Commissioned
Officers
P I T T S B U R G H A C A
D E M Y B U L L E T I N
self. The sexes
do not live in isolation in real life, neither should they in school.
In the family — an institution divinely ordained for the rearing and
education of children — boys and girls are brought up together. A child
brought up entirely among those of its own sex is, in nine cases out of
ten, deficient in those social qualities which go far toward making the
true lady or gentleman. After twenty years' experience with coeducation
in a large school, we are prepared to say that not a single one of the
so-called objections to co-education has given us the least trouble,
and the only mystery to us is how any school engaged in preparatory
work can justify itself in excluding either sex, except for purely
business reasons.
-----
"We learn to do by doing," is a trite educational maxim whose recent
revival by novices in education may mislead those who give only
superficial thought to such matters. This principle, which is only a
partial truth in primary education, becomes a positive error in
advanced education. Prof. John A. McLellan, author of "Applied
Psychology," has said the following in regard to the fallacy of this
maxim: "Let the eye, and ear, and hand be thoroughly trained by all
means; but is there not something behind these organs that makes the
seeing eye, the hearing ear, the forming hand? Is the process from
without inward, — first the hand,
then the brain, then the mind? Or is it from
within outward — mind, brain, hand?
Even in the elementary work of what we call the mechanical stage,
thinking precedes doing; in
writing, for instance, the child must have an
idea of the form of a letter
before he can reproduce it. It may be true that the making of outward
forms aids the mind to more definite conceptions ; but from the
elementary to the highest stages, the
ideal
is before the
actual. It
appears, then, that the maxim, learn to do by doing, is after all but
the complement of a wider and profounder principle, learn to do by
knowing. We learn to do by knowing, and to know by doing, "
XV
P I T T S B U R G H A C A
D E M Y B U L L E T I N
We are often
asked, "How long a time is required to prepare a student for college in
the Academy?" This is really a somewhat difficult question to answer;
in fact, it is impossible to answer it without a knowledge (1) of what
the student already knows; (2) of his ability; (3) of the course of
study he expects to take in college ; (4) of the college he expects to
enter, and (5) of his willingness to apply himself to the work of
preparation. A student of good ability, who has completed a grammar
school course, can, by devoting from three to five hours a day to
study, prepare for a course in one of the smaller technical schools in
two years, and in one of the larger schools in three years; while
preparation for a scientific or classical course in the smaller schools
requires three years, and for the large colleges, such as Harvard,
Yale, Princeton, Cornell and the University of Pennsylvania requires
four years. All colleges using the certificate plan accept our
certificate, and our college preparatory course is broad enough to
prepare students for the entrance examinations to any American college.
We regard the examination plan the fairest and best plan of college
entrance.
-----
Honesty,
industry, fidelity to duty, politeness, courtesy and obedience are
cardinal virtues, and should form part of the education of every youth.
In the Pittsburgh Academy, they occupy first place. Mere intellectual
training, without the cultivation of these virtues that form the basis
of a good character, is a dangerous thing, and ruins thousands of young
people. The moral atmosphere of a school counts for more than its
curriculum.
-----
In the Pittsburgh
Academy, a student's progress is regulated entirely by his native
ability and his willingness to work. A bright, ambitious student may
complete a preparatory course of study with us in half the time
required by slower or less ambitious ones.
XVI
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Length of Courses
of Study
Our
Academic
course is arranged in the schedule of studies as a four years' course,
and this is about the time required by the student of average ability
and application, to complete it. Students of superior ability, whose
training previous to entering the Academy has been good, may, by close
application to study, complete this course in three years. It is
assumed in our estimates of the time required to complete the courses
of study that the student has completed the grammar school course for
the city schools or an equivalent course. We are willing to allow
ambitious students, who are desirous of completing their preparatory
studies in the shortest time possible, the widest opportunities
consistent with their own good and the good of the school. Under no
circumstanced is the progress of bright, ambitious students retarded by
those who are careless or indifferent about their work. We provide for
the more rapid advancement of brighter students without the necessity
of multiplying classes in the following manner: At the opening of each
school year, we organize several beginning Latin classes. These classes
are made up arbitrarily of an equal number of students simply for
convenience in recitation. In the course of one or two months, the
teachers discover who are able to advance more rapidly, and a
re-adjustment of classes is made. By a careful re-adjustment of classes
at the close of each quarter, it not infrequently happens that at the
close of the first year, the division composed of the brightest and
most ambitious students has done twice as much work as the division
made up of those who are less ambitious. A few students of excellent
ability have done double work in their studies, as for instance,
reading Cicero and Virgil at the same time. We pursue the same plan in
other studies as in Latin. In the Academy, a student's progress is not
limited by any pedagogical theory or tra-
XVII
Exhibition Drill -- Girls' Cadet
Corps
P I T T S B U R G H A C A
D E M Y B U L L E T I N
ditional course
of study, but entirely by his own exertions and his native ability.
The Normal and the Modern Language are each planned as three-year
courses. A few students who have done a full year's work in Latin,
Algebra, and General History have been able to complete the Normal
course in two years; but for the student who has not advanced beyond
the grammar school grade before entering the Academy, either of these
courses contains three full years' work. The same opportunities for
rapid advancement are afforded ambitious students in these departments
as in the Academic.
In our business school, the same opportunities for rapid advancement
are offered to the ambitious student. In the Bookkeeping Department,
where the work is largely individual, this is especially true. Here the
only limits placed on the student's rate of advancement are those
imposed by the limit of his natural ability and the amount of time he
is willing to devote to his work. The same is in a large measure true
of the work in the Department of Stenography.
Students of exceptional ability who have done advanced work in the
Academy or in high schools or in normal schools, may complete the
course in bookkeeping or the course in stenography in considerably less
time than is required by those who have not had such training. This is
especially true in shorthand and typewriting, where one's ability to
advance depends so much upon one's power of concentration and his
knowledge of English. A student whose mind has been well disciplined by
the master of the studies of a higher course will master the principles
of bookkeeping in one-half the time required by those whose preparatory
work has been limited to an elementary course.
XIX
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Our Business
Schools
PITTSBURGH
ACADEMY'S Business Departments have taken
rank as high grade schools in every
particular. They do not deal in the short
term claptrap "business
education" so extensively advertised by
other schools, but are devoted to those solid educational attainments
that bring success to the student when he leaves school, and win
friends for the school wherever its work is known. We
have a thoroughly well-graded and complete course of study in both the
departments of Bookkeeping and Stenography, and the completion of
either of these courses fits the student for the work of the most
exacting situations, and practically guarantees him permanent
employment at a good salary.
In both departments, the student is given every advantage possible for
the rapid and thorough completion of his course of
study. Although it is decidedly to the advantage of
students to enter at the beginning of the year, yet they may com plete
their course at any time and receive a diploma or certificate.
