In 1827 three ‘infant schools’ were also founded in Philadelphia and other centers of Pennsylvania through Roberts Vaux. By 1830 the number of infant schools in the state had risen to ten, with two to three thousand pupils. As the numbers would indicate, the schools were largely organized upon the Lancasterian plan. Two years later a model infant school was started in Philadelphia, and in 1834 six others were organized. By 1837 there were thirty primary schools in Philadelphia alone. Several other cities started infant schools early. Hartford began them in 1827, and Baltimore in 1829. These institutions were in most cases fostered by the leading men of the community, and the ultimate service performed for American education by this form of philanthropy was considerable. Among other improvements, the infant schools developed a better type of schoolroom, secured separate rooms for different classes, introduced better methods and equipment, encouraged a movement toward playgrounds, and brought women into the city schools of the United States. [Sidenote: Purpose,] [Sidenote: location,] [Sidenote: course,] [Sidenote: and methods.] =The Importance of Philanthropic Education.=--Many other types of charity school arose during the eighteenth century both in Great Britain and America, but the chief movements have been described, and sufficient has been said to indicate the important part in education played by philanthropy. The moral, religious, and economic condition of the lower classes had been sadly neglected, and by means of endowment, subscription, or organized societies, a series of attempts was made to relieve and elevate the masses through education. As a result, charity schools of many varieties and more or less permanent in character arose in all parts of the British Isles, the United States, and even France. In many instances the pupils were furnished with lodging, board, and clothes. The curriculum in these institutions was, of course, mostly elementary. It generally included reading, spelling, writing, and arithmetic, while a moral and religious training was given through the Bible, catechism, prayer book, and psalms, and sometimes through attendance at church under supervision of the master. Frequently industrial or vocational subjects were taught, or the pupils apprenticed to a trade or to domestic service. The course was usually most formal both in matter and method, but occasionally in the later types drawing, geography, nature study, physical exercises, and games were added, and the more informal methods of Pestalozzi or Froebel were partially employed. Sometimes the training was especially intended for and adapted to children under the usual school age. [Sidenote: Various sorts of opposition.]