West Bridgewater High School - Climber Yearbook (West Bridgewater, MA)

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' LITEMY-DEPAKEMEW OUR HERITAGE As this issue of the Climber is dedicated to the founder of our high school, Benjamin Beal How- ard, and the trustees, both past and present, who have so faithfully carried out the desires of Benja- min Howard, as expressed in his will, I think it in- teresting and worth while to trace briefly the founding and development of the town for which they did so much. The first settlers in this district were of Puritan stock, emigrants of the Plymouth settlement, who desired to move farther inland in search of fertile soil when the incorporation of the town of Marsh- field deprived them of a large area of pasture and farm land. In 1645 a grant was made by the court to the inhabitants of that first settlement, now much ex- panded and called Duxbury. This grant comprised the land around Satucket, the present Bridgewater, which was to be made into a plantation dependent upon Duxbury for its government. In 1649, Miles Standish, John Alden and four other eminen t men of that time, as trustees, pur- chased from Massasoit, chief of the Sachem Indians, an area seven miles square, through the center of which ran the Nunkatest river. Fifty-four upright men comprised the first settlement of this district. Their homes were rude huts of logs, built closely together, and surrounded by stockades to give pro- tection against the still unfriendly Indians. But soon, as conditions improved, a prosperous and scenic town sprang up, nearly paralleling Duxbury in size. In 1656 Duxbury Plantation petitioned to become an independent township. The court of Duxbury willingly consented, and named the township Bridge- water, after an English town of that name. One of the first steps taken by the inhabitants was to provide for a minister to fill the pulpit of the church which they had erected several years before. In 1661 they built a parsonage for a minister who would settle among them. This position was filled by Rev. James Keith, from Aberdeen, Scotland. He was an able man, under whose guidance the people progressed swiftly along both spiritual and worldly lines. The stream which ran through the town made grist mills and saw mills possible, while the discov- ery of iron ore introduced the iron industry. Many new settlers were attracted by the success of these industries, until in 1788 it became difficult to govern under one head such a large and scattered settle- ment. To simplify matters of government, the settle- ment was divided into four municipalities: North Bridgewater, West Bridgewater, East Bridgewater and Bridgewater. Each was to send a volunteer committee of twelve men to form a council. The ex- penses were to be met by equal town appropriations voted in legal town meetings. This step marked the beginning of West Bridge- water as an independent town. During its early history, as today, it discharged faithfully its duties to the state; and many of its sons have become world famous. Perhaps the most celebrated of these is the famous poet, William Cullen Bryant. During the last century West Bridgewater has lost most of its industrial establishments, and has become, instead, a residential district. The growing population, which is approximately thirty-three hundred in number today, has necessi- tated the establishment and the enlargement of lo- cal schools until at present the teaching staff con- sists of twenty-three teachers for the six schools which are situated in various sections of the town. The stores of the town are, on the whole, small gen- eral stores, but they serve competently the needs of the people. The beauty of the town is unsur- passed in this section of the country. In fact, West Bridgewater is a town of which we may be justly proud. Although we cannot all win renown, we can all honor our heritage and contribute our small part to the welfare and prosperity of our town and its citizens.— Ruth Tuck, ' 35. THREE HUNDRED YEARS OF PROGRESS Since this year, 1935, marks the three hundredth anniversary of the founding of the institution which was later to develop into our modern American high school, much interest is at this time being mani- fested in that school, concerning its origin, its prog- ress and its success. The first step toward the establishment of a higher school took place on April 23, 1635, in Bos- ton, Mass., on which day a meeting was held at which Philemon Portmort was appointed to teach boys who had completed their elementary education. This school, called the Latin School, was supported by the rents from the Deer and Long Islands. The subjects taught were reading, writing, elements of Greek and Latin, and a little mathematics. Similar schools were established throughout the thirteen colonies. The Latin grammar school was never a popular institution. It was a tuition school, but it was pub- lic in that it was controlled and partially supported by the town. However, it made no provision for the education of the masses — a fact which is largely re- sponsible for the development of the American academy. The first American academy, Franklin ' s Academy in Philadelphia, was founded in 1751. Unlike the old Latin school, the academy provided education for girls, and added a curriculum broadened to include subjects which would prepare for life as well as col- lege. It was a private institution under the control and supervision of a board of trustees. The acade- mies spread rapidly throughout the United States, until by 1830 there were 1,000 such schools, and by 1850 over 6,000. Since it was a tuition school, however, it was destined to become a transition in- stitution, a forerunner of the public high school.

