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4
ENGLISH IN ACTION THIRD

THIRD EDITION
EDITION
BARBARA H. FOLEY
ELIZABETH R. NEBLETT
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
i-viii_05978_EIA_SB_4_FM_ptg01.indd 1 06/09/18 12:53 pm

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English in Action Level 4 Third Edition copyright owner.
Barbara H. Foley, Elizabeth R. Neblett
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Print Number: 01 Print Year: 2018

ACKNOWLEDGMENTS
The authors and publisher would like to thank the following reviewers and advisory panel members:
Karin Abell Christopher Kilmer
Durham Technical Community College, Durham, NC Emily Griffith Technical College, Denver, CO
Angela Addy Eileen Krai
Passaic County Community College, Passaic, NJ Bucks County Community College, Newtown, PA
Beth Anglin Caron Lieber
Bucks County Community College, Newtown, PA Palomar College, Fallbrook, CA
Irma Baack Mayra Lopez
Harper College, Schaumburg, IL MiraCosta College, Oceanside, CA
Teresita Bautista Melissa Lutz
Paramount Adult Education, CA University of Arkansas Cossatot Community College, De Queen, AR
Rod Bennett Diann Mandile
Emily Griffith Technical College, Denver, CO Emily Griffith Technical College, Denver, CO
Anne Bertin Cheo Massion
Union County College, New Jersey College of Marin, Kentfield, CA
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Montgomery College, Rockville, MD Union County College, New Jersey
Carlo Buzzi Gregor Mieder
North Shore Community College, Danvers, MA Metropolitan State University, Denver, CO
Julia Cantu Susan Moser
MiraCosta College, Oceanside, CA Portland Community College, Portland, OR
Fang Chen Susana Murillo
Central New Mexico Community College, Albuquerque, NM Palomar College, San Marcos, CA
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Andre DeSandies Claudia Pena
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Lois Eisenber Dinah Perren
Bucks County Community College, Newtown, PA Palomar College, Oceanside, CA
Linda Foster Kandyce Pinckney
Hillsborough County, FL Emily Griffith Technical College, Denver, CO
Tracy Fung Howard Pomann
Palomar College, San Marcos, CA Union County College, New Jersey
Litsa Georgiou Nicole Powell
Union County College, New Jersey SUNY Orange, Bloomingburg, NY
Deborah Greene Tami Richey
Sharon Technical College, Hollywood, FL Palomar College, San Marcos, CA
Jill Harold Julie Roberts
University of North Texas, Denton, TX Georgia Piedmont Technical College, Doravilla, GA
Harriet Hirschfeld Christi Stilley
Bucks County Community College, Newtown, PA CARIBE Refugee Program, Tampa, FL
Katherine Hiscock Gail Voorhes
Portland Adult Education, Portland, ME Palomar College, Ramona, CA
Lorraine Hromalik Huaxin Xu
Bowers/Whitley Adult Community School, Tampa, FL Union County College, New Jersey
Liz Hughes Rochelle Yanike-Hale
Rosie’s Place, Boston, MA Portland Adult Education, Portland, ME
Dawn Humphry Beth Zarret
University of Arkansas Cossatot Community College, Nashville, AR Bucks County Community College, Newtown, PA
Kim Johnson Miriam Zemen
Palomar College, San Marcos, CA Montgomery College, Silver Spring, MD
Acknowledgments iii

CONTENTS
Unit Goals Active Grammar
Talking about Your School / College Simple Present: Statements

1 Talking about School Facilities Simple Present: Yes / No Questions
Talking about Routines and Daily Schedules Simple Present: Wh- Questions
EDUCATION Talking about Your Classes Present Continuous: Statements
PAGE 1 Present Continuous: Questions
Non-action Verbs
Talking about the Past Simple Past

2 Comparing Life Today and Life in the Past Simple Past of Be
Past Continuous: Statements and Questions
COLONIAL TIMES Used to
PAGE 17 Simple Past: Questions
Who Questions in the Past
Talking about Future Plans Future with Be Going to: Statements

3 Making Offers and Promises Future with Be Going to: Questions
CHANGING Making Predictions Present Continuous with Future Meaning
Future with Will: Statements
LIFESTYLES Future Time Clauses
PAGE 33
Reading Traffic Signs Must / Must not

4 Discussing Traffic Rules Have to / Doesn’t Have to / Don’t Have to
Talking about Rules at Work Can / Can’t
DRIVING Describing Abilities Could / Couldn’t
PAGE 49 Talking about Driving Should / Shouldn’t
Expressing Opinions and Warnings Had Better / Had Better not
Talking about Leisure Activities Yes / No Questions Review

5 Understanding and Creating Graphs Questions with Who and Whose
Who Questions: Present and Past
LEISURE ACTIVITIES Questions with How
PAGE 65 Tag Questions
Questions: Past, Present, and Future
Talking about Traveling May and Might for Possibilities

6 Making Inferences Must for Inferences
Expressing Suggestions and Preferences Could for Suggestions
TRAVEL Would Rather and Would Prefer to
PAGE 81 Modals Review
Talking about Sports Present Perfect Continuous

7 Describing Lengths of Time For and Since
Present Perfect Continuous: Yes / No Questions
SPORTS Present Perfect Continuous: How long Questions
PAGE 97
iv Contents

Listening / Pronunciation Reading and Writing English in Action
Pronunciation: Linking: do you Informational Text: New Jersey Institute of Completing a College Application
The Big Picture: The University of Texas at San Antonio Technology (NJIT)
Writing Our Stories: A School Schedule
Pronunciation: Used to Visitor’s Guide: Plimoth Plantation Giving a Presentation

The Big Picture: Benjamin Franklin Writing Our Stories: A Historic Place
Pronunciation: ’ll Informative Article: Empty Nesters Finding a New Home

The Big Picture: After the Baby Comes Writing Our Stories: My Goal
Pronunciation: Can / Can’t A Multiple-Choice Test: The Written Driving Test Car Maintenance
Pronunciation: ’d Better / ’d Better not Writing Our Stories: An Opinion
The Big Picture: Getting a Driver’s License
Pronunciation: Tag Questions Informational Text: Community Gardening Reading Bar Graphs
The Big Picture: A Trip to Vancouver, Canada Writing Our Stories: A Favorite Hobby
Video: Urban Gardening
Pronunciation: ’d Rather / ‘d Prefer Travel Guide: A Visit to Argentina Security at the Airport
The Big Picture: Planning a Vacation Writing Our Stories: A Dream Vacation
Pronunciation: ’ve Been / ’s Been Historical Article: The World Cup Common Sports Injuries
The Big Picture: A Soccer Game Writing Our Stories: A Popular Sport
Video: Soccer Brings the World Together
Contents v

CONTENTS
Unit Goals Active Grammar
Talking about Life Changes from the Past to the Present Perfect Simple: Statements
8 Present Present Perfect Simple for the Recent Past
Discussing Surprising News Already and Yet
LIFE EVENTS Contrast: Present Perfect Simple, Present Perfect
PAGE 113 Continuous, and Simple Past
Discussing Careers How long and How many

Present Perfect Simple for Repeated Actions
9 Talking about Job Skills and Performance
Ever and Never
Understanding a Job Description
JOB PERFORMANCE Present Perfect Simple: Word Order
Contrast: Present Perfect Simple and Present
PAGE 129 Perfect Continuous
Contrast: Simple Past and Present Perfect Simple
Talking about Regrets Should have for Regrets

10 Discussing Expectations and Possibilities Should have for Expectations
REGRETS AND Making Inferences May have, Might have, Could have for Past
Expressing Empathy Possibilities
P OSSIBILITIES Must have for Inferences
PAGE 145 Must have for Empathy
Reading Maps Simple Present Passive

11 Discussing Businesses and Industries from Simple Present Passive: Wh- Questions
BUSINESS AND Different States and Countries Simple Present Passive with By
Talking about Companies and Their Products
INDUSTRY Describing Processes
PAGE 161
12 Talking about Inventions Simple Past Passive

TECHNOLOGY: Talking about Technology
Expressing Opinions
Active vs. Passive
Simple Past Passive with By
YESTERDAY AND Other Passive Forms
TODAY
PAGE 177
Talking about Different Types of Music Relative Clauses with Who and Which
13 Talking about Musicians Relative Clauses with Whom and Whose
Describing Musical Preferences Relative Clauses with That
MUSIC Relative Clauses with When and Where
PAGE 193 Review of Relative Clauses
Talking about the Naturalization Process Verb + Infinitive

14 Discussing the Experience of Living in a New Verb + Object + Infinitive
BECOMING A Country Be + Adjective + Infinitive
Expressing Opinions about Political Issues Verb + Gerund
CITIZEN Talking about Political Campaigns Preposition + Gerund
PAGE 209
GRAMMAR SUMMARY PAGE 225 SPELLING RULES PAGE 245 STUDENT TO STUDENT EXERCISES PAGE 246
DICTATION PAGE 247 US MAP PAGE 248 WORLD MAP PAGE 249
vi Contents

Listening / Pronunciation Reading and Writing English in Action
Pronunciation: Stress for Clarification A Family Newsletter: The Navarros in the News Greeting Cards
Pronunciation: Surprise Intonation Writing Our Stories: A Newsletter
The Big Picture: Gossip
Pronunciation: ’ve / ’s Informational Text: The Changing Workforce Performance Evaluations

The Big Picture: Job Performance Writing Our Stories: A Future Career
Video: The Dogist
Pronunciation: Must have / Might have / Could have Informative Article: Language and Cultural Taking Notes
Pronunciation: Sentence Stress Programs
Pronunciation: should have / shouldn’t have Writing Our Stories: Regrets
The Big Picture: In the Counselor’s Office
Pronunciation: Stress in Word Forms Informative Article: A Renewable Energy Source A Research Assignment
The Big Picture: T-shirts: From the Field to Writing Our Stories: Business and Industry in My
Your Closet Country
Pronunciation: Compound Nouns Informative Article: Cellphones in the Workplace Cellphone Policies
The Big Picture: Shopping Technology Writing Our Stories: A Complaint Email
The Big Picture: The History of Country Music Historical Article: Music and New Orleans Doing Online Research
Writing Our Stories: A Biography
Video: Celebrating Mardi Gras in
New Orleans
Pronunciation: Word Stress A Multiple-Choice Test: The Naturalization Test The Naturalization Test
The Big Picture: Running a Campaign Writing Our Stories: Political Platforms
Contents vii


UNIT 1
EDUCATION
AT WORK Discuss work schedules, daily

habits, and being late
ACADEMIC Collect and record information
from classmates; identify and recall key facts;
scan a text for important information; illustrate
statements with examples; check texts for
grammar and formatting
CIVICS Identify different types of courses
Students study in the 180-seat
and services available at a college or university;
Grand Reading Room, part of the Joe complete a sample college application
and Rika Mansueto Library at the
University of Chicago.
001-016_05978_EIA_SB_4_U1_ptg01.indd 1 06/09/18 3:10 pm

