THE YOUNG LADIES COLLEGIATE
INSTITUTE - HOWLAND SCHOOL
From
YESTERYEARS
Vol. 20, No. 79, Spring 1977
Katharine E. Cook and A. Day Bradley
The Young Ladies Collegiate Institute, at Union Springs,
later called the Howland School was an institution for the
"thorough moral, intellectual and religious training of young
women." It was founded in 1863 by Robert Bowne Howland and
in 1867 financial support was given by the trustees of the fund
bequeathed by George Howland, Sr. of New Bedford. George
Howland, Sr. (1781-1852), wealthy Quaker of New Bedford had
large holdings in Union Springs and was interested in the
development of this area as a commercial and shipping center.
He was also much concerned for the advancement of education
and in his will left $50,000 for the establishment of the school
in
Cayuga County and $15,000 to Haverford College, at Haverford,
Pennsylvania.
Robert Bowne Rowland and Charles W. Howland, Sons of
George Rowland, Sr. settled in Union Springs in 1847 and were
duly "received in membership by Scipio Monthly Meeting on
certificate from New Bedford Monthly Meeting." Robert
Howland was at first superintendent and then president of the
school from 1863 to 1876. Henry Hartshorne of Haverford was
president from 1876 until its close about 1881.
The former property of Philip Winegar at Cayuga and Park
Streets in Union Springs was purchased in 1863 for $6,000 from
Slocum Howland. In the same year additions to the building
were made for a gymnasium and public hall. In 1873 there was a
proposal to move the school to Rochester which was not
adopted, but at this time extensive additions were made to the
buildings. After the close of Rowland School the building was
used during the 1880's as a sanitarium. In later years it was
used for a variety of purposes and was torn down in 161.
In 1874 Governor Dix vetoed a bill of the Legislature which
would have incorporated Rowland School. The Governor in-
dicated that the Regents of the State of New York had full
authority in the matter of incorporation. The records of the
Regents in the New York State Education Library make no
mention of further attempts at incorporation and do not show
any connection with the State education authorities.
A prospectus of the Young Ladies Collegiate Institute dated
2nd month 22nd, 1864, in the private collection of Mrs. Marco
Hecht, of Union Springs, states the objectives which were
emphasized in succeeding catalogues.
"Instead of bringing all (students) to an exact rule each will
be educated as health, peculiar talent, and her prospects in
life may make advisable. Especial attention will be given to
the development of an ability, to teach and converse well,
and the reading of distinct topics will be regularly required
with a view to oral narration and discussion. A Model In-
fant School and a more Advanced Class of young children
are maintained for the advantage of the Normal Scholars."
The 1869-70 catalogue emphasized again the importance of the
Primary Department.
"The Primary Department has always been an interesting
feature of the School owing to the introduction of the Ob-
ject Lessons, and the opportunity for Normal Practice, the
pleasant social influence of the bright little faces, and the
culture they receive from the Society of Teachers and the
older Scholars."
The original library "selected under the most favorable
auspices" was valued at $4,000. Storke's History of Cayuga
County says that the library in 1879 contained reproductions of
the paintings at Versailles in sixteen folio volumes valued at
$2,000.
Students elected a Modern Language or Classical or Scien-
tific Curriculum. Each course of study contained a solid core of
required subjects; Cicero and Horace, five courses in science,
algebra, geometry, spherical trigonometry, and course in
literature, history and ethics. In the scientific course French,
German, mathematics through the calculus, as well as courses
in Zoology, Botany, Geology and Astronomy were required. The
Classical course included White's Greek Lessons, Xenephon's
Anabasis, Livy, Quintillian, Tacitus, the Iliad, Juvenal, Plato,
Demosthenes, Sophocles and Aeschylus. The modern language
curriculum emphasized French and German.
Modern tendencies were not limited to the "Model Infant
School for the advantage of the Normal Scholars." The 1876-77
catalogue stresses experimentation and observation in the
science course. The telescope and microscope made by R. B.
Tolles of the Boston Optical Company were standard equip-
ment.
"All the important principles (of natural philosophy) are il-
lustrated by experiment.... Students are thus enabled to
confirm by actual observation much of what is learned from
the text books.... Chemistry is studied in the laboratory.
Each student is provided with the necessary apparatus and
performs the entire course of experiments for herself..
The Upper Devonian and Lower Silurian formations of the
vicinity, with the adjacent quarries of gypsum and
limestone afford ample facilities for the study of Geology."
In the classical curriculum "the important etymological rela-
tions of the Greek and Latin languages to our own language are
carefully pointed out.... Instruction is given in Hebrew when
desired, and an acquaintance with both the Old and New Testa-
ments, in the original languages, is encouraged and promoted."
Modern language instruction was not confined to the
stereotyped method of translation.
