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I68441
B65
9EN3
Y

THE CENTENARY
OF

THE ENGLISH HIGH SCHOOL

BOSTON

LIBRARY OF THE
UNIVERSITY OF WISCONSIN
 Library
of the
University of Wisconsin
EDUCAT! LIBRARY
 George B. Emerson
1821-1823

Solomon P. Miles Charles M. Cumston

1823-1837 1869-1874

Thomas Sherwin
1837-1869

Edwin P. Sea ver Francis A. Waterhouse

1874-1880 1881-1894

Robert E. Babson
1894-1901

John F. Casey William B. Snow

1901-1915 1915-1921

Walter F. Downey
1922

THE HEAD MASTERS

 ONE

HUNDRED YEARS

OF THE

ENGLISH HIGH SCHOOL

OF

BOSTON

PUBLISHED BY

THE CENTENARY COMMITTEE

OF THE

ENGLISH HIGH SCHOOL ASSOCIATION

1924
 575181

FOREWORD

At a meeting of the Centenary Committee in May, 1922, John

Ritchie, John F. Casey, Lindsly B. Schell, and Clarence H. Carter
were appointed a committee to prepare and distribute the Report
of the Centenary Committee and a History of the School.
It was expected that Mr. Casey, the one man preeminently
fitted for the task , would write the History , but his illness and
death made this impossible. In this situation Mr. Downey, the
Head Master, kindly tendered his own services and those of mem
bers of his staff; and now , after unexpected and regrettable delay,
the Report and the History are submitted in this little volume.
This delay has, however, made it possible to include important
events that have taken place since June, 1921 .
It should be mentioned that the first and the most important
part of the book, the History of the School, was compiled by
Mr. Clinton C. Scheffy of the Faculty, who, using Mr. Casey's
narrative and other sources, has continued the “ Historical Sketch"
prepared by Thomas Sherwin (Junior) with the coöperation of Wil
liam H. Moriarty, and published by the English High School
Association in 1892. The brief statement of the purposes of the
Association and the accounts of the several celebrations were
edited by Messrs. Ritchie and Carter, while the details of the
distribution were left to the supervision of Mr. Schell.
The available material would have filled a book several times
larger than this; and our task has been largely one of selection and
curtailment, that we might keep within the limits of our
appropriation.
To Mr. Downey, Mr. Scheffy, and all others who have aided us
in our work we extend our appreciative thanks.
JOHN RITCHIE ,
LINDSLY B. SCHELL,
CLARENCE H. CARTER,
Publication Committee.
Boston, April, 1924.

iii
 CONTENTS
PAGE

THE ENGLISH HIGH SCHOOL, 1821-1924 . 1

THE ENGLISH HIGH SCHOOL ASSOCIATION 23

THE SEMI-CENTENNIAL CELEBRATION 29

THE SEVENTY - FIFTH ANNIVERSARY 37

THE CENTENARY 43

THE LEBON TESTIMONIAL BANQUET 73

APPENDICES

I. OFFICERS OF THE E. H. S. ASSOCIATION , 1854–1924 75

II. MEMBERS OF THE CENTENARY COMMITTEE 77

III. TEACHERS IN THE ENGLISH High School, 1821-1924 80

IV. STATISTICS OF ENROLLMENT, ETC., 1821-1924 83

V. SUMMARY OF COURSES 84
VI . CHOICE OF STUDIES 86

ILLUSTRATIONS

THE HEAD MASTERS Frontispiece

THE FIRST SCHOOLHOUSE 5

THE SECOND SCHOOLHOUSE 7

THE THIRD SCHOOLHOUSE 11

THE PRESENT BUILDING 13

ADMINISTRATIVE OFFICE . 21
MARBLE GROUP IN MAIN CORRIDOR 37
SOLDIERS' MEMORIAL 69

y
 THE ENGLISH HIGH SCHOOL
1821-1924

The English High School was founded in 1821, the year pre
ceding that in which the old Town of Boston, then a place of some
fifty thousand inhabitants, became a city .
In addition to the Public Latin School, already a time- honored
institution and widely known as the leading school among those
which fitted boys for the University, the system of public instruc
ion in Boston consisted, at that time, of the intermediate or
English grammar schools, and the primary schools which had been
established only three years before.
The importance of providing a school of higher grade, which
should afford to the youth of the town not intending to enter college
the opportunity for pursuing an advanced course of study, had
come to be recognized by the school committee ; and early in the
year 1820 a sub - committee, consisting of Samuel A. Wells, a
well -known merchant, the Reverend John Pierpont and the
Reverend Nathaniel Langdon Frothingham , prominent members
of the clerical profession, Lemuel Shaw , who later became Chief
Justice of the Commonwealth, and Benjamin Russell, editor of
“ The Columbian Centinel, " was appointed to consider the subject.
On October 26th of the same year this committee made its
report, recommending that a school be established, to be called
the English Classical School.
1 The needs which this school was designed to meet and the
advantages which, it was believed, would result from its main
tenance as part of the public school system , are so well set forth
in the report that a portion of it may well find place in this record :
“ The mode of education now adopted,” said the committee,
" and the branches of knowledge that are taught at our English
grammar schools are not sufficiently extensive, nor otherwise
calculated to bring powers of the mind into operation, nor to
qualify a youth to fill usefully and respectably many of those
stations, both public and private, in which he may be placed. A
parent who wishes to give a child an education that shall fit him
1
for active life, and shall serve as a foundation for eminence in his
profession, whether mercantile or mechanical, is under the neces
sity of giving him a different education from any which our public
schools can now furnish .'
The report closes with the following words:
“ No money can be better expended than that which is appro
priated to the support of public schools. If anything will preserve
tranquillity and order in a community, perpetuate the blessings
of society and free government, and promote the happiness
and prosperity of a people, it must be the diffusion of knowledge.
These salutary effects, the committee conceive, would flow from
the institution of this seminary. Its establishment, they think,
would raise the literary and scientific character of the town , would
incite our youth to a laudable ambition of distinguishing them
selves in the pursuit and acquisition of knowledge, and would give
strength and stability to the civil and religious institutions of our
country .”.
The plan of organization, as outlined by the committee, pro
vided that the school should be for the education of boys ex
clusively, that the course of study should cover the term of three
years, that the age of admission should be not less than twelve
years, that candidates for admission should be subjected to a
suitable examination , and that the teachers should have been
regularly educated at some university.
The list of studies to be pursued included such as would con
stitute a good education in the English branches, mathematics,
and natural philosophy.
The recommendations embodied in this report were adopted by
the school committee, and at a town meeting held in Faneuil
Hall, on January 15, 1821, the citizens of Boston voted to establish
the English Classical School. By this name the school was desig
nated until 1824, when it became known as the English High
School. The original name was restored on March 13, 1832, the
committee deeming it not within their authority to alter the
name which had been given the school by the people in their cor
porate capacity, and was retained until February 12, 1833. On
that date the designation English High School was formally
adopted by the school committee.
Mr. George Barrell Emerson was elected principal master,
February 19, 1821; Mr. Joshua Flint being soon after appointed
2
his assistant. Examinations for admission were held in the Latin
School building on School Street, and in May the school opened in
the building on Derne Street, with a membership of one hundred
and two pupils.
The school was fortunate in having for its first principal one
who brought to his chosen work not only high attainments as a
scholar and genuine love for his profession, but a true conception
of the relations which should exist between the teacher and his
pupils.
Mr. Emerson was a graduate of Harvard College, in the class
of 1817, and at the time of his appointment as a master of the
English High School was tutor in mathematics and natural
philosophy at the University .
On taking charge of the school, Mr. Emerson undertook an
experiment, as he terms it, in school government. At that day a
certain rigor of discipline was commonly deemed necessary in
dealing with the refractory nature of boys, both to ensure good
order and to furnish a wholesome stimulus to intellectual effort.
He at once discarded the old methods, enlisted the boys them
selves on the side of good order, appealed to their generosity,
reason , and sense of honor, and thus made the beginning of that
admirable system of government which has distinguished the
English High School during its whole history.
The Honorable J. Wiley Edmands, a member of Mr. Emerson's
earliest class, in his oration delivered at the semi- centennial anni
versary , makes an interesting comparison between the school
which he had formerly attended and the English High School.
“ In the former, ” says Mr. Edmands, “ the boys studied by com
pulsion ; in the other, they were actuated by ambition to learn . In
the one, the perfect recitation, word for word from the book , was
the task ; in the other, a full understanding of the subject was the
principal object. The one cultivated the memory ; the other, the
thinking and reasoning faculties. In the one, fear was the com
pelling motive of obedience to austere rule; in the other, were
mutual good will and mutual respect between teacher and pupil.
In the one was the discipline of the ferule ; in the other, that of
reproof and advice. "
That the progress of the school in its studies was such as to
afford encouragement to its teachers may be gathered from
Mr. Emerson's own words :
 " At the end of the first six months," he writes, in his reminis
cences, “public examination took place. The hall was crowded
with people who wanted to see how the English Classical School
was managed . I explained in a few words my modes of governing
and of teaching. The declamation was good, the examinations
in geography, history, and French satisfactory, the poetical recita
tions very gratifying, and the audience seemed highly pleased with
the result. "
At the close of the first year the committee reported that the
school, though so lately established, gave promise of most im
portant and valuable results, and that they had no knowledge of
any place whatever in which an institution was supported , at the
public expense, upon a plan of education so extensive and
liberal.
Soon after the establishment of the school a supply of philo
sophical apparatus was imported for its use, at a cost of three
thousand dollars, which was a very liberal sum for the time, and
which, it has been said , represented more than the value of the
apparatus then possessed by all the institutions of learning in the
State, outside of the colleges.
After presiding over the school for two years , Mr. Emerson
resigned to open a school for young ladies, which he conducted
successfully for many years. He was one of the founders of the
American Institute of Instruction and the Boston Society of
Natural History , and to the close of his life was warmly interested
in the cause of education . His treatise on the trees and shrubs of
Massachusetts was designated by Professor Asa Gray as “ one of
the two classics of New England Botany."
In a memoir of Dr. Emerson , prepared at the request of the
Massachusetts Historical Society, the Reverend Robert C. Water
ston , writing of the English High School and its first principal,
says: “ Mr. Emerson , the first teacher, imparted the right im
pulse. He appealed wisely and successfully to high motives. He
thought, at every step, as much of character as of intellect. " Strive
not,' he said to his pupils, ' to surpass others; strive rather to
surpass yourselves.' From that day the work has been carried
onward."
It is to be regretted that no contemporary picture of the build
ing exists in which the English High School made its first home.
It stood on the southerly side of Derne Street, covering a portion
4
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THE FIRST SCHOOLHOUSE Derne and Temple Sts.

Erected about 1817
( From sketches by former pupils)
of the ground since occupied by the reservoir and now the site of
the State House extension, and was described by a member of
the class of 1821 as a building of brick, with stone trimmings,
four stories in height. The easterly portion of the ground floor
was occupied as the quarters of the Town Watch ; the westerly
portion, as the house of Hero Engine, Number 6.
It is not a matter of surprise that, with temptation thus thrown
in their path by the guardians of the town, some of the older boys,
when opportunity favored , should occasionally have found the
inclination to attend a fire stronger even than their thirst for
knowledge, nor is it recorded that the kindly master visited such
infractions of discipline with undue severity.
When first occupied by the school, the building was in process
of completion. Rooms on the third floor had been hastily fitted
with benches and desks of bare pine for the use of the boys, while
the master's table, of the same material, stood near the open
fireplace, which furnished the only means of heating. The re
maining floors in the building were occupied by the reading,
grammar, and writing schools.
From the rear of the brick wall surrounding the building, open
ground extended to the State House. This was the playground
of the school. At its upper end lay numerous blocks of stone,
which the schoolboy belief held to have once formed part of the
monument erected in 1790 upon the site of the ancient beacon , to
commemorate the train of events that led to the American Revolu
tion, and which had been taken down in 1811. These blocks the
boys laboriously moved with ropes and levers, during the inter
mission from study, to the lower end of the lot.
Upon the retirement of Mr. Emerson , Solomon P. Miles, who
had been his successor as instructor in mathematics at Harvard,
was chosen principal of the school, entering upon the duties of his
position on May 19, 1823 .
The earliest list of prescribed studies to be found is dated in
December of that year. This list included intellectual and written
arithmetic, by Colburn and Lacroix ; ancient and modern geog
raphy, by Worcester; history, by Tytler and Grimshaw ; elements
of arts and sciences, by Blair ; sacred geography ; reading, gram
mar, and bookkeeping; algebra, by Euler; rhetoric and com
position, by Blair ; geometry, by Legendre; natural philosophy ;
English literature and forensics; natural theology, moral phi
5
losophy, and evidences of Christianity , by Paley ; practical mathe
matics, comprehending navigation , surveying, mensuration, and
astronomical calculations, together with the construction and use
of mathematical instruments.
On November 2, 1824, the school moved to the new schoolhouse
on Pinckney Street, a dedicatory address being delivered on the
occasion by Josiah Quincy, Senior, who was mayor and chairman
of the school committee . In this building the school was kept
until its removal to the Bedford Street schoolhouse, twenty years
later.
Owing to ill health, Mr. Miles was compelled to relinquish his
charge of the school in 1837, after presiding over its affairs for
fourteen years with marked success . His thorough scholarship
and force of character, the dignity and the charm of his manner,
and his earnest devotion to the welfare of the school had won for
him the respect and love of his pupils.
The Reverend Dr. Samuel K. Lothrop, who had been a student
under his instruction in Lancaster, and again at Harvard, spoke
of Mr. Miles as “ one of the wisest, tenderest, noblest, best men
I have ever known ,” and continued, “His memory rises up before
me as one of the three or four men who have done me, intel
lectually and morally, by their influence upon me, more good
than I have received from any others."
Mr. Emerson, who had been instrumental in securing Mr. Miles
to become his successor as principal of the school, speaking of him
almost fifty years later, said, “ He was so true a man , so good a
scholar, and really so kind and just, and always so well and con
scientiously prepared, that he was one of the best teachers and
most excellent disciplinarians we have ever had. Many a man
feels at this day, and rejoices in, the kindly influence of his genial
character and faithful instruction ."
While keeping in honored remembrance those able principals,
George B. Emerson and Solomon P. Miles, those who were students
at the school during the early years of its history recalled with
feelings of regard the teachers who, though in less conspicuous
position , were important factors in the work of the school. Of
Mr. Joshua Flint, the earliest submaster, we are told that he was
a kind , diligent, and successful teacher. Following him came
Lucius V. Hubbard, William J. Adams, William Clough, and Epes
8. Dixwell, all graduates of Harvard College and men of ability
6
 min

000

100

IMAI
MPEON
II

BRICHER RUSELLSC

THE SECOND SCHOOLHOUSE

and character. Mr. Dixwell severed his connection with the
English High School to become the head of the Public Latin
School, where he made an honorable record .
Upon the retirement of Mr. Miles in 1837, Thomas Sherwin
became the master of the school, having been submaster for the
preceding nine years. His connection with the school lasted until
his death , which occurred on the day after he had completed the
work of the school year, in July, 1869, thus extending over the
remarkable period of forty -one years. Within this time three
thousand nine hundred and thirty -seven boys were enrolled as
pupils of the school.
Few teachers of whom history furnishes the record have had
the opportunity which Mr. Sherwin enjoyed , to make their in
fluence felt in training the minds and forming the characters of
so large a number of young men destined to become part of the
life of a great community ; few have brought to the discharge of
their trust the intellectual force, the grandeur of character, the
high conception of the teacher's calling, the earnest purpose , and
generous sympathies which made his work as an educator one of
great and lasting value.
Mr. Sherwin was born in Westmoreland, N. H., and his boy
hood was passed among the hills of his native state. He had
acquired an education in the face of obstacles which nothing but
a determined purpose to become a scholar could have surmounted .
Much of his preparation for college was made during his appren
ticeship in a clothier's mill. He graduated from Harvard College
with honor, in 1825. Before and during his college course he
taught in various district schools, and after graduation he took
charge of the academy at Lexington . In 1826 he was appointed
instructor in mathematics at Harvard, and remained in that
position for a year. He then entered the profession of engineering,
was engaged upon the dry docks at Charlestown and Portsmouth,
and had begun the survey of the Boston and Providence Railroad,
as assistant engineer, when ill health compelled him to relinquish
this occupation. During the year previous to his connection with
the English High School, he conducted a private school for boys,
in Boston .
It may well be believed that the varied experience of Mr.
Sherwin's early life and his association with men engaged in many
fields of labor had contributed to give the breadth of character,
7
the insight of human nature, and the maturity of judgment which
made the work of his later years so fruitful in good results.
His scholarship was thorough and covered a wide range of
knowledge, which was constantly extended by study. He was
distinguished as a mathematician , and during his connection with
the school published two works on algebra , which for many years
held their place in the schools as standard textbooks on that sub
ject, and which , for clearness of thought and wise adaptation to
the needs of the learner, were pronounced among the best text
books ever written .
At a time when the opinion prevailed that a thorough acquaint
ance with the ancient languages was the chief requisite of good
education , when the study of the scientific branches was, in many
of our colleges, too much subordinated to that of the classics,
Mr. Sherwin was an earnest advocate of the superior claims of
scientific study, on the grounds of utility, of mental discipline,
and of moral influence.
Mr. Ephraim Hunt, who was associated with Mr. Sherwin for
fourteen years in the school, wrote of him as follows : " He had a
broad and accurate knowledge of what the sciences had done,
and were doing, to increase knowledge and push forward enter
prise. By constant familiarity with the labors of experimenters
and investigators in the old and new fields of knowledge, he was
ever ready to add a new interest and give a fresh inspiration to
matters that in other hands would be dry and timeworn topics.
The possession of such ample treasures of illustration, in all the
branches taught, gave him an intellectual poise that was the
source of an irresistible influence in his office of instructor.”
Mr. Sherwin possessed a remarkable power of imparting knowl
edge, due not only to the thorough preparation which he brought
to his work , and his own enthusiasm , itself an inspiration to others,
but to the rare gift of putting his own mind in touch with those of
his pupils. Using the textbooks but little in conducting the recita
tions, he drew out the student's knowledge of the subject matter,
compelled him to use his own reasoning powers, and led him often ,
by fresh process of thought, to the comprehension of a principle
for which he might have groped in vain through the printed page.
To his high conception of the teacher's duty and his affection for
the school is to be traced , in a large degree, the success which he
achieved . The teacher's work he regarded as " second to none in
8
importance, inferior to none in its bearing upon the destinies of
the world,” admitting of "no compromise with evil, no sacrifice
of duty .”
It was a frequent expression of Mr. Sherwin that he tried to
" make men.” It was his ambition that the English High School
should send out into the active pursuits of life young men with the
intellectual and moral equipment, the force of character and
purpose which he deemed essential both to good citizenship and
to business or professional success.
Revering justice, truth, honor, fidelity to principle, ever ready to
believe in right motive and generous impulse, and illustrating in
his own life the qualities which he labored to implant and develop
in others, he left, by teaching and example, a lasting impress upon
the character of those who came within his influence; while his
generous sympathy, his interest in the welfare of each boy en
trusted to his care , won for him the lifelong affection of his pupils.
An extract from one of the reports made by the committee upon
the English High School gives an interesting view of the relations
which existed between the master and his pupils. " Mr. Sherwin ,
the committee say, "in regard to their conduct and character,
bore this highly honorable testimony, that during the whole year
in which they had been in his room , there had not been said or
done, by any members of the class, anything, which he had
observed, that approached to an appearance of moral delinquency,
or of a desire to disobey him in any way . Rightly interpreted,
this fact is as honorable to the teacher as to the pupils."
Under Mr. Sherwin's administration , the English High School
gained a widespread reputation, not only for its high standard of
scholarship and the thoroughness of its work, but for the spirit of
manliness and honor which characterized its graduates.
The study of French seems to have been pursued at an early
period in the history of the school, but it was not until 1832 that
it was included in the list of prescribed studies. Later on, under
the direction of Mr. Sherwin, a fourth -year, or post- graduate
course was established, and German and Spanish were taught.
With the gradually advancing standard of requirement in the
study of mathematics and physics, the severity of the course
sometimes encountered criticism , but from an early day the
school had two powerful influences in its favor. One was the
very noble estimation in which learning was held by the com
9
munity at large; the other was the capacity which its graduates
showed to enter at once, and usefully, upon active business
pursuits.
"For three grand results," said Mr. Waterston, “ this school,
under the guidance of Mr. Sherwin , became justly distinguished :
first, for thoroughness; second, the development of mental power ;
third, manliness of character. "
The Reverend James Frazer, afterward Bishop of Manchester,
who visited this country in 1865, to make a study of our educa
tional system , said of the English High School, in his report to the
British Parliament:
“ It is the one above all others that I visited in America which I
should like the Commissioners to have seen at work, as I myself
saw it at work on the tenth of June, the very type of a school for
the middle classes of this country, managed in the most admirable
spirit, and attended by just the sort of boys one would desire to
see in such a school. Take it for all in all, and as accomplishing
the end at which it professes to aim , the English High School at
Boston struck me as the model school of the United States."
Associated with Mr. Sherwin in the work of the school were
such able teachers as Francis S. Williams; John D. Philbrick ,
afterward superintendent of the Boston public schools; Samuel
M. Weston, who became head master of the Roxbury High School;
Charles M. Cumston, who succeeded to the head mastership of
the school; Luther W. Anderson, whose name is held in honored
memory by the graduates of many successive classes; Ephraim
Hunt, afterward head master of the Girls' High and Normal
School; Robert E. Babson, later head master ; and L. Hall
Grandgent, a popular teacher and a famous linguist.
To the thorough scholarship and good judgment of these and
other teachers has been due, in great measure, the reputation for
sound learning and usefulness which the school has sustained .
Among those who served as members of the High School Com
mittee during this time, and to whom the school has been greatly
indebted for a wise direction of its affairs, was the Reverend
Dr. Samuel K. Lothrop , the eloquent and honored minister of
Brattle Street Church. He was for twenty -six years, beginning
in 1848, chairman of the committee, continuing in that position
“ because,” to use his own words, "of my friendship, my profound
regard and respect for Mr. Sherwin, and my desire to assist him
10
 NE
ANN NARI

