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Text
THE .
CATHARINE AIKEN
SCHOOL
STAMFORD, CONN.
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Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
M\rs.
Mrs.
Mrs.
Mrs.
Mrs.
*Mrs.
Mrs.
IVfrs.
Mrs.
Mrs.
Walter C. Allen
Mrs. Walter Houghton
F. C. Avery
*Miss Eliza Hoyt
Wm. C. Aycrigg
*Miss Sophie A. Hurlbutt
F. S. Camp
Mrs. Wm. Hussey
Hugh Cooper
Mrs. Louis Kennedy
John Cloonan
Mrs. Charles Leeds
W. D. Daskam
Mrs. H. B. Liebler
A. W. Dater
Mrs. Chas. D. Lockwood
C. F. Dean
Mrs. Wm. B. Long
A. H . Emery, Jr.
Mrs. Wm. O'Connell
Geo. Evans
Mrs. A. N. :Phillips
Emma Scofield Goldy
Mrs. Chas. Phillips
Wm. Hart
Mrs. Samuel Pierson
Chas. Hatch
*Mrs. Agnes Collander Pitt
John Hertz
*Mrs. Edith Perkins Pitt
Joseph Horne
Mrs. Herbert C. Reed
*Alumnae of the Catherine Aiken School.
*Miss
Mrs.
Mrs.
Mrs.
Mrs.
Miss
*Mrs.
*Mrs.
Miss
Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
Cynthia Ritch
E. E. Rowell, Sr.
E. E. Rowell, Jr.
Edward Sawyer
Henry Scofield
Annie Beecher Scoville
Elvy Perkins Sherrill
Mary Dewing Smith
Margaret W. Stevenson
Robert Struthers, Jr.
J. Kennedy Tod
John Waters
E. Y. W 'e ber
Theodore W eicker
Herbert Wildman
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Serenade Rococo ·
{ Whispering Flowers
La Marseillaise
Helmund
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R. de Lisle
High School Orchestra
The Stamford Teachers' Association
presents
Madame Clemenceau,_ Jacquemaire
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The Soul of France
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THE CATHARINE .AIKEN
SCHOOL
Stamford, Connecticut.
· A BOARDING AND
DAY SCHOOL FOR GIRLS
THE FERGUSON LI BRARY .
. . STAMFORD, CONNECTICUT
MRS: HARRIET BEECHER SCOVILLE DEVAN ,
Principal.
Faculty.
MRS. HARRIET BEECHER SCOVILLE DEVAN, A. B.,
Welliesl,ey.
PRINCIPAL.
*MISS ANNIE B. SCOVILLE,
Wellesley, Oxford University.
LITERATURE, HISTORY AND BIBLE.
MISS MAUD M. LILLEY, Helmuth.
FRENCH.
ENGLISH AND HISTORY.
MISS HARRIET R. MEANS, A. B., Radcliffe.
LATIN AND COLLEGE GERMAN.
MISS BERTHA FONTAREDE, Vassar.
MATHEMATICS AND SCIENCE.
MISS HARRIET E. WRIGHT.
INTERMEDIATE.
MISS GERTRUDE \!.ROOM.
PRIMARY.
MISS MARY L. PAXTON.
KINDERGARTEN.
MR. HOBART B. JACOBS, Ecole des Beaux Arts.
ART, HISTORY OF ART.
MR. SAMUEL ARTHUR KING, M. A., London University.
ENGLISH SPEECH.
MISS HARRIET E. RYDER, Oberlin.
ENGLISH SPEEC H AND READING.
*On leave.
.2
MISS KATES. CHITTENDEN, Helmuth.
TEACHER OF PIANO.
MISS MAUD M. FARRAND.
ASSISTANT PIANO TEACHER AND ACCOMPANIST.
MISS JERNIGAN.
ASSISTANT PIANO TEACHER.
DR. CARL E. MARTIN.
SINGING.
MISS SOPHIA K. SEABURY.
SECRETARY TO THE PRINCIPAL.
3
Calendar for 1908-1909.
Students report Tuesday, September 30th, 1908, at 6 P. M.
First term closes December 18, l9o8, at l P. M.
Second term opens January 5, 1909, at 7 P. M.
Second term closes April
2,
1909, at
I
P. M.
Third term opens April 12, 190<), at 7 P. M.
Commencement Day June
I.
Third ten:n closes June
1909.
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The Catharine Aiken School
The Catharine Aiken School, which is established upon a
foundation of fifty years' successful work in training and developing young girls, is situated in the attractive . city of Stamford, upon Long Island Sound, less than an hour's ride from
New York City. The school is located in the most desirable
residential part of the city, entirely away from the noise and
confusion of the business center and railroad traffic.
The lawns and fields, which add beauty of outlook and afford opportunity for a variety of outdoor sports for the students,
are prepared for tennis, croquet, basketball and other games.
These, with the fine country roads for walking, riding and driving, provide ample diversion for the daily out-of-door exercise
which is required.
The school buildings consist of a large and conveniently arranged main house, with extra dormitories and school rooms, especially built for school purposes, all connected with the home.
These are fitted· with modern and approved plumbing, and are
thoroughly sanitary in all respects. All rooms in the house are
bright and sunny, well heated and comfortably furnished.
1-im.
The school recognizes very clearly the four lines of development necessary for the full education of young girls: the physical, the social, the mental and the spiritual.
Healthful and graceful bodies, graciousness and dignity of
manner, a love of knowledge and an earnestness in seeking it,
and an awakening of the spiritual nature within each girl: these
are all included in the results sought by the school. The school
measures its success by the degree in which it secures this fourfold development.
5
The Catharine Aiken School demands good strong work
from its pupils, and is not merely a "finishing school," although
offering the advantages of such. It is rather a preparatory school,
not for college only, but for the girl's next step in life, whether
it leads toward continued study in college or into home life and
society. The school seeks to prepare a girl by broad and careful
development to assume a personal responsibility for herself
and others, in fulfillment of its motto, "For one another."
The regular academic course is designed to meet the needs
of those girls who are not to enter college, but who require a
course of study so arranged as to secure for them such individual development, mental discipline and increased culture as
the college training gives in larger measure, and a broader development than the mere preparation for college at present secures. There is also a carefully arranged college preparatory
course by which pupils are fitted for the various colleges, which
they may enter upon the school's certificate.
c3ot1trnmtnt.
Special care is given to the home life of the school, that the
students may duly observe those courtesies and kindnesses which
need such careful nourishing in young girls away from the home
influence for the first time. As necessity arises, instruction is
given in the more formal requirements of society, in order that
each stud~nt may enter upon a gracious womanhood, well trained
to take her place among the friends whom she will make during
life, wherever she may be placed. The teachers in the family are
young women, in full sympathy with the interests and enjoyments of the students, who are glad by friendly relations with
them, to make the daily intercourse more helpful in its influence.
As the school has proved that the discipline which comes
from self-control is of far greater value than that secured by formal rules, the government of the students depends largely upon
their honor and personal responsibility, and the natural interchange of courtesy between student and teacher. Therefore only
6
such regulations are made as are necessary for the organization of
the school, and whenever possible, a certain responsibility in the
government of the school is placed in the hands of a committee
of students elected by the student body, which deals with all
questions of school polity, subject to the approval of the Principal. Students are expected to be in such sympathy with this
spirit, as to respond to the trust reposed in them, and any student deliberately betraying such confidence will be asked to
withdraw from the school.
c3tntT~f
(Bufes fot ~tu~tnts.
The school, while undenominational, is distinctly Christian
in its influence. Regular attendance once each Sunday is required at either the Presbyterian, Episcopal or Congregational
Churches, according to the home associations of the students,
unless a request for other arrangements is made by parents at
the opening of the year.
Students may spend Sunday with friends once during the
term upon request of the parents. They are not expected to go
to New York oftener than once a month, except for special
reasons, and are not allowed to go at all without a chaperon approved by the Principal.
Those who return late from vacations or after their holiday,
forfeit their right to the holiday for the following term. Appointments for dentistry and dressmaking are not accepted as
reasons for such tardiness.
The Principal is unwilling to take the responsibility of allowing pupils to receive guests not known to her personally
or authorized by the parents. Guests so accredited may be received the last Saturday afternoon or evening of each month.
.
Arrangements may be made for students to spend the
·Thanksgiving recess and the vacations either at the school or
in the city with a chaperon provided by the school; if at the
school, a charge of $10 a week will be made. Students will not
be allowed under any circumstances to spend the vacation in
New York alone, and those remaining at the school during va-
7
cation will be subject to the control of the Principal as during
the regular sessions.
The School will arrange vacation trips for such students as
may desire them in connection with the work in travel, history
and geography. Such trips will be made valuable as an educational factor as well as a pleasant rest for the vacation. Summer vacations may also be spent in travel by those students who
desire it.
It is understood that all requests for any change in the arrangements or customs of the school will be ref erred to the
Principal directly by the parents, and not through the students.
Requests coming in any other way must be ignored.
The small number of pupils admitted to the home, (thirty,)
necessitates careful discrimination in the selection of applicants,
and insures the careful supervision of the students at all times,
both in the family and in the class work.
In all daily conversation at the table and in the recreation
time, effort is put forth to develop in the student ease and facility
in general and intelligent conversation, and as far as passible in
the social life, and the various entertainments given by the students, each girl's individual gift is sought out and developed.
No class is allowed to increase in numbers beyond the
teacher's personal acquaintance with each student and her needs.