"A Plauderstunde (talking house) is held once a week. At
one of the tables in the dining hall German is the only
language spoken, and at another French. . . . The Professor
and students in French hold a Classe de Conversation one
evening a week."
Attention to physical culture had a modern ring even if ex-
pressed in quaint language.
"A spacious and well ventilated gymnasium is connected
with the main building, and made comfortable in the coldest
weather. Each day the students take exercises, consisting of
calisthenic drill with rings, wands, dumb-bells, bean bags
and free motions, interspersed with various marches and
runnings, keeping time with the drum and piano.. . . The
School has also been equipped with Ingersoll's best Yawls,
and during the boating season, clubs are formed for those
who desire instruction in rowing. Cayuga Lake at this point
affords unequalled facilities for this popular exercise."
The hoped for effect of physical culture was that "instead of be-
ing pale, feeble and exhausted at the close of a year, the stu-
dents return to their homes much improved in grace, strength
and physical endurance.
The initial charge was $200 per year for boarding students,
this was gradually increased to more than $300. For the year
1877-78, unlike the present tendency, charges were reduced as
follows, "on account of the present financial depression."
Board and Tuition per year.....................350.00
Day Scholars.............................................66.50
Crayon per year.........................................57.00
Vocalization..............................................57.00
Music.........................................................70.00
Boating, fall and spring term, each..............2.00
Rowland School was under the control of members of the
Society of Friends. The first president was Charles Atherton of
Philadelphia. Robert Rowland was listed as superintendent or
as president until 1876 when he was succeeded by Henry
Hartshorne of Haverford, Pennsylvania. Most of the members
of the Board of Trustees were brothers or brothers-in-law of
Robert Rowland. In view of this Quaker background com-
pulsory attendance at First Day (Sunday) and Mid-Week
Meetings for Worship might well have been expected. There
was no requirement of this kind, but students were expected to
attend church services selected by themselves or their parents.
The testimony of the Friends against music and art had waned
by the decade of the 1860's and Rowland School provided in-
struction in "penciling, oil painting, crayoning, vocalization and
(instrumental) music. Quaker influence is evident in the
General Remarks of the 1876-77 catalogue.
"The design of the School is to develop such a tone of public
sentiment among its students as shall obviate the necessity
of the exercise of authority in its coercive form, and create
an atmosphere in which a thirst for knowledge and a desire
to do right shall be the ruling influence. This can only be
brought about in a School where Teachers and Scholars are
thrown into close association."
Another testimony of the Society of Friends was implemented
in 1869 when Emily Rowland arranged for black girls from her
school in Arcadia, Virginia to be educated at Rowland School.
Emily Howland (1827-1929) in the course of her long life
worked for the improvement of the freedmen, for woman
suffrage, for temperance and peace, and built, equipped and
subsidized a school for her community.
The number of graduates of Rowland School was never
very large. The 1877-78 catalogue lists 35 alumnae of the classes
of 1866-1877. The geographical distribution is not without in-
terest.
Illinois........................3
Iowa...........................1
Kansas.......................2
Maryland...................2
Michigan...................2
Minnesota.................1
New York...............23
North Carolina..........1
Of course not all students completed the college course. In 1869-
70 there were 65 enrolled in the college department.
Illinois.......................1
Iowa..........................1
Michigan...................4
New York................52
Ohio..........................3
Pennsylvania.............3
Rhode Island.............1
The diploma of Mary Richardson, a graduate of the science course in 1867, is in the collection of Mrs. Hecht. This diploma is signed by Robert and Susanna Rowland and six members of the
Faculty; William J. Beal, S. B., A. M., Natural Sciences; C. A.
Comstock, History and Literature; A. Maasberg, Ph. D., Greek,
Latin & German; A. Picard, Maitre de Francais; D. Sat-
terthwaite, A. M., Mathematics; Charlotte Crocker, Drawing
and Painting. In 1869-70 the Faculty of the collegiate depart-
ment numbered fifteen; Robert B. Rowland, President; James
Beal, S. B., A. M., natural science; Alexandre Picard and
Adelaide G. Latimer, French; Daniel Satterthwaite, physics and
astronomy; Zaccheus Test, A. M., M. D., Greek, Hebrew and
German; Charlotte Crocker, penciling, crayoning and piano
forte; Gertrude L. Stoner, vocalization; Sarah H. Gifford, oil
painting; Caroline Amelia Comstock, history and english
literature; M. Helene Rogers, gymnasium. In 1877-78 two
graduates were members of the Faculty; Florence Baldwin,
Union Springs, Class of 1876, classics and mathematics; and
Emma V. Hadley, of Lawrence Kansas, Class of 1875, history
and calisthenics.
