Brockton High School - Brocktonia Yearbook (Brockton, MA)

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BROCKTONIA PRESIDENT S SPEECH Mr Mayor Mr Scully Members of the School Board Mr Mxller Members of the Faculty Parents and Frlends In September l933 when we who are graduatmg today entered Brock ton I-hgh school as a class we d1d not dream that four joyous and stlmulat 1ng years could posslbly flash by so qulckly and that we should be assem bled here so soon to say a last fare well Naturally a feelmg of sadness assa1ls us when vue real1Le that as actrve students we are surrendermg our places at Brockton I-hgh school and that today marks the final meet mg of the class of 1937 together under one roof One other person 1n our audrence th1s mornlng shares our feelmg of re gret ln leavmg our school home for l1ke us he IS retlrlng from school llfe now Let us take th1s opportun1ty of w1sh1ng Mr Scully our esteemed and gracrous superlntendent of schools unalloyed happmess 1n the years to tnonate best wlshes of every member of the graduatmg class But let 1t be understood that nerther Mr Scully nor we are utterxng a real farewell to Brockton Hrgh school Henceforth no matter where we go anythlng that concerns th1s 1nst1tut1on w1ll appeal to us as a personal matter In fact our deep mterest ln our school and our anxlety for xts welfare yull actually mcrease rather than d1m1n1sh and IH the years to come vse shall watch the progress of our alma mater w1th the same keen mter RAINY M Please be stxll don t say a word No that HOISL IS yust 1 blrd Vly lt s ramnng Dont they knoyx 9 Wont those vyhrstles ever blow? est vuth wh1ch we guard our homes In retrospect we shall frequently dwell agarn on happy memorles of hlgh school days Among our most endurmg mem ones we shall recall the faculty who haye lnstructed us patlently krndly and thoroughly 1n our problems and haye glven us dlrect personal gurd ance To them we wlsh to express our deepest apprecxatlon We know that they rejoxce wrth us that one goal xn our young llves has been achleyed through therr unfallmg rn sp1rat1on To our parents we extend our deepest gratltude for the1r untlrmg loyalty No doubt 1n many cases they have made great SQCIIIICQS to en able us to reach th1s mrlestone ln lxfe s Journey We can only hope that our future accompllshments may ln some slxght measure repay each father and mother To our most dlstmgulshed gradu ate Mr Mrller who entered Brockton I-Ilgh school wrth our class and who of endeavor we extend our most sm cere and hearty congratulatxons We feel sure that the same fine qual1t1es vshxch have endeared hrm to us and vson our respect and BIIGCIIOHS w1ll msure hls success as chlef 3dmlHlStf3 tor of Brockton schools We are happy that he graduates to a broader opportunrty for servlce So the keynote of today IS happ1 ness To you who have assembled here to share lf we extend our greet mgs our thanks and our hope that you vt 1ll enjoy the exercises ORNING Oh but walt I thmk I hear In the dlstanee noxy quxle e ear It s the vyhlstle rl lred le el Baek you re gomg mto bed Dorothea Prmce 10 ! . Y f . Y, A V' 1 . 1 ' 1 , Y 1 1 Y y 1 . t ' v - '. . I . ' I I , I U . . . H L . y I - I , V 4 . 3 - s n 1 . Av Y V . . . . . Y. V l - , , ' ' . . . . ,- come. He carrles with him the affec- is now promoted into 3 higher Held n . x Y - . 1 y ' 1 V I ' 7 a Y 7 I ' l Y, x l ev 1 H . K I , Y Y. ' I 3 A, D ' ,V ,U .,2 .3 1.3, Y 3 Y . I . ' 7 , I l '

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12 BROCKTONIA CLASS ORATION IHE SCHOOL IN THE NEW SOCIAL ORDLR 219 WILLIAM BRONSTEIN Madam President guests and class mates As orator of the class of 1937 to day I should like to examine with you the aims of the American High school in relation to the new social order Horace Mann the father of our present system of American edu cation once said We want no men who w1ll change like the vanes of our steeples with the course of the popular wind but we want men who like mountains will change the course of the wind We want god like men who can tame the mad ness of the times and speaking di vine words in a divine sp1r1t can say to the raging human passions Peace be still and usher 1n the calm of en lightened reason and consclence At the time when these words were spoken the United States was a nation composed of men engaged primarily in agriculture and shipping The principle embodied IH the words of this great educator remains just as vital and expresses as great a need to day as It did one hundred years ago But the economic and social life of this nation ln which such influential men are to be developed has under gone a great change Instead of a rural populace we now have an in dustrial system Wlfh the concentra tion of masses 1n the cities As a re sult the number of pupils in the high schools of the United States has doubled during each of the Hrst three decades of the twentieth century With this phenomenal increase of ie sponslbility the school today finds it self the greatest factor in the educa tional system under the present social order As you realize the school holds the unique position of being the only in stltution created by SOCIGIY for the specific purpose of formal education Although other bodies such as the church and the home exercise sup posedly a great r influence on the edu cation of a child the functions of the school have not become residual and merely supplementary to those exer c1sed by other social institutions This relationship of the school to other educational influences IS in reality an idealistic one for in recent years there has been a decline 1n the home and church influence resulting in an 1ncrease of the burden upon the schools Since they had to accept this 1'9SpOf1S1b1llIY they are endeavoring to evaluate developments 1n the social and econom1c growth of our nation 1n order to prepare individuals for their large life in society and for mem bershlp 1n various social groups X One of the oldest and most deeply rooted fallacles in education IS the be lief that any subject may be taught as long as it is difficult and thoroughly disagreeable The precept used 1n the past and still used today in unen lightened c1rcles in defense of this course of action is that the formal discipline exercised in acquiring such knovi ledge as Latin or Greek will give the pupil mental development which will assist him in solving all problems which he may have to face in later life In opposition to this sophistry we have the claim of modern psychol ogy that the education of a person is specific and not general For example a schoolmaster may teach a pupil mat emmcs a d he uzll Au 0 mathematics but he will not neces sailv be 1 better student in English grammar because of this training Scientific experiments hiye proved that acquired skills in certain subjects are rot transferable to others t Loat B Y 7 T Q ' Y - v v ' o 4 1 v C ' 3 , v . . . . . . x 1 , , . . . Q 1 r 1 s s , 1 A 1 , ll , . . . . . . , . . . . I Y , . . 1 Y n r . I . . C . v 1 - . s 1 V Y T 1 I 1 - . . . , 1 1 ll- - - - . , . , ' . . . . . . ,, - . . . . . ,, . - 1 . . . . s 7 . . m , ' . . 7 - 1 . - . 1 , . . l . U - - ' . h' . n f ' ' 01 . . . . 1 1 K- i . x . . . . I 4 . I T . 1 ' L Y! . ' . x . , I . . A , , , . , e 1. K . . . . . . 1 n 1 ' ' ' A Iimm Thu School in American Society' by Pat- erson ill c runner,