Simplicity and daintiness in dress are desired, and all elaborate costumes will be quite out of place in the school home.
It is earnestly desired that all pupils be prompt in entering
at the opening of the school, and in returning after the several
vacations; also regular in their daily attendance, allowing only
illness or positive necessity to keep them from school. This request for the support of the parents or guardians in securing
regular attendance is made for two reasons : first, in order that
students may be trained in habits of promptness and regularity
in their business life, which, during these years, is their school
work; second, because in the shortened year which now prevails
in private schools it is necessary to put every day to its full use,
and a day's delay means a day's loss. The work of the school
8
cannot be broken in upon to make up neglected work except in
case of illness or extreme need.
.
Students absent for more than two weeks must make up the
loss by tutoring at special rates or else fall back in their classes.
Those failing to pass examinations, or to maintain the required
standard, will be dropped from their classes also.
Students desiring to take special courses will be accepted,
but all members of the school are expected to carry enough
work to keep them busy, and none will be allowed to carry so
much as to interfere with abundant rest and out of door exercise.
All special courses must be approved by the Principal.
Students may not bring or receive any candy or other eatables, except fruit and crackers, without special permission from
the Principal. Parents are expected to support the school in thus
maintaining the health of the students.
All dentistry and dressmaking must be attended to during
vacation.
A general charge of $10 is made to cover the ordinary wear
and tear in rooms, and such general remedies as are given,
when regular prescriptions are not necessary.
Among the various organizations among students for diversion and amusement, are the Glee Club and the Dramatic
Society, also the various class organizations. Music pupils give
recitals several times a year, and the classes in gymnastics and
dancing give exhibitions of the year's work. These with plays
by the students and entertainments and dances given among the
students afford ample variety in social life.
As the school carefully arranges for the wholesome and
abundant amusement and entertainment of the students, both at
the school and in New York, it is hoped that parents and friends
will not interfere with the program by frequent invitations to the
city and the theatres.
~Ofi.
The two courses offered, the College Preparatory and the
General Course, require the same standard of scholarship.
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In the General Course only two years of Latin are required
and much additional work in Modern Languages, History, Literature and Science. It requires two years after High School
work.
Students satisfactorily completing either of these courses
will receive either the certificate of entrance to college or the
school diploma, but neither the diploma nor certificate of the
school will be given to those pupils who have been less than two
years in the school, without an examination upon all preceding
work. This will be required of all college preparatory pupils
also, who do not present satisfactory certificates from accredited
schools.
Students wishing a special course will consult with the
Principal, who reserves the right to withdraw any elective
chosen by less than three pupils.
KINDERGARTEN and PRIMARY CLASSES. The
school course begins with the Kindergarten and Primary Classes,
which are open to children from four to eleven years of age.
The work undertaken in these grades is chiefly to direct or
stimulate the natural interest and eagerness of the child. It is
the aim of these classes to awaken the whole nature of the
child, and to develop it naturally and carefully.
The study of language and literature is begun in the Kindergarten in reproduction of such stories and poems as form
the classics of our language, thus early cultivating in the child,
pure diction and a careful and correct speech.
Great care is exercised not to overtax young children in the
work outlined.
In these classes as well as in advanced work, new methods
are employed as far as they have been proved successful.
ENGLISH. The English course, which comprises both
the language and literature, is included in the schedule of each
year, and must be included also in all special courses.
IO
The grammar course is designed to establish the use of
language acquired, and to increase the power of expression by
teaching the relationship of words and shades of meaning conveyed by the various constructions.
The rhetoric taken in connection with the literature, enables
the student to examine critically the style and technique of the
best writers, and demands much original work in composition,
description, narration, and debate.
A thorough command and intelligent use of the English
language and a knowledge of the laws which govern it, are
required of every student. A clear, concise and elegant expression of ideas, an enriched fund of thought material, an awakening of human sympathies, and an assimilation of the world's best
thought are sought through the extensive study of its literature.
ENGLISH SPEECH. Much care is taken in all grades
to secure excellence in speech as well as written language and
direct effort is made with every pupil to correct the careless
abuse of the English vowels and consonants, and to secure pure
pronunciation of words as well as their correct use.
In order to secure this result, there is a definite course of
English speech, under the direction of Mr. Samuel Arthur King,
M. A., London University, instructor in charge of that work
(required) at Bryn Mawr, and lecturer at Wellesley. There is
also a resident teacher who works under Mr. King's supervision,
and has charge of the regular daily work. This course is entirely distinct from rhetoric or elocution but more important than
either, as spoken expression of thought is more necessary than
written. The voice, enunciation and pronunciation at once denote the refinement of a woman, or her lack of it. Therefore
every effort is made to arouse in the student an appreciation of
the beauty and power of her own language, and a willingness to
give the same intelligent care to its use, that she does to French
or German.
HISTORY AND LITERATURE.
The object of the
work in history and literature is to make real and vivid both
II
to the child and the young girl, the world of action and thought
lying outside of her own time and environment.
The school endeavors to plan a well-rounded life for the
child, beginning definite work in these two branches in the Intermediate grade, keeping in mind that she first needs an introduction to the best thought and ideas of the world, before she
can begin critical study of them. Therefore, in order thus to
introduce her to this new world of ideals, principles and facts,
and to teach her to begin to discriminate and to select according
to her individual taste, the Intermediate course is intended to
give a wide and vivid introduction to the men and localities well
known in story, both in our own country and in Europe. The
work is correlated with that in geography, and by means of
pictures and outline maps, geography becomes a stage setting,
as it were, for the marked events and their heroes, past and
present, connected with the various countries studied. Thus one
year the stories of noted men and women are studied, another,
those of the cities famous in history and literature.
The student is thus prepared to undertake the regular
courses in history and literature with an appreciation of geographical relationship of localities and some acquaintance with
the individuals and places.
With this preparation, academic work is begun. In history,
the growth of nations and national crises and principles are carefully studied, with reference not only to political, but philosophical ~nd humanitarian results. At the same time the literature courses deal with the intellectual and literary results arising
from these conditions. The work in history and literature is arranged in distinctly separate courses but is so planned that the
same epochs are studied together, and according to the natural
development of both subjects.
As will be seen in the schedule, special courses in both
subjects are arranged for critical study of special periods or
masterpieces. In both subjects note books are carefully kept.
History of Art is in charge of the Art teacher. This latter
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subject is closely correlated with both the history and literature
course.s of corresponding periods, and is given largely by means
' of lectures under three general headings, as follows :
I. The history of Architecture, from that of the ancient
oriental nations down through the Renaissance.
2. The history of Sculpture, from the Chaldean and Egypticin through the Renaissance.
3. The history of Painting, from the Assyrians including
the early Christian Art, the revival of Italian painting in the
14th century, and the different schools of the 15th, 16th and 17th
centuries to the present day.
These courses and also a travel class for reading and lectures,
contribute the best preparation for European travel. The ignorant traveler likely to learn why a place is famous only after
· visiting it, the conscientious traveler prepares too many details
beforehand and is worn out with undigested facts. These preparatory classes aim to equip the young traveler with vivid
knowledge of the dominant story, romance or history of the
.places visited.
An interesting tour in Europe has been arranged to complete in a measure the school work of which an
outline will be furni shed those interested.
BIBLE. A course of study of the Bible from -a historical
and literary standpoint will be required of all pupils above the
primary grade. There is also the regular Sunday Bible class,
for the pupils in the family.
LATIN. The work in Latin gives the student a thorough knowledge of the essential principles of the language, and
its relation and value to our mother tongue, helping her to secure a more intelligent and wider use of her own language.
Emphasis is laid upon the necessity of acquiring a good
Latin vocabulary, and a thorough understanding of the rules of
syntax; also upon the importance of sight-reading and prose
composition.
Bennett's Grammar and the editions of classic texts recom-
13
mended by the leading colleges are used, and the Roman method
of pronunciation.
In connection with the work of Cesar or its equivalent, a
course in Roman History is required.
GREEK.
The work in Greek is that required for college preparation, and is given the same attention to the fundamental training in the grammar and prose work as is required
in Latin.
FRENCH AND GERMAN. The modern languages are
in charge of teachers of successful experience. Great care is
taken to train the student to depend upon the ear rather than
the eye, and so to avoid an error commonly made in teaching
languages. Therefore the work in French during the first years
is largely oral, developing a simple outline of grammar and a
thorough study of French verbs.
To secure the proper pronunciation and accent, a course of
French phonetics is given. Later a thorough knowledge of syntax is obtained by composition and critical reading, and a careful study of idioms.
The course of reading in French is arranged to give the student an acquaintance with the masterpieces of French literature
and a definite knowledge of the history of France.
Instruction in French begins orally in the Kindergarten, and
is carried through the entire course, securing to the student a
thorough and comprehensive use of the language and its idioms,
by m~ans of class work and French conversation in the class
room and at the table.
In German the same plan is followed to meet any demand
that may be made.
As both of these languages are demanded for college preparation that course is varied sufficiently to meet the requirements
of the various colleges.
In connection with the work in French, one evening each
week is given to French conversation and reading. Recitations
and lectures in French are given also to cultivate familiarity with
r4
the practical use of the language. There is also a travel course
through France conducted in French, preparatory for the summer trips.
MATHEMATICS. In mathematics an especial effort
is made to develop in the students, from the primary classes
throughout the course, habits of logical thought and accuracy
of detail in all their work. With this in view, marked emphasis
is placed on the solution of practical problems in arithmetic and
algebra, and original demonstrations in geometry, and in all
work the constant aim is to require individual thought and effort.
