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ALLEN COUNTY PUBLIC LIBRARY 3 1833 01826 4991
GC 974.802 C35AC, 1874-1875
A
1
CHAMBERSBURG ACADEMY
(INCORPORATED 1797)
1873-4.
Allen County Public Library
Han W. head.
CATALOGUE
OF THE
OFFICERS AND STUDENTS
OF
CHAMBERSBURG ACADEMY,
For the Year ending,
JUNE 23rd, 1874.
A wise son maketh a glad father .- Proverbs. Es ist immer gut etwas zu wissen .- Goethe.
CHAMBERSBURG, PA. : VALLEY SPIRIT OFFICE. 1874.
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2.
BOARD OF TRUSTEES IN 1797.
Board of Trustees in 1797.
JAMES RIDDLE, EsQ., CHAMBERSBURG. CAPT. BENJAMIN CHAMBERS, "
EDWARD CRAWFORD, EsQ.,
WILLIAM M. BROWN, EsQ.,
JOHN COLHOON, 66
CHRISTIAN WOLFF,
SAMUEL RIDDLE, EsQ .. 66
GEORGE HETICH, EsQ.,
NICHOLAS CLOPPER,
66
PATRICK CAMPBELL,
JOHN BROWN,
66
CHRISIAN' OYSTER,
Dopo
Their successors.
MAJOR JAMES HOLLIDAY,
HON. GEORGE CHAMBERS, 66
HON. JAMES RIDDLE,
SAMUEL D. CULBERTSON, M. D." JOSEPH CULBERTSON, EsQ.,
T. G. MCCULLOUGH, EsQ., 66
FREDERICK SMITH, EsQ.,
66
BERNARD WOLFF,
66
00
3.
BOARD OF TRUSTEES .- 1873-4.
Board of Trustees .--- 1873 -- 4.
PRESIDENT, WILLIAM M'LELLAN, EsQ., CHAMBERSBURG.
SECRETARY,
WILLIAM L. CHAMBERS, 66
TREASURER, 1
GEO. R. MESSERSMITH, (Cashier of National Bank.)
T. B. KENNEDY, EsQ.,
(President Cumb. Valley R. R.)
E. CULBERTSON, M. D.,
66
(President of National Bank .)
Po
Pe
W. H. McDOWELL,
D. K. WUNDERLICH, 66
B. F. NEAD, 66
WILLIAM G. REED,
66
WILLIAM HEYSER,
SAMUEL M. LINN, 66
00
00
4.
CORPS OF INSTRUCTORS.
Corps of Instructors.
J. H. SHUMAKER, A. M., Ph. D., PRINCIPAL, Ancient Languages and Literature-Book Keeping-Composition- Grammar-Rhetoric-Elocution-Surveying-Engineering.
E. L. HILLIS, A. B.,
Physical Science-Mathematics-Ancient Languages-History.
A
WILLIAM M. NESBIT,
Mathematics-Penmanship-History-Grammar.
MISS R. H. SCHIVELY,
French-German-Piano-Organ.
C. HUNTING,
Music-Pencil and Crayon Drawing.
CATALOGUE OF STUDENTS.
5.
Catalogue of Students.
SCHOLASTIC YEAR-1873-4.
NAMES. RESIDENCES.
A. DWIGHT ARCHIBALD, .
. ' Chambersburg.
JOHN S. ATLEE, .
Lancaster ..
HERVEY W. BEYMER,
. Pittsburgh.
JACOB BOWMAN,
. Chambersburg.
HENRY C. BRUBAKER,
. New Holland.
BENJAMIN C. BRYAN,
· Vincentown, N. J.
OLIVER CHAMBERS, .
D. ELLIOTT CLARK, . CLIFFORD E. CLARK,
. Milford, Conn.
A. CATHCART COBLE, J. CUTHBERT COBLE,
Carlisle. 66
A. BRUCE COFFROTH,
Somerset.
GEORGE M. COTE,
. Pittsburgh.
HARRY P. CRAIG,
Chambersburg. 66
JAMES CULBERTSON, .
ABRAM J. DEMAREST,*
Cresskill, N. J.
WILLIAM C. DICE,
. Scotland.
JOHN R. DICKSON,
. Hunterstown.
WILLIAM C. DOWNEY,
. Fayettville.
WILLIAM A. DUNCAN,
. Chambersburg.
MERWIN J. ECKELS,T.
