OCR Text |
Show COMMENCEMENT WEBERACADEMY Interesting Program, During Which Diplomas Are Presented to Graduates Principal W. W. Sanderson Reviews the History of the Academy Addresses by Graduates Music ;i Feature of the Entertainment Young People Are Congratulated. The fourth event during the past week in which the class of '13 have been signally honored, and the i II max of their school life occurred la3t night at tho Weber academy, when, at the close of the twenty-fifth annual commencement exerclseB. twenty -SOY-en oung men and Indies from Ogden and thirty from outside towns, splendid splen-did student types, received their certificates cer-tificates cf graduation. The exercises began at 8;..0 when, to the strains of the Kaiser Frederic March, played by the academy orchestra, orches-tra, and amid the applause of their friends in the crowded auditorium thS 57 graduates marched in and occupied occu-pied the seats reserved for them. The program wns conducted under the direction of Principal W. W. Hen dersou and the invocation was offered of-fered by President Charles F. Middle, ton. George Douglas, thsj popular local tenor, ln good voice, then gave a beautiful rendition of the song. "Within Your Eyes. Dear." which was followed by tho report of Principal iienderBon. Tho report was given In a clear and forceful manner and was frequently applauded What the Academy Offers. Speaking on the educational adv.in tages possessed by the academy. Principal Prin-cipal Henderson summarized as follows. fol-lows. The. organization and control of the Institution The purpose for which It was found ed and the aim which It constant ly maintains. The remarkable growth which it has mnde and its adaptation to the demand for vocational training. The splendid equipment which it posssesss. The special activities with which i' concerns Itself Its well controlled system of amusements amuse-ments The lecture course maintained in connection with It. The great number of courses open to the option of the students. The high class faculty of men and i women of great character and scholarship schol-arship The ever growing popularity of the rchool as Indicated by Its rapldl ini reuslnr: enrollment Its high efficiency Is Indicated by it many victories In contest And the splendid testimonials of the leading educators of the state Morgan McKay and Pearl Orover of the class of '13, In their respective order, following the principal's address, ad-dress, delivered the following .v. lent addre66es. descriptive of the practical value of the modern system of vocational and normal education Address by Morgan McKay. "One of the first tasks our pioneer forefathers undertook after coming to these valleys was the establishment of a school system. In every small community on would find the m oie-rooined lug school house, wh.-rc the children of all ages were tauuh' the three It's. Reading Ritlng and RlthmetlO, as they sat upon hard benches made of upturned slabs. Here the smaller pupils would listen to the recitations of the older ones a.ul ln this way leurn more thou the would out of their own books Then education consisted of reading fr.M.i books, principally the Bible, writing upon ulates and doing a little Blmple ciphering Some of the teachers were severe men who believod In reaching the C hlld through bis skin rather than his mind. "The schools hold shorl sessions and theso were held only during the winter mouths when noipody could worv J rrWn as the snow began to disappear school would be dismissed and the boys and girls would go back to the farm to help their hard-working fathers and rao thers. "Gradually with the development of the farms the school system developed. devel-oped. Tho children had more time to attend school, more people come into the valley so that It was necessary neces-sary to establish more 'and better schools. In the small towns and cities high schools and academies sprang up. More efficient teachers were secured and the child had a bctu r i ham for s bteader and more technical education. More difficult subjects were Introduced into the schools such as Latin. Greek, high mathematics and tIl forms of history nnd literature Physical education was at first unthought of. All of the boys ami girls, when through school, would go back on the farms and work with renew energy to make it possible to return to school when It opened ln tha fall. "Later, when It was noticed that some of the pupils became weak and unable to go on with their work, physical education was Introduced Systematic trulnlng wn8 given the students to make their bodies strong enough to perform their proper duties while the mind was being so much used. But even this did not remedy the difficulty. These purely Intellectual Intel-lectual studies did not give the broad development and training which is so necessary In the making of a good citizen For. as Henry Van Dyke says, "The final result of true education educa-tion Is not a selfish scholar nor scorn ful critic of the universe, hut an Intelligent In-telligent and faithful citizen who is determined to put all his powers at the service of his country and man kind." Again. Dr. Woodward says, "We believe that menial activity end growth are closely allied to physical activity and growth and that each Is more readily and fully secured In connection con-nection with the other than by Itself ". To obtain this development it was found necessary to introduce Into the schools Industrial education "Industrial education Includes man