Stoneham High School - Wildlife Yearbook (Stoneham, MA)

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20 THE STONEHAM HIGH SCHOOL AUTHENTIC bilities of their country’s affairs. Worthy use of leisure time depends just as much upon training and preparation as does efficient use of work hours. Activities in clubs, debating, music, library projects, and art do much to form the habit of using leisure time profitably. Ethical character is often neglected in the home and left for the school. Certain habits of conduct are developed naturally out of the experience within the school community. The boy and girl learns hon- esty, fair play, and respect for property rights by active co-operation within the school groups. In accepting these seven cardinal principles, edu- cators are striving to meet the needs of the individ- ual and make his life more productive. It is prob- able that this problem will never be completely solv- ed, but progress will ever be made in that direction. The amount of good already done by schools under this project is clearly shown by the tremendous in- crease in enrollment. From 1890-1920 there was an increase of 90% and during the last fifteen years the enrollment has continued to rise. However, this is not wholly due to the attractiveness of our new curriculum. Industry has to a large extent discard- ed child labor and parents have come to realize the immense benefit of education so that more pupils have been allowed to continue beyond grammar school. Although now only one-fourth of the adult population has had a secondary education. A gen- eration hence three-fourths of the same group will have gone to high school. The needs of the time have had and will continue to have a profound in- fluence on the curricula offered by our schools. The educators still strive to meet the needs of the indi- vidual and make his later life more productive. In tracing the history of the high school there have been many important phases of development. From the first Latin school, where a few boys were trained by a narrow curriculum for a single pur- pose, the ministry, to th e modern high school where both boys and girls are trained in diversified sub- jects for all possible walks of life, is surely an im- mense step. While this transition was taking place, the number of students in Boston alone rose from 20 pupils educated at a cost of 80 pounds a year to two million pupils costing seventeen million dollars a year. Education has spread from a school taught by one man in a private house to a vast system of schools, academies and colleges which to a great ex- tent are responsible for the important position our country holds in the affairs of the world today. It has been an amazing growth and has as yet only begun so let us hope that these high schools will continue to develop the high type of mentality and character which make the American people ad- mired the world over. William Garside. HISTORY OF CLASS OF 1935 The day of days has arrived at last! We have finally reached our port after years spent on a voy- age in search of a treasure — the treasure, education. We are pausing momentarily in our long-sought port and then we shall be off on an even longer voy- age — one that will require many more obstacles to be overcome and many more hardships to be endur- ed before we gain this quest, higher education and experience; a place in the world. I shall endeavor to tell of some of our adventures during the treasure hunt which has ended today in the harbor of graduation. We started on our long voyage in the year of our Lord 1931 with captain, Herbert Monson; first mate, John Sweet; keeper of the log, Dorothy Meehan; purser, Ruth Barton; and the head of our entertain- ment committee, Dorothy Kimball. The keepers of the staterooms were Mrs. Barnes, Miss Bergeron, Miss Benson, and Miss Eastman. Our first big event, the freshman social, was a financial and social success. In June 1932, we made our first stop of any length. We had a much needed rest which lasted two months. We returned in September of the same year refreshed and eager to take up our journey where we had left it. We were captained again by Herbert Monson; the first mate was Robert May; keeper of the log, Dor- othy Kimball; purser, Ruth Barton; and chairman of the social committee, Joyce Clark. The chaper- ones of the staterooms were Miss Garland, Mrs. Mil- ton, and Miss Smith. Joyce Clark launched us on our big social and pi- loted us to a smashing financial and social success. The winter carnival was the last social event in which we as sophomores participated. The carnival spirit was much in evidence in spite of the fact that the winter sports had to be omitted because of lack of snow and ice. In June we made safe anehorage to regain our strength in prqparation for the long, stormy cruise ahead. We set sail in September. Again our captain was Herbert Monson. The first mate was Mary Ring- land; the keeper of the log, Dorothy Meehan; the purser, Leo Maghakian; and chairman of the social committee, James McDonough. The chaperons this year were Miss Spinney, Miss Johnson, Mr. Reed, and Miss Eastman. For the first time in our history we participated in varsity sports. The boys who made the varsity team in football were Robert King, George Lufkin, Leo Maghakian, Harry Russell, Michael Mustone, and John Enfugian. The girls who made berths on the varsity team

