Reading Memorial High School - Pioneer Yearbook (Reading, MA)

Text from Pages 1 - 72 of the 1901 volume:

$ 1 A .A AO V D NT v v e PIONEER ADVERTISEMENTS. THE BEST VALUES IX . . . Dry Goods Can always be obtained at F. Q. HacDonald’s, Post Office Square. Agent for the popular Standard Patterns. .THE. M. S. QUINLAN, Furniture Repairing AND UPHOLSTERING. Also Antique Work Properly Done- No. 3 Pleasant St., - - Reading. r % Try OXLEY’S Headache Powders! © • ® u 11 Reading Public Market is where you can get the best and freshest Meats and Vegetables, where satisfaction is guaranteed and the prices are the lowest. Sure Cure! © © © J. C. OXLEY, Druggist. . .. r i . BERRY RICH, PROPRIETORS, Atkinson’s Block, - - Haven Street. CHARLIE YEE, Chinese Laundry, The best of work guaranteed. Main Street 0pp. Pleasant. i K T W. A. HUNTER, Boots and Shoes Repaired, ITain Street Opp. Pleasant St. F. W. YOUNG, FINE TAILORING. Ladies’ Jackets made and repaired. Ladies’ and Gen¬ tlemen’s Garments cleaned and pressed. 69 Haven Street, Reading. Edgerley Bessom, UNDERTAKERS, Room 3, Tanning’s Block, Main St., Reading. TELEPHONE CONNECTION. Attendant at office day and night. GILMAN L. PARKER, —Wholesale Dealer in— COFFEES hnd TEHS, 8 Central Wharf Opposite Chamber of Commerce, . BOSTON. Telephone 657, Boston. Mills, 85 Central St. Railroad Market, = = R. L. Smith. ... .The Best Quality of.... Beef, Pork and Poultry, Canned Goods. Fruits in their season. J5 Black’s Block, - - Haveri St. . . p ftobby Suits — FOR YOUNG MEN ...at $10, 12, 15, 18, 20. Flannel coats and pants and otlur hot weather novelties. HAnnOND SON, Leading Clothiers, - - Woburn, Mass. Lyceum Hall Building-. Established 1851. YOU --- ' Can take vour own pictures with a KODHK, No trouble to show them at. . . G. A. WINCHESTER’S, HAVEN STREET, - - - READING, MASS. READING PUBLIC LIBRARY READING, MASSACh USETTS PIONEER ADVERTISEMENTS. TNTE ' W ARRIVALS TINT ...Summer Dress Goods... We offer an assortment larger and more varied than ever before in Muslin, Corded Lawn, Dimities, Nainsook, Spider Madras, Novelty Ginghams, French Percale, Pique, Cotton Covert and Linen. Copeland Bowser. MONARCH SHIRTS, COLLARS and CUFFS are the best. SOLI) BY Francis Bartley. FOR SCHOOL SUPPLIES AT BOTTOA1 PRICES . . . .GO TO_ E. C. METCALF’S. Edw. E. Copeland, D. D. S. OFFICE hours: 8 to 12 a. m , 2 80 to 5 p. m. Monday evenings, 7 to 8. A FRIEND. For Fine Watch and Jewelry Repairing go to J. A. MURPHY’S, Woburn St., near the Common, Reading. French Clocks a specialty. Called for and delivered. “ Sorosis Shoes,” $3.50. The New Shoe for Women. “ Elite Shoes,” $3.50. The New Shoe for Men. School Shoes for Boys and Girls, $1.25. Bancroft’s Shoe Store, Reading. The Reading Laundry is the place to send your laundry when good work is desired. W, C. FLEMING, Proprietor. • • - Box 688.. A FRIEND. Reading Lunch Room. A. C. NICHOLS, Prop. FIREWORKS. FIREWORKS. HEADQUARTERS FOR 4th of July Goods WILL BE AT HORROCK’S, Reading Square. FIFEWORKS, FIREWORKS. PIONEER ADVERTISEMENTS. Geo. H. Atkinson, Wholesale and Retail . King Arthur Flour, America’s Highest Grade. ....SOLD BY_ READING Co=operative Association. FINE GROCERIES. Haven St., Reading. People have said: that we are too particular in buying our stock of groceries—over particular on many points, that our customers will never know the differ¬ ence or appreciate it, but we know they will, we know goodness tells, and nothing makes lasting friends more than honest goods. E. H. FORBES, FURNITURE 7 0 V INC, Concreting and Contracting. 3 in£0BURN STREET, READING, MASS. Safe Horses with Comfortable Carriages, ...To Let... S. W- BOWKER, Tel. 54-3. LINDEN STREET. Francis Brothers, Complete Inside and Outside House Furnishers. = == = = Cash or Instalments. DAVIES FLEET, A rtistic Photographs. Class Pictures a specialty. Haven Street, Reading. F. W. WRIGHT, HAIR DRESSER, Children’s Hair Cutting a Specialty. Razors Put in Ord er. H. H. Howard, REHL ESTHTE HCENT, Office : = =Johnson’s Harness Shop, Near Depot, Reading. Wendell Bancroft Co. COSl and Lumber. Z. S. Richards, ...PRfleTieaL HORSE SH0ER... Lincoln Street, opp. Depot, Tel. 95-7, Wakefield. READING, MASS. Horses called for and delivered. EDWARD W. BANCROFT, COUNSELLOR-AT-LAM 23 Court St., Room 315, Boston. Evening Office, 8 Masonic Block, Reading. F. F). WHITTKMORK PRINCIPAL. THE PIONEER. Vol. IX. No. U THE PIONEER. COMMENCEMENT NUMBER. EDITORS. Alma N. Damon. Marion Howes. Herman Hay. Assisted by the English Teachers. ADVERTISING AGENTS. Elsie Tuttle. Edward Parker. Ten cents a copy. For sale at the various news stands. Entered at the Post-office at Reading ' as second class matter. Printed by W. E. J. F. Twombly. CONTENTS. Editorials ....... 7 Graduation Program ..... 8 Social Ideals in 19 th century Literature 9 Mr. Butterfield’s Second Visit to New York. 12 The Boer War ...... 15 Orange Culture in Florida 16 Music in Milton. 17 Character Development in George Eliot’s, “Adam Bede,” “Silas Marner” and “The Mill on the Floss.’’ 18 Departure of Wit . 21 Alumni Notes ...... 25 Remarks on Courses of Study 26 Courses of Study. 27 Outline of English Work .... 29 Te cfcers and Pupils , , , , 30 Price 10 Cents. EDITORIALS. This year we wish to present to our readers a “Pioneer” which shall be of interest to all. During the past few years the paper has been chiefly a Commencement number consisting entirely of the graduation essays. This num¬ ber will contain work from all classes and we sincerely hope that it will be a success and be acceptable to its readers. THE CARE AND PRESERVATION OF TREES. The question concerning the care of our for¬ ests, trees, and lawn is widely discussed among women’s clubs, and societies are being formed to take action in the matter. Even the state au¬ thorities have considered the importance of carefully preserving nature and there is in Massachusetts a Forestry Association which is doing much practical work in this direction. By its laws forest and fire wardens are compelled to he appointed in every town. Also every means is tried by the state to exterminate the gypsy moth, so destructive to our trees. Nature has endowed Reading with a good share of forests and we are indebted to our an¬ cestors for our beautiful shade trees. They should be held almost sacred as relics of the past generations. How carelessly are they de¬ stroyed ! The work of the axe is hut a few minutes while the growth of the trees has been the process of centuries. It seems shameful that even their limbs and branches should be cut to allow telephone and electric wires to be strung through their tops, READING, JUNE, 1900. 8 TITE PIONEER. One day in the year known as Arbor Day is devoted to the planting of trees. On this day our schools should be encouraged to beautify their surroundings with an eye for the future gratification of beauty. The Highland School has spacious grounds which the pupils delight in making and keeping beautiful. Compare with it the surroundings of the High School. On three sides nothing but dry, barren sand and on the fourth the cemetery! The building itself certainly is not artistic and, devoid of trees and lawns, what a dismal sight it is ! To be sure, the Common is near, and is the school’s only redeeming point in regard to its exterior. But the Common would not at all suffer from a removal of the High School. In fact, it would be greatly benefited by such an action. The Common is a landmark of Reading and as such should be preserved in all its simplicity, undeco¬ rated by plants and shrubs. We should all be public spirited enough to wish to have our town beautiful with natural adornments and as this can only be accomplished by the help of the individual citizen let each one do his share in making and preserving its beauty. M. A. II. GRADUATING EXERCISES. PRAYER SINGING PROGRAMME. Rev. W. W. Wakeman. Vocal March V. E. Becker SALUTATORY AND ESSAY The Heritage of American Youth of Today to Marion Addie Howes. SOLO . : r i Elvy Josephine Hunt. P;SSAY The Colonial Maiden Bertha May Harris. SINGING Unfold, Ye Portals (Redemption) . - Gounod ORATION . The Spoils System Oscar Alfred Nichol . _ ESSAY Education out of School Louise Marion Pratt. SINGING A Unison Song Bullard ORATION The Boer Patriot Ernest Timothy Wakefield. SINGING Merry June (duet) Vincent VALEDICTORY ESSAY Our Aspirations and Our Ideals Alma Nellie Damon. SINGING The Lord is Great (Athalie) Mendelssohn PRESENTATION OK DIPLOMAS Mr. W. S. Parker. The teachers and editors wish to thank the following pupils for the contributions, which on account of lack of space, they cannot accept, but which meet the demands of the paper. Grace McCrum, Eva Hudson, Marion Parker, Louise Holden, Alice Putnam, Elsie Pratt, Ruby Abbott, Elsie Eaton, Ella Gleason. We are continually hindered in our work by lack of reference books. If the pupils would take the matter in hand, it might be remedied. An entertainment might be given both for the sake of raisi ng funds, and for convincing our friends that we are willing to bear our share of the burden, GRADUATES. ENGLISH COURSE. 1 ‘ercival Parker Herman Walter Hay Ina I.oufse Eames Ella Martin Gleason Grace May McCrum • 1 - Elvy Josephine Hunt .... Louise Marion Pratt Vera Emerson Scott ENGLISH-LATIN COURSE. Bertha May Harris Mary Ellen Cullinane Rebekah Louisa Bruorton Alice Ethelyn. Nichols Martha Hodges Kittredge . Elsie Marion Tuttle Grace Marion Stimpson Jennie Hall Nichols Ethelyn Abbott Smith Oscar Alfred Nichols Ernest Timothy Wakefield � i • INSTITUTE COURSE. j Edward Francis Parker, Jr. Clarence Elmore Carter CLASSICAL COURSE. Alma Nellie Damop Clarion Addie Howes THE PIONEER. 9 SOCIAL IDEALS IN NINETEENTH CENTURY LITERATURE. (From Miss Scudder ' s “Social Ideals.”) Nineteenth century literature is the expression of a period quite different from any that lias gone before. The times of political strife in which Swift wrote are over; the stately and simple movement of expansion in the Renas¬ cence lies far in the past; the majestic immobil¬ ity of the feudal system is hard even for the imagination to reproduce. The greatest help to spiritual ideals, the Christian Church, was little in evidence in the early part of the nineteenth century. The spiritual ideals of any people may he read through its imaginative art. The imaginative art of early England was not Christian. There was no inspiration for prose and poetry, nor did either solve its social problems through her aid. Thus the thought of the century began with its foundation slipping away in all directions, leaving it unguided and helpless. Such a pe¬ riod no man could express. Therefore we must know many authors, in order to gain even hints of the social moods, desires and sorrows of modern times. The English poets may well be called the heirs of the Revolution. Their ideal of love and freedom is our national inheritance. From Wordsworth to Byron, the poets were influenced by the political revolution with its swift, dra¬ matic changes from hope to despair. The aim of all their passion was ideal. One notable fact in the poetry of the revolutionary period was the new spirit of seriousness which it showed. These poets were probably the first who believ¬ ed their visions might influence public thought and social work. After preparing the ideal for future generations the voices of the poets were silenced, m 1825. Now comes the Victorian Age and with it a change in the places of poetry and prose. This change was inevitable, .as prose expresses best the social interests and passions of men, while poetry exists on illusions. From the days of Sartor Resartus, English prose assumed a social attitude. Its candor and audacity in rendering larger collective facts account for its new dignity, scope and importance. Novelists and essayists have with one accord been social critics. The novelists give us criticisms through pictures, the essayists through analysis. But if we follow the social aspect of men of letters from 1830 to 1880, we shall see the growth of a new con¬ sciousness which was developed over all Europe. Three men have played the most important part in this social evolution ; Carlyle, the prophet, of peasant origin, indifferent to delicacy and beauty; Ruskin, the dreamer, son of a rich merchant, softly born and bred; Arnold, the scoffer and observer, from the professional class. After these men Avere silenced, a new social force took up their work embracing the first fifty years of Victoria’s reign. First let us glance at the great work of the Victorian novel. At the beginning of the pe¬ riod, fiction turned from donjou and tourneys to the street and club, the England of today. Dickens and Thackeray uncovered and revealed the social pictures and problems of early Victo¬ rian England until, in 1850, their simple pro¬ ductions gave way to novels of protest and arraignment, which in turn are yielding to the novel of constructive suggestion. Our social novels illustrate and supplement social essays. Beneath all this literature, is a civilization with fuller ideas of freedom than ever before known, for. its hope, and a new form of bondage in which millions are held, for its achievement. Literature has confronted a social situation dra¬ matic and difficult, and intelligent England shows appalled surprise. But our writer has to en¬ counter these and leader, critic, opposer of his generation though he be, instinctively utters the age in which he lives, and his works in some degree must lose their charm for the next or the same century. Writers, however, do not see the world alike, as we find by comparing contemporary authors. Take for example Dickens and Thackeray. Dickens’ coarse and heavy melodrama and crude plots have lost vitality. In Thackeray’s works we find a charm, yet they do not delight us as 10 THE PIONEER. thev did our fathers. The novel of to-day has • c rapidly advanced in characterization. Dickens has almost no characters, and although Thacker¬ ay’s touch is much finer, he dissects only the tissue nearer the skin. What will never lose its power is the vividness of their social delineation. Being the first realists to treat the modern world they see it as a whole. Men appear to them in social groups, while the novelist of to-day sees one or two, or a small group of contrasting characters. In all Dickens’ or Thackeray’s books the author seems to see modern society in review and never to look into the sold of man. Although both lived in the same age, one did not see what the other did, and just where Dickens leaves off in the social scale Thackeray begins. Dickens starts in the depths with the criminals and murderers, trades-pe ople, and lower grades of the professional classes. lie makes his environment match the people and does not allow us to forget their occupations. They have no manners, and when they enter the world of propriety Dickens makes them absurd. Thack¬ eray deals with the upper class of so¬ ciety. lie is more at home where trade is never mentioned, and if, perchance, he creates a professional character, it is introduced with a little air of apology. While Dickens’ favorite haunts are the street and inn, Thackeray’s are the drawing room and club. The best factors of his art are the funny way in which he describes life below stairs, and his keen knowl¬ edge of the throng which seeks to elbow its way into the secret enclosure of fashion. Though both lived in the same city with the same scenes to draw from, their worlds hardly touch. One region alone they have in common — literary Bohemia. There are some great social omissions in their work. They do not know the agricultural poor or approach very near the clerical world. Neither is Dickens fully aware of that silent throng, the productive class. His people live by selling, not making. Yet what range of social observation in these two novelists and what marvellous pictures of life they have given us! Through their achievement, modern Eng¬ lish civilization becomes an imaginative reality, arrested, undying. However far apart their worlds they are not uncorrelated, for the world of Thackeray depends upon the existence of Dickens’ world. Dickens’ world is absorbed in the making, Thackeray’s in the spending of l money. In the eighteenth century the hero began to deteriorate. There were few heroes in Victorian fiction. A sorrowful endurance is the lot of Thackeray’s best people; it is for victims, not for fighters, that our sympathy is claimed by Dickens. Thackeray does not admire the way of the world, but he accepts it. Our first Victorian novelists, then, reflect for us a society of a new type; a society in which the dignity of the old order is vanishing, but the ideal of the new has not yet appeared. Their work shows the social surface alone; of the deeper forces stirring below, neither was cognizant. Into this society Carlyle threw his Sartor Resartus. To the generation of 18-10 this work was completely battling. It jeered at the most cherished conventions, religious and social. It was a chaos of seemingly incoherent quotations. For us, however, it is perhaps the noblest utterance of the early romantic move¬ ment in England. It is also the first notable and sincere expression of the attitude which seeks to see modern life with no glamour of delusion. Thus it belongs both to the future and the past, to romanticism and idealism. It found at last those for whom it was written, the children of the future. To the young men of England, it remained for generations a sort of gospel. The spiritual and social elements of the book are so united that separation is im¬ possible, and conventions of society and religion disappear with equal celerity, as we turn its pages. To Carlyle, society is no result of a “social contract,” no casual collection of indi¬ viduals ; it is a band of brothers living in har¬ mony. He places the poor slave and the dandies side by side, with highest art. After three generations the instinct which animated Car¬ lyle’s thought has become almost universal. Yet in some ways he is still distinctly in advance of v r THE PIONEER 11 us. For his accents, unlike our own, fall con¬ stantly on the non-material aspects of social need. Being inured to poverty from childhood, hard¬ ships and privation do not seem so great evils to him as the thought of the multitudes spiritually disinherited. While C arlyle brooded in Craigenputtock, cer¬ tain Tories were thinking in lines not wholly dissimilar to his own. Wordsworth and South¬ ey felt the damages arising from the new industrial method hut they faced the future, not the past, and although they could see the evils, they could not interpret the needs of their times. Carlyle first, in sober prose, promoted the free play of consciousness and quickened again the undying soul of social renewal. This consciousness is the starting point of all our social t hought. Writing at the dawn of revo¬ lutionary science, tingling with a new historic sense, Carlyle gathers his social thought into a wide universal conception, lie was the first man in England to proclaim the equal rights of the manufacturing class and the aristocracy. While