A Look at the pictures and answer the questions.
a. c.
b. d.
1. Which classroom is most similar to a high school classroom in your native country?
2. Which classroom is similar to your current classroom?
3. Which classroom has the most students?
4. Which classroom has the fewest students?
5. Which classroom looks the most casual?
6. Which classroom looks the most formal?
B Work in groups. Discuss typical classrooms in your native countries. Ask and answer the questions.
1. How many students are in a classroom?
2. Do students wear uniforms?
3. How do students sit? Do they sit in rows, in groups, or in a circle?
4. What does the teacher usually do?
5. What objects do students often use in the classroom?
2 Unit 1

C ACADEMIC LET’S TALK. Work in groups. Ask and answer questions about your current school
and complete the chart. Then, discuss two more places in your school.
A: Does our school have a director’s office? C: Where is it?
B: Yes, it does. D: It’s on the first floor, near the entrance.
Does our school have

Place Where is it?
?
1. a director’s or principal’s office
2. a teachers’ room
3. a bookstore
4. a library
5. a counselor’s office
6. a learning center or tutoring center
7. a computer lab
8. a cafeteria
9. restrooms
10. a gym
11. a student center
12. a study room
13. a dormitory
14. a copy room for students
15.
16.
Education 3

ACTIVE GRAMMAR Simple Present: Statements
I The simple present can be

study
You used to describe everyday
do not study
We activities, habits, and
don’t study
They repeated actions.
English.
studies
He
does not study
She
doesn’t study
works.
It does not work.
doesn't work.
A ircle the correct forms of the verbs to make true statements about high school in your
C
native country.
1. The school year begins / doesn’t begin in September.
2. The school day starts / doesn’t start at 8:30 a.m.
3. Classes meet / don’t meet on Saturdays.
4. High school students choose / don’t choose some of their own courses.
5. Students write / don’t write their papers on a computer.
6. Students study / don’t study with students of the same ability.
7. Most students work / don’t work after school.
8. Students wear / don’t wear uniforms.
B omplete the sentences about high school in your native country. Use the correct forms
C
of the verbs.
1. Teachers (move) move / do not move /don’t move from classroom to classroom.
2. Students (call) their teachers by their first names.
3. Teachers (wear) jeans in class.
4. Teachers (sit) on their desks during class.
5. There (be) after-school programs for students.
6. Families (pay) for textbooks.
7. The teachers (give) many tests.
8. There (be) homework every night.
C LET’S TALK. Work in groups. Read the statements in Exercise B. Discuss your answers.
4 Unit 1

ACTIVE GRAMMAR Simple Present: Yes / No Questions
I Yes, you do. No, you don’t.

you Yes, I do. No, I don’t.
Do walk to school?
we Yes, we do. No, we don't.
study in the library?
they Yes, they do. No, they don’t.
work?
he Yes, he does. No, he doesn’t.
Does
she Yes, she does. No, she doesn’t.
More information in Appendix A.
A L isten to Sophie and Lizzy, two college roommates. Complete the questions with Do or Does. Then,
answer the questions. 2
1. Does Sophie take all of her courses in the morning? Yes, she does.
2. you take your English class in the morning?
3. Sophie keep her side of the room neat?
4. Sophie get up early?
5. you get up early?
6. Sophie study in the room?
7. you study in your bedroom?
8. Lizzy and Sophie have the same schedule?
9. Lizzy keep her side of the room neat?
10. you keep your home neat?
11. Lizzy hand in all her papers on time?
12. you hand in your homework on time?
B LET’S TALK. Work in groups. Are you more like Sophie or Lizzy? Explain why.
Education 5

ACTIVE GRAMMAR Simple Present: Wh- Questions
I studies English? ho takes a singular verb

W
What
when it asks about the subject.
Where you Who goes to work?
do Who speaks English?
When we lives nearby? When who asks about the
study?
Why they object, the verb can be
How he More information in Appendix A. singular or plural.
does Who do you visit?
How often she
Who does she call?
A ACADEMIC LET’S TALK. Work in small groups. Interview each other about your daily schedules
and habits. Then, write one more question to ask your group.
Questions You Partner 1 Partner 2

1. What time do you get up?
2. W
hat time do you leave for school?
3. H
ow do you get to school?
4. How long does it take to get to school?
5. When do you do your homework?
6.
B Pronunciation: Linking: do you Listen and repeat. 3
1. What do you do? 4. Where do you live?

2. Where do you work? 5. Why do you study here?
3. How do you get home? 6. What do you do on weekends?
C AT WORK Answer these questions about your classmates’ habits and schedules.
1. Who always arrives on time? 4. Who goes to work after class?
2. Who usually takes the bus? 5. Who usually asks questions in class?
3. Who often arrives late? 6. Who works on the weekends?
D Write three more questions using who. Then, ask a classmate your questions.
6 Unit 1

ACTIVE GRAMMAR Present Continuous: Statements
I am T he present continuous is often used to talk

You about an action that is happening now.
using a computer.
We are She is texting her friend.
(not) studying for a test. The present continuous can also describe a
They
sitting on a chair. temporary action.
He
is They are living in an apartment for now.
She (Meaning: They expect to move soon.)
A LET’S TALK. Work in groups. Write two sentences about each photo using the present
continuous. Make one of the sentences for each photo negative.
1. 3.
a. The students are not working in groups. a.

b. b.

2. 4.
a. a.

b. b.

Education 7

ACTIVE GRAMMAR Present Continuous: Questions
Am I am I studying?
Who is
you you cooking?
What studying?
Are we are we
working? Where reading? More information in Appendix A.
they they
Why eating?
he he
Is is
she she
A LET’S TALK. Work with a partner. Answer the questions about your class.
1. Are the students taking a test? 5. Is anyone using a dictionary?
2. Are they working together? 6. Are the students writing?
3. Are they speaking English? 7. Are the students drinking water?
4. Is the teacher helping the students? 8. Is the teacher writing on the board?
B Look around your classroom. Write answers to the questions.

1. Who is sitting next to the door?
2. Who is talking to the teacher?
3. Who is speaking another language?
4. What is the teacher doing?
5. Where are you sitting?
6. What are you wearing?
C L isten and write the questions you hear. Then, answer the questions. Your teacher will refer to
Appendix D.
1. Are any students eating?

2.
3.
4.
5.
6.
8 Unit 1

ACTIVE GRAMMAR
gets up
Non-action Verbs
appear have miss smell Non-action verbs are usually used in the
believe hear need sound simple present, not the present continuous.
belong know own taste Non-action verbs often show feelings, senses,
thoughts, or possession.
feel like prefer understand
He knows my name.
hate look see want
I miss my grandparents.
There are some exceptions, because some
verbs can show both action and non-action.
I’m having a cup of tea.
How are you feeling?
They’re seeing a movie.
A L ook at the picture and write sentences in your notebook. Use the words below and the simple
present or present continuous.
1. Students / like / to meet / the student center 7. They / (not) feel / stressed
Students like to meet at the student center.
2. They / need to relax / between classes 8. Lana and her boyfriend / watch / TV
3. Lee and Jamal / play / chess 9. Bill / look / bored
4. Some students / study / together 10. He / (not) like / reality shows
5. Some music / play / in the background 11. Two students / buy / pizza
6. Students / hope to pass / their exams 12. The pizza / smell / good
Education 9

THE BIG PICTURE The University of Texas at San Antonio
A ACADEMIC Listen to the description of the University of Texas at San Antonio. Circle the correct
answers and complete the notes. 4
UTSA is the largest university in

San Antonio, Texas.
1. Degrees: two year four year four year and graduate

2. Type of university: public private
WORD PARTNERSHIPS
3. Location: urban suburban rural
undergraduate
4. Number of undergraduate students: student
graduate
5. Students come from more than countries. associate’s
6. Number of graduate students: bachelor’s
degree
7. Number of faculty: master’s
doctoral
8. Application Checklist
a. Application fee: $ Online application available: Yes No
b. transcript
c. Official ACT or scores
9. Two possible majors:
10. Services available for students:
a. Academic help at the Center
b. A health clinic and counseling
c. Examples of student activities:
d. Orientation for and
10 Unit 1

B ACADEMIC Circle True or False.
1. The University of Texas at San Antonio (UTSA) is a large university. True False
2. UTSA is a private university. True False
3. UTSA has a graduate school. True False
4. The university has three campuses. True False
5. The main campus is downtown. True False
6. UTSA employs about eight hundred faculty. True False
7. Students pay $60 for the application fee. True False
8. Families attend orientation with their children. True False
C Listen and write short answers to the questions about the University of Texas at San Antonio. 5
1. No, it isn’t. 5.
2. 6.
3. 7.
4. 8.
D Complete the sentences with the simple present form of the verb.
1. The University of Texas (have) has many campuses.
2. Over 26,000 undergraduate students (study) at UTSA.
3. Future students (pay) an application fee.
4. A student (take) standardized tests before he or she goes to UTSA.
5. The Learning Center (have) tutors and counselors for the students.
6.
Many students (play) in music groups and (participate)
in international student organizations.
7. The university (give) the students free career counseling.
8. S tudents (go) to the employment service when they (need)
to find jobs.
Education 11

READING Informational Text
New Jersey Institute of Technology (NJIT)

New Jersey Institute of Technology (NJIT) is Average), four years of high school English, and
located in Newark, New Jersey, ten miles from two years of science, including one of a laboratory
New York City. It is a four-year public research science such as chemistry.
university focused on the fields of science, NJIT gives students the option of distance learning,
technology, engineering, and math, as well as allowing them to take some of their classes online.
architecture, design, and management. NJIT offers NJIT also offers many master’s degree programs and
both bachelor’s and graduate degrees.1. More than graduate certificates fully online. Online courses are
90 percent of its students come from New Jersey. designed for students who need flexibility.
The average age of entering students is 18.
In addition, NJIT offers many evening and early
In addition to an application, students who are morning classes. It also has summer and winter
interested in applying to NJIT need to prepare the sessions. Students who need extra preparation get
following materials for admission: special instruction, English as a second language
• the application fee; in 2018, the fee was $75 classes, or tutoring. Like many other colleges today,
• an official high school transcript of grades NJIT requires that each student have a computer. The
university offers good deals for students who need to
• official SAT (Scholastic Aptitude Test) or ACT buy computers and necessary software.
(American College Testing) scores; The average
SAT score is 1218 and average ACT score is 26. There are dormitories for students who prefer to
live on campus or who live too far away to commute.
• For non-US citizens, students must send Students can participate in many clubs, sports teams,
photocopies of visas or permanent resident cards. and organizations. For example, NJIT has a radio
The university requires interested students to have station and a video game club.
a strong math and science background. Students If you think you might be interested in NJIT, look
normally have at least a 3.0 GPA (Grade Point at its website, njit.edu, for more information. 6
The NJIT Campus Center has a cafeteria, bookstore,

