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

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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

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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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Juniors. ... In their second year they were allowed the use of a small room in the Seminary building, later being transferred to our present Freshman home room, which served as the study hall, while our library, teachers ' room, and supply room were their recitation rooms. . . . In the spring of 1883, through the influence of Dr. Edward Everett Hale, the Trustees engaged, as supervisor of the new school for girls being opened, Miss Helen Magill, who served until 1887 when she resigned to marry Mr. Andrew White, the president of Cornell, who later became the Ambassador to England. Meanwhile, the teachers of the high school had been released, and all interest was cen- tered on the Institute, thus allowing two and one- half years to slip by in which there was no public high school. . . . September of 1888 brought the reopening of school for town pupils with the extremely large enrolment of twenty-four. Under Mr. Horace M. Willard, who served for three years, the name of the school was changed to Howard Seminary. A frequent visitor to our institution about this time, and a good friend of Mr. Willard, was Samuel Smith, the famous author of America. 1893 ushered in the publication of the first school paper, The Whisper, — rather a modest name in contrast to The Climber of today — don ' t you think? This pioneer contained themes and reminiscences, a History of the School to Date, and a number of advertisements, one of which caught my eye — E. P. Dunbar Always Wants Old Hens. On glancing through our present school magazine, I find Mr. Dunbar ' s name still listed in the ads. . . . In 1898, Miss Sarah E. Laughton became prin- cipal — reigning supreme for fully seventeen years. It was during her term, in 1913, that the schools discontinued the joint use of the present high school building — the seminary retiring to Drury Hall, and the town pupils, under the guidance of their new principal, Miss Bertha Lawrence, continuing to attend classes in the brick building. In 1917 we find Augustus H. Smith the head of the school — he who is remembered for presenting the girls with the interclass basketball cup. ... At this time, also, a physical culture class was intro- duced and letters presented for basketball awards. The growth of the school, the rise in its stan- dard, and the additional requirements in the advance of education were the contributing factors tending to increase the cost of maintenance beyond the means of the Trustees. In 1917 and 1918, there- fore, the town had been contributing to its support. But new provisions in the Constitution of the Com- monwealth stated that further contributions from the town were prohibited while the school was in the hands of the Trustees! A new problem arose. Would the public once more have to go without its one school of higher learning? .... No. On March 8, 1919, the Trustees and the town of West Bridgewater drew up an agreement which stated that the school should pass into the control of the town, and that the Trustees should contribute to its support in accorddance with their means For the modest consideration of one dollar the Trustees placed at the disposal and use of the town its building and all the equipment; and in addition to keeping these in good condition, they promised to furnish the light, heat, and janitor service. Under the new name, Howard High School, the institution was to maintain its former high standard of education To one of the early students of Howard High School who might today stand gazing fondly upon this memorable edifice would come the realization that the years have wrought many changes in it. Yes, Howard High School has changed. This fine old brick structure has taken on a new air in the last years — an air of dignity, and reserve, and age. It stands aloof on the little mound of grass with its beard of ivy clinging to it, and looks down upon us insignificant humans who deem to criticize or judge it. The interior has been greatly altered — from the old gymnasium on the top floor which is now locked and barred, through the rooms of the first, second, and third floors, which have received many improve- ments, to the gymnasium in the basement, in which bleachers have been built to accommodate our enthu- siastic basketball fans. The Girls ' League, Students ' Council, Orchestra, and Lunch Counter have been among the important innovations in our school since 1919. But changes in appearance do not count. This is still Howard High, still that generous gift prompted by the kindness of one man ' s heart. I confess, I had never realized, until just recently when we be- gan this intensive search into the history of our school, the deep debt of gratitude which we owe to Benjamin Beal Howard, the founder of this in- stitution, and the Trustees, who have fulfilled so ad- mirably the duties bestowed upon them by his be- quest. — Esther Peterson, ' 36. WRITING A COMPOSITION Mother, what can I use for a title? Oh, where iu- she? Doggone! Now-ah — ' As she gazed dreamily at the moon she thought ' — what was she thinking — ? Sis, quiet that radio — will you? — ' gazed at the moon and thought — and thought — thought ' — that ' s no good. ' While Burly Bill and Subway Sam sneaked into the bank ' — Scram! Fido, darn it! Now look what you ' ve done to my skirt. Where was I? — Ah — er ' One day in mid-summer ' — Gee, — if it weren ' t so cold, I ' d go skating. No, Tim, I don ' t know what x, y, or z means; I didn ' t take algebra last year so I can ' t help you. ' As Chief Needahbeh silently stalked his foe ' — what, mother? — ' a slinking figure was dodging behind him. ' You want me to do the dishes? Woe is me! I ' ll never get this composition done. Golly, washing dishes takes a life-time. What plot was I writing about? I wish Don would stop- that noise he calls whistling. Sis, oh sister, here ' s- your boy friend. Rest awhile, she ' ll be down soon, in an hour or two — . ' As the romantic Romeo sang his song, two black alley-cats ' — that will never do. I wonder if mother will let me go to the party next week? Can ' t you understand English, Tim? I don ' t know anything about algebra! I ' m not shouting! Aw — go-