UNLU
JUAN
JON

HRICHTER RUSSELL SPA

THE THIRD SCHOOLHOUSE

Remodeled in 1863
in all his noble efforts to carry forward that school and make it
all that it ought to be.” Warmly interested in the advancement
of education, he rendered the public a great service by calling its
attention, by speech and in official reports, to the important place
which the English High School occupied in our public school
system , and the advantages which its course of instruction afforded .
His earnest and able advocacy of all measures to enlarge its use
fulness will, for all time, associate his name honorably with the
history of the school.
In 1844 the school removed from Pinckney Street to the new
building on Bedford Street, which had been erected for the accom
modation of the English High and the Public Latin schools. This
was the home of the school for thirty -seven years, until its removal
to the new house on Montgomery Street. When the building on
Bedford Street was first occupied , the school numbered only one
hundred and fifty pupils. Before it was vacated , more than three
times that number were borne upon the rolls. In 1863 the roof
was raised, and a story added to the original structure. With the
increase of members more space was needed , and temporary
quarters were provided for some of the classes in the Harrison
Avenue, Mason Street, and South Street schoolhouses ; and the
school was not again brought under one roof until it took possession,
in 1881, of its new building.
In an address delivered before the English High School Associa
tion in 1882, Mr. Curtis Guild sketched some of the features of the
older Boston as the boys of 1844 remembered it, in contrast with
the beautiful city of his day. When the school moved into its new
building on Bedford Street, the Public Garden was a barren waste,
the tide flowed over the Back Bay, and the site of the present
schoolhouse was an unreclaimed marsh .
The Bedford Street building was taken down in 1882, and part
of its site is now covered by a business block. From the corner
stone was cut the pedestal upon which now rests, in the new build
ing, the marble bust of Mr. Sherwin .
In 1864, upon the petition of many prominent citizens, the
school committee adopted military drill as one of the prescribed
exercises of the school. In the previous year some of the boys had
practised at drilling, without arms, under instruction of the
teachers. Under the direction of General Hobart Moore, who was
first appointed to the position of military instructor, drill not only
11
became an exercise popular with the boys, but also proved valuable
as a means of physical development, and conducive to courtesy and
good discipline throughout the school.
Mr. Charles M. Cumston succeeded Mr. Sherwin as head master,
taking direction of the school in September, 1869. He was a
graduate of Bowdoin College, in the class of 1843, and became an
instructor in the English High School in 1848. Mr. Cumston
presided over the school for five years, a period which was marked
by a large increase in the number of pupils.
During this time occurred the fiftieth anniversary of the founding
of the school, which was celebrated on May 2, 1871, and was a
memorable event in its history .
Mr. Cumston resigned in June, 1874 , after twenty -six years of
continuous service in the school. In accepting his resignation, the
High School Committee expressed their appreciation of his diligent,
faithful, laborious, and efficient service, his thorough and varied
scholarship , and executive ability; recording their judgment that
Mr. Cumston “ has maintained the reputation and high character
of the school in all its departments, and is entitled to the grateful
respect of its friends and alumni."
As to Mr. Cumston's teaching capacity , one who was his pupil,
and who is competent to judge, says : " I shall always feel grateful
to Mr. Cumston for the interest which he imparted to me in my
studies. He brought to the daily recitation an enthusiasm which
was caught by his scholars, and some who have become dis
tinguished in scientific pursuits owe much to the thoroughness of
his instruction ."
Mr. Edwin P. Seaver, a graduate of Harvard College in the
class of 1864, was elected head master in June, 1874, and took
charge of the school in the following September. He resigned in
December, 1880, to accept the office of superintendent of the
Boston public schools. Like three of his four predecessors in the
principalship of the school, Mr. Seaver had been a teacher of
mathematics in Harvard College, having been for five years before
his election an assistant professor in that department.
During the first year of Mr. Seaver's administration, the school
reached the highest point, in respect to numbers, that it ever
reached while it occupied the buildings on Bedford Street and
South Street. There were two principal causes of this : first, the
annexation of West Roxbury, Charlestown, and other suburban
12
 THE
PRESENT
Building
W
—arren
Avenue
Front
FACULTY
AND
STUDENTS
territory, which threw open the central school to pupils from the
annexed districts; second, the action of the school committee in
abolishing the examination for admission to the high schools and
directing the admission as pupils of all who held grammar school
diplomas.
Between 1875 and 1880 the numbers in the school fell off con
siderably, in consequence, first, of the establishment of the East
Boston High School; second, the application of the district rule ;
third, the granting of diplomas at the end of two years in the
High School. The last -named practice was in use but a short time,
and the district rule was repealed after the school had entered the
new building on Montgomery Street.
The last day of Mr. Seaver's principalship was also the last day
the school occupied its old quarters on Bedford and South streets.
On the day before Christmas, 1880, Mr. Seaver visited the new
building on Montgomery Street, then just completed, with all
the teachers, and assigned to them their several rooms. He had
already become Superintendent of Schools, but had been con
tinued nominally as head master until his successor should be
elected .
Mr. Seaver was succeeded by Francis A. Waterhouse, a graduate
of Bowdoin College in the class of 1857, and at the time of his
appointment, head of the Newton High School. His term of office
began on January 1, 1881; and on January 3 the school, under
his charge, took possession of the magnificent building which had
been erected for its use on Montgomery Street. This new building
was formally dedicated on February 22, 1881 , and was regarded ,
both in point of architectural beauty and in its adaptation to the
purpose for which it was designed, as the finest that had ever been
built for public school use .
During the administration of Mr. Waterhouse, the school
doubled in numbers from 375 to 760 pupils. This increase soon
led to some difficulties of organization at the beginning of the
school year, and throughout the year imposed upon Mr. Water
house an excessive burden of detail, under which he finally broke
down. He went abroad for his health under a year's leave of
absence, and died in Europe in 1894.
When Mr. Waterhouse went on the leave of absence from which
he was destined not to return , Robert E. Babson was appointed
acting head master, and on Mr. Waterhouse's death succeeded
13
to the head mastership. Mr. Babson was graduated from Harvard
in 1856 and had been a teacher in the English High School since
1864. Mr. Casey, who succeeded Mr. Babson and who was
associated with him for years, said of him : “ No pupil ever came
under Mr. Babson but felt the influence of his kind and courteous
disposition, his refined , cultured mind, and recognized in him the
scholar, the gentleman , and the sympathetic friend . ” He was
particularly known for his proficiency in modern languages, and
it was sometimes said of him that he thought in German .
Mr. Babson's administration marked the beginning, informally
at least, of the system of heads of departments. Mr. Casey later
saw that even Mr. Waterhouse ought to have had the assistance
of such a cabinet as the system of heads of departments provides,
but it was not until Mr. Casey's administration that the system
was formally adopted in the Boston schools.
During Mr. Babson's head mastership, the seventy -fifth anni
versary of the founding of the school was celebrated in 1896. He
resigned on account of ill health in 1901 , but lived until 1913.
Mr. John F. Casey succeeded Mr. Babson . Mr. Casey was also
a graduate of Harvard, in the class of 1868, and had come into the
school as a teacher in 1872. In mathematics he " discouraged
memorizing in geometry . By careful drill he gave familiarity
with the logical structure of the theorems. He introduced originals
and used them in his examinations. He brought into his class
practical problems from outside sources . ” Mr. Casey thus stands
out as the fifth head master whose special interest lay in mathe
matics and whose progressive methods helped to bring distinction
to the department in which he taught.
No one associated with Mr. Casey can ever forget his vibrant
voice and his kindly manner. His ready sympathy saved many a
boy from a penalty that might justly have been imposed, and
won him affectionate friends. As teacher and administrator he
was a striking illustration of the teachers that he himself says
the school desires — "able, well-trained , red -blooded men who can
understand, sympathize with, and like boys."
His administration he characterized as strenuous years. The
elective system was introduced ; the activity in athletics had so
greatly increased that it had to be organized and closely super
vised ; and the school now numbered over 2,000. In 1881, when
the school came into its part of the building on Montgomery
14
Street, there were many empty seats. Before Mr. Casey retired ,
the accommodations had been outgrown , so that in 1909 an annex
was opened for first- year boys ; and in 1911 another, for second
year boys. Even when the Public Latin School moved into a new
building, and the English High School occupied the entire building
on Montgomery Street and Warren Avenue, the first -year boys
still had to be accommodated in an inconveniently remote annex.
The details of this larger organization were, however, wisely
left in the hands of the teachers, especially the heads of depart
ments, who had been created in 1907. Mr. Casey was not over
burdened as Mr. Waterhouse and Mr. Babson had been before
him, and reluctantly retired , in 1915, on account of the age limit,
with his health good and his strength unimpaired. As he came
in to look up records or to consult his former associates, he con
tinued a familiar figure in the school until his death in 1923.
No head master ever assumed his duties in the school with
greater energy and devotion than Mr. William B. Snow , who
succeeded Mr. Casey in 1915. Mr. Snow was graduated from
Boston University, in the class of 1885, and, like most of his
predecessors, prepared himself especially to teach mathematics.
But his reputation as a scholar and a teacher was achieved not in
mathematics but in French . Soon after he came into the school a
teacher of that language was needed, and he went abroad for a
summer to fit himself for the work . He became widely known as
a teacher of French, and when the departments of instruction
were organized in 1907 he was appointed the first head of the
department of French . In 1914, under his guidance, the depart
ment achieved the honor of winning a beautiful Sèvres vase
awarded by the Société Nationale des Professeurs francais en
Amérique, for the President of the French Republic, to that
school in the United States which, by competitive examinations,
showed the best results in the teaching of the French language.
Even before he was appointed head of the department, Mr. Snow
had been a leading figure in the organization and the management
of the school. During the last fifty years no one connected with
it has stood out more conspicuously and honorably.
Practically all of the outstanding features of the school to - day
have had their inception and their development since 1871.
The constituency of the school has changed pronouncedly ; the
departmental system of teaching has been perfected; military
15
drill has become a vital part of the school program ; athletic
games have been brought under control and supervision; and the
elective course of study has been introduced.
A comparison of the catalog of 1924 with that of 1871 shows not
only a prodigious growth but also a very remarkable change in the
proportion of the nationalities of the pupils, indicative of the
change that has taken place in the population of Boston, especially
in the city proper. And yet, while the catalog of to -day shows
such a large proportion of foreign born or of foreign parentage, there
has been no falling off in the ability of the students. These foreign
born pupils have as good minds as the native born, and many of
them have more industry and determination to succeed in school.
The beginning of the departmental system of teaching probably
dates from the early part of Mr. Seaver's administration . Up to
this time each teacher had had charge of one division , and each
taught his own division practically all the subjects it had .
Naturally , he gave greater attention to the subjects in which he
was most interested . The first step in making this great change
was to assign a specific number of hours to each subject, and to
credit it with diploma points in proportion to the time allowed .
Secondly, teachers were assigned to teach one subject to several
divisions instead of many subjects to one division . Even so late
as Mr. Waterhouse's administration, however, one teacher taught
several subjects to one division for four or five weeks until the
school could be organized , a situation very different from the
present, when , with the school four times as large, the boys begin
to go to classes almost as soon as they come to school on the
opening day, and, except for such changes as are desirable or
inevitable, continue on the same program for the rest of the school
year. Needless to say, such an orderly beginning of the school
year entails a great deal of preliminary work, which is done
mainly under the direction of the heads of the departments of
instruction , the creation of which marked the final step in the
establishment of the departmental system of teaching.
Military drill was introduced into the school during the year
1863-64, and has been in successful operation ever since. The
boys, in general, like it ; and the interest taken by parents and
friends is shown by the fact that many thousands attend prize
drills. Aside from the physical training from the setting-up
exercises and the knowledge of mass movements in military for
16
mation acquired, the boys gain in discipline by learning to act
promptly on command, and as officers they learn to control them
selves while learning to control others.
Commissioned officers are appointed only during the senior year,
and candidates must show scholarship records which give reason
able expectation of graduation at the end of the year and a past
record for good character. Moreover, any delinquency after
appointment means prompt demotion , temporary or permanent
in accordance with the seriousness of the charge. To ambitious
boys this acts as a powerful stimulus to merit the coveted honors.
A corps of one hundred commissioned officers, self -respecting in
order to command respect, form a great aid to the administration
of the school in preventing petty breaches of discipline, because
the officers understand that they are not only officers for the drill
but that they are also officers of the school and are respon
sible to some extent for all the offences committed in their presence .
This responsibility develops manly character and a school spirit
not attained by any other course . Military drill properly admin
istered is one of the most valuable courses in the school ; it makes
for good scholarship and good character.
Until about thirty years ago athletics were ignored by the school
authorities and left wholly in charge of the pupils interested . As
public interest in the games, especially in football, increased, the
expense of the necessary equipment mounted . Moreover, this
increased interest led to an unwholesome desire to win , and its
attendant evils. It became necessary for the school administration
to control and regulate these activities. There were a few strenuous
years when much diplomacy was needed, because most of the games
took place out of school hours; and it was found that no school
authority anywhere had any control over boys on these occasions.
Finally , a committee of masters, with the consent of the school
committee, obtained from the legislature the passage of a law
giving the school committee authority over the games played by
boys using the school premises or the school name. At the present
time the school committee, through a physical director, takes full
control of all forms of students' games, and eligibility rules as to
character and creditable school work are enforced as in military drill.
The course of study had been gradually enlarged until it included
all subjects given in any high or classical school with the exception
of Greek , and in 1901 the school committee authorized the elective
17
system . This is a plan to fit the school to the boy instead of fitting
the boy to the school. It requires every member of the school to
take English and military drill and allows him to elect the rest of
his course as follows: He may take any subject and any year of
that subject provided he gets his father's approval and an indorse
ment from his room teacher that he is prepared to take the subjects
offered and that the choice of studies is a consistent one not
consistent with prearranged school courses, for the school offers
no courses as such, nor consistent with the school program , for the
programs are made after these choices have been made and are
based on such choices — but consistent with a definite plan of
work for the pupil having a definite goal in view . Diplomas are
awarded on points earned, and for a successful year's work in any
subject a point is given for each hour per week of prepared work .
Eighty points are required for a diploma, ordinarily requiring
four years. Able and ambitious boys are permitted, within limits,
to carry extra work, and graduate with more than the required
number of points, sometimes anticipating some of their college
work, and in rare cases completing their course in less than four
years . On the other hand, a boy is not obliged or allowed to carry
more than he can do well, and is credited only with whatever work
he successfully performs. The pupil is the unit; a separate account
is kept with him , and classes are arranged to suit his needs. A
boy may select a group of studies which, as a whole, is perhaps not
duplicated by any other pupil's selection, and yet be accom
modated, because he is put into groups by subjects chosen and
not by his course as a whole.
This plan has been in successful operation for twenty years,
and, though it increases the work of the administration, it has
proved helpful to the pupils, especially to the great number of
special pupils who are admitted every year. Here is a not unusual
case of this class of pupils : A young man about seventeen years
old applied for admission . He had recently arrived here, coming
from Armenia, could speak but little English , had had some
elementary education, but could not pass entrance examinations.
Moreover, he was self -supporting, having no means except what
he earned . He was admitted as a special student, and at the end
of four years was graduated with his class. Four years later he
was graduated from the Institute of Technology, having supported
himself by working in a tanyard during all his spare time.
18
 Of the devoted teachers who in the last half century have left
their impress on the school, a small group taught here for a few
years and then found the attractions of a business position too
alluring to resist. The teaching profession in general and the
school in particular have thus lost some very able and promising
men . Another group turned to private schools or to college and
university teaching; and their success in the different fields shows
how adequate their training was .
A number of others have carried the methods and the policies
of the school into other high schools of the city, where they have
become heads of departments. In 1907, Mr. James Mahoney,
after almost twenty years of service in this school, went to the
South Boston High School as head of the department of English ;
and in the same year Mr. Oscar C. Gallagher went to the same
position in the High School of Commerce. Mr. John E. Denham ,
in 1915, after nine years as a teacher in the department of mathe
matics, became head of the department of mathematics in the
Girls' Latin School, and for several years was principal of the
summer review high school. In 1914, Mr. John E. J. Kelley, after
teaching languages here for eight years, went to the South Boston
High School as the head of the commercial department. He was
also at one time principal of an evening school and a teacher in
the continuation school. Mr. Ralph C. Benedict, after ten years
as a teacher of commercial branches, went to the Charlestown High
School in 1920 as head of the department of commercial branches.
Mr. Joseph R. Lunt has recently become head of the department
of science in the Mechanic Arts High School; and Mr. John A.
Marsh, of the department of mathematics in the High School of
Commerce .
Another group continuing their work in the school have been
principals of evening schools. Indeed, no other school in the city
has furnished so many principals of evening high schools.
In the earlier period of the school three teachers left to become
head masters of other high schools in the city. Mr. Epes S.
Dixwell went to the Public Latin School and became head master
in 1836 ; Mr. Samuel M. Weston went to the Roxbury High School
and was given the title of head master soon after Roxbury was
incorporated with Boston , in 1866 ; and Mr. Ephraim Hunt went
to the Girls' High and Normal School in 1868. In later years
eight more teachers have become head masters. Two went to the
19
East Boston High School: Mr. Charles J. Lincoln, in 1885, after
teaching chemistry and other branches here for fifteen years ;
and in 1920, Mr. Bertram C. Richardson, after a worthy record
as master- in -charge of the first- and the second-year annex . To
the South Boston High School went first Mr. Peter F. Gartland, in
1914; and at his death he was succeeded by Mr. Samuel F. Tower.
Both men filled large places in this school as teachers and adminis
trators. Mr. Gartland was master -in -charge of the Winthrop
Street Annex, and an able and progressive teacher of French and
mathematics. Mr. Tower won distinction as a teacher of science
and as an efficient administrator of a department and of an annex .
Mr. George W. Evans, after twenty years of distinguished service
as a teacher of mathematics, in 1905 became head master of the
Charlestown High School, and has continued his service to other
schools by originating and improving forms for keeping school
records. In 1905, Mr. Albert P. Walker also left this school to
become the head master of the Girls ' High School, where he con
tinued until his untimely death in 1911, leaving behind him a
notable reputation for versatile scholarship and teaching ability.
Mr. James E. Thomas, the first head of the department of English ,
became head master of the Dorchester High School, in 1911 , after
twenty -six years of service in this school. Mr. Oscar C. Gallagher,
who had become the head of the department of English in the
newly established High School of Commerce, became head master
of the West Roxbury High School, and is now the very successful
superintendent of schools in Brookline.
While these men were leaving to take charge of other schools,
another group for many years continued in the school the work
which death or retirement finally ended . Among these were
Brigadier -General Hobart Moore, the first instructor in military
drill; Mr. Charles B. Travis, a genial gentleman and a familiar
figure at class reunions; Mr. Julius Eichberg, a talented musician
and composer, director of music in Boston schools; Mr. Samuel
C. Smith, a modest teacher, of great and good influence; Mr.
Manson Seavy, an indefatigable teacher of practical bookkeeping;
Mr. Alfred P. Gage, a " pioneer in secondary school physics ” ;
Mr. Frank 0. Carpenter, an enthusiastic teacher of commercial
geography, for which he devised a laboratory method of teaching ;
Mr. Rufus P. Williams, one of the first chemistry teachers to use a
laboratory manual; Mr. James A. Beatley, the founder of the
20
1621
ASAL
NGKUSAL

SON

DEPARTMENTS
HEAD
—
OFFICE
ADMINISTRATIVE
OF
HEADS
AND
MASTER
school orchestra, whose enthusiasm led him to an ungrudging
expenditure of time and money, and finally kindled others, so that
school orchestras have found a place in school curricula; Mr. J.
Y. Bergen , Jr. , an innovator in the teaching of botany and author
of textbooks in botany; Mr. William T. Strong, at one time attaché
of the American embassy at Vienna and an accomplished linguist;
Mr. Melvin J. Hill, a teacher of drawing and mathematics, who
retired in 1907; Mr. Charles P. Lebon, a popular teacher of French,
who retired in 1922 ; Mr. Edward H. Cobb, a teacher of English
and history, who retired in 1923 ; and Mr. Edward R. Kingsbury,
a teacher of drawing, who also retired in 1923.
Mr. Frank E. Poole, Mr. Frederic B. Hall, Mr. Henry M.
Wright, and Mr. William H. Sylvester, known to many students
of the last thirty or forty years, still continue their work.

