North Andover High School - Knight Yearbook (North Andover, MA)

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JOHNSON HIGH SCHOOL The Faculty Mr. Alvah Hayes, B. S., M. I. T. - Mathematics (Principal) Miss Lucy Hatch, Boston University - - English, German Miss Clara Chapman, A. B., Bates - Chemistry, Physics, Science Miss Irene Cook, A. B., Mount Holyoke American History, French, Social Sciences Miss Mildred Green, A. B., Mount Holyoke - Latin, Mathematics Miss Veva Chapman, A. B., Bates - - English, Civics Miss Alice Neal, B. S. S., Boston University Salesmanship, Bookkeeping, Typewriting Miss Glenna Kelly, A. B., Jackson - History, Social Sciences Miss Edith Pierce, A. B., Wellesley History, English, Business Training Miss Dorothy Colburn, B. S., Simmons Commercial Law, Stenography, Typewriting, Girls’ Coach Miss Elizabeth Oetjen, B. S., Middlcbury - English Miss Oiele Scott, B. S., Framingham - Biology, Domestic Arts Mr. Walter Mitchell, B. S., New Hampshire University Mathematics, Science, Boys’ Coach Miss Clara Curley, B. S. E., Framingham Business Training, Domestic Arts Miss Catherine Phelan - Student Teacher 12

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i 9 3 5 YEAR BOOK GLADYS BUTTERFIELD “ Gladys ” Journal Staff 4; Practical Arts Club 4. A girl with a million friends — we all know why — that beautiful smile and friendly word. ARTHUR PAYNE “Art” Assistant Sports Manager 3; Manager 4; Student Coun¬ cil 3. 4. “Art” has ambitions to be a photographer and at the rate he is goin,g, he is bound to make good. Helen McCarthy “Pat” Dramatic Club 3, 4; Class Secretary 3; Class Treasurer 4; Journal Staff 4. It is not necessary to say anything about “Pat”—we all know her and love her! Cheer¬ ful, gay, intelligent, charming —that’s Pat!” EMILE BOULANGER “Bo” “J” Club 3; Chefs’ Club 3; Baseball 3, 4; Football 3, 4. “Bo” has made a reputation for himself this year as being a quiet studious boy. He has shown us that he has the ma¬ terial to make good. RALPH CHAMPION “Champ” Chefs’ Club 3; Dramatic Club 4. “Champ’s” popularity with the freshmen girls is unrivaled. Here’s hoping you play your part in life as well as you did in Not Quite Such a Goose.” I JOSEPH FITZGERALD “Joe” Football 3, 4. “Joe’s” curly hair makes him very popular with the girls and a wow with the teachers. GEORGE FLANNAGAN “ Flatty ” Chefs’ Club 3. The boy whom we are all sure will become a noted poli¬ tician by his famous, speeches in Social Science. What will it be first, George—Governor or President? DOROTHY WOOLLEY “Dot” “Dot” is one of our quiet girls who believes in the rule that “silence is golden.” She has acquired many friends, be¬ cause of her fine disposition. JENNIE ZABRONOWICZ “ Jennie ” Practical Arts Club 4. The smallest girl of our class who shall have the big¬ gest place in our memories. The good times we had could not have been what they were without our “Jennie.” RENE RICHARD, Jr. “Sonny” Dramatic Club 4; “Take My Advice.” In the short year that Rene has been with us, he has be¬ come well-liked by his class¬ mates. PAUL HICKINGBOTFIAM “ Higgy ” Chefs’ Club 3; Football 4. “Higgy” doesn’t seem to get along with his studies and teachers, but he has a win¬ ning way with his classmates. MABEL DILL “May” Mabel is always smiling and ready to help. She has been extremely successful in her business curriculum. Good luck, Mabel! 11

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i 9 3 5 YEAR BOOK Salutatory It is my pleasure in behalf of the graduating class of 1935 to extend to you all our most cordial and sincere welcome. You, our parents, who have done so much that we may be a part of this school, you, our teachers, whose perseverance and hard labor have made it possible for us to receive the full benefit of a high school education, and you, our schoolmates and friends, who have helped us so much by your sympathy and com¬ panionship, one and all we bid you welcome. The Development of Secondary Schooling In This Country The modern high school is not an institution developed within the last few decades, or even generations. Its development has taken centuries. Early Rome ' s secondary education was divided into the grammar school, the rhetorical school, and the university. The changes of social pattern eliminated both the rhetorical schools and the universities. The grammar or secondary school was left the sole bearer of the intellectual tradition until the university development in the middle ages. The grammar schools of the middle ages stressed Latin and the elements of logic to prepare for advanced work in the university. The Renaissance changed educational institutions a great deal, the study of literature and grammar being stressed. Latin, however, was the dominating subject of both learning and teaching. Latin grammar or secondary schools of the 16th century were intent on drilling boys in Latin classics and grammar. The Boston Latin School, founded in 1635, was fashioned after this type. This was a tuition school; and in the modern sense it cannot be said to have been free, but it was public in that it was controled and partially supported by the town. Boys were admitted at the age of seven or eight, by fifteen or sixteen prepared for college. Its purpose, preparation for college, was rigidly adhered to, and its curriculum was confined in a large measure to the study of Latin and Greek. Although it was never a popular institution, the school flourished; by the close of the century, forty Latin grammar schools had been founded in New England. The main fault of the Latin school was that it made no provision for the education of the masses and it fostered class distinction in the colonies, a fact which led to the development of the academy. In 1751 a new type of schooling sprang up, a grammar-college combination known as the academy. This type of school did not become prominent, however, until the nineteenth century. The purpose of the academy was to prepare boys and girls for practical vocations. Although private and supported by tuition fees, the state legislature was often generous in granting them aid. Close relationship between the college and the academy did not exist as in the case of the Latin school, although some larger academies offered the classical course as well as the English course. The academy, being demo¬ cratic with respect to the curriculm, was socially open to only those who were able to pay tuition fees and, in many cases, the expense of being away from home. The wide¬ spread growth of the academy and its broad program of studies was of great influence in developing the conception of the value ol secondary education and in making more young people wish to attend secondary schools. The tradition of the secondary education was never connected with the common people, it being considered enough to have the privileged few taught at the academy. Thus the academy was a large obstacle in the way of universal, democratic high school education. In 1821 Boston opened the English Classical School for boys who had finished the common school. Three years later the name was changed to English High School. This was the first use of the name “high school’’ which has since identified itself with all forms of secondary education. The important characteristics of the early high schools were the demotion of classics and a new emphasis placed on English: the aim, provision for entrance in some form of vocation; a three year course of study; the exclusion of girls; the admission of boys at twelve; and the articulation with the common schools. It was with difficulty that the public throughout the country was persuaded to support the high school. Many people had money invested in academies, or sent their children to them. They objected to paying for the education of other peoples’ children 13