given for the entire relinquishment or otherwise adequate power to the mayor, aldermen, and citizens of Philadelphia, or to the directors, or to others by them appointed, to enforce in relation to each orphan every proper restraint, and to prevent relatives or others from interfering with or withdrawing such orphans from the institution.

Preference must be given, "first, to orphans born in the city of Philadelphia; secondly, to those born in any other part of Pennsylvania; thirdly, to those born in the State of New York, and, lastly, to those born in the city of New Orleans."

The orphans admitted into the college shall be there fed with plain but wholesome food, clothed with plain but decent apparel (no distinctive dress ever to be worn), and lodged in plain but safe manner. Due regard shall be paid to their health, and to this end their persons and clothes shall be kept clean, and they shall have suitable rational exercise and recreation.

They shall be instructed in the various branches of a sound education, comprehending reading, writing, grammar, arithmetic, geography, navigation, surveying, practical mathematics, astronomy, natural, chemical, and experimental philosophy, the French and Spanish languages (I do not forbid, but I do not recommend, the Greek and Latin languages), and such other learning and science as the capacities of the several scholars may merit or warrant.

I would have them taught facts and things rather than words and signs. And especially I desire that by every proper means a pure attachment to our republican institutions and to the sacred rights of conscience, as guaranteed by our happy constitutions, shall be formed and fostered in the minds of the scholars.

My desire is that all the instructors and teachers in the college shall take pains to instill into the minds of the scholars the various principles of morality, so that on their entrance into active life they may, from inclination and habit, evince benevolence towards their fellow-creatures, and a love of truth, sobriety, and industry, adopting at the same time such religious tenets as their mature reason may enable them to prefer.

Under the terms of this will the college buildings were begun in 1834 and finished in 1847. The institution was opened for pupils the following year. The Girard estate is under the care of the Board of Directors of City Trusts of the city of Philadelphia, and on the 31st of December, 1891, it was reported that Girard College, ground and buildings, had cost $3,250,000, and that the total expenditure for the college for the current year was $453,247.20.

Academic work at Girard College is performed by instructors selected with the utmost care, and wherever possible, after competitive examinations. The boys are well clothed and fed, carefully looked after in sickness by skillful physicians and competent nurses, and are, with rare exceptions, happy and contented.

At the close of the year 1891, there were in the college 1,586 boys, as many as can be accommodated or maintained with the present income. The total number of admissions from the opening of the college in 1848 to the 31st of December, 1891, was 4,720. They leave at the age of 18 years, or younger, and their record during the last forty-four years is highly creditable to the managers of the institution.

President Fetterolf, in his report for December 31, 1891, says:

In the work of training the boys of Girard College, the opportunities are many and the difficulties not few. We have the entire control of the boy. We have him during his hours of play, as well as during his hours of work and study. He spends his Sundays with us as well as his week days, and in most cases the greater part of his vacations.

He loses the benefit of the home surroundings. The softening, refining, and elevating influence of the family fireside can not exist except in the home. To make up for this, as far as possible, is our highest aim. The boy in the institution misses the thoughtful commendations which, in the family, would come to him on his daily return from school, as well as the thousand little words, tokens, and offices of affection which the members of the family are naturally accustomed to give. In the institution boys are taught some lessons not always inculcated in the family, such as punctu ality, prompt obedience, habits of system and order. In so large a community of boys as we have in Girard College, there is also taught self-reliance and independence. Living always among so many, and mingling with others of different age, size, and disposition, they are early taught many lessons in bearing and forbearing, such as the boy reared in the private family has to learn later in life.

The president feels that his position is that of the head of a large family as well as principal of a great school, and as such he aims to make the government parental rather than military, on the principle that he governs best who appears to govern least. He desires that the teachers and officers, in the discharge of their daily duties, should mingle with the boys as elder members of the family, whose presence implies respect, confidence, and obedience. There should be mutual sympathy, each having in mind the best interests and welfare of the other, and the result would be order and general good discipline, without having the boy constantly feel that he is being governed. So long as there are offenses, there must be penalties; but we look upon punishments of any kind as a temporary check, rather than as a means of reform. Reformation is brought about by personal appeal, by the power of correct example, and by any other means by which there is implanted in the boy a desire for a better life. Moral delinquencies are generally the result of moral disorders, which, like physical disorders, require individual treatment.