The career of Robert Bowne Howland (1826-1916), founder
and president, is of more than passing interest. After his
graduation from Haverford College in 1843 he was abroad for
some years. He was in Union Springs from 1847 to 1876. He and
his wife, Susanna Robinson (1826-1905) spent the years 1876
and 1877 in Paris. In 1905 they came to New York City and in
1912 Robert moved to Pleasantville, New York, transferring his
membership to Chappaqua Monthly Meeting. In the Chappaqua
Friends Burial Ground there is a simple memorial to Robert
and Susanna erected by his students. Shortly before his death
Robert Howland completed a translation of the eight volume
work of Edmond Dehoulte de Pressense, Histoire des trois
premiers sicles de'l Eglise chretienne , Paris, 1858-1877.
Henry Hartshorne (1823-1897) followed Robert Howland as
president. He and his family were members of Scipio Monthly
Meeting from 1876 until "1st month 19th, 1881" when they were
given a certificate transferring their membership to
Philadelphia. Henry Hartshorne graduated from Haverford in
1839 and received an M.D. from the University of Pennsylvania
in 1845. He had an extraordinary career. He was active during
the cholora epidemics in Philadelphia in 1849 and in Columbia,
Pennsylvania in 1854. After the battle of Gettysburg he at-
tended the wounded on the battlefield. He held professorships
at Philadelphia College of Medicine, Pennsylvania College (now
Gettysburg College), University of Pennsylvania, Womens
Medical College, Pennsylvania College of Dental Surgery,
Haverford College and Girard College. He wrote on medical
topics and was editor of the Friends Review. His death occurred
in Tokyo where he had gone to further missionary work. He left
his professorship at the Women's Medical College to become
president and professor of mental and moral philosophy,
physiology and hygiene at Howland School.
The last reference to Howland School which has been found
is an announcement of the opening of the fall term in the Union
Springs Advertiser of September 8, 1881. In 1882 Emily
Howland purchased the equipment of Howland School for the
school which she built. Howland School certainly deserves a
small niche in the history of higher education for women. Its
founding followed that of Mt. Holyoke 1837, and Vassar 1861,
but preceded the founding of Wells 1868, Smith 1875, Wellesley
1875, Radcliffe 1879, Bryn Mawr 1885, and Barnard 1889.
Perhaps its epitaph should be the statement in the obituary of
Robert Rowland by John Cox, Jr., "The School was a financial
failure, but an educational success.'~
BIBLIOGRAPHY
Catalogues of Howland School
1868-69 New York Historical Society, New York City
1869-70 New York State Education Library, Albany
1876-77 Haviland Records Room, New York City
New York State Education Library
1877-78 New York State Education Library
Collection of Mrs. Marco Hecht, Union Springs
Prospectus of the Young Ladies Collegiate Institute of Union
Springs, signed by R. B. Howland 2nd mo. 22nd, 1864.
Diploma of Mary Richardson, Class of 1867.
(Mrs. Hecht is a great-great granddaughter of Philip Winegar)
Newspapers - Office of the County Historian, Auburn
Auburn Advertiser Union Nov. 14, 1863, p. 4
Auburn Daily Bulletin: March 24, 1873, p. 4; April 17, 1873, p.
4; June 9,1873, p.
4; June 21, 1873, p. 4; Oct. 3, 1873, p. 4; April 23, 1874, p. 4.
Union Spring Advertiser: Oct. 2, 1879, p. 2; May 6,1880, p. 6;
June 24, 1880, p. 7;
July 8, 1880, pp. 2, 6; June 16, 1881. p. 6; Sept. 8, 1881, p. 6;
Jan. 5, 1882, p. 2.
Howland Family
A Brief Geneaolgical & Biographical History of Arthur, Henry & John Howland and Their Descendants. Franklyn Howland, New Bedford, 1885. pp. 206-208. MSS. Minutes of Scipio and Chappaqua Monthly Meetings. Haviland Records Room. The Howland Heirs, being the Story of a Family Fortune and the Inheritance of a Trust Fund established for Mrs. Hetty H. R.
Green. William M. Emery, Genealogist for the Howland Trustees, New Bedford, 1919.
pp. 192-3, 198-9, 438. George Howland, Sr. Quaker Biographical Dictionary, Haverford College Obituaries of Robert Howland, Friends Intelligencer, Vol. 73 (1916), p.654; The American Friend Vol. 4, New Series (1916), p. 763. The World of Emily Howland, Judith Breault, Les Femmes, Milbrae, California, p. 105. Emily Howland (1827-1929) An Unforgettable Person, Bessie M. Cudworth and Miles R. Jacobs, privately printed, n. d.
Henry Hartshorne
Dictionary of American Biography, Vol. 8, pp. 368-9
The Friend (Philadelphia) Vol. 34 (1897), p. 123.
Local Histories
History of Cayuage County, New York, Elliott Starke assisted by James H. Smith, Syracuse, 1879, p. 369.
Bicentennial History of Springport and Union Springs, New York. Bicentennial Committee, Union Spring, 1976, pp. 62-3.