West Newbury High School - Yearbook (West Newbury, MA)

Page 16 text:

span a stxll greater area and yet preserve an effect of hghtness They also dlscovered how to build huge bulldmgs and stxll make them safe by using flying buttresses, which were props to these bulldmgs Just as a couple of heavy stxcks would support the walls of a ramshackled, old barn The Gothxc style has left 1ts mark mostly ln church architecture and many of the churches bu1lt durzng the mneteenth century were thls style The Cathedral of St John the Dwme, xn New York, 18 one of these churches After the fxfteenth century, there began a backward developement The style became classxcal sxnce archxtects took the famous styles of the Egypt nan, Greek, Roman, Byzantme, Romanesque and Gothlc perlods and combin ed them mto the most unfunctxonal, flowery, twxsted shaped bulldmgs ever built Some of the outstandmg examples of thls type of architecture are shown in the arches of trlumph, erected 1n celebration of Napoleon conquests The use of such tlungs as the dome and the plllar show thxs classxcal effect rn most of our state capntol bunldmgs It wasn t untrl 1890 that anyone proposed the 1dea. that archztecture should be purely functxonal A buxldmg today 15 buzlt to meet the present day needs The archltect starts by dlscardmg all prevlous styles and asks What do we need m thls buxldmg? What shape or plan IS most pract1cal'P The need dictates the form Not long before 1900 Louls Sullxvan drew up the plan for the bulldmg of the Wamwnght Buzldmg lh St Lou1s This buxldmg changed the whole course of arclutecture because lt brought the functxonal ldea znto operatxon The upserge of skyscrapers started, but unt1l after the World War we contlnued to see the remams of classlcal styles ln modern archltecture, such as the Woolworth Bulldmg wh1ch begins as a utlhtanan skyscraper but fxnlshes in pomted pmnacles and ornamental fly mg buttresses Peter Behrem, a German developed a new aspect of archl tecture, the poss1b1l1t1es of new bulldmg materials, such as steel glass and concrete The s1ze of buxldmgs had always been l1m1ted because of the rnaterlals used He flgured that the surface quallty and color of the materlal provlded sufflclent ornament Taller and taller the skyscrapers grew untll the Emplre State Burldmg, was constructed, wluch IS one hundred and three stones hlgh and reaches 1,248 feet 1nto space Archztecture IS a very demo cratlc art, rn that xt 15 keepmg pace wxth the standards of l1v1ng Our C1t18S and towns are becommg places ln whlch people live rather than merely survlve How people may l1ve better 1S a questlon of the creatlve ab111ty of archntecture ln the future They must answer th1s quest1on w1th clear pur pose and under standmg and w1th the real1zat1on that they must bu11d a beautz ful, spaczous and appropriate envlronment for people of the future George Thurlow l Z . . .1 . . . -. . ' . . - . - I Q - . . .. n p n 0 - . - - . . . . a . . . .- u . . . . Q '. .. ' . . . . ff . . , 0 - ' I .5 . . .. . . ' I I .. . . .. - . 'f , Q . -. A . . . . Q . . . . .. . . I Y - . . . - ' I .... .. . . I n Q - . - . . .. . . .. .. o . - I . . . 1

Page 15 text:

