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HISTORICAL 50CIETY MONTGOMERY COUNTY PENNSYLVANIA Jforr/STOWM BULLETIN jo/^fAe> HISTORICAL 50CIETY MONTGOMERY COUNTY PENNSYLVANIA JfORR/STOWM Somery PUBLISHED BY THE SOCIETY AT IT5 ROOM5 18 EAST PENN STREET NORR15TOWN.PA. APRIL, 1952 VOLUME VIII NUMBER 2 PRICE ONE DOLLAR Historical Society of Montgomery County OFFICERS Donald A. Gallager, Esq., President George K. Brbcht, Esq., First Vice-President Foster C. Hillegass, Second Vice-President David E. Groshens, Esq., Third Vice-president Eva G. Davis, Recording Secretary Helen E. Richards, Corresponding Secretary Mrs. LeRoy Burris, Financial Secretary Lyman a. Kratz, Treasurer Mrs. LeRoy Burris, Librarian TRUSTEES Kirke Bryan, Esq. Mrs. H. H. Francine Donald A. Gallager, Esq. Herbert H. Ganser Nancy P. Highley Foster G. Hillegass Mrs. a. Conrad Jones Hon. Harold G. Knight Lyman A. Kratz Douglas Macfarlan, M.D. Katharine Preston Frankun a. Stickler Mrs. James I. Wendell Mrs. Franklin B. Wildman, Jr. Norris D. Wright Photo by Wm. M. Rittase, Phila. Chapel at The Hill School, Pottstown, Pa. THE BULLETIN of the Historical Society of Montgomery County Published Semi-Anrmally — October and April Volume VIII April, 1952 Number 2 CONTENTS The Hill School Dr. James I. Wendell 67 Early History of Lower Pottsgrove Township Rev. Carl T. Smith 86 Henry S. Landes Jane Keplinger Burris 96 Deaths in the Skippack Region. ..Hannah Benner Roach 98 Early Land Transactions of Montgomery County Charles R. Barker 115 Neighborhood News and Notices Compiled 128 First Sunday School in Norristown. Rudolf P. Hommel 141 Reports 145 Publication Committee Mrs. LeRoy Bubbis Jean E. Gottshall Charles R. Barker, Chairman 65 The Hill School* Dr. James I. Wendell, Head Master Mr. Chairman, and members of the Historical Society of Mon- gomery County: 1 appreciate deeply your invitation to speak at your annual meeting and especially so when I was asked to speak on The Hill School on this, its Centennial Year. To cover the history of a great institution over a period of one hundred years is a difficult but challenging task. It is also exciting, because it gives one an opportunity to bring again into sharp focus the lives of those who built the School, for it is they who make an institution, not bricks and mortar or well planned programs which melt away when not sustained by forceful and inspired leadership. 1851—Ours was then a small nation—31 states, 23,000,000 people. The California gold rush was still under way. Cali fornia, itself, had just become a state right after Florida, Iowa, Wisconsin and Texas. Yes, all this in the year 1851, when a teacher by the name of Matthew Meigs gathered a few pupils together and lit the educational fires of a new school on the hill top in the Schuylkill Valley which was to become a bright fibre in the nation's fabric. The Hill School was but two years old when Admiral Perry opened Japan to the world. It was ten years old when the roar of guns at Sumter sounded for Armageddon. It was twelve years old when that young back country lawyer smote mens' minds forever, when he said that govern ment should be of the people, by the people and for the people. * Read before the Society, February 22, 1951. 67 gg BULLETIN OP HISTORICAL SOCIETY OF MONTGOMERY COUNTY The Hill School grew and prospered. It grew amidst the strengthening ideas and ideals of the young and growing nation of which it was a part. It was sixty-one years old when the last states entered the Union which that back country lawyer had preserved. It was ninety years old when the rolling smoke at Pearl Harbor dimmed the lights of civilization. 1851—More than half our country's life time when our School came into being. Let us take a quick glance at those early years of the School's development. Those years were retarded by lack of capital to provide buildings, and equipment for a growing school and in greater measure by the lack of business ability in the scholarly figure of Matthew Meigs. He was fond of travel and to provide himself with funds for a summer abroad, after the close of a school year, he never hesitated to sell a piece of property or a house which was used for boys, with no thought of future consequences, or how it might affect the enrollment of boys for a new term on reduced living quarters. , Of the few boys which Matthew Meigs had when he started in 1851 and when he withdrew in 1876, to live thereafter until his death the life of a recluse, it can be truly said that he had neither more nor less boys at the end of his direction of the School than he had in its beginning in 1851. In 1876, his