Many parents and young persons are attracted by glaring advertisements
of business schools in which they offer a scholarship for payment of a
stated sum, and guarantee the completion of a course in either
Bookkeeping or Stenography, or both, in from three to six months, and a
situation when the course is completed. The sale of a perpetual
scholarship in any school for a fixed sum of money is as unreasonable
and unfair as the agreement to furnish you groceries perpetually for a
fixed sum. In either case, the contracting parties are either ignorant
of the meaning of the contract or it is not made in good faith. We have
just as good facilities and as able instructors in both our business
departments as any other school in the city, and we can get just as
much hard work out of a student in a given time as any of them; but to
promise the average student that in from three to six months he may
acquire such a knowledge of either
XX
P I T T S B U R G H A C A
D E M Y B U L L E T I N
course as will
enable him to fill a position efficiently and creditably, is to make a
promise that we know no institution that does honest work can fulfill.
A course of study in either Bookkeeping or Shorthand and Typewriting
that can be completed in from three to six months contains so little of
either as to render it of little value to the student, and will not fit
him for holding a responsible position. It is vastly better and far
cheaper for a student to take a few months longer for the completion of
a course of study than it is to be crippled throughout life from the
lack of a more thorough knowledge of his chosen work.
We are able to place every student in a desirable position just as soon
as his course of study is completed; and while we guarantee positions
to no one, we do not hesitate to say that as long as present conditions
prevail, no worthy student need remain long without desirable
employment at a good salary. We were obliged to refuse very many
requests for stenographers during the past six months simply because we
were unable to supply the demand.
We have solicited and obtained a liberal share of patronage on the sole
ground of honest work and fair treatment, and on this basis we solicit
its continuance. We promise our patrons and students only fair dealing,
the best facilities, expert instruction, and our utmost endeavors to
further their interests in every way. By these methods, the Business
Departments of the Academy have made for themselves a host of friends
among former students who may be found in the offices of almost every
corporation and firm in the city and vicinity. Our school has always
stood for the highest and best in commercial education, and we have
been so liberally supported in the stand we have taken that we believe
a day of better things in commercial education is near at hand.
XXI
Exhibition Drill
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Our Literary Societies
GREAT interest
is
taken in our two flourishing literary societies—the Emanon and the
Knickerbocker. These societies are conducted by the students, subject
to the general control of the faculty. They meet every Friday
afternoon, from October to May, inclusive, at 2 p. m. Officers are
elected every four weeks by the members of each society, and all the
proceedings are conducted in strict accordance with the best
parliamentary usage. All original performances are reviewed by the
faculty with special reference to matter and literary form before they
are delivered in the societies, and all members who are placed on the
program for recitation, select oration, etc., receive advice and
assistance in selecting and preparing their performances from members
of the faculty. Students are allowed all the freedom that is possible
in the conduct of these societies, and the officers are responsible to
the faculty for the manner in which they are conducted. The meetings of
these societies are not what such meetings frequently are, simply an
opportunity for students to meet and have a good time socially, but
they are for genuine literary work.
We consider the work done in these societies one of the strongest and
best features of our school, and so strong is our faith in the
necessity and desirability of the training they afford that no student
in the literary departments of the school will be excused from
attendance upon their meetings, except by a special and personal
request from parents. Great care is exercised in the appointment of
students for performances. No student is ever appointed for a
performance which he is absolutely unable to give, and those who have
no experience in literary society work are assigned only short, easy
performances at first.
The society work required of each student is considered as much a part
of his course of study as his mathematics or his Latin, and no student
who is notably deficient in this work can
XXIII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
hope to stand
high in his class. A careful record is kept of each student's society
work, and his record is taken into account in determining his class
standing. Special literary duties are required of students during their
senior year. Each member is charged a fee of fifty cents per year.
There are no other fees or dues. The annual contest, which takes place
in March, is an occasion of great interest to the students, patrons,
and friends of the school.
If you have a son or a daughter who has not learned how to study, and
has never become interested in school work, try the Pittsburgh Academy.
Interest is contagious here. The students all take it. Teaching how to
study is one of our specialties. We make a specialty of every student.
The Pittsburgh Academy makes ample provision for the physical training
of its students. It has four companies of cadets, thoroughly equipped
and under the direction of a competent officer. No side of education is
neglected in the Academy.
Many causes have contributed to the Academy's remarkable growth and
prosperity. Chief among these causes are the character of its patrons,
the quality of its students, the thoroughness of its work, and the
success of its students.
XXIV
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Selecting a School
SELECTlNG a
school for the preparatory training of their children is one of the
most important and difficult duties that parents are called upon to
perform and the proper performance of this duty calls for the highest
judgment and the greatest care. A mistake in the selection of a school
may blight the educational prospects of the brightest and most
promising child. The most important element in the make-up of a school
is the general spirit or tone. By the tone of a school is meant the
general attitude of the student body toward school work, and the moral
and social status of the school. The attitude of the student body
toward study and school work in general is the school's greatest
strength or its greatest weakness. In a school where the very
atmosphere is saturated with the work spirit, the student soon learns
that school life means work, and if he has not already acquired habits
of idleness and the notion that school life means a loafer's life, he
will soon imbibe the spirit of the school and become a studious worker.
A boy or girl cannot remain long in a school without catching its
spirit. If the students in a school are those whose home life is one of
idleness and ease, a boy or girl entering it will soon adopt the notion
that school is a place where one should have all the enjoyment and ease
possible, and do only so much work as is required to maintain a
respectable standing in school. The moral and social evils of school
life are as contagious as smallpox, and are fully as much to be dreaded.
We challenge the commonwealth to produce a body of students in which
the spirit of work is stronger than it is in the Academy. The only
students who dislike the spirit of the school are those who will not
work, and are therefore out of harmony with their environment.
XXV
Non-Commissioned Officers
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Athletics
A fair and impartial
judge always reserves his decision until both sides of the case have
been heard; and in all matters where a practical test or application of
the case can be made, no fair decision can be given until such tests
and applications have been made. The management of the Pittsburgh
Academy does not presume to have settled that much-discussed topic, the
place of athletics in secondary schools, upon an abstract or
theoretical basis, nor does it assume to advise others in the matter of
athletics ; but it claims to have made such practical tests as to
enable it to decide whether or not athletics as carried oninsecondary
schools is a good thing for the students of the Academy.
After a trial of nearly ten years in all kinds of general athletics, we
are convinced that the evils growing out of athletics greatly outweigh
the good. We do not claim that athletics is an unmixed evil; for even
under the most unfavorable conditions some good is derived from it. In
the Academy, we have found that athletics interferes with the regular
work of the school in many ways. In addition to the fact that athletics
interferes seriously with the school work, we have another good reason
for the position we have taken in this matter, and that is that we have
an excellent substitute for athletics in our Military department.
Some of the advantages of military training over athletics are: (1) It
affords superior physical and mental training; (2) every boy in school
can take an active part in and secure all the advantages of military
training, while in athletics only a few can take part; (3) military
training can be kept under the absolute control of the authorities of
the school, while athletics cannot; (4) military training is entirely
free of the dangers attending athletics; (5) military training is
attended by none of the demoralizing influences that always accompany
athletic contests between rival schools. "Our decision in favor
XXVII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
of military
training over athletics is not made as a matter of policy or business,
but as a result of a fair trial of both covering a period of fifteen
years.