The same course is pursued in both the academic and college preparatory courses. Opportunity for work in more advanced mathematics is offered among the electives.
SCIENCE. The courses in science are conducted by
modern methods, and are directed mainly toward awakening and
directing the legitimate curiosity on the part of the student
concerning the phenomena of the world around her.
By means of experiments and lectures, the effort is made
to arouse each pupil to an understanding of the various forces
of nature by careful study of their various manifestations and
the laws governing them. In all branches, lectures are given
to supplement the text book work.
Students preparing for college receive such special · drill as
is required by the various colleges.
PIANO. The school offers exceptional advantage in music,
both piano an,d vocal.
Miss Kate S. Chittenden who is in charge of that department of Vassar, is in charge of the piano course. With her are
associated two teachers of successful experience, one of whom
is in residence, and supervises the daily practice of the students,
and gives supplementary lessons. She is especially trained for
the elementary work and has charge of the beginners, under Miss
Chittenden's supervision.
No regular course is outlined in music~ as each pupil needs
individual training, therefore music is not counted as a subject
15
of diploma grade, but regular systematic training in reading,,
technique, and interpretation is followed, according to the student's personal necessity.
The system of technique used is based upon the principles
, of Liszt and Taussig and is so closely allied to the Leschetizky
method that students have been received by him without change
of method. Attention is given to developing in the pupil an understanding of the music studied as well as a poetic appreciation of it, in order that she may interpret intelligently and sympathetically the composer's thought.
The work is so planned as to give the pupils practical instruction that will prepare them for successful teaching, as well
as develop proficiency in playing, and enable them to continue
more advanced work.
A class in elements of harmony is part of the regular musical instruction. There is also instruction in history of music and
composition.
VOCAL.
T he vocal training and choral work have been
most successful under the instruction of Dr. . Carl E. Martin, a
teacher and soloist of wide experience in New York.
This instruction is based upon correct physical conditions,
first of all. The pupil is taught to stand correctly in order to
gain the freest use of the lungs; to strengthen and develop the
breathing muscles by judicious daily exercise, in order that the
power may be under complete control; to produce tone without
throat effort and with free use of all the resonance cavities ;.
to secure first of all musical qualities and then gradually to develop power. Afterward special attention is paid to enunciation and diction, and to the thoughtful and intelligent interpretation of songs, with due appreciation of both words and
music.
French, German and Italian songs are given to pupils suffi ciently advanced, but chief importance is attached to the right
use of the voice in the singing of English songs.
ART.
The course in Art is so planned that students may
acquire a broad and general education in the elements necessary
I6
f.
Ist Year.
INTERMEDIATE CLASS.
ARITHMETIC
ENGLISH
Wentworth's.
Fractions, Decimals, Comp.
numbers.
Reading:
Stories from
Eng. History
and Poets.
Stories of
Heroes of
Europe.
Reproduction
of stories.
Grammar.
Reading from
Amer. Literature.
Reproduction
of stories.
Grammar
completed.
Study of
Words.
Reading:
Kingsley's
Greek Heroes.
Mythology.
Grammar
reviewed.
Scott &
Denny's
Elementary
Eng. Comp.
Theme Work.
2d Year.
Percentage and
Interest.
3d Year.
Completed and
reviewed.
*4th Year Wentworth's
Algebra, to
Simultaneous
Equations.
GEOGRAPHY.
Redway's
Elementary,
completed.
Geographical
Reader.
I
FRENCH.
I
HISTORY
Syms:
I First
year.
Tarr's Advanced.
Map drawing
and modeling.
Reading and Con- Montgomery's
versa ti on.
American.
Easy Lessons by
History
Dreyspring.
(elementary).
Tarr'! Advanced, completed.
Physical Geography.
Beginners'
French.
American
History,
(elementary,
completed.)
Beginning
Grammar.
Readings.
Conversation.
Literature.
Ballad Lit. and
Folk Song.
Macaulay's Lays
of Ancient
Rome.
Spanish Ballads.
Fran~ois .
J
*College course begins with the fourth year Intermediate.
SCIENCE
LATIN
Elementary.
Nature
Study.
Nature
Study.
Physiology. Declensions
and Conjugations.
Collar and
Daniels'
Latin
Lessons.
ACADEMIC ORADE.
II.
IvIATHEMATICS.
1st Year.I Algebra com.
pleted.
17 recita hons a
we.ekdre- ]'
qmre ·
2d Year.
Wentworth's
Plane
20 recitaGeometry,
tions a
with originweek reals.
quired.
\ LITERATURE
I
HISTORY
Studies from
Myers History
Amer. and Eng.
of Greece.
authors, with
Myers Rise &
1
themes.
Fall of Rome.
College subjects.
(half year
each.)
I
Hallock's
English and
History of Eng. :Mediceval, 476
Literature.
-17th Cent.
College readings. Myers Middle
Ages, with
collateral
readings.
OENERAL COURSE.
LATIN
Ccesar (4
books).
Selections from
N e p o s and
Eutropius.
D' 0 o g e ' s
Prose Comp.
Pt. I.
Cicero, six orations.
D'Ooge's
Latin Prose
Pt. II.
3d Year.
(Elective)
(Half year.)
(Half year.)
.
Solid Geom. History of Euro- European his20 rec1taand
pean Literature. tory of 16th &
tions a
Adv. Algebra Study of
17th centuries.
week reDante
American
quired.
Cervantes
Colonial hisGoethe, etc.
tory (adv.)
Virgil, six
books.
Latin Prose
Composition.
4th Year.
(Elective)
19th Century
Advanced
20 recita- Trigonometry
Literature.
Amer. Histions a
Critical study of tory comweek reShakespeare.
pleted, comquired.
Text study of bined with
Chaucer.
European
Hist. of 18th
and 19th cent.
(Half year
each.)
James'
Psychology.
Political
Economy.
FREN CH
I GER MAN\
Phonetics.
Dictation of
easy subjects.
Syntax an d
Composition.
Bou vet.
Fables memorized.
Frazer and
Squairs' Fr.
Gram.
Fran~ o is'
Introductory
prose comp.
Dictation.
Reading from
19th Century
authors.
Bruce's
Grammaire
Franc;aise
Franc;ois' adv.
prose comp.
Dictation.
Reading fr om
19th Cent. Lit.
Grandgent's
French Comp.
La Deuxieme
Annee d'Histoire de France
par Lavisse.
Readings from
17th and 18th
Cent. Lit.
Otis - Carrn ths'
German
Grammar.
Translation
from Muller
and V/enekebach.
English into German.
Grammar
Completed
Readings.
Conversation.
Readings.
German
Comp.
Conversation and
Dictation.
J;:NGLISHISCIENCE
Herrick&
Damons'
Rhetoric.
Theme
work on
College
Readings.
Botany
(half
year).
H errick &
Physics
Damons'
(half
Rhetoric
year).
Completed. Chemistry.
Study of
(half
style.
year.)
Pearson's
Electives.
Eng. Comp. Spanish.
Short story, His. of Art
essay, de- Astronbates and omy.
orations.
Careful
study of
words and
synonyms.
Students in the regular course must have two years of Latin and at least six years of modern languages.
COLLEGE PREPARATORY COURSE.
Ill.
MATHEMATICS.
ISt Year. Wentworth's Algebra.
ENGLISH.
LATIN.
FRENCH.
HISTORY.
Study of Words.
Sentence Building.
Composition.
Studies from Amer. and
Eng. Authors.
College Readings.
First Lessons completed.
Selections from N epos
and Eutropius.
Cresar (begun).
Same as in general
course.
United States,
English, or Roman
and Greek.
THIRD LANGUAGE
2d Year.
Algebra completed for
college requirements.
Composition and theme
work.
College reading, with
study of authors and
their times.
Cresar, completed, ·
four books.
D'Ooge's Prose Pt. I.
Sight Reading.
Franc;ois Introductory Prose Comp.
Fraser and Squair's
Grammar.
College readings in
French.
German or Greek.
as required.
3d Year.
Wentworth's Plane
Geometry, five books.
Daily work in originals.
Herrick & Damons'
Rhetoric.
College Readings.
Weekly themes.
Cicero, six orations.
Latin Prose Composition Pt. II.
Sight Reading.
Bruce's
French Grammar.
Grandgent's
French Composition.
College Readings.
Conversation.
German or Greek.
as required.
Composition.
Weekly themes.
College Readings.
Virgil, six books.
Latin Prose completed
and reviewed.
Sight reading.
Advanced Prose
Comp.
College Readings.
Conversation.
German or Greek,
or Physics as
required.
4th Year. Math. Reviewed.
In the Intermediate Grade students average sixteen recitations a week. Spelling and writing are required for daily work.
\Vhenever a student is deficient in spelling and writing these subjects are required. The required work averages 18 appointments a week. Only one hour's practice daily is allowed in the regular program. English and reading are required of all pupils.
for a thorough understanding of it. Every pupil has at least
one hour of instruction a week, and the private sketch classes may
have four hours.
Training in design is given in th~ principles governing the
arrangements of lines and forms for repeating patterns. This
is follo~ed by designs· in borders, titles, book covers, etc. Pupils
are required to work from nature, . drawing from flowers and
co~ventionalizing them for use in decoration. Color is used in
the earlier classes. In advanced work, sketching is considered
in relation to illustration, and composition is especially emphasized. The afternoon class sketches from the costumed figure.