Before the centenary year was over , another change in the

administration of the school took place. Mr. Snow was elected
Assistant Superintendent of Schools, and thus became the third
English High School teacher to be drafted to help conduct the
school system of the city, Mr. John D. Philbrick having been
made Superintendent in 1857, and Mr. Edwin P. Seaver in 1880.
Mr. Snow's place was temporarily filled by Mr. Henry M.
Wright, for fifteen years the head of the department of mathe
matics, a classroom teacher of distinction, and a man beloved by
students, alumni, and colleagues.
On January 30, 1922, Mr. Walter F. Downey was appointed
head master, and assumed his duties on February 6. Mr. Downey
is a graduate of Amherst College, in the class of 1906 , and also
holds a graduate degree from Harvard . He taught mathematics
from the time he came into the school until he took charge of the
English High School Annex in the Patrick A. Collins Building.
Mr. Downey's first official message to the faculty is given below,
and outlines the fundamental purposes and aims of his adminis
tration .
ENGLISH HIGH SCHOOL,
February 6, 1922.
COLLEAGUES OF THE ENGLISH HIGH SCHOOL :
As the present Head Master of English High School begins his
term of office to -day, it seems to him appropriate that he should
express a few thoughts that come to him at this time.
21
 A great trust has been placed in his hands. In safeguarding
it, he freely delegates to each member of the faculty a share of
the responsibility. The self- imposed professional standards
of English High School men have always been of the highest
order. The fine traditions of the school are due, in the greatest
measure, to the able, loyal, and coöperative efforts of the class
room teachers, and it may fairly be asserted that the record of
service rendered here is unsurpassed in the annals of American
education .
Every man will understand that the Head Master aims to
assist, encourage, and support each one in everything that will
promote the interests of the school.
With the devout purpose of working unremittingly for the
English High School, appreciating the task , but stimulated by
this opportunity of serving a school that deserves all that a man
can give, inspired by the work and example of his predecessors,
and confident of able assistance, the Head Master assumes his
new duties.
WALTER F. DOWNEY.

For a hundred years the school has had an honorable record as

an institution of sound education and usefulness. Originally
founded and still conducted as a finishing school, it has also become
a very successful preparatory school. Years ago President Eliot
said encouragingly and hopefully : “ Three of the four freshman
themes read this year as examples of the best compositions in
English were the work of pupils of the English High School of
Boston. The class of training given in that school will doubtless
supply Harvard with the material for a very interesting study of
this great question of relationship. May such schools continue to
flourish .” Ample evidence of the value of its training and its
extended influence upon the business, social, and moral life of the
community lies in the long list of men who, completing their
studies or preparing here for a college course , have been successful
and have occupied places of usefulness and honor in public and in
private life . From these alumni it has received most warm and,
for a public school, most unusual testimony of their appreciation ,
respect, and affection .

22
THE ENGLISH HIGH SCHOOL ASSOCIATION
This incorporated society of alumni was founded in 1853, with
the stated object of promoting the usefulness and the prosperity
of the English High School of Boston :
First, By fostering and increasing the interests natural to all
graduates in this, generally their last home of school life.
Second, By increasing, in such ways as may from time to time
be deemed expedient, the facilities of the school for affording a
thorough commercial and general education to the youth of the
city.
Third, By rendering such aid, financial or otherwise, to the
pupils of the school or graduates as their circumstances may
require; and
Fourth , By promoting and preserving acquaintance and friend
ship between those who have been associated as pupils and
teachers of the school.

All persons who are or have been teachers in the school, all past
pupils and members of the senior class are eligible to life member
ship by the single payment of one dollar.
The association holds its annual meetings at the schoolhouse ;
and occasionally the members have been called together in social
activities or around the banquet board, the social activities having
been particularly prominent in the decade following the semi
centennial celebration in 1871 .
At the annual meetings the affairs of the association and of the
school are discussed, the head master usually making a report of
conditions and progress ; and in the discussions and all of the
business transacted the younger members are encouraged to take
an active part. They thus come in contact with the older alumni,
and their interest in school affairs is perpetuated .
In addition, it has conducted three notable historical celebra
tions, and at various times has raised or appropriated funds to aid ,
by scholarships or otherwise, indigent but deserving and ambitious
pupils who without such assistance would have been unable to
complete their high school education ; to help students and their
families solve home and social problems that tend to interfere with
their school work and progress ; to found a scholarship for E. H. S.
23
graduates at the Massachusetts Institute of Technology ; to place
in the school a large and valuable library ; to provide decorative
and instructive works of art for the schoolrooms and corridors; to
erect a memorial tablet to those sons of the school who have worn
the uniform of their country in the wars of a hundred years; to
install in the assembly hall and library , oil portraits of the several
head masters and a marble bust of Thomas Sherwin ; and to
augment in special cases the pensions paid to former teachers
retired because of age or disability.
It now holds invested funds, largely contributed by the alumni,
to the total amount of more than $ 56,000, including the following :
1. Teachers' Pension Fund $ 25,000.00
2. Students' Aid Fund . • About 23,000.00
3. Waterston Fund .
1,000.00
A bequest of Robert C. Waterston, the income to be used
in furthering the work of the Association .
4. Liberty Bond Fund $ 2,150.00
A purchase of bonds donated by the pupils of the school
during the World War, the income to be expended as directed
by the Student Council, for the good of the school or the
nation .
5. CUMSTON FUND $ 5,000.00
A bequest of Charles M. Cumston, the income to be
distributed to such members of the graduating class as
have been most distinguished throughout their entire
course for manliness, rectitude, and gentlemanly conduct
and who have by their example exerted upon their associates
an influence tending to elevate their standard of character.
6. John Bouvé Clapp Prize Fund $ 500.00
A donation by the Class of '73, in memory of its devoted
Secretary for twenty -five years, for an annual prize to the
member of the graduating class showing the greatest
proficiency in English .

These permanent funds have been, since 1922, in the control and
custody of a board of three trustees, by whom the income is col
lected and paid over to the Treasurer of the Association or expended
in accordance with the instructions of the donors. In addition ,
the Old Colony Trust Company holds a trust fund of $ 500.00,
established by the Class of '63, the income to be paid to some
worthy graduate who is pursuing a higher education at a recog
24
nized institution of learning. There is also a considerable sum
in the treasury of the association .
Besides these activities the association has been of service in
giving to the school and its faculty the moral support of an or
ganized body of alumni, and in coöperating with the officers of
the several classes in fostering and keeping alive the English High
spirit, a spirit and an enthusiasm believed to be unique in the
history of public schools .
Many of Boston's best known and most “ solid ” citizens have
been active in the government and labors of the English High
School Association , and among them two names stand out most
conspicuously — the Reverend Robert C. Waterston, '28, for
nine years ( 1872–1881) its President, and throughout his life a
staunch friend and liberal benefactor of the school, whose portrait
now hangs in the school library; and William H. Moriarty,
Secretary from 1868 to 1875 and from 1882 to 1902, whose untiring
labors were an inspiration to his associates and successors and to
whose researches and sympathetic accounts we are indebted for
much that we know of the early history of the school.
Other names most frequently found in the earlier records of the
association include Frederick U. Tracy, '26, for many years City
Treasurer; Rowland Ellis, '24 ; John J. May, '28; Thomas
Gaffield, '40 ; John B. Babcock, '42 ; Curtis Guild , '44 ; Charles
F. Wyman, '52 ; and Samuel B. Capen , '58.
A little later appear the names of Clarence H. Carter, '73,
President, 1902–1905; Alfred H. Gilson , '73, Secretary , 1903–1918 ;
John B. Clapp, 73, Treasurer, 1911–1918 ; and Clarence W.
Barron , John B. Babcock, Jr., and Frank C. Brewer of the same
class as members at different times of the board of government -
a notable contribution of service from the ranks of a single class .
The head masters of the school have naturally felt and shown
an active interest in the association, and during their incumbency
have served as its vice - presidents. Two former teachers have also
served as president — Thomas Sherwin , Jr., and John F. Casey.
The board of government for 1923–24 is as follows:
President
ARTHUR L. NORTON , '86
Vice - President
WALTER F. DOWNEY
25
 Secretary Treasurer
LINDSLY B. SCHELL, '06 JOHN C. HEYER, '00

Assistant Secretary
DAVID ROMANOW , '24

Directors
Frank L. Locke, '81 Harold D. Bornstein , '06
Charles C. Gilman , '99 Paul G. Kirk , '22

Trustees
Frank W. Remick , '79 Edwin P. Brown, '87
Abraham K. Cohen , '86

26
 FOUR NOTABLE CELEBRATIONS

I
THE SEMI-CENTENNIAL IN 1871

II
THE SEVENTY -FIFTH ANNIVERSARY IN 1896

III

THE CENTENARY IN 1921

INCLUDING THE DEDICATION OF THE MEMORIAL TABLET
AND
THE WORK OF THE CENTENARY COMMITTEE

IV
THE LEBON TESTIMONIAL BANQUET

27
 I
THE SEMI-CENTENNIAL IN 1871

As the fiftieth anniversary of the foundation of the English

High School approached, there was a universal feeling in the minds
of the friends of the school that the occasion should be fittingly
celebrated ; and measures were taken to secure the addresses of
the past pupils and to arrange a preliminary program . At the
annual meeting of the association on January 25 , 1871 , the following
resolution was adopted :

Resolved, That a committee of five be appointed by the chair,

to secure an Orator and a Poet to assist in the celebration of the
Semi-centennial Anniversary of the formation of the English
High School and to arrange for and carry out all other matters
connected with a successful celebration for the day.

This committee of arrangements was made up of John B. Bab

cock, '39*, Chairman ; Henry B. Cram , '64, Secretary and Treas
urer; Charles M. Cumston , Godfrey Morse, '60, and Jarvis D.
Braman, '38, with the addition of the President and the Secretary
of the Association, Messrs. Thomas Gaffield, '37, and William H.
Moriarty, '60. The committee held numerous meetings, and the
arrangements were most admirably carried out in all particulars,
the chairman , especially, devoting for months the greater part of
his time to the numerous details.
May 2d was a beautiful, clear day ; and the historian records :
“ Though an east wind prevailed and was somewhat chill, yet it did
not seem to possess the disagreeable character of an ordinary east
wind, unless it be that when the sentiments are touched we have
no senses for ordinary phenomena ."
At one o'clock the company began to assemble in Faneuil Hall,
and it was not long before the floor and the galleries were crowded
with past pupils, some of whom had not met their classmates since
they parted in the classroom . Quoting again from the historian of
the occasion, William H. Moriarty:
* The several classes were at this time designated by the year of their entrance to the school
and not by the year of graduation.
29

1
 It was not strange that those who had been classmates at the
High School should meet with tender greetings. Their friend
ships had been formed under auspicious circumstances, at a time
of life when the heart is most open to impressions, when contact
with the world has not awakened suspicion, and the advances
of new friends are met with all the warmth of ingenuousness
and inexperience. The spirit of the school had been such as
would tend to strengthen their acquaintance. It was eminently
democratic. No aristocracy was known but the aristocracy
of talent and good fellowship. No distinction or caste was
recognized in the relations of the same class, or of those of
different classes with one another. Quarrels were never , or
extremely rare. Mutual weaknesses were treated with the
utmost tenderness and sympathy. No youthful tyrant would
have found there a congenial atmosphere, and the competitive
spirit being but little encouraged, envious or malicious utterance
was unheard .

At three o'clock a procession was formed under the chief marshal

ship of General B. F. Edmands of the class of '21, with Colonel
Francis Boyd , '28, Colonel John K. Hall, '23, Colonel Francis J.
Parker, '37, and Captain George F. Baldwin , '67, as Aids.
At half-past three the parade moved in the following order :

Police
Brown's Brigade Band
English High School Battalion
Gilmore's Band
Chief Marshal and Staff
Committee of Arrangements
Guests of the Association

First Division
School Committee of the English High School
The Reverend Samuel K. Lothrop, D.D., Marshal

Second Division
Past and Present Teachers of the English High School
General Thomas Sherwin , Marshal

Third Division
Head Masters of the Grammar Schools
Dr. Francis Parker, Marshal
Classes 1821-1870 Under the Class Marshals
30
 More than twelve hundred former pupils marched ; and the
class of 1865 received a prize banner for having in line the largest
number (ninety -seven) in proportion to the whole number known
to be living, while the earliest class, that of 1821, was only a
fraction of one per cent. behind, with twenty -eight present out of
thirty -seven known to be living — an extraordinary showing.
Each man or boy wore an appropriate badge.
The parade moved through State, Washington , and School
streets to the City Hall, where Mayor William Gaston and mem
bers of the City Council and School Committee were taken under
escort, then up Beacon Street to the State House, where the pro
cession received Governor William Claflin and Staff, and, counter
marching on Beacon Street, proceeded by the way of Park,
Tremont, and Winter streets to Music Hall, where the literary
exercises were held .
On the platform were seated the Chaplain , the Orator, and the
Poet, the Committee of Arrangements, and many distinguished
citizens, among whom the following were especially noteworthy:
Governor Claflin , Mayor Gaston , ex -Mayors Norcross, '24, and
Quincy (Josiah Quincy, the second), United States Senator Henry
Wilson , the Honorable Marshall P. Wilder, President Runkle of
the Massachusetts Institute of Technology, Professor Francis J.
Child , '27, of Harvard University, Thomas R. Gould, '31, the
sculptor of Mr. Sherwin's bust, George B. Emerson, the first, and
Charles M. Cumston , the then head master of the school, and
John D. Philbrick, Superintendent of Schools.
The seats on the floor were entirely filled by the past and the
present pupils, while the galleries were occupied by friends and
relatives, including many ladies.
In opening the exercises, the chairman of the Committee of
Arrangements, John B. Babcock, introduced Thomas Gaffield , '37,
as the presiding officer, with the statement that “when gentlemen
are introduced by their year of entering the school, or are identified
by their class badge, it will be unnecessary for you to figure up
their present age, because they were all precocious boys, and
entered English High exceedingly young."
The Reverend Samuel B. Babcock, '21 , offered prayer ; and Mr.
Gaffield followed with a short and inspiring address, in which he
referred to the recent death of Thomas Sherwin , " who for more
than forty years was identified with the welfare and progress of our
31
beloved school," and reported that in his honor a scholarship in the
Institute of Technology had been founded, and a marble bust by a
distinguished sculptor, himself a pupil of the school under Mr.
Sherwin , was ready to be placed in the hall of the school.
The bust was then unveiled by Head Masters Emerson and
Cumston, and was committed to the care of the latter, who in his
words of acceptance said : “We who were associated with Mr.
Sherwin were best able to see those traits which have so endeared
him to his pupils. You can be well assured, sir, this example will
stimulate us all to exert ourselves to the utmost to maintain the
honor and promote the usefulness of the school, which is so much
indebted to him for its present proud preëminence.”
Following this, an original hymn, the music by Julius Eichberg ,
was sung by the choir of schoolboys.

IN MEMORIAM

When the soft radiance of the rising moon

Dispels the gathering shadows of the night,
Then mourn we less the absence of the sun ,
As she transmits to us his borrowed light.

So by the Sculptor's art and loving skill,

Behold reflected from the willing stone
The quickening intellect, the steadfast will,
The interest keen , that in the Master shone.

O Memory ! guardian of the vanished past,

Recall in that soft light each look , each tone,
And keep within each heart the spell once cast
By that dear presence then, as now , our own .

A noteworthy poem by the Reverend Robert C. Waterston was

next on the program , but from this, space permits only the following
brief extracts :

Who is the Faithful Teacher ? He whose heart

Is ever in his work ; who leaves no part
Of duty unfulfilled ; who throws his soul
Into each act, till he inspires the whole !
Not quantity but quality he asks;
A cheerful offering, and not servile tasks.
Duty with him is no ignoble strife;
His joyous spirit overflows with life,
32
 And the glad sunshine of his nature streams
Around, till all are kindled by its beams.
Ideas and principles by him are taught,
Not isolated facts, but living thought.
And more, far more — with him the loftiest plan,
Is that which forms the noblest type of Man !
That which shall stand the test of future hours,
In balanced will and well -directed powers.
* * *

MILES, EMERSON , and SHERWIN — honored names,

Each , ever faithful, worthy tribute claims.
Two have departed one is here this day
To take the homage which we gladly pay.
One of the noblest teachers of his time,
Thank God he lives, fresh as in manhood's prime.
May Heaven upon him richest favors shower,
And crown with blessings every passing hour!
* *

When Israel's host, in days of old,

Had reached in joy a place of rest,
They to their children's children told
How righteous Heaven their sires had blest;
That God had led the appointed way,
In fire by night, in cloud by day.

Thus even now , O Lord , we stand,

And gladly count thy blessings o'er,
Guarded and guided by Thy hand,
Thy sovereign love we would adore;
Be with us here, in gracious power,
And crown with joy this festal hour!
Here to this shrine each heart has brought
The tribute of its grateful love;
Guide Thou the Teachers and the Taught;
The School, O bless it from above !
And guard it still, mid hopes and fears,
Even as Thou hast for Fifty Years!