computer lab, and game room, including a six-lane
bowling alley.
12 Unit 1

A ACADEMIC Scan the text to find the answers to the questions. READING NOTE
Scanning
1. Where is the school located?
When you are looking for
2. Does NJIT have graduate programs? specific information, it is a good
3. How much was the application fee in 2018? idea to scan, or read quickly.
Do not read every word. Look
4. What is the average SAT score for NJIT students? only for the answers to your
5. What is the grade point average of most NJIT students? questions. For example, if you
6. Can students get graduate degrees online? are looking for the number of
undergraduate students, look
for the word undergraduate.
B CIVICS Read the text. Then, underline and number the answers to the questions in the text.
1. What percentage of the students come from New Jersey?
2. Does the college accept foreign students?
3. What is distance learning?
4. Who takes online courses?
5. Does NJIT have classes in the summer?
6. What kinds of services are available for students who need more preparation?
7. What kinds of clubs and organizations can students join?
CULTURE NOTE
Most colleges and universities have websites that describe their programs, activities, and
admission procedures. Their web addresses end in .edu, which stands for education. Here are
two examples: New York University’s website is www.nyu.edu. The University of Texas at San
Antonio’s website is www.utsa.edu.
C Go online. Research a college or university that interests you. Report three or more facts that you find.
There are more than 60 research

centers and laboratories at NJIT.
Education 13

WRITING OUR STORIES A School Schedule
A Read.
Indent the first line of each Type your name and the date. Amelia Mendez
paragraph. Use the tab key September 25
on your computer.
My Schedule Write a title
I am a student at Union County College. The school is in New
Jersey. This is my first semester, and my major is education.
I have a busy schedule. On Mondays and Wednesdays, I have
an ESL grammar and listening class from 5:00 p.m. to 7:30 p.m.
I have a reading and writing course on Tuesdays and Thursdays
from 6:30 p.m. to 9:00 p.m. On Fridays, I have a math class from
6:00 p.m to 8:30 p.m.
I belong to a study group, and we study together for three hours
on Saturday mornings. I do my homework at home after my classes.
I spend about two hours a night on my homework. Math is my
hardest subject.
I like my classes and my school. I have a lot of friends. I like
spending time at the student center.
B Write about your school schedule and classes. Answer the questions.
1. What school do you attend? Where is it located?
2. What is your weekly school schedule?
3. Are your classes difficult, easy, or just right?
4. How often do you have tests?
5. When and where do you study? How many hours do you study a week?
6. Do you like your school? Why?
C ACADEMIC Read a classmate’s text. Answer the questions.

1. How many paragraphs are there? Did your partner indent the first line of each paragraph?
2. Is your partner’s name and the date at the top of the page?
3. What is the title of your partner’s text?
14 Unit 1

WRITING NOTE
Such as
Such as can be used to introduce examples.
Lisa likes many of her classes, such as art history and
English literature.
D ACADEMIC Complete each sentence with appropriate examples. Then, write two more
sentences using such as.
1. M
y classmates come from different countries, such as
and .
2. In our English class, we are studying many things, such as
and .
3. C
omputers are useful for many things, such as
and .
4. A
medical student has to study sciences, such as
and .
5. L anguages such as and are
difficult to learn.
6.
Sports such as and are very
popular in the United States.
7.

8.

E ACADEMIC There is one underlined verb mistake in each sentence. Correct the mistakes.
offers
1. The Division of Physical Education offer many recreational programs.
2. N
JIT is develop many programs to attract women and minority students to engineering
and the sciences.
3. UTSA’s campuses provides opportunities for many students.
4. Some students are preferring to study from their own homes, using computers.
5. What kind of exams students usually take?
6. My roommate is belonging to the women’s volleyball team.
7. This test is looking difficult.
Education 15

ENGLISH IN ACTION Completing a College Application
A CIVICS Imagine that you are applying to college. Complete the sample college application.
COLLEGE APPLICATION
ACADEMIC INFORMATION
Status: Full time Part time Term: Fall Spring
Program / Major: Degree:
Do you plan to take online courses? Yes No
Previous Education (Write high school and college attended.)
HIGH SCHOOL
Name of High School Location Graduation Date
COLLEGE / UNIVERSITY
Name of College Location Dates Attended Degree Received
SAT / ACT Date of exam: / / TOEFL Date of exam: / /
WORK EXPERIENCE
List current employer ÿrst.
Name of Employer Location Dates of Employment
Name of Employer Location Dates of Employment
I, , certify that the information on this application is true.

Signature
Date
16 Unit 1

UNIT 2
COLONIAL
TIMES
AT WORK Ask and answer questions about work

history; prepare for and give a presentation
ACADEMIC Take notes on information you hear;
ask and answer questions about key information from a
text; infer the meaning of new vocabulary; brainstorm
before writing
CIVICS Identify and recall key information about
A man in colonial-style clothing
people and events in US history; compare facts about life
teaches tourists about US history today and in colonial times
in Boston, Massachusetts.

A CIVICS Read. Then, look at the map of the original 13 colonies and discuss the questions.
A colony is a group of people who are living in a new land, but the government of their
home country is still in charge. A colony can also be the new land in which these people live.
The King of England was the ruler of the 13 colonies.
New Hampshire Maine

(part of Mass.)
PLYMOUTH
Massachusetts
New York Rhode Island
Connecticut
Pennsylvania New Jersey
Maryland Delaware
Virginia
JAMESTOWN
N. Carolina
S. Carolina
Georgia
THE 13 COLONIES
1775
1. Is your state one of the original 13 colonies of the United States?

2. Which colony was the farthest south?
3. Which colony was the farthest north?
4. Which state is Plymouth in?
5. Which state is Jamestown in?
6. What year is this map from?
18 Unit 2

ACTIVE GRAMMAR Simple Past
A Write the simple past forms of the verbs. I

Regular verbs You
called We
1. call 5. talk moved
They to Canada.
2. cook 6. use didn’t move
He
3. need 7. travel She
4. play 8. watch It
Irregular verbs
1. buy 4. grow 7. sleep
2. drive 5. make 8. write
3. go 6. read 9. get
See the chart of irregular verbs in Appendix A.
B Look at the pictures and listen to the comparisons between life today and life in colonial times.
Number the pictures in the order you hear them discussed. 7
C Work with a partner. Look at each picture and describe life in Colonial America.
Colonial Times 19

D omplete the sentences about life in Colonial America. Write the verbs from the box in the simple
C
past. Some of the verbs are negative. You can use some words more than once.
buy get grow play sleep travel watch

cook go have read talk use write
1. People didn’t go to supermarkets. They their own food.

2. People over open fires. They stoves.
3. People milk from their cows. They milk at the
supermarket.
4. Families candles for light.
5. People on mattresses with box springs.
6. At night, families TV. They books
and games.
7. People to one another on cellphones. They
letters to one another.
8. People by horse and wagon. They cars.
Faneuil Hall in Boston, MA,1700s Faneuil Hall today
E Complete the sentences to compare the activities you usually do now to the things you did when
you were a child.
Now,
1. I every day.
2. I on the weekends.
3. .
When I was a child,
4. I every day.
5. I on the weekends.
6. .
20 Unit 2

ACTIVE GRAMMAR Simple Past of Be
I was a garden.
was
He was not
was not young. a refrigerator.
She wasn’t
wasn’t
It There
were few schools.
You were
were not
We were not young. large schools.
weren’t
They weren’t
A Complete the sentences with was, wasn’t, were, or weren’t.
1. Life wasn’t easy for the first colonists.

2. The first homes small buildings made of wood and mud.
3. There a refrigerator in the kitchen.
4. T here bathrooms, either. There a small outhouse in
the backyard.
5. Windows small.
6. At first, there only a few schools in the colonies.
7. There any telephones to communicate.
8. By 1776, the population of the colonies about two and a half million.
B CIVICS LET’S TALK. Use the information below to read about life today and talk about life
in 1790. Use the simple past.
The capital is The capital was

Washington, D.C. New York City.
Today 1790
1. The capital is Washington, D.C. 1. New York City
2. The president earns $400,000. 2. $25,000
3. The president is . 3. George Washington
4. There are 50 states. 4. 13 states
5. The largest city is New York City. 5. New York City
6. The population is about 321 million. 6. 3.9 million
Colonial Times 21

ACTIVE GRAMMAR Past Continuous: Statements and Questions
I was The past continuous can describe an action that was

He was not planting corn. in progress at a specific time in the past.
She wasn’t driving a wagon. They were cooking dinner at 6 o’clock.
You were reading to the children. I was reading to the children when I heard a noise.
We were not cooking dinner.
They weren’t
A Complete the paragraph. Use the past continuous and the verbs in parentheses.
The Pilgrims
The Pilgrims were a religious group and one of the first groups of settlers in North America.
They were living (live) in England for many years, but they could not practice their
1
religion. In 1620, they decided to sail to North America. They (hope)
2
to practice their religion. Their ship was named the Mayflower. The ship 3
(carry) 102 people, food, and small animals during the trip. While they
4
(cross) the Atlantic Ocean, many people became sick. They (not / eat)
5
well. They (plan) to land in Virginia, but they landed on Cape Cod in the
6
winter. Several Native American tribes (live) there. While the Pilgrims
7
were trying to survive their first year in America, a Native American man named Tisquantum,
or “Squanto,” (teach) them how to grow corn. By 1627, the settlers
8
(do) well.
9
I I
he he
Was going to England? What was
she she eating?
When
it it moving?
Where
you you crossing?
moving? Why
Were we were we
planting vegetables?
they they
B Complete the questions. Use the past continuous and the words in parentheses.
1. (live / the Pilgrims) Were the Pilgrims living in England? Yes, they were.
2. What (carry / the ship) ? People, food, animals.
3. (eat / the Pilgrims) well? No, they weren’t.
4. Where (plan / they) to land? Virginia.
5. What (teach / Tisquantum) them to grow? Corn.
22 Unit 2

ACTIVE GRAMMAR Used to
I Used to can be used to talk about a

You habit or a routine that you had in the
write letters. past but that you don’t have now.
We
used to use candles for light. I used to drink coffee.
They
grow vegetables. Now, I drink tea.
He
She
A Pronunciation: Used to Listen and repeat. 8
1. In colonial times, people used to drive horses and wagons.

2. People used to cook over open fires.
3. People used to grow their own food.
4. They used to write letters.
5. They used to attend very small schools.
B CIVICS Work with a partner. Read about life today and talk about life in Colonial America.
Use the words in the box and used to.
candlelight one-room schoolhouses

leather boots spoons and knives
long dresses wooden cups
1. Today, girls wear jeans, dresses, or skirts. In colonial times, girls used to wear long dresses.
2. Today, people drink from glasses.
3. Today, most children study in large public schools.
4. Today, most children wear sneakers.
5. Today, people read by electric lights.
6. Today, people eat with forks, knives, and spoons.
C Complete the sentences about life in your native country. Then, read your sentences to a partner.
1. When I lived in , I used to .
2. My family and I used to every summer.
3. My friends and I used to on Saturday nights.
4. I used to eat typical foods like .
5. I never used to .
Colonial Times 23

ACTIVE GRAMMAR Simple Past: Questions
I I
you Where you
we When we
Did live in the city? go to school?
they How did they
he What time he
she she
I How long it take?
she
Was interesting?
he More information in Appendix A.
at school?
it
cold?
you
in the city?
Were we
they
A ACADEMIC Complete the questions. Then, listen to Eric talk about his childhood. Take notes in
your notebook and answer the questions. 9
1. Was (be) he born in the United States?
2. (do) he (have) a big family?
3. (be) he the oldest?
4. (be) his relatives nearby?
5. (do) he (live) in the city or in the country?
6. (do) he (walk) to school?
7. (be) he free in the summer?
8. (be) his grandmother a good cook?
B Complete the questions. Use did, was, or were. Then, ask and answer the questions with a partner.
1. Where did you live?
2. there many children in your neighborhood?
3. your home near the city or in the countryside?
4. What sports you play?
5. you like school?
6. What your favorite activities?
7. When you begin to study English?
24 Unit 2

ACTIVE GRAMMAR Who Questions in the Past
Subject Who called? His mother called.