Much is said nowadays in criticism of institution life, and with much of it we fully agree. Every intelligent person will admit that a good home is a better place for a child than the best institution. Neither does the institution aim to be the rival of, or to take the place of, the family. It is only when the family is broken up and the child deprived of its natural protectors by death or otherwise, and the state or charity must come to his relief, that the institution becomes an expedient. It should be remembered, too, that life in the family, in the institution, and in the community depends very much upon the environment, upon the spirit which pervades, upon the companions and friends the child meets. If, in the family, the father and mother and adult members are harsh, cold, and unsympathizing, there will be neither happy childhood nor healthy development of character. If, in the institution, the government and instruction are in the hands of men and women of intelligence, judgment, and force of character, and the children are protected from the corrupting influence of evil companions, they may be expected to grow up to be truthful, honorable, and pure-minded. The most potent influences in the formation of character are example and association. The young can not live in the presence of sin for any length of time and remain untainted; they can not breathe an atmosphere of evil and remain pure. It is for reasons such as these that we should remove from Girard College the vicious, the incorrigible, and the immoral. Evil communications corrupt good manners. The politic, like the body corporate, can only be kept in a healthful condition by removing contagious evils. No institution, no school can afford to keep bad boys. They sow corrupting seed, which spreads rapidly like a noxious weed,

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The incorrigible boy should not be neglected, but he should be separately provided for. To permit him to mingle with other boys, young and innocent, is unwise and unjust. Fortunately, the will of the founder is clear and explicit in its provisions on this point.

The course of study in the college covers eight years. It is divided into the instruction of the first, the second, the third, and the fourth schools, the department of English, the department of French, the department of Spanish, the department of natural history, the department of general physics, the department of general mathematics, and the department of graphics. In 1891 the department of electrical mechanics was opened, to which the older and more advanced pupils of the several classes attending the mechanical school are admitted. This new department is in reality a department of manual training; the course in manual instruction covers a period of five years and to the pupils who have spent three or four years in wood working, metal working, foundry and mechanical drawing, the electrical department opens a new and practical field. Of the manual training school in the college President Fetterolf says:

Our manual training school is serving an important mission in teaching boys a proper conception of manual labor. The children of the laboring classes have born and bred in them a distaste for manual labor. Their fathers, and in some cases their mothers, have had to struggle hard to make a living in the sphere of common labor, and they have in their minds only the dark side of the workingman's lot. The sons of workingmen, as a class, have no love for mechanical pursuits. They prefer the so-called genteeler occupations of the countinghouse or salesroom. The principal of the Philadelphia Manual Training School states that less than 10 per cent of the boys and young men attending that institution are the sons of artisans. To overcome this prejudice, and to teach boys to see in manual labor opportunities for the exercise of skill and intelligence, is no small part of the work of the teacher of manual training.

The course of study reminds one of the sketch for an English school outlined by Franklin. Probably no school in existence conforms more closely to Franklin's idea of preparatory education thau Girard College; it is not known that Stephen Girard was influenced particularly by Franklin's ideas in education. William Duane, who drew Girard's will, was a grandson of Franklin, and it may be possible that the kind of education which Girard sought to foster in his college may have been made clear to him by his conversations with Duane. There is noth ing on record, so far as we know, that will enable us to trace any close connection between the ideas of Franklin and the ideas of Girard. There is, however, the influence of environment, and Girard, consciously or unconsciously, shows the effect of that influence in the great institution which he founded.

It will be noticed that Girard limited the benefits of his generous foundations to white male orphans; as yet no similar institution exists in which children of the African race can receive their education. We think, had Franklin been planning Girard College, he would not have

excluded any race from the benefits of its instruction. In Mr. Coleman Seller's address, already referred to, he said :

Our common-school education gives us traders, gives us shopkeepers, but it gives us no artisans. I know not if this can be remedied, but I do know we need some other training for our sons and our daughters.

Since this was spoken in 1874 the city of Philadelphia has established manual training schools; at present, three in number.