Carlyle was indicting society with vehement and spasmodic eloquence, Ruskin was writing his beautiful interpretations of beauty. Here was nothing repugnant or obscuro to the ! English public. It was only natural for Ruskin to pass from criticism of fine arts to criticism of society. The first thing to awaken his social imagination was the ugliness of his country, which was overrun with manufacturing towns | and cheap, dreary, crowded buildings. “Bcauti- fill art can only be produced by people who have beautiful things around them and leisure i to look upon them: and unless you provide some elements of beauty for your workmen to be surrounded by, you will find that no elements of beauty can be invented by them.” This love of beauty was what Ruskin tried to awaken in (lie public soul. Arnold thought that modern civilization was absurd because his attention was arrested, not by the industrial or the aesthetic, but by the intellectual conditions of England. lie turned to the great middle class, and that which im¬ pressed him most was its utter imperviousness to ideas. lie tried to convince the people of their stupidity, prejudice and ineptitude, in economic theories, religious life and literary standards. At times the emphasis is upon moral defects, again on intellectual, but of satis¬ faction or exultation in the existing conditions, the Victorian writers show no sign. The modern situation offers no novelty, yet the instinct of our social critics is sound. At present, neither rank nor force is devoid of spiritual significance. The most impressive point of agreement among our authors is their sense of impending change. The men of 1880 believed the revolution was past; those of 1840, of I860 and 1870 believed it was to come. They awaited its coming, yet how to meet it or what was its nature, they were not sure, but that a more searching and subversive social change than the world has ever known was imminent,they all were assured. Again and again they lift their warn¬ ing note, and every five, every ten years, to a rapidly moving civilization comes a cry of pro¬ test and fear. In every book Carlyle wrote, “There must be a new world, if there is to be any woild at all;” and fifty years, afterward, Arnold, the cool and collected, reiterates the thought. In this steady insistence of imminent danger, a call of warning and fear echoing down the decades, we may see something ludicrous or sinister, but we cannot help being awed by the reiteration. We may well ask if the social revolution is nearer in 1900 than in 1840 or 1800. From every country, every class, gather men and women vowed to simplicity of life and social service, aware of the lack of social har¬ mony in our civilization, restless with pain, perplexity, and distress, yet happy as they obey the command of a widened consciousness. Among these latter people was George Eliot, whose books express the restless and inquiring mood of the central Victorian period. Her attitude is that of the thinking people of the time, deeply agitated by ethical problems, trying earnestly to adjust itself to widening horizons. The interests that controlled English thought between 1830 and 1870 were chiefly religious, and although famous writers tried to express THE PIONEER. this readjustment, George Eliot was the most vividly human. Progress was breathlessly rapid during that half-century, but her work is as im¬ portant in its social as in its religious aspect. It marks the transition between a period pre¬ occupied with life and evolution to the next period, in which we are living. The intense social consciousness of her characters is possi¬ ble only in an age which has outlived revolution in history and is facing evolution in thought. George Eliot is the first to show us an enlarged recognition of social responsibility. Her works mark the climax of the social feeling in fiction previous to 1880. They show the social con¬ science fairly awake and waiting its summons. Taken as a whole, fiction from 1840 to 1880 testified to the quickening of interest in social types; to the gradual awakening of social un¬ rest ; to a vague and helpless quest of wider freedom and instinct, new and as yet baffled, hopeful only because of its own intensity. All these various authors knew not just what they were seeking, and to us it seems only an epoch of beginnings. Although we are starting in on anew century, ideals are still being formed, but we seem no nearer the height of idealism than in the eighteenth century; the track which the early poets and novelists started upon, is not yet followed to the end, but appears, at least, to open toward a light that brightens as we proceed. Etiikj.yn A. Smith, Class of ’00. MR. BUTTERFIELD’S SECOND VISIT TO NEW YORK. Mr. Butterfield was leaning back in his seat with a luxurious air, as the train drew rapidly out of the Beantown station towards New York. The only things which marred his perfect tran¬ quillity were first, the idea of changing cars at Patterson and secondly, his great carpet bag of ancient pattern, lie had placed it under the seat and twisted his leg around it, so that his foot rested uncomfortably but squarely upon it, for it had occurred to him that he must take precautions against train robbers, and he was sure that those gentlemen would be particularly anxious to get possession of such a valuable carpet bag. He whispered confidentially to his son, “Your great grandfather Butterfield brought thet there carpet-bag up from Pumpkin Centre fifty years ago, and today there ain’t one cent less in it than ten dollars an’ fifteen cents.” Master Artemus opened his eyes to their fullest extent and whispered back, “Ten-dollars- an’-fifteen cents ! Say, dad, will yer buy me a stick of maple candy when we get to Ne’ York?” Mr. Butterfield indulgently promised that he would invest a cent in one of the New York stores for the desired candy, so Artemus sighed contentedly and turned his attention to the window. lie was a very small boy of nine years and very stout into the bargain. His cheeks were so fat that his eyes were very narrow in consequence. When he had departed from Beantown, his mother had placed squarely on his head a primi¬ tive straw hat with red ribbons, giving him strict injunctions not to remove it on any account, as there would be plenty of people glad to relieve him of the burden, so he had kept careful watch of it ever since. 11 is irintr- ham blouse of old fashioned cut was set off by an alarming tie of green plaid silk. Ilis pants were very roomy, reaching to a distance of about six inches below the knee, and revealing some cheerful looking stockings of red and white. It may be said that Master Artemus had a consciousness of being very much dressed up, as indeed he was. He became intensely interested in what he saw from his window. Once he glanced up quickly and called his father’s attention, “() see that man on that bicycle, ain’t it funny? It’s coasting up hill. It’s something like Simon Piper’s velocipede, aint it, pa?” “That must be a - a - steam tricycle, my son,” answered Mr. Butterfield, “One o’ them things I wuss readin’ about in the ‘Inventors’ Yearly.’ My, but I’d like to have Almiror Jane see thet durned thing whiz up hill.” “Well, anyhow, I’d like ter hev one,” respond- TlIE PIONEER. ia edthe young hopeful. “Do you s’pose, pa, thet you could buy me one out er thet ten-dollars- an’-fifteen-cents ?” “I dunno but I could, I reckon tliey wouldn’t come higher ’n live dollars.” So the spirits of young Artemus rose high, and he had plenty to think of from that time on. Suddenly the conductor opened the door and called out, “Paterson, Paterson—change cars for New York. Do not leave any articles in the car.” Obeying this last command of the conductor, Mr. Butterfield grasped his carpet-bag and blue umbrella, a family heirloom, used by Mr. Butterfield ordy on special occasions. As soon as the cars stopped, he rose stiffly and passed with a dignified air out of the car, with Arte- mus close at his heels. He stepped up to a fashionably dressed young man who was leaning against a pillar, smoking a cigarette, and said. “Kinyeou tell me which car’ll take me ter Ne’ York?” The young man answered shortly, “New York trains on main track,” and turned away. “Well, I mayn’t know so much about it, but I do know as I wont git ter N’ York on a Maine track,” soliloquized Mr. Butterfield as he started off again. 11 is next victim was a woman with three- children in her wake, and one on each side, while she clasped several bundles in her arms. Mr. 1 hitterfield put to her the same inquiry. “O dear me, sir,” replied the woman, so startled that she dropped several bundles. “Tom¬ my, pick up those bundles — no, I’m sure I don’t know — stop pulling the gentleman’s coat, Peter I’m looking for it myself — Annabel, take your hands from the gentleman’s umbrella, this instant— ), I’m so confused, and such trouble¬ some children — I — ” and she darted off leaving Mr. Butterfield to separate one of the children from Artemus, with whom he was having an encounter in hair pulling. When he had disentangled the youthful pu¬ gilists, he lai l hold of a newspaper lad who was making free use of his lungs near by, and asked him the usual question, receiving the audacious reply, “Hey, old hayseed, three tracks t’ yer right, four t’ yer left, down th’ centre an’ th’ rest o’ th’ way on yer face, ef yer umbreller won’t take yer,” and off went the lad, crying “New York Journals an’ Heralds, all about th’ robbery.” It now occurred to Mr. Butterfield that it would be somewhat wiser to ask an official, and finally, with the aid of one, he found himself on the New York train. To be perfectly sure, after he was seated, he inquired of the people in front and in back of him if that was the train for New York. Artemus had seen so many strange things that when the train drew up in the great depot of New York, his mind was in a perfect whirl and his father had fairly to pull him by the hand. Mr. Butterfield, with his carpet-bag clutched tightly in one hand, and his large blue family umbrella under his arm, said pompously, “I reckon yer can’t lose me in Ne’ York. I wuss down here once afore, thirty years ago. We’ll go right across the street to Peter Jones’ green grocery. IIow glad Peter will be ter see me!” It was with great difficulty that Butterfield and son found their way through the station, which was so crowded that Mr. Butterfield decided there must be a cattle fair, round some¬ where. At last, finding themselves in a great thorough¬ fare, crowded with people and vehicles, Mr. Butterfield was startled to find in place of the old green grocery, a great stone building of a dozen stories. He was so thunderstruck that he relaxed his hold on Master Artemus, and that young gentleman, making the most of the opportunity, slipped away to hear the music of an old hand organ, whose crank was being turned by an Italian woman. Artemus had always been accustomed to wan¬ dering about by himself, so it did not disconcert him at all to be alone. After he had tired of the sing-song music of the organ, lie wan- 14 THE PIONEER. lcre l along, looking in the shop windows and enjoying himself generally. Suddenly his eye fell upon a strange looking wagon which was passing along the street. Its body, which looked like a great barrel, rested on four stout wheels, while from the rear there was a wide protuberance which was bored with numerous round holes. Artemus felt very curious to examine this queer arrangement, so when it had passed by, he stepped up behind and stood looking at it with his hands in his pockets. lie had just bent over and was trying to poke his fingers in the holes, when all of a sudden there spurted out from all the openings at once, a heavy shower of cold water which completely drenched poor Artemus to the skin. He set up aloud outcry which brought from the crowd a gentleman carrying a carpet-bag and blue umbrella, who cried excitedly, “At last I have found my son,” and catching him by the hand, he drew the boy on to the sidewalk. Artemus presented a pitiable appearance indeed. Over his woeful face, little red rivulets were making their way from the red cotton streamers of his hatband. The once stiffly starched gingham waist was now limp and life¬ less, and the colors of his green plaid necktie, the pride of his heart, were blended in a wonderful manner. Master Butterfield was still wailing loudly and looking regretfully at his ruined splendor. They stopped at a clothier’s and Mr. Butter¬ field ordered a new suit for Artemus, afterward inquiring the price. “Ten-dollars,” answered the clerk carelessly, and proceeded to do up the parcel. Mr. Butterfield rose on his tiptoes, saying under his breath, “Fifteen-cents left to get home with.” But pride ruled his purse, so he paid the price and commanded Artemus to stop making a noise. He gained permission to change Artemus’ clothes in a little back room of the store, and soon that young man was arrayed in such a fine new suit that he would have been glad that lie had met with the disaster, if it had not been for the reprimand which he expected from his father, when he should leave the store. But his fears were dispelled when his father commenced on an entirely different subject. “How are we to get home with fifteen cents?” “Ef I hed anythin’ valu’ble, 1 might sell it,” lie said, “I don’t ’spose anybody’d want ter buy th’ luncheon Almirer Jane put up fer us, though there be a nice slice o’ joint an’ a ras’b’ry turn¬ over.” All at once, Mr. Butterfield thought of his blue umbrella, and though he was loth to part with the ancient article, he asked several people if they would like to buy it. He could not find anyone who wanted it, but one old lady suggested, “Why don’t you take it to the pawnbroker’s? There’s one right down the street here.” Thanking her for the suggestion, he acted upon it at once. He found the shop without any trouble, but the shrewd old pawnbroker shook his head and said, “Zat ees of no use to me, not von beet.” “Waal now,” exclaimed Mr. Butterfield some¬ what taken aback, “Yer don’ know what a chance yer losin’. There aint a person in Beantown that wouldn’t jump at th’ chance o’ buyin’ thet umbreller,” and he was plunging into its history when the man interrupted, “I haf no use for zat, but ze bag, I vill see ze bag.” For a moment, Mr. Butterfield was speechless with rage at the thought of the proposed desecration, but the stern realities of his position came back to him, together with the soothing remembrance that he could return immediately and redeem it, so he answered, “Mebhe I’ll sell it. But it ought ter bring a good lump o’ money.” “I gif you no more’n sefenty-fife cent,” ans¬ wered the man, with a hideous grin. “Seventy-five cents!” cried Mr. Butterfield indignantly, “Why thet bag’s worth more’n ten dollars, Gran’ther Butterfield paid fifteen dollars fer thet there carpet-bag.” “Veil, veil, as you pices,” and the pawn¬ broker turned away as if the transaction were ended. TIIE PIONEER. 15 With great reluctance, as it was a case of necessity, Mr. Butterfield subdued his ancestral pride and fixed a dollar and a quarter as his price. After a good deal of arguing, a dollar was agreed upon. When the man had counted out this sum in pennies and five cent pieces, and recounted it several times, he dropped it slowly with the check into Mr. Butterfield’s hand, while he placed one hand on the bag. Mr. B utterfield now removed the contents of the bag into his own and Artemus’ pockets, to the bewilderment of the pawnbroker. After he had finished, he laid it reverently on the counter, only to see the pawnbroker take it and toss it into a corner between some rusty garden tools and a broken chair. Mr. Butterfield quivered with indignation, but controlling his anger, he grasped Artemus by the hand and left the store. “1 feel condemned, Artemus Butterfield, to think I’ve gone and spent ten dollars for clothes an’ let your gran’ther’s bag go fer one dollar. Almirer Jane’ll never fergive me. But, really, 1 couldn’t ha’ dried your clothes an’ you might er caught cold, and I spose we’ve got ter git home.” “But won’t you ketch it when mother finds it out?” answered Artemus. At length they reached the station and suc¬ ceeded in finding the train. Artemus did not raise any objection when they got on, but took a seat and sat very still. Mr. Butterfield did not speak until after the train had started, and then he said, “I dew wish Almira Jane could ’a seen tliet new kind ’er tricycle what runs up hill.” “Well, I aint got the candy,” grumbled Artemus, whose temper had been spoiled with his clothes. “Shet up, yeow ungrateful leetle scamp,” said Mr. B utterfield sternly. Hattie E. Gleason. Class of 1901. THE BOER WAR. The present trouble between the English and the Dutch is nothing more than a continuance of a long series of quarrels in the past. Their relations were never really friendly when they first became neighbors on the shore of the Ger¬ man Ocean, as it was called. As explorers and adventurers they were very naturally rivals, and this rivalry again showed itself when the took up commerce. Their very first difficulty was about herrings. In the fourteenth century, they came to a dispute on this subject, although both colonies had pur¬ sued the industry for very many years. The Dutch fishermen dragged their nets upon Eng¬ land’s very shores and then caused the English to buy their own fish. Naturally enough, this created a disturbance, and although no very serious difficulty arose, yet this trifling matter started the feeling of enmity which still exists. The troubles in South Africa commenced in the early part of the present century, and they have gradually increased until now. Great Britain, with the largest army that she ever put upon the field, has practically ended the war with the Boers. Many writers call England’s part in the war a mistake. When she first took possesion of the Dutch colony in South Africa, she made a good start. Everything seemed peaceful and the colonists were perfectly satisfied. The Eng¬ lish rule was much easier than the Dutch, to which they had been accustomed, and they were glad to enjoy it. In a few years, however, they received their first disappointment when the emancipation of their slaves was declared by England. The step in itself was all right, but the methods and the suddenness occasioned the trouble. As a re¬ sult of this action, many wealthy men lost not. only their slaves, but also the amount of money due them for their loss. The feeling of enmity once started could not be wholly subdued, and ever since it has from time to time come to the surface. In fact, this action was the real cause for the great immigration of many of the colonists to the land near the Orange and Vaal Rivers, where in the wilderness they formed their own country, free from the rule of England. The history of this colony up to the year 10 TIIE PIONEER. 