Simple Past
Object Who did he call? He called his brother.
Subject Who was waiting? His brother was waiting.
Past Continuous
Object Who was he waiting for? He was waiting for a friend.
A Write the answers to these questions in your notebook. Use complete sentences.
1. Who did you come to this country with?
2. Who did you call after you arrived here?
3. Who did you ask for help finding a place to live?
4. Who did you talk to when you had a problem?
5. Who were you working with in class last week?
6. Who were you talking to before class today?
B rite two more who questions that ask about objects. Write one in the simple past and one in the
W
past continuous. Ask a partner your questions.
1.
2.
C AT WORK Work in groups. Ask and answer the questions. Write the name of the student
or students.
1. Who had a long trip to come to this country?
2. Who was working before moving to the US?
3. Who found a job right away?
4. Who wanted to study English before getting a job?
5. Who was studying English before coming to the US?
6. Who knew how to drive before coming to this country?
D Write two more who questions that ask about subjects. Write one in the simple past and one in the
past continuous. Ask your classmates your questions.
1.
2.
Colonial Times 25

THE BIG PICTURE Benjamin Franklin
A CIVICS Listen and complete the outline of Benjamin Franklin’s life. 10
A statue of Benjamin
Franklin on the University
of Pennsylvania campus
in Philadelphia.
1. Early life
a. Born in Boston on Jan. 17, 1706
When you listen to a lecture,
b. Attended school for years take notes, but don’t write down
c. Trained to become a everything you hear. Only write
the important information. You
d. Moved to can write key words and phrases
e. Opened a instead of complete sentences.
2. Improvements to Philadelphia
a. Started the first
b. Helped to organize the first
c. Served as and set up
d. Encouraged city officials to pave the
3. Three inventions
bifocals lightning rod odometer
a. b. c.
26 Unit 2

4. Contributions as a leader independence (noun)
a. Signed the Declaration of independent (adjective)
i. It stated that the 13 colonies were a
and nation.
b. Served as minister to
c. Signed the Constitution
i. It established a new .
5. Death
a. Died on
B CIVICS Look at your outline. Work with a partner. Ask and answer the questions.
1. Where was Benjamin Franklin born?
2. How long did he attend school?
3. What trade did he learn?
4. What city did he move to?
5. What services did Franklin help to start?
6. What did he encourage city officials to do?
7. What did he invent to measure distance?
8. What important documents did he sign?
9. What did the Declaration of Independence say?
10. When did he die?
C Read the answers. Then, complete the questions.

1. A: When was Benjamin Franklin born ?
B: He was born in 1706.

2. A: from high school?
B: No, he didn’t graduate from high school.

3. A: How many languages ?
B: He spoke five languages.

4. A: What to help people see?
B: He invented bifocals.

5. A: What with?
B: He experimented with electricity.

Colonial Times 27

READING Visitor’s Guide
Plimoth Plantation
On November 11th, 1620, a small ship of people The Society made reproductions of the
arrived in Plymouth, Massachusetts and started clothes, tools, furniture, and houses of the
the second colony in America. These settlers were 1620s. The museum opened in 1947 with just
looking for a better life and religious freedom. two reproductions of colonial homes.
Today, Plymouth is a popular destination for Today, Plimoth Plantation looks like the
people who want to know more about the history original settlement of 1627. It is a living
of the United States. museum of reconstructed homes, shops, and
One of the most popular attractions in gardens. Visitors can walk through the colonial
Plymouth is Plimoth Plantation. Plimoth town where each house looks exactly like
Plantation was the dream of Henry a house of the 1620s. The museum staff are
Hornblower II. When he was a boy, the “colonists.” They wear the same kinds
Hornblower used to read stories about the of clothes as the Plymouth colonists used to
Pilgrims who lived in Plymouth. When he wear. The women cook on open fireplaces
was older, he worked with archaeologists in and make colonial recipes. The men grow the
the historic town. The archaeologists found same vegetables and raise the same animals as
many artifacts from the original colony. At people used to do in colonial times. Everyone
the same time, historians were learning about uses the same kinds of tools as the colonists
the lives of the early colonists by reading their used. The “colonists” talk to visitors using
journals. In 1945, Henry Hornblower’s father the same English language and accent of the
gave $20,000 to the Pilgrim Society to begin original colonists. A trip to Plimoth Plantation is
the reconstruction of Plimoth Plantation. a trip back in history. 11
Kelley Araujo acts as colonist Julianna Kempton

while talking with visitors in her garden at
Plimoth Plantation.
28 Unit 2

A Name one historic place in your country. READING NOTE
Why is it famous? Guessing the Meanings of New Words
It is often possible to guess the meaning of a new
word by using the other words and phrases around
B ACADEMIC Scan the text to find the it. When you see a new word, read the sentence
words (1–6). Then, match the words with again. Is the new word a verb, an adjective, or a
noun? If you can’t guess its meaning, read the
their meanings (a–f ). sentences before and after the word.
f 1. destination a. copies of original items
2. attractions b. items or pieces of items from the past
3. artifacts c. people who study old objects to learn about the past
4. archaeologists d. interesting or enjoyable things that people want to see or do
5. reconstruction e. something that is put together again or rebuilt
6. reproductions f. a place that someone or something is going to
C Read the text.
D ACADEMIC Answer the questions.

1. Why did the colonists leave England? 5. H
ow did historians learn about the colonists’
2. W
as Plymouth, Massachusetts the first lives?
colony? 6. W
hy is Plimoth Plantation “a living
3. H
ow did Henry Hornblower find out about museum”?
the Pilgrims at Plymouth? 7. What do the “colonists” wear?
4. What did archaeologists find at the site? 8. W
hat kind of vegetables do they grow on
Plimoth Plantation?
E Complete the sentences using words from the box.
archaeologist artifacts attraction destinations reconstruction reproductions
1. Another popular attraction in Plymouth is the Pilgrim Hall Museum.

2. T oday, on Plimoth Plantation, museum staff use of tools from colonial
times so visitors can see what the original tools looked like.
3. T here are many in Massachusetts, such as Boston and Salem, where
people can learn about US history.
4. Working as an is a good job for someone who likes to learn about the past.
5. Henry Hornblower wanted to build a of Plimoth Plantation.
6. Some workers found from a Native American tribe.
Colonial Times 29

WRITING OUR STORIES A Historic Place
A Read.
Laura Guigliano
October 18
The History of Pompeii
I am from Naples, Italy. It’s in the southern part of Italy. A popular historic city in my area is
Pompeii. Pompeii is near the Bay of Naples, and it is at the foot of an active volcano, Mount
Vesuvius.
In 79 AD, the volcano erupted. Hot lava came out of the volcano and went down into the sea
and the towns. The lava completely covered Pompeii, and many people died.
In 1738, workers discovered artifacts from Pompeii. They immediately told the city
administration what they had found. Archaeologists and other experts went to the city. After
many years of work, these experts uncovered the ancient city of Pompeii.
Pompeii used to be a popular vacation city for wealthy people from Rome. There used to be
homes with beautiful gardens, shops, and places for entertainment. People used to spend time at
the large outdoor theater. Today, visitors can walk around many parts of the city and look at the
old homes. Many of the streets are still in good condition. Visitors can see many of the artifacts at
the Naples National Archaeological Museum.
Some of the artifacts discovered at Pompeii

include paintings, sculptures, jewelry,
medical tools, and preserved food items.
30 Unit 2

WRITING NOTE
Brainstorming
Before writing, it is helpful to think about your topic. Many writers brainstorm. This means that they write
down all their ideas. Then, they use the ideas that they like best.
B Read Laura’s brainstorming notes. Circle the ideas she used in her text.
Historic Place Location What is it?

the Colosseum Rome old stadium; place for entertainment
for Romans; original seating; lots of
tourists; cats
Pompeii near Naples and old city buried by lava from volcano;
Mt. Vesuvius old homes, streets, gardens; outdoor
theater and artifacts
C ACADEMIC Brainstorm historic places in your native country. Include the names and locations
of a few places, what they are, what visitors do there, and other important information. If you need
more information, search for it online. Take notes.
D Choose a historic place from your notes to write about. Use your own words to write your text.
E ead your partner’s text. What historic place did your partner write about? Where is it? What can
R
tourists see and do there?
F Find and correct the verb mistakes.

helped
1. Benjamin Franklin help to improve the city of Philadelphia.
2. Did Philadelphia a major city?
3. When Washington become the capital?
4. Pompeii use to be a popular vacation city for wealthy people from Rome.
5. People living happy lives in Pompeii before the volcano erupted.
6. Who were the president of the United States in 1790?
7. The original settlers didn’t knew how to grow their own food.
8. People used to traveled by ship from country to country.
Colonial Times 31

ENGLISH IN ACTION Giving a Presentation
A AT WORK Read the tips for giving a presentation. Then, write each sentence under the
correct picture.
Giving a presentation takes a lot of practice. Here are some tips for giving a good presentation.
● Use an outline or note cards. Don’t read your presentation. WORD PARTNERSHIPS
● Make eye contact with the audience. give
● Smile and greet your audience. listen to a presentation
● Practice your presentation. practice
● Thank your audience.
● Use visuals.
1. 4.
Practice your presentation.
2. 5.
3. 6.
B AT WORK Prepare a presentation for your class. Use the information from the text you wrote
about a historic place. Remember the tips for giving a presentation listed above.
32 Unit 2

UNIT 3
CHANGING
LIFESTYLES
AT WORK Distinguish appropriate responses

to workplace scenarios; describe future career
plans; set a goal and identify steps to achieve it
ACADEMIC Identify key phrases in a text;
infer the meaning of new vocabulary from context;
organize a sequence of events; identify and use
transition words to organize writing
CIVICS Read and interpret ads for housing; select
appropriate housing based on information provided Triplets Alama, Olympia, and
Donata attend a triplets meetup
in Neu-Anspach, Germany.

A Work in groups. Talk about what is happening in each picture.
Kelly Sabrina Hugo
James and Carla Laura Ahmed
REGISTRATION
Dan 1 Amy and Tom Sofia
B Listen and write the number for each person's plan(s) under the correct picture. 12
C With a partner, ask and answer the questions about the future plans from the previous exercise.
Who is going to save James and Carla are.

money for a house?
1. Who is going to save money for a house?

2. Who will email their family every day?
3. Who is going to register for courses?
4. Who is going to vote in the next election?
5. Who will get two months of maternity leave?
34 Unit 3

ACTIVE GRAMMAR Future with be going to: Statements
am We can use be going to to

’m talk about future plans.
I
am not
’m not move. More information in Appendix A.
are change jobs.
You
’re get married.
We going to
are not have a baby.
They
’re not / aren’t
He is
She ’s
is not
It rain.
’s not / isn’t
A Listen. Complete the sentences. Some of the sentences are negative. 13
1. Julie and Ellie are not / aren’t going to go away to college.

