Westbrook High School - Blue and White Yearbook (Westbrook, ME)

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A IAEI The Blue Ev- VVhite 8 tion advised a new type of school to remedy the situation. The school, established in 1821, was called the English Classical School, but three years later the name was changed to English High School, as it is today. They offered a three- year course not quite as broad as that of the academy, with more emphasis placed on Eng- lish and no classics. As today, the high school studies were closely connected with grammar school studies. The building of the first high school was shared with a fire company and the town watch. In 1844 it moved to another building which it shared with Boston Latin School. Boys were admitted at the age of twelve, but no girls were allowed. Two years later a school for girls opened, but because of a lack of funds, it soon closed. The first coeduca- tional high school of America was established in 1856. The early educators believed that high school students should be taught with seven definite objectives in mind. They were health, command of fundamental processes, worthy home membership, vocation, civic education, worthy use of leisure, and ethical character. They are just as appropriate now as they were one hundred years ago. ' L. E., '35, WESTBROOK-1873-1935 The history of Westbrook High School begins in 1873. In that year two high schools were established, one located on Main Street, and the other, a branch, at Pride's Corner. The latter school, which held classes for only ten weeks during the winter months, was dis- continued during the latter part of the nine- teenth century. Classes were held from K September until January in the Main Street Building. As reg- ular attendance was not compulsory, students chose sessions most agreeable to them. The number of years to complete one's course de- pended solely on the individual. This explains why the high school produced its first grad- uating class ten years after its establishment with the presentation of three diplomas. The courses offered included the College course, the English-Latin course, and the Latin course. In 1883 the one-session plan was adopted and has continued until the present time. With this change periods were changed from five periods, forty minutes long, to four periods, one hour long. In 1886 the original four-room yellow build- ing was moved to Valentine Street,,where classes were held until the new brick building now in use was erected and dedicated in 1887. Since the advent of the new schoolhouse, the old school has been used as a grade school. The new building had the facilities to accom- modate not only the high school pupils, but also many of the students of the grades, thus relieving the congestion there. From this time on the interest increased at such a rate that to accommodate this increase of students it was necessary to build an annex, which was dedicated in 1914. A greater variety of subjects now appeared necessary. A commercial department was established, shopwork introduced, modern languages were more in evidence, and college- trained instructors were employed. VVith this upward trend in education in Westbrook, citi- zens saw fit to provide a domestic science de- partment for both grammar and high school girls. The student body has steadily increased until the building, built with a maximum ca- pacity of 250 students, now groans under the burden of providing space enough for twice that number. A faculty of two has given place to one of nineteen, and the first building of four rooms is now shadowed with a brilliant prospect, a new ?'p250,000 school. SCHOOLS OF TOMORROW SUGGESTED BY AN ARTICLE BY ARTHUR B. MOCHLLIAN IN HSCHOLASTICH Education is the means by which each gen- eration is adjusted to the environmental condi- tions under which we must live. Therefore,

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Westbrook High School i 'QDQ A 7 hand he would have a remedy sure to cure any itching scalp-an iron comb with a handle. If the boy were a frequent offender and the master cruel, the scalp might be bleed- ing instead of itching after he was through. Another cruel punishment was the stocks in which the boy's feet were locked while the master whipped the offender. A milder punish- ment, perhaps to be used when a boy couldn't remember a declension, was a small, flat piece of wood, sometimes wire-covered, with a handle on it. The master could make a boy's hand sting very easily with one of these. The mildest punishment was the Dunce's or Ass's Board. It had a picture of an ass on it and was hung around the neck of stupid, lazy, bored, and mischievous scholars. The course of study which these early schools offered seems today unbelievably nar- row. Their only purpose was to prepare the scholar for college, therefore, their curricula depended on the entrance requirements of the colleges. At that time the colleges demanded a thorough knowledge of not only Latin, but Greek also. Since one of the main purposes behind the founding of the school was to pro- vide Boston with an educated clergy, all of the students, whether they had any idea of being a minister or not, were well prepared for it. The only way for a boy to learn law or medicine was to serve an apprenticeship. Only a few of the largest cities boasted schools where banking, trade, commerce and industry were taught. VVhat a great difference the modern high school has made in the oppor- tunities offered young people! The early educational system is spoken of as a dual system, because the secondary school had no connection whatsoever with the elementary schools. Therefore, there was usually a large gap between what was taught in the last year of elementary school and what was taught in the first year of Latin school. In 1828, the Regents in New York State re- quired that before the pupil be admitted to the English course, he must show proficiency in the subjects usually taught in the common schools. This established a relation between secondary and elementary education' and soon all the states followed in abolishing the dual system. About 1700, the control in the communities began to shift from the clergy to the industrial and commercial men. They naturally de- manded schools broader in scope and more practical. The result was the American acad- emy. One of the finest and most progressive of the academies was the coeducational one ,founded by Benjamin Franklin in 1751, now the University of Pennsylvania. The subjects which were taught at the acad- emies included almost everything anyone could name that was known in those days. The academy was not closely connected with the college but did offer a classical course preparatory for college. The broad curriculum made secondary education seem much more desirable to the young people than it had be- fore. Since the academy was open only to those who could afford it, much bitterness and jealousy was created among the poorer people and the advocates of free secondary education. By 1850 there were 6000 academies in Amer- ica, most of them in New York and New England. Naturally all of the owners and backers of these institutions were strongly opposed to any form of free secondary educa- tion. Also, men who could afford the academy for their own sons were against paying taxes for someone else's son to attend a public school. The iight for the high school has not been an easy one, nor is it easy here today. To come back to Boston, we find that the Boston Latin School is one of the few gram- mar schools which were not forced to close during the academy movement. Incidentally, this school is still in existence today. It was then in no way connected with the common or elementary schools. There was, therefore, no school for boys who had gone to common school but could not attend either the academy or the college. In 1821 a Boston committee which had been appointed to study the situa-