son, John Meigs, took over the management, and it was under his brilliant leadership that The Hill was to establish itself as one of America's leading secondary schools and to number in its roster many boys who were to become some of America's best known men in professional and public life. The going during those early years was hard. There was little capital to provide desperately needed equipment for the growing school, growing in the quality of its curriculum, its faculty and the number of boys entrusted to John Meigs' care. THE HILL SCHOOL 09 The heart of any great school rests not in brick and mortar, but in the lives of its faculty and those even in the most humble tasks who contribute to its greatness. A great headmaster once said, "As your Faculty is, so are your boys." It was true one hundred years ago; it is equally true today. I am, therefore, not going to dwell on the physical development of The Hill School, but more especially on a few of those great personalities whose lives were so intricately woven into the fabric of the School in those early and forma tive years, whose character is so deeply etched into everything we see about us, who live in every brick and stone whose sub stance gives form to The Hill School. ' John Meigs' battle cry in his work was CHALLENGE, a word most closely associated in his work with boys and mas ters : CHALLENGE to the boy to take from the School all it had to offer in building up his body, his character, to be clean in life and thought, to build up those inner spiritual reserves to face the days ahead, to serve his God and mankind. That was John Meigs' educational philosophy. This remarkable schoolmaster passed into the great beyond when he was but 59 years of age, at the very height of his power. In his 35 years of matchless direction of his school, he saw his life work grow from a handful of boys to a school of over 400. He saw with keen delight and satisfaction the development of a faculty of strong men, out of whose ranks were to come the headmasters of over 20 schools. On the shoulders of his faculty was .to rest the responsibility of the School after his death. To them he bequeathed his life work. They did not fail him. Those long years of John Meigs' direction of The Hill School were more often beset with trials than with pleasant accomplishment. His path was thorny; the going hard. To find funds to keep pace with his plans for the development of the School was no easy task. From the red clay of the surrounding hills he fashioned building after building only to see them destroyed by fire. 70 BULLETIN OF HISTORICAL SOCIETY OF MONTGOMERY COUNTY Yet, he always quickly re-built and ever better. His rugged shoulders' carried back-breaking debts. A typhoid epidemic cost the lives of nine boys; yet the following Autumn, a parent who had lost a son in that tragic experience brought his only other son to the School to place him in John Meigs' care. Surely no greater tribute could be given to any man. But through all those dark clouds of heartache and frustration, there shone the confident courage of a great man, supported by optimism for the future, and a philosophy which did not admit defeat or linger long over disaster. He was a magnificent fighter. John Meigs was essentially one who greeted the unseen with a cheer. Right makes might; never might makes right, was his view. The common life of the School was a phrase often on his lips. It represented the thing for which he most earnestly sought; not that he wanted a school made up of saints—far from it. Any boy willing to learn and anxious to face his difficulties manfully, had a place in John Meigs' school; but if a boy persisted in following a pattern of be havior which injured school morale, John Meigs, regardless of loss of tuition or school standing in a given community, never hesitated to have that boy withdrawn from the School. This kind of unwavering courage commanded the respect of parent and boy alike. Individual effort on the part of every boy and hard work joined with earnest purpose, became rec ognized as essential in the School. Here was inspiration to work, for every boy was faced with a Head Master who did not spare himself. Every hour brought its appointment that must be kept. Inattention and laziness of effort were almost un pardonable sins with John Meigs. The result of such a moral and intellectual regimen was two-fold as John Meigs saw it—^not only did it serve the im mediate purpose of the School, to get its boys into college, but it moulded the School's great and most important bi-product, character.
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