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

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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-

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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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fly a kite! Did the teachers have to write when they were kids? I wish this were the genii and magic — boy! Here comes Mrs. Nabor to basketball game was corking last nigh). I ' d I know what Amy ' s going to wear to the dance. 11 oh yeah, Hal, you look ' swellagent ' with your hair plastered down, but may I ask what you Used on it? Sis ' perfume? Whoo! This is rich! By the way, who ' s the new girl friend? Say, — am I supposed to be writing or not? Not? — Correct! ' Silly Sue and .Jolly Joe are in deep conversation when a sinister shadow, lurking in the background ' — aw heck! Sis has left the radio going, Tim is talking to himself — no, maybe to me about x, y, and z, Dan is whistling, ma is singing and I ' m going crazy! Here comes the gang to go skating, but I ' ve got to get this done — wow! No I don ' t! Where are my skates? Yes. I ' m coming! Whew! What a narrow escape! Oh no, nothing at all, nothing at all, — only did you perceive with your observing eyes my sister-in-law with her tribe of Indians entering as 1 left? C ' mon, I ' ll race you to the pond! — Maybelle Nelson, ' 37. MY VISIT TO THE STATE POLICE (Written for Civics Class) Five bashful girls went slowly up the driveway leading to the West Bridgewater barracks of the State Police, walked into the office, and asked to be shown around. Sergeant Rapport immediately received us with great hospitality. He led us first into the teletype room where we were met by Officer Ripley. The teletype room is a small one containing three fairly large machines: one for receiving State House messages only; the others for receiving messages from, and sending them to. sub-stations. The keys on these machines, somewhat like those of a type- writer, are used to send messages. The upper part of the machine has, within, keys which strike against the rolls of paper in that part of the machine. Records of all the messages are kept in huge file . Officer Riley showed us how a message was sent to the other barracks and to cruising cars. He picked up the mike, so to speak, and repeated these words: W. P. E. L. testing. W. P. E. L. test- ing. W. P. E. L. signing off at 2:22. W. P. E. L. signing off at 2:22. He told us that it is necessary to repeat each sentence twice in order that all cars and sub-stations may get the message correctly. We were then shown a board which is hung upon the wall. The board, about four feet by six. is divided into several columns in which is placed such informa- tion as the personnel of the barracks, the duties of the officers, their vacations. — everything, in short, in order that the officer in charge may know the where- abouts of each man at any time. After viewing this chart, we journeyed through the clean kitchen to the filing room, where we saw- several files bearing the records of all the arrests made in recent years. Each card in the file con- tains the offender ' s name, the date, the reason (briefly , and the name of the officer who made the arrest. and have then When the i olor of theii unifoi - of the local poHc ng much pi;, to them. Each man bai two unil Upon I highv.. affic, attend n val oi many oi elL The requirements which must be met b for the patrol are very exacting: a man must be twenty-one. somewhere near one hundred and fifty pounds in weight, and five feet four inches in height, before he takes the physical exai tion. If he passes that, he is given a menu He must train for three months in a tx camp, after which he is placed on probation ; for three months. If a man is tough eno ..• this, he becomes a full-fledged State Policeman. We girls enjoyed our visit to the bar the State Police, and I am sure we now unri : their work better. — Barbara Mansfield, ' 38. SOME CAN AND SOME CANT! Last summer I spent a memorable tv camping out at Wild Harbor. North Falmouth. My camp mates were Bob Anderson, six fee- all bone and muscle, and Don Snow, a sir.- of excess baggage. Any one of us could pass a radio education test with a mark of one hundred percent. : Girls, if you i poor fish ) would land Clark Gable gasping at your feet — ' Eat yeast for breakfast — Use Lifebuoy soap, because your best friend won ' t tell you ' — ' See your dentist twice a year. ' would you like General Johnson ' s job? Nothing could be simpler! ' Learn to play the saxophone in six easy lessons ' — ' Get a lift with a cigar ' Drink Maxwell House coffee ' Get a lift with a Camel has an appeal all its own. and every male and ninety-four percent females of our age and generation fall for it with- out a thought of tomorrow. Old Man Depression plus a bankrupt employer had left us without much money, but not without good old Mother Invention. Bonehead Bo; gested that we get our lift with a pipe. We ambled over to Silver Beach and invested quite heavily in smoking paraphernalia, then hurried back to camp to try the lift. Dill ' s Best may be good tobacco, but ; prove it by me. Bob and Don worked on the principle that if a little was good for a lift, a lot would put them in Guy Post ' s class. — Well. it have been my cooking, it may have been the - and it may have been the heaving of the - that was the cause of it all. Supper was not very well patronized. Bob made - and rather rapid visit to the beach, swift, in spite of the handicap getting into the woods.