In its initial charter of 1863, the Association was charged
to “provide
for them a suitable home, board, clothing and instruction, and
to bring them under Christian influence” [1]. The
Superintendent along with the executive committee was to “govern
the inmates, preserve order, enforce discipline, impart instruction
in useful knowledge and some regular course of labor, and establish
rules for the preservation of health and for their proper physical,
intellectual and moral improvement.” [2] It
went on to stipulate that, “The trustees may, with the consent
of the Executive Committee, bind out by indenture, such children
as may be deemed capable of learning trades or of becoming useful
in other occupations, to such persons as will give them the benefit
of good examples, wholesome instruction, and other means of improvement
in virtue and knowledge, and the opportunity of becoming intelligent,
moral, and useful members of society.” [3]
Since
the beginning and throughout its history, there were two objectives
to meet in the development of the curriculum – basic education in
writing and arithmetic, and industrial education in domestic labor.
At age 12, or sooner if requested, the Association would seek
homes for the children in an indentured service arrangement. The foster
home would receive a child trained in household work, carpentry, or as
a farm hand. In
exchange the home would be required to continue their instruction,
treat them well and prepare them for life. Given the racial sentiment
of the time, many homes were interested only in the prospect of
free labor. The Association had a very difficult task of following up on
the status of the children placed in foster homes to make sure they were
being treated in accordance with their contracts. This was very labor intensive,
particularly since children were distributed nationally – placed
in New Hampshire, New York, New Jersey, Massachusetts, Pennsylvania,
Maryland, Virginia and Washington, DC. In the 1880s and 1890s,
as funding decreased, this became a difficult struggle.
All indications were that the staff maintained
the strictest discipline with the children, and the finest education
that could be afforded. Children
in the Home entered Kindergarten at the age of four years; after
two years they could be admitted to the school. The school consisted
of two teachers, a principal and an assistant, and their curriculum
was equivalent to the first through fifth grades in public school.
The first teacher, Miss Maria Mann made good progress with the
37 pupils she had charge of, erecting temporary buildings to house
them all. The industrial training consisted of household duties,
work around the grounds, sewing and mending taught to both boys
and girls, and a special carpentry course for the boys. In the
instructional component, they learned spelling, composition of
letters and arithmetic. If they had contributions from members
and friends for carfare, they would take field trips so they could
expose the children to the outside world. On Sundays the children
attended service at the Congregational Church at the corner of
10th and G.
Foster homes could request
particular ages from the Association, and children were
usually adopted between the ages of four and eight. The
Association received many requests from neighborhoods where
children were previously placed – a testament to the
work that was taking place. The indenture contract allowed
for a probationary period of six weeks. If a child was returned,
another home was found. In 1886 the school became part of
the DC school system, under the direct supervision of the
Public School Trustees.
One of the noted matrons of the
home was Miss Eliza Heacock, who served for 22 years along with her
sister Jane Heacock, her assistant. These sisters were Quakers from
Jenkintown, PA and were noted for the sympathy, honesty, and purity
that they demonstrated daily to the orphans. She was described by teacher
Nellie Plummer as a sterling Christian, free from prejudice [4].
Miss Heacock was regarded as an excellent manager, with genuine interest
and devotion in the children. The many children’s letters addressed
to her is an indication of their respect and gratitude for her guidance.