Seven years ago, when the management of the Academy practically decided
to discard competitive athletics, it was freely predicted that it would
seriously affect the prosperity of the school. This prediction has not
been fulfilled. On the other hand, our attendance has steadily
increased. We have discovered that there is a large and constantly
growing number of people in this community who believe with us that the
chief end of the school is not athletics and amusement, but the more
serious business of getting an education. If any ardent advocate of
athletics feels inclined to test the matter in a practical way, we are
willing to have our boys stand an examination with those who practice
athletics (1) as to their general health, (2) as to their strength and
muscular development, and (3) as to the amount and character of the
work they are doing in school.
In the Pittsburgh Academy, one hour is set apart each day for the
purpose of giving individual help to students who need such help. All
members of the faculty are in their rooms during this hour, and will
give such aid and suggestions to students who apply for it, as in the
judgment of the teacher, is for the student's good. No extra charge is
made for this individual help.
From five to eight months' work in the shorthand department of the
Pittsburgh Academy will prepare a bright, industrious boy or girl for
ordinary office work. Our students are in demand. Out of more than one
hundred students in the department last year, not a single one who was
ready for a position is out of employment. In the past six months, we
have had many requests for stenographers which we could not fill.
XXVIII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Culture and Skill
Every
competent teacher knows and frankly admits that after the student
leaves school and college he has many things to learn before he is
ready to do well his part of the work of this busy world. The fact that
the student just out of school cannot take the place and do the work of
those who have had fewer educational advantages, but more practical
experience, has led some persons to assert that many of the so-called
culture studies of school and college have no practical value whatever.
If the chief end of education is to convert the boy or girl into a
machine, — a skilled workman — capable of transforming a given quantity
of raw material into a finished product, we would be forced to admit
that much that is taught in schools has no value of any kind to the
student.
The management of the Pittsburgh Academy cannot believe that the good
people of this community are ready to accept any such estimate of the
purpose of school and education. While the purpose to fit our youth to
be skillful workers in the great manufacturing concerns of the city and
its environs is a laudable one, yet we do not hesitate to assert that
the attempt so to arrange the work of all our educational institutions
as to make the direct training of skilled workmen their chief purpose
would be a most serious mistake. We need many skilled workers for our
mills and factories, and it is certainly desirable that we shall be
able to supply them from the boys and girls who are now in our schools
rather than import them; but it should also be remembered that we need
intelligent, law-abiding, God-fearing citizens as well as skilled
workers. It may be the duty of the state to give its citizens such
training as will fit them in a measure for their trades or callings in
life ; but there can be no question that it is our duty to train for
citizenship, for social usefulness, and personal enjoyment. To make a
skilled mechanic of a boy is well, but it should be remembered that the
boy becomes a man, and that as a man and a citizen he will
XXXI
P I T T S B U R G H A C A
D E M Y B U L L E T I N
have other duties
to perform that are just as essential to his happiness and prosperity
as his skill as a workman. The boy must be taught that he is a rational
being, that he has a spiritual nature that bears a close relation to
his happiness and success, that he is part of a social organism and
owes something to it. If it be admitted that much of the work of the
schools does not fit students for the trades and handicrafts, it may be
positively asserted that the changes suggested by those who favor
making our schools subserve the purpose of direct preparation for
workshop and factory, would fail entirely in the higher purpose of
personal self-respect and social usefulness. Those ardent advocates of
industrial education who seem to think that the only remedy for our
social and industrial ills lies in industrializing our system of
education, forget entirely that those nations in which there is most
social and industrial unrest are also the nations in which manual
training and technical schools have reached their highest efficiency.
France and Germany lead the world in technical education, and yet among
the enlightened nations of the world there are no others in which there
is more social unrest and general discontent.
There always have been, and it is safe to predict that there always
will be unhappy, unfortunate, and discontented people in the world, and
he who undertakes to write a prescription for the cure of all those
evils attempts a hopeless task. The very best that the schools can do
to aid our boys and girls in realizing the most and the best that is in
life, is to teach them those things that will render them capable of
enjoying the higher and better things, make them feel its
responsibilities and duties, and help them to perform with care and
skill whatever work they may choose. Let them be taught those things
that will help them to become skillful and reliable workmen when they
leave school and enter life's great workshop, but we plead that the
higher and nobler and better purposes of education be not subordinated
to the lower, material and commercial. The chief end of man is not to
become a skillful worker and money earner, but to live a pure, noble,
useful and happy life. The true order in education is culture, skill and efficiency.
XXXII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Education a Growth
IT HAS been
wisely said that the education of a man begins one hundred years before
his birth. Therefore, the men of to-day must ask themselves the
question, "What kind of men will our descendants be?" This is a serious
question. In this age of steam and electricity, of the telegraph and
telephone, in this age of hustle, we hear much of the strenuous life.
It is claimed that a man must get into the harness before his body and
mind are mature; that he must rush things and then make way for another
generation. Let us not be found in this whirl, but let us steer clear
of the rock. Let us return to the times when education was a process of
digestion and assimilation; when life was a growth and a period of work
well-planned. On a narrow foundation, we can hope to build only a
narrow superstructure, but the broader the foundation on which we
build, the higher and stronger will be our structure. Let us plead with
you for intelligent preparation and broadening influence, and not for a
short-cut and bread-and-butter course.
An ancient poet sang: ' 'The mills of the gods grind slowly," and all
history proves this true. All progress is slow. Great results cannot be
achieved in a short time. Thorough preparation for life's work is an
absolute necessity. We must all enter the struggle for life in which
the fittest survive, and the unfit go to the wall. This fitness is
relative, not absolute; a continually changing environment demands a
continual change of preparation. The problem of education is a
progressive one. Each new set of conditions brings about a new
combination of specific characters and demands new features of fitness.
Since all history is a principle of development, it may also be said
that a man's life is, in like manner, a development in which the man
himself is the agent. It has been said: ' 'An untrained race, like an
untrained man, is at an immense disadvantage, not only in the
competition of the world, but in the working out of individual
destiny.'' Thus we see the import-
XXXIII
| 1.
Julius SPATZ, 1st Honor, Literary Dept. |
4.
Frederick WINTERS, Knickerbocker President, one term.
|
| 2.
William FORSYTH, Knickerbocker President, one term. |
5. Otto
LAMPUS, 2nd Honor, Commercial Dept.
|
| 3. Earl
McCLINTOCK, Knickerbocker President, one term. |
6.
Capt. Harold BRENNEN, Knickerbocker President, one term. |
| 7. Jesse HAMILTON,
Knickerbocker President, one term. |
P I T T S B U R G H A C A
D E M Y B U L L E T I N
ance of education
as a process of training by which man attains his full stature. It is
not only man's privilege, but his imperative duty to seek knowledge, to
desire wisdom, to strive for something better than he has known, and
greater than he has yet achieved, to have high ideals that will raise
life out of the dust and lift it toward the stars. This development
must not be one-sided, ill proportioned, but must be full and fine and
finished at every point. All the powers—physical, intellectual, and
spiritual—must be developed harmoniously and symmetrically. If this
ideal is the aim of education, it will tend to produce a perfect man—a
man, who is linked in his origin with the grass and beast, but in his
destiny with the universe and his Creator.
The ideal school will do something for the body, for the intellect, and
for the spirit, giving each its due proportion and emphasis, and such a
school is the Pittsburgh Academy.
If you wish to become a Draughtsman, attend the Academy. Students who
complete our course in Drawing and Mathematics have no difficulty in
obtaining good situations, or are prepared for the best Technical
schools.