The Orator of the Day was the Honorable J. Wiley Edmands,

of the class of 1821. His address was described as eloquent and
thoughtful, fully appreciated by all who had the privilege of hearing
it. It was largely historical, but we quote its closing lines :
It is meet that on this close of the fiftieth year of the English
High School its scholars and graduates should assemble to join
in friendly greetings and celebrate this epoch in its history –
33
 those whose lives are in the future with those who have a long
past in the retrospect those now engaged in life's active pur
suits with those who have retired from its turmoil laymen
with divines artisans with literary men , and pupils with their
teachers, past and present. This reunion of friends and school
mates, coming together for mutual enjoyment and to indulge in
the reminiscences of school life, may yield them more than a
feeling of fleeting gratification . As the gentle breeze of the
summer ,

" That breathes upon a bank of violets,

Stealing and giving odor , ”

not only excites momentary pleasure as it passes, but also does

its part in purifying the atmosphere, so may this day's personal
reminiscences and associations shed healthful influence over the
whole course of our lives. In view of such relations this semi
centennial celebration of our school bears no adventitious or
ephemeral character. It will assume its own importance in the
scale of our individual experiences and may add another link to
the golden chain of improved opportunities.
Each class has year after year added its part to the bond which
embraces the youngest and the oldest, and now binds them ,
fifty in all, to their Alma Mater.

Following the oration another original hymn was sung by the

choir and the audience :

1821-1871

Full fifty years have passed away ,

With all their hopes and fears,
And Alma Mater, born that day,
A matron now appears .
We children hail her noonday light,
Long may its radiance shine!
And “keep our memories green ” and bright
With thoughts of Auld Lang Syne!
And while her natal day we greet,
We trust that fifty more
Will bring new trophies to her feet,
New harvests to her store .
Children unborn shall hail her light,
And see her glory shine,
And future hearts will feel delight
In thoughts of Auld Lang Syne.
34
 The lessons garnered from her love
Still in our hearts remain ;
We'll strive to make our actions prove
They were not learned in vain .
And living worthy of her light
In us that light shall shine,
And keep her name a presence bright
In thoughts of Auld Lang Syne!

The exercises of this Golden Jubilee were brought to a close by

the pronouncing of a benediction by the Reverend Samuel K.
Lothrop of the School Committee, Chairman of the Sub - Committee
on the English High School.

In ending the printed account of this noteworthy celebration , the

narrator indulges in a prediction of what will happen in 1921 , when
the school shall celebrate its hundredth year, and says:
Any plan which may have existed for the merging of our
school in any other will fade away before the prestige of the
recent gathering and the strong interest manifested in its per
petuity and welfare by its many prominent and influential sons.
Considering, in human affairs, the influence of successful
precedents, the next occasion will, very likely, be a near repetition
of the last. At all events, nothing will prevent at that further
time an appropriate festival, unless it be the decay of the city
by which, for fifty years, the school has been cherished and sup
ported , or of the system of which it is so fair an ornament.
If, however, the tendency of population to commercial and
manufacturing centers continues during the next fifty years as
it has during the past, and if our city partakes of the general
prosperity of our country and of the world and preserves the
ratio of increase which its history hitherto exhibits, there is every
reason to believe that in 1921 more than a million inhabitants will
be within the municipal limits, and that the school membership
will be increased accordingly.
Conceding, then, the probable celebration in 1921 of the
centennial anniversary of the formation of the school, we are
conscious of a melancholy emotion when we reflect that of all of
us so lately assembled, teachers and pupils past and present, and
the fair relatives and friends whose smiles gave so sweet a charm
to the occasion , how few will be able to participate in the next,
and that so many will have tottered down life's decline and
passed away long before its arrival.
Still, to our surviving comrades and friends and to the future
pupils of the school we extend through the long interval of years
a cordial sympathy. We hope smiling skies will bend to greet
35
 them and pleasant surroundings enhance their happiness, and
believe that those present who, bending under the weight of
years, shall be able to look back to the second day of May, 1871,
will find that “ the tender grace of a day that is dead ” may come
back again .

Mr. Moriarty did not foresee that the graduates and friends of
the English High School would not wait until 1921 for a second
celebration , and that its seventy - fifth anniversary, in which he
bore a prominent part, would receive from them as great a recogni
tion as its fiftieth . He lived, moreover , to know of the ambitious
plans for the celebration of the Centenary and to receive an
appointment on the committee in whose hands these plans were
to be carried out. He was not permitted , however, to take part
in the celebration , as he passed away in the previous year. We
may be sure that many of his last thoughts were of his beloved
English High School and of the grand reunion to which he had so
long looked forward.

36
 ORHERRIKODER

MARBLE GROUP IN MAIN CORRIDOR— The Flight from Pompeii

Gift of Henry P. Kidder , '38
 II

THE SEVENTY - FIFTH ANNIVERSARY IN 1896

The Diamond Jubilee of the English High School was duly and
enthusiastically celebrated , under the auspices of the English High
School Association, on Wednesday, May 20th . The committees,
under the active supervision of the President, Joseph M. Gibbons,
'75, had long been at work on the program , which was carried out
most successfully and under perfect weather conditions, the
principal features being a parade and a banquet.
At noon the alumni met in Faneuil Hall; and the number present
so greatly exceeded expectations that the hall was crowded to its
utmost capacity with a large overflow , both of members and
enthusiasm . At half past two the parade was formed in the
adjoining streets, and at three o'clock it moved, in the order
following :
Platoon Mounted Police
Reeves's American Band
Battalion English High School Cadets
Chief Marshal, General Thomas Sherwin
Chief of Staff, Major Frank H. Briggs, '77
Quartermaster, A. G. Van Nostrand, '72
Marshals and Aids
Officers of English High School Association
Past and Present Teachers
Carriages containing teachers and pupils unable to march
First Division
Battalion E. H. S. Cadets with Band
Chief of Division , John J. May, '28
Classes '24–48 inclusive
Second Division
Battalion E. H. S. Cadets with Band
Chief of Division, Josiah W. Hayden, '62
Classes '49_'73 inclusive
Third Division
Battalion E. H. S. Cadets with Band
Chief of Division, Edwin C. Miller, '75
Classes '74 -'88 inclusive
Band
Classes '89 -'98 inclusive
37
 The route was a long one, covering many of the downtown busi
ness streets, Beacon Hill, and Back Bay, and ended at the school
building on Montgomery Street, passing the sites of all of the
former school buildings, each of which was appropriately decorated .
Even the site of the ancient " Bun shop ” on Bedford Street was
conspicuously placarded . Mayor Josiah Quincy ( third of the
name) reviewed the parade at City Hall, and by countermarching
on Beacon Street each man or boy in line was enabled to see the
entire procession .
The oldest graduate marching was John K. Hall, who entered
the school in 1823 and who, in spite of his eighty -eight years, went
over the entire route as one of the honorary aids to the Chief
Marshal. He was one of a family of eight boys, all of whom re
ceived Franklin medals when graduating from the Mayhew School.
Three of them later graduated from the English High School and
one from the Public Latin School, each of these four receiving
additional Franklin medals, making twelve in all awarded to this
family. Another family making a brave showing was that of the
Spitz brothers, seven in number, who formed a little company
of their own, they having graduated from the English High School
in 1865, '68, '74, '76, '77, '82, and '89, respectively.
Each parader wore an appropriate badge. The division and
class banners were carried by cadets of the Latin School, who
volunteered their services.
Many buildings occupied by prominent business houses were
generously decorated , and on one of them appeared the following:
Cordial and Hearty Greetings
to the
Boys of the English High School
On its Seventy - fifth Natal Day

All Honor to their Alma Mater !

She has fostered the good and true citizens
Who are men of affairs in old Boston .
She is teaching to-day the coming men
To tread in honor and uprightness
“The paths their fathers trod.”
Hail to her power for doing good ;
Her far-reaching usefulness;
Her glorious record !
Præclara civitas liberalem disciplinam instituens
38
 It had originally been planned to hold the banquet in one of the
leading hotels, but the demand for seats was so great that no hotel
could furnish the required accommodations, and Grand Hall of
Mechanics Building was the final selection . A promenade concert
was given in one of the adjoining halls from four o'clock until six.
The hall was profusely decorated , and the diners completely filled
the floor, with at least fifteen hundred people in the balcony. The
earlier classes were seated close to the stage, on which was the head
table, occupied by President Gibbons, Mayor Quincy, President
Isaac F. Paul of the School Committee, General Thomas Sherwin ,
Chief Marshal, Edwin P. Seaver, Superintendent of Schools and
former head master of the English High School, Head Master
Robert E. Babson, Charles M. Cumston , former head master,
Moses Merrill, Head Master of the Public Latin School, John K.
Hall, Esq., William H. Moriarty, Secretary, and William H.
Partridge, Treasurer of the English High School Association, and
others.
The English High School Orchestra played throughout the
dinner, and there was much spontaneous cheering, singing, and
general enthusiasm .
President Gibbons, in beginning the after-dinner speaking, said :
“ This has indeed been our day and our Alma Mater's. In spite of
the surrounding blue we ourselves are far from blue, and certainly
have every cause to be grateful for the auspicious environment
which marks our celebration . Our blue is the true blue of integrity,
uprightness and good fellowship -- that blue which harmonizes
with the ideals of perfect manhood and which makes us the better
and nobler for its influences. Who dares say that the sight
.

such as has been witnessed to -day is not in itself one of the greatest
educational lessons and one which will long be remembered by all
who were either participants or on -lookers? "
Addresses were made by Mayor Quincy , President Paul of the
School Committee, Mr. Seaver, Mr. Cumston, and Mr. Babson,
the latter saying that " the aim of the English High School to -day
is to send forth into the world truthful and noble men. That
impression was made on the school by Thomas Sherwin, its third
head master, whose term of service exceeded by many years that
of any other, and no departure has been made from that policy."
Loud calls for " Casey " brought the beloved John F. Casey to the
front of the platform , but he only bowed his acknowledgments,
39
though earlier he and Head Master Babson had been forced to
make a tour of the tables, at each of which they received an
ovation .
A piece of statuary was presented to the school by the class of
1875 ; and prizes for the largest percentage of attendance in the
parade were awarded to the class of 1825, the three survivors all
being present, and to the class of 1867.
The exercises did not call for a poem , but the following ap
propriate verses, which appeared in the Boston Transcript of the
following day, deserve preservation :
THE MARCH OF FATHER TIME

(Suggested by the parade of the pupils, past and present, of the English
High School in Boston, May 20, 1896.)
I saw the march of Father Time to -day.
The blare of trumpets and the beat of drums
Lent vigor to his faltering steps, and youth
And age alike attended in his train .
And well for him that age led in the van ,
Or boisterous youth that followed in the rear
Would have so rushed his car o'er pavements rough
In Boston's streets, his stiffened limbs were wracked
And all his bones had been in danger sore .

Of year-old generations seventy -five

Were there, from grave to gay , from pink to gray ;
The sere and yellow leaf beside the bud
Just opened, with the rosy blush of youth ;
The sapling, pliant, stout, to whom far heaven
Is not too high an aim to fix as bound
For that aspiring, upward tending crown ;
The sturdy oak , the strength of manhood's prime,
Stout-hearted, strong, and conscious of his strength,
Who in the bout with time and hurricanes
Has thus far proved his power, and mocks at fate,
As Ajax once defied the bolts of heaven .
Full seventy - five short steps, to age how short,
To youth how long and far away , which led
To where old Father Time sat high enthroned .
Came next to him they who had climbed them all,
Who wore the ermine of their rank so long
The darker hairs had fallen, but the white
Were left; bent with the bearing of many years,
And waiting now , till He shall speak the word
Which elevates the favored one to rank
40
 Beyond Time's kingdom in the greater realm ,
Beyond the sway of scythe and hour-glass.
Then next, they who had just been raised to rank ,
Whose newer ermine held the dark and white,
Who still bent not the neck to stickler Time
(Who but advances those who lowly bend,
Who veil the eye before his majesty,
And trembling do homage to his reign ).
Yet even these looked back adown the line
As wistfully as they who came before,
And would have bartered retrospective age
To rank with youth anticipative there,
Where first the steps which led up here began.

So youth's to-morrow , manhood's fair to -day,

And gray -haired age's yesterday all passed,
As they will pass again some future day,
When they who were the last to -day are first,
And unborn others will be last as they .
Louis H. SCHNEIDER.

(Mr. Schneider was not connected with the school in any way, but in a note
dated February 7, 1924, he says: “The sight of the passing hosts, from youth
to old age, was one never to be forgotten, and it must have been indeed a
dull soul that could fail to take inspiration from it. Under the spell of this
inspiration I returned to my hotel and these lines flowed through the pen
as freely as the ink that recorded them .” )

41
 III

THE ONE HUNDRETH ANNIVERSARY IN 1921

Preliminary Action by the Association
and Committee

The fiftieth and the seventy -fifth anniversaries having been

celebrated with such success, it was naturally felt that the cen
tenary should be recognized on a scale commensurate with its
importance, not only to the school and its alumni but also as a
noteworthy event in educational history. It was felt also that
advantage should be taken of the opportunity offered by the
occasion, to increase the funds of the association and to do other
things for the permanent good of the school.
Formal action was first taken at the annual meeting of the
English High School Association, in May, 1918, by the adoption
of the following:

Whereas, The one hundreth anniversary of the founding of

the English High School — the first institution of its kind in
this country and therefore in the world — will occur in the year
1921 ; and
Whereas, This event — of importance in the history of the
City of Boston and to the educational world generally, and of
great interest to all past and present pupils and teachers
should be celebrated in an adequate, fitting and dignified man
ner ; and

Whereas, Such an anniversary and celebration will furnish an

opportunity for the raising of a substancial addition to the
funds of the English High School Association for scholarships
and other benefits for worthy but indigent pupils, and for other
purposes; therefore be it

Voted — ( A ) That a committee, to be known as the Centenary

Commictee, be appointed at the annual meeting of the Asso
ciation in May, 1919, which committee shall undertake the
collection of such additional funds and shall have entire charge
of such celebration, with full powers, except as hereinafter pro
vided, to prepare and carry out a program and to expend all
monies it may raise.
43
 ( B ) That this committee shall consist of:
First. The members of the Board of Government
of the Association elected at the annual meeting
in 1919, and of all persons thereafter elected to
the Board, prior to the discharge of the com
mittee ;
Second. The Secretaries of all organized classes;
Third . Such additional past and present pupils
and teachers as will make a total membership of
at least one hundred .
(C) The committee shall choose its own officers, may
add to its membership, and may delegate to its officers or to
sub - committees any of its authority.
(D) The committee shall hold its first meeting, at the
call of the President and the Secretary of the Association, within
sixty days of its appointment, shall report progress at each
regular meeting of the Association until discharged, and shall
make a full report in print at the conclusion of its labors.
( E ) The committee shall not have power to pledge the
credit of, or to incur any obligation in the name of, the Associa
tion or to expend any of its present funds, except as the Board
of Government may authorize and appropriate from its un
pledged and uninvested funds.
Voted — That a committee of seven members be appointed by
the President, from names suggested from the floor, to report
at the next annual meeting their nominations for Officers and
Directors for the year 1919–1920, and for members of the
Centenary Committee.
The committee of seven consisted of John Ritchie, '69, Clarence
H. Carter, '73, Charles H. Brigham , '81 , Charles L. Burrill, '82,
Robert Seaver, '92, Sanford Bates, '00, and Benjamin Carp, '18.
It held numerous meetings, under the chairmanship of Mr. Ritchie,
and was greatly assisted in its labors by Head Master William B.
Snow and John F. Casey, Head Master Emeritus.
At the annual meeting on May 14, 1919, the committee reported
its nominations for officers of the association , and they were
unanimously elected as follows:
President
GEN . CHARLES H. COLE, '88
Vice - President
WILLIAM B. SNOW
44
 Secrelary Assistant Secretary
WALTER HUMPHREYS, '92 * ISADORE J. COHEN, '20
Treasurer
SILAS PEIRCE, '78
Directors
FRANK L. LOCKE, '81 JOHN J. ATTRIDGE, '97
J. PORTER CROSBY, '87 HAROLD D. BORNSTEIN , '06
FREDERICK W. KELLEY , '12

It also reported the names of eleven past and present teachers

and about one hundred and fifty past and present pupils, to con
stitute, with the officers of the association, as above elected , and
the secretaries of the several classes, the membership of the
Centenary Committee.
It was voted to add to the work of the Centenary Committee the
erection in the schoolhouse of a tribute to those sons of the school
who had offered their lives for their country .
Before adjournment, the nominating committee was instructed
to present a plan of organization and procedure to the Centenary
Committee at its first meeting, with nominations for its officers
and sub - committees ; and, therefore, when the members of the
Centenary Committee came together on June 12, 1919, at the
Boston City Club, the process of organization was greatly simplified
by this advance work .
At this meeting officers were elected as follows :
Chairman
CLARENCE H. CARTER , ’73
Vice - Chairmen
ROBERT F. HERRICK , '83 GEORGE S. SMITH, '82
Secretary
ROBERT SEAVER , '92
Treasurer
FRANK W. REMICK, '79

(After serving through the preliminary work of the committee,

Mr. Carter resigned the chairmanship, and was succeeded by
Edwin P. Brown, '87. Mr. Smith declined to serve as Vice
* Mr. Humphreys felt obliged to decline this office, and was succeeded by Lindsly B.
Schell, '06 .
45
 Chairman, and the vacancy was not filled . Edward H. Wilkin
son , '02, was appointed Assistant Secretary, and served as such
through all the activities of the committee.)

Four Standing Committees were appointed as follows:

A Committee on Finance, thirty members, Frank W. Remick,
chairman .
A Committee on Celebration, thirty members, Clarence H.
Carter, chairman .
A Committee on Soldiers' Memorial, seven members, Henry
M. Rogers, chairman .
A Committee on Publicity and Report, seven members, John
Ritchie, chairman .

Meetings of the standing committees and of the class secretaries

were held at intervals during the following year ; a preliminary
program for the celebration was adopted ; and it was decided to
add further to the labors of the Centenary Committee by the
raising of an additional fund to supplement, in special cases, the
inadequate pensions paid to teachers of the school when retired
because of age or disability.
In the spring of 1920, headquarters of the committee were
established at 293 Washington Street, in charge of George W.
Duncklee, '92 ; and appeals for contributions were sent out, in
many cases through the class secretaries, to the thousands of former
pupils whose addresses were there collected and tabulated. While
the responses to these appeals were quite generous and an amount
was raised largely in excess of what had been originally in mind ,
the times were such that lavish donations could hardly be expected,
and, in consequence, the Students' Aid Fund and Teachers' Pen
sion Fund were not brought up to the desired figures, while the
amount available for the celebration expenses ( limited to one
dollar for each six dollars raised ) was greatly curtailed .

