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A Division of th« Williamsport School District 


Fred F. Bastian, President of W. E. A., 1 956-1 957 

To celebrate the Centennial of the National Education Association 
and to freserve the records of education in our community, this project 
of gathering and publishing the histories of our Williamsport schools was 

Jack C. Deibert, President of W. E. A., 1957-1958 

This review of school progress, by diligent research carried hack many 
years, impresses us with the high degree of cooperation of citizens with teach- 
ers and administrators. The people of the area want good schools to give all 
children the best education possible and they have worked with the schools 
to develop an efficient school system and an adequate curriculum. This 
progress will continue and improve in the years ahead. 



Dr. George H. Parkes, Superintendent of Schools 

The people of our community have always enjoyed splendid educational 
assets. First, the Boards of School Directors have been composed of hard 
working and far seeing citizens. Second, we have had a splendid corps of 
professional educators serving the children and adults of the area. This 
publication is ample evidence of this progress and of the splendid rapport 
among our faculty, adm^inistration and the Board of School Directors. 

Edward Durrwachter, President of School Board 

The Williamsport School District considers it a pleasure to express its 
gratitude to the teachers in our district. A teacher richly deserves the es- 
teem and admiration of all citizens in the community. A teacher affects 
eternity as his or her influence extends through many generations into the 
future. It is the wish of our hoard that all of our personnel should always 
continue to stand as shining examples of our American way of life. 


Pride in our schools of Williamsport, a desire to pay tribute to our 
fine boys and girls and to their teachers, and a wish to reacquaint the 
citizens of Williamsport with their valuable investments, both tangible and 
intangible, which they possess in the fine schools of the city, prompted 
the members of the Williamsport Education Association to prepare this book- 
let. It is presented to vou with their good wishes. This is one of the ways 
local teachers have chosen to observe the Centennial of the National Edu- 
cation Association. 

As we look ahead to a second century of progress in education wherein 
boys and girls may receive even greater guidance in becoming citizens of 
worth and leadership in affairs of local, national and international scope, 
we are aware of the deep debt of gratitude we owe to our first century 
teachers and the Boards of Education who laid broad and sound foundations 
upon which we build. 

A backward glance into the historv of each of our schools— each with 
a distinct personality, we trust, will prove interesting, perhaps nostalgic and 
certainlv worthwhile. 

This historv of the schools of Williamsport, some anecdotes, their 
unique ways of meeting the needs of the day, will be put on file in the 
James V. Brown Library and placed with other important records, in each 
of the schools for second century educators, history lovers and students to 
studv, to reminisce perhaps and certainly to enjoy. 


According to the appraisals made by Marshall and Stevens on May 3, 
1957, the replacement cost of the school buildings is $17,465,697.00. Of 
this value 5833,023.00 is in land, $14,143,597.00 is in buildings and $2,- 
489,077.00 is in equipment and furniture. The senior high school has the 
highest replacement value at $2,644,944. The building of lowest value 
is the Service and Operation building of the Technical Institute at $44,986.00. 

Credit for research and writing of the separate school histories, as well 
as our sincere thanks, are due the following teachers: 

Williamsport High School Elmer R. Koons 

Williamsport Technical Institute Sara Catherine Nutt 

Andrew G. Curtin Junior High School F. Catharine Fisher 

Theodore Roosevelt Junior High School James E. Logue 

Thaddeus Stevens Junior High School M- Esther Reilley 

Henry Clav Charlotte R. Williams 

J. Henry Cochran Rodney L. Caulkins 

Benjamin Franklin Yavonne J. Conrad 

Andrew Jackson I°* Decker 

Thomas Jefferson Mary S. Woodling 

Abraham Lincoln Carrolyn E. Wein 

Charles Lose Sara G. Allen and Mary L. Bennett 

Philip Sheridan William E. Nichols 

George Washington Elizabeth M. Good 

Daniel Webster Mabel E. Eck 

Continuation School Mabel Turner 

Emer)' School George R. Walters 

William Penn and Samuel Transeau Schools Isabelle M. McGraw 

We are indebted to J. Wayne Straub, Charles Strayer and Jack Deibert 
of the Williamsport Technical Institute for the photography and printing of 
this booklet; to June Baskin of the Cochran faculty for the cover design; and 
for the orioinal illustrations. 

To each person who contributed in any way to the publication of 
The Williamsport Schools Through the Years we express our sincere thanks. 

Ida E. Heller 
Isabelle M. McGraw 
Sara B. Poust 
J. Wayne Straub 
Mildred Kelly, Chairman 


The Williamsport High School lives by its motto: "Crescit Eundo— 
Grow as you go." The history of the Williamsport High School begins, 
in fact, with the history of public school education in Williamsport, although 
a "high school" as such was not organized until 1869. 

In 1869 an examination of the pupils in the three higher grades in 
schools existing then determined the selection of 13 pupils, who, with 
Samuel Transeau as principal, constituted the Williamsport High School. 
The school's entire physical plant consisted of one small room. The course 
of study, arranged to occupy three years, consisted of the common branches, 
including algebra, chemistry, physiology and natural philosophy, and such 
advanced studies as were formerly taught in the grammar schools. 

The organization of the high school was opposed by teachers who 
were unwilling to lose their most advanced pupils, and by the public who 
objected to the added expense. 

According to Paul G. Gilmore in his Digest of John F. Meginness His- 
tory of Lycoming County, the high school was located first in Hill's Block 
on the north side of Fourth Street, between Elmira and Hepburn Streets. 
It was later located in DuBois Hall and in 1872 was located on the second 
floor of the Independence Engine House on the east side of Mulberry 
Street. This fire house was also known as Engine House No. 1, located 
just north of Christ Episcopal Church. 

The first years of the high school were full of changes. By 1878, when 
the school was moved to the third floor of the Curtin School Building, then 
located at 612 Market Street, now the site of the First E. U. B. Church, 
its location had been changed five times, and seven principals had succes- 
sively directed its work. Meanwhile, in 1873, the course of study was 
extended to cover four years. In 1877, the course was revised again with 
a view to prepare graduates for teaching. 

In 1887 the first Williamsport High School building was constructed 
at the southeast corner of Third and Walnut Streets. The class of 1888 
consisted of 160 pupils. 

New courses of study— classical, Latin-scientific and English-scientific— 
were adopted in 1894. The commercial department extended its program 
into a two-year course and was moved to the new Washington School 
building. In 1900 the high school boasted 11 teachers and 370 students. 

The high school building burned on Saturday, April 4, 1914. The 
Class of 1914 was graduated in the unfinished new high school building 
on Third Street at Susquehanna Street. 

William Wilse Kelchner was the principal of the high school from 
the time it was constructed until his death in 1904. He was succeeded by 
Percy M. Bullard. Dr. Alvin M. Weaver succeeded Mr. Bullard. Dr. 
James E. Nancarrow became principal of the high school in 1926 and 
served until 1943 when he resigned and was succeeded by Dr. LeRoy F. 
Derr who continued in this post until his retirement in 1957 His successor 
was David M. Stuempfle, the present principal. 

At the turn of the century the high school offered four courses of study 
—the classical, the Latin-scientific, the English-scientific, and the commercial. 
These courses consisted of such course subjects as Greek, rhetoric, decla- 
mation, essays, and orations. 

As the century progressed, the high school kept up with the times. 
One of its major moves toward expansion was the formation of the "shop" 
course— the embryo of the present Williamsport Technical Institute. 

School enrollment continued to expand, and in 1935 the present high 
school was enlarged by the addition of a new wing containing approximately 
20 classrooms, a little theater, an office for the Cherry and White publica- 
tion, which was begun in 1896, and a special sound-proof band room. This 
new wing was made possible by the removal of the industrial department 
to the newly built industrial units on Susquehanna Street. 

The erection of the new gymnasium across the street from the high 
school building was begun in the spring of 1936, and the building -was 
dedicated in November, 1937. 

The physical growth of the Williamsport High School is one part of 
the school's history. Its growth in curriculum has kept a steady pace with 
the changing times. Today, graduates of the Williamsport High School 
meet all requirements for furthering their education by the leading colleges 
and universities throughout the United States. The faculty has grown 
from 68 teachers in the high school and to 85 teachers and instructors in 
the technical institute. Its enrollment now totals over 2,000 students. 



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The first Clay School was located at 1269 Vine Street in the year of 
1890. There were three teachers, A. H. Bingham, Clara Kurtz and Laura 
Sprague. Movement was made for the sale of this school at the School 
Board Meeting, April 7, 1893. On January 13, 1905 the board confirmed 
its sale. The Finance Committee of the board advertised for bids for the 
sale of the old building and had sold it to Joseph Huff, the highest bidder, 
for eight hundred twenty-six dollars. 

The new Clav Building was formally accepted August 21, 1894. Mr. 
J. W. Gilmore became the principal in 1895. There were nine teachers 
and three divisions known as the Senior, Junior and Primary Grades. In 
1898 the city schools were listed as Primary, Intermediate and Grammar 
schools. Clay was classified as a Grammar school. Mr. Gilmore served 
as principal from 1895-1925. He was succeeded by Mr. George Walters. 

The eighth and ninth grades were transferred to the new Stevens Junior 
High School in 1924. Later the seventh grade was sent to Stevens. In 
1955 the fourth, fifth and sixth grades were transferred to the Lose School 
and Mr. Walters was transferred to Washington School. Clay is now known 
as the Lose Area School with Mr. T. Ferguson, principal. 

Clay School has had two outstanding principals, Mr. John Gilmore and 
Mr. George Walters. Mr. Gilmore's long years of service were rich in results 
for education. The contributions of his services have brought to many 
persons, young and old whom he served, affection and high esteem. His 
wise counsel and enthusiasm will long remain in our community. 