Concentration is a forerunner of success in any student's career.
If you seek this "power to win," investigate the methods at the
Pittsburgh Academy.
XXXV
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Military Department
Major V. S. Beachley
This department
was organized in September, 1899, and it has proved a popular and
beneficial addition to our work. Military work in the Academy is no
longer an experiment; it has become one of the permanent features of
the school. The corps has increased in numbers and efficiency each year
since its organization. While membership in the corps is optional with
the student, yet a larger percentage of the boys are joining each year.
The enthusiasm among the members of the corps and the marked benefits
derived from it warrant the prediction that the time is not far distant
when every young man of the Academy will avail himself of the excellent
opportunities offered by the corps.
There are numerous advantages and benefits arising from military
training, of which a few may be mentioned:
1. It conduces to erectness and gracefulness of
carriage, elasticity and grace of step, and that ease of bearing so
desirable in every walk of life.
2. An excellent muscular
development is an incidental benefit of no mean
value.
3. Faulty positions and movements so often acquired
by earnest or careless students are, by careful instruction and
training, gradually corrected.
4. Military discipline, while it may be exercised
with reference to only one department, cultivates punctuality, strict
and prompt obedience, and respect for all constituted
authority. It thus is an invaluable aid in developing
law-abiding citizens.
5. The close attention to instruction and commands
required in military drill cultivates the faculties of attention and
concentration in a marked degree.
6. The uniform dress and unity of purpose requisite
to good corps work conduce to a healthful esprit de corps.
XXXVI
P I T T S B U R G H A C A
D E M Y B U L L E T I N
7.
The knowledge acquired in this department is information useful and
pleasant to possess in the after life of every active citizen.
8. It is an accomplishment of great value to be able
to keep perfectly still and silent and not appear
awkward. This the cadet acquires.
9. In no department of life is respectful courtesy so
thoroughly taught as in military organizations.
The military corps is known as the Pittsburgh Academy Corps of Cadets.
The Academy has a full supply of muskets, equipments, trumpets, drums,
flags, etc., and a band of musicians.
A uniform of the best Charlottesville gray, with a blue cap of the same
style as worn by the West Point cadets, is worn by cadets at all
exercises. The uniform is furnished by special contract at the low
price of $20.00, and is made in the best manner, with excellent
trimmings. In addition to this, one pair of white duck trousers for
dress occasions is required.
Cadets are enlisted for the period of their attendance at the Academy,
and will not be permitted to withdraw within the period of enlistment,
except for reasons deemed adequate by the President and the Commandant.
Daily drills or recitatons on military subjects are given each week,
together with such special drills as are necessary, and every cadet
must be present at each of these unless detained by sickness or other
imperative demand; and in all cases of absence, statement of cause must
be given to the Commandant before or immediately after such absence.
Course of Study and
Drills
The work of the
corps as a whole will be much the same from year to year, but,
second-year men and those in line of promotion will have additional
instruction and duties.
The Infantry Drill Manual is followed strictly in regular drills.
XXXVII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Fall.—School of
the Soldier; School of the Company; Dress Parade; Inspection.
Winter.—Recitation; Bayonet Exercise; Guard Duty; Special training to
correct defects; Fancy Drills ; Butts' Rifle Drill.
Spring.—School of the Company; School of the Battalion Extended
Order; Advance Guard; Guard Mounting. Prizes will be offered for
special excellence.
Competitive Drills occur annually between Companies A, B and D,
for the Colors and for special prizes.
LIEUT. C. W. BRUSH
Emanon President, one term
XXXVIII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
ROSS LITTEN
Knickerbocker President—one term
Prize winners for
1906
Company D won the colors.
The E. E. Yost Medal for Non-Commissioned Officers, Sergt. John Keller,
Company D.
Commandant's Medal for Privates, Private George Pabst, Company D.
Organization
The corps comprises three companies fully officered, with
battalion staff and band.
XXXIX
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Physical Training for
the Young Ladies
During the past
year, at the urgent solicitation of a number of the girls, a company
was organized among the girls of the school for the purpose of military
drill. Although the work was undertaken as an experiment, yet the
results were so gratifying both to the young ladies themselves and to
the management of the school, that we have decided to make it one of
the permanent features of the school. This organization for military
training among the girls of the school is solely for the physical
training it affords, and it is not a part of the Academy Cadet Corps
and bears no relation to it whatever.
The exercises are carefully adapted in every particular to the strength
and powers of endurance of the individual. The drills are all conducted
indoors and they are strictly private.
After having tried several other systems of physical training for
girls, we do not hesitate to say that military drill is superior to any
of them in every particular. A larger number of the girls enter into
it, they enjoy it more, and they receive more benefit from it than from
any other system of exercise we have ever tried. While this work is
entirely optional, yet we strongly recommend it to every girl in the
school.
Willis BRIERLY
Emanon President, one term.
XL
P
I T T S B U R G H A C A
D E M Y B U L L E T I N
Latin: Collar & Daniel's First
Book. Latin: Collar & Daniel's First Book.
English: Grammar reviewed; Figures of Speech; Kinds of Poetry;
Mechanism of Poetry; Composition.
Algebra: Well's Essentials of
Algebra through factoring.
Arithmetic reviewed.
Roman History.
Latin: Collar & Daniel's First
Book, Latin: Collar & Daniel's First Book,
completed.
completed.
English: Introduction to American Literature; Composition; Classics :
The Courtship of Miles Standish, The Sketch-Book, The House of Seven
Gables, The Last of the Mohicans.
Algebra: Through Simultaneous
Equations.
Physiology.
Drawing or Elocution.
Latin: Caesar's De Bello Gallico,
I, Latin: Caesar's De Bello Gallico, I,
II; Prose
Composition.
II; Prose Composition.
Greek: White's First
Book
German: Grammar, Part I,and Conversation.
English: Rhetoric; Composition;
Classics: Sir Roger de Coverly, The
Rime of the Ancient Mariner, Silas Marner.
Algebra: Through Simultaneous
Quadratics.
Greek History, Drawing ; Elocution.
(Elective.)
Class '06 Commercial Departments
P I T T S B U R G H A C A
D E M Y B U L L E T I N
SECOND TERM
CLASSICAL.
SCIENTIFIC.
Latin: Caesar's De
Bello Gallico,
II-
Latin: Caesar's De Bello Gallico, II
IV; Prose
Composition.
IV; Prose Composition.
Greek: White's
First Book
and
German: Grammar, Part I, and
Grammar.
Conversation
English: Rhetoric;
Composition;
Vision of Sir Launfal, Ivanhoe, The Princess.
Algebra: School Algebra completed.
Drawing: Freehand or Mechanical. (Elective.)
Elocution. (Elective.)
THIRD YEAR
FIRST TERM
CLASSICAL.
SCIENTIFIC.
Latin: Three
Orations of Cicero;
Latin: Three Orations of Cicero;
Sallust, Cataline or
Jugurtha;
Sallust, Cataline or Jugurtha;
Sight Reading; Prose
Composition.
Sight Reading; Prose Composition.
Greek: Grammar; Anabasis I-II; Prose Composition. German: Select
Reading; Conversation.