To the Standing Committee on Celebration was entrusted the

work of preparing and carrying out all the details of the great
event; and after careful consideration it was decided that a single
day was not sufficient for an adequate celebration, but that three
days — June 14, 15, and 16 — should be devoted to it. The
program as finally decided on was, in brief, as follows:
46
 TUESDAY, JUNE 14 FLAG DAY
Patriotic and Memorial Exercises on Boston Common
Informal class meetings at the schoolhouse
Class banquets at clubs and hotels
WEDNESDAY, JUNE 15
Baseball game, Boston Latin School vs.
English High School, at Soldiers Field
Athletic Meet at Harvard Stadium
“ Pop ” Concert at Symphony Hall
THURSDAY, JUNE 16
Grand Parade
Buffet Lunch
Informal Entertainment, Music, etc.
Mass Meeting
Registration and information headquarters were opened ten
days in advance of the celebration on Beacon Street, near Somerset
Street, where detailed programs, souvenir badges, and tickets were
supplied to the thousands of applicants, who were greeted by former
Head Master John F. Casey and a body of volunteer assistants.
The badge consisted of a bronze medal showing the present school
house and the former one on Bedford Street, with pin and ribbon
in the school colors.
Sub -committees had in charge the several features of the cele
bration as follows:
Registration and Reception at Schoolhouse
John F. Casey, Chairman
Decorations, Badges, etc.
Clarence H. Carter, Chairman
Printing
Robert Seaver, Chairman
Press
Harold D. Bornstein, Chairman
Memorial and Patriotic Exercises
Frank Leveroni, Chairman
Athletic Meet and Baseball
W. T. A. Fitzgerald, Chairman
Pop Concert
Arthur L. Norton, Chairman
Parade
Martial E. Lebon , Chairman
Meeting, Lunch and Entertainment
Frank L. Locke, Chairman
47
 The work of the Celebration Committee was made much easier
by the action of the Boston City Government, which, on the
initiative of the Mayor, Andrew J. Peters, Esq., and by unanimous
vote of the City Council, appropriated three thousand dollars to
be expended under the direction of the Mayor, as requested by
the Committee. This liberal appropriation was used in pro
viding the music for the celebration, the building of a reviewing
stand on Boston Common and its decoration , together with the
elaborate and appropriate decoration of City Hall and the Park
man Bandstand, for roping streets along the line of parade, etc.
To the fact that two graduates of the school, Walter L. Collins, '95,
and John A. Donoghue, '03, were members of the City Council,
and therefore greatly interested in the success of the celebration ,
this action was largely due.
Extensive and appreciative editorial and news articles appeared
in the leading Boston newspapers ; and these, with the gathering of
English High graduates from all parts of the country, the appear
ance on the streets of the school colors, worn by men of all ages ,
the marking of the sites of the several homes of the school with
placards and flags, and the very extensive decorations on the
present schoolhouse and elsewhere - all bore witness that an
important event was now to be celebrated, for which all prepara
tions were completed.
The following poem appeared in the Boston Herald on the
morning of June 14 :

TO THE ENGLISH HIGH SCHOOL

By Charles H. Stone, Jr.

Strong mother of a long and sturdy line

Of loyal sons, we turn again to thee!
We know the radiant virtues that are thine;
We know thy gifts, poured out like oil and wine
In days of old . Thy spirit, high and free,
Still warms our hearts, and so in praise we twine
This wreath of song with love that knows no fears,
To celebrate thy glorious hundred years.
We know with what large aim those years were filled,
With what high purpose burning like a fire;
We know the hand of love that touched and thrilled
The hearts of youth ; what message was instilled
48
With ceaseless teaching, wakening desire
For nobler action, and the wish to gild
Peaks of achievement with a finer beauty,
Drawn from the worth and sacredness of duty.
Thine was the hand that led the wandering feet
Along the path that rose to higher things;
Thine was the influence, beauteous and sweet,
That gave our lives new meaning. We repeat
In thought the golden days that memory brings
From the dear past, with shining pinions fleet;
And in our hearts this message everywhere
We hear : “ Be clean, be courteous, be square.”

As years speed by and as we older grow ,

Not less shall we revere and praise thy name;
And when we hear thy pealing trumpets blow
Amid June blossoms, then each year we know
Another class is added to thy fame;
With us along life's pathway they shall go;
And we , with them, beneath the blue and blue,
To English High pledge our allegiance true.

49
 Tuesday, June 14
On this day, Flag Day, the centenary celebration began with
patriotic and memorial exercises at the Parkman Bandstand
on Boston Common , at which the entire undergraduate body of
the school was in attendance, together with a large number of
graduates.
The Honorable Frank Leveroni, '97, presided and presented the
speakers according to the following program , each being received
with generous applause, which in several instances became most
enthusiastic.
19
“ America ”
Invocation Mgr. EDWARD J. MORIARTY, '73
Address His Honor, Mayor ANDREW J. PETERS
Address ALBERT W. MANN , '58
Original Poem DENIS A. McCARTHY, Esq.
Address Captain JOHN HALLIGAN, Jr., U.S.N., '94
" English High School Song"
Sentiment Rabbi H. RAFAEL GOLD , D.D.
Address Brig.-General CHARLES H. COLE , '88
Prayer Rev. EDWARD A. HORTON , D.D.
"Star Spangled Banner "
Music by
English High School Military Band
Edward J. Connell, Leader
Malcolm D. Barrows, Song Leader

Mayor Peters dwelt on the great growth of the school, and then
went on to say :

But one thing hasn't changed, and that is the most essential
thing of all. The spirit and the purpose of the school are what
they were in the beginning. There is no waiting list in the Eng
lish High School, no admission by priority of social rank or the
size of paternal pocketbooks. They are all headed in the same
general direction . The education they are aiming at is a practical
one.

They are loyal Americans, every boy and man of them , even
if a good many nowadays bear names that we thoughtlessly call
foreign , as if Winthrop and Bradford were not foreigners in the
eyes of Massasoit and King Philip. But whether they are
50
 immigrants themselves or the descendants of immigrants, as we
all are, the school turns them out good Americans. The process
there is as unconscious and as natural as learning to speak .
Graduates of the English High School, you have strengthened
Boston by your careers of good citizenship . You have spread
into the other cities and towns of Massachusetts, and some of
you have sprinkled the influence of your city in far distant parts
of the Union. Many of these graduates are coming back to -day
to take part in the centennial. No eulogy of mine could be so
expressive and eloquent as the presence of these men , who are
making the long trip to join us in doing honor to their school.
I extend to them the homing welcome of the city, and to all of
you the assurance that Boston is looking on with pride and
satisfaction during the three days of your celebration .

Albert W. Mann, '58, a veteran and historian of the Civil War,

said in part :

I do not forget that this is Flag Day. Over us all floats the
Stars and Stripes, originally displayed by Washington when his
lines were tightly drawn around the town of Boston, then occu
pied by British troops. All hail to the Stars and Stripes! It is
the flag of our fathers. It is the banner of liberty. Against
overwhelming odds the patriots of the Revolution carried it to
victory. In the Civil War thousands laid down their lives in its
defence. It symbolizes a free republic. It symbolizes a nation
not merely an aggregation of states, but one solid, compact
government.
Thank God , the girls and boys in our schools are taught its
story and learn to love and respect it ! The Flag should be
enshrined in the hearts and homes of every man , woman, and
child in our land.

The poem , written for the occasion by Denis A. McCarthy, was

read by the author, and was received with cordial applause:

MOTHER OF MEN FOR A HUNDRED YEARS

Mother of men ! You have climbed the height

Of a hundred years - and with joy we name you !
Guarded the fire and kindled the light
In the kindly way that so well became you .
What of the past ? Not a deed to shame you ,
Blemish or blot, on its page appears.
Happy the sons who to -day can claim you,
Mother of men for a hundred years!
51
 Mother of men ! ' Tis a title proud,
But who so fitted as you to wear it ?
Who so worthy ? And who endowed
With the love that gives you a right to bear it?
Boston's self will never impair it ;
See, she smiles at your children's cheers;
Boston's citizens all declare it
Mother of men for a hundred years!

Mother of men ! Ay, mother indeed

Of your boys to -day as in days departed,
Showing the way that the mind may speed
From the land it knows, to the land uncharted .
You the mother all eager-hearted ,
Hinting ever at high careers
Where dreams of youth are in manhood marted,
Mother of men for a hundred years!

Mother of men ! You have climbed the height

Of a hundred years, and your sons around you
Tender their love in the people's sight
To the mother kind they have always found you.
Many the bonds in the past that bound you,
Now remembered with smiles and tears.
Lo, with a lasting crown they have crowned you,
Mother of men for a hundred years!

Captain Halligan , '94, now in active service in the Navy, devoted

the greater part of his remarks to a laudation of the school and an
outline of the services of men of the English High in the Spanish
War, in which he himself bore a brave and conspicuous part.
The English High School Song ( originally the Class Song of '73)
was given with hearty fervor, and probably by the largest assembly
that to that time had ever joined in singing its stirring lines to the
tune of “ Maryland, My Maryland " :
Alma Mater, tried and true,
English High, our English High;
Oft our hearts shall turn to you ,
English High, our English High .
Should e'er the laurel wreath be mine,
I'll lay the honor at thy shrine.
Our hearts, our hopes, our prayers are thine,
English High, our English High.
52
 Men may come and men may go,
English High, our English High,
Yet in deep and peaceful flow ,
English High, our English High,
Shall thy stream of learning wide
Through the ages grandly glide,
Ever to thy sons a pride,
English High, our English High .

Rabbi Gold made a graceful and appropriate address, followed

by General Charles H. Cole, '88, commanding the 57th Infantry
Brigade, 26th (Yankee) Division , American Expeditionary Forces
in France, who rendered a beautiful tribute of love, honor, and
respect to the soldier sons of the school in the World War :
They well knew what war meant; for more than three long
and terrible years its picture had been painted so often as to make
its horrors household words throughout the land. It was with a
complete and full knowledge of all these things that with un
selfish courage and with lofty patriotism they took upon them
selves their share of its awful burden , for the sake of liberty,
democracy, and humanity.
I knew these soldiers and the sacrifices they made. I have
seen them , after standing knee-deep for hours in the rain and
snows of winter, marching for miles with clothes still wet and
soaked to the skin , sent to sleep in cold barns where their clothes
froze on their bodies.
I have seen them living for weeks in the mud -soaked trenches
of the front lines, on duty every night, getting only one meal a
day, and constantly exposed to shell fire until it would seem as if
human nerves could stand no more.
I have seen them in the heat of midsummer, lying all day in
their shell- holes in the open field, so exposed that they did not
dare to lift a finger above the rim for fear of drawing the deadly
machine-gun fire, and all the time suffering torments from heat,
hunger and thirst.
I have seen them with their stern , set, white young faces, fight
ing continuously at Chateau - Thierry for five days and nights,
without sleep and with insufficient food — lame, sore and suffer
ing, but ever moving forward !
I have seen them after a brutal bombardment of the deadly
phosgene gas, when in place of a company of two hundred strong
active soldiers there were left two hundred agonized casualties.
Yet never a complaint, but always cheerful, confident, smiling.
Could selfish men do this work of super-men ? No ! Only men
with superlative courage, whose consciences were inspired by the
highest ideals, could fight on through such ordeals.
53
 It is for these things that we bow our heads to -day in silent
prayer for those who have sacrificed all for Flag and Country.
Conscious that our cause was right in the sight of God, justly
proud of their deeds, and confident that so long as America shall
produce such heroes our country will live as a land of liberty
and justice, because it represents that spirit which is the greatest
force for good in the world to -day — the Spirit of America .

The benediction by the Reverend E. A. Horton, Chaplain of

the Massachusetts Senate and himself a veteran of the Civil War,
and the singing of the national anthem , concluded these most
interesting exercises.

During the afternoon the schoolhouse on Montgomery Street

was visited by hundreds of old English High “ boys," who met
socially and informally to renew their friendships and, in the case
of most of them , to revisit their former school home.
The entire building was thrown open , and separate rooms were
assigned to individual classes or to groups of the older classes.
Most of the rooms had been decorated for the occasion by the
undergraduate classes occupying them , and a prize for the most
elaborate and attractive decoration was awarded to Master
Frederic B. Hall and the boys under his charge.
No general event was scheduled for the evening, but between
thirty and forty classes held reunion banquets at the Boston City
Club , at other clubs, and at the principal hotels. At all of these
there was naturally an unusually large attendance and much
enthusiasm and good fellowship - a fitting close for the first day
of the celebration .

54
 Wednesday, June 15
Three events were scheduled for the second day of the Cen
tenary — the baseball game on Soldiers Field and the athletic
meet in the Harvard Stadium in the afternoon (Harvard Uni
versity, through its Athletic Committee, had generously placed
the Field and the Stadium at the disposal of the Centenary Com
mittee ), and the “ Pop ” Concert in Symphony Hall in the evening .
The baseball game should have preceded the meet, but a heavy
shower occurring about one o'clock — the only break in the almost
perfect weather conditions during the celebration — it was
necessarily postponed until late in the afternoon , when a largely
diminished audience witnessed the victory of English High over
the Public Latin School by the score of 12 to 5.
It was estimated that about fifteen thousand spectators were
present at the athletic meet; and each race and contest brought a
ready response from the crowd, though the cheers of the en
thusiasts were pitched , it was noticed , in a slightly more treble key
than had usually been the case in the Stadium .
Chairman Fitzgerald and the members of his sub -committee –
E. H. Wilkinson, Harold Bornstein , Allen R. Frederick, Meyer
Nimkoff, Arthur F. Duffey, the noted sprinter, and Thomas E.
Burke, the first English High representative at the Olympic
Games and a double winner at Athens, in 1896 —were in charge of
the arrangements; and the principal meet officials were Mayor
Andrew J. Peters, Honorary Referee, Richard M. Walsh, Referee,
W. T. A. Fitzgerald , Marshal, Arthur F. Duffey, Manager, and
Thomas E. Burke, Custodian of Prizes.
The English High School Band and Moore's Naval Band fur
nished the music. Cups, medals, and other prizes were awarded
to the winners in the various events, which included the final
events of the High School Regimental Meet, won by English High,
interscholastic events, open events, special events ( relay races,
running broad jump, etc.) , and amateur boxing bouts.
In the evening Symphony Hall was packed with English High
School men and their friends, gathered to celebrate English High
School Night. The decorations were in the school colors, both in
55
bunting and electric lighting, and a special program was given
by the orchestra of seventy - five Symphony players, led by
Agide Jacchia.
The entire floor was reserved for the alumni, while hundreds
more sat in the balconies with their families and friends. During
two intermissions in the orchestral selections the entire audience
joined, with organ accompaniment, in singing patriotic and
popular songs, together with the English High School Song and
the following, written for the occasion :
SONG FOR THE E. H. S. CENTENARY CONCERT
By a Member of the Class of '73
(Air — " Battle Hymn of the Republic " )
A hundred years of service is our Alma Mater's pride,
She has taught a hundred classes and has sent them far and wide;
We shall ne'er forget her precepts, they will always be our guide,
As she goes marching on !
Rah ! Rah ! Rah ! for English High School!
Rah ! Rah ! Rah ! for English High School!
Rah ! Rah ! Rah ! for English High School!
She still is marching on !

She has stood for truth and knowledge; she has kept her standard bright;
In her patriotic spirit she has taught her sons aright;
They have left her true Americans, and side by side they fight,
As they go marching on .
Rah ! Rah ! Rah ! for English High School!
Rah ! Rah ! Rah ! for English High School!
Rah ! Rah ! Rah ! for English High School!
She still is marching on !
We are proud of Miles and Sherwin , we are proud of Seaver too ;
Under Babson and with Casey we have kept the pathway true.
Now we feel their inspiration and encouragement anew
While Snow is marching on !
Rah ! Rah ! Rah ! for English High School!
Rah ! Rah ! Rah ! for English High School!
Rah ! Rah ! Rah ! for English High School!
With Snow she's marching on !

There was much of jollity and good fellowship during the evening ,
and though the music may have suffered somewhat in consequence
the occasion will long be remembered by those who were present.
56
 Thursday, June 16
Perhaps the most interesting event of the celebration to the
past and the present pupils of the school, and certainly the most
spectacular to the general public, was the parade of the afternoon
of June 16 .
General Charles H. Cole, the Chief Marshal, had appointed a
large and efficient staff and , with the active assistance of the Chief
and Assistant-Chief of Staff, had worked out a program complete
in every detail. A marshal had been designated for each class;
and these marshals had been called together for instructions. To
each man who had signified his intention of appearing in the parade
there had been mailed full information and a diagram of streets,
showing the formation of the several divisions. By the aid of these
instructions formation was carried out with very little confusion ;
and promptly at four o'clock the procession started from the corner
of Beacon and Arlington streets in the following order:
Detail of Mounted Police
First Cadet Regiment (E. H. S.) and Band
Third Cadet Regiment (E. H. S.) and Band
Chief Marshal, Brig. Gen. Charles H. Cole; Chief of Staff, Col.
Joseph W. Willcutt; Asst. Chief of Staff, Lieut. George W.
Duncklee; Surgeon, Lieut. Col. Frederick L. Bogan ; Judge
Advocate, Capt. Bernard L. Gorfinkle; Engineering Officer,
Capt. Samson E. Cohen ; Quartermaster, Capt. Walter A.
Hallstrom .
Teachers, Past and Present
John F. Casey and Wm. B. Snow , Marshals
FIRST DIVISION
Marshal, Major Frank H. Briggs. Classes 1842 to 1884
Class Marshals, George H. Worthley, '56, Capt. Charles Hunt,
'57, Edward B. James, '61 , John A. Stetson, '62, George H.
Eustis, '63, Francis H. Manning, '65, E. Gerry Brown, '66,
Edward H. Baker, '68 . Charles C. Littlefield , '69, Joseph A. Hill,
'70, Charles F. Read, '71, Charles H. Ramsay, '72, Frank C.
Brewer, '73, Eben H. Gay, '74, Capt. Charles S. Damrell, '75,
N. W. T. Knott, '76, James Walker, Jr., '77, Adolphus B. Beech
ing, '78, Leo R. Lewis, '79, Bernard M. Wolf, '80, Charles H.
Brigham , '81, Charles L. Burrill, '82, Benjamin C. Lane, '83,
Paul Dean, '84 .
57
 SECOND DIVISION
Marshal, Col. Frank L. Locke.
Classes 1885 to 1891
Class Marshals, Hollis French, '85, George A. Dill, '86, W. S.
Harding, '87, Lieut. Col. William H. Robey, '88, William F.
Boos, '89, John Calderwood, '90 , Francis C. Hersey, Jr., '91.

THIRD DIVISION
Marshal, Col. Edward H. Eldridge. Classes 1892 to 1898
Class Marshals, Fred B. Cherrington , '92, C. Robert G. Spear,
'93, Ralph W. Menard, '94, Joseph M. Everett, '95, George C.
Wolkins, '96, Hubert A. Murphy, '97, B. F. Beal, '98 .

FOURTH DIVISION
Marshal, Capt. Thomas A. Ratigan. Classes 1899 to 1903
Class Marshals, Charles C. Gilman , '99, Sanford Bates, '00 ,
E. T. Sayward, '01, Louis W. Peabody, '02, Harold L. Carter, '03.

FIFTH DIVISION
Marshal, Maj. John A. Curtin . Classes 1904 to 1909
Class Marshals, Edward Rose, '04 , John D. Purdy, '05, Harold
D. Bornstein, '06 , Lieut. John H. Drew , '07, Arthur N. Burwell,
'08 and '09.

SIXTH DIVISION
Marshal, Col. Thomas F. Sullivan . Classes 1910 to 1914
Class Marshals, Ralph D. Washburn, '10, S. H. Lewis, '11, C.F.
J. Harrington, '12, Daniel J. Mahoney, '13.

SEVENTH DIVISION
Marshal, Lieut. Col. Mark E. Smith. Classes 1915 to 1920
Class Marshals, Maurice A. Kamm , '15, Harold J. Brigham , ’16,
John J. O'Hare, Jr., '17, Gardner W. McDonald, '18, Raymond
March , '19, Jacob M. Levenson, '20 .