1877 is one full of struggles with the native tribes and difficulties in getting along. The people had no real form of government; every family seemed to be a little state in itself. There was disorder everywhere, and to the better educated part of the colonists, the only thing which seemed advisable was to demand annexation from England. Although the lower classes were opposed to this, yet they were obliged to give in and the Transvaal became a part of England, in the above named year. This was a wise course in one respect, for they were assisted by the English in quelling the Zulus, and an orderly government was obtained. Rut again the hostile feeling arose, and the reason for it was chiefly that the annexation was accomplished before it should have been II the English government had waited a little there would have been no other alternative for the Boers because of the great depredations of the Zulus. Then, when driven by sheer neces¬ sity, even the least intelligent would have gladly welcomed England’s protection. The feeling increased and finally resulted in the war of 1880, when the British were taken by surprise and after several engagements fought the battle of Majuba. The entire British force was practically annihilated. At this period the war stopped. The minis¬ try for different reasons decided to go no farther. Gladstone’s influence undoubtedly had great effect, when he said that the people should be given their liberty and not conquered. But the Boers looked at this decision in exactly the wrong light. They thought that their victories had occasioned the English leniency, and that the British did not dare go on. “Magnanimity to an enemy, unless he recognizes it as such, is a mistake.” But it was impossible to stop there. To have the Majuba victory as the deciding point of the question was against the feelings of the English people, and the Boers knew it. So during the interim between that time and this, they have been gathering arms and ammunition and have been growing expert in the art of warfare, in preparation for the final struggle. The present war, the immediate cause of which was President Kruger’s ultimatum, is now nearly ended. The result can only be the final defeat of the Boers, for while Britain has her greatest army upon the field, the Boers have a small force. It is even true that the whole South African population is less than that of some of England’s largest cities. The wonder is that the Boers have held out so long. They were no easy foe and have, as is well known, caused great havoc in the British army by their expert military tactics. It took England’s great¬ est general, Lord Roberts, with the powerful aid of Lord Kitchener to cause their defeat. What the final result will be in regard to the relations between the two countries is difficult to tell. The world in general is waiting and hoping that it will be fair and just to all. Edward F. Park hr, Jr. ORANGE CULTURE IN FLORIDA. (l)rawu from Observation.) The orange was first introduced into Florida about three centuries ago, but it was not until after the war that its cultivation became an industry. Before commerce was cut off by the Civil War, tobacco was more profitable than oranges; but during the four years, from sixtv- one to sixty-five , tobacco could hot be exported and therefore the industry went down, and since the great freeze of ninety-five, has not been revived until within the last five years. The orange seeds are planted in nurseries about a foot apart, and when they come up arc permitted to grow until the trees are about four feet high. They are then budded with what¬ ever variety the grower desires. The budding consists of cutting a slit in the bark of the tree and putting the bud of a thorn in it, the thorn being cut off. A small piece of waxed cloth is then tied around the tree, leaving the tiny bud uncovered. It is left in this way for ten days, when, if the bud is going to take, it has put out small leaves. The bud is put in at from six to thirty inches above the ground, and the old stock is cut off down to this. THE PIONEER. 17 l ■ ■ — ' ■■■ Wh en the trees have been in the nursery from two to three years, and are nearly four feet high, they are sold to be planted about twenty feet apart in groves. Some growers cover the ground with leaves and cultivate only a circle of about eight feet around the trees, but this method is practiced very little. The com¬ mon method is to cultivate ail the land but a strip about eight feet wide, between the trees, and to plough this under in October, so that no grass will grow on it through the winter. If no grass were allowed to grow during the sum¬ mer on the land, the sun would soon draw all the strength out of it. Oranges flourish on a sandy soil and those grown in Florida are considered the best in the world. The trees are thorny and grow to be larger than the largest northern pear-trees. They bear in about seven years after they are set. The orange tree blooms about February, although the time varies with the season. It is a beautiful but rare sight to see the white blossom, the half-grown orange and the golden fruit on the tree at the same time. The oranges are picked from ladders, — forty boxes is con¬ sidered a fair day’s work. The price paid for picking is three cents a box. When picked, the russet or scaly oranges are put in one box, and the bright ones in another. The fruit is taken to the packing houses, where it is put in the sizer, which is a broad shallow box about eight feet from the floor, and large enough to hold about ten boxes. It has two troughs running out from it, on each side of which are small cords which are kept moving, like the bands of a machine by a darkey, who sits by the sizer and sees that the oranges go down n the right position. In the troughs, which are just wide enough for one orange to roll down, are little holes so cut that the fruit of a certain size goes into them. Thus, the oranges, which, when packed, will run a hundred and tifty to a box, go into one hole; those which will run two hundred and fifty, in another, while those that will run a hundred and thirty, go into still another. hen the oranges drop through the openings, they fall into boxes, the bottoms of which are cloth. Around these stand the packers, who wrap the oranges in tissue paper and pack them in crates to be shipped North. As they pack, they throw out the oranges which are not fit to ship. A good packer can prepare seventy-five boxes per day, for each of which he is paid three cents. The fruit is generally sold to commission merchants, while still on the trees, at from one dollar and seventy-five cents to two dollars and one-half per box. It is needless to say that the number of oranges shipped from Florida is not one twen¬ tieth what it was before the freeze of ’ninety- five, nor is it likely to be so large for four or five years yet. T. A. Chapman, ’02. MUSIC IN MILTON. In the literature of every age, music has furnished a theme for poets, from the time when the ancients sang of Orpheus and the power of his lyre to move even the trees and rocks, until the present day with Browning’s “Toccato of Galluppi” and Kipling’s “Banjo Song.” This is not strange, since Music and Poetry are sister arts, united by the close ties of harmony and rhythm. Can you think of a true poet who was not susceptible to the influence of music? “Music hath charms to sooth the savage breast.” IIow much more, then, the sensitive heart of a poet. Yet poets have differed very much in the prominence they have given music in their verses. Music ordinarily means so much more to warm, emotional natures than to those of the opposite type, that we may well be surprised to And so much love for it and such frequent allusions in the verses of the Puritan poet, John Milton. I do not think many realize how much music there was in this man, who outwardly seemed so reserved, so cold, so unflinching in his devotion to duty. This love of music was inherited from his father, who made a name for himself as a composer. During Milton’s residence at IIor� ton, he used to make trips to London to concerts and operas, and he numbered among his friend 18 THE PIONEER. Henry Lawes, the foremost composer of that time. Ilis daily recreation was the hour spent at his organ or bass-viol, and we know that listening to beautiful singing was his delight. Ilis biographers say that during a visit to Italy, the first great opera singer the world had ever known, made her debut there. Milton was so enthusiastic over her lovely voice, that he wrote some Latin verses and dedicated them to her. It was the musician in Milton that gave that unfailing perfection to the rhythm of his verse. It was the musician that guided his pen when he wrote this beautiful passage. “And ever against eating cares, Lap me in soft Lydian airs, Such as the meeting soul may pierce, In notes with many a winding bout Of linked sweetness long drawn out With wanton heed and giddy cunning, The melting voice through mazes running, Untwisting all the chains that tie The hidden soul of harmony; That Orpheus’ self may heave his head From golden slumber on a bed Of heaped Elysian flowers, and hear Such strains as would have won the ear Of Pluto to have quite set free His half-regained Eurydice.” (“L’Allcgro”) For Milton, music “Drew iron tears down Pluto ’s cheeks, (“II Penseroso.”) It is a significant fact that the myth of Orpheus is his favorite, being mentioned more often than any other. In the following passage he pays a still higher tribute to melody; “There let the pealing organ blow, To the full-voiced quire below, In service high and anthems clear, As may with sweetness, through mine ear, Dissolve me in to ecstasies, And bring all heaven before mine eyes.” (“II Penseroso.”) Even Comus, the personification of all that is low and bad, speaks of the notes of the Lady’s song in this way : “How sweetly did they float upon the wings Of silence, through the empty-vaulted night, At every fall smoothing the raven down Of darkness till it smiled.” (“Comus.”) In the Pagan Heaven, the Muses “Aye around about Jove’s altar sing,” And in the Christian paradise the “Saints above, Sing, and singing in their glory move.” Music in Heaven seems natural, but Milton cannot deprive even the fallen angels of that blessing. “Others, more mild, Retreated in a silent valley, sing With notes angelical to many a harp. Their song was partial; but the harmony (What could it less when spirits immortal sing?) Suspended hell and took with ravishment The thronging audience.” (Paradise Lost.) No poet ever needed all the solace that music could bring to him more than Milton. Solitary in his greatness, disappointed in his cherished ideals for his country, without the love that should have surrounded him at times, what com¬ fort the blind poet must have taken in the har¬ monies that needed no eyes to help him find their mcanirng, or to feel the soothing charm of their sympathy. Lula Scott ’01. Character Development in George Eliot’s “Adam Bede ’ “Silas Marner”, and “The Mill on the Floss ’ In human nature, characters never remain the same throughout their existence, but are influenced and changed by circumstances and incidents. Vet many years passed before this fact was grasped by novelists. The early writ¬ ers chose different types of character. These were very interesting and beautiful, but the writers did not follow human nature far enough to introduce character development — it was char¬ acter drawing. When George Eliot wrote, character development was not numbered among the requirements of a novel, as it is to-day. However, she was too true a student of human life and too much interested in its development not to notice that any new circumstances set the mind to work on new thoughts, and that these thoughts influence the character greatly. For this reason, the different people of her books argue with themselves and reason in i i THE PIONEER. 19 their minds about every new incident. So we are much more interested in how the theft of his money will affect the character of Silas Mar- ner than in what became of the monev itself. Then, too, our attention is held by the effect caused on the mind and thoughts of Adam Bede by the wrongdoing of his before esteemed and much admired friend — Arthur Donnithorne. We wonder what change it will make in his character and George Eliot does not disap¬ point us ; she shows how it sobers him and dark¬ ens his view of life. Because she follows life so closely and por¬ trays many incidents of universal experience, we sympathize with the characters we meet in her books. None of us fails to understand how the Poyser family spoiled Totty, for often in our own experiences we see a family indulgent toward the youngest of the household and this petted child we see develop into a selfish woman. To all of us New Englanders, Dolly Winthrop, the ever-ready nurse, comforter and helper for everybody of her acquaintance, is per¬ fectly familiar. We all have among our own friends a “Dolly Winthrop,” always willing to help. And because we know what good our kind friend does for us, we easily understand how «■ Sil as Marner was helped by the sympathy and kindness of Dolly Winthrop. These different book-people really seem like new friends and grow and develop before us like real individuals. r e unconsciously admire Dinah Morris and, if we are girls, choose her as an ideal, as she grows into a strong woman in the midst of poverty and discouragement. We long to comfort Adam Bede in his despair, and to be¬ friend Silas Marner in his loneliness. We know what effect loneliness and despair will have upon them. The characteristics of these friends un¬ fold and change before us without the author once saying “here she changed” or “such and such characteristics were changed.” We know all their thoughts and we see the change occur as a result of these. We follow Hetty Sorrel, and we do not see how she could change in any other way than from a simple-minded girl to a trouble-worn fugitive. So we sympathize with her because we know just what thoughts and reasons in her own mind led her to do wrong. George Eliot so presents her hero or hero¬ ine that we often see all the other characters through their eyes and feel the same towards them as does the hero or heroine. This is especially true in “Adam Bede;” we love Hetty as Adam loves her; we feel just as impatient towards Lisbeth ; we respect Mr. Irwine just as much; and we have the same attitude towards Dinah. Likewise in “Silas Marner” we love Eppie just as much as Silas himself did. The child characters of George Eliot’s novels are most beautifully and carefully por¬ trayed. Eppie, in “Silas Marner,” though not the principal character, is the heroine of the story and the saviour of Silas Marner. She is presented to us with such delicate touches, that it is almost impossible to believe the author was never a mother. At the very first a charming picture is given to us of this little gold¬ en haired baby toddling through the snow after the bright ray of light. Her shawl is trailing behind and her bonnet hanging down her back. Surely only a great lover of children could have written this. Then, too; the little incident of baby’s wet shoes and the interest she took in her tiny feet, when the shoes were removed, shows the charming childishness of this mother¬ less baby. The love of mischief was manifested by Eppie when she cut the band of cloth she was tied with and ran away when “dad-dad” wasn’t looking. This roguishness is also shown by the utter lack of impression that the confine¬ ment in the coal-hole made upon her. As she grows older, her love for Silas grows stronger and stronger. In this feeling, she does not once think that she ever had a father other than Silas. By this tribute to her adopted par¬ ent, she also shows in her own character, deep trust, affection and gratitude towards the man who has taken care of her for so long. Very different from Eppie, is Maggie Tulliver, the heroine of “The Mill on the Floss.” Maggie is rebellious, impulsive, passionate and loving. Everything about her seems to go a little too far in one direction. When she loves, she loves k iO THE PIONEER. j with a fierceness; when she dislikes she always is trying some way Of letting forth her hatred. Recause she is so different from other children, her mother do ' eS hot Understand her and she struggles On alone. When she seeks to revenge anything she retreats to the attic, where she Vnakes a Wooden doll receive all her vengeance. Then immediately she becomes sorry and re¬ pentant. Maggie is very, very loving and always needs somebody whom she can love and who loves her. This person she depends upon for all her encouragement. If her brother had loved her as much as she loved him, many of Maggie’s childish troubles would have been unknown. Her father’s love was the one star of hope in her childhood. We sympathize with her throughout her life the more because we know what turning points and circumstances in her first years made her what she wars later. In all her writings, George Eliot has a wonderful wav of holding her readers’ atlen- tion; yet she says of herself that she could make her characters more interesting “if I were a clever novelist, not obliged to creep servilely after nature and fact, but able to represent things as they never have been and never will be.” Rut in this “creeping after nature and fact” lies all her charm. J. Gertrude Francis, ’02. v to — y DEPARTURE OF W T 22 THE PIONEER. FRESHMEN ALPHABET. A stands for Alice, a maiden so tall Who in height of attainment surpasses us all. B is for Bailey, on the drum lie’s a wonder, When he plays all the neighbors ejaculate, “Thunder!” C stands for Canty, from the Highlands afar, Some day on the stage she will shine as a star. 1) is for Damon, a famous musician, Who bangs on the box like a perfect magician, E is for Emerson, of these we have two, Faithful and lo} r al, kind hearted and true. F stands for Flora, who captures all eyes, When you are with her-the time quickly flies. G stands for Granger, whose first name is Clover. Who always is glad when her lessons are over. II stands for Howard, a child old and quaint, If you but knew her you’d call her a saint. 