German or
French.
French. (Elective.)
English: Rhetoric
completed; Compositions on subjects selected from classics; Classics:
Merchant of Venice, Milton's Minor Poems, Vicar of Wakefield.
Plane Geometry, Books I-II.
English History.
Physics.
Mechanical Drawing. (Elective.)
SECOND TERM
CLASSICAL.
SCIENTIFIC.
Latin: Cicero, three
Orations; Prose
Latin: Cicero, three Orations;
Composition; Grammar
reviewed.
Prose Composition: Grammar reviewed.
Greek: Anabasis, III-IV; Sight
Reading
German: Select Reading; Conversation.
from Anabasis V and Cyropedia: Prose
Composition.
French. (Elective.)
German or French.
English Literature:
Classics: Essays on Milton and Addison, David Copperfield.
Plane Geometry, Books III-V.
Physics.
Botany. (Elective.)
XXLIII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
FOURTH YEAR
FIRST TERM
CLASSICAL.
SCIENTIFIC.
Latin:
Virgil Æneid,
I-III; Prose Composition. Latin:
Virgil, Æneid, I-II, Prose
Composition.
Greek: Xenophon's Hellenica,
Selec-
German: Select Reading; Conver-
-tions; Iliad and Odyssey,
Selec-
sation.
tions; Sight Reading,
Reviews.
French. (Elective.)
German or French.
English: English Literature completed, Composition; Classics; Speech on
Conciliation with America, Iliad (Books I, III, XXII, XXIV), Macbeth.
Geometry: Solid, Books VI-VIII.
Chemistry: (Elective.)
SECOND TERM
CLASSICAL.
SCIENTIFIC.
Latin: Virgil,
Æneid IV-VI;
Rapid
Latin: Virgil, Æneid IV-VI;
Reading; Poetry and Prose
;
Rapid Reading; Poetry and Prose;
Prose
Composition.
Prose Composition.
Greek: Xenophon's Hellenica,
Selec-
German: Select Reading, Conversation.
tions; Iliad and Odyssey,
Se-
French. (Elective.)
lections; Sight Reading; Prose Composition.
German or French.
English: Composition; Review of Books read; Classics: A
recent novel chosen by the class.
Mathematics: Algebra and Geometry reviewed; Plane and
Spherical Trigonometry.
Chemistry. ' (Elective.)
Normal Course
FIRST YEAR
FIRST TERM
1.
English Grammar and Composi- 4.
Algebra : Through Factoring.
tion.
5. History.
2. Latin: First
Book.
6. Drawing.
3. Arithmetic.
XLIV
P I T T S B U R G H A C A
D E M Y B U L L E T I N
SECOND TERM
1.
American Literature, Composi-
4. Latin: First Book Completed.
tion and
Classics.
5. Physiology.
2. Arithmetic
completed.
6. Drawing.
3. Algebra, through
Simultaneous
Equations.
SECOND YEAR
FIRST TERM
1.
Rhetoric, Composition and Clas- 3.
Algebra, through Simultaneous
sics.
Quadratics.
2. Latin: Caesar's De Bello
Gallico, 4. Geometry, Plane, I-II.
I-II; Prose
Composition.
5. General History.
6. Drawing and Elocution.
SECOND TERM
1.
Rhetoric, Composition and Clas- 3. Algebra
Completed.
sics.
4.
Geometry, Plane, III-V.
2. Latin: Caesar's De Bello
Gallico, 5. General History completed.
III-IV; Prose
Composition.
6. Painting.
THIRD YEAR
FIRST TERM
1.
English Literature; Composition; 4.
Geography reviewed.
Selected
Classics.
5. Elocution and Vocal Music.
2.
Physics.
6. Painting. (Elective.)
3. Elements of Psychology.
SECOND TERM
1.
English Literature; Composition; 4.
Arithmetic, Grammar, United
Selected
Classics.
States History and Civil
2. Physics
completed.
Government reviewed.
3. Methods of Teaching and School
Management.
Modern Language
Course
FIRST YEAR
FIRST TERM
German:
Grammar, Part I; Conver- English: Grammar, reviewed; Fig
-sation.
ures of Speech;
Kinds of
Algebra : Through
Factoring.
Poetry;
Mechanism of
Arithmetic
Reviewed.
Poetry.
Roman
History.
Drawing.
XLV
P I T T S B U R G H A C A
D E M Y B U L L E T I N
SECOND TERM
German: Grammar,
Part I;
Conversation.
Algebra: Through Simultaneous
English: American Literature;
Composition;
Equations.
Classics: The Courtship of Miles
Standish,
Physiology.
The Sketch-Book, The House of Seven
Gables,
Drawing.
The Last of the
Mohicans.
Elocution. (Elective.)
SECOND YEAR
FIRST TERM
German:
Grammar, Part II;
Con-
English: Rhetoric; Composition;
versation and
Reading.
Classics: Sir Roger De Cov-
French: Grammar, Part I, and
Con-
erly, The Rime of the An-
versation.
cient Mariner, Silas Marner,
Algebra: Through
Simultaneous Quadratics.
Greek History.
Drawing and Elocution.
Grammar, Part II,
etc.
Algebra completed.
French: Grammar, Part I,
etc.
Elocution.
English: Rhetoric and Composition
continued;
Painting. (Elective.)
Classics: Ivan-hoe, Vision of Sir Launfal, The
Princess.
THIRD YEAR
FIRST TERM
German: Select
Reading; Conversation.
Plane Geometry: Books I and II.
French: Select Reading;
Conversation.
English History.
English: English Literature; Composition
;
Elocution.
Classics: Merchant of Venice, Milton's Minor
Painting. (Elective.)
Poems, Vicar of Wakefield.
SECOND TERM
German: Select
Reading;
Conversation.
English: English Literature; Clas-
French: Select Reading;
Conversation.
sics: Essays on Milton and
Plane Geometry, Books
III-V.
Addison, David Copperneld.
Botany.
Elocution.
XLVI
P I T T S B U R G H A C A
D E M Y B U L L E T I N
The Mechanical Drawing
Course
This course is
designed for those who do not intend to go to college, and who expect
to become draughtsmen. It includes two years' work in English, German
or French, Arithmetic, Algebra, Geometry, Plane Trigonometry and
Drawing throughout the course. Students who have finished the course of
study prescribed for the grammar schools of the cities can complete
this course in two years. It is an excellent preparation for
draughting, and students who complete it secure employment at once at
good salaries.
Teacbers' Special Course
This course is
designed for those who wish to study only such branches as will prepare
them for the examination for teachers' certificates. The course will
include instruction in all the branches required by law on teachers'
certificates. It should not be confounded with our regular Normal
course, which requires three years for its completion, and includes the
higher branches.
Preparatory Work
This course is
intended for those who are not sufficiently advanced to take up the
work of the first year of other courses. Students in this course
receive instruction in Reading, Orthography, Penmanship, English
Grammar and Composition, Arithmetic, U. S. History, and Geography. The
classes are taught by the regular department teachers, thereby giving
the younger students all the advantages of expert teaching enjoyed by
those who are more advanced.