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THE STONEHAM HIGH SCHOOL AUTHENTIC 19 practice. Benjamin Franklin studied at the Boston Latin School for eight months, but left because he could not learn the classics. Later in life he made severe attacks on the school and drew up the plans for the first school in America which was devoted to other types of education. These plans developed into Franklin Academy in Philadelphia, the first academy in the United States. The first academy in Massachusetts was Dummer Academy founded by Governor Dummer at South Byfield in 1763. The principal aim of the academy was to provide broad education which would enable the graduate either to continue his education in col- lege or to be able to enter some vocation without further instruction. Here, although Latin was still a major requirement, the student received the bene- fit of other important studies such as mathematics, English, navigation, geography, physics, etc. Hence the academy did make four distinct contributions to our present form of education. First, it broadened the course of study. Second, it introduced co-educa- tion. Third, it provided a secondary education for those pupils who did not want to go to college. Fourth, it introduced privately fostered education in this country. The average size of these schools was small. There were usually about two teachers and forty to fifty pupils. Popular as the academy was it had several major disadvantages. The cost was prohib- itive to many of the poorer students, they were very inaccessible to many students in rural communities, and they failed to meet any uniform requirements for a college because no two academies had similar- ly prescribed courses of study or used the same teaching methods. This condition was not corrected until a state-wide system of high schools was organ- ized with the college curriculum under the direction of the college board. When the general public came to realize that these disadvantages were making the education of Ameri- ca’s youth more and more difficult, it took steps to remedy them by substituting the high school for the academy. The first of these schools was the Boston Classical School, later the Boston English High School, established in Boston in 1821. It was a pub- lic school sustained by taxes, but for boys only. Five years later the first girls’ high school was open- ed also in Boston. Though at first retarded by the popularity of the academy, the high school soon be- gan to grow in public estimation. After the Civil war the number of academies dropped sharply and the number of high schools rose proportionately, until by 1890 they had almost completely taken over secondary education in America. One difficulty the academy experienced remained with the early high school. The curriculum of high schools and colleges were not properly co-ordinated so that college preparatory students might have uniform preparation in any high school as they do today. However, as high schools have developed, it has become more and more evident that they should not consider only students who aspire to at- tend college, as this group comprises only about 50% of the total, but should offer practical courses of study for the other 50%. The first group can be divided into two classes, those seeking professions and those interested in trades. The second 50% are those who usually take their places in the indus- trial life of the country filling what is commonly spoken of as jobs. This group needs a general edu- cation to fit them for a wide variety of positions and to build the knowledge and character which make of them the backbone of the nation. This grouping necessitates several major principles in the adminis- tration of the courses offered. Instead of ferule and birch branch, the honor and scholastic demerit sys- tem are used to control, discipline and promote initiative in the school. This new system of discipline is a part of the new guide for educators set up by the national board of education in 1918. The board decided that all schools should have a definite and identical set of cardinal principles by which they would all accomplish the same purpose. These principles were: health, worthy home memberships, vocation, comrade of the funda- mental processes, citizenship, worthy use of leisure, and ethical character. Health is first because the progress and the main- tenance of the nation’s industry and standard of liv- ing depend upon the health of its people. Many schools give free dental clinics and most high schools offer instruction in physiology and hygiene as well as giving physical training on the playground and in the gymnasium: worthy home membership is impor- tant because the children of today are the parents of tomorrow and the responsibilities of parenthood necessitates careful training. Courses in budget, dressmaking and correct diet give the pupils a foundation in this field. Vocation is included because the most necessary thing to the success and happiness of a person is a good job. The Latin School and the academy gave little thought to this question but the high school has adopted itself to modern needs with courses in mechanics, manual training, and business training. The command of the fundamental processes, the three R’s, reading, ’riting, and ’rithemetic, are neces- sary and indispensable tools for further learning and participation in the life of the community. Citizenship is a natural necessity. Without the interested support of the people, the government would not function. Civic courses are offered to in- struct future voters in management and responsi-

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THE STONEH AM HIGH SCHOOL AUTHENTIC 21 Music or Dramatics For a Profession or Avocation If you possess a talent for Music or Dramatics, you should consider further study in your chosen field. As a profession it offers the advantages cf congenial work and as an avocation, the life-long benefits of participation in and appreciation of cultural activities. - Newtngland , Conservatory Wallace Goodrich Director of music BOSTON, MASSACHUSETTS Year Opens September 19, 1935 Our students receive a thorough train- ing combining expert instruction with experience in frequent public appear- ances. Advanced students are offered membership in the Conservatory Sym- phony orchestra or presentation a3 Soloists. Dramatic students participate in a full season of Dramatic programs given annually. Our students receive the full benefits of an excellent faculty and unusual facilities for study, practice and public presentations. Students received for study of Single Subjects Diplomas and Collegiate Degrees conferred. You should give yourself the advantages of the training provided by New England Conservatory of Music, acknowledged as a Leader since 1867, in preparation for positions as: Soloist, Ensemble Player, Orchestra Member. Teacher, Opera Singer, Composer, Actor, Dancer, Little Theatre Director, etc. Our training prepares you and our Prestige aids you. Visit or write to Frederick C. Converse, Dean. Fill out and return this coupon and receive Free tickets to public performances. □ Please put my name on your mailing list for Free tickets to Conservatory concerts and recitals. □ Please send Catalog of Courses. Name Street Town or City I am interested in studying I will graduate from High School in 193 Send this Coupon or a letter to Frederick S. Converse Dean of Faculty New England Conservatory of Music Huntington Ave., Boston, Mass.