1 stands for Inez, who’s so fond of play, That her mind when its wanted is far, far away. .1 stands for Juniors, who think themselves bright, O my! beside us they’re way out of sight. Iv is for knowledge, of this we have stores; If we get any more we must move out of doors. L is for Lawrence, called “Spider” by many, Who’s always in trouble whenever there’s any. U is for Union, in our class it is found, By ties of deep friendship we’ll always be bound. V is victorious, and this we will be, That goes without saying of nineteen-ought- three. W is for Walsh, a favorite young man, Who faithfully strives to learn all he can. X is for excellent, you seldom can get it, But tlum, when you do, you will never forget it. Y stands for young folks, giddy and gay, Who now on life’s journey are making their way. Z stands for Zero, the dull ones have such, You don’t get promoted on this mark, not much! II. A. Roberts, ’03. OUR SENIORS. Amiable Alma, Cunning Clarence, Estimable Ella, Hungry Herman, Jolly Jennie, Merry Martha, Prattling Percy, Sunny Stimpson, Villainous Vera, Blushing Bertha, Dismal Deac, Gentle Grace, Idle Ina, Languid Louise, Ossified Oscar, Rollicking Rebekah, Triumphant Tuttle, Witty Wakefield. M is for Morrison, not “in the shade,” Who, so far, a very good record has made. N is for Nason, of the English division, Who’s broken his leg by a sad, sad collision. O stands for others, but they are not in it, Against 1903 they can’t stand for a minute. I is for Pratt, the star of our class, Whose life will be short, her brain works so fast. Q stands for queer-folks, we have none of these, I’m sure that this statement the public will please. R stands for Ruby, who at times is called Rita, At the library you are quite certain to meet her. S stands for Stimpson, a modern young dude, Whose behavior at times is unusually rude. T is for Turner, a girl tall and thin, So faithful to lessons she always has been. LOCALS. Our small town of Reading is proud to have one of her sons, Mr. Fred. W. Atkinson, sent to the Philippines as superintendent of education. Mr. Atkinson was born in Reading, a graduate of the Bridgewater Normal School, and Harvard Ldiversity, and has recently been the principal of the Springfield High School. Space has been set aside in Uncle Sam’s building at the Paris Exposition, to show the ar¬ rangement of our schoolhouses, inside and out. Pictures are to be exhibited showing how the pupils do their work in all grades from the kin¬ dergartens to the highest grades. Copies of ex¬ amination papers, drawings and copy books of the penmanship of American youth will also be displayed. People at the Exposition will THE PIONEER. 23 carry home to the hoys and girls in Germany, France, Russia, Italy, Spain, and other countries, the story of our American schools. Wanted. — A lire for the new lire extinguish- ers. The love of money is the root of all evil, so let the freshman girls beware of Nichols. 170 pounds of Hay this year is on the market — sold to the lowest bidder. The scholars feel very grateful for the addi¬ tional five minutes of their recess, and would feel quite satisfied if it were further extended to half an hour. Wanted. — A little oil on that revolving book¬ case. Re thankful Juniors! The Seniors ' of 1900 do not kick at your plans for reception. Does Div. A of the Freshman class like Gram¬ mar? We should judge so by the length of time they want to keep one lesson. Strange that so many of the teachers have wheels. Several clocks are needed in the school; a few to be distributed to the rooms that, at present, have none, and a few more to take the place of those that the school now has. We like to be up to the times. Teacher to pupil in the Sophomore class: “S - r, what kind of man would you think Peter Quince would be?” S - r: “Sour! ” Are Reading streets dangerous that so many of the teachers have constant body-guards? Wanted. — A supply of wit for the use of scholars when the teachers say “locals.” Wanted. — More reference books for Science and English in the High School. The Senior class had an eye for contrast in choosing their class color (green). During Miss Taylor’s essay at the last gradu¬ ation exercises, a baby sang a solo in G sharp. On account of this, no infants under three months will be allowed to attend the graduation this year. Wanted. — Better ventilation. Wanted. — An electrical apparatus to ring bells. A lay figure — a hen. Teacher, Senior English : “ We will now take the life of John Milton.” (And the class pro¬ ceeded to murder him). Great Scott, what a Kurt reply! The long and short of it—Th-m-son find R-ggles. How long since Pompey’s Veterinary Army aided him in his Eastern Campaign? The Junior Class is thinking of stocking a lake, as they have several Algebra “sharks.” The pupils of the school will be well pre¬ served for the graduation exercises as they were kept in cold storage several days last winter. If the Freshman class has one of the Muses, where are the other eight? Great accident in Room 0 — a mouse ran over the v aste basket. Teacher. — “What is the Apocalypse?” Senior (sadly). — “I don’t know. I looked all through the classical dictionary and couldn’t find it.” Teacher. — “Well, can you tell me where Mount Sion was?” Senior (with more confidence). — “I don’t know where it was, but it was the home of the Muses.” Suggestion — A post graduate course in sim¬ ple Bible stories for 1900. A SENIOR. CLASS PROBLEM. Howes Miss Tuttle going to Hunt for a Car¬ ter to move Hay from Wakefield without Nichols? 24 THE PIONEER. ODE TO THE FRESHMEN. Welcome to you, entering Freshmen, Green and verdant though you he. Gather round me, O my children, Learn a thing or two from me ! I will give you some instruction, From mv own conclusions drawn ; Maxims which are full of wisdom And of sad experience born. Look with envy on the “Sophies,” Snubbings with all meekness take. Talk to them with humble manner And your due obeisance make. Speak not lightly of the Juniors, For they are an august crowd Very apt to guy the Freshmen, Of their title wondrous proud. Lastly reverence the Seniors. Speak in whispers when they’re near, Creep into their presence trembling, Cultivate a wholesome fear. Be prepared for small surprises In the shape of scuttling mice. Learn to ride well on a pony In your class then you will rise. Now, forewarned about these dangers For unwary Freshmen laid, Shun them as you would temptation, Walk in virtue’s garb arraye ]. So press onward, mind these maxims, Which are for all Freshman-kind; Life within the Reading High School Then a paradise you’ll find. Maher Wright, ’02. FUTURE OCCUPATIONS OF THE SENIORS. Clarence Carter — mamma’s boy. Herman Hay — undertaker. Edw. Parker— door walker. Percy Parker—furniture dealer; office boy. Oscar Nichols- traveling salesman. Ernest Wakefield—Vicar of Wakefield. Rebekah Bruorton — trainednurse. Mary Cullinane—a sister of charity. Alma Damon — a Miller’s wife. InaL. Eames—doctor for contagious diseases. Ella Gleason—hairdresser. Bertha Harris — teacher of Palmfer) istry. Marion Howes—leading lady for-? Martha Kittredgc — Youth’s Companion. Grace McCrum — Pres, of the New Woman’s Club. Alice Nichols—Sunday school superintendent. Jennie Nichols — a nun. Vera Scott—St. Cecilia of the 20lh Century. Ethelyn Smith—prof, of Anthropology. Grace Stimpson-—chemist. Elsie Tuttle—typewriter. Louise Pratt — a chaperone. Elvy Hunt—prima donna. THE LATEST THING IN CATA¬ LOGUES. One day Silas Marner met the Ancient Mari¬ ner who seemed to be searching for something. ‘•What are you looking for, Ancient?” he asked. “Paradise Lost,” said the Mariner, “and this is the Twelfth Night that I have been trying to find it.” They walked along together and soon came to the Deserted Village. There in the midst of it sat Burke on Conciliation with America He wore the Black Tulip in his buttonhole and was tellimj; The Priucess the Tales of a Trav- eller. “Those are Twice Told Tales,” she remarked haughtily and moved away. “Thanatopsis!” exclaimed Burke very much discomfited, and getting up, lie walked over to The House of Seven Gables. He knocked at the door which was opened by the French maid, Mile, de la Seigliere. “Is Julius Caesar at home?” inquired he. “No, monsieur, he is away putting dowq The Revolt of the Tartars,” she said. THE PIONEER. 25 As lie walked away, Hamlet came hurrying along followed, at a little distance, by The Lady of the Lake, who had one arm in a sling and was reading a book. “She will not hurry,” announced Hamlet anxiously. “She has scalded her arm and I can’t get her away from that essay on Burns. You see,” he continued, confidentially, “we’re eloping and we went to The Abbott first, but he refused to marry us because, he declared the match was an anachronism.- Now we’re going to The Vicar of Wakefield.” At this moment Marmion hurried upon the scene, exclaiming, “Macbeth is at it again ! He has taken The Life of Nelson and is after The Life of Columbus.” “Columbus, who is Columbus?” asked The Lady of the Lake, looking up from her book. “The Last of the Mohicans,” replied Marmion. “I thought everybody knew United States history.” Just then The Merchant of Venice came along with a beaming countenance, and told them that he had given up selling The Sketch Book, as King Lear had left him The Fortune of the Republic, and he intended to build a new house. “Sir Roger de Coverly Papers quite nicely,” said Marmion, “I would recommend him.” “Oh, that’s a Midsummer Night’s Dream,” said Hamlet, “for I saw Lear only a little while ago, and lie was as well as anybody.” “He went to Rome to see the Pope’s Iliad and ate too much Bacon there,” explained The Merchant of Venice regretfully. “As You Like It,” began the Lady of the Lake-, and then the dreamer awoke, for all this was The Vision of Sir Launfal. II. Hay. Please may I have a pencil? Please may I have a drink? Or, please I want another pen, And may I get the ink? A draught comes through the window, Please may I put it down ? I’d like another blank-book, For mine cannot be found. Now may I speak with Billy When Tommy Jones is done? I wish that I might change my seat, This one is in the sun. Such is the fire of questions That on the teacher fall; One feels inclined to wonder How she lives through it all. F. C. C., ’98. ALUMNI NOTES. Class of ’94. M iss Linnie Thayer has accepted a position as teacher in the Highland School. Margaret Eaton is assistant editor of the Journal of Education. Thomas P. Hussey is employed by Swett A Lewis repairing and setting up X-Ray machines. Marion Pratt is observing in the Highland School. Agnes Copeland was married June 12, to Oliver Wade of Woburn. Class of ’95. Walter Eaton, formerly a member of ’95, graduates this year from Harvard. Clarence Brown, also a former member of ’95, has graduated this year from Tech. Ernest G. Hodgkins, ’95, and Ada Morgan, ’96, were married May 28. Class of ’96. Richard B. Hussey graduates this year from Amherst College. Class of ’97. Jennie Parker is taking a course of study at Wellesley College. Linnie Bancroft is taking a full course at the Boston Normal Art School. Class of ’98. Grace Skillen is studying at the Boston Nor- 26 THE PIONEER. inal Art School. Edwin Ivillam is attending the Boston Com¬ mercial School. Mead Adams, Frank Wadsworth, and Frank Carter are at Harvard. Harold Parker has completed his second year at Dartmouth. Class of ’99. Allan Barrows has been at Tech, this year. Charles B. Bowman contemplates going to Harvard Medical School this fall. Robert Carter is attending the Lowell Textile School. Fred Cook has been at Brown this year. Mary II. Barr is attending the Bridgewater Normal School. Harold Palmer is studying at Dartmouth. COURSES OF STUDY IN THE READ¬ ING HIGH SCHOOL. SUBMITTED JUNE S, 1900. EXPLANATION OF COURSES. I. General Course. II. College Course. III. Scientific Course. IV. Normal Course. Tiie General Course is designed to meet the needs of those pupils whose school life will end with the high school. It aims to fit pupils for business and to give a substantial foundation of general training. Pupils electing this course are required to take studies offering eighteen exercises per week, at least fifteen of which are prepared work. The selection of studies must be with the consent of parent or guardian, and with the approval of the principal. The College Course prepares for any Amer¬ ican college. The Scientific Course prepares for the Massachusetts Institute of Technology, the Lawrence Scientific School and other institutions of similar character. The Normal Course prepares for any Amer¬ ican Normal School. Pupils will not be allowed to change their studies or courses of study during the year ex¬ cept for most urgent reasons. Those pupils who have satisfactorily completed any one of the prescribed courses of study are entitled to receive the diploma of the school. Pupils who have been members of the school one year or more are entitled to receive certifi¬ cates stating the amount of work accomplished. During the last month of the school year, all pupils of the High School and those of the Eighth Grade are expected to decide what studies they wish to pursue during the following year, and are requested to fill out blanks designating their subjects of study. i THE PIONEER. 27 COURSES OF STUDY IN THE READING HIGH SCHOOL. First Year. © Ti z fTl Prepared Exercises. Unprepared i Exercises. n 0 M H- A M O W Prepared Exercises. Unprepared Exercises. • in n —i M Z -J •—( HH HH O Prepared Exercises. Unprepared Exercises. Z c g p Prepared Exercises. Unprepared Exercises. Required Studies: Algebra, 1-2 yr., 5 Drawing, 2 English, 3 2 Music, 1 Elective Studies: business Arith¬ metic and Correspond¬ ence, 2nd half year, 2 1 Botany, 2 1 History, 2 1 Eatin, 5 Manual Training, 2 Penmanship, 1 Algebra, 2d half year, 5 Algebra, 5 Drawing, 2 English, 3 2 History, 2 1 Latin, 5 Music, 1 Algebra, 5 Botany, 2 1 Drawing, 2 English, 3 2 History, 2 1 Latin, 5 Music, 1 Algebra, 5 Botany, 2 1 Drawing, 2 English, 3 2 History, 2 1 Latin, 5 Music, 1 Second Year. c n 1) GENERAL. £■« Ps W Unprepared Exercises. COLLEGE. Prepared Exercises. Unprepared Exercises. 1 0 V c fi .SCIENTIFIC. Sag eS Pi W Unprepared Exercises. NORMAL. Prepared Exercises. Unprepared Exercises. Required Studies: English, 3 2 English, 3 2 English, 3 2 English, 3 2 Greek I, 4 i Latin II, 4 t Geometry, 4 1 1VI iisic, I Geometry, 4 t Geometry, 4 1 History, 2 1 Elective Studies: History, 2 1 History, 2 1 Latin, 4 1 Bookkeeping, 5 Latin II, 4 1 Music, 1 Physics, 2nd half Drawing, 2 Music, 1 Physics, 2nd half year, 2 2 Greek I, 4 1 year, 2 2 Zoology, 1st half Geometry, 4 1 Zoology, 1st half year, 2 2 History, 2 1 year, 2 2 Music, 1 Latin II, 4 1 1 Physics, 2nd half year, 2 2 Zoology, 1st half year, 2 2 ‘28 THE PIONEER Third Year 0 M W r Prepared Exercises. Unprepared Exercises. O •s ►— U 1 m 0 w Prepared Exercises. Unprepared Exercises. 02 O 1—1 M z — ' Tl — 0 Prepared Exercises. Unprepared Exercises. Z O 5 r 1 Prepared Exercises. Unprepared Exercises. Required Studies: English, 3 2 Music, i Elective Studies: Bookkeeping and Com. Law, 5 Chemistry, 3 2 Commercial Geography, 2 French I, 1 or X 4 1 German I, J Greek II, 4 1 History, 2 1 Latin III, 4 1 Algebra II, Geometry II, 0 Physics, 1st half year, 3 2 Physiology, 2nd half year, 2 1 Stenography, 4 typewriting, 4 English, 3 2 French I 1 or - 41 German I J Greek II, 4 1 Latin III, 4 1 History, 2 1 Algebra II, 1 Geom II., J 3 1 Music, 1 Chemistry, 3 2 •English, 3 2 French I 1 or f 41 German I ) History, 2 1 Algebra II, Geom. II, J Chemistry, 3 2 English, 3 2 P ' rench I ] or ' 41 German I J Latin III, 4 1 Physiology, 2nd half year, 2 1 Algebra, Geom., ) Fourth Year GENERAL. Prepared Plxercises. Unprepared Exercises. COLLEGE. Prepared Exercises. Unprepared Exercises. 02 O M z b—i O Prepared Exercises. Unprepared Exercises. NORMAL. Prepared Exercises. P T nprepared Exercises. Required Studies English, 3 2 Civics and Civics and English, 3 2 Greek III, 3 1 History, 3 Plistory, 3 Music, 1 P ' rench II ] English, 3 2 English, 3 2 or 4 1 P ' rench II 1 French II 1 Elective Studies: German II J or }■ 3 1 or 4 1 Civics and Latin, 4 1 German II J German II | History, 3 Physics(College) 2 2 Adv. Alg., ] Latin, 4 1 French III. 3 1 Solid Geom., Physical Geo- German III, 3 1 Physics(College) 2 2 graphy 6 mos., 3 1 Greek III, 3 1 Latin IV, 4 1 Adv. Alg., 1 Solid Geom., | 3 Physical Geog. 6 mos., 3 1 Physics (College) 2 2 Pol.Ecou., 4 mos., 3 1 Stenography, 4 Typewriting, 4 THE PIONEER 29 Outline of Work in English Literature and Composition in the Reading High School. It is the aim of this course to present a con¬ nected and progressive line of work for the four years in the High School; to lead the pupil to see the importance of English Literature and Composition, and to cause him .to feel that each year of his work is carefully arranged to give him more advanced and valuable knowledge of this subject. Three prepared recitations will be prescribed for each year; two class-room meetings in which work will be discussed, methods of study sug¬ gested, and criticism of written work carried on First Year.— Literature. The aim during this year is to gain acquaint¬ ance with the best American literature, and a knowledge of its history. Effort will be made to quicken the perception of the pupil and to arouse his sympathy with what has been strong¬ est and noblest in our literature. Irving: Selections from “The Sketch Book.” (“Alhambra” for class-room work). Hawthorne: Selections from “Twice Told Tales.” (“The House of the Seven Gables” for class-room work). Cooper: “The Last of the Mohicans.” Holmes: “Autocrat of the Breakfast Table.” Selections from his poems. Bryant , Selections from poems, including “Sella,” “Thanatopsis” and the “Forest Hymn.” Lowell : “Vision of Sir Launfal” and some minor poems. American Statesmen. Webster: “First Bunker Hill Oration,” and selections. Jefferson : “Declaration of Independence.” To close the work of the year and to serve as an introduction to the Second Year : Shakespeare: “A Midsummer Night’s Dream.” In studying these poets, comparison and ref¬ erence will be made to the works of Whittier and Longfellow, especially in regard to their use of nature and presentation of American life. . First Year. — Composition-Rhetoric. For the first three months, review of Gram¬ mar (once a week). For the rest of the year, the prescribed work in Carpenter’s “Elements of Rhetoric” (once a week). Throughout the year, compositions, from one to two pages in length, will be prepared weekly on topics drawn from outside reading or experience. Twenty minutes weekly will be spent in writing or dis¬ cussing topics of Current History. Second Year.— Literature. The aim of this year is to gain knowledge of some of the most important forms of Literature and of the teachings of the best writers. The modern short Epic or Ballad. Scott : “Lady of the Lake.” (“Marmion” for class-work on days when no prepared lesson is required). Coleridge : “Ancient Mariner.” (“Christa- bel,” to be taken as “Marmion,” above). Tennyson : Selections from “Idylls of the King.” (“Elaine” and “Enoch Arden,” as above). The Novel. Goldsmith : “The Vicar of Wakefield.” (“Traveler” and “The Deserted Village” as above, to show the author’s social ideals). George Eliot : “Silas Marner.” (“Scenes of Clerical Life,” as above). Scott: “Ivanhoe.” (“Kenilworth” as above). The Drama. Shakespeare: “Julius Caesar” or “Coriol- anus,” according to college requirements. “As You Like It.” (Selections from other dramas, as above). Second Year. — Composition-Rhetoric. Special study of paragraph structure as pre¬ scribed in Scott and Dennoy’s “Composition- Rhetoric” (once a week). Regular weekly compositions of two or three pages of narrative or description. During the last half of the year attention is to be given to making outlines for these compositions. Once during the year a ao TIIE PIONEER. long composition on some research subject will be required of each pupil. Third Year.