EIGHTH DIVISION
Marshal, Lieut. Joseph McK . Driscoll. Classes 1921 to 1924
Undergraduates not in Cadet Regiments

NINTH DIVISION
Marshal, Lieut. William J. Toppan
Automobiles
58
 The route chosen was quite short, leading up Beacon Street, by
the State House, where the parade was reviewed by His Excellency
the Governor, down Park Street, Tremont Street, Boylston Street,
Copley Square, and Huntington Avenue to Mechanics Building.
A grand stand had been built on the Common, opposite Mason
Street, and from this the parade was reviewed by His Honor the
Mayor, the members of the School Committee, and the three
judges who were to decide to which classes the six prizes offered for
the largest percentage of attendance and the best marching and
general appearance were to be awarded . On Huntington Avenue
the graduates passed between the uniformed cadets, drawn up in
open ranks, and were reviewed by the Chief Marshal and his staff.
It was estimated that six thousand appeared in the procession ,
each man or boy wearing the souvenir badge, and each , excepting
those in uniform , carrying a pennant in the school colors. At the
head of the parade there was borne an elaborate banner of light
and dark blue silk with gold fringe, on which was painted the seal
of the City of Boston and an appropriate inscription. This banner
now decorates the head master's office in the schoolhouse.
With each division there was a band and the national colors,
accompanied by an armed guard of Latin School Cadets, while
noncommissioned officers from the Latin School acted as division
and class guides, as they had done twenty -five years before. The
marchers were formed in platoons of eight, with platoon leaders.
The senior living graduate at this time was John B. Babcock of
the class of '42, who had been Chairman of the Committee of
Arrangements of the celebration in 1871 and had always main
tained his interest in the school. Unfortunately, he was unable to
appear in the parade; and the senior graduate in line was Thomas
G. Hiler * of the class of 1843, ninety -three years of age, who rode
at the head of the first division. William Park of the class of '50,
eighty -eight years of age and a Civil War veteran, was the next
oldest, and Henry J. Abbott, of the class of '57, was the senior
graduate to go over the route on foot.
Six of the Spitz brothers were again in line; and among the
marchers were five Mendelsohn brothers, Louis, '10, Gabriel M. ,
'12, Herbert W., '17, Harold S., '18, and Arthur, '21 . There were
also four Banks brothers, Arthur G., '06 , Malcom C., '12, Law
rence H. , '15, and Ralph J., '17.
* Both Mr. Babcock and Mr. Hiler have since died .
59
 Sixty -nine classes in all were represented, but most of those
previous to 1865 had, as was to be expected, very few members in
line. From there on each class had at least one full platoon .
Noteworthy features were as follows:
The class of '73 had forty -two members, all wearing bouton
nières and arm bands. Seven commissioned officers from the
South Boston High School carried their banners and flags,
including the beautiful silk National, State, and City flags
which were purchased by the class during the war, and also the
handsome banner which was carried by them in the parade in
1896. One of several large placards carried by them read :
In 1871 the Youngest
In 1896 the Noisiest
In 1921 the Handsomest
(So our granddaughters say )
1883 wore blue suits, blue sashes across the shoulders, and
blue hats.
1894 carried Japanese parasols of light blue bearing the year
of the class . They also wore brilliant hatbands and light and
dark blue gloves on the left and right hands respectively.
1896 carried a standard in Roman fashion, recalling three
championships held by the school twenty -five years ago in foot
ball, indoor track games , and tennis.
1899 wore straw hats with light and dark blue bands, blue
coats, and white flannel trousers.
1903 wore light blue skull caps and dark clothes, with straw
hats, bearing class numerals on the crown, pinned to the coats.
1904 wore white hats with dark blue bands, white coats, light
blue ties, and dark blue trousers.
1906 presented a truly ferocious appearance with seventy -five
members wearing Mexican bandit costumes and flowing black
moustaches. With them were a number of “ class babies" in
uniform .
1908 wore blue and blue caps and arm bands, and carried
banners.
1910 had letters and figures in their hats arranged to read, as
they marched eight abreast, " EHS — 1910."
1916 had nearly two hundred in line, with school colors on
their straw hats.
1924 , freshman class in the school, bore a placard reading:
They had to wait 100 years for us.
The prize banners were awarded to the classes of '73, '83, '86,
'94, '04, and '06, while the class of '76 was given honorable mention
by the judges.
60
 From an editorial in the Boston Transcript of the following day
we quote :

The parade of the graduates of the English High School yes

terday was an impressive demonstration of the part which the
school has played , and is playing, in fitting men for honorable
position and useful service in life. Here passed in review
practically four-fifths of all the classes that the school has gradu
ated in the hundred years of its existence. They testified to its
success in the fulfillment of its purpose. They vindicated the
wisdom of the fathers who, at the time when such a step was
regarded as revolutionary in educational systems, established
this school to supplement the classical education of the day, and
to meet the needs of boys who intend to make their way in the
world in pursuits other than the few then described as o the
learned professions. "
It was apparent to the spectators that the older graduates were
men of substance, who had won for themselves honorable posi
tions in the business and social community, and who might be
relied upon not only to show judgment and ability in the conduct
of their own affairs, but to show wisdom in their attitude toward
public questions. With them marched the men whose school
days are still counted as yesterdays. These younger men
looked to be worthy successors of those who had gone before.
And as to the students who have not yet graduated, the boys
who marched in khaki, it is not necessary to add that they are
Boston's own .
It was not only an impressive demonstration , but it was also
one that was significant of saving qualities in American life at a
time when attention may well be called to them .

Arriving at Mechanics Building, the paraders entered the lower

hall, where had been provided an elaborate buffet lunch and where
the older graduates had another opportunity for social meeting.
Shortly after this a band concert began in Grand Hall, and from
six o'clock there was a showing of lantern slides of especial interest
to English High men . These included pictures of the different
schoolhouses, portraits of the several head masters and other
teachers, and photographs of prominent graduates, showing them
side by side as schoolboys and as in 1921. This part of the enter
tainment was in charge of Walter K. Watkins, '74, who gave brief
descriptions of the pictures. This feature was followed by the
singing of patriotic and popular songs.
The exterior and the interior of Mechanics Building were suit
ably decorated, and in Grand Hall itself the decorations were
61
elaborate and interesting. The school colors were much in evidence,
and along the front of the first balcony appeared the names ,
appropriately framed, of thirty past and present head masters and
teachers, as follows:
EMERSON MILES
SHERWIN CUMSTON
SEAVER WATERHOUSE
BABSON CASEY
SNOW HUNT
ANDERSON HALE
GRANDGENT TRAVIS
BUCKINGHAM LINCOLN
POOLE NORRIS
SMITH SEAVY
BEATLEY WALKER
GARTLAND EVANS
THOMAS TOWER
RICHARDSON SYLVESTER
WRIGHT LEBON

From seven -thirty to eight o'clock the English High School

Orchestra entertained the large company of graduates and under
graduates on the floor and their friends in the balcony.
At eight o'clock the meeting was called to order by Edwin P.
Brown, '87, Chairman of the Centenary Committee, whose brief
remarks were followed by short addresses by Governor Channing
H. Cox, Mayor Andrew J. Peters, Frederick L. Bogan, '97, Chair
man of the School Committee, and Patrick T. Campbell, Head
Master of the Public Latin School.
The Governor paid a glowing tribute to the record of the School,
and closed by saying: “The English High School at its Centenary
is young in spirit. With the courage and enthusiasm of youth, and
sure of its great purpose, may it go forth undaunted into the
century it begins to -night and continue to contribute its great
services to the world and to humanity !"
The Mayor declared himself impressed by the exercises of the
Centenary and the great parade, which had given him a new and
better realization of the force which the English High School had
been in the making of a better society. The public, too, had had
this fact vividly brought before it and would henceforth be able
to rate this school at more nearly its true value to the community.
62
 Head Master Campbell aroused great enthusiasm when he
said :

I bring to you, the alumni of the oldest high school in the

United States, the greetings of the oldest public school in the
world . I congratulate you upon the splendid service which ,
through you , the English High School has rendered to the city
and nation, and I assure you that the school of to -day, under the
guidance of its present kuad master and his devoted assistants,
is maintaining those high ideals of scholarship and discipline
which you in your day did so much to fashion . You may look
forward with high hopes that the English High School will con
tinue in the future, as in the past, the foremost exemplar of that
training which is the salvation and hope of our common country.

The English High School Song was then sung by the entire
audience, under the leadership of Malcolm D. Barrows of the
school faculty, and a poem by Charles H. Stone, Jr. , also of the
faculty, followed. It was a brilliant and most beautifully worded
production and was received with appreciation and admiration ,
but its length precludes publication in full, and we can print only
the following inadequate extracts.

POEM FOR THE CENTENARY CELEBRATION

O fair-browed goddess sitting by the sea,

Dear English High School, we would bring to thee,
When all the earth with melody is ringing,
Our song of praise for unforgotten days
Which memory holds, and which are ever singing
Deep in our hearts. If an adopted son
May voice in song the love thy children bear
For thee, their Alma Mater, and may share
With them in joy for glory thou hast won ,
Be this my theme. The fragile bark of song,
Joy at the prow and Memory at the helm ,
Let no unkindly wave, O Muse, o'erwhelm ;
Send gentle gales to swell its filmy sails,
And guide it safe the stream of thought along.

Born in the good old simple days

Of bell -crowned hats and “ one-hoss shays , "
For forty years she slowly grew ;
Derne Street and Bedford Street she knew ;
While in the South those threatening war clouds massed
That broke in storm upon the land at last.
63
She heard the guns whose sullen roar
The ominous news from Sumter bore ;
And loud through each historic street
She heard the drums their long roll beat
That stirred the patriot hearts and feet.
She saw her ardent schoolboys, one by one,
Marching from Boston, carrying each a gun.
She lived for four long, weary, anxious years,
Drinking their hopes and tasting all their fears;
Rejoiced when Sheridan had saved the day,
Riding from " Winchester twenty miles away ” ;
Thanked God when Lincoln, with one stroke of pen ,
Struck off the shackles from four million men ;
And wept when by a dastard's coward blow
The Great Emancipator was laid low .
She welcomed home her soldier sons from war
Whose eloquent empty sleeve or battle scar
Told stirring epic of their hard -fought fields;
She mourned for those brought home upon their shields.

What was the lamp that lit her shining way ?

What flame illumed her pathway ever bright?
What guardian angel, walking day by day
Beside her, guided her sure feet aright?
No sphinx's riddle this, of mysteries,
To tell what made the old school what she is.

Not a building broad and high,

Turrets pointing to the sky;
Not a system hard and cold ;
Not a pen for sheep in fold ;
But a SPIRIT, sweet and fair,
Breathing consecrated air,
Wearing robe of spotless hue,
Bearing banner, blue and blue;
This we picture when we cry ,
" English High, O English High !”
Not a group of men who each
Letter of the law can teach ;
Not a set of rigid rules
Only needed to guide fools ;
But a SOUL, that day by day
Walks a consecrated way ,
Guiding youth to ways of beauty
Through the sacredness of duty;
This we picture when we cry ,
" English High , O English High !"
64
Not a catalogue of books
Idly conned with hasty looks;
Not a course of study made
To ascend from grade to grade;
But a PRESENCE, strong and pure,
Building something to endure
In the minds and hearts of youth,
Founded on the rock of truth ;
Something that shall help them be
High in soul, in spirit free;
This we picture when we cry,
" English High, English High !"

Those are frail and earthy things;

These are living, pulsing wings
Bearing us to something higher,
Nearer to celestial fire,
Soul and spirit to enlighten ,
Touching all our common real
With the flame of the ideal;
This we picture when we cry ,
" English High , O English High !”

The common things that round about us lie

The chemist casts into the crucible,
Knowing that when the fire has tried it well
Some precious yield - gold, perfume, lovely dye -
Shall be the product. So the School has cast
Into her crucible, youth's unformed clay,
That, when its crudities are purged away,
New shapes of beauty shall reveal at last .

To lay the broad foundations, deep and strong,

Whereon to build for all the future years
A house secure from surging doubts and fears,
Foursquare to all the winds, to stand for long;
To teach high honor to the coming man ;
To put the state's before the private gain ;
And consecrate the work of hand and brain
To one pure cause, to one high -purposed plan ;

To teach the alien from a far -off strand

The worth of liberty, the love of law,
With faith in justice, and the will to draw
The sword in need to guard this sacred land .
65
These are her tasks. In Freedom's court of state
She moves, an acolyte to guard her name,
Keeping the torch of Truth fore'er aflame
And all her starry sphere in violate.

Bend down, O Queen, and take the homage due

From loyal hands and hearts forever true;
Star-eyed, with stately brows, bend down to greet
These faithful children gathered at thy feet.
Tears of affection from deep memories start.
We only know we love thee ;
We do not need to prove thee
True as the stars above thee ;
No hand shall e'er remove thee,
Enthroned within each unforgetting heart.

Set thou our feet upon Truth's stainless track ,

Point out the way and we shall not turn back .

Our pageantry is done. The gay parade;

The marshalled classmates marching side by side;
Bugles and tossing banners; bands that played
Foot-stirring music; pomp that swelled our pride;
These all have had their hour and now are past,
And thou alone abidest at the last.

Oh, if one deed unworthy of thy worth ,

One thought unfilial, one word unclean,
Fell from us in the careless hours of mirth
That would thy beauty soil, thy state demean,
We here abjure and cast it to the night,
And turn, as oft of old, to thee for light.
And if too much our secret minds have filled
With dreams of power, thoughts of selfish pride;
If we have deemed the temple that we build
For our own glory has been beautified ;
Forgive thine erring children. We would claim
No honor, save in honoring thy name.
Truth lives when place and power die away.
Wisdom shall linger when the kings are gone.
And all our blazoned pride of yesterday
Is naught; but thou art sitting on thy throne.
Still flames thine altar's fire, while Pomp departs.
Lo, here! The offering of thy children's hearts.
66
 The audience then listened to five -minute addresses by Clarence
W. Barron, '73, Thomas C. Thacher, '76, Frank W. Remick, '79,
Robert F. Herrick, '83, Abraham K. Cohen, '86, William T. A.
Fitzgerald, '87, Walter L. Collins, '95, and Adolph S. Simmons, '19.
Each speaker was loudly cheered, Edward H. Wilkinson , '02, acting
as cheer leader, and his words of reminiscence, congratulation , or
prophecy were appreciatively received .
The course of the speaking was interrupted by the singing of the
following :
SONG FOR THE E. H. S. CENTENARY MEETING
By George W. Duncklee, '92
( Air - Onward, Christian Soldiers)
Let our hearts rejoice and sing! Shout with glad acclaim !
To our Alma Mater God has granted fame.
Thro ' one hundred years of life she has worked with pride —
Years of growth and progress -
never turned aside.
Let our voices, loud uplifting, swell the battle-cry –
Blue and blue forever ! God and English High !
Children from all foreign lands turn to her for aid ;
Drink her fount of wisdom and are not afraid .
Citizens of liberty, aliens no more,
Forming ties of love and friendship , binding shore with shore!
Hear their voices, loud uplifting, swell our battle-cry
Blue and blue forever! God and English High!
Times may change with centuries, nations rise and fall;
From her firm foundation she will see them all.
Future generations, thro ' her care grown strong,
Rising up , will call her blessed , and will join our throng.
Hear their voices, loud uplifting , swell our battle-cry
Blue and blue forever! God and English High !
John F. Casey, Head Master Emeritus, was also to have spoken ,
but after the fatigues of the day, following active participation in
the previous events of the celebration, he was unable to be present,
much to the regret of all the company .
General Cole, President of the English High School Association
and Chief Marshal of the Parade, spoke a few words of congratula
tion, and was followed by Head Master William B. Snow , the last
speaker, who said :
is indeed a great occasion . We will all say so . B the
question that forces itself upon the head master of the school is -
" What kind of a great occasion is it?” Is it in the nature of a
funeral or a christening ? Are we a hundred years old or a hun
67
 dred years young ? Is the noise we have been making the lusty
squawl of infancy or the chuckle of senility ? Are we paying
tribute to the last days of a good and faithful servant, about to
depart in peace, or are we just closing the introduction to a great
volume which will ultimately record our achievements ?
The answer will depend on you and men who follow you . No
school can live and grow on the reputation of what has been ,
however fine and inspiring its traditions may be. The task of the
citizens who were pupils in the school is to see that the service
of the school to -day and to-morrow and in coming years con
tinues to attract fine, strong men . There are dangers to be met.
Especially in the North Atlantic States great numbers of men
are sending their sons to the private rather than to the public
school — that fundamental institution of a united republic.
And the only way you can maintain the public school in favor is
by making it the best school in the community.
In behalf of the School I congratulate you upon the success
of this celebration . I thank you for the loyalty and energy which
you have displayed in the service of Alma Mater . I believe that
many a man who has been somewhat lukewarm in the past will
be aroused and inspired by this Centenary. We shall all go from
here gladdened and strengthened, prouder than ever of our
connection with old English High, ready to give her the best that
is in us, and determined that a hundred years from now she shall
still stand in the first rank of the world's best schools.

The program of this, the final and the most successful event of
the Centenary, closed with singing of the following :
AULD LANG SYNE
By Charles I. Duncan, '73
Again upon this festal night
We clasp each other's hands;
The glass that marks time's rapid flight
We fill with golden sands.
Though years resistless onward sweep ,
Though life is speeding fast,
They laugh at time and fate who keep
The friendships of the past.
We think of brothers gone before,
Who've crossed the great divide,
While memories of the days of yore
Like phantoms round us glide.
Perchance from that dim realm of haze,
Across the border line,
They join us in the song we raise
To days of auld lang syne.
68
 MCMXXI

THE ENGLISH HIGH SCHOOL

ACCLAIMS HER SONS

WHO HAVE FACED DEATH

FOR THEIR COUNTRY

IN THE WARS OF THE

LAST HUNDRED YEARS

SOLDIERS' MEMORIAL
 DEDICATION OF THE MEMORIAL TABLET

One of the purposes for which the Centenary Committee was

appointed was the erection in the schoolhouse of a tablet to those
sons of the school who had risked their lives in the various wars
from the foundation of the school. It was found impossible to
combine the dedication of this memorial with the other events of
the celebration, and it was not until nearly a year later, on May
29, 1922, that the dedication took place. At one o'clock on that
day a company of alumni, including many who had seen service in
the World War, gathered in front of the school building on Mont
gomery Street, where the entire undergraduate body had been
drawn up in close military formation .
The exercises were brief but impressive. After a few words of
introduction by Walter F. Downey, the new Head Master, and by
the presiding officer, Judge A. K. Cohen , '86 , who had been at the
head of the Exemption Board of the City of Boston during the
World War, Mayor James M. Curley made a short address,
followed by a Commemoration Ode by Charles H. Stone, Jr., the
closing lines of which were as follows:
Mother of men , renew in us thy will,
Breathe through us all the spirit that is thine.
We would be faithful soldiers, keeping still
Our purpose firm , our spirit strong and fine.
We know toward what high goals our feet should press.
Thy sons have shown the way; their nobleness
Shall stir our own . With souls uplifted high ,
“ The utmost for the highest” as our cry ,
We take the burden on our shoulders laid ,
We take the task that to our hands is given .
In vain shall these have fought, in vain have striven,
If we prove recreant; but unafraid
Our hearts shall front the future . We must care
For these high freedoms, won with blood and tears
By these thy sons. And whether coming years
Bring peace or clanging war,
All that we have and are
We pledge to thee, O Wonderful and Fair,
Our Country ! Show thy need and we will dare!
69
 The dedicatory address by General Cole was an eloquent plea
for liberty, democracy, and world peace — for the doing away of
the selfishness that leads to war and the giving of service to our
neighbors and our community, to our State and to our Nation .
The exercises were concluded by the playing of the Star Spangled
Banner by the English High School Band and the sounding of taps
by buglers of the Drum Corps. The two regiments then marched
in column of fours through the main corridor of the building,
saluting the tablet as they passed it.
The memorial is of bronze, the work of the well-known sculptor,
Cyrus K. Dallin .
No statistics are available as to the number of the sons of
English High who fought for their country in the Civil War, but
they were many, including some who left their studies uncom
pleted to enter the army or navy. Not a few reached high com
mands, and among those who gave their lives for the preservation
of the Union were three who fell at the head of Massachusetts
regiments in the Army of the Potomac.
Neither are any records in existence of service in the Mexican,
Indian, or Spanish Wars, though it is certain that English High
men were serving their country then as always.
In the World War a large number of English High School men
wore the uniform of their country, and of these, a considerable
proportion, from private to general, saw active service on the
battlefields of France. Ten, at least, made the supreme sacrifice ;
and their names are here inscribed, that they may be forever held
in honor and gratitude:

PHILIP ALGAR, ’14 FRANK S. LONG, '13

WILLIAM H. BECK, '10 STURGIS PISHON , '06
MICHAEL J. DELEHANTY, '14 EMERY RICE, '95
JAMES F. HEALY, '07 HOWARD L. VOSE, '12
MOSES LEWIS, '13 HERBERT J. WOLF, '13