. New Kingston.
ص عيد
CHARLES H. BUDD, .
Chambersburg.
66
6.
CATALOGUE OF STUDENTS.
JAMES ELDER, . . SAMUEL B. ELLIOTT,
. Chambersburg. . Fayetteville.
L. BERT EYSTER, O. WALLACE H. FALLS, .
. Chambersburg.
. New Castle.
DAVID I. FIELD,
. Lexington, Ky.
Uniontown.
FRANK M. FULLER,X.
SMITH FULLER, .
LOUIS M. GRAY,
· Pittsburgh. . Chambersburg.
WILBUR E. GUTHRIE,
FRANK R. HARTMAN,
*
GEORGE J. HARTZELL,
. Springfield Furnace . Fayetteville.
PHILIP O. HAWBECKER,
. Chambersburg.
ANDREW J. HEINTZELMAN,
D. COYLE HERR, Edward VATM W. HITESHEW,". GEORGE M. HOKE,? *
66
HOWARD HOKE,
66
HENRY M. HOUSER,".
New Holland.
JOHN HUTTON, .
. Chambersburg.
SAMUEL M. JOHNSTON,
. Connellsville.
THOMAS F. JOHNSTON,
. Hollidaysburg.
JOHN KENNEDY,
Chambersburg.
MAURY C. KENNEDY,
66
JAMES S. KENNEDY, . DANIEL H. KUNKEL,
Harrisburg.
LANDIS LEVAN, .
Lancaster. . Pittsburgh.
HARRY LLOYD, . 66
BENJAMIN MCCALL, .
Chambersburg.
ROBERT MCDONALD,?
--
Barton, Md.
GEORGE MCDOWELL,
. Chambersburg.
. Fayetteville.
. Harrisburg.
. Chambersburg.
.
66
D. M'KINNEY LLOYD,
.
CATALOGUE OF STUDENTS.
7.
CHAMBERS MCKIBBIN, WILL M'LELLAN,
Chambersburg.
T. HOLMES MILLER, .
. Pittsburgh.
SAMUEL H. MILLER, ?.
Beatty.
JOHN B. MILLER,
New Holland.
WILLIAM A. MOORE,
Chambersburg. 66
WILLIAM C. MYERS, .
DANIEL W. NEAD, + .
66
WILLIAM NIXON,
66
CHARLES W. NORTHROP, .
66
JOHN T. PENNEY,
Mckeesport.
JAMES B. RABY, .
Quincy.
J. COVODE REED,
. Lockport.
FREDERIC A. ROLAND,
. New Holland.
WILLIAM S. ROLAND,
66
ALEXANDER K. SCOTT,
. Pittsburgh.
CHARLES D. SCULLY,+
JOHN L. SHIELDS,
Chambersburg.
JOHN C. SHUMAKER,
66
SAMUEL R. SHUMAKER,?
66
FRED. H. SHUMAKER,
66
GEORGE WM. SOWERS,
66
PRICE SPEER,
.
66
FREDERIC SUESSEROTT, X.
JOHN F. TRITLE,
66
D. ROGERS TORRENCE,
. Connellsville.
CHARLES WILCOX,
Pittsburgh. ·
THEODORE WOOD,
. Chambersburg.
Salutatory + Valedictory. * Speakers Executive bom.
S.
BRIEF HISTORY.
Chambersburg
Academy,
This school is situated in the Borough of Chambersburg, fifty-two miles from Harrisburg ; twenty miles from Hagerstown, Md., and thirty-nine miles from Martinsburg, West Virginia. The town is confessedly one of the most beautiful in the State ; and is justly famed for the intelligence, morality and refined social culture of its citizens. In point of healthfulness, the location possesses unusual attractions.
The Academy buildings are situated on an eminence commanding a view of the town and of the surrounding country, with the North, South and Blue Mountains in the distance.
Three daily passenger trains each way make close connection with the railroads centering at Harrisburg; also, with the Western Maryland, and Weverton Branch Railroads at Hagerstown, and with the Baltimore and Ohio at Martinsburg.
Boys on the line of the Cumberland Valley, Mont Alto and South Penn'a Railroads can come from home by the morning and return by the evening trains. School tickets will be issued to them at half rates.
-
Brief History.
Few schools in the State are older, and few have done a more important work. One President of the United States, and a number of men eminent in the learned professions received their early training here. Owing to the destruction of the archives, many interesting facts are irrecoverably lost. The following, obtained from collateral sources of information, may prove interesting.