Mr. Walters' outstanding interest was the well-being of the child. He 
stressed the importance of good health habits and physical fitness through 
a well organized health and physical education program. He emphasized 
the value of safety education by promoting instruction in habits of careful- 
ness and caution. His untiring effort has given to the child and adult a 
better opportunity for useful living. 

From the opening of the old Clay School and the present Clay, more 
than fifty teachers have been associated with its faculty. 


In the spring of 1928 the Center and Vallamont schools were closed 
due to lack of space and other conditions within each building. Henceforth 
pupils from these attendance areas would be enrolled in the new J. Henry 
Cochran Building. 

This school was to be erected on a plot of ground deeded to the 
Williamsport School District in April, 1927. The land was received from 
the School District of Loyalsock Township, which had been given the plot 
by the family of Senator J. Henry Cochran, pioneer lumberman, banker 
and philanthropist. The deed specified that the land be used only for 
school and recreation purposes. On this plot was built the original portion 
of the preseent J. Henry Cochran Elementary School. 

Not long after acquiring the land, the School Board of the City of 
Williamsport began planning for the construction of the new school. It 
was to be a consolidation of the Center and Vallamont schools, providing 
better facilities for the children of the area. Within two months the Board 
had awarded contracts totaling $157,377.00. The new 15 classroom building 
was completed and dedicated in 1928. 

By the time the Dedication Exercises were held, Mr. Earle W. Phillips 
and his faculty of eleven teachers had had underway a busy schedule of 
instruction for their four hundred and thirty-nine pupils. This enrollment 
made an average teaching load of thirty-six pupils per teacher. First grade 
teachers were Miss Dorothy Plank and Miss Eleanor Fisher. The second 
grades were taught by Miss Phoebe Bloomfield and Miss Ocie Drick. One 
third grade and one fourth grade were instructed by Miss Olive Ramsey 
and Miss Edna Miller, respectively, while Miss Carmen Probst taught a 
combination of third and fourth grades. The fifth grade teachers were Miss 
Ida Hays and Miss Ellen Young, and Miss Zella Pepperman and Mr. Phillips 
were instructors for the sixth grade. 

Twenty-three years passed, and Cochran found it necessary to expand 
to meet the demands of larger enrollment and new and increased activity. 
In 1951 the Board awarded contracts totaling almost $416,000.00 for an 
addition to the original structure. This wing, completed in 1952, is approxi- 
mately the size of the "old" section, and adds 16 classrooms, a gymnasium- 

auditorium and a cafeteria to the school. 

Two kindergartens were opened in the fall of 1952. However, as far 
back as 1928, it is recorded that there was a strong demand for a kinder- 
garten in the new Cochran building! 

During the first year, 1928, the foundation was laid for the J. Henry 
Cochran Parent Teacher Association to become one of the largest and 
strongest in Williamsport. The officers for this new association were nomi- 
nated by a committee made up of representatives from the Center P. T. A. 
and the Vallamont P. T. A. These officers were duly elected at the first 
meeting held on September 28, 1928. 

Many important projects are undertaken each year by the P. T. A. 
The Cochran P. T. A. established and maintains a Student Loan Fund. 
This project was an outgrowth of a similar one at the Vallamont School. 
In 1928 Cochran's Library Fund was set up, and each year an appropriation 
is made for Library Expenditures. 

"My interest is in the future because I am going to spend the rest 
of mv life there." 

These words by Charles F. Kettering express the feeling of the two 
organizations vital to the continued growth and development of the J. 
Henry Cochran School. 



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The year was 1869; the city of Williamsport was expanding rapidly; 
the farsighted school board realized that there would soon be a need for a 
new building to care for the youngsters in the "northern" part of the growing 
city. With this in mind, it purchased a lot from Mulberry Street Methodist 
Church, at the point where Market and Packer Streets come together. The 
city did grow, as anticipated, and in January, 1874, the first students reported 
to the Market Street Building that had been built on this lot. 

Market Street Building seemed too commonplace and nondescript a 
name, however, for what had become a very definite asset to the Williamsport 
school system. Many names were considered, including that of Thaddeus 
Stevens, but in September, 1899, at a name-changing ceremony, the school 
became officially known as the Andrew G. Curtin School. 

The citv continued its expansion northward, and Curtin, termed a 
"menace" by the superintendent, seemed inadequate, and the school board 
felt that a new building should be erected on a new site. That decision 
accounts for the parade through Brandon Park on St. Patrick's Day, 1921, 
when the sixth, seventh, and eighth graders, books and belongings in tow, 
marched eagerly to their new schoolhouse at the corner of Packer and Eldred 
Streets. While it was a new building, it was, however, keeping its old 
name, Andrew G. Curtin. In continuing this name, the school fathers 
showed their desire to maintain the quality of service to all that typified the 
personality and career of Governor Curtin. This same desire was kept con- 
stantly before the students as the school motto became, "Enter to learn; go 
forth to serve." 

It must have been a proud and satisfying day for Mr. A. L. Pepperman, 
principal of the school, as he watched these youngsters say goodbye to their 
classmates in the first five grades. These younger students would not be 
transferred until the following school term to the larger, more modern Cur- 
tin, with fourteen classrooms, a sister to the Roosevelt School in the western 
end of the city. Incidentally, these two schools were exactly alike on the 
interior, but Curtin was given a classical exterior, while "collegiate" was the 
word used to describe the outward appearance of Roosevelt. 

The "old" Curtin passed from sight in March, 1923, as the land was 
sold and razing was started so that the present First Evangelical United 

Brethren Church could be built. 

Almost immediately changes were made to keep abreast with the needs 
of the dav. In 1923, the school board took official action to make Curtin 
a junior high school, and in the 1924-25 term, only seventh, eighth, and 
ninth graders were enrolled. With the appearance of a junior high school 
organization, specialization could be continued and developed to an even 
greater degree than had been done previously. To be found in the super- 
intendent's report is an explanation of this move: "The adolescent youth 
has an urge to make things, to experiment, to try out his abilities. The 
junior high school should be rich in activities to enable a pupil to explore 
these interests and abilities ... A pupil is not taught a trade, but the school 
uses his desires to construct as an impelling motive for good work and atten- 
tion to his duty . . . The development of departmentalization allows each 
student to excel in his own special field and thus local school pride is 

The advent of this junior high school program, plus the continued rapid 
growth in population, make it soon evident that an addition would have to 
be added, not only to care for the greater student enrollment, but to provide 
adequate space for the ever-expanding curriculum and school activities. So 
it was that Rededication Services were held on November 23, 1928, with 
the Honorable Emerson Collins, a member of the Public Service Commis- 
sion, as the principal speaker, just as he had been seven vears earlier at the 
first Dedication Services. 

As the years have passed, Andrew G. Curtin Junior High School has 
continued to grow with the community, ever ready to meet the increasing 
demands made upon it and its facilities. While its exterior has remained 
classical in design, its educational interior has been kept modern and apace 
with the times. The Curtin ninth graders who receive their junior high 
school certificates have been given not only the three R's, still basic in 
education, but a great deal more. They have been allowed to develop their 
special skills in art, music, athletics. They have been permitted to discover 
their manual dexterity, to explore the domestic sciences. They have been 
given a glimpse into the commercial and business world. They have been 
given the chance to study the great number of vocations and professions 
available to them as adults, through the occupations program, climaxed each 
year by a Career Conference. 

Since the second semester of 1929, the students have been learning 
the processes of self-government, with the organization of a student council. 
In 1926, the first issue of the Curtin Junior Citizen made its appearance, 
so that the pupils have had the opportunity to learn self-expression, and to 
see their work printed in the school magazine. 

To recognize those ninth graders who have most worthilv exemplified 
the ideal Curtin citizen, the National Junior Honor Society was chartered 
on April 25, 1947. In voting membership to the Societv, the faculty con- 
siders not only the scholastic achievement of the pupil and participation in 
the extra-curricular activities of the school, but emphasizes the display of 
those character qualities necessarv for good citizenship. 

After a long and successful career as teacher and principal, Mr. Pepper- 
man retired in 1942, secure in the knowledge that Curtin School, which 
had been under his leadership since 1897, had established for itself an 
enviable reputation in the educational world. This fine reputation has con- 
tinued to grow under Dr. L. F. Derr, principal for the 1942-43 term, and 
under the present principal, Mr. Robert D. Smink, who assumed that posi- 
tion in the fall of 1943. The present faculty and students are faithfully 
upholding those same standards of loyal service and cooperation which have 
been the aims of Curtin School since that first child entered its front door 
in January, 1874. 


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Eighteen fifty-six saw the beginning of our FrankHn School. This first 
Frankhn building on Mulberry Street was completed in 1858 and the first 
classes were held in it in January, 1859. 

A. B. Putnam and Conley Plotts were among the first to teach in the 
new building. At that time the male teacher earned $81.63 a month and the 
less fortunate female earned only $45.54 a month. 

The Franklin School had four classes on the first floor, two on the 
second and two more classes on the third floor. In 1871 the building was 
remodeled combining the second and third floor classes. Overcrowding was 
a problem then as it is today, there being fifly to sixty pupils on the first 
floor and one hundred fifty to two hundred on the second and third floors. 
The building of the new Penn School and the enlarging of Jeff^erson helped 
to relieve the overcrowded situation. 

In 1861, there being no high school, algebra and other subjects of that 
plane were added to the curriculum. 

In 1863, Wesley Miles was principal of Franklin. During this time 
a savings bank system was in operation. Any pupil could deposit from a 
penny up with his teacher who then placed it to his credit in a national 
bank. When the pupil had deposited the amount of two dollars he received 
a bank book and 3% interest. 

