Pennsylvania, colonial and federal : a history, 1608-1903 . hoodschools was most rapid in sections settled by people of differentreligious denominations. In communities of a single denomina-tion, and in towns church schools were generally established inpreference; but as the first settlers in Pennsylvania were dividedinto many sects, and as these soon became very much intermixed,it was not long before the neighborhood schools greatly outnum-bered the schools of all others classes. (History of Educationin Pennsylvania, p. 178.) Again he says: In proportion to population the neighbor-hood school
Pennsylvania, colonial and federal : a history, 1608-1903 . hoodschools was most rapid in sections settled by people of differentreligious denominations. In communities of a single denomina-tion, and in towns church schools were generally established inpreference; but as the first settlers in Pennsylvania were dividedinto many sects, and as these soon became very much intermixed,it was not long before the neighborhood schools greatly outnum-bered the schools of all others classes. (History of Educationin Pennsylvania, p. 178.) Again he says: In proportion to population the neighbor-hood schools were fewest in the oldest settled parts of the State;for as the people moved west into the Cumberland valley, along the 16 The Educational System Susquehanna and Juniata, and over the AUeghanies. interminghngsocially and in business, out of common toils, common privations,common dangers, and common interests, there necessarily came tobe common schools. The churches in the early days were fore-most in the work of education everywhere and alwavs. but dis-. llenry Cuylcr Ilic<iik First State superintendent of public instruc-tion after the organization of a separate de-partment, 18571860. Photographed especiallyfor this work from original in the educationaldepartment at Ilarrisburg tinctive church schools were not numerous in the middle andnorthern counties, and very few of them were ever established inWestern Pennsylvania. Ministers founded schools in their sec-tions of the State and taught them, but they rarely formed a partof the church organization, as was so frequently the case in theolder settlements. (Hist, of Education in p. 179.) 3—2 / Pennsylvania Colonial and Federal Sometimes the neighljorhood school was the product of indi-vidual generosity. The writer knows from tradition of a numberof instances in which a prosperous citizen, having children of hisown to educate, or feeling a deep interest in the youths growing upnear him, erected a school house upon his
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