— Literature. The aim of this year is to carry further the study of the novel and drama, as they deal more with social problems and higher questions, and to gain a knowledge and appreciation of English poetry of the Eighteenth Century. Throughout this year more attention will be given to the thought and teaching of the authors, and an at¬ tempt will be made to stimulate interest in social problems and to arouse the feeling of social responsibility. The Novel. Thackeray : “Vanity Fair.” Dickens: “Tale of Two Cities.” (Parallel with these two novels, will be the class reading and discussion of “The De Coverley Papers”). The Drama. Shakespeare: “Merchant of Venice,” “Mac¬ beth,” “Hamlet.” College required Poetry, not Nineteenth Century. Mi lton : “L’Allegro,” “II Penseroso.” “Lyci- das,” and “Comus,” “Paradise Lost” Books I and II. Dryden : “Palamon and Arcite.” Pope: “Iliad” Books I, VI,NXH, XXIV. Burns: Selections. Third Year. — Composition. Weekly Compositions (Exposition)on subjects drawn alternately from literature and outside life. Effective arrangement sought. Twice during the year a long composition on some re¬ search subject will be required of each pupil. Fou rtl 1 Year. — L it e ratur e . The aim of this year is to gain a knowledge and appreciation of the “literature of thought,” and to stimulate independent thought on the part of the student. It contains the college- required essays and orations, hence must be varied from year to year. The Essay. Emerson: “Self-reliance,” “Representative Men,” “The American Scholar.” (Selections from Lowell’s essays for class-room work). Macaulay : “Milton,” “Addison,” “Lord Clive,” (when college requirements). Bacon : Selected essays. Thackeray : “Addison.” Carlyle : “Burns.” Burke’s Oration: “Conciliation with Ameri¬ ca.” (Parallel with these essays will be the class¬ room reading and discussion of De Quincey’s “Revolt of the Tartars,” for effective arrange¬ ment). Poetry of Thought. Wordsworth : Selections. Arnold: Selections. Browning: Selections. Tennyson: Selections. “The Princess.” Fourth Year. — Composition. Weekly compositions on subjects as in third year, for the first three months. During the rest of the year Argumentation will take the the place of Exposition. Three long compositions on research subjects will be required from each pupil. Mary A. Whitney, Instructor in English. SCHOOL COMMITTEE. Walter S. Parker, Chairman. Gilman L. Parker, Secretary. Horace G. Wadi in. Henry C. Parker. Mrs. Ellen M. Bancroft. Mrs. C. I. Nesmith. SUPERINTENDENT OF SCHOOLS. Melville A. Stone. THE PIONEER. 31 READING HIGH SCHOOL. INSTRUCTORS. F. E. Whittemore, Prin., Greek, Civics, Latin. Christina M. Scott, Mathematics and Drawing. M ary A. Whitney, Latin and English. Maude A. Bonner, English, French and History. Sarah T. Kurt, Sciences. Annie B. Parker, Drawing. Fred A. Archibald, Music. Brennan, Margaret C. Gleason, Hattie E. Holden, Louise S. Lewenberg, Rachel Livingston, Minnie A. Parker, Marion R. Scott, Lula G. Stewart, Lucy B. Urann, II. Beatrice Myers, Ethel C. SCHOOL ENROLMENT SENIORS. Carter, Clarence E. Hay, Herman W. Nichols, Oscar A. Parker, Edward F., Jr. Parker, Percival Wakefield, Ernest T. Bruorton, Rebekah L. Cullinane, Mary E. Damon, Alma N. Eames, In a L. Gleason, Ella J I. Harris, Bertha M. Howes, Marion A. Hunt, Elvy J. Kittredge, Martha II. McCrum, Grace M. Nichols, Alice E. Nichols, Jennie II. Scott, Vera E. Smith, Ethelyn A. Stimpson, Grace M. Tuttle, Elsie M. Pratt, Louise M. JUNIORS. Badger, True B. Devaney, John L. Flint, Winthrop Gleason, Frank E. Stott, Ardenne E. Austin, Florence E. Austin, Lulu M, SOPHOMORES. Bancroft, Arthur W. Bosson, Eustis Bowser, Herman Chapman, Thomas A. Cullinane, Daniel Devaney, Thomas F. Heselton, Albert F. Jones, Albert L. Keneely, Ralph S. Lewenberg, Harry Mears, Ralph Nichols, Louis N. Nichols, Prescott R. Platts, Fred M. Rounds, Samuel D. Ruggles, Guy Sawyer, Ralph Southwell, Howard Thompson, Ralph Whittier, Chester Wickens, James Winship, Harold C. Wright, Harold W. Bancroft, Edith J. Barr, Nellie R. Beaudry, E. Bertha Bolton, Ada E. Connolly, Etta M. Cook, Lillian Doyle, Grace D. Eames, Louise B. Francis, Gertrude J. Harris, Erma L. Dodson, Eva 32 THE PIONEER. Marshall, Edna L. Mclntire, Hattie E. Morse, Della G. Nash, Alice C. Nichols, Lillian C. Parker, Agnes I. Parker, Edith L. Steele, Abbie Tilton, Winnifred M. Tucker, Adele S. Wright, Mabel F. Rid Ion, Carrie FRESHMEN. Bailey, Edward S. Bancroft, Frank B. Bell, Angus Bickford, Frank C. Claggett, Forrest S. Crafts, Lawrence H. Day, Fred M. Downes, Leon B. Eaton, Wilfred P. Gay, William II, Hill, Charles Id. Hodson, Robert H. Hutchins, Frank E. McKellar, Arthur Miller, Fred H. Morrison, W. Homer Nason, Arthur O. Nichols, Chester W. Parker, Clarence Smith, Harry E. Stimpson, George II. Wall, Thomas E. Walsh, Richard J. Weston, Philip S. Webb, Frank Whall, Thomas J. Abbott, Ruby H. Alger, Gertrude W. Bell, Elizabeth J. X Boyd, Emma Bruorton, Eleanor E. Butts, Gertrude X Canty, Margaret S. Cummings, Mary E. Damon, Maude C. Platon, Pllsie P Emerson, Eva A. Emerson, Helen A. Granger, Clover Darkness, Florence C. Horrocks, Flora B. Howard, Ethel H. Killam, Edith Muse, Florence M. Parker, Bessie M. X Pratt, Elsie M. Putnam, Alice M. X Putnam, Inez E. Ramsay, Flora M. Roberts, Helen A. Robinson, Sadie A. Rollins, M. Mildred Skillen, Hattie F. Smith, Ermina J. Soper, Leona T. Turner, Ethelind W. Livingston, Arthur Berry, Ella M. SPECIAL. Bessie M. Richardson. POST GRADUATES. Nichols, Grace 1 . Nichols, Lena B. Kingman, Blanche L. Sanborn, Grace PI. Jewett, Robert A, PIONEER ADVERTISEMENTS. 33 T RAN KLIN SHOES for Men, Boys and Youths, $2.00, $L75, $L50. You may pay more money but you cannot buy a Shoe that will wear better, fit better or look more stylish. F. PARKER SHOE CO.. SOLE AGENTS FOR READING, MASS. The Old Store With the New Front. The Oldest Grocery in Reading. The Newest Goods. Sole Distributor of Boston Mocha and Java Coffee. Reading Agent for Sherwin-Wil¬ liams Co. Ready Mixed Paints. F=. iAZHLLHCE. TELEPHONE CONNECTION. ROBERT JONES TAILOR = GEO. ADAMS CO., -MANU FACTUItERS ( F— Carriages and Sleighs READING, MASS. Steam and Hot Water Heating Of every... ...Description In Jill Its Branches. H. K. AUSTIN t Cor, Lincoln and Prescott Sts READING, MASS. M Z. H. MERRS, —DEALER IN— Choice Fevroily Groceries. - ADI. ORDERS PROMPT I, Y FILLED. Haven Street, - READING. O! Yes! O! Yes! the Best Goods at the Lowest Prices. HAVEN ST., READING. IF YOU AKK TIRED of standing over a hot stove buy your BREAD, CAKE AND PASTRY, ETC., — OF — CAMP GILL, MASONIC CLOCK, .... HAVEN ST. C b. WELLS, Practical . Horseshoer, Cor. Ash and Washington .Sts., READING. Particular attention paiil to Lameness, Interfering, Over¬ reaching and Stumbling Horses. BOAjFMD and ZLOZDO-ITTCr. Transient Trade Catered For. Cor. HARNDEN AND PLEASANT STREETS, READING, MASS. O. W. An stiii, Proprietor. C. H. PLAYDON, M. D. V. VETERINARIAN. •Office: White’s Stable, Cor. Gould and Ash Sts. Telephone Connection. People’s him id Ml liltl, READING, MASS. E. L. Chamberlain, Prop. Next to P. O. For Fine Berries and Fruit —GO TO— A. DeTarrari A Co., E. r. BROOKS, .... Funeral Director and Embalmer .... 71 HAVEN ST., OVER MUSIC STORE. Open Day and Night. Telephone, 66-3 Wakeflehl. JAMES REID, town Clerk and Justice of Peace. P. o. SQUARE, READING. MASS. Haven St., Reading. U • : PIONEER ADYERTXSKMfi y SCHOOL _ SUPPLIES... Such as Blocks, Pads, Pencils, Pens, Erasers, and the best of Inks— at M. F. CHARLES’, Prices the Lowest. Next Door to P. O. READING, MASS. Borthwick Brothers, CARRIAGES and HACKS. OSBORN GILLETTE. Manufacturing Jeweler. We Are Stationed Near the Depot... Also Furniture Moving... A sample pin will be made of any desigu. Get our prices and see that they are lower than all others. Repairing of fine Watches, Chronometers, Horse Timers and Repeaters a specialty. 379 Main Street, WOBURN, MASS. « . V � : ' Pioneer advertisers are worthy of your patronage. J. E. PURDY CO. High Grade Photographers 146 Tremont St., = BOSTON. C M. BARROWS CO., Telephone Haymarket No. 2. PRINTERS — AND — S TATIONERS, 2 North Nlarlcet St., BOSTON. DENTISTRY. . . E. G. Barton , D. D. S. ' 4 ■ DENTAL ROOMS. Main Street, Opposite Pleasant St., Reading, Mass. Office hours from 8.30 to 12 111., and from 1 t0 9p. m. Closed Sundays. THE PIONEER -� - ■ - — . —, v ' is from the press of the .... THE READING CJIKOXICLE. CLARKSON PARKER, First. Class . Barber, Masonic Block, READING. I i v • V AjD 1 ' CS, ( O Crv G- PIONEER ADVERTISEMENTS. THE BEST VALUES IN . . . DRV GOODS CAN ALWAYS HE OBTAINED AT F. G. MacDONALD’S POST OFFICE SQUARE. AGENT FOR THE POPULAR STANDARD PATTERNS. M. S. QUINLAN Furniture Repairing AND UPHOLSTERING. Also Antique Work Properly Done. No. 3 Pleasant St., - = Reading After the Entertainment BUY A GLASS OF OXLEY’S FREEZE . . THE . . “Reading Public Market” is where you can get the best and freshest Meats and Vegetables Satisfaction Guaranteed. BERRY RICH PROPRIETORS Atkinson’s Block, = Haven Street. OXLEY ' S PRESCRIPTION PHARMACY M , - W. A. HUNTER Boots and Shoes Repaired Main Street, Opp. Pleasant. CHARLIE YEE ..CHINESE LAUNDRY.. THE BEST OF WORK GUARANTEED. MAIN STREET, - OPPOSITE PLEASANT STREET. F. W. YOUNG FINE TAILORING Ladies’ Jackets made and repaired. Ladies’ and Gentlemen’s Garments cleansed and pressed. 69 HAVEN STREET, READING. Edgerley Bessom UNDERTAKERS Manning ' s Block, = J87 Main Street, Reading TELEPHONE CONNECTION. |Eir“ Attendant at office day and night. R. P. BURGESS Contractor, mason and Plasterer. Estimates cheerfully given. Auburn St., cor. Beacon St., - Reading, Mass. GILMAN L. PARKER — Wholesale Dealer in — COFFEES and Tens, 8 Central Wharf, Opposite Chamber of Commerce ...BOSTON... Telephone 657, Main. Mills, 85 Central St. GEO. L. GILL CARPENTER flNb BUILDER All Orders Promptly Attended To. SHOP AND RESIDENCE HIGHLAND ST. READING, .... MASS. Railroad Market - - R. L. Smith ...The Best Quality of... BEEF, PORK and POULTRY Canned Goods, Fruits in Their Ska son. 5 BLACK’S BLOCK, - - - HAVEN STREET. YOU ... Can take your own pictures with a KODAK. No trouble to show them at . . . G. A WINCHESTER’S READING SQUARE, - READING, MASS. reading public library reading, Massachusetts PIONEER ADVERTISEMENTS. POUND AT LAST! The Ideal Dress Shield. Corona Shields are made from a newly dis¬ covered material which contains no rubber, is light, odorless and may be washed, boiled and ironed without the slightest injury. Guaran¬ teed perspiration-proof. For sale by COPELAND BOWSER, - - Sole A gents. , MONARCH SHIRTS, COLLARS and CUFFS are the best. SOLD BY Francis Bartley. W. O. Taylor HARNESS MANUFACTURER Axle and Harness Oils, Whips, Horse Clothing, Boots, Curry Combs, Brushes, c. Repairing of all kinds neatly done and promptly at¬ tended to. Opp. Old Post Office, Reading. FOR FINE WATCH AND JEWELRY REPAIRING go to J. A. MURPHY’S Woburn St., near the Common, Reading. French Clocks a Specialty. Called for and Delivered. “Sorosis Shoes,” $3-50 The New Shoe for Women. “Elite Shoes,” $3.50 The New Shoe for Men. School Shoes for Boys and Girls, $1.25. Bancroft’s Shoe Store, Reading. STEWART ROBERTSON CARPENTERS ...and... BUILDERS Jobbing of all kinds promptly attended to. Plans and Designs Furnished. SHOP LINCOLN ST., Opp. Depot, READING, MASS. 8. a. STEWART. J AS. ROBERTSON. FOR SCHOOL SUPPLIES AT BOTTOM PRICES . . . GO TO . . . E. C. METCALF’S. Edw. E. Copeland, D. D. S. OFFICE HOURS I 8 to 12 a. m., 2.30 to 5 p. m. Monday evenings, 7 to 8. ICE CREAM SODA —AT— DANFORTH’S PHARMACY This Season with Crushed Fruits in first class style. Prescrip¬ tions accurately prepared. Give him a call. Reading Lunch Room. A. C. NICHOLS, Prop. FIREWORKS FIREWORKS ...HEADQUARTERS FOR... 4TM OF JULY GOODS ...WILL BE AT... HORROCK ' S, - Reading Square. FIREWORKS FIREWORKS PIONEER ADVERTISEMENTS. GEO. H. ATKINSON EVERYTHING IN GROCERIES WHOLESALE AND RETAIL. King Arthur Flour America’s Highest Grade. ...SOLD BY... READING Cooperative Association. FINE GROCERIES. Haven St., Reading. INSURANCE .... | __— --— HARRY P. BOSSON. Furniture Moved = = Hacks furnished and any odd job that you don’t know where else to go to have done CALL ON S. W. BOWKER. Francis Brothers Complete Inside and Outside House Furnishers = JAMES REID town ClorK and Justice of the Peace. Post Office Square. CASH OR INSTALMENTS. HAVEN ST., READING. P. W. WRIGHT HAIR DRESSER, BLA ££S . godchildren ' s Hair Cutting a Specialty. Razors Put in Order. Wendell Bancroft Co. Coal anc| Lumber. 01. 8. Jeffrey Co. —DEALERS IN— CUT FLOWERS and PLAINTS. Funeral Designs a Specialty. Telephone 61-3 Wakefield. 35 Federal Street. WILLIAM B. JEFFREY. JOHN N. WESTON. Z. S. RICHARDS ..PRACTICAL HORSE SHOER.. LINCOLN ST., OPP. DEPOT. Tel. 106-5 Wakefield. READING, MASS. Horses called for and delivered. J. W. GRIMES Counsellor - at - Caw 47 COURT ST., BOSTON. Rooms 2 and 3. Telephone No. Main—2321—2. EVENING OFFICE, - HAVEN ST., READING - i ■i I I ■ THE PIONEER. Vol. X. No. I. READING, June, 1901. Price 10 Cents. THE PIONEER. COMMENCEMENT NUMBER Mini: EDITORS. True B. Badger. Florence E. Austin. M. Clare Brennan. Assisted by the English Teachers. ADVERTISING AGENTS. Frank E. Gleason. Lucy B. Stewart. Louise M. Holden. Ten cents a copy. For sale at the various news stands. Entered at the Post Office at Reading as second class matter. Printed by W. E. J. F. Twomiily. CONTENTS. Editorials ........ Graduation Program . A Fact. Salutatory—The Womanly Woman The Trust Problem ...... Books as Life Teachers. The Value of Industrial Training in Develop¬ ing the Negro ...... The United States Policy in The Philippines In a Chinese Theatre. A Trip Up Our Coast . A Trip Up Mt. Washington . Here and There ...... Qutlines of Work in Science , , , 7 8 8 9 10 11 12 14 16 17 18 19 22 EDITORIALS. The duty of editing a commencement number of the “Pioneer” has now, in turn, come to the present graduating class of ’01. After some hesitation, due to the expense involved, we have decided to edit a paper and if possible, place it in the foremost ranks with “Reading High School Pioneers” of the past. The Pioneer is not as one might think, a class paper : it is arranged and managed by the Senior class, but contains contributions from the whole school. The paper consists of the gradu¬ ating exercises and one article from each class. Competition has been, this year, resorted to, to arouse the interest of the classes, every pupil being asked to contribute with the understand¬ ing that the best article from each class should appear in the paper. The articles, therefore, bear the names of the successful competitors. The business editors would here like to thank the various merchants of the town who have willingly helped us out, financially, by giving our solicitors polite attention. We trust that this edition will be received kindly, by our townspeople and friends, and that they will, because of it, give the same pat¬ ronage to our successors—the class of ’02. During the past four years, many new advan¬ tages have been given to the R. Id. S. pupils. One of the greatest benefits, perhaps, has been the introduction of the elective system of studies. This is a great improvement upon the former method of laying out an established course of study for all. Those pupils who do not wish to take a full scientific or college course are not confined to a certain prescribed list of studies which they must follows but are rather given the right to choose from the many courses such 8 TIIE PIONEER. studies as are best fitted to aid them in their future business life. The commercial element, introduced in 1900, and including Bookkeeping, Typewriting and Shorthand, has met with a marked success, and is a most beneficial addition to the studies. New courses have been added in the different departments, and a more pro¬ gressive arrangement of the old, adopted. After several years of faithful service, three of our teachers will leave the school the pres¬ ent year. Miss Scott, who has taught Mathe¬ matics so efficiently, has been granted a leave of absence for one year. Mrs. Kurt, who has done so much to promote the interests of the Science department, and Miss Whitney, who has made the English course so interesting and beneficial to all the scholars, have both resigned their positions. We wish to thank these teachers not only for the painstaking service they have rendered as instructors, but also for the high ideals of life they have set before us. r. e. a. A FACT. The “Merchant of Venice” was very good, So she gave no thought to the train Which left at eleven-thirty On the tracks of the Boston Maine. At plcven-twenty by the clock, She left the theatre door. “Ten minutes to get the train,” she cried, Ten minutes and no more. GRADUATING EXERCISES. ‘HONOR, NOT HONORS.” PROGRAMME. PRAYER SINGINO Rev. H. D. Stevens. Heaven and Earth Display From Mendelssohn’s Athalie SALUTATORY AND ESSAY The Womanly Woman Lula George Scott. ESSAY Responsibility to One’s Surroundings Florence Evelyn Austin. SINGING When Life is Brightest I’insuti Girls Chorus. ORATION The Trust Problem John Lawrence Devaney. SINGING Anchored Watson Boys Chorus. ESSAY Books as Life Teachers Lulu Mae Austin. SINGING The Lost Chord Sullivan ESSAY Industrial Training in Developing the Negro Marian Hutu Parker. SINGING Hush, Hush Bullard ORATION AND VALEDICTORY The United States’ Policy in the Philippines Ardenne Albert Stott. SINGING Damascus Triumphal March (From Naatnan) Costa PRESENTATION OF DIPLOMAS AND CERTIFICATES Mr. Walter Scott Parker. ♦Appointed to speak, but excused. A cabman standing quite near by Soon heard her anxious cry, “Can you do it?” asked her escort: Said he, “For you I’ll try.” He kept his word, for through the streets The carriage quickly rolled, The senior, for her very life On the seat was obliged to hold. To her the ride seemed very long And perhaps you’ll think it queer, But the senior thought most all the way Of herself and Paul Revere. She reached the station just in time To hear the “All aboard.” “Wait,” cried the senior to the man, “Wait,” she fairly roared. Of course he waited, for close behind He caught a glimpse of another, It was her escort and will you believe it When I tell you, it was her mother. X-1901. GRADUATES. CLASS OF 1901 . GENERAL COURSE. True Ball Badger John Lawrence Devaney Frank Edward Gleason Lulu Mae Austin Margaret Clare Brennan Hattie Elizabeth Gleason Louise Salford Holden Marion Ruth Parker Ethel Caroline Myers Lucy Belle Stewart COLLEGE COURSE. Florence Evelyn Austin Lula George Scott SCIENTIFIC COURSE. Ardenne Albert Stott THE PIONEER. 