Before the days of the paid fire department the No. 1 engine house 
bell meant trouble for teachers at Franklin School. All the older boys in 
the building were firemen and one tap of that bell meant uproar and all 
who could, dashed away. 

In 1875, Prof. Samuel Transeau became superintendent and established 
his office at the Franklin building. Prior to that time the superintendent had 
no office. The office of the superintendent then remained in the Franklin 
building for seventeen years. 

On November 6, 1902 the Williamsport School Board proposed the 
issuance of coupon bonds, not less than $100.00 each, to erect a new Frank- 
lin building on the site of the one in use. The cost of the buildina was not 
to exceed $27,000. 

On December 5, 1902, the board wanted to find a more desirable way 
to raise the money and any action on the proposed Franklin building was 

Then in May, 1903 the contract for the Franklin building was awarded 
to Samuel Larrivee at $34311.75 less $500 bid for the old structure. The 
building was to be completed bv January 1, 1904. 

June 12, 1903 saw the beginning of the demolition of one of the four 
oldest educational landmarks of Williamsport, and of the oldest public 
school building in service. More than six thousand of Williamsport's young 
people had at one time attended the old Franklin building. Although the 
new building was a definite need, many people of Williamsport who had 
studied within its walls were sorry to see the old building go. 

Upon its completion in 1904, the Franklin building held nine grades. 
The curriculum included manual training and sewing until 1918 when the 
present Curtin building was constructed. At that time Franklin became 
an elementary school having only six grades. 

The first mural paintings in the public schools at Williamsport were 
installed in 1914 in the grammar room of the Franklin building. The artist, 
|. Wesley Little of Picture Rocks, Penna., was commissioned by the Franklin 
Parent Teacher Association. The mural was a painting of a typical Susque- 
hanna River scene. 

The Franklin building has seen many outstanding workers of educa- 
tion. In 1909, S. W. Furst, principal of Franklin wrote a poem, Lincoln, 
in honor of the one hundredth anniversary of the birth of Lincoln. He also 
wrote a Mensuration Book used at the Franklin building, and a text, English 
Grammar bv Outline. 

The Franklin School won many trophies during the years for sporting 
events. It has been engaged in many interesting and outstanding projects. 

During World War II in September, 1944, they won a banner for the 
collection of the most tin cans to help the war effort. 

There is little change in the Franklin building itself since its construc- 
tion. It now contains eight classrooms, an assembly room and a well 
equipped art room. The building now houses six grades, consisting of 225 
pupils, eight teachers and the principal, Mr. John L. Earner, who com- 
menced his duties at Franklin School in 1947. 

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Stevens Junior High, a memorial to Thaddeus Stevens (1792-1868), 
"the father of the Common School System of Pennsvlvania," is a school of 
a highly cherished tradition and represents also the best in what a secondary 
education can offer to its students. 

The history of Stevens actually began in 1926, however, its inception 
can be traced several vears, prior to that date. As the school population 
increased, the city's school directors envisoned a new type of building. It 
would serve the need for secondary educational facilities and replace the old 
Steven Elementary School, on Memorial Avenue. 

In a vicinitv, which included only open spaces, unpaved roads, and an 
occasional house. The Board of Education purchased a site "high on a hill- 
side," bounded bv Louisa and North Grier Streets and Seventh and Rural 
Avenues. On this property, a red brick structure of English architectural 
design was erected by Guilbert-Bartette, architects and John Cunningham, 

The cornerstone was laid Julv 20, 1926. The Thaddeus Stevens Junior 
High School was officially opened September, 1927, and dedicated December, 
1927, with Dr. A. M. Weaver, as superintendent, and Mr. Harvey E. Stabler, 
formerly of The Samuel Transeau Elementary Building, as principal. Seven- 
teen women and four men comprised the faculty, with an enrollment of 
approximately 800 boys and girls. 

The grades housed in the old Stevens moved to the new junior high, 
until their new elementarv school was finished. The citv's public school 
system had now inaugurated an unified secondary educational system. 
The Andrew G. Curtin, The Theodore Roosevelt, and The Thaddeus Stevens 
served 7th, 8th and 9th, with the present senior high, exclusively, for 10th, 
11th, and 12th grades. 

With its sloping terraces, set in magnificent elms and shrubbery, 
Stevens was one of the city's beauty spots. Equipped with a combined 
stage and gymnasium, modern classrooms, auditorium, shops, cooking and 
science laboratories and the first public school library, the school with its 
beauty of exterior and interior, was an achievement of which Williamsport 
could be justlv proud. 

One of the unique features of Stevens was its Merit System. The 

firm belief of Mr. Har\'ey E. Stabler was that the primary objective of a 
school is to train pupils for good citizens. To impress the pupils with this 
solemn duty, he formulated a Merit System, whereby the students could 
practice habits of citizenship. 

The system was presented to the faculty October 10, 1927. It was 
approved and accepted. Although it has been amended and revised several 
limes— the purpose remains the same. To quote Mr. Stabler, "The Merit 
Svstem of our school has been organized to encourage groups to work in 
harmony for better standards in scholarship, behavior, attendance, dress, and 

In as far as possible the policy of the curriculum and its presentation 
is adapted to the needs of youth. An effort is made to help each student 
discover his interests, abilities, and possibilities for self-development and 
intelligent adjustment. Besides the program of studies, attitudes, apprecia- 
tions, and habits are encouraged in many areas— love of American democracy, 
critical thinking, creativeness, attitudes of inquiry, and assuming respon- 
sibility in self-direction. 

Coupled with the ideals of citizenship and scholarship, Stevens also 
emphasizes the de\'elopment of well-rounded interests— art, assemblies, ath- 
letics, clubs, dramatics, musical organizations, and publications— have afforded 
a wide range of growth fields adapted to the varying student's interests. 

In 1942, upon the retirement of Mr. Stabler, Mr. C. Grover Hyman, of 
The Samuel Transeau Elementary Building was elected his successor. Under 
Mr. Hyman's loyal and effective guidance, the pattern of sound moral and 
pedagogical principles, upon which the school was built, continues to be 

Student publications have been important in the life of the school. In 
1942, The Stevens was founded as a school magazine and continued as 
such until 1955. The Stevens has preserved a reflection of the way of life 
at Stevens, and was one of the leading junior high magazines. The new 
school seal, designed by Richard Griess, '43 and Walter Hertzog, '43, first 
appeared in The Stevens. 

In the early days of Stevens, the first edition of The Hilltopper, a 
newspaper appeared. It continued for several years and has been recently 
(1955) republished. Another publication, the handbook, also titled The 
Hilltopper was printed in 1954. 

The 25th anniversary year, in 1952, of Stevens was marked by a series 

of occasions during the school term. A reception and tea attended by 500 
alumni and friends was held May 4, in the form of open house in the school 
gymnasium. Everyone attending this celebration was presented an 18 page 
Silver Jubilee Booklet, containing photographs and facts concerning the 
history of Stevens. 

The theme of the commencement also commemorated the anniversary. 
Hark the Past, a revue, written by Murray Grove, '44, featured highlights 
among the activities and honors achieved by the school in the past 25 years. 

Through the years, Stevens has had to struggle against the effects of 
war, economic limitations, and major changes in population, which had 
cast their shadows upon our school life. Increasing pressures had also arisen 
to institute a modern school program geared to the life of over a quarter 
of a century ago. 

Stevens has well met the challenge. A primary function of the school 
has always been to encourage good citizenship. With the help of the Merit 
System and a conscientious faculty under effective principalships, Stevens 
has ever worked to develop intelligent, and loyal leadership. Testimony 
to its success lies in the many alumni who now hold responsible positions in 
the life of this community. 

Today, as at the time of its founding, Stevens is proud of its heritage 
and continues to translate into daily action the traditions of honor, self- 
control, and service fostered by the school. Furthermore, it strives to main- 
tain and pass on its intangible spirit which shall enable successive generations 
of students, teachers, principals and alumni to be worthy of the greatest 
figure in Pennsylvania Public School History— Thaddeus Stevens. 
". . . build not your monuments of brass or 
marble but make them of Everlasting Mind!" 



The Jackson School is the oldest school in Williamsport. In all 
probability, it dates back to the time of Andrew Jackson, seventh president 
of the United States (1828-1844), and started the precedent for naming 
local schools for Presidents of the United States. 

"A Centennial History of Newherry" covering the years from 1776 to 
1876, compiled by C. V. L. McMinn, and published in 1876, states: "The 
children found the old stone Presbyterian Church (1817-1850) a grand 
play house for their school days." Senior citizens of Newberrv whose ances- 
tors were first settlers say the first Jackson School was located at the present 
site of the Vanderlin Cleaning Works, 636 Arch Street, across from the 
Presbyterian Church property. This was a stone building. 

Previous to this a log building, name unknown, was located in Jays- 
burg, which shared with Dunnsburg, the honor of being the second school 
built in the countv. According to John Meginess, editor of the Lvcoming 
Countv Centennial, the Quakers at Pennsdale established the first school 
in Lycoming County. 

In 1870, a new school was located on Diamond Street, this being the 
first building in Newberry to be erected bv the Williamsport School Board. 
This was a two storv, four room, brick building. The lower grades were 
housed on the first flloor, and the upper grades on the second floor. The 
second floor rooms were divided by sliding doors which were thrown open 
for gala occasions such as box socials and square dances. The seating was 
on long benches, running parallel to the sliding doors. The doors contained 
a little window through which the teachers used to converse. The Daily 
Lycoming Gazette and West Branch BitUetin, March 1870, stated: "The 
scholars, who were assembled at the old school rooms, formed in a proces- 
sion, and accompanied by their teachers, marched to the new building." At 
one time this school had an annex called the Ramsey School, located at 
the present site of the Church of Christ, on Diamond Street. 

