The History of the University of Pennsylvania/Chapter II
Chapter II.
Organization and Government of the College.—First Graduates.—Prosperity of the College.
It may not be amiss to describe more particularly the organization and mode of government of the institution, at this period. It consisted of three departments, those of the college, academy, and charity schools, the last of which, however, was connected with the two former in no other way than as it was under the authority of the same board of trustees. The college and academy were much less distinct. They were not only connected through the medium of the trustees, but were managed by the same faculty of professors; and the students belonging to the two departments were often mingled together in the same classes. The distinction seems to have been simply this, that those pupils whose object was to go through a regular course of instruction, and ultimately receive the honour of graduation, were considered as members of the college; those who attended merely the English and mathematical schools, without pursuing classical or philosophical studies, as members of the Academy; and they were associated under the same teachers only when engaged in those subjects which were common to all. By this arrangement, while young men desirous of a liberal education, either as a preparation for entering upon one of the learned professions, or simply as an accomplishment, were provided with the means of attaining it, others, of humbler views, and with more limited resources, were enabled to acquire a degree of knowledge suitable to their future prospects. The plan was well adapted to the condition of the country at a time, when schools, even of the inferior kind, were scarce, and it was desirable to effect much at as little expense as possible. At a subsequent period, however, this complexity of arrangement operated to the disadvantage of the higher branch of the seminary, both by taking away that unity of object, which in this, as well as all other pursuits, is essential to the greatest success, and by producing on the public mind an impression, that the whole institution was calculated rather for primary instruction than for completing the education of youth.
In the collegiate department was a grammar school, in which boys were taught the rudiments of the learned languages, previously to their entrance into the regular classes of the college. Of these classes there were only three, the freshman, junior, and senior; and the term of study was confined to the same number of years. Experience has shown that this period is too short for the attainment of the requisite knowledge by youth of ordinary abilities and industry; and, in the competition which afterward arose among the numerous colleges of this country, the arrangement was injurious to the interests of the school of Philadelphia. But, at first, no disadvantage was experienced, and, perhaps, the prospect of a speedy completion of the preparatory studies, tended to favour its success at a time, when it was necessary for young men to commence the business of life at as early a period as possible.
The college and academy were under the immediate direction of a faculty, composed of the professors, of whom the principal had the title of provost, and the second in authority, that of vice-provost and rector of the academy. The professors, five in number, were assisted, when necessary, by ushers, who were possessed of no authority in the government of the institution. The duties of the faculty, were to meet, occasionally, and inquire into the condition of the schools, and conduct of the scholars; to see that the laws were observed, and the plans of education carried into effect; and, when any deficiency in the arrangements of the institution was observable, to propose such regulation for the sanction of the trustees, as they might deem likely to be conducive to its prosperity.
On the charitable foundation, there were two schools, one for boys, and another for girls, which were taught respectively by a master and mistress, with occasional assistants. The boys were instructed in reading, writing, and arithmetic; the girls in reading, writing, and sewing. The schools were under the immediate care of the trustees, to whom applications for admittance were to be made. The number of charity scholars was seldom much short of one hundred.
The whole property and government of the institution were, by the charter, vested in the board of trustees, which retained its original constitution. In conferring the powers before mentioned upon the faculty of the college and academy, the trustees reserved to themselves the exclusive privileges of making laws; of appointing all the officers of the seminary; of inflicting on the students the severer punishments of degradation, suspension, and expulsion; of conferring the ordinary and honorary degrees; and finally, of deciding in all matters of high importance to the institution. But in every thing which related to the students, though, for fear of abuse, they thus reserved the power in their own hands, they generally decided according to the recommendation of the faculty, whose better opportunities of forming an accurate judgment entitled them to this deference.[1]
The first commencement of the college took place on the 17th of May, 1757, when its honours were conferred on seven young men who had completed their education within its walls. The names of these earliest graduates were Paul Jackson, Jacob Duché, Francis Hopkinson,[2]Samuel Magaw, Hugh Williamson, James Latta, and John Morgan.