9 SALUTATORY. Friends and Parents, — It is my pleasure, in behalf of my classmates, to extend to you tonight a cordial welcome. We feel your pres¬ ence an honor, and thank you for the kind interest in us, which has brought you here. We trust you wdl hear with indulgence the parts we present and judge us with the consideration you have shown in the past. THE WOMANLY WOMAN. If there is one word whose full meaning must be felt, not explained, that word is wo¬ manly. A woman may be brave, she may be loving, she may be charitable,—all these are womanly qualities and yet she may lack that indefinable somethincr that is the essence of true O womanliness. That which makes woman’s na¬ ture the complement of man’s, and which there¬ fore is a thing entirely foreign to man, is what we feel when we recognize the womanly woman. Womanliness is the first essential of her character, just as manliness is of man’s, and its lack is more to be deplored than lack of manliness in man. . Surely chaos would reign once again upon earth, if the true woman, one of the greatest powers for good in the world, were a thing of the past. She is man’s guiding star, and to her influence is due much of that which is best in him. Most of his successes in any 7- line he may follow, are due, even if indi¬ rectly, to woman — success in politics, business, or inventions. She arouses his ambition, spurs him on to action, or helps him by direct asso¬ ciation. Such an influence gives woman an appalling responsibility, and sometimes she fails t o meet it. But surely one of God’s greatest blessings is that we have so many womanly women who stand up courageously and success¬ fully before such responsibilities. It is this trueness of woman to herself that has kindled in man the divine spirit of chivalry which has protected and defended her down through the ages. Shielded by this armor, she has entered and won fields where man could not succeed. Of such value has been man’s homage. Anything that will rob her of her woman¬ liness and consequently of man’s respect must be an irreparable disaster to herself and the rest of the world. But since women have entered business and politics, and the other fields before open to men alone, this loss of womanliness has come to be feared as a very possible danger. Our noblest women are now facing it seriously and discussing the lines of work that may be followed without danger of loss to women. Here they disagree in detail. They try to draw exact limits, and to say, “So far shalt thou go and no farther”. In this they lose sight of two truths—that no party of human beings can make a universal law, and that the motive of any action is what makes it helpful or harmful. Each individual must decide for herself what work she may do, but the motive with which she enters any profession, determines for her whether it is womanly or not. Where we see woman entering business and the professions just to be like men, and to have equal rights with them, we may be pretty sure that even if wordly gain comes to her, she attains no true success. But where a woman of sufficient knowledge and training enters business fields with the right motive, in the hope that through her, the world may become a little better, we may also be sure that the highest kind of success will attend her, and that her woman¬ liness, which indeed, was the power urging her on, will in no way suffer. While woman pre¬ serves this sense of responsibility and realizes her power to elevate the moral tone, she can not descend from her womanly place, if it is neces¬ sary for her to engage in men’s work. Again this same feeling will keep her from such work if it is unnecessary. True womanliness is so entirely of the inner nature that it cannot be determined by external alone. We must not judge a woman wholly by the work she does. It may be necessary for her to accept the business habits of men, to meet her patients or her clients and deal with them in a purely business like manner, but if she is true to the finer nature within her, she can not be hurt by ! these things. She must, on the contrary, add 10 THE PIONEER. an indefinable dignity to them. Instead of branding her as unwomanly, these very neces¬ sities may show her the more noble. As long as woman listens to the voice of this finer nature within her, we need not fear for the neglected husband and children. The homes of our lands will not be destroyed while she realizes that she must be a moral inspira¬ tion to her family. When we are tempted without suitable demand to enter man’s fields, let us remember that it is easier to keep pure and spotless, than it is to cleanse the soiled. Lula George Scott. THE TRUST PROBLEM. Trusts are the result of economic evolution and consequently cannot be avoided. They should be carefully watched and studied how¬ ever in order that legislation may be enacted which will prevent them from doing evil. Prof. Jenks, expert adviser and chairman of the United States Industrial Commission, de¬ fines trusts, as, “corporations with so great capital and power, that they are thought by the public to become a menace to their welfare and to have temporarily, at least, considerable monopolistic power.” Trusts may from the very nature of their organization be divided into three classes: 1. Legal Monopolies which are formed through the governmental protection that indi¬ viduals receive from their patents and copy¬ rights. 2. Natural Monopolies, such as gas and rail¬ road combinations. These are formed in order to promote the interests of both the public and and the capitalist. The strict governmental control to which they are subjected renders them incapable of imposing upon the public. The third group has been called Capitalistic Monopolies, since these monopolies owe their power to the great amount of capital which they possess. These combinations of capital are formed to economise expenses, regulate prices, and to pre¬ vent competition. The mode of their organization is as follows: A corporation generally comprising the most influential men in any line of business, is formed. The different firms in this department of indus¬ try transfer their stock to this corporation, receiving in return trust certificates. These certificates enable the holders to vote at the meetings of the corporation for the officers of the trust, and to propose how the business shall be conducted. In the capitalization of the trusts a very serious evil called stock watering, occurs. This consists in issuing stock for value that does not really exist. The results are that the people are swindled, panics become more imminent, and a surplus amount of stock is created on which the public through high prices has to pay dividends. For example, the ITavemeyer and Elder Sugar Refining Co. issued trust certificates to the amount of fifteen million dollars, although the assessed value of its property was only four hundred and twenty thousand dollars. Let us now briefly consider the general effect of these trusts upon the public. In spite of the fact that through the saving of the wastes of competition, goods can be pro¬ duced more cheaply, prices are often raised. This is shown by the following typical example : On November 3, 1898, wire nails were selling at one dollar and thirty cents per keg and barbed wire at one dollar and forty cents per hundred. The trust was formed in January, 1899, and on May nineteenth following, wire nails were selling at two dollars and ten cents per keg and barbed wire at two dollars and twenty cents per hundred feet. These high prices are, however, only temporary, because, if they should continue, the public would cease to use the goods affected altogether, or the demand for them would be so much lessened that the cor¬ porations would soon see that small profits and large sales are more profitable in the long run. Trusts in most cases increase wages, but at present the influence of the laborer seems to be diminished, owing to the fact that the trusts can transfer the work to other shops. A na. TIIE PIONEER. II tional union among laborers would. overcome, to a great extent, this advantage of the capital¬ ists. In fact, some labor unions seem to favor trusts, because they think that such organiza¬ tions of capital render the influence of employes greater. Trusts benefit the country in many ways. They develop the resources of the country and render life more enjoyable by the many im¬ provements which their immense capital make possible. Many patents are combined, enabling our manufacturers to produce better and cheaper products. Our goods are introduced into for¬ eign countries. This extension of our trade creates a demand for labor, increases the nation’s influence and adds to its revenue. From the foregoing facts, it is evident that trusts should be permitted only under a system of careful governmental control, in order that evils which now exist may be prevented. For the purpose of effecting such legislation the following plan has been proposed: Laws should be passed which would insure laborers against all impositions on the part of employers. Stock should be issued only for real value. The books of the trusts should be open to stockholders, to prevent a certain few from managing the business in their own interest. Yearly statements should be issued by the trusts, in order that the public may be protected from imposition. And, finally, the books should be examined by a competent, impartial auditor, who would respect the legitimate secrets of the business and protect the public from deception. In the words of Chairman Howe of the Chicago Conference on Trusts: “We need frankly recognize the fact that trading and industrial corporations are needed to organize the activities of our country and that they should not be scolded and belied, but controlled as we control steam and electricity, which are also dangerous if not carefully managed, but of wonderful usefulness if rightly harnessed to the car of progress.” John Lawrence Dkvaxev. BOOKS AS LIFE TEACHERS. Character is the stamp impressed upon man by nature, education or habit. It is the mark by which one person is especially distinguished from another. It is character which makes one man admired, another despised, one useful to society, another injurious. As character is of such importance, the influ¬ ences which develop it should be most carefully guarded. We know that whatever a man con¬ stantly thinks upon, guides his actions, and so determines his character. “He who lives best, thinks noblest.” For this reason, we must see that pure and noble thoughts fill our minds. There is necessarily a narrowness in most of our lives. In the ordinary daily routine, as that of a mother of a large family, with her house¬ hold cares, there are few experiences to broaden thought, so the breadth of character must be attained from the thoughts and experiences of others. She perhaps meets few people, but she may touch the greatest thinkers through books. How few comparatively can travel! But how much learning, and how many ideas they can gain from books. Our thoughts natur¬ ally gravitate to earth. Some stimulus is needed, but whence is this coming? From those who have had more experience, and thought more deeply than we. The thoughts of great men are always the noblest. They uplift us, hence we should think their thoughts after them; so if we cannot meet these noble men of the mind in daily life, we may greet them through their books. Knowing how important lofty ideals are, we see how necessary it is to avoid such literature as inculcates wrong views of life. Especially is this true during the formative period of a child’s mind. The child’s attention should be held by such simple stories of fact or myth as shall give him a preference for what is true, before he knows it is true. Books must be obtained for him that will strengthen his imagination, and cultivate both his taste and mind. This will result in establishing firmly his moral nature, without the child’s knowing it. 12 THE PIONEER. However, when he has come to maturity, he must decide for himself on the detail of reading. If our minds are not strong enough to resist any of the evils which may come from ordinary literature, let us turn to the great writers as Shakespeare, Bacon, Milton, and the greatest novelists, who appeal to the best within us. Although these great authors often present the evil and baser sides of life, yet they put evil in its true light, and show its effects. We know the influence which great books have had upon men in stimulating them to patriotism. Benjamin Franklin, whose whole career and ability will ever be preeminent, spent countless hours on Plutarch’s Lives. From this work, and his Bible, he received inspiration for his love of right and his disdain for things low and demoralizing. In the same way, Bun- yan was inspired by the Bible and Fox’s Book of Martyrs. With these as his constant com¬ panions, and only literature, he developed that imagination and power which gave to t he world his “Pilgrim’s Progress.” Long before Cicero plead for Archias, and for literature, men had learned that reading and study were an unchanging source not only of instruction and training, but of comfort and delight. The habit of reading once acquired never ceases to comfort ; great thoughts are always at hand. A few moments spent in reading the works of the best authors simply for delight, bring infinite pleasure, and fill our minds with pure and noble thoughts, which always give us companionship, for “He is never alone, who is accompanied by noble thoughts.” Lastly books, “the concentrated wisdom of the wise,” may go with us when man fails, a noble thought once trusted to the mind is a constant inspiration. The thoughts and knowl¬ edge derived from good books are with us in pleasure or sorrow, are with us in the wilder¬ ness, or in the city; they are ever at our right hand. Great books are an everlasting fountain of | knowledge; and if our minds are well refreshed from these ever flowing springs, we can never thirst for enjoyment. Books are a source not only of instruction, but of delight and lastly of comfort and rest. The love of good books is ever a safeguard for the character, as the thoughts of great men are surely the noblest, and “Whatsoever a man thinketh in his heart, that is he.” Lulu Mae Austin. THE VALUE OF INDUSTRIAL TRAIN¬ ING IN DEVELOPING THE NEGRO. The negro, brought to this country against his will, and held in slavery, was compelled to work under conditions which caused great dis¬ taste for labor. When slavery was abolished his first idea of freedom, was license to do as he pleased, to work or not to work. Naturally, toil was to him a symbol of servitude, and he aspired to such a life of leisure as his master had enjoyed. In 1870, he was given the right of suffrage and was encouraged by south¬ ern white leaders to enter politics, not in order to train him to become an American citizen, but to control his vote to further their own ends. Such a problem as that of adjusting the lives of former master and slaves to the new conditions after the war, has seldom presented itself to any people. The southern whites were unwilling to admit the equality of the races and many mistakes were made bv both whites and negroes. The education of the negro at that time was very faulty. It was modelled after that of cultured and refined people, who had genera¬ tions of training behind them. We are told that “Scores of young negroes were learned in Greek but few in carpentry. Many in Latin, but almost none in mechanics. Numbers were educated in books but none in agriculture. Hence, they had no sympathy with farm life and did not return to it.” Little did they real¬ ize the vast possibilities of wealth and happiness which lay for them in the contented acceptance of agriculture. There was need of a practical education which THE PIONEER. 13 should make the negro self-supporting and independent, at the same time that it trained him intellectualty and morally; for the race problem can be solved, only by such education —an education that makes the negro a neces¬ sary factor in the community where he resides. Make him essential to the white man. Let him become skilled in some work, let him do better than others that which the community needs, then there will be demand for his services and recognition of his ability. He will have more self-respect as he gains power through skilled labor. Let him own property which he has earned. This will give him the consideration and respect of others. It is interesting to notice the advancement in the matter of home owning, since the days of slavery. A large percentage in many towns own their homes,—homes honestly earned on the dray, over the wash tub and by carpentry. Tuskegee began to solve this home owning problem. Trained there to labor successfully and use improved methods, the graduates go out from this school with the understanding that it is their business to serve as neighbor¬ hood missionaries. Many go into the rural dis¬ tricts and devote themselves to trying to elevate their people. The negro needs the man who will teach the gospel of hard work and thrift. Yet, industrial training alone will not bring the desired result. Intellectual and moral training must go hand in hand with it, to enable the negro to become self supporting and valuable as a producing factor. Tuskegee and Hampton have put forth strenuous efforts to raise the negro from his degradation. Their chief aim is to educate leaders that they may influence their people to better their condition by honest toil. What is the result of years of this experience ? Gradually, throughout the South, the disposition to look upon labor as a disgrace is disappearing. Parents who once sought to escape work are so desirous that their children should obtain train¬ ing in intelligent labor that every industrial institution is crowded and many applicants have been refused. The young negroes, themselves, make great effort to attend th ese institutes. They are thoroughly in earnest and accomplish wonderful results. When Tuskegee was found¬ ed, buildings were few and poor. Now, there are forty buildings on the grounds almost all built by the students. Such institutions benefit the South and the North alike for, whatever elevates the people of one part of our country, influences the lives of all. There are about ten millions of negroes in the South. The race is not dying out. There is danger of that section being overrun with ignorant and lawless men unless both hands and brains are educated. These men must find occupation and but few can find it in the professions. Referring to professional men, Mr. Thomas, a recent critic, speaks unjustly of the South, as even now overrun with incom¬ petent, illiterate doctors. Now, what are the facts? In Alabama, there are about twenty- five negro physicians and we are warranted in saying that almost without an exception these men are highly educated and successful in their practice. There are nearly seven hun¬ dred thousand colored people in that state and it is ridiculous to speak of it as being overrun with negro doctors when there are only twenty- five to practice among seven hundred thousand people. What is true of Alabama is true of other southern states. Therefore, Mr. Thomas’ criticism seems unfair and indicates prejudice toward the negro. Yet, it is not in the profes¬ sions but through industrial training that most of the race must obtain true freedom. In teaching this fact to the negro, Hooker T. Washington is a missionary doing a grand work for his race. Industrial training is not meant to make the negro work, as he did during the days of slav¬ ery, but rather to teach him how not to work,- —- how to make the forces of nature work for him. It will lift labor above drudgery and dignify it. Such labor will arouse ambition, will make life a success, and will elevate the community in which one lives. Industrial education will 14 THE PIONEER bring about more satisfactory relations between the negro and the southern white, and will go a long way toward solving the race problem, for it lias been truly said, “Industrial training will help cement the friendship of the two races.” THE UNITED STATES POLICY IN THE PHILIPPINES. The policy of the United States in the Philippines is a much discussed question, and, as in all cases of protracted campaigns, in¬ volving the employment of tho usands of troops and causing the death of many men, it has been severely criticized, often by persons who are ever ready to tell how things should be done, but are never quite ready to go into the field to do them. It has been openly and boldly declared that our policy in the Philippines has been treacher¬ ous and cruel. This view of the situation gives rise to the question whether or not the United States government had a legal and moral right to take possession of the Philippines. “The legal right of the United States to acquire the Islands,” says the lion. Chas. Denby, member of the first commission to the Philippines, “has never been disputed except on the lawyer’s quibble that an individual can not buy land held in adverse possession to the grantor.” “This principle,” he adds, “is inop¬ erative in private law, because the grantee could always have maintained an action for possession in the name of the grantor, and in some states in his own name.” This objection to our acceptance of the cession of the islands from Spain has no force in respect to the city, har¬ bor and bay of Manila, because these places were never in the possession of the Filipinos and their capture by United States’ forces gave us a legal title to them. As to the outside territory, it is held that the Filipinos could claim it by possession, but the Filipinos were in rebellion against Spain ; they were rebels under the law of nations and their government had never been recognized by any nation. Respecting the moral side of the question, it is maintained that the United States was the ally of Aguinaldo, but what are the facts ? To be sure, Aguinaldo, was allowed to return to Luzon and was given arms: but did this act of a commander bind his government to recog¬ nize the independence of the Philippines? The United States was at war with Spain, and it was policy for her to use every honorable method to destroy her enemies’ forces; our government effected this object, in part, by arming the Filipinos and giving Spanish prison¬ ers into their keeping. It is further claimed that, after the destruction of the Spanish fleet, Dewey should have sailed away. Where could he have gone? All the ports in the world with the exception of those of the United States were closed to him. Dewey, Merritt, Anderson, Wildman, and other leaders in the Philippines, affirm that there was no alliance with Aguinaldo and that no promise was made to him. In the beginning of our relations with the Philippines, three courses were open to the United States: f irst, to give up the Philippines to Spain ; second, to make Spain relinquish all claims of sovereignty over the islands; and third, to keep them ourselves. The first plan would i ever have received the support of the people. The second course proposed would have thrust full-fledged into the sphere of self-govern¬ ment, a people whom all will agree are entirely unfitted, at present, to rule themselves. There¬ fore the only feasible proposition seems to be the third, which is to keep the islands ourselves. If this view of the situation is correct, the great question for us is: How should the Filip- inosbe governed ? The capacity of the Filipinos to govern themselves is dependent upon the degree of their general intelligence, upon their knowledge of the duties and responsibilities of statehood. Many of the Filipinos have already availed themselves of the opportunity offered by the United States for acquiring knowledge of the principles of government and for fitting themselves for citizenship. THE PIONEER, 15 As the one great aggravation to the Filipinos is the presence among them of the military force of our country, the pacification of the educated Filipino will be greatly advanced by keeping the army, as far as possible, in the back-ground. The question of the lands held by the Span¬ ish Friars is of vital importance. The Friars are afraid of American sovereignty, because they think that under it their land will be taken from them ; the Filipinos are solicitous lest the United States government will allow the Friars, whom they hate with an undying hatred, to remain and establish themselves among them. The best plan of settling this difficulty is thought to be that of buying all the land held by these Friars and selling it in small lots to the Filipinos. This, it is said, could be done with little or no expense to our government, and it is possible that the United States might net a profit. A civil government under the control of the United States, officered as far as possible, by cap¬ able Filipinos is now suggested as most feasible. This plan would necessitate the subordination of the military to the civil government and thus one “thorn in the flesh” of the Filipinos would be gradually removed; the native would take an interest in his government and would have faith in its stability, since he would have a part in it. This form of administration of public affairs accompanied by a good system of public schools, would soon educate the Filipinos in the art of self-government, and prepare them eventually to become an independent people. Viewed from all points, this last scheme seems the best possible plan for the Philippines. Already, Filipinos, assured of the good inten¬ tions of the United States, are eagerly accepting the conditions offered by our representatives Such a form of government once well establish¬ ed, the way to statehood would be easy and the Filipinos would ultimately obtain that dearest right of freedom for which our forefathers fought and bled and which we now enjoy, “a government of the people, for the people, by the people.” Friends and Patrons of the school: In behalf of the Class of 1901, I extend to you our sin- cerest thanks for having assisted us so much during our school-life. You have been inter¬ ested in our work and when called upon for funds to improve the facilities for’ education, your purses have ever been opened in generosi¬ ty and good-will. It is you who form public opinion, and it is only when this opinion favors culture and education, that schools can work easily and successfully for the best interests of the com¬ munity. Loyalty demands support, and the present prosperous condition of our schools testifies to the impetus which you have given. Mr. Superintendent and members of the school-board : Our forefathers realized the value of an education ; that education indeed was the rock on which the nation was to raise its mighty superstructure. They showed their ap¬ preciation of an education by the establishment of schools; they showed it by the founding of Harvard College in 1636, so soon after their settlement of this new land. In order to give their children educational advantages they en¬ dured great self-denial and many privations. These men have entrusted to you the care of this educational inheritance and we feel that you have fulfilled the trust. You have constant thought for our intellectual welfare, you present the needs of the schools to the people in such a manner that they have responded readily. In many ways you have made our school-life pleasant as well as beneficial. Teachers: To your untiring efforts and to the efforts of all those who have been our instruc¬ tors we indeed owe much of the pleasure and profit of our school life. Under your careful direction we have formed, we hope, habits of diligence and industry. Undergraduates : In order to succeed in school as in every other line of work one must have a fixed purpose and follow that purpose. This purpose should grow more and more definite as 16 TIIE PIONEER. year succeeds year, as you grow intellectually, so that when you leave school, you may be equipped to do first class work in the great school of life. Classmates: Thus far we have been compara¬ tively free from care and have devoted much time to pleasure. Many are the pleasant expe¬ riences we have enjoyed as a class and many the advantages we have derived from association one with another, but now the work of life is about to begin. Let us remember as we go each into his chosen path of life, that we are living not for ourselves alone, but for others, that our position in the world is just what we make it, and let the highest aim of our existence be to strive for “honor, not honors.” Ahdenne Albert Stott. IN A CHINESE THEATRE. The amusements of the Chinese are an inter¬ esting subject of study; they consist chiefly of theatrical performances. No race has greater fondness for the theatre than the Chinese. I once visited one of their theatres and for the first time in my life was seen on the stage. We entered a low door and ascended a long flight of stairs at the top of which were folding doors. As soon as we drew near the top, we saw the doors slide back, and before us, the stalls of the theatre. These were only rough boards without backs, but every seat was taken. Going up the side aisle we passed a red cotton curtain and found ourselves behind the scenes. Along one side of a long, low and narrow room were arranged a variety of costumes. Two actors were fighting over a pair of bright yellow trousers and a red coat. I afterwards learned that one wardrobe is sufficient for ten or twelve actors. Going the length of this room which was lighted by only tin lanterns, one at each end, we entered by a door to the stage. Here, seated on saw-horses and soap boxes we sat for over an hour. The stage was only a platform of boards roughly put together and not very strong, for every time the villian stalked on or off the stage, it shook in a most alarming man¬ ner. On all sides interesting things were to be seen. In a small gallery close to the roof and shut in by lattice work, the women were seated, some very pretty, and all smoking. The men were on the floor; and it was a study to watch the different expressions as the play progressed. All wore their hats and all looked exactly alike. During the play an awful noise that could not be called music, not even the most classical, was going on, made by all sorts of instruments, the chief of which was bamboo pipes, and cymbals of different tones. When we arrived, the heroine had just come on the stage. We soon saw that no women acted and were anxious to see how the men were made up for their parts. The heroine’s face was enameled in bright hues, around the eyes yellow, the cheeks pink, and the chin brown. To make himself heard and to sound like a woman, it was necessary that the actor speak in a very high and rasping voice which even drowned the so-called orchestra, that play¬ ed during the whole performance. No scenery, no curtain, no furniture except two chairs and a table occupied the ' stage. To appear to represent entering a house the actor’s heads were only bowed. When the end of an act came, a yellow flag was waved by the stage- manager who was often one of the actors and who settled all disputes which often occurred on the stage and during the performance. Sometimes an act was cut short by the demand for a costume for the next act. Rut despite all these slight blemishes the play seemed to be greatly enjoyed. When we left the theatre we were led by a guide three stories beneath the ground to the kitchens and rooms of the actors. The walls here are cut out of dirt and plastered. Each room is about ten feet long and live feet wide, and contains only a pile of straw. The manager’s ottice is here also, a small square room containing, on one side, a table with writ¬ ing materials, and on the other a bunk. The TIIE PIONEER. 17 air below the theatre is very stifling and smells strongly of opium. It is not safe to be without at least two policemen in this underground house, for though the Chinamen may look meek¬ ly on while you examine their quarters, yet if they meet you alone they have no scruples about making themselves possessors of all your valuables and not sparing you the death of a “white devil.” W e at last reached the upper world and came into a veritable fairy-land, for it was the great Chinese holiday — the New Year. Elizabeth Brooks, ’ 02 . A TRIP UP OUR COAST. What is more delightful than a trip on board a steamer, if one isn’t seasick ? There we have a floating hotel with the beauty and novelty of the water, and sailing thrown in. A rather interesting trip is that from Savan¬ nah to New York. Let us take this trip. We will suppose that we are to start at three o’clock in the afternoon, but in order to see all the fun, we will go on board about two o’clock. All the gang planks are then in use, and the freight and the passengers, especially the freight, are coming in at a rather lively rate. Let us watch the freight plank. Is it not interesting? Here are darkies of all shades of brown. Down the plank they run, then they duck their heads much like an African dodger at our country fairs and disappear into the hold. To look at their clothes one would hard¬ ly believe that they were capable of any such wit as they are now showing. My! look at that poor fellow, his truck and he, to say nothing of that enormous bale of cotton, came very near going into the water. See him cling to his truck which is about half off the plank! Now two men have helped him back on the plank and soon he shoots out of sight. ° Listen! I think I hear music. Going in quest of its source we find a negro on the forward lower deck playing a banjo. lie wears a tall hat and looks very much like the pictures of cake-walkers which we often see. When we arrive on the scene he is playing a very quick tune. Then from the crowd of loafers on the deck comes a great, tall, dark negro who begins one of those peculiar dances known to a negro only. Did you ever see one ? No? Well then you will probably never know what it is like. He works his hands and legs just as if they were hung very loosely on pegs and whacks out the tune with broad shovel-like feet made purposely to make a good racket. Now our banjo player is singing: is not that a wonderful voice? It is as high as any woman’s and is perfectly smooth. Ah! the dock hands take up the chorus. How beauti¬ ful! just hear the bass! Can he sing way down to his toes, or how does he make that wonderful music? “Ding! Dong! Ding! Dong!” “All a-shore that’s going a-shore,” shouts one of the stew¬ ard’s helpers as he rings a big bell throughout all the ship. Now all the dock hands are trying to pull in the heavy freight plank. Just hear what a grunting and groaning they make. But soon we are oft and then worse than any or all grunts or groans comes our whistle; it seems as if it w r ould lift one off the deck, it makes such a noise. Slowly we sail down and out of the harbor and river, passing on our way Tybee light. When we awake the next morning we are out of sight of land with the boat performing all sorts of antics on a choppy sea. Of course we are not sick (?) so we go down to breakfast being one of about twelve who are well enough to appear. After breakfast we go to the bow to watch for porpoises and as luck favors us we soon see them. They play prettily at leap-frog with one another. Sometimes it almost seems as if the prow of the ship must cut them in two, but soon they come quickly out from under the ship. In the afternoon, land again appears and in the early hours of the next morning we see the Statue of Liberty and a little later catch a glimpse of Brooklyn Bridge. And then we 18 THE PIONEER. see the sea-sick ones come on deck rejoicing that we are near port; and vehemently declar¬ ing that they will never step on hoard a steamer again. Edward S. Bailey. A TRIP UP MT. WASHINGTON. We start early in the morning to Glen Station in the mountain wagon. From Glen Station we go to Fabyans in the steam cars. On the way to the Fabyans the famous Wiley House comes into view and then in a moment we are past it. At Fabyans we must wait until the train comes to take us to the base of the mountain. Finally it comes. W T hat a commotion! In a few minutes we see the mountain before us, and at the base are five trains. Five trains? you say. Yes, five trains, but not such trains as we are used to. Each train consists of one car and an engine. If you should see this train go through Reading, you would most likely say, “Look at that train going ’hind side fore.”’ There is a wheel under the center of the engine which has cogs on it. These cogs catch in a gear in the track, which runs in the middle of the ordinary track. Everyone rushes for the first train for, of course, this will reach the summit first. The trains must keep at just such a distance apart, and if one stops all behind that one are obliged to stop also. At last all are seated, and we, fortunately, are in the second train, and find ourselves mov¬ ing up the mountain. One conductor is employed for all five trains, lie begins with the first train, and after all the fares in that one are collected he alights while it is in motion and waits for the next. This he does until all fares are collected. W e soon approach “Jacobs Ladder.” This is a long trestle, and is built over a deep ravine on the side of the mountain. So interested in the scenery are we Unit hardly do we realize we are over “Jacobs Lad¬ der.” Soon after we pass over this the train is stopped, and the engineer begins to oil the wheels. While waiting some of the men get out to pick flowers, and when the train starts they are able to keep up with it, walking at an ordinary rate. After an hour, or a little more, we find that we have arrived at the summit and everyone rushes to the “Summit House” to register. If we register before noon, our names will appear in the paper, “Among the Clouds,” which is printed on the mountain. We realize that our time is short and we sit down to our luncheon. This meal is a very hurried one, I fear, because on Mt. Washington there are things far more interesting than a cold lunch. The first attraction is the view, and this is very beautiful. Looking in one direction we see the harbor of Portland, Me., and Moose Head Lake. In another direction we see the rest of the Presi¬ dential Range and other mountains in the distance. Lastly we look down into Jackson, our stopping place, and although we are unable to see our hotel, yet we see Iron Mt., which is almost directly opposite. Then we go into the old “Tip Top House,” which is anchored by heavy iron chains going over the roof and fastened by large bolts to the rock. We go down a narrow passage way, until we reach a small room, when we must either climb out the window, or go back the same way we came,in order to get out. We prefer the for¬ mer and so climb out the window. After walking around a few minutes, the time soon comes to depart. We are not going back by the noisy railroad, but by the carriage road, which is, perhaps, more dangerous. The stage coach comes only h alf way up the mountain, as it is unsafe for it to come to the top. Sometimes even a mountain wagon is blown over, and often has to be weighted down with stones. We start down the mountain and soon come to a place called the “Gulf of Mexico.” Look¬ ing down hundreds of feet, ami seeing nothing THE PIONEER. 