and aid pupils in their studies without supplanting healthful self-effort to overcome as far as practicable the obstacles to combining industrial pursuits with intellectual culture, and to secure to each pupil an equal advantage in recitation--the following will be the fundamental rules of instruction in these schools:
I.  The principal teacher shall not, as a general rule, set a task or hear a lesson, but shall confine himself to the giving of oral instruction and assistance in the study of the text books, in the main study hall.
Every student has, on innumerable occasions, felt the want of an intelligent, kind and learned friend while struggling with the difficulties of a new study or science--not of one to tell him everything, but to put him in the way to overcome those difficulties and pass through those dark passages with which every text book, no matter how good, does more or less abound.  Thousands of youths have become disgusted with study and lost their interest in learning just for want of such aid.  And this aid it is which indispensable to reconcile the extremes of the ancient mode of instruction, which was all oral, with the modern, which is all text book, and retain the benefits of both, and with them the interest of the pupil in his work.  Accordingly, it will be the duty of the principal teacher of each of these schools:
First.  To afford to each pupil, in his seat, and while studying his next lesson for recitation, on being requested by signal or otherwise, any needed explanation, suggestion, advice or aid, as the case may need; but always so imparted as at the same time to overcome the difficulty, yet to do so in such manner as to cause the pupil to exercise his own facilities as much as possible in the effort.
Second.  To send out the classes for recitation to the examining assistants, in the recitation rooms, in their order, and as far as possible by his oversight and assistance, prepared for successful recitation.
Third.  To have reference, in his instructions, more to the comprehension of the fundamental principles and main facts involved in the lesson, than to mere memorized passages or minute details.
Fourth.  To receive reports daily or at stated periods from the examining assistants, showing not only the condition of each class, but of each mind and the advancement of each mind in each class; so as to be enabled to adapt his own oral instruction and assistance to the condition and wants of each.
Fifth.  Occasionally, when the state of the study hall will permit, or when the principal of the school can take his place therein, to visit the class rooms during recitation, in order to know how his assistants may be discharging their duties and to enable him to afford them needed advice and instruction.
II.  No text or lesson books shall be studied except in school and during school hours; nor, as a general rule, shall any text book be allowed in the hands of a pupil except in the presence of the teacher.
If the value of the teacher's presence while the pupil is studying the lesson be admitted, nothing need be added as to the danger or loss of time and interest in study consequent upon his absence.  It is therefore taken to be established that all lessons should be studied in reach of such aid.  But, in schools whose object is to combine intellectual with industrial training, and, therefore, in which as large a portion of time as possible is to be secured for the former without interference by the latter, the compact confinement of all study within certain hours and at a certain place, becomes imperative.  In fact it is the indefinite mixture of the one with the other and the leaving of both, to a great extent, to the students own choice or caprice as to time and place, that have mainly prevented the success of most manual labor institutions.  Still, in the use of the text book, even under all proper restrictions, there are certain conditions to be observed.  Amongst these are:--
First.  That few studies shall be pursued at the same time by the same students.  One at a time till well mastered would probably make the best scholars in each; but, inasmuch as we are omnivorous in mind as well as in stomach, and inasmuch also as school-time life is short, three or four may be pursued simultaneously.  What these shall be after the rudimental studies, and their order must of course be left to the principal teacher of the school, in view of the capacity and state of advancement of each pupil.  It is however insisted on, that attention be continued, during the pupils whole continuance in the schools, to spelling--as the first grace of good writing; to reading--as the best exercise of the voice and a most pleasant social accomplishment; to writing--as the practical branch by which more successes in life are commenced than by any other, and to a thorough knowledge of the fundamental principles of arithmetic, without which no permanent success in business is often effected.  Geography, grammar, &c., have their places, and should come early in the course.  But these should precede them and be continued till the end.