In 1892, a new Jackson Building was erected on Linn Street at the 
present site of Old Jackson Recreation Center. This was a ten room 
brick building. It had double seats and recitation benches, but no cloak 
rooms. The children's wraps were hung on hooks around the room. This 
centrally located school in the heart of Newberry became a community 
center. Here, during the First World War, machines were moved in and 
the ladies sewed and knitted for the Red Cross. There was a Jackson 

Paient-Teacher Orchestra, a Fathers' Chorus, a Mothers' Chorus, a Garden 
Club, etc. At a three dav fair held in Diamond Square, the sum of $1,662.31 
was raised for the Red Cross, thus making Jackson's total contribution to 
the Red Cross $5,423.68. 

During the Second World War, the teachers from the Roosevelt, Lin- 
coln, and Jackson schools, spent long evenings rationing gasoline and sugar, 
and registering soldiers. Scrap-iron was collected and placed around the 
flag pole, once reaching as high as the pole itself. The central hall was 
piled high with crates of flattened tin cans, for the war effort. 

Prior to the opening of the Theodore Roosevelt Junior High School 
in 1921, the Jackson School contained nine grades and 640 pupils. Because 
of crowded conditions, an annex was opened in the Sunday School room 
of the Church of Christ, on Diamond Street, and five rooms were opened 
at the lona Temple at the corner of Fourth and Arch Streets. 

When the Junior High school was ready for occupancy, sixth, seventh, 
eighth, and ninth grades were housed in the new building, while the 
first five grades were brought together at Jackson. 

Jackson is proud of Mrs. Howard Hall, who, from being President 
of the Jackson Parent-Teacher Association, went on to be President of the 
City, County and State Associations, and became a well known figure na- 
tionally in Parent-Teacher work. 

In February 1950, the Jackson Building was destroyed bv fire. With 
it went one of its fondest traditions, the Jackson bell. This bell had wel- 
comed generations of Newberry children to school in the fall, and spelled 
freedom in the spring. It was a privilege to ring the bell, and though 
forbidden, many a child took a sly swing on the bell rope. Citizens set 
their clocks bv the bell, and when it ceased to ring, it was sadly missed. 

After the fire for a year and a half, Jackson held half sessions with 
Lincoln. The children were transported by school bus. 

In 1952, the Roosevelt Junior High moved to new quarters on W/est 
Fourth Street, and the Jackson School was housed in its present building, 
the former Theodore Roosevelt Junior High School at Wayne and Hillside 

Thus the school, with a population trend, moved from East to West, 
ever keeping abreast of the times. Progressing from a one room stone 
building to a twenty-one room brick building containing cafeteria, kinder- 
garten, Day Training Center, play room, library, art room, office and rest 
rooms, with a faculty of sixteen, plus custodians, clerk, and supervisors. 



The Ross and Jefferson School was built in 1866 at 704 Washington 
Street. This was the school used by East End children, and which was 
later replaced by the Thomas Jefferson School. The Ross building was 
valued at $12,000 and this evaluation included the furniture and library. 

By 1890 the teachers of this school had a salary scale ranging from 
$B0 to $40 per month. The principal of the Jefferson School received the 
sum of $75 per month, and the janitor received $25 per month. 

There were frequent absences from school at that time, and truant 
officers were kept quite busy. The excuses used most often were that 
errands had to be run and that the children had to carry in wood for the day. 

In 1890 Mr. Transeau, the city superintendent, was studying a way 
for the school district to purchase textbooks and supplies for every pupil. 
At this time, the pupils had to purchase books from the district. Therefore, 
there were many children who did not attend school because their parents 
were financially unable to buy the books. Mr. Transeau concluded that 
this was not an example of true American democracy. In a few years fol- 
lowing, textbooks were purchased by the district and were in free use of 
the pupils. 

The enrollment at the Ross and Jefferson School on June 1, 1903 
was 286 with 150 boys and 136 girls. At this time Mr. Charles Lose was 
Superintendent of city schools. 

Mr. Lose defined corporal punishment in 1903 with the following 
statement: "In afflicting corporal punishment, no other instrument than 
a common rod or whip shall be employed and all cases of punishment shall 
be recorded by the teacher in a book kept for that punishment." 

On February 19, 1904 an article which appeared in the Williatns'port 
Sun is one concerning the buying of a lot for a new school to replace the 
Ross and Jefferson Building. The proposed lot was at the corner of Wash- 
ington and Grove Streets, and would be bought for $3,600. 

The new school was designed by Mr. Mahlon Fisher, and it was 
constructed in 1907 at 726 Washington Boulevard, where it now stands. 

The new building was now in need of a name, and on August 13, 
1907 it was a matter of dispute at the regular Williamsport School Board 
meeting. It was a victory for Thomas Jefferson and a defeat for Michael 

Ross. But the victory was won by such a narrow margin that even so 
prominent a personage as the founder of WilHamsport would not have felt 
ashamed o\'er the result. The committee had reported recommending that 
the building be named in honor of the immortal Jefferson. Director Ertel 
moved to substitute the name Ross for Jefferson, arguing that it was befit- 
ting that a local educational institution should bear the name of the founder 
of Williamsport. Director Conkrite argued that, although Michael Ross 
founded Williamsport, Thomas Jefferson was practicallv the founder of 
our American government. Director Fleming argued that it was a matter 
of local pride and patriotism to name the building for the founder of the city. 

When roll was called for an amendment to the committee report, it 
resulted in a tie vote 18-18. The amendment had not received a majority 
vote, so Thomas Jefferson was adopted. 

The Thomas Jefferson school had ten classrooms and a facultv room for 
the teachers. Nine grades, including first through ninth, and later eight 
grades, first through eighth, attended this school, until 1913 when there 
was a reorganization of elementary schools. In 1913 the reorganization 
provided for a primary course for six years, grammar school for two years, 
and a four-vear high school. 

In 1909 there was made a revised course of study for reading. Bald- 
win's School Reading replaced the old Swinton Readers. And, important 
parts of this new course were phonic drills and memory selections. 

Promotions were made on demonstrated ability. Most grades worked 
on three levels and a pupil might have been promoted at midterm, or he 
might have even skipped a whole grade. There were summer schools for 
those pupils who had failed in some studies. 

Mrs. Robert Calehuff was the first president of the P. T. A. Mrs. 
Joseph Pover is the oldest living past president of the Thomas Jefferson 
School. Mrs. Pover has related how difficult it had been to organize a 
P. T. A., because the teachers felt a P. T. A. would infringe upon their 
rights, and because there was a lack of interest on the part of parents. The 
P. T. A. had replaced the organization called The Mothers' Club, which 
was active at the old Ross Building. 

In 1914 the first musical organization at the Thomas JefTerson School 
was formed. This school orchestra was a source of pride and it played at 
many functions where the orchestra was directed bv student leaders. 

The late Mr. Spotts was the best known principal of the Thomas 
Jefferson School, for he served from its beginning until his retirement 
almost forty years later. 

Some of the oldest living teachers from the school are, Miss Alice Hess, 
Misses Hadassa and Blanche Balliet, Miss Jennette Heller and Miss Gertrude 

Quite unlike 1957, in 1921 about sixtv additional children could have 
been accommodated in vacant rooms in the Jefferson Building. At the 
present time, the one large center room on the second floor has been divided 
into two rooms, the faculty room is now used as a third grade classroom, 
and the basement has a classroom for the special education. 

Among the special activities during the 1922-23 school term was the 
opening of nutrition classes in the Jefferson School. Teachers and nurses 
secured names of the undernourished and these were served one-half pint 
of milk each morning. The funds were supplied by the P. T. A. 

Under the auspices of the Jefferson P. T. A., impressive exercises 
on May 25, 1923 accompanied the unveiling of a tablet in the Jefferson 
Building in memory of Miss Harriet Taylor who had served faithfully as 
a first grade teacher for many years. Appreciation of her unselfish devotion 
was expressed by Dr. Armstrong of Central Presbyterian Church and Ex- 
Superintendent, Charles Lose. 

Miss Gusteva Richards is now teaching her thirty-fourth class of pupils 
in the Jefferson School. She has taught both the intermediate and primary 
grades. Miss Richards related that she can see onlv very small changes 
in the school and its curricula. 

Since 1930 there have been changes in the reading system. At present, 
there is ability grouping with the Ginn Reading Series being used. The 
pupils proceed with reading at individual speeds, and a child is given only 
the reading skills and lessons which he is capable of understanding. 

Social studies has replaced the separate courses of history and geography, 
and science has gained a high position in all curricula. 

The double-seated desks have been replaced by the individual desks 
in the primary grades, and blonde desks and chairs are used bv the inter- 
mediate grades. 

In 1950 fire escapes were added to the exterior of the school building, 
a new and modern lighting system was installed in 1955, and an electric 
clock and bell system has greatly facilitated the moving of classes in 1957. 

A visit through the Jefferson School bv some of its former pupils would 
prove there have been phvsical changes in the building. There have been 
curricula changes, policv changes, and personnel changes. However, edu- 
cation at the Thomas Jefferson School remains at a high level, and the 
teachers are training an even larger enrollment than ever before. It is also 
a tribute to the school to have a special education class, where, even those 
who fiftv vears ago did not attend school, are learning to become our fine 
citizens and co-workers. 

The following question was directed to Mrs. Joseph Poyer, Jefferson's 
third president of P. T. A. and a substitute teacher at Jefferson: "What 
things were taught in school forty years ago that are not taught today?" 
Mrs. Pover replied, "Not a thing. The children are taught many more 
valuable things today than in the past." This is indeed a tribute to the 
progress at the Thomas Jefferson School. 