70
 FINAL REPORT OF THE CENTENARY COMMITTEE
So far as the celebration itself is concerned, the work of the
Centenary Committee has been fairly well set forth in the fore
going pages. To that record should be added , however, some note
of its labors in raising the funds which had been assigned to it.
To date, the total amount of contributions received in response to
its appeals is $ 53,283.74, including subscriptions from members
of each class from 1851 to 1921 inclusive, 1,586 in all.
Classes contributing one thousand dollars or over were as follows:
1873 — $ 5,149.10 from 57 subscrib
1886 4,321.50 69
66
1892 2,867.00 " 65
1887 -
2,686.00 61
1885 2,402.50 29
1877 1,958.00 33
1874 1,861.00 " 27
66
1881 1,752.00 21
1879 1,669.00 39
1866 - 1,500.00 11
1878 1,427.00 " 22
1905 1,422.00 " 59
1888 1,353.00 " 43
66
1871 1,325.00 13
1870 1,255.00 16
66
1890 1,230.00 30
1899 1,131.00 " 36
1869 1,005.00 “ 14

After paying all expenses connected with the celebration (in

cluding contributions to the English High Orchestra and Military
Band ), as well as providing for the necessarily large expenditure in
the preliminary work, — office expenses, printing, postage, etc.,
defraying the cost of the memorial tablet and setting aside $ 1,200
for the printing and distribution of this Report and History of the
School, a Teachers’ Pension Fund of $ 25,000 was established, and
nearly $ 12,000 were added to the Students' Aid Fund, which has
been in existence for some forty years.
For the success of the celebration and of its other work, the
committee was under great obligation to Mayor Andrew J. Peters
and the City Council, to the daily press of Boston, principally the
Globe, Herald, Post, and Transcript, and to the Harvard Athletic
71
Association for the use of the Stadium and Soldiers Field ; also to
many others who were helpful in various ways.
The great interest shown by the officers of the Centenary Com
mittee, particularly Chairman Brown, Treasurer Remick, Sec
retary Seaver, and Assistant Secretary Wilkinson , deserves more
than formal appreciation, while the heavier burden of the details
of the celebration was borne by the chairman of the Celebration
Committee and by the chairmen and members of the various
sub - committees.
A number of members of the Centenary Committee passed
away before its labors had been concluded, and among them was
Secretary Robert Seaver, whose death occurred on May 4, 1922.
Mr. Seaver, a son of Edwin P. Seaver, head master from 1874 to
1880, was conspicuously active in all of the work of the committee,
and to his energy and enthusiasm much of its success was due.
At a meeting of the committee held May 10, 1922, the following
tribute to his memory was adopted :
The members of the English High School Centenary Com
mittee, before closing its official existence, desire to express and
to put on record their sorrow at the recent and sudden death of
their associate and Secretary, Robert Seaver, of the Class 1892.
An ardent friend of the School, to whose helpful influence he
always gave whole-hearted testimony, he was enthusiastic and
untiring in the labors of the Committee and earned the respect
and affection of the many with whom this work brought him in
close contact.
Taken from us in the prime of an active and useful life, he
leaves a memory rich in honor, in achievement and in friendship.
We tender our respectful sympathy to his bereaved family.
With them we mourn his loss. With them we are thankful for
his life, his example and his influence.
The Centenary Committee acknowledges the greetings and good
wishes extended by those in charge of, or who participated in, the
celebration fifty years earlier, and looking forward to the Bi
Centennial in 2021 — and perhaps to anniversaries of earlier mile
stones in the history of the school — extends in turn its fraternal
greetings and its hopes that the same enthusiasm will then char
acterize the alumni, that the same success will attend the celebra
tion, and that the English High School will then hold the same high
place in the hearts of its graduates and of the citizens of Boston ,
the same high rank in the educational system of the country,
that it does to -day.
72
 IV

THE LEBON TESTIMONIAL BANQUET

An event which , though not celebrated under the direct auspices
of the English High School Association, served as an admirable
index to English High spirit in later days, was the testimonial to a
much loved teacher, Charles P. Lebon, who in 1922, on reaching
the age of seventy and after thirty -five years of service in the
school, was retired by the age limit.
This took the form of a banquet, which was held at the Copley
Plaza Hotel on the evening of June 7, when he was presented with
a gold watch and a substantial purse.
The large banquet room was crowded with English High School
graduates, and the balcony was occupied by Mrs. Lebon and by
friends of the guest of honor. William T. A. Fitzgerald, '87, acted
as toastmaster ; and among the speakers were Governor Cox,
Mayor Curley, Commissioner of Education Payson Smith,
Attorney General J. Weston Allen, Dr. David Scannell of the
School Committee, and Head Master Walter F. Downey.
The French Consul at Boston , Monsieur J. C. Joseph Flamand,
representing Ambassador Jusserand, conferred upon Mr. Lebon
the decoration of Chevalier of the Legion of Honor in behalf of the
French Government. Charles C. Gilman , '99, made a happy
presentation address and at an interval in the speaking some
original verses were recited by George Allan England, '94, in which
was vividly expressed the affection in which “ Charlie ” Lebon
had always been held by his boys.
The guest of honor made a most feeling response to all these
evidences of cordial affection and good will, his address being re
ceived with enthusiastic applause.
The committee having in charge this significant and successful
testimonial was headed by Francis A. Daly, '98, with Lindsly B.
Schell, '06, as Secretary, and the whole affair was most admirably
carried out in all its details .

73
 APPENDIX I

OFFICERS
OF THE

ENGLISH HIGH SCHOOL ASSOCIATION

Presidents
FREDERICK U. TRACY 1854-67 SAMUEL B. CAPEN .. 1898–1901
THOMAS GAFFIELD . 1868–71 CLARENCE H. CARTER .. 1902-05
ROBERT C. WATERSTON 1872-80 CHARLES L. BURRILL . 1906–07
THOMAS SHERWIN ( Junior) 1881-85 CHARLES H. BRIGHAM . 1908-09
JOHN J. MAY . 1886–87 ALONZO G. VAN NOSTRAND 1910-13
CHARLES F. WYMAN . 1888–90 WILLIAM H. PARTRIDGE 1914
CURTIS GUILD .. 1891-94 JOHN F. CASEY... 1915–18
JOSEPH M. GIBBONS . 1895-97 CHARLES H. COLE . 1919-22
ARTHUR L. NORTON ....... 1923–

Vice-Presidents
F. J. PARKER . 1854–58 FRANCIS A. WATERHOUSE .. 1881-94
THOMAS SHERWIN . 1859-69 ROBERT B. BABSON .. 1895–1901
CHARLES M. CUMSTON 1870–74 JOHN F. CASEY .. 1902-14
EDWIN P. SEAVER . 1875–80 WILLIAM B. Snow . 1915-21
WALTER F. DOWNEY .. 1922

Secretaries
EDWIN HOWLAND . 1854–56 W. EUSTIS BARKER.. 1879-81
E. H. AMMIDOWN .. 1857-63 WILLIAM H. MORIARTY . 1882–1902
CHARLES F. WYMAN . 1864-67 ALFRED H. GILSON . 1903-18
WILLIAM H. MORIARTY. 1868–75 WALTER HUMPHREYS 1919
CHARLES H. BROOKS. .... 1876–78 LINDSLY B. SCHELL .. 1920

Treasurers Trustees
WILLIAM H. PARTRIDGE ... 1879–1910 EDWIN P. BROWN .. 1922
JOHN BOUVÉ CLAPP .. 1911-18 ABRAHAM K. COHEN . 1922
SILAS PEIRCE ... 1919-21 FRANK W. REMICK . 1922
JOHN C. HEYER .. 1922 ( Treasurer)
Assistant- Secretaries
ROBERT SEAVER .... 1892–94 CHARLES J. C. JOHANSEN .. 1910
STEPHEN BADLAM . 1895 WILLIAM H, MEANIX .. 1911
MILTON L. BERNSTEIN 1896-97 PERCY E. QUINCY . 1915
GRIFFITH C. EVANS.. 1902 WARREN G. MULLIGAN . 1916
DONALD V. BAKER .. 1903 EDWARD C. KEANE . 1917
CARL O. SAYWARD . 1904-05 L. E. J. VILLENEUVE .. 1918
MARK I. ADAMS . 1906 ISADORE J. COHEN. 1919
HENRY D. KEMP . 1907 IRA M. S. MACINTOSH . 1920
ELISHA C. WATTLES . 1908 LOUIS MAGAZINE.. 1921
ERNEST T. SAEGER . 1909 DAVID ROMANOW .. 1923
75
 Directors

( Formerly “ Standing ” or “ Executive" Committee )

ADAMS, MARK I. 1907–08 FENNO, J. B. 1854-58
AMMIDOWN , E. H. 1854-57 FRENCH, ARTHUR B.. 1868
ATTRIDGE, JOHN J. 1919–22 GAFFIELD , THOMAS . 1865-67
BABCOCK, JOHN B. 1872–73 GIBBONS, JOSEPH M. 1885-90
BABCOCK, JOHN B. , Jr. 1881 GILMAN , CHARLES C .. 1923–
BARRON , CLARENCE W. 1882-84 GREENLEAF, LYMAN B. 1891-94
BATES, ŚANFORD... 1910–18 GUILD, CURTIS. 1869–71
BEECHING, ADOLPHUS B .. 1911-18 HAYDEN, JOSIAH W. 1881
BLODGETT, WARREN K. 1897-1905 HERBERT, JOHN . 1891-97
BORNSTEIN, HAROLD D. 1919– HOBART, E. A.. 1854-58
BREWER, FRANK C. 1875–78 HOVEY, E. CLARENCE . 1875–76
BRIGHAM, CHARLES H. 1883–96 KELLEY, FREDERICK W. 1919-21
BROOKS, CHARLES B. 1908-09 KIRK, PAUL G. 1922
BURDITT, CHARLES A. 1865-67 LANE, BENJAMIN C. 1903-08
BURRILL, CHARLES L. 1889–1902 LINCOLN, NOAH . 1882
BURTON, GEORGE S.. 1877–78 LOCKE, FRANK L. 1919
CARPENTER, GEORGE O. 1869–71 LOVERING, N. P.. 1881
CARTER, CLARENCE H.. 1879-80 ; MAHONEY, JAMES .. 1895
1885–87, and 1901 Manson, Thos. L., Jr.. 1869–71
CHAMPNEY, CHARLES H. 1902 MAY, JOHN J. 1873–74
CHANDLER, HENRY H. 1865-67 MORSE, GODFREY.. 1872–75
CLAPP, John B. 1906-10 NOURSE, THORNDIKE .. 1868
COLE, CHARLES H., Jr. 1897-1900 O'HARA, JAMES R. 1909–10
CRAM, HENRY B.. 1872 PAGE, WEBSTER W. 1888
CROSBY, JOHN D. 1888–90 QUINCY, PERCY E. 1917–18
CROSBY, J. PORTER . 1919–21 ROBBINS, J. W. 1858
DANIELL, HENRY W. 1868 SAYWARD, CARL O. 1906
DARLING, FRANK W. 1874 SHERWIN, THOMAS ( Junior ) 1879–80
DAVENPORT, W. W. 1854-58 SNOW , WILLIAM B. 1909-14
DEBLOIS, STEPHEN G. 1854-58 STEBBINS, GEORGE F. 1877-80
DILL, GEORGE A. 1911-18 STONE , GALEN L. 1898-1905
DUPEE, J. A. 1854-57 Van NOSTRAND, A. G. 1882–84 ;
EVANS, GRIFFITH C. 1903-07 1888–90
WILEY, JESSE L ..... 1917-18

76
 APPENDIX II

MEMBERSHIP OF THE CENTENARY COMMITTEE

ADAMS, MARK I., '05 CHERRINGTON , Wm. C., '75

ADAMS, WARREN P., '58 CLAPP, JOHN B. , '73
ALLEN, CLAUDE L., '97 COHEN, ABRAHAM K., '86
ATTRIDGE, JOHNJ., '97 COHEN, ISADORE J., '20
BABCOCK, JOHN B., '42 COLE, CHARLES H. , '88
BABCOCK, WALTER C .,_'88 COLEMAN , GEORGE W.,'85
BADGER, WALTER I.,'76 COLLINS, WALTER L., '95
BAILEN , SAMUEL L., '99 CONNELLY, THOMAS H., '02
BAKER, EDWARD H., '68 CONVERSE, EDMUNDC., '69
BARRON , CLARENCEW., '73 CRAM, HENRY B., '67
BARRY, JOHN F., '96 CROSBY, J. PORTER, '87
BARTLETT, ALFRED H., '75 CURTIN , JOHN A., '88
BATES, SANFORD, '00 DALY, FRANCIS A., '98
BAXTER, CHARLES S.,'83 DANGEL, EDWARD M., '09
BAYLEY, EDWARD B. , '82 DAMON, J. LINFIELD, '87
BEECHING , ADOLPHUS B., '78 DAMRELL, CHARLES S. , '75
BELLAMY, WILLIAM , '62 DARLING, FRANK W., '70
BENEDICT, FRANK G., '89 DAVENPORT, OLIVER F., '88
BIDDELL, SIDNEY M., '18 DELAND, FRANCIS S. B., '96
BLAIR , DONALD M. , '84 DILL, GEORGE A., '86
BLISS, JAMES F., '65 DOWLING, MARKT., '93
BLODGETT, WARREN K., '70 DOWNEY, JAMES M., Jr., '16
BOGAN , FREDERIC L. , '98 DRAPER, J. SUMNER, '85
Boos, WILLIAM F., '89 DRISCOLL, JOSEPH McK ., '13
BORNSTEIN , HAROLD D., '06 DUFFEY, ARTHUR F. , '98
BOWKER, FRANK C., '96 DYER, HERBERT W. , '92
BREWER, FRANK C. , '73 ELLIS, AUGUSTUS H., '70
BRIGGS, FRANK H., '77 ELMS, JAMES C., '77
BRIGHAM , CHARLES H., '81 ENDRES, GEORGE H. , '70
BROMBERG , JUSTIN L.,'11 EPSTEIN , CHARLES, '11
BROPHY, WILLIAM F., ' '07 Eustis, GEORGE H. , '63
BROWN , EDWIN P. , '87 EUSTIS, J. TRACEY, '82
Chairman EVANS, GEORGE W. , Teacher
BROWN, E. GERRY, '66 EVERETT, J. Mason, '95
BURDITT, CHARLES A.,'51 Eyges, LEON R., '92
BURKE, THOMAS E., '93 FEE, JAMES E. , '84
BURRILL, CHARLES L. , '82 FERRIN , FRANK M., '87
BURTON , HIRAM M., 976 FITZGERALD, W. T. A., '87
BUSBY, FREDERICK H., '07 FITZPATRICK, J. HENRY, '93
BYRNE, PHILIP J., '16 FLOOD, CHARLES H., '86
CALDERWOOD, JOHN, '90 FOWLE, SETH A.,'57
CALLAGHAN, ALFRED G., ’17 FREDERICK, ALLEN R., '06
CARTER, CLARENCE H., '73 FRENCH , Asa P., '76
CARTER, FRED L., '66 Gahm, JOSEPH A. , '90
CARTER, HAROLD L., '03 GALLAGHER, E. B., '85
CARTER, J. RICHARD, '66 GALLAGHER, O. C. , Teacher
CARVER, EUGENE P.; '79 GARDNER , HARRY W., '90
CASEY, JOHN F., Teacher GILMAN , CHARLES C.,'99
CHENEY, HENRÝ E., '11 GILSON , ALFRED H., 73
CHERRINGTON, FRED'K B., '92 GOULSTON , LEOPOLD M., '96
77
GREENLEAF, LYMAN B., '69 MEAD, WILLIAM C., '14
HACKEL, PAUL L., '04 MENARD, RALPH W., '94
HALL, Roy, '14 MERRILL, SAMUEL A., '64
HARRISON, COLUMBUS W., '99 MILLER, EDWIN C., "75
HAYDEN , CHARLES, '86 MILNE, J. RICHARD, '16
HAYDEN, JOSIAH W., '62 MORIARTY, WILLIAM H., '63
HERRICK, ROBERT F., '83 MORK, HARRY S. , '94
Vice -Chairman MORSE, HERBERT R., '92
HERSEY, FRANCIS C. , '60 MORSS, CHARLES A., '75
HERSEY,FRANCIS C., Jr., '91 MORSS, EVERETT, '81
HEYER, JOHN C., '00 MORTON, GEORGE C., '86
HILL, HENRY M., '94 MOWER, GEORGE A., '77
HILTON, JOHN H., '13 MURPHY, HUBERT A., '97
HOFFMAN , IRVING, '12 Nawn, HARRY P., '79
HOOPER, LINDSAY, '00 NIMKOFF, MEYER, '21
HUMPHREYS, WALTER , '92 NORTON, ARTHUR L., '86
HUNT, EPHRAIM , Teacher PEIRCE , SILAS, '78
INNES, CHARLES H., '87 PINANSKI, ABRAHAM E., '03
PRATT, VERNON L. H., '04
JAMES, EDWARD B., '61
JENNEY, CHARLES S., '05 PRENDERGAST, J. M.,68
JEWETT , FREDERIC , '17 PRICE, RAYMOND B., '90
JONES, HARRY M . , ' '87 PRIEST, MORTIMER Ć., '93
JOY, ARTHUR B., Teacher PURDY, JOHN D., '05
KABATZNICK, LEO, '15 PURINGTON, FRANK H., '91
KAMM, MAURICE A., '15 QUIMBY, RALPH A., '71
KAPLAN, THEODORE H., '17 RAMSAY, CHARLES H., '72
KEANE, Louis B., '14 READ, CHARLES F.," 71
KELLEY, FREDERICK W., '12 REED, ARTHUR T. , '86
KILLION, LOUIS J., '01 REMICK, FRANK W., 79
KINGSBURY, EDW . R., Teacher Treasurer
KINNEY, WILLIAM S., '00 RICHARDSON, GEORGE 0., '81
KLARFELD, HAROLD I.,'09 RITCHIE , JOHN, '69
KNOTT, N. W. T., '76 ROBEY, WILLIAM H., Jr., '88
LAMB, HENRY W., '69 ROGERS, HENRY M., '55
LANE, BENJAMIN C. , '83 ROWE, WILLIAM V., ' '78
LEBON, CHARLES P. , Teacher RUUD, ARNOLD C., '18
LEGHORN , GEORGE M., '05 SAEGER, ERNEST T., '10
LELAND, LESTER, '82 SAWYER, HOMER E., '85
LENT, CLAYTON L., '09 SAYWARD, E. TUCKER ,’01
LEVERONI, FRANK, ’97 SCHELL, LINDSLY B., '06
LEWENBERG, SOLOMON, '94 SEAVER, ROBERT, '92
LEWIS, EDWIN J., '77 Secretary
LEWIS, LEO R., "79 SELFRIDGE ,THOMAS O., '53
LINCOLN, HERVEY W., '66 SHEEHAN , JOSEPH A. , '92
LINCOLN , WILLIAM H., '52 SHEPARD , JOHN, Jr., '74
LITTLE, JOHN M., '67 SHONINGER, BERNARD J. , '70
LITTLEFIELD, CHARLES C., '69 SIMMONS, ADOLPH S.,’19
LOCKE, FRANK L. , '81 SMITH , ERASMUS F., 177
LOURIE , MYER L., '89 SMITH , Fitz-HENRY, Jr., '91
MACGOLDRICK, DANIEL, '04 SMITH , GEORGE S., '81
MACINTOSH, I. M. STANDISH, '21 SNOW, WILLIAM B., Teacher
MAHAR, JAMES J. , '97 SPEAR, C. ROBERT G., '93
MANN, ALBERT W., '58 SPITZ, Isaac D., '77
MANNING, FRANCIS H., '65 STEBBINS, GEORGE F., '71
MANSFIELD, WALTER R., '91 STEWART, GORDON V. , '10
MARCH, RAYMOND, ’19 STONE, GALEN L. , '78
MARSHALL, IRVING F., '96 STRATTON, SOLOMON , P., '65
MARSTON, WILLIAM M., '98 STUART, FREDERICK W. , "76
McCANCE, ROBERT T., 04 SULLIVÁN, RICHARD W., '06
McNARY, WILLIAM S. , '80 SYLVESTER , WM. H., Teacher
78
TALBOT, GEORGE N., '67 WHALEN, WALTER A., '18
TARBELL, EDMUND Ć., '80 WHIDDEN, RENTON, '15
THACHER, THOMAS C., "76 WIGGIN , ÁLBERT H., '85
THOMAS,JAMES E., Teacher WILEY, JESSE S., '74
TOWER, SAMUEL F., Teacher WILKINSON, Edw . H., '02
VAN NOSTRAND, ALONZO G., '72 Ass't-Secretary
WALDSTEIN , SAMUEL, '13 WOLF, BERNARD N., '80
WATKINS, WALTER K.,'74 WOLFF, ALBERT G., '05
WATTLES, ELISHA C., '08 WOLKINS, GEORGE G., '96
WEST, ALBERT S., '76 WORTHLEY, GEORGE H., '56
WRIGHT, HENRY M., Teacher