About the year 1796, Captain Benjamin Chambers set apart two lots in the plan of the town and donated them for educational purposes. On the 23rd of August, 1797, a Charter was obtained from the State, and the same year Chambersburg Academy was opened under James Ross, author of "Ross's Latin Grammar, " as Head Master.
9.
BRIEF HISTORY.
Rev. David Denny, Pastor of the Falling Spring Presbyterian Church for thirty-eight years, in addition to his ministerial labors, had charge of the Academy from 1800 to 1826.
Rev. D. V. McLean, afterwards President of La Fayette College, was his successor.
Rev. Dr. Crawford had charge of the Classical Department for several years, until the winter of 1830, when he was called to a chair in the University of Pennsylvania.
Rev. James F. Kennedy, D. D., was Principal from 1850 to 1855.
The intervals were occupied by Messrs. John Davis, Van Lear Davis, Rev. Gracy and others, but the dates of their connection cannot now be ascertained.
The Building, Archives, Library, Philosophical, Chemical and Astronomical apparatus, were all destroyed by the great fire of 1864.
A new Building was completed in 1868, and school opened under the present Principal in September of the same year. In 1871, an additional building was erected to meet the growing wants of the school. There are now ample accommodations for thirty-six boarding pupils, besides seventy-five pupils coming from their own homes. A large school-room elegantly lighted, warmed and furnished ; and three class rooms, afford every needed facility for successful instruction.
rrangements for
Comfort, health, Study, &c.
Boarding pupils occupy one set of rooms during the day, and another at night. The study rooms, designed for four pupils, are furnished with everything necessary for comfort, and quiet study. Teachers have charge of this building during hours of study and of recreation.
The Sleeping Chambers are well ventilated, warmed by furnaces, furnished with carpet, comfortable beds, chairs, washstand, toilet set and dressing bureau ; and are kept in order by servants. The smaller rooms are oceupied by two boys ; the larger, by four. All these rooms are in the building occupied by the Principal and his family.
The Table is supplied with an abundance of healthy, nutritious food, carefully selected from a well stored market, or brought fresh from the country by special arrangement.
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10.
COURSE OF STUDY.
In the general scheme for the day, eight hours are allotted to study and recitation ; eight, to recreation, and eight, to rest. By this arrangement, boys are neither overworked nor suffered to waste their time in idleness. Saturday is given as a holiday, except to those who are required to make up deficiencies at that time. Legal holidays are subject to the same conditions. The last Friday afternoon of each month is also allowed, provided the conduct and studiousness of pupils has been such as to merit special favor.
Pupils whose habits of study are imperfectly formed, pursue their studies in the main school-room under the eye of a teacher. Those whose recitations and deportment are satisfactory, have the privilege of preparing lessons in their own rooms. Disorderly conduct, or neglect of duty, forfeits this privilege.
the Course of Study
Is designed to afford young men the very best advantages for securing such intellectual culture as may fit them properly for College, for various business pursuits, for teaching, or for the study of a profes- sion, if a collegiate course is not attainable. Young men whose time is limited, and, those deficient in some studies whilst unduly advanced in others, can select the studies most necessary to fit them " for the end they have in view.
The "Common branches," as they are often called, are, in our judgment, the ESSENTIALS of a good education. A fair knowledge of these will be insisted upon before the more advanced studies are undertaken. Nothing is gained by attempting the impossible.
The frog in the fable was no doubt a very nice frog, but, even if he had succeeded in swelling himself to the dimensions of the ox, it is still doubtful whether he would have commanded a premium at a first-class cattle show. He was well-meaning too, and he did his best, but that did not save him from being handed down as a conspicuons illustration of misdirected energy.
From all similar attempts intellectually, we propose to save pupils by directing their attention to such studies as they are prepared to pursue with profit to themselves, rather than to such as they may possibly fancy they would like to have. Age, capacity, previous training and probable future wants being taken into account, and a course of study being adjusted accordingly, they will find us ever willing and ready to furnish all needful assistance and encour- agement.
11.
TEXT BOOKS.
The following
cxt Books
are used,
Spelling and Defining,
.
Town.
Reading,
.
Osgood. McGuffey.
Elocution, .
Kidd.
Voice and Action,
. Frobisher.
Geography and Atlas,
Mitchell.