Especial attention is given those wishing to enter the Art Students' League or School of Ap:plied Design for further study.
Lectures are given upon the History of Art and Artists,
(as outlined under history,) and note books are most carefully
kept and illustrated by photographs of the best work of each
artist. The school's vicinity to New York affords pupils rare
opportunities for visiting the galleries and museums under the
direction of the Art Teacher.
EXERCISE AND PHYSICAL CULTURE. Much stress
is laid upon the maintenance and development of the health and
physical condition of students. A competent instructor has
charge of the physical culture of the school, and all gymnastic
work is done under her direction.
In cases of need, medical gymnastics are given to correct
abnormal tendencies; these, however, are applied only upon the
prescription of a trained medical examiner. There is a short
exercise in gymnastics daily during the winter, besides the regular class work, and at least an hour is spent in the open air in
active exercise. Health and grace are sought rather than preeminence in athletics.
Among the forms of exercise offered to secure these results,
are dancing, fencing and riding, all under experienced teachers.
There are also abundant opportunities for country walks or
drives, and out-of-door sports in season.
20
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ttrms.
BOARDING PUPILS.
Board and tuition, including English, French, German,
Latin, Greek, Gymnastics and Choral Singing.
Pupils in residence
$800 per year
Piano Lessons
$100 to 150 per year
Vocal Lessons l lesson weekly
. $ 75 per year
Vocal Lessons 2 lessons weekly
$125 per year
Spanish
At teacher's charge
Pen and Ink Drawing
$20 per year
Sketch Class
$30 per year
Seat in Church
$15 per year
Use of Piano, I hour daily
$10 per year
Laundry
75 cts. per doz.
Dancing ( 15 lessons)
. $15
Fencing
According to class
Riding, 10 lessons
$30
DAY PUPILS.
Senior year
Junior year
First and second academic years
Intermediate (four years)
Primary
Kindergarten
. $150 per year
. $ 140
$125
$ r oo
$ 6o
$ 50
per
per
per
per
per
year
ye.a r
year
year
year
It is understood that pupils enter in October for the whole
y ear. Those entering after the Christmas holidays enter for the
remainder of the year.
Payment for board, tuition and music must be made at the
beginning of each half year, October and February. All extras
must be paid at end of each half year, February and June. No
deduction will be made for absence, dismissal or withdrawal,
except in cases of protracted illness when the loss will be
shared equaU.y by the parents or guardians and the school.
21
A deposit of $25 mmt be made with the application in order ·
to reserve a room. In case of any change of plan, notice must
be given by August 15 when the money will be refunded. After
that date it will be forfeited. This deposit will be used to cover
necessary expenses for books and stationery, for which an account will be rendered at the close of the half year.
No money will be advanced for any other expenses, unless an
extra deposit is made to cover such advance.
A definite allowance for each student is advised.
Boarding pupils must be provided with a napkin ring, one
pair of blankets, or an extra covering, a Bible, umbrella, overshoes, hot water bottle and soap, and .all other supplies necessary
for the suitable equipment of a young girl away from home. A
gymnastic suit will be provided at the school at cost.
M.-Rising bell.
Breakfast.
Care of rooms, (making of beds and arranging
rooms.)
8:00
Study hour.
Walk.
8:35
Morning Prayers.
8:55
9 :05-I.30 School session, with twenty minutes' intermission at
l l for light gymnastic or out-of-door exercises,
and cocoa.
l :30 P. M.-Luncheon.
2 :30
Out of door exercise.
4 :oo-6 :oo Study hour.
6:30
Dinner.
6 :45
7 :15
7 :45
A.
There is no evening study hour except when the afternoon
has been given to other appointments or pleasure. The evenings,
from 7-45 to 9, are variously employed in reading, French conversation, gymnastics and entertainment.
References.
Mrs. Devan refers by permission to friends, and also to the
following patrons :
Dr. Timothy Dwight, Ex-Pres. of Yale Univ., New Haven, Conn.
Professor Katharine Lee Bates, vVellesley College, Mass.
President Cyrus Northrup, University of Minnesota.
Rev. Edward Everett Hale, Roxbury, Mass.
Dr. N ew..elLDwight Hilhs, Plymouth Church, Brooklyn, N. Y.
Dr. Lymau Abbott, Editor The Outlook, New York.
Professor William Lyon Phelps, Assistant Professor of E nglish
Literature, Yale University. ·
The M{sses Eastman, Wellesley, Mass.
Mrs. Alice U. Pearmain, Beacon Street, Boston, Mass.
Dr. Chas. E. Banks, U. S. Marine Hosp. ~ervice, New York City.
Rev. William J. Long, Ph. D., Stamford, Conn.
Rev. William Burnett Wright, Buffalo, N. Y.
Mr. S. V. White, Brooklyn, N . Y.
Dr. A. F . Beard, Secretary A. M.A., New York City.
Rev. L. C. Berry, Stamford, Conn.
Rev. C. J. Ryder, Stamford, Conn.
Dr. H . B. Frissell, Hampton Inst., Hampton, Va.
Patrons:
Mr. William C. Beecher, Brooklyn, N. Y.
Mr. Albert Baker, Indianapolis, Ind.
Mr. H. L. Pratt, Lewiston, Me.
Mr. George Armstrong, Lewiston, Me.
Mr. F . H. Clark, Flint, Mich.
Mr. J. B. Fenton, Flint, Mich,
Mr. 0. M. Smith, Flint, Mich.
Mr. Herbert Barber, Englewood, N. J.
Rev. Frank Child, D. D., Fairfield, Conn.
Mr. N. \hl. Norton, Buffalo, N. Y.
Mr. N. S. Ackerly, Northport, L. l.
Mr. John I. Haymaker, Pittsburg, Pa.
Mr. Flint Smith, Orvisburg, Mis s.
Mr. Chase Osborn, Saulte Ste. Marie, Mich.
Mr. E. W. Sells, 30 Broadway, New York City, N. Y.
Dr. F. C. Ottman, Stamford, Conn.
23
Mr. Frank Hawkins, La Salle St., Chicago.
Hon. John Butler, Milwaukee, Wis.
Mr. \iV. G. Adams, Sound Beach, Conn .
. Mr. John H. Albin, Conco1:d, N. H.
Mrs. Alexis Crane, Jamestown, N. Y.
Mrs. Caleb Jackson, Kennet Square, Penn.
Mr. F.red'k P. Browne, President First Nat. Bank, Bay City, :Mich.
Mr. l-Ienry B. Stimson, Buffalo, N. Y.
Mrs. fy.1. H. Sutton, Andover, Mass.
Mr. Edwin Binney, Sound Beach, Conn.
Mr. L. T . Howes, Stamford, Conn.
Mi-.; H. Bell, ·Stamford, Conn.
Dr. Samuel Pierson, Stamford, Conn.
Mrs. N. R. Hart, Stamfoi·d, C~nn .
Mr. M. R. Pitt, Stamford, Conn.
Mr. A. L, Brown, Stamford, Conn.
Mrs. Cl?-rence L. Reid, Stamford, Conn.
Mrs. E. D. Smith, Stamford, Conn.
:Mrs. Stewart W. Smith, Stamford, Conn.
Mrs. H. Hungerford, Stamford, Copn.
Mr. C. F. Waterbury, Stamford, Conn .
.Mr. J. E. Keeler, Stamford, Conn: ·
Mr~ Hugh L. Cooper, Stamford, Coirn. ·
Mr. F. C. Taylor, Stamford; Conn.
Mr. Walter D. Dasl~am, Stamford, Coru1.
Dr. George Sherrill, Stamford, Conn.
Mr . .E. C. Willard, Superintendent of Schools, Stamford, Conn.
Mr. W. F. Malloy, Stamford, C~nn.
Mr. A. H. Renshaw, ':Noroton, Conn . .
Mr. E. F. Bruggerhof, N oroton, ·Conn.
Mr. W . T . Fraser, .Trumbu!l A venue, Detroit, Mich.
Mrs. Wm. ' T . Merrill, B~ston, Mass.
Mr. M. L. Fouts, Stamford, Conn.
Mr. J. F. Algoe, Flint, Mich.
Col. C. L. Upham, Merid~n, Conn.
Mr. W. F. Falconer, Ja~nestown, N. Y.
Mr. Walter A. Sherman, Amenia, N. Y.
Mr. Henry Ridabock, New York.
Mr. Herbert ·C. Reed, Stamford,. Conn.
Mrs. Geo. Haws, Peekskill, N. Y.
Mr: W. K. Knox, .Stamford, Conn.
Mr. F. Dain, Peekskill, N. Y.
Mr. E. E; Rinehart, Stamford, Conn.
24
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Mr. W . F . McGill, Ely, Nevada.
Mrs. Chas. Jackson, Stamford, Conn.
Mr. F . A. Rumpf, Stamford, Conn.
Mr. J. H. Hislop, New London, Conn.
Mr. Lester Bishop, Stamford, Conn.
Mr. Richard Lang, Houghton, Mich.
Mr. C. Griffiths, Indianapolis, Ind.
Mrs. Aldace Walker, 55 W. 74th St., New York City.
Mrs. H. U. King, Stamford, Conn.
Dr. George Banks, Paterson, N. Y.
Mr. Chas. Roberts, Pawling, N. Y.
Mr. Colin Morgan, Montreal, Canada.
.
..
CATHARINE AIKEN
SCHOOL
STAMFORD, CONN.
/ ;1 t:/
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Ifatrnnt.ases
Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
M\rs.