Advanced Work
We advise all our
students who can possibly do so to take a course at college; and we are
sending more young men and young women to higher institutions than any
other similar
XLVII
Contestants at Sixteenth annual
Contest between Emanon and Knickerbocker Literary Societies at Carnegie
Music Hall, Pittsburgh, March 20, 1906.
P I T T S B U R G H A C A
D E M Y B U L L E T I N
school in the city.
But among so large a number of students, there are some who find it
impossible to go to college, and yet they wish to enter a profession.
To accommodate this class of students, we have arranged a year's course
of advanced work. We do not offer this course as being, in any sense,
the equivalent of a college course; we offer it as the least possible
preparation one should have for entering such professions as Law,
Medicine, Dentistry, or Pharmacy. The year's work will consist of
advanced study in Latin or German, English and American Literature,
English History, Mathematics, and Science.
Irregular
Work
It is always better
for a student to devote his whole time to school work, and we much
prefer that all our students should do so; but it sometimes happens
that students are so situated that this is impossible. We occasionally
have students who can devote only one or two hours a day to school
work, the rest of the time being otherwise occupied. We have helped a
number of young men to secure a secondary education by permitting them
to enter classes as irregular students, and we are willing to help
others. A student may take up one or more studies with us, provided he
is prepared to enter the classes and can arrange his time to suit our
schedule of recitations.
Number
of Recitations
There are five
recitations per week in all branches included in the foregoing outline,
except Vocal Music. There is one recitation per week in Vocal Music.
Recitation periods are forty minutes in length.
Courses
of Study
The Literary
department of the Academy offers to students three courses of study,
namely, the Academic, the Normal and the Modern Language. There are two
modifications of the
XLIX
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Academic course, known as the
Classical and the Scientific. The Classical section is intended for
those who propose taking a Classical course at college; the Scientific
section fits students for schools of science where Latin and one or two
modern languages are required.
The Academic course, as arranged in
the outline of studies, requires four years for its completion. Nearly
one-half of the students who enter upon this course complete it in less
than the time indicated in the outline. The time required by the
individual student will depend on his preparation, ability, health,
application and age. There is no reason why a bright, energetic,
ambitious student's advancement should be regulated by those whose
abilities are not so high, and who are indifferent in regard to the
time required for the completion of their course of study. No obstacles
will be placed in the way of ambitious students who may wish to do the
work of the course in less than four years.
The Modern Language course and the
Normal course each requires three years for its completion. The former
is intended for students who desire the modern languages, and prepares
for technical schools where no Latin is required for entrance; the
Normal course prepares students for the profession of teaching. The
students sent out from the Academy as teachers have proved the high
character of the work of this department.
Admission
Students who have
completed the course of study set for the grammar schools of the cities
or the schools of Allegheny county may enter either of these courses
regularly and complete it in the allotted time. All students who cannot
furnish a diploma, certificate, reports, or other satisfactory evidence
of work completed in other schools, will be required to undergo an
entrance examination. Those who are not sufficiently advanced to take
up the work of the course they wish to enter will be assigned to the
Preparatory department. Students
L
P I T T S B U R G H A C A
D E M Y B U L L E T I N
from other
secondary schools may enter advanced classes in either course upon
presentation of a report signed by the authorities of the school from
which they come, or by passing a satisfactory examination in all
preceding studies of the course.
Home Study
It is expected
that students will prepare the greater part of their lessons at home.
In order that a student may do the work required by our schedule of
studies so as to maintain a creditable standing in class, it is
necessary that he should spend not less than three hours per day in
study, outside of school. A student who is not willing to devote his
evenings to study cannot long retain his standing in class. The
principal and teachers of the Academy urge upon parents and others
interested in the welfare of a student that they insist upon a careful
preparation of lessons at home, and upon a regular and punctual
attendance at school. Patrons of the Academy may always rest assured
that if their children do not devote at least three hours per day to
study at home, their work cannot be satisfactory to their teachers. We
believe that the best results in school work can be obtained only when
there is perfect co-operation between the school and the home. Parents
and others are cordially invited to visit us, inspect our work, and
consult us in regard to the welfare of their children. Experience has
taught that those parents who keep in closest touch with the school are
best satisfied with the progress their children make.
Graduation, Diplomas and
Certificates
Students
completing a course of study will be graduated and will receive
diplomas. In order that a student may graduate, he must pass each study
of his course on a grade of at least sixty-five per cent. The fee for a
diploma is five dollars. Students completing a partial course, provided
they have attended the Academy a full year, may receive a certificate
of the work
LI
P I T T S B U R G H A C A
D E M Y B U L L E T I N
they have done.
These certificates give full details as to the branches studied, text
-books used, parts of books completed, time spent in the study of each
branch, class grades, attendance, application, deportment, etc. No
study in which the student's average is below sixty-five per cent, will
be entered on his certificate. No certificate will be issued to
students who are dismissed from school, or to those whose character as
students will not fully warrant us in recommending them to the
authorities of other schools. Grades for graduation and certificates
are based on class records and term examinations.
Marks and Reports
Every student in
the school receives eight reports during the year. No reports are
issued for the months of September and June. These reports are handed
to the students at the close of each school month. If parents or
guardians desire it, reports will be mailed to them. A student's report
indicates what branches he is studying, his grade in each branch, the
number of recitations missed during the month, and his deportment.
Reports are marked on a scale of 100. When a student's grade in any
branch falls below 65, it is unsatisfactory to us, and indicates that
he is not giving the proper amount of time to the preparation of his
lessons.
If for any reason parents should fail to receive a report, they should
notify the secretary at once, and a copy of the report will be sent
them.
Office Days
The Academy
office is open every week day throughout vacation from 9:30 A. M. to 12
M., and from 1:30 to 3:30 P. M.
The President may be seen at the Academy office on Wednes days and
Saturdays during vacation.
LII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Regulations
Students are
required to be regular and punctual in their attendance, and excuses
are required for all absence from recitation or school. Students are
not permitted to leave the building without permission until the close
of the day. Permission to leave the building will be granted only when
it is known to be with the consent of the parents or guardians.
The opening exercises of the school are from 8:45 to 9:00 A. M., and it
is expected that each student will be present during these exercises.
Lunch hour is from 11:50 A. M. to 12 :30 p. M., and it is required that
each student so-arrange his affairs as not to leave the school for
lunch before the regular time, and to be present at the feopening of
the session at 12:30 p. m. Recitations close about 3:10 p. m.
It is expected that students will prepare the greater part of their
lessons at home; but in case lessons are not prepared there, the
student will be detained after school and required to prepare lessons
under the supervision of a teacher. When students are not engaged in
recitation, they are required to spend their time in preparation of
lessons in the study hall. A careful record is kept of each student's
class work, deportment, punctuality, etc., and this record determines
his class-standing, and is a basis for recommendation.
If pupils are not doing well, through idleness, negligence or
otherwise, their parents or guardians will be informed of it. If this
does not secure attention to studies, a request will be made'for their
withdrawal, or they will be removed by the authorities of the School.
----------
For full particulars concerning the
Business Courses, send for Business Handbook.
LIII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Departments
in Detail
English
Miss Lytle and Miss
Andrews
The English
course includes a study of Grammar, Composition, American Literature,
Rhetoric, Eng-lish and American Classics, and English Literature.
