Educational offerings  in Lowell –  (PIP #56)

By Louise Peloquin

    After last week’s peek into the past at Lowell High School (1), here are three articles on educational offerings.

The first presents opportunities for Lowell workers.

The second brings up the recurring “back to basics versus specialized course” debate.

A surprising news item follows.

L’Etoile – January 6, 1925

WORKERS TO BE TAUGHT HERE

The Works and Trade Council would establish courses for the workers in the city.

     At its meeting last night, the Works and Trade Council considered the possibility of offering courses for the worker union members in this city. These courses would deal with the assignments required by the worker authorities and members. Members could also give details on how to calculate company operating costs in order to explain the process of determining salaries.

     Clinton S. Golden, representative of Brookwood, a workers’ college in Katonah, N.Y., attended the meeting and presented the Brookwood program of studies. He insisted that all workers who possibly could should follow these courses. Brookwood was established three years ago and has already accomplished a great deal for worker education.

     The delegates voted to authorize their president to provide a list of committee members to lead the next State convention of the American Workers Federation held in August at Lowell Memorial Auditorium.

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L’Etoile – February 11, 1925

Bruin denounces educational eccentricity

     This School Committee member protests against outrageous specialization and against eccentricity in High School courses. It is especially necessary to teach clear and intelligent thinking, says Mr. Bruin.

     Last night, School Committee member James J. Bruin said he would soon ask the Committee to examine the subjects taught in Lowell schools in order to eliminate eccentricities and useless courses and to prioritize those which lay the foundation of education. 

     Mr. Bruin finds that theorists have introduced too many new courses in Lowell schools and that subsequently, fundamental learning suffers. He adds that a city-wide school inspection has recently begun to establish how to accommodate all children. Would it not be a shame, he says, if after having spent abundant time and money for the operational side of our school department, we neglected the most important aspect, that is, educating children?

     Mr. Bruin believes that we are running after a myth when we include so many very specific or ornamental courses which are devoid of purpose. He says that the High School now offers a textile course, a banking course, culinary arts courses and a dozen others which should only be taught in trade schools. Student time is constantly reserved  for outside lecturers’ “conferences” on subjects which are not suitable for basic education.

     “These things are perfectly appropriate at their place but I maintain that they do not have a place in a school where children should acquire universal, general and fundamental culture. Education for me signifies knowledge of the best things created by the great individuals of the past and present. It means knowing history, science and literature and the grand subjects which have absorbed the human spirit since Aristotle. Schools have the splendid opportunity to teach children to think and to develop an intelligent interest in the glorious and beautiful things of human life and of the universe. By spending time teaching typing or culinary arts or some other studies of lesser importance, the teacher misses a great opportunity.”

     High School teachers complained to Mr. Bruin that gymnastic exercises took away time previously spent on studies. Mr. Bruin believes that this should not exist in public schools.

     “I would rather see our young graduates proficient in English writing and able to think clearly than see all the chefs and textile experts in the world.”

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The following news item out of New Haven presents another education expectation.

Like today’s social media, century-old adventure novels could cause malleable young minds to commit “stupid deeds.”

L’Etoile – January 17, 1925

HE WANTS TO GO TO REFORM SCHOOL

Arthur Waters, 13, longing to go to Reform School where he thinks he will find an exciting life, slashes his step-mother’s face with a butcher’s knife in her sleep.

     New Haven, 17. – Longing to taste the exciting life he thought he would find in reform school according to his companions’ tales,  yesterday, Arthur Waters, 13, slashed the face of his step-mother, Mrs. Harriet Waters, while she was sleeping. He used a butcher’s knife.

     Later, Arthur was captured in the street carrying the bloody knife, another butcher’s knife, and a charged, small-caliber revolver.

     Mrs. Waters needed six sutures.

     Young Waters was placed under observation. His father said that he read many second-rate adventure novels. As for the youngster, he told the city prosecutor that he wanted to go to reform school, apparently his only excuse for having committed this stupid deed. (2) 

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1)   Lowell High School a Century Ago – PIP #55 posted on January 28, 2025

https://richardhowe.com/2025/01/28/lowell-high-school-a-century-ago/

2) Translations by Louise Peloquin.