2. Julie and Ellie to community college.
3. Julie education like her mother did.
4. She engineering and architecture.
5. Ellie a counselor on Monday.
6. Julie full time.
7. She at a department store, and
she classes at night.
8. They the same schedule.
9. Ellie classes at night because
she at her father’s restaurant.
B L ook at the pictures on the previous page. With a partner, discuss how each person’s life is going
to change.
Kelly is going to look Kelly is going to get

for an apartment. a job.
Changing Lifestyles 35

Another random document with
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In spite of the most excellent rules, which, we have [Sidenote: Pupils
seen, were drawn,[841] it appears the attendance problem remiss in
attendance]
was one which caused some masters no little worry.
Proud’s manuscripts again inform us that on one occasion, [Sidenote: The
after continuous aggravation due to absences, he felt attention of board
called upon to send a note to the overseers concerning called to the fact]
that serious affair. He first mentions the ends desired to be
gained by such a school, and points out that they are being fallen short of,
because of the laxity in attendance. Moreover, the worst offenders are the
sons of the overseers. He says in particular:
But the occasion of this present observation to the Board is more

particularly that of the present day, viz.—the 4th instant, when out of
six of these, who attend the said school (the Latin School) and ought
more particularly to have been present at that time, for the example of
others and their own benefit, only one of the smallest was at the
school and two at the meeting. The rest, being grown and advanced in
years, and learning, etc., and consequently more regarded for
examples, were at that particular and important time, all absent with
about the same proportion of the rest of the school.[842]
There were, it seems, the usual causes at work which produced such havoc
in the attendance record, and such distress in the minds of masters. A letter
written by James Logan to his friend John Dickinson, in 1704, strengthens our
belief that such was the case. He wrote in part:
Dear Friend:
I shall acquaint thee that thy two rugged boys are very lusty, love the
river much better this hot weather than their masters’ countenances,
and the fields and boats far before schools or books....
Thy affectionate Friend,
James Logan.[843]
We have not much information from which to judge the [Sidenote: Two
discipline of the school. From the rules already considered extremes in
one would expect that strict discipline was observed, but of discipline]
the master’s methods of enforcing it we know but little.
There were doubtless two extremes. On the one hand, we might take Anthony
Benezet as the very personification of mildness, and who ruled by love.[844]
On the other hand, there was John Todd who would thrash a boy very
severely, and who took great delight in getting his victim to admit the pain that
he knew he felt.[845]
To secure better discipline, attendance, and also to [Sidenote: Premium
induce striving for scholarship, it was customary to give given to most
rewards. We noted in the items sent in to the overseers in satisfactory pupils]
masters’ reports that certain amounts were for
“premiums.”[846] This policy of rewards was early agreed upon by the
overseers who sought in various ways to establish little funds for that purpose.
In 1755 it was proposed that each one pay two shillings for missing a board
meeting and one shilling for being late; the accruing amount to be paid out in
premiums to encourage industry among the boys.[847] The fines were
collected and then turned over to the masters who applied them as they saw
fit.[848] The extent of the practice of giving rewards is not exactly known, but it
seems to have been general throughout all the schools of the Board in
Philadelphia, if we may judge from the regularity with which the bills for
“premiums” were presented. It was also true that the school committees in
other monthly meetings arranged to give rewards on visiting day to the
scholars having the best records.[849]
The early school days seem to have been long and [Sidenote: Length of
tedious. Attention has already been called to the letter of school day]
Pastorius’ children to their grandfather, in which they
[Sidenote: Evening
complained of the long eight hour school day.[850] The schools customary]
school continued, according to their account, six days in
the week excepting Saturday afternoon.[851] Besides this it was customary in
all places to attend meeting on fifth day (Thursday),[852] save in places where
it may have been too far distant, an exception was made possible.[853]
Evening schools were quite common, as has been stated before in the case of
Germantown,[854] and increased in number toward the latter part of the
century. In 1750 John Wilson, usher to Robert Willian, expressed his intention
of opening an evening school which appears to have been acceptable to the
Board.[855] The prevalence of the evening school among people not Friends is
at once apparent when one glances at the advertisements in the colonial
newspapers. A few of those private evening schools were: one kept by William
Dawson and John Gladson, teaching writing, arithmetic, and navigation;[856]
others by John Shuppy,[857] Mr. Lyonet,[858] and Messrs. Barthelemy and
Besayde.[859]
[Sidenote: Length of
school day in 1795:
The length of the school day is better indicated, and seven hours]
perhaps the source of information is more reliable, near the
end of the century. The rules issued by the Board in 1795 state that the hours
are to be from 8 to 12 in the morning, and from 2 to 5 in the afternoon, these
hours to be observed from third month, first to eleventh month, first; in the
remaining months the hours were 9 to 12 and 2 to 5.[860] Vacations were very
scarce and very brief.[861] In the main, according to the rules issued at least,
they were to be: (1) at the periods of the quarterly and yearly meetings; and
(2) a vacation of three weeks, commencing on seventh day preceding the last
sixth day of the week of the seventh month.[862] The other rules issued at this
date besides these mentioned relating to holidays and length of the school day
were the same as were previously stated.[863] The hours named above appear
to us rather long for the small children; arrangement seems to have been
made for them, though no statement of it is made in the school regulations.
There were, however, the schools of (1) William Brown and (2) Sarah
Lancaster, who taught children for half days,[864] and also the Girls’ School, in
which Anthony Benezet taught (1754), was mentioned as though it were to be
conducted only in the morning.[865] It is not to be understood that the half day
arrangement was always followed in the case of younger children, for Sarah
Lancaster taught thirty-five children whole days “at 15/ per quarter.”[866] It
seems that the amount of time for them to attend was probably determined by
the desires of their parents.
An interesting and instructive light is cast upon the inner [Sidenote: Student
life of the school in Philadelphia, by some of the papers, and
manuscript collections of the very old Philadelphia families. magazines, etc.]
For instance, we learn that in the public school there were
published certain magazines, gazettes, chronicles, and so forth, a few of them
named as follows: The Examiner, The Universal Magazine, 1774, Students’
Gazette (about 1774 to 1777), The P. S. Gazette, Latonia, 1777 to 1778, the
Public School Gazetteer, containing the freshest advices, foreign and
domestic (a palpable imitation of the newspapers in the city of that date), and
The Students’ Magazine.[867] The contents of all of them were no doubt very
interesting to the boys and girls at the time of their publication, and are so
even now, and at times give light on topics of importance. It may perhaps
interest the reader to see some of the entries. We find the following which
gives a clew to the book used for instruction in grammar.
[Sidenote: A few
Was lost on Wednesday in The Public School items of interest and
Rudiman’s Grammar newly bound—Whoever has value]
found the same and will bring it to me ... shall receive 1 sheet of paper
reward.
S. Fisher.[868]
Another of interest bewails the departure of Thomas Lloyd from school to go

into Lancaster County.
[Sidenote: Thomas
This worthy Gentleman, was admitted about a 12 Lloyd]
month ago into the society of freeholders, since which
time he has been a very distinguished member of our community and
a firm supporter of our institutions. He has been twice elected Clerk of
the Supreme Court and twice raised to the dignity of President of the
Honorable House of Assembly, which offices together with Treasurer
he filled with most unblemished reputation and unshaked fidelity. His
character in the literary world is sufficiently established by many
genuine productions of judgment and humor. His affable disposition,
his engaging address and behavior endear him to all that had the
happiness of his acquaintance and render his departure a cause of
great regret.[869]
Another brief notice indicates that the Quaker preferment for plain dress
was also made to prevail in the schoolroom.
[Sidenote: Gay
From a certain expression which lately drop’d from clothing
one of the overseers, we would have the greatest disagreeable]
reason to believe that Mr. Webster’s gay appearance is
rather disagreeable.[870]
Some supervision of the work on the part of overseers [Sidenote:

and school committees seems to have been at all times Supervision]
expected, though attention hardly needs be called to it
[Sidenote:
after the presentation of so many reports made by Somewhat irregular]
committees, in the chapters relating to the establishment of
schools in the several counties. From the irregularity in the [Sidenote: Monthly
reports we judge, however, that the visitation must have visits decided upon]
likewise been irregular in many places. In 1755 the Board
in Philadelphia decided that for the encouragement of masters and scholars
there should be visits made each month, preceding the usual monthly
meetings. Also if “play days” were thought necessary they were to be
arranged for between the masters and the committee of visitors.[871] The
minutes indicate that these monthly visits were regularly performed. The
Negro School, established in 1770, was also in charge of a committee to visit,
superintend, and advise regarding its affairs.[872]
THE CURRICULUM
If we go back to our references on the advices of the [Sidenote: The
yearly meetings of London and Philadelphia we shall find curricula are in
there the basic reasons for the subjects which are to be general
with the
in harmony
mentioned as taught regularly in the schools. We recall that recommendations of

there was an emphasis placed on the moral, the useful and the yearly meetings;
practical, and the subjects first to be mentioned were: and the Frame of
Government]
writing, reading, and arithmetic, which constituted the
necessities.[873] Furthermore, the Frame of Government of 1696, the product
of Quaker minds and hands, recommended to erect and order all public
houses and encourage and reward the authors of useful sciences and
laudable inventions.[874] It is seen also from later advices of the yearly
meeting that the useful was not limited necessarily to the four R’s, religion,
arithmetic, writing, and reading. In 1737, they recommended that as
opportunity could be found, children should be permitted to learn “French,
High and Low Dutch, Danish, etc.”[875] The use of Latin, Greek, and Hebrew is
also justified by Crouch,[876] and it is well known and evident in all their
writings that Penn, Barclay, Fothergill, Lloyd, Proud, Pastorius, and
innumerable others were classically educated men.
The curriculum of the first school (Enoch Flower’s) [Sidenote: Studies
consisted of reading, writing, and casting accounts,[877] pursued in Flower’s
school]
and it seems entirely probable that these were the chief
constituents, along with moral instruction, for many years, [Sidenote: In
in all save the Latin School. At any rate there occur no Benezet’s]
disproving factors in that early period. In 1742, when
[Sidenote: Walby’s]
Anthony Benezet came from the Germantown school to
Philadelphia, he was employed to teach arithmetic, writing, [Sidenote: Seaton’s]
accounts, and French.[878] John Walby, employed about
ten years before him (Benezet) was to teach reading, [Sidenote: School]
Girls’
writing, and arithmetic.[879] Alexander Seaton was

employed in 1751 to teach a school “in the upper part of [Sidenote:
Godfrey’s]
the City,” the subjects being writing, arithmetic, and parts of
the mathematics.[880] In 1754, when Benezet first began in
the Girls’ School (mornings), he was required to instruct in reading, writing,
arithmetic, and English grammar.[881] Then, besides what we may term the
English School, in which Seaton and Benezet taught for some time, there
were others which we might term “petty schools,” for example, one kept by
Debby Godfrey,[882] who taught some poor children to learn to sew and read,
and another, taught by Ann Redman (1761), previously occupied by Rebeckah
Burchall, where were taught reading, writing, and plain sewing.[883]
Since writing letters was an art much used and cultivated [Sidenote: Letter
in the Colonial Period, and writing was greatly emphasized writing]
in the schools, it may be of interest to insert a letter written
by a school boy in 1735. The letter is written in a fairly regular boyish hand,
and is probably the production of a youngster about 12 years of age.
Nov. 21, 1735.

