Three years had elapsed since Pennsylvania had established and opened, for her soldiers' orphans, institutions which were designed to afford home culture and home comforts, as well as opportunities for acquiring the rudiments of an English education. These institutions thus far had been confined to the southern and eastern sections of the State. The Act of 1867 provided that one school, at least, might be located in each of the twelve normal school districts. With the new Act, further regulating the management and organization of these schools, came a new administration full of vigor, and apparently desirous to extend their benefits to the greatest possible number.

The counties of the north-western section of the State that had contributed so liberally of men and means for the late war, were now asking that the orphans of their deceased soldiers be provided for. In compliance with this demand, the Superintendent, during the summer and fall of 1867, visited this section of the State, to hear and receive propositions relative to the opening of a new school. Among the places visited was Titusville; and here, in this metropolis of the "great oil region," he received a hearty welcome from a thoroughly earnest, enterprising, and intelligent people. Suitable buildings were offered, and a meeting of the citizens was called and held during his visit, and so pleased was he with the sentiments there expressed, and with the patriotism and magnanimity of the people, that he at once decided that at Titusville should be located the soldiers' orphan school of the "advanced grade" for the twelfth normal school district, composed of the counties of Crawford, Erie, Lawrence, Mercer, and Venango.

Gurdon S. Berry, Esq., accepted the proffered trust, and refitted and equipped buildings which had been erected a few years previous for hotel purposes, but the decline of the "oil trade" rendered them unprofitable. They were large and well adapted to the purpose, and supplied with modern conveniences for heating, cooking, and bathing. Early in December, 1867, the buildings, with ample accommodations for three hundred, were open for the reception of pupils.

The sympathies and energies of the proprietor were thoroughly enlisted in the work he had undertaken, and relying upon the fulfillment of promises made by State officials, that the school should at once receive the "maximum" number authorized to be admitted to institutions of the "advanced grade," all appointments and arrangements were made for the reception and entertainment of a full school. But the promises of this "full school" vanished like bubbles in the air. Hoping for the promised number was patient hope long deferred. Weeks and months come and go, and lengthen into weary years, and that "maximum" is not reached.

The close of the first quarter, ending February 28, 1868, about seventy-five pupils were enrolled. The close of the first year, ending November 30, 1868, one hundred and fifty-three pupils were in school. The second year, ending November 30, 1869, showed an average attendance of one hundred and fifty-two pupils. We give these facts, without further comment, in illustration of the above statement.

In the organization of the school, the design was to make it first-class in all its appointments, and it was at all times under the immediate and direct supervision of an experienced and practical teacher. The advantage and wisdom of such a course was fully exemplified in the results obtained during the brief existence of the institution.

The Titusville School opened several years later than many others of the same grade; but the records of official examinations show, though youngest of the "advanced schools," it occupied a front rank in scholarship, discipline, and completeness of organization. The Principal being thoroughly acquainted with the management of the soldiers' orphan schools from actual service therein, comprehending the wants of the schools and the design of the State, lost no time in experimenting on ideal vagaries. In the supervision of the school the teacher had his special work, and was not required to labor outside of school hours, to the deprivation of proper recreation and relaxation to such an extent as to unfit him for his school-room duties.

It is proper here, as a matter of justice, to name some of those who gave efficient aid in the several departments of the institution, and whose names will recall many pleasant reminiscences and bring to memory scenes and incidents of other days. Among the teachers we recall the names of Miss Sarah P. Kidder, Miss Mary E. Bradley, Miss Rebie Coates, Miss Ellen S. Preston, Miss Florence J. Mattison, Miss Victoria Mattison, Misses Etta and Emma McCrillis, Mr. Samuel Grumbine, Mr. Gurdon G. Sill, Mr. E. J. Hayes, Mr. Wm. D. Weaver, Mr. J. R. Spiegel, Mr. A. G. Owen, Mr. B. D. Rowlee, Mr. J. P. Benford, and Mr. A. C. Schoolman (blind), teacher of music. In the household department the names of Mrs. C. M. Yeager, Mrs. Shutt, Mrs. C. M. Heath, Mrs. Shepardson, Mrs. Mary Reed, Mrs. Schott, Mrs. Gardner, Mrs. Eakin, Miss Jane McCutchen, Mrs. Toby, and Mrs. Jane Demming, are familiar to hundreds of soldiers' orphans. In the boys' department, the names of Geo. H. Sill and Capt. H. F. Spicer were familiar as household words. The names of some are probably omitted. If so, the orphan children will quickly supply them as they scan these pages, and, although not recorded here, their little acts of kindness, we trust, may have given them a place in their hearts.

The instruction afforded in this school was of a superior character from the date of its organization, as its recorded list of experienced teachers for the whole time shows. The teachers employed were, as a general thing, graduates of a college or normal school, or those who had acquired a professional standing in their vocation. During the school year closing May 31, 1873, the cost of instruction was $3,000, besides board, rooms, fuel, lights, and washing for teachers employed. In the early years of the institution, promises of large increase in numbers were relied on to justify such expenses as cited above, and it was deemed necessary to make them in order to place the school on a high grade of merit and usefulness, and it was difficult to reduce such expenses without lowering the tone of instruction and disappointing prospects of promising pupils.

This is but one of the many instances which serve to illustrate the manner in which the private interests of the Proprietor were subordinated to the growing wants of the school.

The whole number of pupils admitted to the Titusville School from the time it opened, in 1867, until its close, in September, 1873, was four hundred and forty-one. Of this number two hundred and fifty-three were boys and one hundred and eighty-eight were girls.

From the opening of the school until the spring of 1872, it was under the direct supervision of Prof. Joseph N. Beistle as Principal. In the spring of 1872, Mr. Berry, the Proprietor, relinquished the practice of law and assumed direct charge as Principal, which duties he performed until the autumn of 1874, when a portion of the buildings was destroyed by fire, and the school suspended operations. Owing to this fact, it is not possible to give an engraving of the buildings and grounds.

Pennsylvania's Soldier's Orphan School by James Laughery Paul, Chief Clerk of the Department of Soldiers' Orphan Schools, 1877, pages 396-399.