Mrs.
Mrs.
Mrs.
Mrs.
*Mrs.
Mrs.
IVfrs.
Mrs.
Mrs.
Walter C. Allen
Mrs. Walter Houghton
F. C. Avery
*Miss Eliza Hoyt
Wm. C. Aycrigg
*Miss Sophie A. Hurlbutt
F. S. Camp
Mrs. Wm. Hussey
Hugh Cooper
Mrs. Louis Kennedy
John Cloonan
Mrs. Charles Leeds
W. D. Daskam
Mrs. H. B. Liebler
A. W. Dater
Mrs. Chas. D. Lockwood
C. F. Dean
Mrs. Wm. B. Long
A. H . Emery, Jr.
Mrs. Wm. O'Connell
Geo. Evans
Mrs. A. N. :Phillips
Emma Scofield Goldy
Mrs. Chas. Phillips
Wm. Hart
Mrs. Samuel Pierson
Chas. Hatch
*Mrs. Agnes Collander Pitt
John Hertz
*Mrs. Edith Perkins Pitt
Joseph Horne
Mrs. Herbert C. Reed
*Alumnae of the Catherine Aiken School.
*Miss
Mrs.
Mrs.
Mrs.
Mrs.
Miss
*Mrs.
*Mrs.
Miss
Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
Mrs.
Cynthia Ritch
E. E. Rowell, Sr.
E. E. Rowell, Jr.
Edward Sawyer
Henry Scofield
Annie Beecher Scoville
Elvy Perkins Sherrill
Mary Dewing Smith
Margaret W. Stevenson
Robert Struthers, Jr.
J. Kennedy Tod
John Waters
E. Y. W 'e ber
Theodore W eicker
Herbert Wildman
)
J
Jrngrnm
Serenade Rococo ·
{ Whispering Flowers
La Marseillaise
Helmund
Blon
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,,..
R. de Lisle
High School Orchestra
The Stamford Teachers' Association
presents
Madame Clemenceau,_ Jacquemaire
m
The Soul of France
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THE CATHARINE .AIKEN
SCHOOL
Stamford, Connecticut.
· A BOARDING AND
DAY SCHOOL FOR GIRLS
THE FERGUSON LI BRARY .
. . STAMFORD, CONNECTICUT
MRS: HARRIET BEECHER SCOVILLE DEVAN ,
Principal.
Faculty.
MRS. HARRIET BEECHER SCOVILLE DEVAN, A. B.,
Welliesl,ey.
PRINCIPAL.
*MISS ANNIE B. SCOVILLE,
Wellesley, Oxford University.
LITERATURE, HISTORY AND BIBLE.
MISS MAUD M. LILLEY, Helmuth.
FRENCH.
ENGLISH AND HISTORY.
MISS HARRIET R. MEANS, A. B., Radcliffe.
LATIN AND COLLEGE GERMAN.
MISS BERTHA FONTAREDE, Vassar.
MATHEMATICS AND SCIENCE.
MISS HARRIET E. WRIGHT.
INTERMEDIATE.
MISS GERTRUDE \!.ROOM.
PRIMARY.
MISS MARY L. PAXTON.
KINDERGARTEN.
MR. HOBART B. JACOBS, Ecole des Beaux Arts.
ART, HISTORY OF ART.
MR. SAMUEL ARTHUR KING, M. A., London University.
ENGLISH SPEECH.
MISS HARRIET E. RYDER, Oberlin.
ENGLISH SPEEC H AND READING.
*On leave.
.2
MISS KATES. CHITTENDEN, Helmuth.
TEACHER OF PIANO.
MISS MAUD M. FARRAND.
ASSISTANT PIANO TEACHER AND ACCOMPANIST.
MISS JERNIGAN.
ASSISTANT PIANO TEACHER.
DR. CARL E. MARTIN.
SINGING.
MISS SOPHIA K. SEABURY.
SECRETARY TO THE PRINCIPAL.
3
Calendar for 1908-1909.
Students report Tuesday, September 30th, 1908, at 6 P. M.
First term closes December 18, l9o8, at l P. M.
Second term opens January 5, 1909, at 7 P. M.
Second term closes April
2,
1909, at
I
P. M.
Third term opens April 12, 190<), at 7 P. M.
Commencement Day June
I.
Third ten:n closes June
1909.
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The Catharine Aiken School
The Catharine Aiken School, which is established upon a
foundation of fifty years' successful work in training and developing young girls, is situated in the attractive . city of Stamford, upon Long Island Sound, less than an hour's ride from
New York City. The school is located in the most desirable
residential part of the city, entirely away from the noise and
confusion of the business center and railroad traffic.
The lawns and fields, which add beauty of outlook and afford opportunity for a variety of outdoor sports for the students,
are prepared for tennis, croquet, basketball and other games.
These, with the fine country roads for walking, riding and driving, provide ample diversion for the daily out-of-door exercise
which is required.
The school buildings consist of a large and conveniently arranged main house, with extra dormitories and school rooms, especially built for school purposes, all connected with the home.
These are fitted· with modern and approved plumbing, and are
thoroughly sanitary in all respects. All rooms in the house are
bright and sunny, well heated and comfortably furnished.
1-im.
The school recognizes very clearly the four lines of development necessary for the full education of young girls: the physical, the social, the mental and the spiritual.
Healthful and graceful bodies, graciousness and dignity of
manner, a love of knowledge and an earnestness in seeking it,
and an awakening of the spiritual nature within each girl: these
are all included in the results sought by the school. The school
measures its success by the degree in which it secures this fourfold development.
5
The Catharine Aiken School demands good strong work
from its pupils, and is not merely a "finishing school," although
offering the advantages of such. It is rather a preparatory school,
not for college only, but for the girl's next step in life, whether
it leads toward continued study in college or into home life and
society. The school seeks to prepare a girl by broad and careful
development to assume a personal responsibility for herself
and others, in fulfillment of its motto, "For one another."
The regular academic course is designed to meet the needs
of those girls who are not to enter college, but who require a
course of study so arranged as to secure for them such individual development, mental discipline and increased culture as
the college training gives in larger measure, and a broader development than the mere preparation for college at present secures. There is also a carefully arranged college preparatory
course by which pupils are fitted for the various colleges, which
they may enter upon the school's certificate.
c3ot1trnmtnt.
Special care is given to the home life of the school, that the
students may duly observe those courtesies and kindnesses which
need such careful nourishing in young girls away from the home
influence for the first time. As necessity arises, instruction is
given in the more formal requirements of society, in order that
each stud~nt may enter upon a gracious womanhood, well trained
to take her place among the friends whom she will make during
life, wherever she may be placed. The teachers in the family are
young women, in full sympathy with the interests and enjoyments of the students, who are glad by friendly relations with
them, to make the daily intercourse more helpful in its influence.
As the school has proved that the discipline which comes
from self-control is of far greater value than that secured by formal rules, the government of the students depends largely upon
their honor and personal responsibility, and the natural interchange of courtesy between student and teacher. Therefore only
6
such regulations are made as are necessary for the organization of
the school, and whenever possible, a certain responsibility in the
government of the school is placed in the hands of a committee
of students elected by the student body, which deals with all
questions of school polity, subject to the approval of the Principal. Students are expected to be in such sympathy with this
spirit, as to respond to the trust reposed in them, and any student deliberately betraying such confidence will be asked to
withdraw from the school.
c3tntT~f
(Bufes fot ~tu~tnts.
The school, while undenominational, is distinctly Christian
in its influence. Regular attendance once each Sunday is required at either the Presbyterian, Episcopal or Congregational
Churches, according to the home associations of the students,
unless a request for other arrangements is made by parents at
the opening of the year.
Students may spend Sunday with friends once during the
term upon request of the parents. They are not expected to go
to New York oftener than once a month, except for special
reasons, and are not allowed to go at all without a chaperon approved by the Principal.
Those who return late from vacations or after their holiday,
forfeit their right to the holiday for the following term. Appointments for dentistry and dressmaking are not accepted as
reasons for such tardiness.
The Principal is unwilling to take the responsibility of allowing pupils to receive guests not known to her personally
or authorized by the parents. Guests so accredited may be received the last Saturday afternoon or evening of each month.
.
Arrangements may be made for students to spend the
·Thanksgiving recess and the vacations either at the school or
in the city with a chaperon provided by the school; if at the
school, a charge of $10 a week will be made. Students will not
be allowed under any circumstances to spend the vacation in
New York alone, and those remaining at the school during va-
7
cation will be subject to the control of the Principal as during
the regular sessions.
The School will arrange vacation trips for such students as
may desire them in connection with the work in travel, history
and geography. Such trips will be made valuable as an educational factor as well as a pleasant rest for the vacation. Summer vacations may also be spent in travel by those students who
desire it.
It is understood that all requests for any change in the arrangements or customs of the school will be ref erred to the
Principal directly by the parents, and not through the students.
Requests coming in any other way must be ignored.
The small number of pupils admitted to the home, (thirty,)
necessitates careful discrimination in the selection of applicants,
and insures the careful supervision of the students at all times,
both in the family and in the class work.
In all daily conversation at the table and in the recreation
time, effort is put forth to develop in the student ease and facility
in general and intelligent conversation, and as far as passible in
the social life, and the various entertainments given by the students, each girl's individual gift is sought out and developed.
No class is allowed to increase in numbers beyond the
teacher's personal acquaintance with each student and her needs.
Simplicity and daintiness in dress are desired, and all elaborate costumes will be quite out of place in the school home.