Second.  That topical study is the best.  A branch of the subject should be taken up, as a whole, in each lesson and be recited and contemplated by itself.  If too long for one recitation, it must be divided into two or more; but when the end is reached in this way, the whole should be reviewed together and regarded as a whole, and also in its relation to the main branch or science.
Third.  That the miscellaneous or general reading of the pupil should be, as far as practicable, made to take the same direction as his school-room studies, for the time being.  In all these schools there should be libraries; and in selecting books for evening reading, the pupils can readily be induced to prefer those calculated to throw light upon their school-room labors.
Fourth.  That dictionaries, cyclopedias, digests and compends be often and liberally resorted to in aid of text-book study.  These often save the teacher labor, afford much light to the pupil, impart to him a habit of reference to authority of great value in after life, and be an aid in the use of text books second only in value to that of the living instructor.
III.  The class examiner shall set the tasks and hear the lessons, but not, as a general rule, give instruction.
There are three acts or processes in the culture of mind:  First.  Study or self-effort by the mind itself to acquire knowledge or development by the use of books and the other appointed inanimate means.  Second.  Instruction by the living teacher in aid of the imperfections and insufficiency of the dead book; and third, examination by a competent person, to ascertain whether the study of the book and the instruction of the teacher have effected the object in view in reference to the lesson assigned.
If this be the orderly and correct process, based on the nature of mind, the means employed and the end desired, then there is neither time nor necessity for teaching in the class room.  The business of that department is to ascertain and report the progress effected by the joint action of the two other agencies or processes.  And all who have closely watched the proceedings in a recitation room in which both instruction and examination are attempted will probably acknowledge that neither is satisfactorily accomplished.  A few pupils at the head of the class probably make good recitations, but soon a falling off is perceived, and long before the end of the class is reached the allotted time has been consumed, in an attempt on the part of the teacher, to make up his own instructions--which are forgotten as soon as uttered--for the neglect or ignorance of the rest.  Now, such recitations are a severe, but useless tax upon the teacher, at the same time that they injure the pupil by using him to this neglect of study and failure in recitation.  The true mode is neither to attempt to add to the knowledge of the pupil making a good recitation, nor to patch up by useless, because not remembered, instruction, a bad one.  Let the exact state of the class be ascertained and reported to the teacher, the master of study, and day after day under the impulse of his aid and supervision an improvement will be visible.  
It may, and generally will happen in the class room of a good examiner acting on this principle, and with classes properly prepared, that time will be left at the end of the recitation for general purposes.  Perhaps the best use that can be made of such creditable moments will be to make some remarks explanatory of the general principles involved in the next lesson, or to present some view of the topic of the last not found in the book.  Such aid is legitimately within the sphere of the class examiner and will be of the greatest value to this pupils.
Amongst the special duties of the class examiner it may be stated that he is---
1.  To assign short lessons, but to exact perfect recitations.
2.  To avoid leading questions, or such as suggest the answer, in cases where he is compelled by the nature of the subject to ask questions. 
3.  To require all passages for committal to memory to be literally memorized, and not to permit bungling recitals or the substitution of one word for another, accurate memorization being of the greatest value in after life, as well as due to the subject of the lesson.
4.  To see that the portions to be comprehended and reproduced, but not memorized, are comprehended fully.
5.  To hold the pupil to propriety of language in rendering the substance of a passage or lesson.  No mispronunciation of words or ungrammatical sentences are to be allowed to pass without correction and explanation.  This is the best mode, after all, of teaching grammar.  
6.  To promptly report for promotion to a superior class, or degradation to an inferior one, every pupil whose progress or the habitual lack of it renders the change due to himself or to his classmates.
7.  To send a class book to the principal teacher with each class when it returns from the recitation room, in which the examining teacher shall date and note the subject and extent of the next lesson, and shall also enter the names of such pupils as have failed in recitation.

