Stoneham High School - Wildlife Yearbook (Stoneham, MA)

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THE AUTHENTIC 3 coninuinity. Jane Adams of Hull House, Chica fo, who has worked iu the settlements for nearly fif- teen years, says, in regard to whether or not it pays: “You ask me if it has paid. We may as well challenge life itself. We might as well go to the priests over here at tlie cathedral and point out to them that they have not redeemed the people who live in every direction around them ; that in spite of their preaching and service, and tlie example of their pure lives, all manner of sin still exists in their neigliborhood and among the very people who are reached by them. They do not think their work has been a failure. They have done some good. They are doing good every day. The people here are better. They are getting better every day. They will grow bet- ter to the end ” Fi!. xcks Sticvuns. THE WOMAN’S COLLEGE OF THE FUTURE. sucoxi) noxou. O NE of the most important features of our educational progress in the past twenty- five years is the tendency toward indus- trial education. The ability to do things is being added to the mere book-knowledge which has so long characterized educational work. The methods of education used iu civilizing the Indian, and those which are now being used .so successfully by Booker T. Washington in Tuskegee Institute have caused prominent educa- tors to think that they rest upon sound educational principles. This recognition of the need of practical edu- cation is shown in the introduction of manual training into public schools, in the rise of business schools and schools of applied science. It is also shown in Germany where the growing practical nature of the people not only has caused them to consider the classical languages unessential in training for a professional career, but has placed their technical schools on a level with their uni- versities. The movement toward indnstrial education, although but recently begun, has been attended with such success that we may speak with some certainty of its future development. We believe that these new ideas of education will be applied with equal success in our colleges for women. Here the daily associations with teachers of refinement and culture, the influences pervading the institutions, and, in fact, the whole environment of the students, have done much toward developing womanliness of character and toward influencing their graduates to higher stand- ards of life; but their training is mainly theoret- ical. Their broad courses of study develop more the reasoning faculties and give the graduate a general education rather than fit her for some special field of work. Then, when the graduate is thrown upon h er own resources, she often finds herself unsuited for the practical affairs of the world. Often her only opening is teaching, and many do not possess the qualities necessary for the making of a successful teacher, while to one not interested in such work it is mere drudgery and of no benefit to either the teacher or her pupils. Miss Susan Anthony has made the statement that fifty years ago, in America, no occupations were open to women except cooking, sewing, teaching and factory w ' ork. Even now ' many young women in choosing a profession, consider teaching, nursing, bookkeeping, stenography and typewriting about the only occupations open to them. How’ever, the International Congress of Women, held in London in 1000, has shown that many women have found a profitable business in such handicrafts as jewelry, carving, book-binding, etc., while others have been successful as lawyers, doctors, chemists, journalists, architects, agricul- turists and horticulturists. Ill southern California some of the most suc- cessful horticulturists are women, while in other parts of the country and in England, landscape gardening has proved both a delightful and profit- able occupation. But it is the lack of schools that will prepare young women for such work that has kept them from these occupations. This new movement in education w ' ill open up many of these occupations by founding colleges for W ' omen similar to the technical schools for men In these young women will receive not only instruction in such studies as are necessary for a liberal education, but they will receive a specific technical training. They w’ill not only study the principles of science governing some special field of work, but they will practise the application of these principles to their profession Yet, the chief aim of such a college will he education, and the principles studied will be with the purpose of de- veloping the mind, of exercising the pow ' ers, and of training the faculties of the student. Such instruction will result in a combination of both theoretical .and practical knowledge, and will give

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2 THE AUTHENTIC. Rogers after a ditlicult journey clown the river, sueceetled in reaeliing Cliarlestown or Number Four, from wliich place he sent a supply of provis- ions to his men, some of wliom iiad died of starva- tion and exliaustion Such was one of tlie expeditions wliich Rogers and his Rangers were called upon to undertake, nor did they ever hesitate to execute their com- mands. They served tlirougliout tlie war. . t its close, R ogers went to England wliere lie spent the rest of his life. Had lie not lieeii suspected of lieiiig hostile to tlie American cause, he miglit liave rendered valuable services to his country in tlie . merican Revolution, as did many of the Rangers, so ably titted for that duty by tlieir early training. M.vicy S ricvKxs. COLLEGE SETTLEMENT WORK. laUST HOXOlt. T he Settlement idea, that of living and working in the very midst of tlie poor and unfortunate classes, was tirst conceived by educated Eng- lish clergymen, who went to live among and lielp tlie poor of London in the latter part of the nine- teenth century. Tliree especially were connected witli this work, tlie Rev. .lolin Richard Green, liis- torian of the English people. Rev S A Barnett and Edward Denison, a wealthy Oxford student, who hired a lodging amid tlie poor jieople and worked among tliem, lecturing on tlie suliject of religion, and bettering tlieir conditions in every way lie could, even carrying tlie needs and wants to Farlianient. Tlie idea of a College Settlement in this country was lirst discussed by Smith College students in 1887, and tlie result of tlieir discussions and plans was the founding of the lirst College Settlement here in 1889, the New York Settlement. Ten years later there were nearly one hundred in ditfereiit parts of the country. Tlie object of the College Settlement is to extend democracy socially, that the poor and ignorant foreigners in our large cities, working under hard conditions and enjoying little happiness, may he united in one common bond of fellowship and sympathy ; to share their joys and sorrows by liv- ing in close touch witli them ; to educate them ; teach them how to live; in short, to better their conditions in every possible way Tlie College Settlements . ssociation, supported by many of our women’s colleges, has charge of three settlements, tlie New A ork Settlement, tlie St. Mary St Settlement in Philadelphia and the Denison House in Boston on Tyler St. The Denison House was started in 1892. The community then consisted of many . merican and Irisli families, but most of them have since moved away and their jilaces have been taken by Syrians, Greeks and Italians. .Some are well educated in their native land and come liere to seek lietter educational O])portunities, but are compelled to live and work with the lower classes by reason of their poverty. The great majority, however, are igno- rant and tit for unskilled labor only. Tliey surely can see little of the bright and liappy side of . nierican life. Tlieir homes are bare, unattractive and cheerless and tlieir surroundings are the same. Is it, tlien, to be wondered at that their children care little for their homes, and use the streets as their common playground? They cannot enter Denison house, with the ever ready welcome of the residents, with its fresh and simple muslin curtains, neat hardwood floors, casts and reproductions of masterpieces hung about on the walls, plants and flowers here and there, without wishing their own homes to be as beautiful and artistic, yet simple and homelike as this. The residents are always willing to entertain and help them, and as their needs are mainly educa- tional, many classes in ditl ' erent subjects are held. From eight hundred to one thousand have lessons there every week They are taught cooking, serv- ing and carpentry, besides other useful subjects; and many of the older ones, who do not have the advantages of a public school dui’ing the day, are taught English. Numerous clubs are also formed in connection with the house. In summer, many who otherwise would have to be conlined in hot and dingy tenement houses are enabled to go to the countrj’, seashore, or woods, and there, for a week or ten days, to enjoy the freedom and happiness of such a life. Another very important feature in eonnection with the Denison House is the vacation School. Last year there were classes in nature study, cook- ing, serving, carpentry and primary and kindergar- ten gi’ades. Nature study was divided into three parts, class room, field and garden work. Excur- sions into the country to illustrate what they had learned in class were a great help and delight to them, and they became so interested that tiiey were eager to work before and after school hours. This settlement in Boston is only one of many that accomplish such a noble and useful work in a

