Hanover High School - Hanoverian Yearbook (Hanover, MA)

Page 9 text:

I-IE ANOVERIAN PUBLISHED BY STUDENTS OF HANOVER HIGH SCHOOL VOL XI.-No.11 Hanover Center, Massachusetts Price 35c SOUTHEASTERN lE', ei I 1 ffm I O U l HANOVERIAN STAFF 1935 EDITOR-IN-CHIEF ASSISTANT EDITORS Bertha Townsend Charles Gleason Betty Hall BUSINESS MANAGERS BOYS' ATHLETICS LITERARY EDITOR Howland Burpee Austin Briggs Dorothy Rhodes Thomas Hayes FACULTY ADVISORS ASSITANTS ASSISTANT Tillie L. Jacobson Mildred Damon Harry Shepherd Raymond C. Wass Margaret Church ART EDITOR GIRLS' ATHLETICS SENIOR SCRIPTIONS Gordon Richmond Doris French Allyce Finley STUDENT COUNCIL

Page 8 text:

41413011 1 rx 11 nz 2 1 v oaorirrilirrimri 3 3111111 1 111 1 3:1111 C111 1 1 111 111 1 24 ONE HUNDRED YEARS OF SERVICE M 'Qi E51 , 7: Hia -- W, L+l,.li A A A ....,,...... .,,.. l E ew SAV iEi'if5l'b rz ni? i gwf- 3 2 TL. fx 5 u p 'tzl A Mu -1 3 E lf! Elle x 7 'IH .... E: lrlil , Hogg f QIIHIM mel ' if - Ill ' ilrkff 1 ,wufil II.: SF11 ' 5 Ill ,lLl,q'egj 5 Em' K- ' ' - -' - f - 1,- lg I r EI -. if ,VI Qi , - Y v hai- A 1 43 N 5 , , -, J , Q, A 'J H115 L nm ' ij , , ',, -L -' -' 'fr f - 1 iff? - f'55 E 1.Jlg'iM!'c -1 ft' .....1'm ' 'Q ' P ESEQFQ ' -1-,Jr ,.. -j- '-fig,-,f ii-22W ,, --3' 4 f ,T ' l.,v ,552 z'-:' Y.-Q THRIFT-The Happy Road If Followed Through SOUTH SCITUATE SAVINGS A K NORWELL

Page 10 text:

8 THE HANOVERIAN HDM I? THREE HUNDRED YEARS OF SECONDARY EDUCATION IN AMERICA The gradual but persistent growth of the American system of education, from its tiny beginning in the Latin Grammar schools to its present extensive state is an impressive illustration of the earnest de- sire of the American people for a better and fuller knowledge. Une of the first problems to confront the Puritans was the consideration of providing some means of education for their children. To this end, a group of forty-five Boston resi- dents subscribed a sum of money to em- ploy a free schoolmaster for the youth of the town. This was the first Boston Latin School, and it marks the begin- ning of secondary education in the colon- ies. The Latin grammar schools, held sway until they were replaced by a more competent type of secondary school, the American Academy. The Academy offered a more varied and practical program of studies, and ac- cordingly was better fitted for a greater number of pupils. From 1780 to 1850, six thousand of these academies were or- ganized in the United States. Their aim was to prepare boys and girls for Hthe great and real business of living. The Academy was open only to those who could afford the tuition fee and so bene- fited none but the more wealthy class of people. Consequently, there was an im- perative need for a tax-supported, dem- ocratic school. At this time there was no provision for the instruction of boys who had com- pleted their elementary education, and who were not intending to attend college. As a result, the English Classical School, first of its kind, was established at Bos- ton in 1821. Three years later its name was changed to the English High School. The emphasis in this school was placed on English rather than Latin, and, as in the Boston Latin School, girls were ex- cluded. The high school did not pro- gress rapidly, as people who could pay for the education of their own children, objected to paying taxes for the instruc- tion of other people's children. Quite naturally, the owners of private insti- tutions, Academies, were against public support of the schools. lt was long be- fore it was generally realized that, for a successful state and government, all the children of all the people must be edu- cated. While the high school developed in New England, and the Academy remain- ed dominant in the South, the union school movement grew in the other sec- tions. Schools were graded into primary schools, middle schools, and high schools, which either finished common education, or prepared the pupils for universities. The purpose of the early high school was primarily to fit the student for the practical demands of life. As it progress- ed, the high school developed the varied courses necessary for entrance to colleges and universities, and these courses be- came elective. ln 1899, the committee on College Entrance Requirements stated in its report: t'The secondary schools are the schools of the people, and people have demanded and in still more effectual ways will demand, that their courses be practical, beneficial, desciplinaryfl The development of the high school through three hundred years has been impressive, the growth during the com- ing years will be even more so. As long as the people insist on a free and univer- sal education, the secondary school will endure. It has a great future. BERTHA TOWNSEND