Biblical Geography, .
Coleman.
Penmanslıip,
Payson, Dunton and Scribner.
Book-keeping by Single and by Double Entry, English Grammar, .
66 Literature, .
66 Composition.
Quackenbos' 1st lessons. Boyd
Parsing Exercises and Prosody, .
Tennyson. ·
Science of Language,
Whitney.
History of the United States,
Anderson.
66 " England, France, Greece, .
66 Ancient and Modern, ·
·
Willson's Outlines.
Constitution of the United states,
. Sheppard.
Political Economy, .
. Wayland.
Theory and Practice of Teaching,
Page. Ogden. Holbrook.
School Economy, Government, &c.,
. Wickersham.
NATURAL SCIENCE.
Physical Geography,
. Mitchell. Maury.
Natural Philosophy,
·
Quackenbos.
Chemistry, .
Youman's New.
Geology,
Dana. Tenney.
Mineralogy,
Dana.
Natural History of Animals,
Tenney.
Anatomy, Physiology and Hygiene, .
.
Cutter.
MATHEMATICS.
Arithmetic (Mental),
.
Brooks, (new.)
66 (Written),
Felter. Quackenbos.
66 (Higher),
. Robinson.
A
Algebra,
. Robinson.
·
Loomis. Playfair's Euclid.
Trigonometry,
. Loomis.
Mensuration,
. Bonnycastle.
Surveying, .
· Gummere.
Analytical Geometry,
·
Loomis.
Engineering,
. Henck. Trautwine.
Pupils in Surveying and Engineering have field practice with Transit, &c.
D
" Rome,
Liddell. Arnold.
Goodrich.
Trench.
Study of Words,
Crittenden. Duff.
Smith. Parker.
Shaw.
Geometry,
12.
TEXT BOOKS.
1
LANGUAGES-ANCIENT AND MODERN. .
A .- LATIN :-
Grammar and Reader, .
Harkness.
Cæsar, .
Hanson.
Sallust,
.
Anthon.
Virgil, .
. Cooper.
Ovid,
.
Schmitz & Zumpt.
Cicero's Orations,
Hanson.
.
Livy,
Lincoln.
Horace,
. Anthon.
Tusculan Disputations,
·
Chase.
Tacitus, Agricola and Germania,
·
Tyler.
Cicero de Officiis, .
Thacher.
Latin Prose Composition,
. Arnold.
B .- GREEK :-
Harkness' Ist Greek Book.
Grammar, .
Crosby. Kuhner. .
Reader,
.
Anthon.
Anabasis, .
Boise's first three books.
·
Cyropædia,
Owen.
Greek Testament, Hahn.
Herodotus,
Johnston.
Memorabilia,
.
Anthon.
Homer's Iliad, .
.
Owen.
Anthon.
66
Odyssey, .
. Owen.
Demosthenes, .
Champlin.
Greek Prose Composition,
Arnold.
C .- GERMAN :-
Comfort's German Course.
Testament.
Wilhelm Tell,
Schiller.
Thirty Years' War,
Schiller.
Faust, .
· Goethe.
-
D .- FRENCH :-
Grammar, .
Otto.
Charles XII,
·
Voltaire.
Piccioli,
De Saintainc.
Dramatic Works,
Corneille. Racine.
Text books are used as furnishing the readiest material for thought. Definitions, rules and principles are"required to be carefully com- mitted, and always correctly stated, because in them lies the essence of any given subject. Without these, progress is at best slow and painful.
A pupil disinclined to study may flatter himself that crude and rambling statements of his own are just as good as those of the book, but the sooner he is cured of such a delusion the better.
عر صى شى
·
.
13.
GENERAL ADMINISTRATION.
The authors of standard works may reasonably be supposed to have weighed their words ; and whilst we are not the advocates of a slavish adherence to any one book, yet we respectfully submit that young gentlemen of unfinished education do not often hit upon valuable emendations of works submitted to them for study. Better it is to have the exact sense always, and the precise words whenever they are full of meaning. Accurate knowledge is the only kind worth having. Habits of inexactness are sure to plagne the inventor in after life as well as at school.
.
PO
Recitations
Havea two-fold object ; (1) To ascertain what amount of preparation has been devoted to the lesson by the pupil-what he has thought about it-and how; (2) To give such explanations, illustrations and suggestions as may be necessary to a clear understanding of the subject under consideration.