Dear Uncle,
I think in duty, I ought to wait on you with my first letter, which I hope
will plead excuse for all faults. I remember what you told me, and write
or go to school every day—I am much obliged to you for your kind
present of tickets, and hope I shall have good success.—Pray give my
duty to Uncle and Aunt Penn and all my Cousins. My love to Mr.
Philaps, Mr. Jervice and Farmer Dill. With all my Friends.—So
conclude.
Dear Uncle
Your Affct. Nep.
Thomas Freame.[884]
Phil. d. Novbr. 21, 1735.
At later dates than those above mentioned the records of [Sidenote:

the overseers, reports made in the monthly meetings of Curriculum of later
Philadelphia, Horsham School Minutes, Darby, and others, dates]
indicate that the curriculum consisted of reading, English, [Sidenote: Spelling]
writing, arithmetic, branches of the mathematics, sewing,
spelling, needlework, and other things suitable for girls.[885] [Sidenote: Quaker
school curricula
The only one which is mentioned at this latter date, and not compared with
at the former, is spelling. This of course does not mean, others]
necessarily, that spelling had just been introduced. In 1756
the visiting committee reported that spelling books and Bibles were needed in
the schools for the poor children,[886] and since Benezet’s spelling book came
to a second edition in 1779,[887] and Fox’s Instructions for Right Spelling was
published in Philadelphia in 1702,[888] we may be certain that spelling as a
regular study began at a very early date. If we compare this curriculum with
those mentioned by private tutors at the same time, we find them essentially
the same. There was, however, frequent mention of such subjects as
navigation, calk guaging, mensuration, bookkeeping,[889] surveying,[890]
dialling,[891] astronomy, and fortification,[892] which are not mentioned
definitely in the curriculum of the Friends’ schools. It is quite probable that
those above, dealing with higher mathematics, were included in the higher
mathematics taught in the Classical School. But one cannot imagine that
“fortification” was granted a place. Those studies of the mathematics may be
mentioned again in studying the curriculum of the Latin School.
The curriculum in the Negro School (1770) consisted [Sidenote: Studies
approximately of the same subjects, though they may have pursued in the
been modified to some extent in presentation, and Negro School]
restricted more or less to the rudiments. The subjects of
instruction mentioned when the school first began were reading, writing, and
arithmetic, and were to be taught under “prudent” and “competent” direction.
[893]
What books were used for the instruction in this curriculum of the English
and Lower schools? We cannot state absolutely in the case of all studies, but
we can judge with comparative certainty what books were most available for
their use.
In the case of those used for religious instruction, the [Sidenote: Books
meeting records usually mentioned the name, which prominent for
enables one to state with absolute certainty that certain religious instruction
in the schools]
books were used. Bibles for the use of schools were
requested by the visiting committees of the overseers in [Sidenote: Bible]
Philadelphia, for the use of poor scholars.[894] Other books
[Sidenote: Apology
of religious and denominational character such as Penn’s of Barclay, and
Reflections, Maxims, and Advice to His Children, are Penn’s Reflections,
Maxims, and Advice
mentioned definitely by Darby,[895] Horsham School to His Children]
Committee,[896] Sadsbury,[897] and Byberry Preparative
meetings[898] as being received for use in connection with the schools.
Byberry Preparative,[899] Radnor[900] and Sadsbury[901] monthly meetings
mention further the receipt of Barclay’s Apologies for school use. Besides
these, which were undoubtedly used for school instruction, there was a long
list of journals, essays, letters, epistles, histories of Friends, etc., which always
were in the possession of each meeting and may have been used indirectly at
least. They will be mentioned more at length in pages following.
The spelling book prepared by Fox and published in [Sidenote: Books
Philadelphia in 1702,[902] must have claimed a place in the probably used in
spelling]
Friends’ schools, though the books are nowhere
mentioned by name. The title of this book includes reading, writing, spelling,
and other things useful and necessary, and may easily have served for other
purposes than use in spelling instruction. Other spellers, which became
available from time to time, were Benezet’s Pennsylvania Spelling Book and
The Alphabet printed by Henry Miller, 1770.[903] Among those which were
used later in the century, Prowell, in speaking of the schools in York County,
notes Comly’s, Cobb’s, and Webster’s.[904] From this array, which is no doubt
incomplete, we may judge the schools were well supplied.
Of the primers available, and likely to be used, there [Sidenote: Primers
were a host. The first which should be mentioned was that likely to be used]
published by Fox in 1659; it is not known whether this
primer was used in Philadelphia. It seems that it was not printed there.[905] In
1677-8, the monthly meeting authorized the purchase of “primmers,”[906]
however, and the choice must have been either Fox’s or Pastorius’. No
student of early printing in Philadelphia has yet been able to determine when
the latter’s was published. Hildeburn is in doubt,[907] while Smith thinks the
“primmers” ordered by the meeting 1697-8 must have been those of Pastorius.
[908] The minute, however, does not state which. In 1696 Pastorius indicated
his willingness to take charge of a printing press for Friends,[909] but, since it
had to be brought from England, it is not likely, though possible, that he
himself could have printed the book, before the time of the “primmer” purchase
was mentioned. Since Pastorius lists a Fox’s Primmer among the books in his
possession,[910] that book must have been known in the monthly meeting too,
and may have been the one used.[911] The data are inadequate and uncertain
for reaching a decision in the matter.
Other primers published and available in Philadelphia [Sidenote: Other
and which may well have gotten into Friends’ schools were primers available for
Franklin’s, 1764; The New England Primmer Improved, use during the
century]
1770; The Newest American Primer, 1779; The New
England Primmer Improved, 1779; and A Primmer, 1779.[912] The minutes of
the meetings give little guidance as to which were or were not used. We know
only they had this list (and perhaps more) from which to select. Still other
books which were probably used in the English work were Dilworth’s A New
Guide to the English Tongue and The Child’s New Plaything or Best
Amusement, intended to make the Learning to Read a Diversion instead of a
Task, both of which were published in 1757.[913]
For use in the writing school, we find one definite [Sidenote: In the
reference made to Bickam’s Universal Penman, which was writing schools]
purchased for use in Alexander Seaton’s School in 1762.
[914] The various primers and spellers already mentioned [Sidenote: Quality of
some samples
dealt largely with writing also, giving models which were to noted]
be set before the pupil in the books or to be written out for
him by the master. Some of the mottoes called to mind were: “Command you
may your mind from Play” and “A man of words and not of deeds, is like a
garden full of weeds.”[915] The first exercises in writing were the making of
elements such as straight lines, curves, and then single letters, and words.
The various samples which the writer has noticed in the boy’s letter quoted,
[916] and the student manuscript papers,[917] were of very good quality, the
median grade of them being about “eleven” on the Thorndike Handwriting
Scale.[918]
Various arithmetics may be mentioned. There were [Sidenote:
Gough’s A Treatise of Arithmetic, Theory, etc., 1770, and Arithmetics used in
Practical Arithmetic, 1767, neither of which appears to some of the schools]
have been published in Philadelphia, but may have been [Sidenote: Ms.
better recommended than others, since gotten up by a collection indicates
Friend. Dilworth’s Schoolmaster’s Assistant published in the nature of the
arithmetic work]
Philadelphia, 1773,[919] was no doubt a close competitor
with Pike’s, Park’s, and Daboll’s arithmetics, which Prowell mentions as being
common in the latter part of the century.[920] He also describes a book gotten
up by Elihu Underwood, schoolmaster at Warrington, in which he copied very
orderly all the exercises of the arithmetic.[921] The Norris Collection likewise
contains a few pupils’ copy books filled with neatly arranged exercises in
addition, multiplication, division, both decimal and vulgar fractions, and
another one which would correspond to our present-day commercial
arithmetic, but which Isaac Norris probably called his merchants’ accounts.
[922] The books vary in dates from 1729 to 1779.
The curriculum of the classical school is best indicated [Sidenote: Classical