NUMBER OF PUPILS, TEACHERS AND CLASS ROOMS.

As each of these schools has or is to have a maximum of one hundred and fifty pupils, the number of teachers required will be at least four--that is, one principal teacher, and three assistants or class examiners.  Of these, the principal of course is to be a teacher of large experience and of sufficient scholarship to afford instruction in all the branches of study pursued in the school.  The assistants may have less scope of scholarship, but each must be well qualified in the branch or branches committed to his or her class room.
In this corps of teachers--two of whom should be males and two females--one should be capable of giving instruction in military drill and calisthenic exercises; one should be qualified to teach vocal music, and one, if practicable, should be able to instruct in the rudiments at least, of linear drawing.
As a general rule, it is recommended that the principal or proprietor of the school shall not himself be the principal teacher.  His time and attention will be so much occupied by the general supervision of the establishment and providing for its wants, as to render it inconsistent if not impossible to act also as the principal teacher.  For this position, the better way will be to secure the services of a competent person who shall devote his whole time to school room duties and the matters connected therewith.
This system will require at least three class rooms to each school, properly provided with blackboards, &c; it being inconsistent with its nature to have any of the lessons recited in the study hall.

PROGRAMME OF STUDIES AND DETAILS.

In order to enable this programme to be punctually and successfully put into operation, the following rules are to be observed:
First.  That the school be divided into four general divisions, each consisting of two subdivisions or classes, and these, as far as practicable, of an equal number and grade of pupils.
Second.  That each pupil be furnished with all necessary books, slates, paper, pen, ink, pencils &c.
Third.  That every pupil be in his or her seat at the opening exercises of the school, and also at the close, unless absent at the close on detail for work, in regular turn.
Fourth.  That a full half hour be devoted to recitation.

Programme--Morning Session.

On Wednesday afternoon the A, D and E classes will write compositions during the first half hour after recess, and the B, C, and F classes will have similar exercise during the second half hour after recess.  These compositions will be examined and errors marked by the class examiner the succeeding half hours.  The principal teacher shall give such aid and instruction in the preparation of these exercises as will make them pleasant and profitable instead of irksome.
On Friday the A, B, and D classes will receive a lesson on objects, at the time allotted for the recitation of mental arithmetic.  The remaining classes will each have a lesson on objects once a week, on Friday, at the periods designated in the programme.  On the other days of the week this period of time is to be devoted to orthographical exercises, reviews of previous lessons, &c.
This programme of studies provides for eight hours of exercises in the school room every week-day except Saturday; but inasmuch as each pupil in the school will be detailed for work, in regular turn, during two of those hours and have half an hour of intermissions, there will remain only five hours to each pupil for study and instruction--each recitation being preceded by ample time to prepare the lesson by study, under the supervision and aid which this system contemplates.  It is believed that this provision for intellectual training is quite sufficient, and that with proper care, skill and faithfulness on the part of the teachers and industry, patience and obedience on that of the pupils, the schools may soon be made to show results alike creditable to themselves and honorable to the State.

ORDER, NEATNESS AND WORK.
GENERAL PRINCIPLES.

I.  Concurrently with the improvement of the mind and the elevation of the moral nature, the comfort, health and efficiency of the body for the purposes of life, are to be attended to and promoted by all proper means.
II.  Comfort and health being dependent, as far as can be effected by human means, on proper food, clothing, cleanliness, air, exercise and relaxation--these are to be secured not only by a sufficiency of each, but their full enjoyment must be promoted by regular inspection and constant supervision.
III.  Labor, being essential to health and happiness, is also to be such a portion of the lives of these children as, on the one hand, not to interfere with their intellectual or moral development, while, on the other, it shall be of such kinds as shall fit them for those domestic and social duties which all, no matter of what calling or profession, should be able to discharge for themselves.
IV.  This labor is to be performed so as at the same time to be instructive to the pupils and beneficial to the school, and must therefore always be executed under proper instruction and supervision.  Hence,
V.  There must be, in each of the schools, a sufficient force of employes to supervise and direct the pupils in all matters of order, neatness and work.
VI.  There will be, in addition to the principal or proprietor of the school and his wife, from whose kind and intelligent supervision much is expected--
    A matron with a male assistant.
    A farmer, who shall also be gardener and the master of boys work.
    A nurse.
    Two cooks, one of whom shall bake.
    Two laundresses.
    One chambermaid.
    One eating-room girl.

RULES FOR ORDER, NEATNESS AND WORK.