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4 THE AUTHENTIC. to the world j ' ouiig women titted for a useful, iutelligent life, prolicieut in an occupation by means of which tliey can lie independent of otliers, or to wlucli tliey can turn in time of adversity. Already we liave an institution of lids type in Simmons College, Boston. Here young women may prepare for sncli positions as nurse, matron, private secretary, lilirarian or liorticnltnrist. Tliat young women are looking for just sucli a scliool as tliis is sliown liy its ever-increasing nnm- ber of students and liy its rapid growtli Tlie success witli wliicli tliese princiiiles of education liave met, is tcaciiing us tliat true educa- tion sliould develop industrial elHeiency as well as moral ami intellectual power, and with this educa- tion will come that fuller develoinnent which will make both man and woman more able to take part in the making of a better and happier world. Anmk ' rilOUNTON. CLASS PROPHECY. F ob more than a year now, the attention of the whole world has been directed to that nation, which np to this time has been consiilered of little importance, but has shown most wonderful ability, in holding at bay for many months the great power of Russia. Such wonderful foresight as the .lapanese have shown in prepai ' ing for this war is the admiration and wonder of military men the world over. From our interest in the war we have naturally become interested in everything relating to this in- genious people, who have in so short a time shown that they are to be among the great powers of the woi ' ld. This may explain why, when ])assing through Boylstou Street a few days ago, I was attracted by a beautitul .Tapanese shop-window. .Vs I stood gazing at the vases of curious workmanship and tapestries with gold and silver embroideries, it oc- curred to me tliat I might learn more about these interesting people. I found inside a very courteous and intelligent .Japanese gentleman, who was wil- ling to satisfy my curiosity in regard to the many beautiful and Ingeniously wrought objects of interest. Naturally our conversation turned to the war and J asked him if he could give me any idea as to the secret of the wonderful success of the .Taininese. “Certainly, I can,” he answered, “though few of your countrymen know anything about the mar- vellous Invention by which my peojile have been able to foresee the purpose and movements of the enemy and thus make preparations for this war.” Drawing aside a curtain in the rear of the shop he invited me to step in and insjiect this machine by means of which a vast amount of useful knowl- edge had been gained. “This,” he says, “is the (jerinc.ashakdurimah- yah. This instrument I found resembled externally the old fashioned stereoscope, but was connected by electrical wires to a wonderful globe which had many needles and registering cards. But the most wonderful thing about this globe was the time question, unlike anything I have ever heard of. By a wonderful combination of the time and place indicators he said that one was able to see what a person or a people at a given place would be doing at a given time in the future, and thus I saw how the .Japanese had been able years ago, to foresee the movements of the liusslans and thus make ready for this war. “But,” said I, “will this machine work here now?” “Certainly,” said he, “without doubt.” “.Vnd could I have the use of it for a few minutes?” “Most certainly.” I ' ’inding that the terms were not beyond reach of my purse I engaged his services for a brief period. When he asked me at just what point on the surface of the globe he would place the needle I at lirst thought I would say Washington, but upon second thought it occurred to me that I miuht test the instrument nearer home and I said, “Set it at the Stoneham High School.” This I found, with a little information from me, he was soon able to do, even to the point of getting Itoom 13 of that building. He then asked me at what date he should set the indicator. “Why UtO.o,” I said. “llK). ' )!”he repeats, “but sir, onr instrument can give any date within one hundred years.” “Great Scott!” said I, “will this instrument tell me what these peoi)le in Itooin 13 are to be doing at any date?” “Certainly, Sir,” said he. “Very well, then give us I ' .H.T.” Soon the machine was in motion. Sealed at a little table, my .Japanese friend operating at the globe, such a panorama was unfolded before my astonished eyes as I can well believe I sh.all never again obseia e. To give yon some idea of the way in which the