As the story goes— "When the cellar for the George Washington School 
at the intersection of Third and William Streets was dug, quicksand was 
discovered and many extra loads of fill were needed to provide a firm and 
sound foundation." If this story is true, then in spite of, or perhaps because 
of the quicksand foundation, the two George Washington Schools, which 
have occupied that same site, were firmly and strongly built. 

The first school, a two story, eight room, brick building was replaced 
in 1896 by the present school. This new George Washington Building 
was the largest school in Williamsport. It had nine grades and a faculty of 
twelve. Because of this large faculty. Principal Fleming was entitled to 
receive a salary of one hundred dollars a month, while other principals 
received from fifty to ninety dollars. 

The school term was shorter in 1896 but the courses of study were 
longer. For example, the first grade children studied Swinton's First Reader, 
all of the addition, subtraction, multiplication, and division combinations. 
Roman numbers, some fractions, diacritical marks, spelling, the names of 
the states and capitols, the counties of the state of Pennsylvania, music 
and art. 

George Washington School has conformed to the principle of the 
maximum amount of education for each child by having taught not only 
the state required number of grade classes, but it has welcomed practically 
every kind of class listed as taught in the Williamsport School District. 

Back in 1896 Washington School was busy not only during the day 
but also several evenings a week. These evening adult classes were begun 
under the leadership of Roland T. MacLaren and covered the work taught 
from the first grade on through the intermediate and grammar school levels. 
That person who had no opportunity to attend public school, or who was 
unable to complete the elementary subjects, or could not speak the English 
language was welcome to attend these evening classes. Men who labored 
during the day went to school at night, often falling asleep over their lesson. 

Many were the reasons for attending these classes. One young first 
grader living with his immigrant grandmother began to get a bit out of 
hand. No matter in what trouble he was involved his answer to his grand- 
mother was "It's a'right. Americans do it." So Grandmother went to night 
school to learn to speak English, "to get ahead of Victor." 

Americanization School phase of education was organized sixty years 

ago as part of the George Washington Evening School program. This 
work was started primarily to prepare aliens for citizenship and not merely 
to teach them to be able to answer the questions asked in the Naturalization 
Court. The beginners were given training in conversation, reading and 
the fundamentals of government. Members of the class participated in a 
graduation exercise sponsored by the Williamsport Civic Club. At these 
exercises each new citizen was presented a certificate of attainment and a 
small American flag. Many ambitious new Americans continued studying 
in the night school and attempting to complete their elementary school edu- 

Commercial subjects, too, were taught at the Washington Building 
as a part of this evening school. These classes taught by Mr. H. Stiber 
were held in the rooms of the Day Commercial School. "Commercial" 
consisted of a two-year course in typing and other business subjects. With 
the building of the new High School, this course was moved there and 
expanded to a four-year course. 

Early in the history of the Washington School, classes were started 
in cooking. The Home Economics Department had a "Cooking School" 
on the second floor. Here eighth and ninth grade girls from several 
schools in the eastern end of the city attended to learn the rudiments of 
simple cooking. 

.University Extension evening classes began in 1921 with George 
Walters as director. These classes, directed by professors from the Penn- 
sylvania State University, Bucknell, and University of Pennsylvania offered 
college credits for professional advancement. 

War Savings Bonds were sold at Washington School at the time of 
World War I. Mothers organized sewing classes to make clothing for 
war orphans and groups of children and adults rolled bandages to be used 
in war hospitals. 

During World War II the building was used as a center for rationing. 
Young men registered for Selective Service, unemployed adults signed for 
work, food rationing stamp books were alloted to families, gasoline stamp 
books were given to car owners, extra gasoline stamps were issued for trucks, 
and extra canning sugar permits were provided for large families. The 
children, too, did their share. They collected milkweed pods as a sub- 
stitute for kapok and tin cans to augment the metal supply. 

During the depression daily classes in bookbinding were held in the 
basement to provide work for unemployed persons. 

In 1923 Dr. Robbins, then superintendent, asked Miss Elizabeth Jewitt, 
the first grade teacher at Washington, if she would be interested in starting 
an Opportunity School for retarded pupils. The children in this new school 
were to be given more individual care and attention and were to progress 
at their own rates of speed academically. Hand skills were to be stressed 
and opportunities were to be provided for individual social adjustments. 
It wasn't until 1928 that the state provided a course of study and a super- 
visor for these classes. Until then Miss Jewitt wrote her own teaching 
materials and planned the handwork that still is so vital a part of those 

Washington, too, has gone modern. A television set was installed in 
the auditorium in 1952. Here all grades are allowed to view programs 
relative to their studies or their interests. 

In February 1957 Washington School's second grade was televised in 
its own classroom. The children were busy working on a weather and 
temperature activity which was shown over WERE, a Wilkes-Barre televi- 
sion station. 

Washington, too, has had its share of trials— three minor fires and 
several floods. The March flood of 1936 caused the most damage to the build- 
ing. Water covered the first floor up to the chalk troughs of the blackboards. 
After a thorough spring cleaning, school materials were replaced, new steps 
were laid, and Washington was ready to be occupied again for future decades. 

"A house is as strong as its foundation and a school is as strong as its 
faculty makes it." Washington always has been able to boast of its faculty, 
those pioneers of education before the compulsory school laws and those who 
have taught in the years following. The retired teachers who did so much 
for so many children and the community are Miss Isa Pratt, Elizabeth Jewitt, 
Mrs. Mabel Turner, Anna Duitch, Hadassa Balliett, Mrs. Nelle Lamason, 
and Miss Helen Kase. Of them George Washington School is justly and 
sincerelv proud. 

For sixty-one years through the doors of this George Washington 
School have marched many hundreds of children. Today the grandchildren 
are learning the multiplication tables in the same rooms as did their parents 
and grandparents. Here Italian, Greek, Swedish, French, German, Chi- 
nese, Armenian, Jewish, Negro, English, Indian, Gypsy, Latvian, and Amer- 
ican children have rubbed shoulders, saluted the flag, shared recess lunches, 
and have loved and honored George Washington School. 

' I llf!;' .'H I 'lWl'l" 

LIU Lil: '3 OR L- 

^"' ' ?•► 


The expression "Little Red Schoolhouse" really means something to 
the patrons of Lincoln School, for the first Lincoln School in the city was 
a little two-roomed, red brick building. It was built in 1878 on the south- 
east corner of Howard and Boyd Streets. It was a very modern building 
with a pump and toilet facilities not too far away, and two rooms-one down- 
stairs for the lower grades and one upstairs for the upper grades. Each room 
was heated by a big pot-bellied, teacher-stoked stove set in the middle of 
the room. In order to make allowance for the growth of Newberry, the 
school was built "out in the fields'-fields that soon gave way to homes. 

The first principal was a short man with a moustache and a mop of 
very curly black hair. His name was H. M. Bingham. He taught until 

In 1881 W. G. Winner came to this little school. Among the teachers 
who taught here were Mr. Thomas Hammond who taught in 1882; W. H. 
Moyer who taught in 1883; and J. E. Williams who became teacher and 
principal from 1884 to 1895. During his tenure as principal Miss Anna 
Carlisle was. one of the teachers. In June, 1894 Miss June Kendrig came 
as a teacher, and in 1895 A. H. Bingham returned as principal and Miss 
Alice Cady taught in the lower grades. 

In September, 1897 Wilson Staver, a young man of eighteen who had 
just graduated from high school in June, became the principal because the 
patrons felt it would be better to have a younger man as principal. He 
was the youngest man ever to serve as principal in any of the Williamsport 
schools. He taught until 1902 when he went on to larger fields in New 
Jersey and Ralph Pepperman was elected principal. 

Early in the spring of 1900 a new brick building was built back of 
the little two roomed school. It faced on Lincoln Street. It was not com- 
pleted until winter and so it was that on the first of January, 1901, the 
first classes were held in the new building. 

There were four teachers-Mr. Wilson Staver, the principal; Miss Alice 
Cady, Miss Mary Mitchell, and Miss Harriett Youngman. Here again was 
e\'idence that the school had the "forward look" for there were four vacant 
rooms to allow for growth of the school population. 

People have come and gone as principals and teachers. Mr. Ralph 
Pepperman followed Mr. Wilson Staver. He was followed by Mr. Drick 

and then bv Mr. Erskine Schoolev. Later Miss Bess Goldv was principal 
and at her death Mrs. Blanche McKillop became acting principal until Mr. 
Lester Ade who later became State Superintendent of Schools was elected 
principal. He staved here only one year. Still later Mr. Howard Stover 
and Mr. Burton Hunsinger were in turn prinicpal. At Mr. Hunsinger's 
death Mrs. Blanche McKillop again became acting principal and later 

Lincoln School has always had a modern and progressive outlook. 
From 1914 until the Roosevelt Junior High Schoo' was built both cooking 
and sewing were taught as "Domestic Science" in the basement of the 
school, with girls coming from Jackson and Webster schools on certain days 
of the week to attend classes. Lincoln School was also one of the first 
schools in the city to have an "Opportunity Class." 

Through the years the school has grown. In 1926 another addition was 
built. This time eight more rooms were added. The school has been mod- 
ernized to a great extent until now, although one of the oldest schools in 
the city, it is one of the most attractive. 

From its doors have gone forth boys and girls who as adults have 
made names for themselves as doctors, lawyers, merchant-chiefs, nurses, 
teachers, and good home-makers and rearers of good families. 

We are indebted to the following for information concerning our school 
in its early days: 

Mrs. T. O. Kunkle, a former pupil in the little red school and whose 
children and grandchildren have been pupils here; Miss Alice Cady, Miss 
Harriett Youngman, and Miss Bessie Gottschall, former teachers; Miss 
Gay Staver, a sister of Mr. Wilson Staver; and Mrs. Blanche McKillop, 
principal of the present Lincoln School. 



