USA > Massachusetts > Essex County > Andover > On Andover Hill; life today in an old New England school : Prepared for Phillips Academy, Andover > Part 1
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On Andover Hill
Life Today in an Old New England School
Prepared for PHILLIPS ACADEMY ANDOVER
Andover Room
On Andover Hill
Life Today in an Old New England School
Prepared for PHILLIPS ACADEMY ANDOVER
ANDOVER, MASSACHUSETTS
1935
And. Coll. R 373 on
THE ACADEMY CAMPUS From the Painting by Charles Platt
On Andover Hill
A WORD ABOUT HISTORY
PHILLIPS ACADEMY is the school's formal and official title, but it is usually called ANDOVER after the town in which it is located. It stands on a hill about twenty miles north of Boston on one of the main routes to the White Mountains, in a region rich in historical and literary asso- ciations not far from Concord Bridge and Bunker Hill. The oldest of the great American endowed schools, it was opened on April 30, 1778. The original idea was conceived by Samuel Phillips, Jr., member of a famous New England family; he wrote its Constitution and, after securing the necessary funds from his father and uncle, its Deed of Gift. Its first sessions were held in a renovated carpenter's shop of only one room and there were thirteen pupils under Master Eliphalet-"Elephant"-Pearson. Today it has six hun- dred fifty students, seventy teachers, and not far from one hundred buildings.
Andover's colorful story may be read in more detail in Fuess's An Old New England School. It was incorporated under the laws of Massachusetts in 1780 and is controlled by a body of thirteen self-perpetuating trustees. It has had ten headmasters, of whom at least four, beside Pearson, have been conspicuous in education, John Adams, Samuel H. Taylor, Cecil F. P. Bancroft, and Alfred E. Stearns. Ex- cept for one or two set-backs, its progress and prosperity have been continuous since its opening day.
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JUDGE SAMUEL PHILLIPS, JR. Founder of Phillips Academy
LIFE IN AN OLD NEW ENGLAND SCHOOL
ANDOVER AS A NATIONAL INSTITUTION
Many American preparatory schools draw their students chiefly from one section; Phillips Academy, however, has always been national in its membership and outlook. Among its early patrons were not only Lowells and Quincys from Massachusetts, but Washingtons and Lees from Virginia. Its latest catalogue lists boys from more than forty states and from twelve foreign countries. There can't be much provinciality in a community in which a lad from Buffalo may room with the son of a Georgia planter, sit down to dinner beside a native of Siam, and play football opposite a classmate from Seattle or San Francisco. On one Andover eleven not long ago each member was from a different state.
Furthermore Phillips Academy in its birth and growth is entwined with the development of the nation. It was established in the most desperate crisis of the Revolution- ary War. Later George Washington not only sent to it his nephew and grand-nephews but also, as guest of the Founder, visited it in 1789 during his first administration. John Hancock signed its Act of Incorporation. Paul Revere designed its silver seal, with the motto, "Finis Origine Pendet"-"The End Depends on the Beginning." In a dwelling, long used by the school, Samuel F. Smith wrote the anthem "America." The famous Charles Bulfinch was the architect of two of its buildings,-the Headmaster's House and Bulfinch Hall. Besides Washington, other presidents of the United States have visited Phillips Aca- demy-Jackson, Pierce, Roosevelt, and Taft-and the chief
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ON ANDOVER HILL
address at its sesquicentennial celebration was delivered by President Calvin Coolidge.
Andover is not faultless; but it is thoroughly American, indigenous, not imitative or exotic. It is as characteristic of the United States as Rugby, Winchester, and Eton are of England. During its development, moreover, it has be- come a blend of the nation in all its varied elements; its virtues are those which we like to think prevalent among our people,-liberalism, independence, tolerance, and dem- ocracy. Finally, it is doing its best to grow better year by year.
DEMOCRACY AT ANDOVER
We are often asked, "What does Andover's boasted democracy really mean?" It is not a mere catchword. For example, one hundred fifty boys-23%-are recipients of financial aid from the trustees. Andover fortunately has considerable income available for promising lads who need assistance in getting an education. Eighty-nine of them wait on table in the Commons. Many sell merchandise to their comrades. But no one thinks less of the boy who has thus to earn his way.
Some of Andover's most eminent graduates were once poor boys who required help. Many of the scholarship boys, as they are called, are exceptionally able, for the competition is keen and only a lad of more than average ability can win such assistance. Boys of this type often lead the school not only in class standing but in extra-cur- riculum activities. Their presence here is a cherished and
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ON THE WAY TO CLASS
ON ANDOVER HILL
long standing tradition, dating back to days when boys frequently walked many miles to Zion's Hill in the hope of finding here an opportunity to prepare for college.
This democracy is an effective preparation for good citi- zenship. As in life itself, the member of the Andover com- munity is thrown in social and business contacts with all sorts and conditions of men. In meeting them and in adjust- ing himself to them he is forced to display tact, forbear- ance, and self-control; he thus prepares himself for the future relationships of the larger world of college, business, or profession. Not all education by any means is acquired from the classroom or from books. The ability to live among men, to follow or to lead, is an important factor in success at eighteen as well as at sixty.
Snobbery in some phase undoubtedly shows itself when- ever a number of human beings dwell together; but at Andover it is reduced to a minimum. The situation is quite different from that in city high school, where a lad in his free hours resumes his customary social status. The ulti- mate, the decisive test at Phillips, as in any genuine dem- ocracy, is the student's personal qualities; if he possesses those which in the eyes of his fellows mark him as a man no one will inquire or care what are his antecedents.