It is earnestly desired that all pupils be prompt in entering
at the opening of the school, and in returning after the several
vacations; also regular in their daily attendance, allowing only
illness or positive necessity to keep them from school. This request for the support of the parents or guardians in securing
regular attendance is made for two reasons : first, in order that
students may be trained in habits of promptness and regularity
in their business life, which, during these years, is their school
work; second, because in the shortened year which now prevails
in private schools it is necessary to put every day to its full use,
and a day's delay means a day's loss. The work of the school
8
cannot be broken in upon to make up neglected work except in
case of illness or extreme need.
.
Students absent for more than two weeks must make up the
loss by tutoring at special rates or else fall back in their classes.
Those failing to pass examinations, or to maintain the required
standard, will be dropped from their classes also.
Students desiring to take special courses will be accepted,
but all members of the school are expected to carry enough
work to keep them busy, and none will be allowed to carry so
much as to interfere with abundant rest and out of door exercise.
All special courses must be approved by the Principal.
Students may not bring or receive any candy or other eatables, except fruit and crackers, without special permission from
the Principal. Parents are expected to support the school in thus
maintaining the health of the students.
All dentistry and dressmaking must be attended to during
vacation.
A general charge of $10 is made to cover the ordinary wear
and tear in rooms, and such general remedies as are given,
when regular prescriptions are not necessary.
Among the various organizations among students for diversion and amusement, are the Glee Club and the Dramatic
Society, also the various class organizations. Music pupils give
recitals several times a year, and the classes in gymnastics and
dancing give exhibitions of the year's work. These with plays
by the students and entertainments and dances given among the
students afford ample variety in social life.
As the school carefully arranges for the wholesome and
abundant amusement and entertainment of the students, both at
the school and in New York, it is hoped that parents and friends
will not interfere with the program by frequent invitations to the
city and the theatres.
~Ofi.
The two courses offered, the College Preparatory and the
General Course, require the same standard of scholarship.
-
-
-
- - - - -
In the General Course only two years of Latin are required
and much additional work in Modern Languages, History, Literature and Science. It requires two years after High School
work.
Students satisfactorily completing either of these courses
will receive either the certificate of entrance to college or the
school diploma, but neither the diploma nor certificate of the
school will be given to those pupils who have been less than two
years in the school, without an examination upon all preceding
work. This will be required of all college preparatory pupils
also, who do not present satisfactory certificates from accredited
schools.
Students wishing a special course will consult with the
Principal, who reserves the right to withdraw any elective
chosen by less than three pupils.
KINDERGARTEN and PRIMARY CLASSES. The
school course begins with the Kindergarten and Primary Classes,
which are open to children from four to eleven years of age.
The work undertaken in these grades is chiefly to direct or
stimulate the natural interest and eagerness of the child. It is
the aim of these classes to awaken the whole nature of the
child, and to develop it naturally and carefully.
The study of language and literature is begun in the Kindergarten in reproduction of such stories and poems as form
the classics of our language, thus early cultivating in the child,
pure diction and a careful and correct speech.
Great care is exercised not to overtax young children in the
work outlined.
In these classes as well as in advanced work, new methods
are employed as far as they have been proved successful.
ENGLISH. The English course, which comprises both
the language and literature, is included in the schedule of each
year, and must be included also in all special courses.
IO
The grammar course is designed to establish the use of
language acquired, and to increase the power of expression by
teaching the relationship of words and shades of meaning conveyed by the various constructions.
The rhetoric taken in connection with the literature, enables
the student to examine critically the style and technique of the
best writers, and demands much original work in composition,
description, narration, and debate.
A thorough command and intelligent use of the English
language and a knowledge of the laws which govern it, are
required of every student. A clear, concise and elegant expression of ideas, an enriched fund of thought material, an awakening of human sympathies, and an assimilation of the world's best
thought are sought through the extensive study of its literature.
ENGLISH SPEECH. Much care is taken in all grades
to secure excellence in speech as well as written language and
direct effort is made with every pupil to correct the careless
abuse of the English vowels and consonants, and to secure pure
pronunciation of words as well as their correct use.
In order to secure this result, there is a definite course of
English speech, under the direction of Mr. Samuel Arthur King,
M. A., London University, instructor in charge of that work
(required) at Bryn Mawr, and lecturer at Wellesley. There is
also a resident teacher who works under Mr. King's supervision,
and has charge of the regular daily work. This course is entirely distinct from rhetoric or elocution but more important than
either, as spoken expression of thought is more necessary than
written. The voice, enunciation and pronunciation at once denote the refinement of a woman, or her lack of it. Therefore
every effort is made to arouse in the student an appreciation of
the beauty and power of her own language, and a willingness to
give the same intelligent care to its use, that she does to French
or German.
HISTORY AND LITERATURE.
The object of the
work in history and literature is to make real and vivid both
II
to the child and the young girl, the world of action and thought
lying outside of her own time and environment.
The school endeavors to plan a well-rounded life for the
child, beginning definite work in these two branches in the Intermediate grade, keeping in mind that she first needs an introduction to the best thought and ideas of the world, before she
can begin critical study of them. Therefore, in order thus to
introduce her to this new world of ideals, principles and facts,
and to teach her to begin to discriminate and to select according
to her individual taste, the Intermediate course is intended to
give a wide and vivid introduction to the men and localities well
known in story, both in our own country and in Europe. The
work is correlated with that in geography, and by means of
pictures and outline maps, geography becomes a stage setting,
as it were, for the marked events and their heroes, past and
present, connected with the various countries studied. Thus one
year the stories of noted men and women are studied, another,
those of the cities famous in history and literature.
The student is thus prepared to undertake the regular
courses in history and literature with an appreciation of geographical relationship of localities and some acquaintance with
the individuals and places.
With this preparation, academic work is begun. In history,
the growth of nations and national crises and principles are carefully studied, with reference not only to political, but philosophical ~nd humanitarian results. At the same time the literature courses deal with the intellectual and literary results arising
from these conditions. The work in history and literature is arranged in distinctly separate courses but is so planned that the
same epochs are studied together, and according to the natural
development of both subjects.
As will be seen in the schedule, special courses in both
subjects are arranged for critical study of special periods or
masterpieces. In both subjects note books are carefully kept.
History of Art is in charge of the Art teacher. This latter
1
12
- - -
---------------
subject is closely correlated with both the history and literature
course.s of corresponding periods, and is given largely by means
' of lectures under three general headings, as follows :
I. The history of Architecture, from that of the ancient
oriental nations down through the Renaissance.
2. The history of Sculpture, from the Chaldean and Egypticin through the Renaissance.
3. The history of Painting, from the Assyrians including
the early Christian Art, the revival of Italian painting in the
14th century, and the different schools of the 15th, 16th and 17th
centuries to the present day.
These courses and also a travel class for reading and lectures,
contribute the best preparation for European travel. The ignorant traveler likely to learn why a place is famous only after
· visiting it, the conscientious traveler prepares too many details
beforehand and is worn out with undigested facts. These preparatory classes aim to equip the young traveler with vivid
knowledge of the dominant story, romance or history of the
.places visited.
An interesting tour in Europe has been arranged to complete in a measure the school work of which an
outline will be furni shed those interested.
BIBLE. A course of study of the Bible from -a historical
and literary standpoint will be required of all pupils above the
primary grade. There is also the regular Sunday Bible class,
for the pupils in the family.
LATIN. The work in Latin gives the student a thorough knowledge of the essential principles of the language, and
its relation and value to our mother tongue, helping her to secure a more intelligent and wider use of her own language.
Emphasis is laid upon the necessity of acquiring a good
Latin vocabulary, and a thorough understanding of the rules of
syntax; also upon the importance of sight-reading and prose
composition.
Bennett's Grammar and the editions of classic texts recom-
13
mended by the leading colleges are used, and the Roman method
of pronunciation.
In connection with the work of Cesar or its equivalent, a
course in Roman History is required.
GREEK.
The work in Greek is that required for college preparation, and is given the same attention to the fundamental training in the grammar and prose work as is required
in Latin.
FRENCH AND GERMAN. The modern languages are
in charge of teachers of successful experience. Great care is
taken to train the student to depend upon the ear rather than
the eye, and so to avoid an error commonly made in teaching
languages. Therefore the work in French during the first years
is largely oral, developing a simple outline of grammar and a
thorough study of French verbs.
To secure the proper pronunciation and accent, a course of
French phonetics is given. Later a thorough knowledge of syntax is obtained by composition and critical reading, and a careful study of idioms.
The course of reading in French is arranged to give the student an acquaintance with the masterpieces of French literature
and a definite knowledge of the history of France.
Instruction in French begins orally in the Kindergarten, and
is carried through the entire course, securing to the student a
thorough and comprehensive use of the language and its idioms,
by m~ans of class work and French conversation in the class
room and at the table.
In German the same plan is followed to meet any demand
that may be made.
As both of these languages are demanded for college preparation that course is varied sufficiently to meet the requirements
of the various colleges.
In connection with the work in French, one evening each
week is given to French conversation and reading. Recitations
and lectures in French are given also to cultivate familiarity with
r4
the practical use of the language. There is also a travel course
through France conducted in French, preparatory for the summer trips.
MATHEMATICS. In mathematics an especial effort
is made to develop in the students, from the primary classes
throughout the course, habits of logical thought and accuracy
of detail in all their work. With this in view, marked emphasis
is placed on the solution of practical problems in arithmetic and
algebra, and original demonstrations in geometry, and in all
work the constant aim is to require individual thought and effort.