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Westbrook High School -b', Q' 9 so long as social change continues, as it has done and always will do, public education in turn must change. Since the educational re- quirements of our country are so rapidly changing, the Government is faced with the problem of reconstructing at east 90 per cent of our schools which are inadequate for the present, much less the future. Entering the Age of Power we are faced with the need of providing a much more complicated and in- volved education for the student so that he may be fit for the scientific and complicated world of the future. Since the 25-hour week has become more than just a fantastic idea, our active adults, between 20 and 25 years old, will be wondering what to do with their leisure time. Therefore a change will be necessary in the curriculum, in methodology, and in administration in order to make provisions for the advancement of recreational and vocational knowledge of these adults. The school mustalso provide means whereby the local neighborhood groups can meet to study local and governmental problems and to enjoy themselves. The high schools of the future will have much larger sites than those of today, the aver- age being about 40 acres. One of the most essential parts of this model school will be the campus which should be taken care of by the pupils. A student will be able to point with pride at a beautiful Hower garden and boast that he and his classmates, under the super- vision of a master gardener or botanist, de- signed, planted, and took care of it. Amongst a group of stately pines there will be an out- door theatre for the neighborhood theatricals and musical concerts. In the near future at the advanced school the minute divisions of subject matter will dis- appear, to be replaced by six major divisions: health, languages, social studies, exact science, line arts, exploratory and directly vocational activity. For health education there will be gym- nasium, swimming pools, sun rooms, rest rooms, cafeterias, dental and medical clinics. For the unfortunates, crippled by disease-or accident, there will be apparatus to assist them. Every means for developing a healthy body will become a part of the school plant. Instead of sending the partially blind and hard-of-hearing to institutions, there will be specialized physical facilities for them in the community school, because as youngsters they must live with those who are free from physical defects so that in later life they will be more lit, even with their handicap, to com- pete with those with sound bodies and minds. Each pupil will be thoroughly examined by specialists for his rating physically and men- tally so that he may be placed in a classroom according to his ability, thereby setting him on the road to an occupation for which he will be most suitable. i H For social, natural, and exact sciences, there must be small but effective museums, zoos, and laboratories for studying the fundamentals of these important subjects. Fine arts will be taken up much more ex- tensively than today to promote an apprecia- tion and an ability for self-expression in mod- eling. metal Work, drawing, and painting. The auditorium will be used by adults, as well as the pupils, for social and political forums and community meetings. Political education will be studied thoroughly by all high school students. The mechanical laboratories will be fur- nished with modern equipment so that the pupils and adults will learn how to express themselves in wood and metal and will develop a hobby for their leisure time. One of the most important needs of the future high school will be the library, not just a-place to go for references, but one that a student may go to, find a book by one of the old masters, and read it in a comfortable chair before a large open fireplace for sheer enjoy- ment. VVith the thought of this wonderful high school comes the question of finances, but I believe that Mr. Mochlman solves this Prob- lem: The best solution for financing build- ings is a pay-as-you-go program. Here is an excellent point to start with Federal aid. T. l-T., '36,