only a few minutes. The mother recorded: "Gave birth to a fine boy full grown perfectly formed but not living". It was in Germantown that the couple's second daughter was born. Louisa May Alcott was born on her father's birthday, November 29, 1832, at a half-hour past midnight. Bronson described her as "a very fine healthful child, much more so than Anna was at birth". The Germantown school, however, was faltering; soon only eight pupils remained. Their benefactor Haines died before Louisa's birth. He had helped recruit students and even paid tuition for some of them. As Abby wrote, his death "has prostrated all our hopes here". On April 10, 1833, the family moved to Philadelphia, where Alcott ran a day school. As usual, Alcott's methods were controversial; a former student later referred to him as "the most eccentric man who ever took on himself to train and form the youthful mind". Alcott began to believe Boston was the best place for his ideas to flourish. He contacted theologian William Ellery Channing for support. Channing approved of Alcott's methods and promised to help find students to enroll, including his daughter Mary. Channing also secured aid from Justice Lemuel Shaw and Boston mayor Josiah Quincy, Jr. Experimental educator On September 22, 1834, Alcott opened a school of about 30 students, mostly from wealthy families. It was named the Temple School because classes were held at the Masonic Temple on Tremont Street in Boston. His assistant was Elizabeth Palmer Peabody, later replaced by Margaret Fuller. Mary Peabody Mann served as a French instructor for a time. The school was briefly famous, and then infamous, because of Alcott's method of "discarding text-books and teaching by conversation", his questioning attitude toward the Bible, and his reception of "a colored girl" into his classes. Before 1830, primary and secondary teaching of writing consisted of rote drills in grammar, spelling, vocabulary, penmanship and transcription of adult texts. In that decade, however, progressive reformers such as Alcott, influenced by Pestalozzi, Friedrich Fröbel, and Johann Friedrich Herbart, began to advocate compositions based on students' own experiences. These reformers opposed beginning instruction with rules and preferred to have students learn to write by expressing their personal understanding of the events of their lives. Alcott sought to develop instruction on the basis of self-analysis, with an emphasis on conversation and questioning rather than lecturing and drill. A similar interest in