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Page 17 text:
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N I Q i mul. umcmuss , ur. mu. ' - hm H uma. mx Q hav 0 puumn nn mmm GE ...... E.. -3 ....,....... ?r,fIS','2fQ,,,,,,,, 9 lj ..::' 'ar K mum B .mu.ArwAtul r. eurp: Y 'I 'Inu ar Q umm nnilsllkrzlunsn UNH! PllllN? - Q ' nu CDU. M fununsxam J mx Hamm Q Fa llege eq:a.,,, St. 3 1 l Ng 'U' nm 0 1 22:9 uoammu JJ. gums. uqguuua anooLQ alazgglzuf MEEWNHND . nun Q n. Qi. n n V ,V . A ' - ,f . 3 z .ls i V 1'-f' 5. uf? .17 4 .r-: rv, t X- 1 g ....,.. .,.,....................... . L ...... ................. I Q wmuru as ' '-E1 ' bfi rpm!! 'M I 'NIH' Q .lA.ru.nronr 5' ., Q 53 H M, uve: onuu N V A En' 2 limlcr . E U .mu ,nt JON. nunsnxun Q Ilrmzr 7 Ausrm amlrnrnlncgn www - 92:4:' I -., - , .. ,. , ,fr 'El aww 37 M- - ' 563 EB 671, u r oh, K , J't. mea we as 00 Mun' Q J, Wm, 5 uuuusnnu nunr ec' N.-man FH Nb, mm. 5 .JF 5, 'in-.. Q -: '4-W1 A map of 1748 showing New Haven green and the surrounding area. To the upper left of the grammar school can be seen an early building of Yale College. In 1657 Edward Hopkins, merchant of London and member of Parliament, died, specifying that part of his legacy be used for the breeding up of hopeful yout hs in his adopted home of New England. He had spent much of his life in New Haven, having served five terms rs governor, and had wisely foreseen the necessity of an educational institution in the area. Accordingly, through the efforts of John Davenport and the town council, a one room school house was opened on the green in October of 1660. For the next four years the school lived a precarious existence under schoolmaster Jeremiah Peck, but when Governor Hopkins' bequest was secured, the school became financially and educationally sound. For the first two centuries of its existence Hopkins remained a grammar school in the Puritan tradition. The curriculum consisted of Greek, Latin, and Hebrew grammar, and the Scriptures, subjects which were not to change until the late nineteenth century. In 1701 the school received an unexpected boost with the founding of Yale College, an institution which would provide a market for the Hopkins students. These ties which continue to exist today between the two establishments were further sown by the transitory divinity students who provided the backbone of the grammar school's faculty. 13
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Page 16 text:
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T wa Ji 111 ft fr-ig I alffflg-'Visa kVL,3'b9fn-9 ,445-fffwffns Jf?g4-vudhai jlyiglzqllng KA.-ywvabfi u,.r.,a3i 5 .nba 'M man!! ,,,SA.rs1Z..fjgwa- Sfkeaaiaua 1A.s.,w.x.1f.-ZZ,,.9,' It XM MF ata n1 I K 'Qjo I natcrga Rio K 19 1:4 mn on 1 112 'aww I nf 14:1 Hhl' I-W1-51 M LY' QQPffUrww mbauk 'Ui' ' L 65 nfcvgf ' a .izctall-91 : b ' , 4. . , ' L .glblzuirn S , k ' 0 9 iii . , .f .... s,.c.SI.sar2vost4Az.+.c2r4-m. .,. y It ima.. fa1'f,e.Zf.g,fsQsw,.,.9,f.aa..ss,.f Liv- A, . Wi? ' .. j?123 wiWdMQ7h.. 1 r' cnt?-f,' ale , 3-fi?e'5 A ' U, ' M 39. A copy of Governor Hopkins' will of 1657. It was from this bequest that the funds to launch Hopkins were obtained. Exactly 300 years ago, thirty students first trudged in to a small colonial schoolhouse on the New Haven green. Although this school has always remained small in size and in numbers, it has survived and is now the third oldest preparatory school in the country. This year culminates three centuries of growth and fulfillment: 300 years of tradition. A reconstruction of the old sch house, which was originally locate the present site of Center Churcl was in this building that Ieremiah I taught his first students in 1660. 12
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Page 18 text:
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to pay for their tuition. For the students of the period a Hopkins education was evidently a long and difficult process. In addition to the narrow cirriculum and the strict discipline, the hours were extremely long and the holidays extremely few by today's standards. But, as would be expected, the boys did have their diversions. In 1780 students rejoiced over an unexpected two year vacation due to Revolutionary War activity. Several sports, including teacher baiting, were also popular. In addition there were several times when anguished parents complained of the excessive card-playing of their sons. Although three centuries may have changed Hopkins, they have not changed her students. In the nineteenth century the serene and unsullied existence of Hopkins were threatened by new trends in education. The classical tradition seemed outdatedg cries for a new curriculum and public education arose. But Hopkins was to resist change for another half century, a period in which only the stubbomess of the trustees and the association with Yale kept the school alive. But by' 1854 the total enrollment had fallen to five students, and it became imperitive that changes must come. Fortunately the school was saved for a period by the arrival of new and forceful rectors rectors who ac- ceded to the demand for a more modem education by adding new subjects and innovating final exams. In addition career masters were appointed and the faculty enlarged. An increased student body took part en- thusiastically in secret societies and in literary and athletic endeavors. But this evident prosperity was not to last. The loss of leadership and faculty, plus a lack of funds, showed that the school was once again on a downward spiral. As Hopkins continued to cling to the classical tradition, enrollment dropped and the curri- culum deteriorated. At one point the only solution seemed to be a merger with the public high school in New 14 In a room such as this Hopkins first opened its doors. In the background can be seen the wood that the poorer students brought in order
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