The new Charles Lose Elementary School at 1121 Memorial Avenue 
with its modern glass entrance and unusual architecture has facilities un- 
dreamed of by graduates of its predecessor, The Stevens Grade School. 

On this site three school generations ago stood the Stevens Grade 
School building, a product of the early 1800's and embellished with several 
porches and a cupola. It lacked many facilities which we now consider 
necessities, but it served well as a school and meeting place in a community 
of long established residents. 

For some years previous to 1923, an Open Air School occupied one of 
the seven classrooms. Enrolled were undernourished children and those 
suffering from frequent colds. Windows were open throughout the year 
regardless of weather. The teacher assisted by a cook provided hot lunches, 
milk, and frequent rest periods in addition to regular instruction. These 
schools were established to help prevent tuberculosis, which took a large toll 
of young people in those days prior to the disco\'erv of the wonder drugs. 
As enrollment increased, crowded classrooms necessitated the removal of this 
school to the Webster Building. 

About 1925 the Parent-Teacher Association composed of actively inter- 
ested and determined parents began agitation for a larger and more con- 
venient school. A well planned publicity campaign helped to bring a favor- 
able vote on the necessary bond issue. One of the most outstanding stunts 
was the entry in a citv parade of a float carrving fiftv first "grade children 
and bearing the sign: "Fifty Reasons for a New School." 

Upon acceptance of the bond issue the building was assured. However, 
when the Parent-Teacher Association viewed the blue prints as presented 
by the president of the school board they were disappointed to find them 
unsuited for an elementary school. They were informed that these were 
plans for Thaddeus Stevens Junior High School, but that a grade school 
building would follow. 

In 1927, the pupils of the grade school were transferred to the west 
wing of the Stevens Junior High School building. Thev were housed there 
for two vears while the original Lose building was constructed. 

This school, named for Dr. Charles Lose, a prominent educator and 
former superintendent of Williamsport schools, was completed in 1929. It 
was of fire proof construction and contained eight classrooms, a gvmnasium 

and social room, and principal's office. At the dedication on November 1, 
1929, Dr. Lose was the guest speaker. 

Principal of the school until 1950 was Lewis W. Mack. Upon his 
retirement, Miss Florence E. Clapp became principal and remained until 
1954. During these vears the Parent-Teacher Association was constantly 
interested and helpful. 

Bv 1954, as school population increased and older buildings became 
more out-moded and inadequate the school district was faced with the 
necessity for a larger building in this area. The logical plan was to add to 
the Lose building and thus provide for the pupils of the Transeau and Clay 
Areas. Property was acquired in the immediate vicinity. Construction of 
an addition was begun in 1954, providing many experiences and some in- 
conveniences for the pupils in session. 

By September 1955 the building was practically finished and, with the 
grounds, covered almost a city block. It contains twenty-four classrooms, 
a gymnasium, cafeteria, library, health rooms, and offices. 

Formal dedication took place November 15, 1955, with Dr. Richard T. 
Parsons, President of Lock Haven State Teachers College as guest speaker. 

In November 1955 all pupils of the Transeau School and the fourth, 
fifth, and sixth grade pupils of the Clay School moved in and quickly be- 
came adjusted to new surroundings. Timothy J. Ferguson, formerly prin- 
cipal of the Transeau School, was named principal of the combined schools. 

Thus, this plot of ground might well become, of all Williamsport, one 
of the most continuously used for public school purposes. 

Jl 3. 


mm PC. 

HHiiMMM ..: ^'aaHi 


1663 Memorial Avenue, Williamsport, Penna. 

The citizens of the West End were awakened one bright May morn- 
ing with loud noises such as the unloading of stones, the piling of lumber, 
and the pick and shovel gang with loud voices and much ado about this 
and that. 

High up on a knoll what a sight to behold! Men with blue prints 
looking this way and that to see if lines were straight and others examining 
the lumber and materials to be used in the building of the Daniel Webster 
School that was named for the great scholar, Daniel Webster. 

A year or two had passed and the interest grew as the building did. 
The shining floors and the polished desks said that it was about ready 
for school. 

Then one June morning we looked out of a west window and heard 
the rushing of waters and behold everything about us was flooded. All 
the other schools were being destroyed but us and here we stood safe and 
sound due to the choice of a wise school board. 

Yes, the June flood of 1889 was at its peak and in the fall of that vear 
many feet passed over the school's threshold. 

Who was to direct all these children of the West End? A red top, 
named John Gilmore, who had a good strong arm, and a keen sense of right 
and wrong, so that anyone who got out of step was set straight to the tune 
of the hickory stick. There were so few children that one teacher had 
double grades, such as first and second in one room. 

As time passed, the beautiful fields surrounding the building were 
sold off in lots and people were building homes in this section. 

Mr. Gilmore was transferred to Clay and Mr. Jasper Wade Stout was 
selected his successor. 

Mr. Stout was trained and ordained as a minister and teaching was 
his side line, but soon it became his vocation. His straight forward prin- 
ciples of right and wrong were soon felt and the school moved forward 
scholastically fast. 

Many prizes were won in music by Miss Jennie Heilhecker, both in 
this school and city wide. We understand the Webster boys and girls were 
very proficient in athletics under the direction of Miss Anna Duitch. They 
won many silver cups in competition with other citv schools, especially girls' 

volleyball and boys' basketball. 

In recent years, many children won Art prizes and awards in the Brua 
Keefer Art Exhibit held yearly at the Cochran School. 

For many years the school held annual play days on the school grounds, 
which included games, folk dances, and musical festivals. 

The P. T. A. was a growing parent group in some of the city schools. 
So of course Webster School became a leading one in that field. This 
year at its last open meeting, it was announced the Webster P. T. A. re- 
ceived the one hundred per cent honor certificate in membership for total 
teacher representation and that of one parent from each family in the school. 

For many years the children have supported the American Junior Red 
Cross with money and helped to pack boxes to be sent abroad, under the 
teacher sponsor, Mable E. Eck. 

We hear the rumbling of cannons and marching feet as some of our 
boys join the ranks to defend the free world. Everything has a different 
slant as we hear songs such as "Over There" and "Keep the Home Fires 
Burning," etc. 

The Webster School had outgrown its building; rooms were crowded 
and something had to be done, even in the midst of a World's War, so an 
annex was added in 1917 of four class rooms and a recreation room in the 
new basement. 

Mr. Stout began and ended his career as a teacher in the Webster 
School and taught more than a half century. 

The School Board selected Mr. Erskine Schooley, an experienced man 
in the field of teaching. He was stern and upright in principles and the 
education of the youth went forward. 

After the junior high schools came into being, the upper grades were 
moved out, thus making more room for the small fry. 

Time flies fast and Mr. Samuel Long has succeeded Mr. Schooley. 

Another world up-set, and Mr. Long and Mr. Stahlman joined the 
ranks to defend their country in 1942. 

Mr. William Nichols, a veteran teacher, a graduate of Bucknell Uni- 
versity with a Master's Degree, has taken over the reins. 

What a delightful school to be in these ^ays— movies, birthday parties, 
plays, Christmas parties, and all forms of games to help in the teaching of 
reading, writing, spelling and arithmetic. 

Many teachers gave much service and free time to the education of 

the youth in this community and are now retired: Miss Jennie Heilhecker, 
Miss Mae Farley, Miss Ida Smith, Mrs. Eleanor Israel, Miss Jane Elliott, 
Miss Claire Sullivan, Miss Mabel Collins, and Miss Mable E. Eck this year. 

But what about the future for Webster? To meet the ever growing 
needs of the West End for the 1957-1958 term, the School Board purchased 
the adjoining property, a fine two story brick dwelling whicn is being con- 
verted into a modern kindergarten on the first floor and on the second floor 
into a music room, a storage room, and a board room. 

Good old Webster itself is undergoing changes, too. The unique dis- 
tinctive entrance that I have always admired is to be brought to grade level 
and the bell tower, with its bell whose tongue has been silenced for the past 
twenty years, is to be removed and the installation of an interior fire tower 
to replace existing staircases is being done. The whole interior of the build- 
ing has been renovated and brought up-to-date, so that Webster's floors, 
seats, lighting and heating systems are equal to any of those in the citv. 

Modern educators say that after twenty years a building is outmoded, 
but not good old Webster who will probably survive her hundredth anni- 

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The original Roosevelt Junior High School, costing a third of a million 
dollars, was dedicated November 18, 1921, during Dr. Fred W. Robbin's 

Because of crowded conditions in the elementary schools, the building 
originallv housed grades one through nine. During the period from 1921 
to 1938, as new elementary schools were built, the elementary classes were 
gradually removed from the Roosevelt building. Since the opening of the 
1938 school term, the building has been used only for grades seven, eight, 
and nine. Of the faculty of eleven teachers who taught the original enroll- 
ment of three hundred sixty-seven pupils, several are still teaching in the 
Williamsport schools. 

The educational philosophy of J. Fred McMurray, first principal at 
Roosevelt, was reflected in the school motto: "The World Stands Aside for 
the Boy or Girl Who Knows." Mr. McMurray was a firm believer in the 
idea that schools should serve the community and be used for community 
activities beyond the regular school hours. It was under his leadership that 
a strong progressive parent-teacher association was developed. Following 
Mr. McMurray's sudden death in 1942, C. E. Groover, a member of the 
Roosevelt faculty was selected as the second Roosevelt Principal. 