From this period, the institution rose rapidly in importance. The extent and liberality of its plan, conjoined with the excellence of its management, secured it the patronage of the neighbouring population; and it soon acquired a celebrity which attracted numerous students from the distant colonies. From Maryland, Virginia, and the Carolinas, it received much support; and even in the West Indies, many planters preferred it, for the education of their children, to the schools of England. Among the individuals who at various times received its honours, were many who afterwards attained great distinction in their professional, literary, or political career, and thus contributed to spread and exalt its reputation. Both in the advantages which it offered, and the actual support which it received, it was, perhaps, unrivalled, certainly not surpassed by any other seminary at that time existing in the provinces. Only two years after the charter was granted, the number of pupils in the institution amounted to about three hundred, one-third of whom were members of the collegiate department.[3] In the year 1763, according to a statement made by the provost, nearly four hundred individuals were receiving their education in the various branches of the seminary. To appreciate fully the prosperity to be implied from this extensive support, we must take into consideration the limited population and wealth of the country at that period, and must recollect that the colonies had just emerged from a long and cruel war, which had ravaged their borders, exhausted their resources, and even threatened the subversion of their liberties.
The students who came from a distance were, at first, on the same footing with those who resided permanently in the city. Boarding separately, wherever their own inclination, or that of their friends might prompt, they attended the schools during the regular hours, but, in the intervals, had the complete control of their own time and conduct. Inconveniences were thought to arise from this arrangement, which led to the proposition, that a house should be built in the vicinity of the college, sufficiently large for the accommodation of the students from other provinces and the West Indies, where they might be more immediately beneath the eye of the professors, more convenient to the schools, and, at the same time, boarded at less expense than in private families. The trustees, to enable themselves to effect this purpose, without encroaching upon their capital, which was then very small, issued proposals for a lottery; by which, as the contemplated measure was generally approved, they succeeded, in a short time, in raising a sum exceeding two thousand pounds. This was immediately applied to the proposed object; and, in the year 1762, a suitable building was erected on a lot of ground belonging to the trustees, on the north side of the college, where it still stands. The lower story was appropriated to the charity schools, the remainder of the house to the reception of students, who were placed under the care of a steward,[4] and were subjected to such rules as were deemed necessary to maintain order, and promote their health, comfort, and morals. This plan, though not attended with all those advantages which had been anticipated, had been carried into effect at too great an expense of money and trouble to be hastily abandoned; and it appears to have been continued, till the operations of the college were suspended during the war of the revolution.
- ↑ The names of the first trustees have been mentioned in a previous note. The following is a list of those who were subsequently elected members of the board, up to the period of its dissolution. They are given in the order of their election. It will be observed that the highest station, influence, and talent in the province, were secured in the government of the college. Isaac Norris, Thomas Cadwalader, James Hamilton, Alexander Stedman, John Mifflin, Benjamin Chew, Edward Shippen, jr., William Coxe, Thomas Willing, Jacob Duché, jr., Lynford Lardner, Amos Strettell, Andrew Elliot, John Redman, John Penn, John Lawrence, John Allen, Isaac Jones, Richard Penn, Samuel Powell, Thomas Mifflin, William White, James Tilghman, Robert Morris, Francis Hopkinson, George Clymer, Alexander Wilcox, John Cadwalader, and James Wilson. It has been mentioned that Dr. Franklin was the first president of the board. He was succeeded in that office by the Rev. Richard Peters, who was first elected in the year 1756, and was annually re-elected until the year 1764, when the state of his health rendering his absence from the country requisite, his place was supplied by the Hon. James Hamilton, then governor of the province. Mr. Hamilton having gone to England during the same year, the Hon, John Penn, who succeeded him as governor, was appointed to the presidency of the board. In the year 1771, Mr. Penn left the province, and Mr. Hamilton, having returned, was re-elected. At the time of the dissolution of the board, the Hon. Richard Penn, who followed Mr. Hamilton as governor, filled the office of its president.
- ↑ With regard to Mr. Hopkinson, the following is an extract from the minutes of the board of trustees, of May 20th, 1766. "It was resolved, that as Francis Hopkinson, Esq., who was the first scholar in this seminary at its opening, and likewise one of the first who received a degree, was about to embark for England, and has done honour to the place of his education by his abilities and good morals, as well as rendered it many substantial services on all public occasions, the thanks of this institution ought to be delivered to him, in the most affectionate and respectful manner."
- ↑ In a list of the pupils in the English school, made in the commencement of the year 1757, I observed the name of Lindley Murray, in all probability the same with that Lindley Murray who has acquired so much fame as the author of the best English Grammar, and who recently died in England.
- ↑ Mr. Kinnersley, one of the professors, performed for many years the duties of steward.