I ual training, domestic science and artB. agriculture and other subjects which tend to develop the physical side of life But became these things aro practical is no reason why they do not develop I he mind. Stanuu! training Is mental training through the hand and eye. Just bb history through mind nnd memory. A bov in order to master a subject, must use his mind In learning to handle instruments ibe mind is the first thing which must grasp the problem Then the hand art according to Its direction I" working a boy must first plan everything he does. He muBt picture It mentally before he can even draw a plan or start a piece of work. The student is always de signing and thinking of new things and must of. necessity be uslnR his mind every minute else hn will inaV-a inaV-a failure of his work Accuracy and exactness are the primary requirements require-ments along this line, so tho hand and eye must be trnlned to do ex aclly the rich! HiInK al the risliT time. In the designing of his work new Instruments must be used Ever) line must be perfect ond I rrenpond With the others The different scales must be worked out Then the eye must 6ee to it that these things are USCUrSteljf and perfectly done Tho hand iiiupi become accustomed to nil Kinds of Instruments from the de1! cate pen of the designer to the ham mor of the blacksmith Alj kinds ol machinery nre u!ed. For etnmple let us consider the wood lathe. Th' wood la cut into the required lengths, placed ln position and the machinery 6et ln motion Thus far the process is very simple nearly any unskilled hand can do this part of the work. But when the chisel Is being used It requires the utmost skill The ban.) must be steady and the chisel mum be hqld In place accurately for tbo least variation and the piece of work Is spoiled. Who Is there who would not be better off for thin practical training. It makes the careful Stead hand so needed by surgeons nnd offers of-fers recreation for the tired lawyer and business man. "But even this training might have been secured in some other way. So this Is not the only reason why In dust rial training was Introduced Into our schools. A few years ago manual labor such as farming and other or cupations was looked down upon by the BO-called upper clns3 These vo cations were thought to be the work of the uneducated. The most substantial sub-stantial boys left the farm lor school. They studied the purely intellectual subjects and were gradually weaned away from the farm and Its environment environ-ment These boys would nnturall follow along the business and professional profes-sional lines This left only those who were not ambitions for an education educa-tion to manage nnd run the farnt Further discouragement was often given by Pom-' fa'hers who said. "I have had no education and I get along alright, why dres my boy need It." So the most energetic boys left and the less aspiring ones remained. "As the young men left thd farm for buslntBs and professional line? tho cities became over crowded. In the last fifty years the population of the cities has Increased enormously while the population of the oountrj districts has decreased proportionately. proportion-ately. Why Is it that men are sefii going from house to home In th" cities begging for food wh'le In the countr the farmers and trades! cannot find enough men to tun thS farms and factories Someone has said, 'There would be no high cost of living problem to solve If the cities were not bo crowded.' "These are a few of the conditions which confronted the scientists and educators a few years ago And among those who believed that Industrial In-dustrial education would bring about a change In conditions were: Dr G. Stanlelgh Hall. Dr Calvin M Wood ward. Superintendent 1- C. Corral of Worcester. Mass. and Dr Thomas M Balllet. who established the first trade school in 1898. These prominent promi-nent men r.aw the need of something which would develop the practical side of life along with the mental, and thus give a broader and more perfect view of life. The struggle for Its er-tabllBhment er-tabllBhment was a long and hard one, for there was great opposition even among prominent men But the fight was von and It has been demonstrated demonstra-ted beyond a doubi that Its establishment establish-ment was the right beginning. It f a well known fact that a man even though he may be highly developed devel-oped mentally) who cannot control or use his physical body is not a well educated man. The Industrial training, train-ing, coupled with mental training, makes B perfect education and develops devel-ops harmoniously the entire body This training gives one I chance to do practical things. A man's great st Joy comes from producing some-! some-! thing which has never before been In the world. What a satisfaction I it Is to be able to take a piece of iron wood or clay and mold and fashion It Into something useful nnd beautiful A boy who has this training will never be looking for something to do. If his mind be tired he can turn his (attention to Improving things around the house, repairing a shelf, fixing th" electric light, or. making some useful article. Industrial education has been I Introduced Into the schools. Hns U had the effect predicted by the plo neers who established It? Look at farming nnd farm life today. It is conducted upon a scientific basis. It Is one of the most highly respected occupations n man can have. Boys leave the farm for school, but they nearly always return to apply the