1.  4.30 A.M., male attendant arises, makes fires in school room, recitation rooms and in wash kitchen.
2.  5.45, bell for pupils to rise.
Male attendants to awaken the boys.
Matrons to awaken the girls.
The chambers aired by lowering upper sashes.
Male attendant assists the boys in washing.
Matron assists the girls in washing.
There are to be at least twenty basins for each sex, and the washing is to be done in separate apartments, which shall be comfortable and well supplied with water, towels, combs, wash-rags, soap and looking glasses.
The towels shall be changed every day.
Special details to report immediately after washing to cooking department, eating room and farmer for such work as is to be done before inspection.
3.  6.25, bell for inspection.
6.30, inspection.
No pupils to be excused from inspection or roll-call, except those actually required in the kitchen or reading room, or such as may be sick.
The principal himself shall inspect and acquaint himself with the condition of each pupil as to cleanliness of face, neck ears, hands and head, proper adjustment and cleanliness of clothing, the condition of hats, boots and shoes.
Pupils who have torn garments, or buttons off, shall be directed to report, immediately after breakfast, to the matron and have the garments replaced; and she shall at once place the defective garment in the hands of the seamstress for repairs.
Pupils not passing inspection in regard to cleanliness of person shall be immediately referred to the matron or to the attendant upon the boys, for correction of the neglect or oversight.
No pupil shall be punished who fails to reach the standard required to pass inspection, unless the fault is manifestly and perversely his or her own.
4.  7 o'clock (6 in the summer), bell for breakfast.
The pupils shall pass in order to the eating hall from the school room or other place of assembly.
The principal and teachers shall eat at the table with the pupils; and the food for the pupils shall be the same as that for the principal and teachers.
Pupils only to be excused from appearing at table by principal; and all shall remain until the time for eating has expired, when they shall retire in order, as upon entering; except in special cases, when permission to retire has been granted by the person presiding at the table of the pupils asking to be excused.
A reasonable degree of silence shall be maintained while eating.  The pupils shall be taught to eat decently and observe rules of politeness at the table.
5.  8 o'clock, school being opened, the regular details are to be sent from the school room to work, and not before, and any special details announced.
At the bell for change of details, the pupils at work shall return to school without awaiting the arrival of the relief.
Not less than six girls shall be at any time employed in the sewing room, and as many more as the force of the school will admit of; but when six will leave a deficiency of female help for the other departments, the aid of boys will be resorted to in such kinds of work as are suitable for them.
Details for the dormitories, kitchen, eating room, &c., shall be so made that pupils shall not be employed more than one week in the same special department.
No labor shall be exacted from pupils during the hours set apart for play, or for evening exercise, or after the hour for retiring has arrived.
6.  11.45, school dismissed for dinner, which is to be regulated in the same manner as breakfast.
1 P.M., school re-assembled.
4.45, school dismissed for the day.
5.30, supper, to be regulated as breakfast and dinner.
7.  8 o'clock, pupils retire for the night, passing in order to the dormitories, accompanied by the matron and male attendant, to see that they go in an orderly manner to bed.
The matron and attendant shall see that the pupils have a sufficiency of bed clothing for the season and notify the principal of deficiencies, that he may supply them.
Two blankets, one comfort and two sheets shall be provided for every two pupils in the winter; and a sufficiency, including two sheets, at other seasons.
The chaff bag shall be made of strong ticking, and well filled with the same material as the bed, or feathers when procurable, and covered in muslin cases.
Sheets and bolster cases shall be washed every week.
Not more than two pupils shall be allowed to sleep in one bed.
Night stools, covered, shall be near the sleeping apartments and easy of access to every pupil.
The principal or teachers, before they retire, shall acquaint themselves with the state of the air in the dormitories, and take all necessary steps to secure healthful ventilation.
Clothes hooks shall be put in each sleeping apartment, sufficient for all the pupils to hang up their garments.

WEDNESDAY INSPECTION.

On Wednesday, after the opening of the school, the boys of each class, in turn, shall report to the principal or other competent person for a rigid inspection as to personal cleanliness, discovery and treatment of cutaneous diseases, and the presence of vermin; and the half hour of each class devoted to recitation on other days shall be employed in this duty.
The girls of the same classes shall report in like manner, to the principal's wife or matron, for the same purpose.
This inspection is to be made regularly and rigidly, and in addition to the daily inspection, and to the bathing of all pupils on Saturday.  The following is recommended as the order and time for this examination of the classes, according to the programme of school exercises:

C Class from 8 to 8.30
D Class from 8.30 to 9
G Class from 9 to 9.30
F Class from 9.30 to 10
E Class from 10.15 to 10.45
H Class from 10.45 to 11.15
A Class from 11.15 to 11.45
B Class from 1 P.M. to 1.30

SATURDAY'S OPERATIONS

The programme of the morning, until after breakfast, the same as other days.  After breakfast the principal shall announce the following details, for the next week:
    1.  Of girls for making beds and sweeping chambers.
    2.  Of girls for scrubbing and general housework.
    3.  Of boys to assist the farmer.
    4.  Of the boys to assist in making fires, &c.
    For Saturday:
    5.  Of boys to clean yard and premises.
    6.  All boys not on other duty, to black or grease their shoes, wash and bathe.
It is expected that all work to be performed on Saturday shall be completed by noon, and every pupil be then clean and neatly clad for dinner.
The afternoon of Saturday shall be entirely for play and recreation, except that in fine weather, one hour shall be employed by the boys in military and by the girls in systematic physical exercises.