The Teacher's main business is to put Life into the dry words and facts of the text book-to make them a quickening power in the mind of the pupil. The better the teacher the more radiant with beauty will these living forms become. Here, if any where, the touch of a master's hand will show itself.
General Administration.
The School in all its appointments is under the personal care and supervision of the l'rincipal. He is assisted by teachers of tried experience in every department. All the employees of the estab- lishment are selected with special reference to the position they are to fill.
The following aims are kept steadily in view : .
1. To take good care of boys.
2. To teach them how to study successfully.
3. To give each pupil such training as may be adapted to his needs and capacity.
4. . To assist him in forming a strong, manly character.
Whatever tends to secure these results is to be cultivated and practised ; whatever is at variance with them can receive neither favor nor encouragement.
بص عيد
14.
FORMATION OF CHARACTER.
be
ormation of
Character
Constitutes an essential element in the training of youth. It can- not safely be left to chance, nor to the uncertain influences which boys of immature judgment exercise upon each other.
According to Paley, "Man is a bundle of habits." The philoso- pher might have added, A boy is a bundle of impulses, forming hab- its which in the end constitute character. How to restrain wrong impulses-how to develop and strengthen right ones-in such a manner that the boy growing into manhood shall of his own accord wisely choose, and freely practice what is right and good-that is the problem presented with ever varying conditions to parents and to teachers.
There is one system of school government which assumes that boys cannot be trusted. It arranges therefore to have them by day and by night under the eye of a teacher. Force on the one hand and Fear on the other, like grim giants, push unwilling feet along the prescribed pathway. Punishment with uplifted hand stands ever ready to smite the transgressor.
And there are boys so ungovernable at home, so incapable of self control anywhere, that they need the sharp and painful discip- line of such a system as this to bring them to their senses. If it does not make them better, it has the merit at least of restraining them from doing harm.
There is another system more in accordance with the spirit of American Institutions. It never forgets that the boys of this gen- eration are to be the men of the next. They are not to be the military machines of an old world Monarchy, nor the lawless mobs of a new world Republic. They are to be free men, capable of governing themselves, and fitted to take an intelligent part in the government of others. In order to this, they should as boys learn to be happy and free, not by doing as they please, but in obedience to law.
This system seeks to cultivate a minly, instead of a servile spirit. It sees no reason why a boy who has been loved and trusted at home should immediately on entering school become an object of coldness and suspicion. It trusts him therefore until by his own conduct he shows himself unworthy of confidence.
15.
FORMATION OF CHARACTER.
It exercises parental care and watchfulness, and uses all reason- able precautions to keep boys out of harm's way. It insists upon the daily practice of that high self-control, without which true manliness is impossible. Equally removed from casy going indiffer- ence and from tyrannical harshness, it lacks at the same time neither nerve nor power to deal with offences as they deserve. Whilst it makes due allowance for youthful indiscretion and folly, it will not tolerate deliberate disobedience nor deliberate wickedness. When appeals to heart, and conscience, and common sense alike fail, it does not hesitate to' use punishment adapted to the age and charac- ter of the offender, as well as proportionate to the magnitude of the offence.
Experience has shown this system to be best for us and for those with whom we have to do.
Occasionally we have had a youth who through folly, or wicked- ness, or through a mistaken estimate of our forbearance, has tried to make himself happy by abusing the confidence put in his honor, or by disregarding the restrictions considered necessary for his good, and yet he was not happy. After playing a brief part, he has either adopted a new character, or made an inglorious exit. Nature has not endowed us with the faculty of being either conveniently blind, or serenely indifferent.
As a last resort before dismissing the offender, we have some- times used the rod, and found it salutary. Possibly, under similar circumstances, we may feel called to use it in future, but we much prefer to have pupils whose case will not demand such educational appliances.
Boys possessing good common sense rarely if ever need chastise- ment. If the sons of folly have had a judicious supply of it at home, they will not be likely to need a fresh supply at school.
In a late publication there is a print of an old soldier in front of his cabin with his trusty musket at shoulder, "Standing Guard over Himself." That conveys our idea of the best school discipline. It consists in teaching a boy to stand guard over himself, whilst all his forces of body, soul and spirit, are being so drilled and disciplined that they will readily do his bidding in the battle of life, and bring him off victorious when the conflict is decided.
D 00
16.
RELIGIOUS CULTURE, &C.
Religions Culture.