19 but rocks all the way down, we think what a terrible fate it would be to fall over the cliff. The scenery is very beautiful. The moun¬ tains look rosy and white in the distance. Below, the trees make a green carpet. So far above them are we, that it is impossible to see the trees separately. We have been so interested in the scenery that, before we realize it, we are half way down the mountain. We come to the stage-coach. Climbing to the top we are soon on our way again. We reach the “Half Way House,” and stop to water the horses. Here a little girl comes out with a plate of Maple Sugar, in the expecta¬ tion of getting a few pennies from the people on the coach. We ride on for some time, enjoying our beautiful surroundings. Soon we stop again to see the most beautiful Falls in New Hampshire—the Glen Ellis Falls. To get to the Falls we must go down some old steps which are not very firm. When we get to the Falls, however, we are doubly paid for coining down the frail weak steps. The Falls pour down over a mass of rock seventy feet high. The water in the pool is emerald green, and is, therefore, called “Emerald Pool.” After admiring the Falls for some time, we again resume our homeward journey, arriving at the Hotel about five P. M.; and we all declare this to be the most delightful day of our visit to the White Mountains. Rutha Shackford, ’04. “HERE AND THERE.” 1902. First honorable mention in this department is due the junior class (’ 02 .) — Ed. Teacher, writing on the board ain ' t: “To what language does this word belong?” Juvenile Junior: “French.” Wanted for Wandering Minds: Something to prevent the Loss of Paradise. Wanted: A self-playing attachment for our piano. One that will not fail when Duty bids it March. Wanted: For the boys of the Junior Class, pneumatic soles. In the chemistry class, in a talk concerning the meaning of the word “transparent” and translucent. Teacher: “What is the effect of a drop of oil on paper?” Pupil: “A grease spot.” Teacher: “How would you make a picture of Space?” Pupil: “With invisible ink.” “At what point in the story are we now?” Pupil: “Page 76.” Wanted: Several bushels of wit for class use. Needed : A lucky stone when you have your lessons unlearned. Teacher : “Give your list of the fore-runners of Shakespeare.” Sophomore: “I couldn’t find the four runners, but I have two.” Certain young gentlemen of the junior French class bid fare to be better cooks than some of the young ladies of that talented class. Wanted A few more hours in the day, by a Studious Junior. To let: A couple of reliable French j onies. Terms cheap. Apply at the office. Wanted: Members of the Band of Mercy in the R. II. S. to prevent cruelty to animals. Various persons have been known to put eras¬ ers at certain mouse holes in the corners, thus preventing them, (the mice) from obtaining their regular meals from the waste baskets. One of the juniors has discovered that possess possesses more double ss than any other word possesses. Great idea, that of having the class in Para¬ dise Lost recite in the laboratory last fall just after the Junior chemists had burned sulphur and so made surroundings realistic. The Freshman class must be fitting for a business life, judging by the way some of them prefer the position of office-boy. Wonder if “Abandon Hope All Ye Who En- 20 THE PIONEER. ter Here,” was written on asbestos because of the heat inside? “I)o you understand?” thundered the Pro¬ fessor a s he flung an inkstand at the studious urchin in the front seat. “I think I have an inkling of it,” stammered the boy. “What have you been a’doin?” asked one lit¬ tle boy of his playmate who had come out of the house with tears in his eyes. “I have been chasing a birch rod around father,” was the sad reply. Teacher: “I don’t want to see any one out of his seat when I come into the room.” Pupil (who was caught) “I didn’t know you were coming.” Wanted : Some “spicy” locals for The Pion¬ eer.” The Principal. Suggestions: We would suggest that, if any who have had experience have some good recipes for “spicy” locals, they send the recipes for the help of beginners in this art. Editors. Recipe 1. Take any left-overs from old Pioneers and after cutting them down, substi¬ tute different words for those used. For instance, take the local in The Pioneer of 1900 — “Great accident in Room G; a mouse ran over the waste basket.” With a little thought you quickly get, “Great Disaster in the Hall; a rat ran into a hole.” Senior. Recipe 2. Get your paper and ink ready, then take your pen in your hand and think of late events. Soon (if you are a Junior) you will have a bright local. As an example — when anyone (if he is a Junior) sits down to write he immediately thinks of the coming reception and he writes : A Junior Motion — made at the last class meeting — That, as the terms are synonymous titles, the name “Senior” be changed to “Kick¬ er,” because unless one has had experience, the old term is deceptive. Junior. Recipe 3. (For extra “spicy” locals). Write with clove pen upon cinnamon bark, using Tobacco sauce for ink. An example : No wonder the Sophomore Class writes spicy locals — no other class has a Clove(r). Conundrum: To what class does the writer of the above article belong? Teacher: “Who was one of the most formid¬ able enemies Rome ever encountered?” Pupil (Sophomore) : “The one we just passed.” RECOLLECTIONS OF THE ANCIENT MARINER BY A JUNIOR. “The sea and the sky, The sky and the sea, And all the dead men looked at me.” 1903. May we ask how much the English teachers spend yearly for red ink and blue pencils? Is there a band of desperadoes lurking about Reading that so many of the R. II. S. girls (Freshmen especially) are guarded so carefully? If whispering is stealing, and stealing is a sin, how about the mice that steal our orange peel ? Wanted: By the Sophomores, better luck on moonlight excursions. June is here, Studies are done, Books have been closed, Laurels are won. Seniors depart From school to-day, Choosing in life Their varied way. We wish them well, And may they find Life’s journey bright, As on they wind. F. M. Ramsay, ’03. The Freshmen Class have the world repre¬ sented on their class pins, and some of them think they own it. If you wish to make a very spicy remark and have a joke with a very evident point, just sit on a tack. THE PIONEER, 21 GREEN PEAS. The crop of green p ' s this year is very good. The Freshman class presents the following varieties : Preston, George Parker, Raymond Parker, Bertha Parker, Moses Parker, Leslie Pearl, Burgess Notice: The Sophomore class announces that it will organize and conduct during the winter season, sleigh rides. Rates reduced. Acci¬ dents guaranteed. Found : The “Lost Chord”—tied around a certain Junior’s whistle. 1904. FRESHMAN INVENTORY. 1 Abbott—not a monk. 1 Badger—not hairy. 1 Carter—not inky. 1 Cook—not French. 1 Frost—not Jack. 2 Nichols—not five cent pieces. 1 Jewett—not a Jew. 1 Torrey—not a Whig. 1 Whitechurch—not religious. 1 11 ewes—not colored. 1 Stone—not ossified. 1 Bryant—not a poet. 1 Russel—not noisy. 1 Fairchild—not a dark man. 1 Bosson—not a boss. Needed : Mercy in the Zoology Class. Lost: A large parcel of Common Sense between the R. II. S. and the P. O. The finder will please return to the sophomores, as they are in much need of it. Those who went on the sleigh ride party last winter, given by a select few of the sopho¬ mores, tried to be up-to-date. They came very nearly having one of those horseless carriages one hears so much about nowadays. Their poor tired horse fell down about a mile out of Reading and the poor unfortunate sophies walked rather sheepishly back to town at ten o’clock, on a sharp cold night. “FARMER JENKINS.” It was farmer Josh Jenkins that just went down the street with his old horse “Nell,” and light wagon with a crowd of little folks in it. If you want to know how he is liked in the town you might ask those little folks, for they say, “Uncle Josh is the best man in the world.” “Un cle Josh” is aman with few ideas. lie says that he likes his old open fire-place better than any of these new fangled furnaces. lie often tells of the time he went to New York to see his sister Susan’s husband’s cousin and how he paid a dollar to “that rascally boot-black” who swindled him by saying he would take him to his sister Susan’s husband’s cousin’s house for a dollar, but left him “in a street with buildings so high that they looked as if they were jist a goin’ to topple right over.” Our friend Josh is as kind as a large and unselfish heart can make him, and when ever “wider” Smith was snowed in, it was “LTncle Josh” who shovelled her door step clear of snow no matter how big a drift there may be. “Uncle Josh” is always welcomed by the store-keepers of the village to come in and tell what he thinks about this and that of the village gossip. The thing he likes best, how¬ ever, is to have some of “his boys,” as he calls them, ask him to make a new sword. Then he sits down and whittles away, thinking of the admiration his new sword is sure to receive from his young companions. “Uncle Josh’’ says lie’s been happy “nearly most all his life.” Do you wonder? THE PIONEER. OUTLINES OF WORK IN SCIENCE IN THE READING HIGH SCHOOL. FIRST YEAR. - BOTANY. I. Time. One year, three recitations per week. ' II. Purpose. 1. Accurate observation of facts. 2. Drawing of i ferences from facts ob¬ served. 3. Clear, definite, logical and full statements of what is observed by means of oral and written language and drawings. 4. To arouse an interest in plants as living work¬ ing forces in nature. III. Method of Study. Observation of liv¬ ing specimen. Constant use of both simple and compound microscopes. Definitions with word derivations and general terms. Field trips. IV. Class Work. 1. Fruits; Structure, gross and minute; func¬ tion and classification; dissemination. 2. Seed: Germination; experiments on the effect of air, light, moisture and temperature; effect of germination on the surrounding air; parts of seedling; its development; nourish¬ ment and its storage in the seed. 3. Roots: Origin; structure; root hairs; os¬ motic action ; method of growth. 4. Stems: Structure; classification; work of stem ; structure of bark and its function. 5. Buds : Structure ; protection ; position, branching and symmetry of trees dependent upon development of buds. G. Leaves : Gross and microscopic structure ; arrangement; functions; experiments; cause of autumnal colorings. 7. Flowers: Review of work in grammar school; Comparative study of members of Crow¬ foot, Rose, Lily, and Violet Families. Classifi¬ cation into family, genus and species. 8. Field work : problems in fertilization; struggle for existence and survival of fittest among plants; analysis and use of the key. SECOND YEA R. - ZOOLOI: Y . I. Time. Five months, four recitations per week. II. Purpose. As in Botany; in addition to arouse a sympathy with animals; to gain informa¬ tion regarding the life, habits, structure, adapta¬ tions, environment and economical importance of animals. III. Method of Study. Laboratory work supplemented by use of text book (Burnet’s School Zoology) and lectures by instructor. Observation of living animal and study of ex¬ ternal anatomy. Microscopic structure studied from mounted slides. Reference work through¬ out the course. Review of State and National Reports. Greater stress put upon word deriva¬ tion. IV. Class Work. 1. Protozoans: Microscopic animals from hay infusion. Activities and structure. 2. Sponges: Commercial sponge and dia¬ grams. Comparison with one-celled animals. Reference work : Sponge gathering and prepar¬ ation for the market. 3. Corlenterates. Ilydra—activities and struc¬ ture. Allies—hydroids and jelly fishes, sea anemone and corals. Reference work : Al¬ teration of generation ; budding and formation of colonies ; corals as island builders. 4. Echinoderms: Star fish — activities and structure. Allied forms—sea urchins and sea cucumbers. Reference work:—Fossil “sea lilies;” destruction of oyster beds by star fish. 5. Worms : Earthworms—activities and struc¬ ture. Reference work : Earthworms and forma¬ tion of vegetable mould. 6. Molluscs: Mud clam — structure, external and internal. Allied forms — oysters, pectens, snails, squid, cuttle fish. Ref erence work: Economic value of the group; artificial propa¬ gation of oyster ; legislative control of oyster beds; growth of pearls and pearl diving; mother of pearl. 7. Crustaceans: Crayfish — activities and struc¬ ture. Several allied forms. Reference work : Economic importance; legislation regarding lobster fisheries ; moulting of crustaceans. 8. Insects: Grasshopper — activities, structure locomotion and metamorphosis. General study of characteristics of well known representatives of other orders of insecta. Reference work: THE PIONEER. 23 Protective coloring ; relation of insects to Agri¬ culture ; State Reports of Gypsy Moth Commis¬ sion ; migratory locust; army worm; potato beetle ; habits of social insects. 9. Vertebrates: Study of frog or fish (time permitting). Somewhat cursory view of verte¬ brates. Vertebrate characteristics. 10. Lectures or essays on such topics as Struggle for Existence and Survival of Fittest; Protective Resemblances and Mimicry; Instinct and Reason ; Geographical Distribution. Visit Agassiz Museum. PHYSIOS. I. Time. Five months, two double periods per week. 11. P urpose. This is the so-called Popular Course in Physics and is designed (a) to develop in the pupil the habit of steady, persistent, logi¬ cal thinking; (b) to render him intelligent in reference to his own scientific environment; (c) to teach him to apply the elements of Algebra and Geometry to the problems of daily life. III. Method of Study. Wentworth and Hill’s text book is used but the course is as largely “laboratory” as seems feasible consider¬ ing the conditions which obtain. Complete notes of the laboratory work are kept by the the pupils. Special emphasis is put upon prac¬ tical applications of physical laws such as steam heating of buildings, ventilation, the camera, the telegraph, etc. THIRD YEAR. — PHYSICS. 1. Time. Five months, two double and one single-period recitations per week. Completion of the work begun in preceding year. CHEMISTRY. I. Time. One year, two double and one- single-period recitations per week. II. Purpose. As in Physics. More stress laid upon logical reasoning since in chemistry relation between cause and effect may be so clearly worked out. III. Method of Study. This is preeminently a laboratory course. Newell’s Experimental Chemistry is used as a laboratory guide. Pu¬ pils are also provided with copies of Williams Elements of Chemistry for supplementary work. Special stress throughout the course is laid upon practical household applications of chemistry and on common industrial processes. The historical phase of the subject is presented to show how a science is built up and developed. PHYSIOLOGY. I. Time. Second half year, three recita¬ tions per week. II. Purpose. This course is designed prima¬ rily to meet the requirements for entrance in¬ to the State Normal Schools. Pupils electing this subject are advised to elect chemistry also, since a knowledge of chemistry is necessary to an intelligent appreciation of physiology. III. Method of Study. Overton’s Applied Physiology (advanced) is used as a text book. This is supplemented by lectures, class-room experiments, miscroscopic study of mounted slides and use of the manikin. FOURTH YEAR.-PHYSICAL GEOGRAPHY. I. Time. Second half year, four recitations per week. II. Purpose, (a) To give the pupil informa¬ tion concerning natural phenomena to be seen everywhere about him and enable him to read the language of nature, (b) To get scientific perspective. This subject, coming as it does, near the end of the Science Course affords a splendid opportunity for showing the relation of botany, zoology, physics and chemistry to each other. It gives the pupil an appreciation of the unity of law amidst the endless diversity of natural phenomena. III. Method of Study. Tarr’s Elementary Physical Geography is used. Special stress is put upon the meteorological phase of the sub¬ ject. Government work upon construction and distribution of weather maps. Weather map received daily. A copy ot LeConte’s geology is furnished each pupil and is in constant use. At the end a somewhat detailed study is made of the influence which physiography has had upon the development of nations especially of America. COLLEGE 1 11 V SICS. Provision is made for the introduction of this course next September. It is a laboratory couise, extending through the year, and is de¬ signed to meet college requirements. Sarah T. Kurt, Instructor in Science. PIONEER ADVERTISEMENTS. THE F. PARKER SHOE CO. CARRY A FULL LINE OF The Most Fashionable Footwear FOR YOUNG MEN AND MAIDENS. Of Supreme Excellence ! Angelus Flour Conceded by fair minded critics to be the best for excellence and qual¬ ity of breadstuffs made from it. Crowned the King by the award of first prize at Middlesex East Fair in 1900. .... F. WALLAGB, Exclusive Ag’t, Reading. $35 Wheels For $22 A few High Grade Men’s Wheels with frames cut down for Boys. Price $10.00 and $15.00. Any make of wheel at bottom prices. It costs less to heat a house by steam or hot wa¬ ter than by stoves. Have it done before prices advance. Should be pleased to give you an esti¬ mate on. ROBERT JONES =ee=T A YLOR = HAVEN ST., READING. IF YOU ARE TIRED of standing over a hot stove buy your BREAD, CAKE AND PASTRY, ETC. —OF— J. R. GAMP MASONIC BLOCK,.HAVEN ST. C. D. WELLS Practical . Horseshoer Cor. Ash and Washington Sts., READING. Particular attention paid to Lameness, Interfering, Over¬ reaching and Stumbling Horses. BOARD AND LODGING HEATING . OR . PLUMBING. II. K. Austin. W. H. MEARS —DEALER IN— Choice Faroily Groceries. ALL ORDERS PROMPTLY FILLED. Haven Street. - Reading. Cor. Harnden and Pleasant Sts. READING, MASS. O. W. Austin, Proprietor. C. II. FEAY DON, M. 1 . V. VETERINARIAN. Office: White’s Stable, Cor. Gould and Ash Sts. Telephone Connection. AFTER YOU HAVE TRIED ALL OTHER DEALERS GO TO ... CHAMBERLAIN ' S NEW STORE... READING SQUARE FOK 13BST GOODS A IN D LOWEST PRICES. E. F. BROOKS funeral Director and Cmbalmer For Fine Berries and Fruit —GO TO— A, Dol ' arrari 4V Oo. Haven St., Reading. 71 HAVEN ST. OVER BARBER SHOP Open Day and Night. Telephone 66-3 Wakefield.