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i i THE CLIMBER Volume XVI WEST BRIDGEWATER, MASS.. M i: ll. 1935 Published three times yearly by the students of Howard Consider, for :. II ' High School. delights in ruining and defacing the ; ■ £ l ' tc f ■ ■tfC ' j ' • H ' ' ' ' ' MjMKj wUfwmwm •■H ' : ] ' : ' r,T Bfa MmmMMf - . 7 » have thought before acting? Absolutely n- Jr ■ J» ( n ffwKm readily accept him mpanion? You jgSsp dHSffik? w r E- ■ merely laugh at hi.- an 1 What possible earthly benefit- may we of the K; Editor ' ••.•.•.•.•.■.•.•.•.•.•.•. ' .•.•.•.•.■.•.■.■:.• . Ruth Tuck Howard High School, or in fact, tb, | Associates school, derive from such actions? V hat trains are in Priscilla Lovering Esther Peterson Maybelle Nelson the offing? Look before you leap. Think befoi School News Editor . . . .7TTT Angela Fakarano « act The thought has been emp Class Editors numerable proverbs and maxims. Edith Howard Olga Cheyunski, Barbara Bruce L et us try eat . n arK ] ,.- , El mer Har low houns, logical thinkers- I Athletics Adolph Cheyunski The ruinous acts to which I have referred are car- Alumni Warren Gardner r j ed on Dy on j y a f ew Dut t j, e remaining stud ' - ' W Helen ' FaSno ant, fe cnized tnd deprived mer K the j k es ' . ' . ' . ' . ' . ' . Merle Hurley deeds of the few. Naturally, the monev used for unnecessary- re- Business Manager . . . . — — Lllllan Kerv pairs may not be employed in more useful din Henry Woodward Gladys barker Ruth Chadwick and enterprises. Chance, for impr Norma Hurley greatly hindered, and perhaps even eliminated. Al- ., ., Mo+ou riii»-™o though the building, as well as the equipment Adverting Manager ■ - Natalie Gillespie . g wa] . ranted: rather . because Theodore Robertson Bruno Ferrini Robert Anderson its age. should it be preserved for the memories a La Forrest Wilbur traditions with which it is associated. Typist Erland Porter Keep our school property intact ! Assistants The Howard trustees, who maintain our repairs, Arlene Phillips Harry Fuller T am sure . will greatly appreciate such co-opera- Faculty Advisers tion — Charles Rubin. ' 35. Miriam G. May Nils G. Lindell dilorial WHAT PROFITS DESTRUCTION The careful student forbears. He withholds him- self from committing destructive deeds to which his impulses seem to urge him. He may be compared to our noted and illustrious John C. Calhoun, remem- bered for his logical reasoning, a commendable trait to which most persons of high school age or over may aspire. Truly, is it not prudent thinking to refrain from doing something which can bring him no per- sonal gain — something which can but satisfy a pass- ing whim or fancy — something which may prove harmful, injurious? How many of us may be likened to John Cal- houn — or rather, are not most of us to be contrasted with him? Why can we not reason as logically as he? We can. Senior Class Photographs Our photographs like a mirror reflect the perfect likeness of yourself. Prices $12.50 for 50 photographs com- plete with one enlargement. Six from which to select. NEVILLE STUDIO 63 MAIN ST. Tel. 227 Brockton Better photographs live longer -cwaterTuBL L 80 Keyword Street ■7En-, .,....,.I. „ ,-| '

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Ah early as 1820 a move was made to Introduce a secondary school which would be more di mo- cratic, in thai h would be supported by the people and open to all, and in which subjects taught would more nearly parallel those taughl in the college . Although fhis move ,-ii ftrsl met with much disap- proval, finally such a school was opened in Bo ton in 1821. The school, now called the English High School, merits consideration as the first public high school in America. Its object was to enable the mercantile and mechanical classes to obtain an education adapted for those children whom their parents wished to qualify for active life. It was emphatically a people ' s college. The real beginning of the American high school as a distinct institution dates from the Massachu- setts law of 1827 which requires that (a) in every town having 500 families or over, a high school should be built, in which United States history, bookkeeping, algebra, geometry and surveying should be taught; and (b) in every town having 4,000 inhabitants or more, instruction in Greek, Latin, history, rhetoric, and logic should be added. A penalty was attached for non-compliance with this law. In 1835 the law was amended so that smaller towns might also establish high