The same course is pursued in both the academic and college preparatory courses. Opportunity for work in more advanced mathematics is offered among the electives.
SCIENCE. The courses in science are conducted by
modern methods, and are directed mainly toward awakening and
directing the legitimate curiosity on the part of the student
concerning the phenomena of the world around her.
By means of experiments and lectures, the effort is made
to arouse each pupil to an understanding of the various forces
of nature by careful study of their various manifestations and
the laws governing them. In all branches, lectures are given
to supplement the text book work.
Students preparing for college receive such special · drill as
is required by the various colleges.
PIANO. The school offers exceptional advantage in music,
both piano an,d vocal.
Miss Kate S. Chittenden who is in charge of that department of Vassar, is in charge of the piano course. With her are
associated two teachers of successful experience, one of whom
is in residence, and supervises the daily practice of the students,
and gives supplementary lessons. She is especially trained for
the elementary work and has charge of the beginners, under Miss
Chittenden's supervision.
No regular course is outlined in music~ as each pupil needs
individual training, therefore music is not counted as a subject
15
of diploma grade, but regular systematic training in reading,,
technique, and interpretation is followed, according to the student's personal necessity.
The system of technique used is based upon the principles
, of Liszt and Taussig and is so closely allied to the Leschetizky
method that students have been received by him without change
of method. Attention is given to developing in the pupil an understanding of the music studied as well as a poetic appreciation of it, in order that she may interpret intelligently and sympathetically the composer's thought.
The work is so planned as to give the pupils practical instruction that will prepare them for successful teaching, as well
as develop proficiency in playing, and enable them to continue
more advanced work.
A class in elements of harmony is part of the regular musical instruction. There is also instruction in history of music and
composition.
VOCAL.
T he vocal training and choral work have been
most successful under the instruction of Dr. . Carl E. Martin, a
teacher and soloist of wide experience in New York.
This instruction is based upon correct physical conditions,
first of all. The pupil is taught to stand correctly in order to
gain the freest use of the lungs; to strengthen and develop the
breathing muscles by judicious daily exercise, in order that the
power may be under complete control; to produce tone without
throat effort and with free use of all the resonance cavities ;.
to secure first of all musical qualities and then gradually to develop power. Afterward special attention is paid to enunciation and diction, and to the thoughtful and intelligent interpretation of songs, with due appreciation of both words and
music.
French, German and Italian songs are given to pupils suffi ciently advanced, but chief importance is attached to the right
use of the voice in the singing of English songs.
ART.
The course in Art is so planned that students may
acquire a broad and general education in the elements necessary
I6
f.
Ist Year.
INTERMEDIATE CLASS.
ARITHMETIC
ENGLISH
Wentworth's.
Fractions, Decimals, Comp.
numbers.
Reading:
Stories from
Eng. History
and Poets.
Stories of
Heroes of
Europe.
Reproduction
of stories.
Grammar.
Reading from
Amer. Literature.
Reproduction
of stories.
Grammar
completed.
Study of
Words.
Reading:
Kingsley's
Greek Heroes.
Mythology.
Grammar
reviewed.
Scott &
Denny's
Elementary
Eng. Comp.
Theme Work.
2d Year.
Percentage and
Interest.
3d Year.
Completed and
reviewed.
*4th Year Wentworth's
Algebra, to
Simultaneous
Equations.
GEOGRAPHY.
Redway's
Elementary,
completed.
Geographical
Reader.
I
FRENCH.
I
HISTORY
Syms:
I First
year.
Tarr's Advanced.
Map drawing
and modeling.
Reading and Con- Montgomery's
versa ti on.
American.
Easy Lessons by
History
Dreyspring.
(elementary).
Tarr'! Advanced, completed.
Physical Geography.
Beginners'
French.
American
History,
(elementary,
completed.)
Beginning
Grammar.
Readings.
Conversation.
Literature.
Ballad Lit. and
Folk Song.
Macaulay's Lays
of Ancient
Rome.
Spanish Ballads.
Fran~ois .
J
*College course begins with the fourth year Intermediate.
SCIENCE
LATIN
Elementary.
Nature
Study.
Nature
Study.
Physiology. Declensions
and Conjugations.
Collar and
Daniels'
Latin
Lessons.
ACADEMIC ORADE.
II.
IvIATHEMATICS.
1st Year.I Algebra com.
pleted.
17 recita hons a
we.ekdre- ]'
qmre ·
2d Year.
Wentworth's
Plane
20 recitaGeometry,
tions a
with originweek reals.
quired.
\ LITERATURE
I
HISTORY
Studies from
Myers History
Amer. and Eng.
of Greece.
authors, with
Myers Rise &
1
themes.
Fall of Rome.
College subjects.
(half year
each.)
I
Hallock's
English and
History of Eng. :Mediceval, 476
Literature.
-17th Cent.
College readings. Myers Middle
Ages, with
collateral
readings.
OENERAL COURSE.
LATIN
Ccesar (4
books).
Selections from
N e p o s and
Eutropius.
D' 0 o g e ' s
Prose Comp.
Pt. I.
Cicero, six orations.
D'Ooge's
Latin Prose
Pt. II.
3d Year.
(Elective)
(Half year.)
(Half year.)
.
Solid Geom. History of Euro- European his20 rec1taand
pean Literature. tory of 16th &
tions a
Adv. Algebra Study of
17th centuries.
week reDante
American
quired.
Cervantes
Colonial hisGoethe, etc.
tory (adv.)
Virgil, six
books.
Latin Prose
Composition.
4th Year.
(Elective)
19th Century
Advanced
20 recita- Trigonometry
Literature.
Amer. Histions a
Critical study of tory comweek reShakespeare.
pleted, comquired.
Text study of bined with
Chaucer.
European
Hist. of 18th
and 19th cent.
(Half year
each.)
James'
Psychology.
Political
Economy.
FREN CH
I GER MAN\
Phonetics.
Dictation of
easy subjects.
Syntax an d
Composition.
Bou vet.
Fables memorized.
Frazer and
Squairs' Fr.
Gram.
Fran~ o is'
Introductory
prose comp.
Dictation.
Reading from
19th Century
authors.
Bruce's
Grammaire
Franc;aise
Franc;ois' adv.
prose comp.
Dictation.
Reading fr om
19th Cent. Lit.
Grandgent's
French Comp.
La Deuxieme
Annee d'Histoire de France
par Lavisse.
Readings from
17th and 18th
Cent. Lit.
Otis - Carrn ths'
German
Grammar.
Translation
from Muller
and V/enekebach.
English into German.
Grammar
Completed
Readings.
Conversation.
Readings.
German
Comp.
Conversation and
Dictation.
J;:NGLISHISCIENCE
Herrick&
Damons'
Rhetoric.
Theme
work on
College
Readings.
Botany
(half
year).
H errick &
Physics
Damons'
(half
Rhetoric
year).
Completed. Chemistry.
Study of
(half
style.
year.)
Pearson's
Electives.
Eng. Comp. Spanish.
Short story, His. of Art
essay, de- Astronbates and omy.
orations.
Careful
study of
words and
synonyms.
Students in the regular course must have two years of Latin and at least six years of modern languages.
COLLEGE PREPARATORY COURSE.
Ill.
MATHEMATICS.
ISt Year. Wentworth's Algebra.
ENGLISH.
LATIN.
FRENCH.
HISTORY.
Study of Words.
Sentence Building.
Composition.
Studies from Amer. and
Eng. Authors.
College Readings.
First Lessons completed.
Selections from N epos
and Eutropius.
Cresar (begun).
Same as in general
course.
United States,
English, or Roman
and Greek.
THIRD LANGUAGE
2d Year.
Algebra completed for
college requirements.
Composition and theme
work.
College reading, with
study of authors and
their times.
Cresar, completed, ·
four books.
D'Ooge's Prose Pt. I.
Sight Reading.
Franc;ois Introductory Prose Comp.
Fraser and Squair's
Grammar.
College readings in
French.
German or Greek.
as required.
3d Year.
Wentworth's Plane
Geometry, five books.
Daily work in originals.
Herrick & Damons'
Rhetoric.
College Readings.
Weekly themes.
Cicero, six orations.
Latin Prose Composition Pt. II.
Sight Reading.
Bruce's
French Grammar.
Grandgent's
French Composition.
College Readings.
Conversation.
German or Greek.
as required.
Composition.
Weekly themes.
College Readings.
Virgil, six books.
Latin Prose completed
and reviewed.
Sight reading.
Advanced Prose
Comp.
College Readings.
Conversation.
German or Greek,
or Physics as
required.
4th Year. Math. Reviewed.
In the Intermediate Grade students average sixteen recitations a week. Spelling and writing are required for daily work.
\Vhenever a student is deficient in spelling and writing these subjects are required. The required work averages 18 appointments a week. Only one hour's practice daily is allowed in the regular program. English and reading are required of all pupils.
for a thorough understanding of it. Every pupil has at least
one hour of instruction a week, and the private sketch classes may
have four hours.
Training in design is given in th~ principles governing the
arrangements of lines and forms for repeating patterns. This
is follo~ed by designs· in borders, titles, book covers, etc. Pupils
are required to work from nature, . drawing from flowers and
co~ventionalizing them for use in decoration. Color is used in
the earlier classes. In advanced work, sketching is considered
in relation to illustration, and composition is especially emphasized. The afternoon class sketches from the costumed figure.