Though the majority of our first year students have finished the course
in the public schools, we find that a term's work in grammar is
necessary as a preparation for the study of advanced English and of the
other languages. This is followed by American Literature and the
American classics, which are completed in the second half of the first
year.
The work in composition, the training of the student to express his
thoughts clearly and effectively, is recognized as a most important
part of the training, and is, therefore, continued throughout the
course. We aim to make the work valuable by presenting a variety of
requirements, which are drawn from the text-books and classics studied,
from the more important happenings of the day, and from the experience
and needs of the student himself.
The study of rhetoric is carried through the whole of the second year,
together with the easier English classics. The latter are taken from
the list assigned as requirements for entrance to all the leading
colleges in the country. In this and the two succeeding years, the
reading and study of these masterpieces are used not only for their
intrinsic matter and style, but to cultivate a wise criticism and to
instill a love for good literature.
In addition to the further study of English classics and composition, a
comprehensive text-book on English literature is
LIV
P I T T S B U R G H A C A
D E M Y B U L L E T I N
taken up in the
third year. This is completed in the fourth year, the most difficult
classics are studied, and longer themes in argumentation, persuasion
and exposition are presented. From time to time throughout the course,
essays and orations are delivered in public.
Latin
Dr. Hoch and Mr.
McLaughlin
Courses in Latin
are offered, fully meeting the requirements for admission to any
college. The maximum of work in Latin will ordinarily be completed in
four years as follows: First year, Latin Lessons, Caesar's Gallic War,
the Latin Grammar; second year, Caesar's Gallic War, Cicero's Orations;
third year, Cicero's Orations, Virgil's Æneid; fourth year,
Virgil's Æneid, reviews. Systematic study of the Latin Grammar,
practice in
Latin Composition and sight reading accompanying the work of each year.
Students showing
special aptitude for the subject, or those preparing for institutions
which accept less than the maximum of work in Latin may, by faithful
work, complete the course in three years, and they will be permitted to
do so whenever consistent with the standards of the Academy.
Greek
Dr. Hoch
The course in
Greek embraces three years' work, and its study is begun in the second
year. The first year's work consists of the elements of Greek, as given
in White's First Book in Greek and a study of Greek Grammar. During the
second year, Books I and II of the Anabasis are read, and considerable
time is devoted to prose composition and review of forms. The third
year is devoted to the reading of selections from Xeno-phon's
Hellenica, and from the Odyssey and the Iliad.
LV
Class '06 -- Literary Departments
P I T T S B U R G H A C A
D E M Y B U L L E T I N
During the first
year's work, the student masters the common forms of the language,
acquires as large a vocabulary as possible, and gains a thorough
knowledge of the simpler principles of syntax. To this end, written as
well as oral work is required in the class, so that both the eye and
the ear may be appealed to in fixing firmly in the mind of the pupil
the combination of the consonants, the changes of the mutes, and the
contraction of the current vowels; also the correct use of the marks of
accent, etc. In connection with the reading of the Anabasis and the
Iliad, the Greek Grammar is carefully studied and applied.
Greek History is studied in the department of history during the second
year of the course.
Modern
Languages
Mr. Frank and Mr.
McLaughlin
The course in
French or German embraces three years' work. We aim to give to our
students a thorough knowledge of grammar, facility in sight reading and
conversation, and to make them acquainted with the most noted writers
and their best productions. During the entire course, written exercises
are frequent; at first, they consist of translations from the native
into the foreign tongue; later, of letters, essays and compositions.
Texts are always chosen with the utmost care; choice poems are
occasionally committed to memory.
In the first year, we acquaint our students with the elements of
grammar, i.e., declension of
nouns, adjectives, pronouns, conjugation of regular and some irregular
verbs, simpler prepositions, etc.; some easy reading is accomplished.
In the second year, grammar is reviewed, syntax studied; reading
material consists of good stories and plays. In the third year the
classics are read, grammar being referred to whenever necessary.
LVII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
It frequently
happens that persons, after they have studied a modern language for
several years, are unable to speak it, or, at least, feel very much
embarrassed when addressed in the foreign tongue. To avoid this, we
begin to practice conversation at the first lesson, thus combining the
natural method with a more scientific one; it is hardly necessary to
state that our conversation consists, at such an early period, of very
simple questions and answers, but gradually, as the vocabulary
increases, confidence is acquired, and in the last year almost any
subject that presents itself in connection with our studies is spoken
of in French or German.
History
Miss Andrews and Mr.
McNall
The subjects of
this department are General History, United States
History, English History
and Civics. All students must
complete, either here or before entering,
a thorough course in the history of our own country; while in all
courses General History is studied throughout the first year.
The aim of this department throughout is to give, first, a broad
foundation of facts with the more important dates; second, a clear idea
of the great forces and movements that have controlled the course of
history, with a knowledge of the men who have led in these movements.
Especial attention is given to the study of the origin and development
of the great institutions of government. In addition to the text-books,
questions and outlines are presented, and the students are encouraged
to make maps and charts. Attention is constantly given to current
events, especially in the Civics classes.
In the latter subject, the work covers every department of our
government, including National, State, County and Municipal.
LVIII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Mathematics
Mr. Armstrong, Mr.
McNall and Major Beachley
ARITHMETIC, ALGEBRA,
GEOMETRY AND TRIGONOMETRY.
The system
pursued in teaching Mathematics in the Academy is entirely different
from that used in a large majority of other schools of similar grade;
and the general success of our students, whether as teachers or
students at college, is sufficient evidence of its merits. Text-books
in Algebra and Arithmetic are used only for their problems, and
throughout the whole course a grasp of principles is insisted upon, as
opposed to the usual answer-getting methods in common use; the test of
a pupils' knowledge is his ability to apply what he has learned.
Often when students have a distaste for mathematics, with us they soon
come to like it; and it is seldom a student asks to drop any of his
mathematical studies when he comes to us early enough.
Our course in Algebra and Geometry is very thorough; for these studies
are the foundations of all subsequent work, and the bulwark of more
than ninety per cent, of the practical applications of mathematics.
When pupils can complete these subjects in the time allotted, they are
permitted to do so; when they cannot, they are required to continue the
study of them until they are thoroughly familiar with them.
The course in Mathematics includes Arithmetic, Elementary Algebra,
Advanced Algebra, Plane and Solid Geometry, and Plane Trigonometry, and
it fully meets the requirements for admission to any college or school
of Science.
Science
Mr. Armstrong
THE COURSE IN
SCIENCE INCLUDES PHYSICS AND CHEMISTRY.
In each of these, the instruction fulfills the requirements for college
entrance.
LIX
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Physics is begun
in the third year and is continued ten months. The course comprises
Avery's "School Physics."
Especial attention is given to the application of the principles to
practical affairs, particularly in the study of the later advancement
in electricity in its commercial and mechanical uses. Experiments with
the "Crowell Apparatus" and others illustrate the text, and much
training is given in the solution of practical problems.
The CHEMISTRY course, extending throughout the fourth year, comprises
all of William's "Elements of Chemistry."
Numerous experiments and the solution of problems aid in grasping the
practical side of the subject.
The work in PHYSIOLOGY covers such parts of the subject as are treated
in the best text of the Academic grade. The time allowed is fifteen
weeks, five lessons per week.