Arch ztectu re Arch1tecture down through the years has been the problem of construct- zng buxldzngs and memorlals for Gods lungs and emperors and for the clergy It was not untzl the last one hundred and frfty or so years has the shelter of the ordmary man been of any lmportance Pract1ca1ly every country boy has, at some tune or other, bullt a slmple lean to or hut supported by a couple of sticks That IS the way archltecture began Th1s hut bulldlng gradually developed 1nto a small, square house The house cont1nued to mcrease ln sxze and the Idea was always to produce a higher roof that would provxde more floor space The Greeks were among the greatest of the early bu1lders Thelr flrst buxldmgs were made of wood, but when they ran out of wood as bulldmg materlal, they were forced to buxld houses of stone or brlck In domg thls they were unable to put any wmdows 1n and the only llght came ln the door Because of thls the door was enlarged to support the roof over the door, a couple of p1llars were added, malung a sort of formal entrance Gradually the number of plllars mcreased and they appeared both ln the front and rear and fma.l1y pzllars were bu11t all the way around but stlll the only lzght entered through the door All the Greek temples were constructed 1n thls form, the most famous of whlch was the Parthenon A slmzlar structure IS the L1ncoln Memorlal, a rectangular bulldmg wlth a flat roof The Romans borrowed the plllar from the Greeks but they dxdn t need extra support for thelr roof, so they used the plllars as an ornament and also made them much more elabor ate The prllar has cont1nued to be used ornamentally r1ght up to the pre sent day and we don t have to go any farther than our own school bulldlngs to fmd p1llars used 1n th1s manner Smce the Romans dldn t use pzllars ID a functzonal manner you may wonder what they dld use to support the roofs of thelr bu1ld1ngs They had learned the art of bmldmg the arch and the dome When they used the arch as a roof, we have what IS known as the vault Thls made It posslble for them to bu1ld taller bulldmgs wlth more floor space smce wlth the use of the dome and vault they could span a larger area The Pantheon, possesses most of the characterlstxcs of Roman archltecture such as the dome and the decoratzve pxllars The Romans produced the cyllndrlcal vault, whlch IS an extended seml clrcular arch and thls was developed durmg the Byzan txne perlod rn the gromed vault, whlch IS formed by two cyhndrlcal vaults mtersectlng at rxght angles Archltects had always attempted to bulld larger and taller bulldmgs, but they now had trouble domg that and st1ll malung them safe because the domes were becomxng too heavy for the walls to support The Gothic style brought a tremendous developement 1n architecture The engmeers dur1ng thls perlod, for the f1rst t1me slnce Rome had become a world power, dared to change the arclntectural style They bulld the pomt ed arch and the r1bbed vault, whlch IS the pomted arch zntersectmg at r1ght angles, and the splre or steeple whlch made buildings taller than they had ever been before The use of the rxbbed vault made rt posslble for them to ll I a , - . - . 1 .' . ' . . . , Q . 1 k n u o . . . . . , . I . Q . - , . , . . . , . . . , , . . ' 9 , . 9 . . .,- . . . - . . . . . 1 0 .

Page 17 text:

Character Buzldzng Character What ns character? Something very easy to feel, but not so easy to define But xt may be descrxbed in terms, whxch wxll serve our purpose as well as a definition In 1ts broadest sense xt sxgmfnes a mark or a note, which dxstmguxshes one person or thxn or one group of persons or things from others Let us thlnk of character as bexng the heart or very hfe of our personahty As further goals we shall seek smght, and approach as closely as we can the profztable mvestment of our character and personahty ln our enormous world of other people People who have the largest number of mterests and who have developed ease and confxdence 1n mmghng wlth other people are the ones who hve the happlest and most successful lives One place where ch11dren of all natlons and sects can come to gether, play hve, work know each other is the common school The common school IS the most d1v1ne mstxtutxon on earth In its crucl ble IS to be melted fused and blended all the d1scordant elements of race and nat1on melted and fused mto the gemus of American hberty When teachers and adrnlmstrators give sincere thought to the guldance program ln the school they wlll see that thxs program to be successful, must be one where each chlld 15 glven the opportunlty to develop h1s mtellectual physlcal and soczal capacltxes ln order to education IS the development of character Educatlon w1ll make an lndxvldual seek to help all people to make us absolutely honest ln dealzng with our fellow, to make us gxve satlsfactlon to make us gen erous to make us appreclate the thlngs that are beautlful ln l1fe What thls generation of parents and teachers needs IS to feel that It IS a vxtal part of the great relay race of an on golng c1v1l1 zatlon You are not only buxldmg on foundatlons laid by others, but you yourselves are laying foundatxons on whxch others wxll bulld What kind of foundatxon wzll you lay? The child who develops mto a certlfled c1t1zen IS a composrte product of the home the school, the church and the state Each of these must do 1ts own full duty not only as a smgle but also as a co operatlve mstltutlon If we are kmd and useful if we are moral, 1f we go out and practxce these traxts no matter what people say about us, they cannot pull us down But on the other hand, xf we are without the sp1r1t of usefulness, mf we are wxthout moralxty wzthout llberahty wxthout economy and property wlthout all those qualltles which go to make a people and a natlon great and strong no matter what we say about our 13 , . . . . . ' . . . . . . . . g, build-a Wholesome, well-rounded personality. The end and aim of all