practical knowledge which theV have obtained. Business and professional men are securing farms on which to rear their families And everywhere the efficiency of tradesmen is increasing increas-ing and the wages are increasing with the efficiency. "The Ideal hns by no means been reached, for there are great posslblll ties in this field Think for a moment mo-ment of the development of our own riiatuml training department. Six ;irs ago It was started with a few tools and benches but with a man at Its head who had perfection for his aim nnd determination for his motto. Under his direction the shop has grown from a very' humble beginning begin-ning to a modern manual training de partinent In every respect. "If such a change can come about In six short years how groat are the possibilities of the future Think of the benefit that a vacation school would be to the boy who cannot leave the city for the Bummer. Those who have nothing to do could work at the bench and thus not only amuse themselves them-selves but bo of practical benefit to their families And this Is not all. the community would be benefited: for there would be no idle brains and hence no need of Juvenile courts Not the mental or the physical alone would be developed but the "whole boy" would be educated and the result would be a true home builder and a perfect man " Musical Feature. The musical feature of the program the rendition of the cautatn "The Wreck of th- Hesperus," followed Miss Grover's address This was directed by- Director Joseph Jo-seph Ballsntyne, of the Weber academy acad-emy choir, assisted by Professor E V Sichols and th Academy or. In s-tra s-tra with Robert Jones as accompanist. accompa-nist. Preceding the rendition of the cantata, Mrs. Belle Salmon Ross read the poem, "The Wreck of tho Hes-perUS." Hes-perUS." by Longfellow The pinging of the composition oc-Cupled oc-Cupled about twenty minutes and wan much enjoyed by all. The choruses, suug by the choir, of lit voices, were done In a most commendable commend-able manner and the solo parts, soprano so-prano and baritone, were In 'he cap-..hie cap-..hie h inds of Miss Flsle Shorten and William s w right. Valedictory Address. Tho valedictory address was made l i he former president of the student stu-dent body, Jes6e Cottle, whose sincere sin-cere and efectlve manner of deliver stamped him ns one of the school's' b st public speakers Mr Cottle's address follows: "There comes a time. It Beems. la the history Of every class when retribution ret-ribution is due wken acknowledge ment of those who are In a measure I responsible Ba IU success Is proper.' and we, the class of 13, feel that that time in our history Is now Of the many persons or Institutions hat have aided us along the pathway Ol life to the place at which we now standi I wonder to which of all of them we should show the bost gratitude grat-itude Should we Indeed not be j thankful to our kind parents at home for their watchful and tender care over us through all the critical times , nd periods of our lives? Should we not feel to express our thanks to our many friends who have helped us who have perhaps spoken a cheerful or an encouraging word In time of depression or discouragement, who have given us a helping hnnd In time of need or who have in some other way made our course of progression blighter? May not our many tear tiers ti-ers in school and church In the flighty years of the past be tendered our appreciation for their work of guld-ance guld-ance ? Yes, to all of these we feel I thnt we owe a debt of gratitude. j "But yet, In addition to all these aids, as far as we are concerned.) there has been a mightier Influence during the past four years deserving! of our thankfulness. There has beer-. 2i Institution moulding our charac I ters and guiding the current of ouri lives, nn institution but for which! perhaps wc should be developed to very different degree, socially, morally mor-ally and Intellectually, than we are now; an Institution without which we should probably before now have been out ln the busy world, striving for oureelves in a lowly, narrow way and never have known the higher culture cul-ture ond the better and more cheerful cheer-ful life And as the name of this Institution, In-stitution, students and friends, does the lass of '13 pronounce with reverence, rev-erence, tho Weber academy. -d. as wc are about to leave her. our beloved home, and go out Into our several field, of occupation, we feel that it is proper and fitting at this time to express our appreciation' of our school of what she has done for us and of what she Is capable of doing Tor othere "Al the paramount tribu'e we wisl to pay to Weber, we say, thanks for' her training ln character building j As I Interpret the spirit and, Impor- tance 0l School training, character Is uppermost and should be given fore- I most attention. The first twenty years of a person's life is the ail-Important character forming period. So Important Is this period that what one' will think and do for the remainder of his life win be determined very large-! ly by what he has thought and done In his youth If this be the fact should it not be the duty of the schools to guard morals and develon character? "And are not the young people bad-1 ly In need of such training? Why, everywhere the young people are growing up and reaching maturity without regard for respect and mor sis. Notice the boys of our town. Walk down 25th street and you will rot need to go far to find young