by statements made on employing teachers for that place, school curriculum]
which, though they indicate the subjects, do not state what
materials were used for study. Whether the materials used in the study of the
Greek and Latin tongues included the so-called “profane authors” is a matter
for speculation. Robert Willian in 1748 was brought from England to teach
Latin and Greek and other parts of learning.[923] The “other parts” may have
included some English grammar, writing, and mathematics, as these are
frequently mentioned elsewhere as being a part of the Latin school course.
[924] Several masters employed from time to time for instruction in these
subjects were (after Willian): Alexander Buller,[925] writing, mathematics, and
the Latin tongue; John Wilson, as usher[926] to the master in the same school,
and later as master;[927] King;[928] William Johnson;[929] Charles Thompson;
[930] and Robert Proud.[931] Others might be named, all of whom seem to have
been employed for teaching substantially the same curriculum. Arithmetic and
reading are at times mentioned as being taught in the Latin school, usually by
the ushers.[932]
The curriculum of what was known as the English [Sidenote:
School overlapped in some respects that of the Latin. Curriculum in the
Among the subjects usually taught there may be English school]
mentioned: arithmetic, writing, accounts, French,[933]
reading,[934] and probably some mathematics.[935] The Girls School’s
curriculum, taught by Benezet in 1754, consisted of reading, writing,
arithmetic, and English grammar.[936]
Some light is cast on the method of instruction in the [Sidenote: Methods
English and Latin schools by instructions given by the used in language
Board for the use of the master. Latin scholars were to be instruction]
accustomed to analyze and parse their several lessons; [Sidenote: Latin to
and the English scholars to learn it grammatically. be used in school as
Moreover the double translation method for Latin and much as possible;
Scriptures, Penn,
Greek was required for instruction in those subjects; and and Barclay
practice in handwriting and spelling.[937] The reader is also required]
referred to page 183 to the rules of Robert Proud, in which
he states that Latin, as far as the pupils are able, must be used in the school.
The reading of the Scriptures was required three times a week,[938] and in
later rules (1795), they name also the works of Penn and Barclay as being
required. They are placed in the same category with the Scriptures.[939]
Of the grammars used we made reference previously to [Sidenote: Grammar
that of Rudiman,[940] which was published in Philadelphia used; others that
were available]
in 1776.[941] This was the first American edition. Another,
Davy’s Adminiculum Puerile,[942] or a help for school boys, [Sidenote: French
grammars]
containing fundamental exercises for beginners, syntax,
cautions for mistakes, English for Latin verses, and so [Sidenote: School
forth, which was made easily available by a Philadelphia books possessed by
reprint in 1758, may have been in use. We might expect to Daniel Pastorius]
find that some of the worthy masters, Pastorius, Willian,
Thompson, Wilson, Proud, and others made some contribution in the way of
Latin text-books; we are, in that respect, disappointed. Another grammar, but
of the English tongue, was that prepared by James and John Gough, which,
after being duly inspected by the Board, was adopted for use in the English
School in 1761.[943] Since English grammar was also taught in the Latin
School, it may have been used in that department also. Concerning the
French book or grammar which Anthony Benezet may have used when he
was engaged to teach that subject in 1742,[944] we cannot state definitely.
However, there was a French School Book published in Philadelphia in 1730,
[945] and it may safely be assumed to have been available for his use. The
character of the book we do not know. Perrin’s Grammar of the French Tongue
was printed in Philadelphia, 1779,[946] and was no doubt the best book
available for use of the schools at and subsequent to that time. It may be well
to mention here some school books which were in the possession of Daniel
Pastorius; their presence may indicate that they, or a part of them, were used
in the school. They were: Education, The Young Clerk’s Tutor, Elements of
Geometry, A Short Introduction to Grammar, The English School Master, G.
Fox’s Primmer, and Teacher’s Instruction for Children.[947]
Some idea of the extent to which mathematics was [Sidenote:
taught may be gained from certain old exercise books. Mathematics]
Some of those, which doubtless belong to the lower
schools, dealt with arithmetical exercises, with whole numbers, vulgar and
decimal fractions, and commercial arithmetic.[948] Others, clearly more
advanced, and doubtless belonging to the Latin school, though some were
taught in the English, are chiefly filled with theorems and proven solutions in
geometry, trigonometry, conic sections, and spherical trigonometry.[949] This
compares quite favorably with the courses suggested in the newspapers, as
we have already mentioned.
METHOD
Concerning this topic little is to be added to what has [Sidenote: Methods]
already been suggested in connection with the discussion
of the subject matter. Some points of method, of which we [Sidenote:
Catechetical method
are reasonably certain, will be stated. In religious in religion]
instruction, where the Bible, Penn’s, Barclay’s, Fox’s, and
other works were used as the material, a catechetical [Sidenote: Drill in
method was used by parents in the home, by the masters spelling and writing]
and mistresses in the schools, and in the youths’ meetings, [Sidenote: Parsing,
which were always among the first established. This double translation in
method still prevails to some extent for the young children. classics]
Drill in spelling and handwriting has already been
mentioned as urged by the overseers in their directions to the masters and
mistresses in the Latin and English schools.[950] The chief elements of Latin
and Greek instruction were: analysis, parsing, double translation, and the
necessary memory drills. The pupils in Proud’s school were also required to
speak Latin so far as able to do so. We have also mentioned that in teaching
writing the practise was to begin with simple lines, curves, etc., and proceed to
the more complex performances.[951] In the majority of subjects “copybooks”
were required to be kept. All of these the writer has been privileged to
observe, being kept in a very neat and regular fashion.[952]
OTHER LITERATURE USED IN THE MEETINGS

Besides the books already mentioned that are known to [Sidenote: Books
have been concerned directly with schools, there were circulated regularly
innumerable others which were printed by Friends and among meetings]
circulated at their suggestion among all the meetings. They [Sidenote: Usually
are largely religious and doctrinal treatises; many of them, purchased by the
though not found thus stated, may have been used in meetings; not
always]
instruction. They were at least of educational importance to
the communities that read them. They are mentioned in the minutes of every
meeting. Though usually paid for by the meeting, the Board of Overseers in
Philadelphia went on record to the effect that fines for absence from, or
tardiness in coming to their meetings should be applied to the purchase of
books for the school library.[953] Sometimes they were given by bequest, as in
the case of the Philadelphia school, which received through the monthly
meeting a large collection (for that day) from Thomas Chalkly.[954] The list, as
given below, is made up from records of Sadsbury, Westland, Warrington and
Fairfax, Uwchlan, Concord, Radnor, New Garden, London Yearly, Philadelphia
Yearly, Gwynedd, Falls, Exeter, Wrightstown, Darby, Byberry, Horsham,
Abington, and Buckingham meetings, and though perhaps it does not contain
all, it does have those most commonly used. This list is as follows:
Banks, Journal, Life and Travels. [Sidenote: A list of

books most
Barclay, Anarchy of the Ranters. commonly found in
the meeting]
Bathurst, Truth Vindicated.
Benezet, Account of the Friends (in the German language).
On the Keeping of Slaves.
Churchman, Journal.
Claridge, Posthumous works.
Crisp, Epistles of Stephen Crisp.
Davis, Journal.
Edmundson, Journal.
Elwood, Works.
Fothergill, Journal.
Fox, Journal.
Fuller, Catechism.
Hall, A Mite into the Treasury.
Holme, A Serious Call in Christian Love to all People.
Keith, Way to the City of God.
London Yearly Meeting’s Epistles.
Penn, No Cross No Crown.
Rise and Progress of the Quakers.
Travels in Germany.
Philadelphia Yearly Meeting’s Epistles.
Richardson, Life of John Richardson.
Sewell, History of Friends.
Scott, Journal.
Spaulding, Reason for leaving the National Mode of Worship.
Stanton, Journal.
Treatises on Tythes.
Treatises on Reasons for Silent Waiting.
Turford, Grounds of an Holy Life.
Woolman, Journal.
SUMMARY
The first problem presented was how to establish some [Sidenote: Support]
satisfactory means of school support, which should be
permanent, and thus conducive to better schools in every [Sidenote:
Weakness in the
way. Recommendations from the yearly meetings dwelt organization]
upon this point in the yearly advices, but being of a general
[Sidenote: Forms of
and advisory character, could not compel the lower units to support]
act at once. This lack of power in a control authority was
the greatest weakness, and because of it, educational [Sidenote:
development was not so rapid as it might otherwise have Subscription plans
generally adopted]
been. The chief forms of school support were: (1)
subscription, (2) rates, (3) bonds, and (4) legacies. In accordance with
suggestions made by the yearly meeting, plans were adopted by most
meetings (in the latter half of the century) for the establishment of permanent
funds. These plans were based upon the subscription idea. The chief
characteristics of the plans adopted were:
1. Voluntary subscriptions; interest-bearing notes given.

2. Trustees always named in the monthly meetings.
3. Reports to be made regularly to the trustees.
4. All money received was to be invested, real property preferred.
5. The monthly meeting to decide any disputes arising among
trustees.
6. Funds were to pay salaries, and provide and repair buildings.
The organization was headed by the yearly meeting, [Sidenote:

whose advices were distributed among the lower units. Organization]
The quarterly meeting was nothing more than a
supervisory and directing group. The real work of organizing schools was
performed by the monthly and preparative meetings. The other quarterly and
monthly meetings worked through specially appointed committees.
Several schools, in Philadelphia and Abington, for [Sidenote: The
example, very early acquired permanent lands for their school lands]
foundation. Others did not gain such foundations until the
[Sidenote: Houses]
latter part of the eighteenth century. Even where land was
possessed, the schools were quite often held for a time in
the meeting houses. Sometimes the meeting house was used until late in the
19th century, as in the case of the Merion School. Other schools were held in
the home of the teacher. The buildings were not large, and were often used for
the masters’ families, or parts of them let out to tenants. In one case in
Philadelphia the schoolhouse was heated for a time with a brick stove.
There were always two classes recognized, the pay [Sidenote: Two
pupil and the free pupil. Every necessity was furnished the classes of pupils]
latter by the board or committee in charge of schools.
[Sidenote: Growth of
Teachers (in Philadelphia, at least) had to keep a list of schools]
scholars and their expenditures and report to the board.
The size of schools remained about the same, but the increase in number of
schools indicated the growth of the system in Philadelphia.
Very explicit rules were laid down for the government of [Sidenote: Length of
the pupils’ behavior, both in school and out. By some school week and
masters they were enforced mildly; by others harshly. In day]
spite of excellent rules and premiums offered, the masters [Sidenote:
were perplexed with the discipline and attendance Vacations]
problems. School was kept for five and one-half days per
week and from seven to eight hours each day; however, [Sidenote:
Supervision]
some were kept only half days. Vacations were brief and
seldom. The various student papers indicate the presence of a student
organization. To promote the interest of the pupils and assist the master,
visitations were performed at periods by the committee on schools.
The curriculum of the Latin School consisted of Latin, [Sidenote:
Greek, English grammar, writing and mathematics. There Curriculum of Latin
was some overlapping of the curricula of the English and School]
Latin schools. Rudiman’s Grammar was used, and Davy’s [Sidenote:
Adminiculum Puerile, Gough’s English Mannor, and Grammars used]
Perrin’s Grammar of the French Tongue were available for
use. Whether classical authors were or were not included [Sidenote: Method]
in the materials used in Greek and Latin classes is not
shown by the records. It has been stated that parsing, analysis, double
translation, and speaking Latin as much as possible in school, were the chief
elements in the method of instruction. Mathematics included anything as
advanced as spherical trigonometry and conic sections.
The curriculum of the lower schools consisted of [Sidenote:
reading, writing, casting accounts and arithmetic. No Curriculum of lower
mention is made that French was taught before Benezet’s schools]
coming in 1742. Though no early explicit reference to [Sidenote: In the
spelling is made, we infer it must have been taught at an Negro School]
early date. Many schools were kept for poor children in
which were taught reading, writing and sewing. The curriculum of the Negro
School consisted of reading, writing and arithmetic.
A large amount of literature of religious character was [Sidenote: Literature
circulated through the meetings, and probably constituted used in the
a good part of the materials used in the schools. meetings]
CHAPTER X
MASTERS AND MISTRESSES
There is on this subject a considerable amount of available [Sidenote:

material, though much of it is difficult of access. Of a long list Discussion of
of Quaker masters, and mistresses too, for they employed individualbe brief]
masters to
women from the very earliest date, it will be impossible in the