Reading of Scripture and Prayer constitute the opening exercises of school every morning. Boarders attend family worship morning and evening. They also attend Church, and recite a Bible lesson on Sabbath. Parents will please designate at the opening of the session what church they prefer their sons to attend, in order that sittings may be secured for them. Unless such preference is ex- pressed, pupils will be expected to attend church with the Princi- pal and family-Presbyterian. Pupils will not be allowed to wan- der about on the Sabbath, nor to spend the day without regular attendance at some place of worship.
The school is not conducted in the interest of any denomination, but it is intended to be decidedly Christian in all its influence and teachings. We accept the Bible as the ultimate standard of right and wrong in human conduct ; and in these days of moral obliquity among men, we feel that its great truths cannot be too deeply im- pressed upon the minds of the young. A portion of the Sabbath lesson is required to be committed and recited, after which the teacher adds such remarks as may be deemed most appropriate. Discussion of nice theological points is avoided as not lying within our sphere. How shall a young man make his life purer, happier day by day ? Is his course now upward or downward ? What shall he be, and where, as the everlasting ages roll on ? These and kin- dred questions possess a solemn personal interest, in presence of which discussion of controversional points may well be set aside.
So important do we consider this exercise that no one under our immediate care will be excused from regular attendance.
$ 1
Literary Exercises --- Library --- Cabinets.
Composition is taught by means of text-books. Pupils are not called upon for written compositions until they have had opportu- nity to learn the leading principles of the art. A portion of each week is devoted to Elocution. This exercise is conducted according to the methods of the best elocutionists.
Pupils also have opportunities of hearing some of the most dis- tinguished lecturers of the country. During the past few years we have had Gough, Sumner, Douglass, Willits, "Nasby, " McClure, Dougherty, Parton, Anna Dickinson, Lilian Edgarton, Murdock, De Cordova, Diehl, Guard and McCabe.
The nucleus of a Library, and of Mineralogical and Geological Cabinets has been formed. Donations of Books, or specimens will be greatfully acknowledged.
D
17.
CALENDAR, EXPENSES, &C.
Calendar for 1874-5.
FALL SESSION-will open Tuesday, September 1, 1874. 66 close Friday, December, 18, 1874. WINTER SESSION-will open Tuesday, January 5, 1875.
" close Friday, March 26, 1875. SPRING SESSION-will open Thursday, April 1, 1875. 66 close Wednesday, June 23, 1875.
Reviews monthly. Examinations the last two days of each ses- sion. Public Examinations, or Exhibition, at the end of the year. Reviews and examinations are not for the purpose of display, but to give the pupil a connected view of the subject and to impress it more permanently on his mind.
Parents are earnestly requested to have their sons present at the opening of the session, and not to excuse them before the close, ex- cept for the most urgent reasons.
Special thanks are due to our friends during the past year for their kind compliance with this request.
xpenses,
erms,
, &c.
For Boarding and Furnished Rooms, Tuition in Latin, Greek and in all the English, Mathematical, and Scientific branches taught in the Academy, Light, Fuel, Washing, (not more than twelve pieces weekly) Plain Drawing Lessons, sitting in Church and Incidentals, for the scholastic year as above, $300, payable as follows : One fourth on entering, and the balance in three equal instalments, falling due respectively, on the 9th of November, 1874; 1st of February, 1875 ; and 14th of April, 1875.
A deduction from the above for two boys from the same family.
Pupils entering for less than the full year will be charged for Fall Session, $125 .; Winter Session, $95 .; and Spring Session, $90.
Tuition of Day Pupils, $40. to $60. a year, payable by the Ses- sion in advance. A limited number of small boys received into the Primary Department at the lowest rates.
French, German, Music and Mechanical Drawing at Professors' prices.
Pupils from a distance are required to board with the Princi- pal, unless placed under the care of friends who will be responsible for their movements out of school hours.
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18.
SPECIALTIES.
pecialties.
No pupil will be received for less than a session. No deduction for lost time, except in cases of protracted sickness. Pupils enter- ing more than two weeks after the opening of a term charged only " from date of entrance. Damages to buildings or furniture will be repaired at the expense of the authors. If these cannot be discov- ed, an assessment will be laid upon the school. A special deposit of $5. required of boys who exhibit destructive tastes. Whatever part may not be needed to cover damages, will be refunded. Idle boys receive extra lessons without extra pay.
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