79
 APPENDIX III

TEACHERS IN THE ENGLISH HIGH SCHOOL

1821-1924

Head Masters
GEORGE B. EMERSON . 1821-1823
SOLOMON P. MILES .. 1823-1837
THOMAS SHERWIN . 1837-1869
CHARLES M. CUMSTON 1869–1874
EDWIN P. SEAVER .. 1874-1880
FRANCIS A. WATERHOUSE .. 1881–1894
ROBERT E. BABSON . 1894–1901
JOHN F. CASEY .. 1901-1915
WILLIAM B. SNOW .. 1915-1921
WALTER F. DOWNEY . 1922

Heads of Departments
MALCOLM D. BARROWS... 1911 S. CURTIS SMITH .. 1907-1910
JAMES A. BEATLEY . 1911-1917 WILLIAM B. SNOW.. 1907–1915
FRANK O. CARPENTER .. 1907–1913 Alva T. SOUTHWORTH . . 1914
WALTER I. CHAPMAN .. 1920- WILLIAM H. SYLVESTER . 1911-1914,
DANIEL J. FOLEY . 1914 1920
CHARLES W. FRENCH . 1915-1920 JAMES E. THOMAS . 1907-1911
FRED R. MILLER .. 1919– SAMUEL F. TOWER .. 1907-1919
BERTRAM C. RICHARDSON . 1917–1920 HENRY M. WRIGHT. 1907

Teachers of Other Ranks

ADAMS, CARL H., 1923– BERRY, A. HUN , 1874–1875
ADAMS, EDWIN A., 1866– ? BRACK, J.ALBERT,1914
ADAMS, WILLIAM J.,about 1824– ? BROOKS, CHARLESH., 1876–1878
ALLEN, ROBERT F., 1910– BROWN, HAROLD I., 1912–
ANDERSON, LUTHER W., 1852–1887 BROWN, JOHN P.,1869–1876
BABSON, ROBERT E., 1864-1894 BRYANT, HARRYE., 1908–
BACON, JOHN W., 1843— ? BUCKINGHAM, LUCIUS H., 1871
BARBER, HARRY C., 1912– 1885
BUCKMINSTER,
BARROWS, MALCOLM D., 1903–1911 about 1835– ?
BARTHOLOMEW , WILLIAM N., about CADIGAN, JOHN J., 1902–
1858–1869 CADY, JOSEPH P. , 1907–
BEATLEY, JAMES A., 1886–1911 CARD, JOHN H., 1922–
BELLING, KARL, 1923– CAREY, HENRY G., 1889–1894
BEMIS, CHARLES V., 1835– ? CARPENTER, FRANK O., 1883–1907
BENEDICT, RALPH C., 1910-1920 CARROLL, CHARLES ,1858– ?
BENSON, ÉARL M.,1916 CASEY, JOHN F., 1872–1901
BENSON, EDWIN F. A.,1905– CHAPMAN, GEORGE L., 1921–1923
BENYON, LT. COL. GEORGE H., CHAPMAN, WALTER I., 1916–1920
1899–1921 CHISHOLM, ANGUS J., 1923–
BERGEN, J. Y., JR., 1889–1901 CLARK, EDWARD K., 1872–1875
80
CLOUGH, WILLIAM, 1826– ? HATCH, HOLLIS D., 1923–
COBB, EDWARD H., 1894–1923 HENDERSON, WILLIAM J., 1906–
COLLINS, LE Roy Ž ., 1871-1873 1908
COLMAN ,LEON C., 1916– HILL, MELVIN J., 1884–1907
CONLIN , FRANCIS J. , 1907– HILL, MERRILL C.,1917–
CONNELL, EDWARD J., 1920 HITCHINGS, HENRY, 1869–1880
COTTER, CORNELIUS G.,1921– HOGAN, BARNABY M. , 1923–
CROWLEY, JAMES H., 1919– HOWISON, GEORGE ,1869–1872
CUMMINGS, GEORGE A., 1917–1920 HUBBARD, LUCIUS V., 1824-1828
CUMSTON, CHARLES H., 1870-1874 HUNKINS, EDWARD E. , 1923–
CUMSTON, CHARLES M., 1848–1869 HUNT, EPHRAIM , 1854–1868
CUSHMAN, GEORGE A., 1911 HUSSEY, JOHN M., 1904–1908
DAME, HENRY, 1877-1878 Joy, ARTHUR B.,1909–
DEFONTENY, G., about 1856– ? KEENE, JOSEPH W., 1871-1873
DE LAGARLIÈRE, CHARLES, 1867– KEETELS, JEAN G., 1876–1877
1869 KELLER, PAUL,1920
DELANO, ARTHUR H., 1913– KELLEY, JOHN E. J., 1906–1914
DENHAM , JOHN E., 1906–1915 KERSHAW, ALFRED B., 1911
DERRY, GEORGE H., 1914-1917 KIERSTEAD, FRED H., 1920
DIXWELL, EPES S., 1827–1828 KINGSBURY, EDWARD R., 1899–1923
DOOLING , WILLIAM J., 1923– LADD, CAREY P., 1914
DOWNEY, WALTER F., 1910–1922 LAKEY, FRANK É ., 1907–
DRACOPOLIS, NICHOLAS F., 1869– LEARY, ARTHUR F., 1923–
1876 LEBON, CHARLES P., 1887–1922
DRISCOLL, LT. JOSEPHMcK ., 1922– LE BRETON, EDMUND L., 1825– ?
DUBOIS, ALDEGE J., 1921–1923 LEIGHTON, WALTERL., 1914
DURNAN ,WALTER D., 1923– LEONARD , GEORGE F., 1873–1877
EICHBERG,JULIUS, 1872–1887 LINCOLN, CHARLES J.,1870-1885
EMERSON, U. S., 1823— ? LOVELAND, WINSLOW H., 1922-1923
EMERY, THOMAS J., 1872–1876 LUNDIN, ENOR, 1922–
EVANS, GEORGEW., 1885–1905 LUNT, JOSEPH R., 1912–1923
FALVEY, MIAH J., 1916 MACE, JAMES W., JR ., 1902–1910
FARRAR, CALVIN , 1837–? MAHONEY, JAMES, 1888–1907
FINN, JULIUS G. , 1921– MARSH, JOHN A., 1905–1923
FLINT, JOSHUA, 1821–1824 MCCARTHY, JOHN F., 1918
FOLEY, DANIEL J., 1911-1914 McCARTHY, JOHN J., 1923–
FRAZIER, ELLIOTT P. , 1922– McCool ,CHARLES É ., 1922–
FRENCH , CHARLES W., 1911-1915 McCoy, Louis A., 1917–
GAGE, ALFRED P., 1876–1902 McCORMICK, ANDREW R., 1915–
GALLAGHER, OSCAR C.,1905–1907 MCGRATH, BERNARD H., 1922–
GALLAGHER, WILLIAM W., 1908– MCLAUGHLIN , HENRY P., 1911
1911 McMAHAN, THOMAS H. , 1911
GARTLAND, PETER F., 1896–1914 MAGUIRE , ALBERT I., 1923–
GIBLIN, EDWARD W.,1923– MILLER, FRED R., 1897–1919
GILBERT, RALPH G., 1923– MINNS, GEORGE W.,1836– ?
GOLDTHWAITE, JAMES A., 1910– MOORE, GENERAL HOBART, 1868–
GRANDGENT, L. HALL, 1868–1891 1894
GRANT, HARRY A. , 1911 MOORE, OLIN H., 1911-1912
GREEN, JOSEPH G., 1918– MORAN , GEORGE B., 1923–
GREENBERG, ARTHUR O., 1921 Moss, NORMAN A., 1912–
1922 MULDOON, CHARLES F., 1921
GREENE, SAMUEL S., 1842– ? MURPHY, MAURICE F.,1920–
GRIFFIN , LA Roy F., 1899-1900 MURPHY, THOMAS J., 1911
HALE, ALBERT, 1866–1883 MURRAY, FREDERICK J., 1920–1923
HALL, FREDERICB., 1895– NICHOLS, WILLIAM ,JR ., 1863–1870
HALLORAN, LEO V., 1919 NORRIS, JOAN 0., 1870-1880
HAMBLY , J. B., 1873–1874 NOWELL, WILLIAM G., 1873–1877
HARRINGTON, HENRY F., 1834– ? O'FLAHERTY, DANIEL V., 1914–1920
HARRINGTON, SAMUEL, 1876–1876 OHARA, EDWARD P., 1904–1912
HASENFUS, NATHANIEL J., 1923– PARTRIDGE, GEORGE F., 1890–1891
81
PAGET, CAPT. JOSEPH T., 1894–1897 STANTON, HAROLD B., 1912–1921
PENNEY, MAJOR GEORGE S., 1920 STETSON , CHARLESE., 1894–1906
1922 STONE, CHARLES H., JR., 1909–
PETTENGILL , GEORGE I., 1912– STRATTON, WILLIAM F., 1839— ?
PHILBRICK , JOHN D., 1844– ? STRONG, WILLIAM T., 1890–1915
PIERCE , GEORGE W. , 1868–1870 SURAULT, FRANCIS M. T.,1832– ?
POOLE, FRANK E., 1897– SYLVESTER, WILLIAM H., 1883–1911,
POOLE , JEROME B., 1874–1898 1914–1920
POOR, HENRY W., 1913-1914 TENNEY, ALLAN G., 1911-1923
PRESTON, CARLETON E., 1910 THAYER, ERASTUS W., about 1832– ?
RAND, LE Roy M., 1909– THOMAS, JAMES E., 1885–1907
RANDOLPH , EDWIN M., 1909– TILLINGHAST, NICHOLAS, 1837–?
RAYMOND, EUGENE, 1877–1886 TOWER, SAMUEL F. , 1888–1907
REARDON , EMMETT J., 1921 TRAVIS, CHARLES B., 1869–1912
RIED, CAMILLE , 1905–1906 TROWBRIDGE,GORDON, 1904–1905
RICHARDSON, BERTRAM C., 1908– VAN DAELL, ALFONSE ,1886–1889
1917 VAUGHN, JOHN, 1888–1890
RILEY, JOHN J., 1922–1923 WALKER, ALBERT P., 1887-1905
ROBINSON , LUTHER, 1838– ? WALL, EDWARD J., 1916–
ROCHE, JOHN F., 1914 WALSH, WILLIAM F., 1920–1921
ROCHE, WILLIAM J., 1922 WARD, JOHN H., 1921
RONAN, J.CLIFFORD, 1923– WARREN, H. WINSLOW , 1877–1881
RUSSELL, WALTER H., 1884–1887 WEAVER, ERASMUS M., 1897–1899
SASSERNO , HENRY A., 1916–1917 WEBER, CHARLES A. A., 1921
SCHEFFY, CLINTON C., 1910 WELLS, ARTHUR S., 1910–1917
SEAGER, EDWARD, 1844– ? WESTON , SAMUEL M., 1845– ?
SEAVY, MANSON, 1873–1894 WHITE, STEPHEN V.,1922–
SENESAC, Guy A. , 1921-1924 WHITMAN,ALONZO G.,1870-1873
SHARLAND, JOSEPH B., 1887–1889 WHITMAN, CHARLES 6., 1872-1876,
SHAW , HENRY C., 1887–1901 1878–1879
SHEPARD, WILLIAM A., 1841- ? WILLIAMS, FRANCIS S., 1837– ?
SHERWIN , THOMAS, 1828–1837 WILLIAMS, FREDERICK D., about
SHERWIN , THOMAS, JR .,1865–1866 1852– ?
SIMMONS, ROBERT G., 1923– WILLIAMS, Rufus P., 1883–1911
SMITH, S. CURTIS , 1873–1907 WILLIS, NATHAN E., 1868–1872
SMITH, WILLIAM E. , 1909– WILSON, EDWARD N., 1916–
SNELLING, JONATHAN W., ? - ? WINSTON, THOMAS E., 1907–
SNOW, WILLIAM B., 1885–1907 WOODWARD, ELMER S., 1923–
SNUSHALL, WILSON, 1911 WOOLSON, MOSES, 1867-1873
SOUTHWORTH, ALVA T., 1910–1914 WRIGHT, HENRY M., 1891–1907

82
 APPENDIX IV

STATISTICS OF ENROLLMENT AND GRADUATION

1821-1924
Year

1821 102 1856 23 152 1891 150 836

1822 115 1857 25 144 1892 150 836
1823 129 1858 28 160 1893 121 823
1824 7 121 1859 14 156 1894 154 765
1825 3 121 1860 29 169 1895 152 804
1826 11 128 1861 25 171 1896 111 839
1827 13 132 1862 29 175 1897 165 895
1828 10 141 1863 35 174 1898 179 960
1829 18 114 1864 16 174 1899 152 954
1830 17 129 1865 24 209 1900 165 1,001
1831 8 134 1866 36 238 1901 172 902
1832 12 111 1867 38 269 1902 129 794
1833 14 112 1868 41 284 1903 132 857
1834 18 128 1869 44 335 1904 119 862
1835 11 125 1870 61 463 1905 159 973
1836 14 131 1871 63 467 1906 192 1,012
1837 13 115 1872 99 541 1907 227 1,055
1838 14 115 1873 100 588 1908 215 1,053
1839 17 104 1874 112 581 1909 112 1,150
1840 14 105 1875 104 590 1910 154 1,383
1841 14 120 1876 96 544 1911 159 1,612
1842 24 150 1877 84 544 1912 234 1,858
1843 21 170 1878 80 504 1913 259 1,891
1844 23 149 1879 68 418 1914 309 1,950
1845 23 152 1880 65 451 1915 285 2,173
1846 18 143 1881 75 375 1916 287 2,419
1847 20 141 1882 57 378 1917 317 2,382
1848 20 156 1883 56 413 1918 351 2,300
1849 18 183 1884 68 535 1919 330 2,129
1850 37 193 1885 94 610 1920 361 2,262
1851 33 195 1886 125 659 1921 372 2,284
1852 21 176 1887 134 653 1922 429 2,708
1853 27 170 1888 138 681 1923 434 2,960
1854 26 159 1889 115 760 1924 3,228
1855 28 162 1890 116 803

83
 APPENDIX V

SUMMARY OF COURSES 1
and number of pupils taking each course October 5, 1923
Subjects Pupils Symbols Periods Points
Physical Training 3034 T 1
Drill 2304 X 2 1
Music, vocal 240 N1 1 1
Music, orchestral 95 N2 1 1
Public Speaking 127 N3 1 1
Military Band 53 N5 1 1
Hygiene 825 R 1 1
English 3035 783 El 5
1042 E2 5
741 E3 3 3
184 E4 5 5
70 E5 3 3
215 E6 3 3
History 1484 261 H1 5 5
41 H2 5 5
155 H3 5 5
242 H4 5 5
314 H5 5 5
223 H7 3 3
248 H8 5 5
Civics 29 V3 3 3
Economics 104 K4 3 3
Latin 737 331 L2 5
282 L3
124 LA 5
French 1899 600 F1 5
608 F2 5
268 F3 5
60 F4
235 F7 5
128 F8 5
German 408 232 G2 5 5
138 G3 5
38 G4

Reprinted from the English High School Catalog, 1923-1924 .

84
 SUMMARY OF COURSES - continued
Subjects Pupils Symbols Periods Points
Spanish 613 376 Si 5
149 S2 5
71 S3 5
17 S4 5
Mathematics 1720 565 M1 5
617 M2 5
361 M3 5
177 M4 5 5

Oooow
Biology 108 B1 5 4
General Science 257 P1 5 5

oo
Physics 453 194 P2 6 5
259 P3 6 5

er
en
en
er
er
wo
Chemistry 436 241 C3 4 3
195 C4 6 5
Bookkeeping 1143 460 11 5 5
388 12 5
185 13 5
73 14 5
37 15 5
Commercial Geography 357 J2 3 3
Commercial Law 124 Y3 3 3
Phonography 252 202 Q3
50 5
Typewriting 314 264 W3 5 3
50 Q4 5
Merchandise 41 24 3
Drawing 141 64 D1 3
18 D2 3
46 D3 3
13 D4 3

85
 APPENDIX VI

CHOICE OF STUDIES
College Course M. I. T. Course
FIRST YEAR

Subjects Periods Points Subjects Periods Points

X 2 2 X 2 2
R 1 1 R 1 1

|
‫ܬ‬

‫ܟܬܝܙܗܘܘܗ‬
E1 5 5 E1 5 5
HI 5 5 F1 5 5
F1 5 M1 5
M1 5 B1 5 4

23 23 22
arerar

SECOND YEAR

en
en

X X
er

er

er
E2

or
E2
F2 F2
M2 M2
* L2
Any
er

L3 5 G2 5 5
G2 } one

22 22 22 22
THIRD YEAR

CN
CON
X 2 X

er
er

or
e
N
er
or

ЕЗ 3 E3
F3 5 F3
M3 5 M3
* L3
Any
er

LA G3 5 5
G3 } one
5
51

P3 6 P3 6 5

26 25 26 25
।

At the end of the third year successful pupils are recommended for pre
liminary examinations in F3, G3, M3, and P3 .
FOURTH YEAR
CN

X 2 X 2
arerar
er

‫ܦܬ‬

‫ܟܝ‬
or

E5 or E6 3 E5 or E6 3
M4 5 M4 5
‫ܪܡܗ‬

H4 H4
F4 C4
F5
* L4 10, 11 8
L5 Any or or F4 5
two Any
G4
C4
tD
12 10 G4
#D3 } one
or
3
or

25, 26, or 27 23 or 25 24 or 26 23 or 25
* Candidates for the A.B. degree must take Latin .
tAccepted by Harvard , but not by all colleges .
May be used as an elective if passed with grade of B.
86
 Commercial Courses
FIRST YEAR SECOND YEAR
Subjects Periods Points Subjects Periods Points
X 2 2 X 2 2
R 1 1 E2 5 5
E1 5 H7 3
F1 , S1, or H8 F , G, S, or H
P1 12
11 J2
23

THIRD YEAR

Accountancy Merchandise Secretarial

Required Periods Points Periods Points Periods Points
X 2 2 2 2 2 2
E3 3 3 3 3 3
3
M1
C3 3
13 5
Q3 10 8
3 3 6 3

Electives: H5, F, G, or S (5 -point subjects); and V3 or Y3 ( 3-point

subjects).
FOURTH YEAR
Accountancy Merchandise Secretarial
Required Periods Points Periods Points Periods Points
X 2 2 2 2 2 2
* H4 or H5 5 5 5 5 5 5
K4 3 3
114
Q4 10 8
24 3 3
Electives: F, G, or S ( 5 -point subjects); and V3 or Y3 ( 3-point subjects).
* H4 or 115 must be elected by all boys who have not already taken H5.
Boys who at the end of the third year transfer from the college or the Technology course
should take 15.

87
GRIFFITH -STILLINGS PRESS, BOSTON
 Date Due
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