The Central Manual Training School was organized in 1885, the NorthEast Manual Training School in October, 1890, and the James Forten Elementery Manual Training School in October, 1891. These schools are part of the public school system of Philadelphia, and are maintained by public taxation. The course of study in the Central Manual Training School is distributed over three years, with an optional fourth. These schools are, perhaps, of chiefest historical interest in this place, when we consider the ideas of education suggested by Franklin and by John Adams. They are the first schools which combine Franklin's and Adams's ideas-the instruction of the book and industrial training. In his order of studies Franklin provided a modern curriculum by which the scholar passed from one group of studies to another. In the manual training schools the student approaches literature, history, and government, science and mathematics, alternately with drawing and shop work. It has been found by experience in these schools that the alternation from the shops (laboratories) to the recitation rooms rests the students; they are enabled to develop harmoniously the various faculties which they possess. The habit of observation engendered by the work in the shops is of itself valuable training, and is after Franklin's plan.

It will be remembered that he did not limit the scope of education to the preparation of artificers. In his plan for an English school he said:

Thus instructed, youth will come out of this school fitted for learning any business, calling, or profession, except such wherein languages are required; but unacquainted with any ancient or foreign tongue, they will be masters of their own, which is of more immediate and general use, and withal will have attained many other valuable accomplishments; the time usually spent in acquiring those languages, often without success, being here employed in laying such a foundation of knowledge and ability as, properly improved, may qualify them to pass through and execute the several offices of civil life with advantage and reputation to themselves and country.

Franklin's ideas of education, based upon utilitarian philosophy, are well illustrated in the public education now afforded in the Philadelphia manual training schools. I have no doubt that they are the outgrowth of Franklin's ideas.

Heretofore [says the principal of the Central school]1 men have cultivated their brains at the expense of their hands, while those who worked with their hands

Seventh Report of the Manual Training Schools, pp. 117, 118, in Report of the Board of Education, Philadelphia, 1892. Report of Principal W. L. Sayre.

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lacked the opportunity of cultivating their minds. The busy world to-day demands the combination of both, and it is the aim of the manual training school to meet this want.

The records of the graduates of the school, as well as of those pupils who have been under its influence a shorter time, fully warrant the claims of the advocates of manual training as to its practical value in gaining a livelihood.

Of the 263 graduates, fully 70 per cent are engaged in those industrial pursuits in which a high order of intelligence as well as skill of hand is required. They are variously engaged as electricians, architects, chemists, dentists, draftsmen, engineers, makers of optical and mathematical instruments, plumbers, machinists," carpenters, etc. Twenty-five per cent are in higher institutions of learning, and the remaining 6 per cent are in business for themselves or with their parents, or are engaged as clerks or bookkeepers.

The boys who have completed its course of study are equipped as builders, engineers, founders, machinists, architects, designers, manufacturers, electricians, draftsmen, road builders, contractors, chemists, plumbers, lithographers, superintendents of manufacturing plants, stationers and engravers, etc.; while many are engaged in the study of law and of medicine, and of civil and mining engineering. Manual training is in its course of development, and doubtless will in time assume a definite place in the educational programme of the country. As has been said, it illustrates a happy combination of the ideas of Franklin which tended toward the material education of artificers and of men who would know facts and things rather than signs and words, and the education of the mere book man, whose knowledge of philo sophical principles is, perhaps, less likely to supply him with bread and butter.

The Philadelphia manual training schools are the most perfectly equipped of any in the country which are under the control of the directors of the public schools. Happily, there is no discrimination in them against persons of any race or color; they are free public schools, and are carrying out the educational ideas of Franklin; if we understand his ideas correctly, he would favor that expenditure of money in the education of the masses which will enable them to earn their living, to be industrious and practical, and who may, by such education, be qualified to "pass through and execute the several offices of civil life with advantage and reputation to them selves and country."

Of the University of Pennsylvania the greater part of this book is the record, and the special papers describing the origin, growth, and character of its various departments, carefully prepared by men eminently qualified, set forth the history of that institution clearly and adequately; it fulfills Franklin's idea of education.

The Provost of the University, Dr. William Pepper, has briefly and comprehensively stated the scope of the University and the history of the institution and of its several schools and departments is related by

'Conclusion of Franklin's paper on the intention of the original founders of the academy in Philadelphia June, 1789; supra.

Chapter III.