FOOD, CLOTHING AND HEALTH.

FOOD.

Wholesome, sufficient and regular food is all that is needed for childhood.  Rich dishes and dainties are prejudicial.  Of course an occasional treat of this kind will be greatly enjoyed, would do little harm if partaken of in moderation, and is not forbidden.
The following, for the present, are the regulations on this subject, it being understood that a sufficiency for all pupils of at least one of the articles in each of the numbered lists shall be on the table at the respective meals:
    Breakfast:  1.  Bread.  2.  Butter, sauce or molasses.  3.  Coffee, tea, chocolate or sweet milk, the latter to be warm or cold at the option of the pupil.  4.  One or more of the following articles:  Fried mush, fried potatoes, with or without onions, fried bread, fried or boiled eggs, gravy, boiled potatoes with skins, tomato sauce, milk gravy, mackerel or other fish, hash or any other warm meat preparation.
    Dinner:  1.  Bread.  2. Beef, pork, mutton, veal, poultry or other meat.  3.  One or more of the following articles:  Potatoes, parsnips, cabbage, turnips, carrots, green beans, green corn, green peas, hominy, beans, rice, stewed onions, stewed beets, or any other vegetable stewed or boiled, vegetable or other soup, boiled or baked pot pie, tomato sauce, green apple sauce, salad.
    Supper:  1.  Bread.  2. Butter or molasses.  3.  Coffee, tea, milk.  4.  One or more of the following articles:  Cold meat, hash, stewed fruit, potatoes, onions, pone or other corn bread, potato soup.
    Sunday Dinner to consist of cold meat, bread, cakes, pies, stewed fruit, &c.  Fruit to be given at any meal, when in season and grown on the premises.

CLOTHING.

These children are to be plainly but comfortably clad, and their clothes kept in good repair by the seamstresses, assisted by the female pupils.
Such of the garments as can shall be made at the schools by the seamstresses with the assistance of the girls; and a reasonable compensation will be allowed to the proprietor of the school for his trouble and care in the matter, and for the cutting out and labor by the seamstresses.  All the articles worn by the girls, except shoes, stockings, cloaks, and head dresses, and all thoses of the boys except their parade dresses, winter suits and overcoats, and their shoes, stockings, hats and caps, will be made in the schools.
The uniform of the boys shall consist of a dark blue jacket with black braid and gilt eagle button; dark-gray pants with black braid, and a blue cloth cap with a strip of gold lace.
The other garments of the boys shall be such as the season requires, but as nearly uniform as may be.
The girls shall wear black cloth cloaks and bonnets in winter, with dresses of color similar to each other in the same school; and garments suitable to the season, at other times.
There shall be a room sufficiently large, and with conveniences for the orderly keeping of every pupil's wardrobe.
Every garment shall be marked with the pupil's name, or proper number, and shall not be given to another until permanently so assigned.
The matron shall have charge of and shall make herself acquainted with the number and condition of the articles in each pupil's wardrobe; she shall receive from the laundry the clothes of the pupils, and shall see that they are put in their proper places, ready for distribution.
She shall, with her own hands, distribute the garments to the pupils, when necessary for a change.
Every pupil shall be furnished with clean undergarments every week.
Clothes hooks shall be provided at a convenient place to enable the pupils to hang their hats and hoods upon during school hours.  No torn garments shall be placed in the wardrobe.

INSPECTION OF NEW PUPILS AND CARE OF SICK.

No orphan is to be excluded from the school on account of any degree of destitution, or of any disease merely temporary and not in itself dangerous.  The opposite course would defeat  the very purpose of the institutions, which are for the improvement of the physical condition, as well as intellect.  Still, due means are to be adopted to prevent the spread of any contagious disease or other unpleasant condition in the school, from a new pupil thus afflicted.
So in case of sickness of pupils while members of the school--the duty of providing for their wants and cure is even more incumbent than that of promoting their comfort in health.  Accordingly,
    First.  Two infirmary rooms shall be set apart in each school, one for the boys and the other for the girls; and each shall be provided with the furniture and appliances necessary.
    Second.  A nurse shall be employed to take charge of all new pupils and keep them apart from the others, till examined by the physician and pronounced free from all cutaneous and other contagious diseases; and also to have the care of all sick pupils.
    Third.  It shall be her duty to attend upon all diseased pupils, and administer to them such medicines and remedies as shall be prescribed by the physician; and also to see that their rooms are kept well ventilated and clean and their garments often changed; and that the inmates have such food as their cases may require.
    Fourth.  No pupil, either newly arrived or previously in the school, shall be discharged from the infirmary till so directed by the physician.