boys smoking, using profane language or doing something else worse. Investigate In-vestigate for yourselves and you will find moral conditions among Ogden s young people that will astound you. "Did you notice the report in the Herald -Republican of May S of our own capital city" Big headlines road thus: "Special investigators find vice In many of Salt Lake's cafes and rooming houses." According to the social service commission of the Episcopal Epis-copal church of that city, nine disorderly dis-orderly resorts are In operation which have been exposed and the names of eighteen more places aro being checked over again before pub lishing. This report was corroborated a few dayB later by the county of-fleers, of-fleers, who desired to ascertain for themselves the moral conditions of the young people of their city. "Here are a few statements taken 1H from their report 'Deplorable con-dltlons con-dltlons of moral depravity exist under JH the very noses of the police and city ,tM H administration in Salt Lak; children jJH arc being lured to ruin in the worst JH H type of dives, and immorality le run- l"V I nlng riot ln chili parlors, cafes aRd 'H j like resorts throughout the city. In H I these places children from one to H H I 15 years of age were seen accompa- H j niefl by persons who appeared to bo H their parents In ono resort a little H ! girl not more than five or six years Q of age was out on the floor dancing around with half-drunken young fel- H lows while the child's mother sat at 'M a table drinking and applauding. Over J H ln another corner sat a party of H young men and women, all drunk, jH howling songs to the tune of a rag- H time piano player.' S "Why, students and friends, if sucvi M conditions continue to exist and grow, what will event ir;! become of us? Sj Not far In the future, I fear, I seo H the awful fate of the great Rome jH awaiting us as when she by forget- HJ ;H ting the higher duties of life- and the noble position of women, fell from H the splendor and power of the victor H to the sorrow and degradation of tho H fallen and vanquished. H (Continued on Page Eight; H COMMENCEiMENT WEBER ACADEMY Continued from Page Seven.) "The conditions of the future depend de-pend upon the training of the youn today. And so. parents, send yout boys and girls to a church school, where the bouI as well as tho mind and the hand will bo guided Ever since we entered here we have found i that character building 16 distinctly of church school work If ycu send our children here you will not need to fear for their proper development, for wo know that Ihey will be glided glid-ed daily, as we have been, along the, paths of righteousness. I care not 1 what you may Intend to bequeath to ! your children, you can leave them j nothing so precious, so sure to bring returns of the most value, as a clean upright character, for if character be fashioned rightly the course of the future of your children Is clear, and you will never have cauie in the future to be ashamed of them "Here at Weber we have our devo- 1 tional period, during which our minds I Bre turned to the Master, and we are instructed by some of the beet speakers speak-ers In the land. We have our the ologv clave, where principles of faith and true religion axe taught Out choir and orchestra are always at hand to rcuder appropriate music. In our class work wo receive general education and in addition instruction along such lines as we desire to follow fol-low Everything is congenial and (conducive to the making of the model mod-el man or woman In short, we are I proud to say, our school fulfills the I requirements of a modern writer, who savs: The school should leach Aris-! Aris-! totle s dictum that 'man is a social animal, and munt inculcate the doc-trine doc-trine of service, it mu6t teach him the possibilities as well as the dangers dan-gers of 3 highly organized society. Questions Ot public heulth. puhlic moral and public duties must demand de-mand Increasing attention.'" President David Mi Kay of the Hc&demy hoard of education, after paving a beautiful tribute of respect to "the class for a high standard of moral and Intellectual attainment, and pUini; son ' vrellent advice, present ed diplomas to the following graduates: High School Couree. Benjamin ITenderson. Spencer He' ner. ina Poulter Verna Malan, Bruce: Taggart Scott Taggart, (Jiadys stmt ford. Olive Tracv. Lloyd Taggart. .Tack Ecclea David Fletcher. Lloyd Miller CbarleB T-nke. Henry Burnett. Ar-ueii Ar-ueii McKay, Vadal Peterson LeRoy p Hadley, Victor Belnap, Rhea Ste vens. Harold Brown. J. Frank Fowles and David Eccles Normal Course Leantlne Barker. Aggie Stalling! Jesse Cottle. Marrellus Chard. Pearl Grover. ;olet Cragun. Violet M Jensen. Jen-sen. Mabel Rlrle. Lillian Griffin, Myrtle Myr-tle Manning. Ella Manning inna Nielsen. Arba McGregor. Minnie Nelson. Nel-son. Domestc Arts and Science. Zina Beus, Effle Allen, Ora Ensign I Brown Four Year Commercial. Jeanette Bowns Laurel F Browns. Lynne Lundberg. Ira Handley, Arias Belnap and Wealtha Wilson Scientific Course. J. Frank W'atkins. Robert Jones. Harold Richards Leonard Anderson. Russell Tanner Mechanic Arti Guv Toone, George Grant, Morgan McKa Classical Course. Boyd Lindsay. Three-Year Shorthand. Louise Schellne. Keren M Coonihs Two-Year Agriculture Lawrence Wilde. Benediction. The pleasing rendition of tho Oxen Minuet Minuet de Boeuf) by the Academy orchestra and th" bene. lie. Hon by Patriarch David McKay completed com-pleted the program |