Students in any course may elect BOTANY during the second term of the
third year, five lessons per week.
We aim to give students in this beautiful and interesting science such
knowledge of elementary facts and principles as will create interest in
and love for it, and lead to more advanced work in higher institutions.
The work is presented after the most approved modern methods.
Art Department
Miss Jackson
This department
offers courses in Freehand Drawing, Mechanical Drawing, Water Colors,
Pastel and Oil Painting.
The course in Freehand Drawing aims at the cultivation of the powers of
observation by the study of objects, still life, interiors, and
sketching from life in black and white, in any of the usual mediums,
charcoal, crayon, pencil, pen and ink; thus giving the student an
excellent beginning in the popular branch of illustrating, a sound
knowledge of drawing, based upon anatomy and perspective, being the
foundation of this work.
LX
P I T T S B U R G H A C A
D E M Y B U L L E T I N
The Mechanical
course, extending through a period of two years, includes Geometrical
Drawing, Orthographical Projection, Isometric Projection, Projection of
Shadows, Machine Drawing and Scientific Perspective.
The work in Architectural drawing includes all the work of the
Mechanical course, besides Building Construction, and the Historic
Schools of Ornament and Design.
The Normal Course proposes to give the most practical help in Model and
Object Drawing, Light and Shade, Water Color, Constructive Drawing,
Modeling, Descriptive and Pictorial Design and Color; also, optional
work, including blackboard illustrative work, and out-of-door sketching.
Pastel, Water Colors and Oil include working from flowers, still life,
and interiors and out-of-door sketching.
Elocution
Mr. Lytle and Miss Jean
Miller
Educated people
differ in their opinions of the value and desirability of elocutionary
training in its dramatic and higher artistic phases; there is no
difference of opinion among them, however, in regard to the value and
desirability of such a course of training as will secure clear and
distinct enunciation, proper pronounciation and modulation, becoming
position and graceful gesture. It matters but little what one's
educational advantages may have been or what titles he may have; if he
has not acquired the art of "proper address" in both public and private
speaking, he labors at a constant disadvantage.
The work in this department includes instruction in articulation,
enunciation, pronunciation, position, gesture, expression, calisthenic
exercises, exercises to strengthen and develop the voice, how to use
the voice, etc. Special attention is given to defects in speech,
position, expression and gesture. Students who are timid, or those who
have defects in marked degree, are given private lessons until the
defect is overcome to such a degree as to enable them to recite in
class.
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P I T T S B U R G H A C A
D E M Y B U L L E T I N
Besides the
regular class work, students are required to read or recite selections
in the presence of the class and the instructor. The literary societies
hold meetings every Friday afternoon, thus affording an excellent
opportunity for practice in public reading, speaking, debate, etc.—All
students in the Literary department are required to become members of
and take an active part in the exercises of these societies.
If you cannot afford to go to college, try our two years' course in
mathematics or mechanical drawing. Students who complete this course
secure desirable positions at good salaries. There is a constant demand
for good draughtsmen.
A Popular Feature.—The only school in Pittsburgh offering Military
Training. While not compulsory, all students may secure military
training under a competent instructor.
Accuracy, speed and neatness, are demanded by railroad companies and
large corporations of their Bookkeepers, Stenographers, Typewriters and
Correspondents. A course in the Pittsburgh Academy, the surest way to
success.
Bayne LAUTENSLAGER
Emanon President, one term.
LXII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
General
Information
Regulations,
etc.
----------
Past and Present
PITTSBURGH
ACADEMY was organized
by the present management in 1881.
It then occupied rooms in Neville Hall, corner of
Fourth Avenue and Liberty Street, had an enrollment of twenty
students, and
a faculty
consisting of
three instructors. From this small
beginning, it has grown steadily, and during the past year it had an
enrollment of over six hundred students and a faculty of twenty-three
instructors. By thorough work, judicious management,
and fair dealing with students and patrons, the institution has taken
rank as one of the largest and most successful private schools in the
country.
Our Aim
We aim to do such
work, and only such work, as is done in all first-class academies and
fitting schools. It is the purpose of the Academic course to prepare
students for the freshman class in the best colleges and schools of
science. It also affords sufficient training to enable students who do
not wish to attend college, to pass the preliminary examinations for
the study of Law, Medicine, Dentistry and Pharmacy. The Normal course
affords a thorough preparation for teaching in the public schools. The
Modern Language course is intended for those who wish mure language and
history, and the minimum in mathematics.
LXIII
P I T T S B U R G H A C A
D E M Y B U L L E T I N
Departments of Work
Our departments
of work are those of the Classics, Modern Languages, English,
Mathematics, Science, Art, Elocution, Military Tactics, Physical
Culture, Bookkeeping and Shorthand. Each department is in charge of
skilled instructors who are specialists in their lines of work, one of
whom is recognized as the head of the department. By thus sharply
dividing our work into departments, each teacher is required to teach
only one or two subjects, thus insuring much more thorough work than
can possibly be done in a school where no such division of work exists.
Admission
Every candidate
for admission to the Academy should apply in person, and present a
certificate or report of the work he has done in his studies. Schools
differ so widely in their courses of study and manner of grading pupils
that we are compelled to require a detailed written statement not only
of the branches studied, but also of the text-books used, subjects
completed, and the student's class grade. In case an applicant for
admission cannot furnish us with such a certificate, he will not be
assigned a place until such tests may be made as will enable us to
place him just where he belongs. It is a matter of vital importance to
both the individual student and the school that every student should be
placed in such classes as he is fully prepared to enter. A student who
is graded too high is always overworked, and soon becomes discouraged;
while one who is graded too low soon loses interest in his work. -We
use the utmost care in classifying students when they enter the
Academy, and we will cheerfully accept any suggestion that parents,
friends or former teachers may give us concerning what a student has
accomplished, and his general ability and character as a student. It is
advisable for parents or guardians to accompany applicants for
admission.
LXIV
P I T T S B U R G H A C A
D E M Y B U L L E T I N
No particular age
is required for admission to the Academy. Any boy or girl who is
prepared to enter the first year of any of the literary courses may do
so, regardless of age. Those who are not prepared to enter a course
regularly will be assigned to the preparatory department, where they
may prepare for any of our regular courses of study.
While we will not admit students whose presence and influence would
prove detrimental to the best interests of the student body, we are
willing to treat every student whom we admit with the utmost
confidence, until he proves himself to be unworthy. Only those who are
willing to obey the regulations of the school implicitly, give proper
time and attention to study, and conduct themselves at all times as
ladies and gentlemen, will be retained in the school.
Government
The method of
government of the institution is based upon the pupil's sense of honor
and duty, and his power of self-control. More reliance is placed upon
the principles of self-government than on arbitrary restrictions or
positive rules with penalties attached.
It is taken for granted that each pupil when he enters school is
disposed to do right and obey regulations; and implicit confidence is
placed in his sense of honor and propriety, until it is seen that he is
unworthy of our confidence.
Twentieth Century Demands.—This is a commercial age and a commercial
nation, and a knowledge of business is absolutely essential to success.
The Commercial course and the Shorthand and Typewriting course at The
Pittsburgh Academy have placed hundreds of young men and women in good
positions.
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