brief space of this chapter to say more than a word. Some will only be mentioned
because of scarcity of material concerning them; others must be only mentioned,
even though they are of such importance that the story of their lives have
required and would require volumes to write.[955]
Before a discussion of the masters and mistresses [Sidenote:
employed in the Quaker schools, it should be ascertained, if Qualifications
possible, what were the ideals or standards which were demanded of
teachers; morality,
consciously set up to guide in their selection. What sort of membership and
tutors did they desire? This has already been touched upon, competency]
in other chapters, so we may simply state the chief criteria
without further discussion. These, as stated from time to time by the yearly
meetings and reiterated by quarterly, monthly, and preparatives, were: (1)
morality, (2) be a member of Friends, and (3) competent to teach the subjects for
which employed.[956] The selection of teachers possessing such qualifications
was usually entrusted to the care of committees as has already been sufficiently
pointed out.
In a majority of cases there was a real concern on the part [Sidenote: Serious
of the monthly meetings’ committees to secure teachers attempt made to
meet the standards
possessing the above named qualities,[957] their success in set]
so doing increasing towards the latter part of the 18th
century. The fact that they have been successful in securing Friends for teachers
is usually mentioned in their reports.[958] In bequests of property for use of
schools, it was quite customary to state that the masters or mistresses should be
Friends, and to be otherwise conducted as directed by the yearly meeting.[959]
There were of necessity some failures in the attempt to secure such qualified
masters, the failures being sometimes recorded in the minutes.[960] The failures
seem generally to have been caused by the scarcity of the masters rather than
carelessness on the part of the meeting or its committees.[961]
The source whence teachers were secured was usually, in [Sidenote: Teachers
the case of the lower schools, home talent, no record having in lower schools
been found where a teacher was sent for or came from a usually from the
great distance especially to take charge of schools. But home locality]
innumerable instances, of which a few are cited later in this
work, are at hand, where home talent was employed.[962] Enoch Flower, the first
master employed, was “an inhabitant of the said town.”[963]
In the case of the classical school, the practice was quite [Sidenote: Many
different. The difference was doubtless the result of Latin School masters
necessity, rather than of choice. The first master, Keith, of came from a
distance]
the school which was first established by the meeting, and
his successors, Makin, Cadwalader, and Pastorius, were, of [Sidenote: Willian]
course, as much native to the place as were any of the early
settlers in the city. Of later masters, however, quite a number [Sidenote: Robert
Proud]
were brought from England especially for the business of
“keeping school” or sought in other of the colonies. Certain [Sidenote: Peter
specific cases may be mentioned. In 1784 Robert Willian Warren]
came from England “to undertake keeping Friends’ school,”
producing a certificate from Scarborough Meeting in Yorkshire.[964] In 1746 the
committee had been appointed to write to England concerning a teacher for the
Public School.[965] Previous to this time a similar attempt had been made to
secure someone to take the place of William Robbins.[966] Similarly, Robert
Proud was recommended by John Fothergill in 1758 to Israel Pemberton (of
Philadelphia) as a very suitable master for the school.[967] Their “teacher’s
agency” in England was constituted by two members, John Fothergill and John
Hunt; at any rate, for some forty or fifty years they always informed them as soon
as they had need of masters, and except in a few cases, masters were sent
over. At one time (1760) not being able to hear of a possible applicant in
England, an attempt was made to induce Peter Warren, an inhabitant of Virginia,
to come to the position, at a salary of £150, plus £20 to transport his family.[968]
In the ensuing correspondence it was stated by the said Warren that he chose to
go to Pittsburg; to inhabitants of Philadelphia his choice must have seemed
ridiculous.
However, the overseers of the school were not daunted. [Sidenote: To supply
Quite in keeping with the system of apprenticing the youth in teachers, the
various occupations to members of Friends, and also in apprenticeship
system used]
keeping with the general custom of the day, they sought out
the brightest and most capable poor lad in their limits, and if they found him
interested at all in the “futures” of teaching, they made the offer of an
apprenticeship in the school. Instances may be cited which will clarify their
procedure.
In 1756 it was proposed that Samuel Eldridge be [Sidenote: Samuel
apprenticed to the board to prepare him to become a teacher Eldridge apprenticed]
of Latin and Greek;[969] he was to study Latin, Greek, [Sidenote: and
Arithmetic, Accounts, and Mathematics.[970] He was to be others]
furnished, besides the instruction, clothing and board, and [Sidenote: The extent
was paid £30 annually. In return for this he studied and of the system not
performed such duties in the capacity of usher as his great]
progress in the various subjects would permit. At the end of
the period of his indenture (1760) the board manifested their approval of his
services by a gift of £10.[971] At another time shortly subsequent thereto there
was mentioned the desirability of encouraging James Dickinson, Richard
Dickinson, and Joseph Rice to continue their schooling in order to become
school masters; members of the board were named to speak with them and to
ascertain their desires and intentions.[972] One of them, James Dickinson, was in
1762 indented to serve three years in the same manner as Eldridge.[973] King
also, in 1754, was taken in as usher at a very small salary, later to become a
master in the school.[974] The exact extent of the apprenticing of school masters
is not determined, but it does not seem to have been widely practised in and
around Philadelphia. This appearance might, however, be corrected if greater
sources of information were available.
One would judge from the complaints of the yearly [Sidenote: The
meetings, and their recommendations, that better and more tenure of masters]
permanent accommodations be afforded, so that teachers
[Sidenote: Cases
might be more easily kept,[975] that the tenure of the early cited of B. Clift, J.
Quaker schoolmaster was short. The yearly meeting Taylor]
recognized the advantage accruing from longer tenure, and
[Sidenote: G. Keith,
did seek to remove some of the causes which worked Makin and others]
against it. Just how much they were able to increase the
tenure it is impossible to say. We may, however, cite certain cases in which the
duration of a master’s service is known. Benjamin Clift was apparently employed
to teach in Darby for two years at least.[976] Jacob Taylor, who was concerned
with a school at Abington about 1701,[977] and became a land surveyor about
1706[978], may have continued to teach there between those two dates. He
seems to have been resident there in that period,[979] and the scarcity of
teachers was everywhere evident, as has already been pointed out. This is
certainly not a proof of his incumbency; it indicates a probability. Keith was
employed from 1689[980] to 1691;[981] Thomas Makin from the latter date,
intermittently, until his death, 1733;[982] Pastorius from the latter part of 1697 or
the first part of 1698[983] to 1700;[984] Robert Willian probably from 1748[985] to
1753;[986] Seaton from 1751[987] to 1763,[988] and Robert Proud, not
continuously however, from 1759[989] to 1770[990] and again master in 1784.[991]
These were taken at random. The longest period of service, doubtless, must be
credited to Anthony Benezet who first taught in Philadelphia in 1742[992] and
continued there with very brief intermissions until his death in 1784.[993]
These are only a few cases and the majority of them in the city where it was
possible to employ the best, pay them better, and hence, keep them longer.
Hence, too much weight must not be given to the facts above stated as proving a
long term of service was common. If a study of a number of cases in country
districts were possible, the results would probably be very different.
It is difficult to get information about the length of service of [Sidenote: Tenure of
the mistresses. When first mentioned in Philadelphia mistresses]
records[994] they are spoken of as so many nonentities, their [Sidenote:
names not given. The term of service of Olive Songhurst, the Songhurst]
first mistress whose name is mentioned,[995] we cannot
determine. The women teachers seem quite frequently to [Sidenote: Burchall]
have begun work under the overseers without much notice [Sidenote: Thornton]
and to have left off with little more. There are, however, a few
cases where we know that the term of service was of [Sidenote: Her
considerable length. Rebeckah Burchall seems to have success questionable]
taught continuously at one school from 1755[996] to 1761.
[997] Whether she discontinued service on leaving that school is not known. Ann
Thornton was probably not continued in service more than two years. She began
in 1755 when she filled Anthony Benezet’s[998] place and left in 1757.[999] In the
meantime, it had been necessary for the board to draw up a set of special rules
for the government of her school,[1000] from the nature of which it is probable
that she did not take another school under their direction.
From none of the sources of information does it appear [Sidenote: No system
that there was any license system whatsoever. The of license found]
recommendation of well-known Friends was the best pass a
teacher could have, as was instanced by those sent over by [Sidenote:
Recommendation
John Fothergill. In addition to the personal recommendation, and certificate of
the certificate of removal from his home meeting was an removal; their use]
assurance to Friends in other parts that an individual was
“clear” of all entangling alliances and might be received into full membership. In
no case where a teacher came to teach, from a distance, did he fail to take and
produce a certificate on his arrival. These, of course, did not certify the things
which modern licenses do, but they, in conjunction with the personal
recommendation as to ability, seem to have answered the purpose.
The term for which a teacher was hired was in most cases [Sidenote: The term
a year for trial, which was renewed again at the year’s end, if of employment
satisfactory to both parties. Mention has been made of usually a year]
Benjamin Clift of Darby,[1001] Keith, Makin, Cadwalader,

Willian, Proud, and many others. Some were taken for a trial [Sidenote: No written
of six months,[1002] and there were cases in which the board contract found]
reserved the right to discharge the individual on three
months’ notice.[1003] The board desired, and in some cases requested, that the
employee should give six months’ notice before his resignation should take
place. Such notice was customary in 1755.[1004] Two instances have come
under the writer’s attention, in which a contract was made for three years. King
(son of Joseph King) was employed in 1754 for the three years subsequent
thereto at £40, £50 and £60 for the years respectively.[1005] Mr. King resigned
regardless of the contract, after six months’ notice, because the school did not
agree with his health or inclination.[1006] The other case was that of Keith who
was to be employed for one year at £50 and for two years more at £120 each, if
he should desire to stay.[1007] In neither of the two cases does there appear to
have been any instrument in writing.
The salaries and rates received by many of the teachers [Sidenote: Teachers’
have been mentioned in several pages previous to this. For salaries; tabulated]
convenience for reference there is presented without
discussion a table showing the pay received by various masters at the times
their respective services were rendered.[1008] One case, neither so prosaic to us,
nor so profitable to the master, defies tabulation, so it is given verbatim.
[Sidenote: Pay of
18th Day of X br 1735. Friends’ masters
similar to that of
Reced of Richard Buffington, Junior 18 s per Hatt, 4s other private
6d by stockings, 17s 6d In money—In all forty Shillings; masters]
Being in full for a yeare Scholeing, I say Reced per
[Sidenote: The
charge for poor
me Joh Morse[1009]. children less]
[Sidenote: Country
masters ill paid]
Name Year per Q per year (Reference)

Flower, E. 1683 4/ 6/ or 8/ or £ 10 Col. Rec., I,
13.
Keith, G. 1689 (following) 50 Ph., 5-26-
1689.
120
Makin 1697 40 } Ph., 11-28-
Pastorius 1697 40 1697.
Cadwalader 1700 for a half year trial 20 Ph., 1-28-
1700.

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ENGLISH IN ACTION THIRD

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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Managing Development Editor:

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Talking about Your School / College Simple Present: Statements

Talking about the Past Simple Past

Talking about Future Plans Future with Be Going to: Statements

Reading Traffic Signs Must / Must not

Talking about Leisure Activities Yes / No Questions Review

Talking about Traveling May and Might for Possibilities

Talking about Sports Present Perfect Continuous

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Pronunciation: Used to Visitor’s Guide: Plimoth Plantation Giving a Presentation

Pronunciation: ’ll Informative Article: Empty Nesters Finding a New Home

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Discussing Careers How long and How many

Talking about Regrets Should have for Regrets

Reading Maps Simple Present Passive

12 Talking about Inventions Simple Past Passive

Talking about the Naturalization Process Verb + Infinitive

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Pronunciation: ’ve / ’s Informational Text: The Changing Workforce Performance Evaluations

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AT WORK Discuss work schedules, daily

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Does our school have

1. a director’s or principal’s office

6. a learning center or tutoring center

11. a student center

12. a study room

14. a copy room for students

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I The simple present can be

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I Yes, you do. No, you don’t.

More information in Appendix A.

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I studies English?  ho takes a singular verb

Questions You Partner 1 Partner 2

B Pronunciation: Linking: do you Listen and repeat. 3

1. What do you do? 4. Where do you live?

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I am T he present continuous is often used to talk

a. The students are not working in groups. a.

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B Look around your classroom. Write answers to the questions.

I studies English? ho takes a singular verb

I am T he present continuous is often used to talk

8. S tudents (go) to the employment service when they (need)

A Pronunciation: Used to Listen and repeat. 8

C Read the text.

D ACADEMIC Answer the questions.