Especial attention is given those wishing to enter the Art Students' League or School of Ap:plied Design for further study.
Lectures are given upon the History of Art and Artists,
(as outlined under history,) and note books are most carefully
kept and illustrated by photographs of the best work of each
artist. The school's vicinity to New York affords pupils rare
opportunities for visiting the galleries and museums under the
direction of the Art Teacher.
EXERCISE AND PHYSICAL CULTURE. Much stress
is laid upon the maintenance and development of the health and
physical condition of students. A competent instructor has
charge of the physical culture of the school, and all gymnastic
work is done under her direction.
In cases of need, medical gymnastics are given to correct
abnormal tendencies; these, however, are applied only upon the
prescription of a trained medical examiner. There is a short
exercise in gymnastics daily during the winter, besides the regular class work, and at least an hour is spent in the open air in
active exercise. Health and grace are sought rather than preeminence in athletics.
Among the forms of exercise offered to secure these results,
are dancing, fencing and riding, all under experienced teachers.
There are also abundant opportunities for country walks or
drives, and out-of-door sports in season.
20
>-
er
er
m
<(
_J
w
I
f-
ttrms.
BOARDING PUPILS.
Board and tuition, including English, French, German,
Latin, Greek, Gymnastics and Choral Singing.
Pupils in residence
$800 per year
Piano Lessons
$100 to 150 per year
Vocal Lessons l lesson weekly
. $ 75 per year
Vocal Lessons 2 lessons weekly
$125 per year
Spanish
At teacher's charge
Pen and Ink Drawing
$20 per year
Sketch Class
$30 per year
Seat in Church
$15 per year
Use of Piano, I hour daily
$10 per year
Laundry
75 cts. per doz.
Dancing ( 15 lessons)
. $15
Fencing
According to class
Riding, 10 lessons
$30
DAY PUPILS.
Senior year
Junior year
First and second academic years
Intermediate (four years)
Primary
Kindergarten
. $150 per year
. $ 140
$125
$ r oo
$ 6o
$ 50
per
per
per
per
per
year
ye.a r
year
year
year
It is understood that pupils enter in October for the whole
y ear. Those entering after the Christmas holidays enter for the
remainder of the year.
Payment for board, tuition and music must be made at the
beginning of each half year, October and February. All extras
must be paid at end of each half year, February and June. No
deduction will be made for absence, dismissal or withdrawal,
except in cases of protracted illness when the loss will be
shared equaU.y by the parents or guardians and the school.
21
A deposit of $25 mmt be made with the application in order ·
to reserve a room. In case of any change of plan, notice must
be given by August 15 when the money will be refunded. After
that date it will be forfeited. This deposit will be used to cover
necessary expenses for books and stationery, for which an account will be rendered at the close of the half year.
No money will be advanced for any other expenses, unless an
extra deposit is made to cover such advance.
A definite allowance for each student is advised.
Boarding pupils must be provided with a napkin ring, one
pair of blankets, or an extra covering, a Bible, umbrella, overshoes, hot water bottle and soap, and .all other supplies necessary
for the suitable equipment of a young girl away from home. A
gymnastic suit will be provided at the school at cost.
M.-Rising bell.
Breakfast.
Care of rooms, (making of beds and arranging
rooms.)
8:00
Study hour.
Walk.
8:35
Morning Prayers.
8:55
9 :05-I.30 School session, with twenty minutes' intermission at
l l for light gymnastic or out-of-door exercises,
and cocoa.
l :30 P. M.-Luncheon.
2 :30
Out of door exercise.
4 :oo-6 :oo Study hour.
6:30
Dinner.
6 :45
7 :15
7 :45
A.
There is no evening study hour except when the afternoon
has been given to other appointments or pleasure. The evenings,
from 7-45 to 9, are variously employed in reading, French conversation, gymnastics and entertainment.
References.
Mrs. Devan refers by permission to friends, and also to the
following patrons :
Dr. Timothy Dwight, Ex-Pres. of Yale Univ., New Haven, Conn.
Professor Katharine Lee Bates, vVellesley College, Mass.
President Cyrus Northrup, University of Minnesota.
Rev. Edward Everett Hale, Roxbury, Mass.
Dr. N ew..elLDwight Hilhs, Plymouth Church, Brooklyn, N. Y.
Dr. Lymau Abbott, Editor The Outlook, New York.
Professor William Lyon Phelps, Assistant Professor of E nglish
Literature, Yale University. ·
The M{sses Eastman, Wellesley, Mass.
Mrs. Alice U. Pearmain, Beacon Street, Boston, Mass.
Dr. Chas. E. Banks, U. S. Marine Hosp. ~ervice, New York City.
Rev. William J. Long, Ph. D., Stamford, Conn.
Rev. William Burnett Wright, Buffalo, N. Y.
Mr. S. V. White, Brooklyn, N . Y.
Dr. A. F . Beard, Secretary A. M.A., New York City.
Rev. L. C. Berry, Stamford, Conn.
Rev. C. J. Ryder, Stamford, Conn.
Dr. H . B. Frissell, Hampton Inst., Hampton, Va.
Patrons:
Mr. William C. Beecher, Brooklyn, N. Y.
Mr. Albert Baker, Indianapolis, Ind.
Mr. H. L. Pratt, Lewiston, Me.
Mr. George Armstrong, Lewiston, Me.
Mr. F . H. Clark, Flint, Mich.
Mr. J. B. Fenton, Flint, Mich,
Mr. 0. M. Smith, Flint, Mich.
Mr. Herbert Barber, Englewood, N. J.
Rev. Frank Child, D. D., Fairfield, Conn.
Mr. N. \hl. Norton, Buffalo, N. Y.
Mr. N. S. Ackerly, Northport, L. l.
Mr. John I. Haymaker, Pittsburg, Pa.
Mr. Flint Smith, Orvisburg, Mis s.
Mr. Chase Osborn, Saulte Ste. Marie, Mich.
Mr. E. W. Sells, 30 Broadway, New York City, N. Y.
Dr. F. C. Ottman, Stamford, Conn.
23
Mr. Frank Hawkins, La Salle St., Chicago.
Hon. John Butler, Milwaukee, Wis.
Mr. \iV. G. Adams, Sound Beach, Conn .
. Mr. John H. Albin, Conco1:d, N. H.
Mrs. Alexis Crane, Jamestown, N. Y.
Mrs. Caleb Jackson, Kennet Square, Penn.
Mr. F.red'k P. Browne, President First Nat. Bank, Bay City, :Mich.
Mr. l-Ienry B. Stimson, Buffalo, N. Y.
Mrs. fy.1. H. Sutton, Andover, Mass.
Mr. Edwin Binney, Sound Beach, Conn.
Mr. L. T . Howes, Stamford, Conn.
Mi-.; H. Bell, ·Stamford, Conn.
Dr. Samuel Pierson, Stamford, Conn.
Mrs. N. R. Hart, Stamfoi·d, C~nn .
Mr. M. R. Pitt, Stamford, Conn.
Mr. A. L, Brown, Stamford, Conn.
Mrs. Cl?-rence L. Reid, Stamford, Conn.
Mrs. E. D. Smith, Stamford, Conn.
:Mrs. Stewart W. Smith, Stamford, Conn.
Mrs. H. Hungerford, Stamford, Copn.
Mr. C. F. Waterbury, Stamford, Conn .
.Mr. J. E. Keeler, Stamford, Conn: ·
Mr~ Hugh L. Cooper, Stamford, Coirn. ·
Mr. F. C. Taylor, Stamford; Conn.
Mr. Walter D. Dasl~am, Stamford, Coru1.
Dr. George Sherrill, Stamford, Conn.
Mr . .E. C. Willard, Superintendent of Schools, Stamford, Conn.
Mr. W. F. Malloy, Stamford, C~nn.
Mr. A. H. Renshaw, ':Noroton, Conn . .
Mr. E. F. Bruggerhof, N oroton, ·Conn.
Mr. W . T . Fraser, .Trumbu!l A venue, Detroit, Mich.
Mrs. Wm. ' T . Merrill, B~ston, Mass.
Mr. M. L. Fouts, Stamford, Conn.
Mr. J. F. Algoe, Flint, Mich.
Col. C. L. Upham, Merid~n, Conn.
Mr. W. F. Falconer, Ja~nestown, N. Y.
Mr. Walter A. Sherman, Amenia, N. Y.
Mr. Henry Ridabock, New York.
Mr. Herbert ·C. Reed, Stamford,. Conn.
Mrs. Geo. Haws, Peekskill, N. Y.
Mr: W. K. Knox, .Stamford, Conn.
Mr. F. Dain, Peekskill, N. Y.
Mr. E. E; Rinehart, Stamford, Conn.
24
fD:'.
:J
0
0
(f)
z
z
w
f-
Mr. W . F . McGill, Ely, Nevada.
Mrs. Chas. Jackson, Stamford, Conn.
Mr. F . A. Rumpf, Stamford, Conn.
Mr. J. H. Hislop, New London, Conn.
Mr. Lester Bishop, Stamford, Conn.
Mr. Richard Lang, Houghton, Mich.
Mr. C. Griffiths, Indianapolis, Ind.
Mrs. Aldace Walker, 55 W. 74th St., New York City.
Mrs. H. U. King, Stamford, Conn.
Dr. George Banks, Paterson, N. Y.
Mr. Chas. Roberts, Pawling, N. Y.
Mr. Colin Morgan, Montreal, Canada.
.
..