RELIGIOUS INSTRUCTION AND WORSHIP.

GENERAL PRINCIPLES.

I.  It is the right of these orphans as it is of every child, separated from home training, to receive, and it is the duty of the teacher to impart, regular instruction in the principles of religion, as an indispensable element in a proper education. And, in this State in which christianity is a part of the law of the land--the laws themselves being based upon and conformed to its principles--the christian religion is be be made a part of the course of instruction.
By this it is not meant merely that these children are to be taught those great principles of morality which are found to conform to the christian system; but that the christian system itself, as found in the Scriptures, is to be taught, accompanied with a knowledge of the origin of that system and due references for its Divine Author.
II.  As there is no religious belief or observance without preference for some one or other of the creeds and forms of worship prevailing amongst the various christian sects--that creed is to be taught and that form of worship preferred for each of these orphans, as far as practicable, which the father himself would have designated were he alive, or which the mother in his stead shall indicate.
This principle cannot, from the nature of the case, be fully observed in every instance.  For, though the schools have been placed in charge of religious men and care has been taken to have all the prominent sects represented in the corps of principals--yet as the institutions are so scattered over the whole State that in most cases it would remove the child too far from the mother to send it to a school of its own denomination--sectarian religious training must therefore be mainly provided for otherwise; Therefore---
III.  The assistance of the christian clergy, resident in the vicinity, is relied on, in this part of the training of the children of their respective denominations, in the schools.
To effect this object, a list of the orphans whose parents were of his church, is sent to each clergyman, with a request that, subject to the rules of the school, he will supervise and guide their religious training, and it should also be the subject for review and comment during the Sabbath evening exercises.

CORRESPONDENCE WITH HOME.

The manifest design of the State in the establishment of these schools is not to destroy the home feeling, but to act as a father to the fatherless.  Correspondence with the mother and other relatives is therefore a right of each of these orphans; and it is to be as frequent as may be consistent with other duties and not to be in any way restrained except for abuse. Therefore,
Each pupil is permitted to write home at least once a month, if so desired by him or herself.  Neither the letters sent or received are to be subject to examination by the principal or any other authority in the school, except after ascertained violation of truth by the pupils, in former letters sent, or disturbing sentiments in letters received.
In such cases, but in no other, the right of unrestricted correspondence shall be forfeited and that of examining letters exercised; but all such cases shall be reported to the State Superintendent, or one of his officers, at the next visit.

VISITS OF MOTHERS.

Frequent visits of parents to their children while at boarding school are not desirable in any case.  These schools are no exemption from the disturbing practice.  Therefore,
    First.  Mothers are not to visit the schools oftener than once in each quarter of a year, and not to prolong their visits beyond one day; except in cases of sickness, when the visits may be of such frequency and duration as shall be necessary.
    Second.  A mothers' room shall be provided in each school, and comfortably furnished with two beds, &c.
    Third.  Mothers shall eat at the table with the pupils and shall not be charged anything for their accommodations, unless their stay be prolonged without such reason as that of sickness, &c.

VACATIONS.

There shall be one vacation annually in all the schools of this grade, from the last Friday in July till the end of five weeks from the following Tuesday.  During this time all studies and labor shall cease in the schools, except the work necessary to carry on the domestic operations.
During, but not to exceed this period, leaves of absence to visit relatives may be granted, by the principal, to such pupils as shall have deserved it, and have a comfortable and proper home to visit.
The other minute details in these schools cannot be here specified.  They are left to the experience and judgment of the several principals and their assistants and may be modified as circumstances shall require.  But the main feature of the system as herein set forth, will be insisted on, and any departure, reported either by the examiner or the inspector of the schools, will, if not at once corrected, be held as a sufficient ground for closing the institution in which such violations of rules may occur.

THO. H. BURROWES,
Superintendent Soldiers' Orphans."

(The above information was taken from pages 1-26.)

Annual Report of the Superintendent of Soldiers' Orphans of Pennsylvania, For the Year 1887.; Harrisburg; Edwin K. Meyers, State Printer; 1887.

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