schools. The development of the high school was very, slow. Despite the law of 1827, the academy con- tinued for many years to be the dominating sec- ondary school, even in Massachusetts. The primary objection to the new school was based upon the as- sumption that public schools were essentially char- itable institutions, and that since their patrons had no right to demand more than elementary instruc- tion, tuition should be charged for all instruction beyond the rudiments. Thus years of propaganda and patient effort were required to establish high schools, followed by years of constant watchfulness to prevent their abandon- ment. In 1840 there were over a hundred incorporated academies in the state, and only eighteen high schools. From this time on. however, the number of high schools increased very rapidly until by 1861 there were one hundred and two. Gradually the high school has been accepted as a part of the common school system by all our states, and the funds and taxation originally provided for the lower schools have been extended to cover the high schools as well. Today almost six million pu- pils are enrolled in the high schools of our country. Our modern American high school provides for- four years of work in any one of five or six courses offered. It aims at preparation for college, mental discipline, socialization and voc ational differentia- tion work. The school day is of five and a half hours. the terms vary from seven to ten months, and periods are usually forty-five minutes in length. The new- features are electives, club work, extra-curricular activities, student government, and socialized class work. Thus has the American High School developed, pushing aside all obstacles, keeping up with the times, and forging ahead to victory. — Norma Hur- ley. ' 37. TRADITIONS OF now ) HIGH SCHOOL Excerpt I- rom Pi zi E a • • Da Mi When John II Norfolk, and a roan of ample mi ans, stepped • little ■I.- earlj I600 ' i upon firm An • soil, he did not realize thai 1 1 ■ heels of desl an intricate pattern, which, when unfolded many years later, would | one of the i blessings thai could i er •■■ I • I humble habitation. Not that he V sible; but we realize that if he hadn ' t been on that ship, if he hadn ' t made his home — first in I). and later in this town, if he hadn ' t had just what it takes to succeed in life, he raighl been the great-great-grandfather of Renjamin Real Howard, our benefactor. Benjamin was born on March 2, of Colonel Edward Howard. He attend mon school of the day, such as I signs of the keen intelligence his pilgrim at. had possessed. ... In 1837 he • ford where he became engaged in the whaling in- dustry; . . . but although he spent the last | years of his life there, he claimed the right of suffrage in West Bridgewater until April - r ; when he departed from this world, leaving behind him the will which made possible the establishment of a school of higher learning for the students in his old home-town. His will, allowed by the Probate Court of Ply- mouth County, May 13, 1867. entrusted to the care of eleven trustees three separate funds: the School Fund — for founding and endowing a High S or Seminary of learning : the Parochial I and the Lecture Fund. The trustees — Azel Howard. Benjamin Howard. Francis Howard. John Howard. Austin Packard, Otis Drury. Pardon Copeland. James Copeland, George Ryder. Jonathan Keith, and John Lothrop — were made a corporation bearing the name. The Trustees of the Howard Funds in West Bridge- water, whose duty it was to administer the funds, amounting to about S80.000. only the income from which was to be expended — the principal to be left untouched. In the following year a site for the foundation of the school was selected when the Trustees pur- chased from Jonathan Howard ten acres of land for the sum of S2.500. By the fall of 1875 sions and plans for a girls school were well under way . . . The work of the building was commenced. and the following year. 1S76. saw its completion — even to the bell, which was contributed by Drury. . . . .... In 1SS0. Mr. Joseph Shores enrolled twenty- two older pupils in the grammar schools for an examination. On April 11. 1881, the eighteen who had successfully passed the examination gathered in the Union School now the Public Library . where their teacher. Mr. Ralph Barker, decided, aftei a survey of the subjects which they had studied in the ungraded lower schools, that they were not only to enter the high school. but to enroll as