Ground was broken for the new million dollar Roosevelt building on 
September 25, 1949 and the building completed for the opening of the 
1951-1952 school term. The new structure embodies the latest in school 
design and represents the combined planning of the board of education, 
administration, school faculty and other professional employees of the school 

Since the building's opening, it has undergone several changes. First, 
Mr. Groover left for a position in the Department of Public Instruction and 
Mr. Clair G. Brown, a former Roosevelt teacher, who was serving as prin- 
cipal of the Washington Building was selected as the third Roosevelt Prin- 
cipal. Second, there has been a dramatic change in enrollment since the 
new building was opened: when first opened, the building had 29 teachers, 
it now has forty; when first opened, there were six rooms not being used, there 
are no vacant rooms todav and the cafeteria is even being used as a home- 
room; when first opened, the enrollment was six hundred and twenty, it 

is now eight hundred and fifty. 

Despite this growth, the Roosevelt Building is still a community school 
with such organizations using the school's facilities as the Community Con- 
cert Society, the Civic Choir, the Billies, the Williamsport Symphony Or- 
chestra and many others. 






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The beginning ot the Lloyd's Addition Sehool was with the Jerry- 
Church purchase oF land east of Academy Street in 1833. In 1850, Abra- 
ham Updegraff and Samuel Lloyd bought land north and east, which was 
known as Lloyd's Addition. 

A log schoolhouse was built on the north side of Sheridan Street east 
of Sherman Street. This building is still standing and is the property of 
Mrs. Fox. In time, the log building was too small for a school. Land was 
purchased at the southeast corner of Sherman and Sheridan Streets and 
a new four room building was built. This is now the property of the 
Christian Alliance denomination and is used as a church. 

At this time, Miss Cora E. Reed, Tom Flack, Anne Marie Mvers, and 
Charles Drick were the teachers, Mr. Flack being the principal. Miss Hill 
had sixty-eight pupils her first year ant! sc\'cnty-two pupils the second year. 
When Mr. C. M. Houseknecht was principal, he went to the School Board 
and told them that Miss Hill could only "keep" school, not teach, with such 
a mob. The School Board then hired Lou Finkbinder to teach her second 

There was only one aisle in a room. Four children sat in a row on either 
side of the aisle. When one next to the wall wanted to get out, all the 
row had to get up to leave that one out. 

The first P. T. A. for the Lloyd's Addition School (by the way, this 
was part of Loyalsock Township) was organized February 16, 1911. The 
following were the officers: 

President Mrs. Annie Airgood 

Vice President Miss Estella Shields 

Secretary Miss Ida Bowerman 

Treasurer Mrs Ernest Lentz 

Members of the School Board at that time were: 

Mr. W. B. (Bud) Stuart, Mr. John Bird, Mr. Wilbur Kimble, Mr. 
Curtis Wheeland, Mr. Joseph Milnor, Mr. Brownell, and Mr. Harvey Bair. 
This School Board purchased a plot of land, where the building now stands, 
from Mrs. Emma Lewis, widow of William Lewis and the mother of Edward 
Lewis, on April 4, 191L They paid $1,000.00 for the land. The building 
was completed and was first occupied January, 1913. 

The board had quite a time deciding what to name the school. They 
wanted to name it the Stuart Building for W. B. Stuart, because of his 
interest and work in the erection of the building. Mr. Stuart would not 
allow them to use his name, so the name of Sheridan was decided upon 
because of the name of the street on which it stood. 

During these early days, Miss Eva Keller was hired to come in to 
teach Art, as a "special" instructor and Professor Hart, to teach penmanship. 
Miss Keller received $12.00 a month for her service and Mr. Hart, $10.00. 
These salaries were paid by the P. T. A. 

Some of the teachers who taught at Sheridan School quite a long time 
were: Miss Cora Reed, Mr. O. W. Mitstifer, Mrs. Ira High, and Mrs. 
Glen Royer and "Pop" Miller, the janitor. 

In 1923, Sheridan School became part of the Williamsport School Sys- 
tem and the boundary line established at that time was as follows: 

Charles and George Street, west to Franklin Street, south to Wyoming 
Street and midway between Catharine Street and Warren Avenue and 
north to the hills. 

Miss Cora Reed states that there were many children attending this 
school who later became lawyers, ministers, teachers, nurses, public account- 
ants, stenographers. Vice President in Electric Companies and one is work- 
ing to become Lt. Commander in the Navy, mail clerks in large Post Offices 
and mail clerks on trains, manager of hotels and one graduate who is a 
missionary in Brazil, S. A. Some are owners of large stores and no doubt 
there are many others holding responsible positions that she can not recall. 


The Continuation School was one of the most interesting classes held 
at George Washington School. The entire life of this school was conceived 
and directed by Mrs. Mabel Turner. Mrs. Turner, a retired teacher, has 
consented to write the history of these classes. 

In 1916, as in 1957, the words "Continuation School" meant only a 
question mark to most people, and likewise to me, when Dr. Franklin Rob- 
bins, then Superintendent of Williamsport Schools, offered me the oppor- 
tunity to try my wings as a teacher of the about-to-be established Continua- 
tion School. 

Dr. Robbins explained to me that at the previous session of the Penn- 
svlvania State Legislature in 1915, a very excellent Child Labor Law had 
been enacted. It was in compliance with the regulations of this law that 
Williamsport and all communities in the state employing twenty or more 
minors between the ages of fourteen and sixteen, then established one or 
more Continuation Schools, depending on the number of said minors em- 

Consequently, as soon as arrangements could be made for housing 
the school, securing proper text books and supplies, and finding a teacher, 
the school was opened:— the date, February 8, 1916; the place, a very small 
room, suitable for the accommodation of twenty pupils, on the third floor 
of the George Washington School; and the teacher, Mrs. Mabel C. Turner. 
Since previous to the passage of the law, there had been no teacher 
training program for this type of work, all teachers who planned to teach 
a Continuation School were required to attend summer sessions in order 
to be certified. 

In order to be eligible for employment, young people wishing to leave 
"regular" school and to work had to satisfy the following requirements: per- 
mission from the parents, employer's statement of employing the applicant, 
a doctor's certificate, proof of having completed six grades of school, and a 
birth certificate showing proof of age. When the specified conditions were 
met, an employment certificate was issued and the child assigned a day to 
attend the school. A certificate was valid for only one job and each change 
of occupation required a repetition of the procedure. All children working 
in Williamsport were required to attend the Continuation School regardless 
of their places of residence. 

From the small number of twenty pupils a day, because of opportuni- 
ties for employment afforded during the duration of World War I, the at- 
tendance increased to one hundred eighty pupils a week. The one small 
room became two small rooms by the cutting of a doorway, and finally the 
removal of the entire partition gave to the Continuation School the space 
so sorely needed. 

Pupils attending the school were allowed to work fifty-one hours a 
week, which time included their school day of eight hours. These eight 
hours could be broken into periods of two or more hours on different days; 
but because of distances, most pupils and employers preferred one day of 
eight hours. The schedule was varied, but usually the day's work began 
at eight A. M. with an hour for lunch, and ended at live P. M. Six hours 
were used for continuation of the interrupted academic school work and two 
for vocational work. 

Efforts were made to fit the instruction to the needs of each pupil, the 
superintendent giving the teachers much liberty in grouping the pupils, 
choice of materials and methods of work. The prinicpal, Mr. MacLaren, 
and teachers of the entire Washington School cooperated in making the 
Continuation pupils feel that they were indeed a part of the school and its 

At the end of the war, when the men returned from overseas, the 
school numbered fewer and fewer pupils and was located for a time in 
smaller rooms, on the second and third floors. Finally with the enactment 
of the National Recovery Act, which prohibited the employment of minors 
under sixteen years of age, the Continuation School was legally discontinued 
after nearly sixteen years of service to our children employed in Williamsport. 




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520 Park Avenue 

The Emery Building was built in 1882. It was named in honor of 
Josiah H. Emery, who was then president of the Williamsport School Board. 
He was a business man and a financier. 

The first principal of record of the Emery School was Charles H. Spotts. 
He was followed in turn by the following principals: J. A. Stadden, W. W. 
Stiber, George R. Walters, Harry G. Sanders, and Samuel Long who was 
principal in 1938 when the school was closed and turned over to the Bethune 
Douglass Center, by whom it is still occupied. Mrs. Walter Flemino was 
the first president of the Emery P. T. A. which was organized in 1922 and 
continued until 1938. 


"Schule tagen'"*" to the youngsters of sixty-six years ago out on Dutch 
Hill, or the eastern section of Williamsport, meant days spent at the Wil- 
liam Penn School on Hughes and Penn Streets. This substantial two- 
story brick building, erected in 1891, was the pride of the eighth ward. 

At that time "Newtown" was a German settlement, and according to 
some of the earliest alumni of the Penn School, about ninety percent of the 
students were the children of German immigrant families. Presumably, 
Germania Street, which is near the school, was so-called in honor of the 
little community. Most of the pupils were bi-lingual, speaking English in 
school and German at home. As might be expected, the Penn School, 
through the years, has had some fine German musical groups. 

The first faculty of the school was made up of the following teachers: 
Clara A. McCollum, Fannv Steinhilper, Alberta Strine, Delia Maneval, and 
Thomas E. Nicholson, Principal. 

The Penn Building served as a public school for forty-eight years, then 
in 1939, it became St. Mary's High School. 
* "Schule tagen" means school days. 


On an important morning in September, 1897, the Samuel Transeau 
School opened its doors to the children of the Thirteenth Ward. Formerly 
these youngsters had hiked across the open fields to attend the "old" Stevens 
Building where the Lose School now stands. 

The plot of ground on which the Transeau School was constructed ex- 
tended from First Avenue to Second Avenue, but the Board of Education, not 
realizing the possibility of future expansion, decided that they had acquired 
too much land, and they sold some of it as building lots. It is also interest- 
ing to note that the Transeau School was the only school in the city which 
had grotesque little gargoyles adorning the roof. Since these impish orna- 
ments have never served any real purpose, the reason for their existence 
has remained the secret of the designer. 

Named in honor of Samuel Transeau, the City Superintendent of 
Schools, the Transeau School on its opening day had the following teachers 
on its faculty: Alice Fuller, Alicia Sigfried, Harriet Lowe, Edith Bevere, 
Blanche Balliet, Mary Braine, Janet Ephlin, Anna Watson, and J. A. Kiess, 

For fifty-eight years the Transeau School served the community as a 
public school, then in December, 1955, it became the Center for the 
United States Army Reserve. 

Ill III 


Can Do— the famous motto of the Sea Bees of World War II fame- 
fits, equally well, the Williamsport Technical Institute. Since its begin- 
ning in 1914 as a small industrial arts shop of the Williamsport High School, 
to its present status as a separate unit of the Williamsport School District, 
the Institute has proven it can adapt to and meet the demands for trained 
manpower, regardless of the situation. In fact, the expansion and develop- 
ment of the Institute has been a direct result of this foresightedness and 
adaptability. War— peace— depression— all have presented technical training 
problems. Over the years W. T. I. has come up with a solution to each 
of the challenges— and some of the solutions have gained nation-wide atten- 
tion. Dedication to the principle that vocational education should fit itself 
to the needs of the individual, the community and the nation has made this 

When the present high school was constructed in 1914, a large part 
of the shop section was devoted to woodworking. It is apparent that the 
large woodworking payroll in the community influenced this planning. 
From 1914 to 1920 there is evidence of a high level of activity in the wood- 
working courses. Machine shop was the other course offered then. W. R. 
Yocum was appointed director of this industrial arts program in 1919. 

Following World War I there was the problem of retraining veterans, 
the majority being disabled. This led to the establishment of the first adult 
day school on a full-time basis. Shop was set up in an old building at the 
rear of the Pine Street Methodist Church and the program continued for a 
year. Courses open to these veterans included patternmaking, automotive 
and electric, with a limited number enrolled in the machine shop located 
in the high school. 

Concurrent with this program was the organization of the industrial 
evening school which has continued to the present day. Enrollment statis- 
tics attest to the public acceptance of this program: 1920 figures show 130 
in attendance; 1957 has 2050 persons enrolled in a wide variety of courses. 

Evening conferences in foremanship training began in 1927, as a 
cooperative effort of the school district and the Williamsport Chamber of 
Commerce, to meet the demands for supervisors in rapidly increasing diver- 
sified industries in this area. By this time George H. Parkes had become 

director of vocational education in the city and it was he who organized 
and led these early conferences. In the first four years more than 150 
foremen from 20 plants took this advanced training. This close cooperation 
between the school and local industries is reflected throughout the history 
of vocational education in the area. 

In the Twenties, a cooperative course of study was set up for students 
of the industrial department of the high school. By this plan a student 
over sixteen years of age who was proficient in the school shops, was eligible 
to receive part of his training in the classroom and part through employment 
in a local plant, alternating the two periods. In 1929 there was 48 local 
companies cooperating with the school in this training. This program is 
still in operation for high school students today who are taking the industrial 
vocational course. So sound was the original program that the only notable 
change has been the rate of pay; students now receiving a wage comparable 
to a beginner in industry, instead of the 20c an hour he earned in 1929. 

One of the finest examples of cooperation between the school and 
local industry occurred during the depression years. The speed and intelli- 
gence with which Williamsport licked the unemployment problem gained 
nation-wide recognition. 

In 1930 the Chamber of Commerce surveyed local industry and dis- 
covered that while unemployment was increasing, there was a substantial 
and increasing shortage of certain skilled tradesmen. The logical solution 
was to retain men from the unemployed ranks to fill these vacancies; and 
the logical place to do it was in the high school vocational shops. Early in 
1931 the first experimental class was enrolled. The success of this program, 
which became known across the country as the Williamsport Plan, was 
soon evident. It encompassed cooperative training of CCC and NYA youths. 
WPA made its contribution by providing instructors. 

This retraining program was no hit or miss affair. Eight coordinators 
blue-printed the city's employment situation and students were trained to 
fit specific jobs in the community. Data assembled in 1932 indicated a need 
for truck drivers. The school borrowed trucks and set up its own training 
course, which was the first of its kind in the country. This course evolved 
into the present day safe driving course which is a part of many high school 

The school made such an impression on the community with its pro- 

grams that Williamsport voted, during these depression years when most 
school boards were cutting budgets, to build a new vocation building to 
accommodate the increased enrollment in both the high school and adult 

The adaptability and foresightedness of our vocational education leaders 
were never more apparent than when they met the challenge of a world at 
war. On May 10, 1940, when the Nazis marched into Holland and Bel- 
gmm, a shocked United States began an immediate program of rearmament 
for defense. On May 21 the Board of Directors of the Williamsport School 
District appointed a special Emergency Training Commission to steer the 
local vocational program through the changing times. At the end of the 
regular school term on June 14, the school staff made a swift change from 
an extensive program of retraining unemployed men and women to an in- 
tensive program of training for defense industries. The staff and vocational 
facilities swung into a 24-hour schedule to meet the demands of industry. 
By this quick action the school was among the first in the countrv, if not 
the first, to gear its program to wartime training. 

This defense training soon increased adult enrollment to the astounding 
figure of 6,500 for 1941. It was in this year that the adult education pro- 
gram and the vocational high school program were merged into one unit 
known as The Williamsport Technical Institute. Although organized into 
one vocational education unit since that time, each has maintained its 
own separate program. 

Early in 1942 the school entered into an intensified program, in coop- 
eration with a local plant and the Pennsylvania Rehabilitation Service, for 
training handicapped men and women for war production. This program 
earned for the Institute a well-deserved reputation for outstanding training 
of handicapped persons and led to the establishment of other rehabilitation 
programs which are carried on today. 

Having demonstrated the value of foresight and preparation in meeting 
the demands of war, the Institute applied this same foresight in its plans to 
train for peace-time industrial reconversion. Anticipating being called on to 
tram war veterans for civilian jobs, and with special emphasis upon ser- 
vice to the disabled, the Williamsport Technical Institute was geared to 
accept the thousands of students entided to training through G I educational 

Even before the G I Bill of Rights was passed in 1944, the school made 
plans for training returned servicemen by setting up a scholarship program 
in cooperation with several progressive manufacturers. These employers, 
taking a long range view, were willing to invest in building skilled workers 
for the future. A similar scholarship program is carried on today under 
the sponsorship of the Williamsport Vocational Association. 

Always one jump ahead of the times the school adopted in 1945 what 
is known as the Watsontown Plan, forerunner of the area technical school 
which is under discussion today. Under this high school plan students 
from area schools, who lack vocational facilities in their home schools, may 
spend their two-week shop time at W. T. I. and receive their related classroom 
studies in their respective schools. 

In 1946 Unit No. 6, a reconverted industrial plant, was officially opened, 
bringing the total school acreage to more than 30. This is exclusive of a 
large hangar and aviation shop at the local airport and a farm at nearby 
Muncy, which has been used since 1946 to train agriculture students. The 
aviation shop, started in 1942, was the first in the country to be erected at 

an airport. 

Rural Electric Cooperatives in Pennsylvania, looking for a job-training 
and safety program, turned to W. T. I. for assistance. Ever alert to such 
demands the school set up a program and has provided, since 1947, a full- 
time itinerant instructor who visits each cooperative and conducts classes 
in first aid, accident prevention, and job training. 

Feeling a need for a new, more practical method of vocational counsel- 
ing of rehabilitation clients and clients with limited educational or cultural 
backgrounds, the school began in 1951 its Vocational Diagnostic Program. 
Under this program, the only one of its kind in the country, a client is en- 
rolled at the school for a four-week period. During this time he is guided 
and counseled in his effort to make an occupational choice. The most 
important phase of the program, and the reason' it is now gaining nation- 
wide interest, is the job-trial method used. With the unlimited facilities 
of the school at his disposal, the client is able to spend two weeks in various 
shops and thus test his ability and interest under real, rather than imagined 


One of the first groups to make use of this program, along with state 
bureaus of rehabilitation, was the United Mine Workers. Through ar- 

rangements with the UMWA Welfare and Retirement Fund in 1951, 
handicapped miners or their dependents are provided with an integrated 
medical, vocational diagnostic, and training service. 

The Pennsylvania State Council for the Blind entered a pilot case in 

1952 and since that time has made extensive use of this program which has 
produced such favorable results. 

Upholding its principle that vocational education shoud fit itself to the 
needs of the individual, the work-experience program was initiated in 1952. 
Under this program any seventh or eighth grade student, who is age 15 or 
older, can enter the Williamsport Technical Institute to learn a trade through 
shop training; academic subjects meet the minimum requirements. Upon 
successful completion of his course, the student receives a high school 

The fame of the Williamsport Technical Institute as an outstanding 
vocational center has spread beyond the borders of the United States. In 

1953 the school was officially approved for the training of foreign students, 
although several nations were represented on the rolls prior to this. Edu- 
cators from many foreign countries have enrolled at W. T. I. to study our 
methods of vocational education in an effort to set up similar centers in their 
own countries. 

The most recent demand for trained manpower that W. T. I. has met 
is in connection with the Industrial Development Committee of the Wil- 
liamsport Chamber of Commerce, which was set up in 1956 to draw new 
industry to the city. The decision of several companies to re-locate here 
has been attributed to a great extent to the availability of trained workers 
from the local Institute. Special courses of study have been geared to 
meet the specific demands of these companies. 

With such developments as these the Williamsport Technical Institute 
under the leadership of Kenneth E. Carl, who succeeded Dr. Parkes in 1952, 
is continuing to make its important contribution of furnishing practical voca- 
tional training to meet the needs of the day. 


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