SCHOLARSHIPS AND CHANCES FOR SELF-HELP
With the academic year 1934-1935 an inclusive charge was set for each pupil-$1100; this sum covers all expenses save laundry, books, and special doctors or nurses. One hundred fifty boys receive from the trustees grants of
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LIFE IN AN OLD NEW ENGLAND SCHOOL
money, which according to the need and to the scholastic attainment of the individual lessen the cost of attendance at Phillips. Eighty-nine boys earn their board by waiting on table or by otherwise assisting at the Commons. Ample opportunity exists in agencies for newspapers, laundries, tailors, and divers other businesses for a lad to aid himself; and further aid is secured by work in the administrative offices of the Academy. In the year 1933-34 seventy-two lads, in addition to those working in the Commons and to those who received grants from the trustees, earned part of their way through school; the number is no smaller in 1934-35. The total amount granted by the trustees approxi- mates $60,000; this sum does not include monies totalling $6655 and distributed at Commencement as prize awards and scholarships.
The funds which make possible such assistance have been provided throughout the long life of Phillips Acade- my by generous alumni and other friends. The Acade- my, as trustee of such funds, welcomes heartily and gladly the application of lads desirous of sound preparation for college; it properly demands from those selected the hearti- est of cooperation in observance of school regulations, in intellectual progress, and in development of character. From the parents of such applicants Phillips must receive definite proof of the need of financial assistance.
ROOM ASSIGNMENTS
With the setting of an inclusive charge changes have been made in the system of room assignments. Definite
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BARTLET HALL-Built in 1821
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LIFE IN AN OLD NEW ENGLAND SCHOOL
dormitories are set aside for each class; first choice of rooms is granted in order of the individual's scholastic standing to scholars of the first rank; then in like fashion to scholars of the second rank; thereafter the assignment is by lot.
THE HOUSE SYSTEM
The Andover tradition makes for an independent, a self- reliant, self-controlled youth; within sane limits freedom is given to a lad to mould and fashion his own life. This tradition does not beget license; Phillips Academy is not a school of untrammeled freedom. Though considerable self-reliance is expected of the boys it is not fair to ask a youngster fresh from home to assume at once all the re- sponsibilities of a life new and strange to him. To guide and direct a boy through his career at Phillips a system of faculty houses and counsellors is in operation.
Boys who enter the academy at the minimum age of thirteen-only rare exceptions are made-are assigned to Williams Hall or to the newly opened Junior House, which adjoins Williams Hall. The boys of both these two dormitories eat together in the older house and are under the supervision primarily of two married instructors, men of large experience and sympathetic understanding of small boys. These housemasters are assisted by three unmarried instructors and by seniors whose school records prove them able and worthy of such trust. Boys remain in their rooms for study, must be abed by ten P.M., and enjoy the privilege of living with cultured persons and, so far as is possible in an institution, in homelike surroundings.
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Other juniors, who either because of size, age, or previous experience away from home seem to demand a slightly greater freedom, will in 1935 and thereafter be housed in the new Rockwell House; these lads will eat in the Com- mons; in the dormitory they will be in the charge of two married masters assisted by a bachelor instructor. These men, as do those in Williams Hall and Junior House, know how to direct youngsters with firmness, kindness, and understanding.
In his second-Lower Middle-year a boy is probably as- signed to a "faculty-house," in which the number of pupils varies from four to eight. Each such house is the home of a married instructor and his family. Supervision is not so strict, the boys eat at the Commons, there is no prescribed bed-hour; yet the house-master keeps an eye cocked for such a matter and, if needed, enforces "lights out." The house-master watches the career of each boy and endeavors to make him feel his personal responsibility for his own development.
The third move is to room in one of the Upper Middle dormitories; again the presence of the family of the in- structor gives a restraining touch. Here there are more boys, more freedom to guide one's self; but the interest of the house-master in his boys and his control and influence are always felt.
Senior dormitories are headed by bachelors of the faculty; still greater freedom is granted to each lad to direct his own life. Yet here as in the other houses, the regular rules hold : in at eight P.M., decent behavior at all times, and no visiting after ten P.M.
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LIFE IN AN OLD NEW ENGLAND SCHOOL
COUNSELLORS
Each house master is counsellor for the boys in his dormitory. He must acquaint himself with the boy's home surroundings, his previous school record, his status in his studies, his physical, intellectual, and moral condi- tion, so far as that is possible; he represents the boy before the faculty; he is at all times "on tap" for aid, advice, or a chat. How effective such guidance may become hangs on the personality of the master and that of the boy. Phillips is assured of the first factor-the character, the ability, and the willingness of her masters, despite wide divergence in personalities. To produce results the boy must be willing to cooperate with his counsellor; and that will depend on the boy.
Such is the Andover system, providing under competent supervision a gradually increasing measure of freedom, more at all times than is the case in most schools, and de- manding a rather great self-reliance which makes for a self controlling individual. The rules are few; they are enforced; the penalties fall on the culprit, whoever he may be. In consequence the school community is a decent, well- behaved group for the most part; and the testimony of the presidents of the great colleges and universities of the East is that Andover boys are the ones who best know how to govern their lives and are the least bewildered by the novelty and complete freedom of university life.
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THE ELM ARCH
LIFE IN AN OLD NEW ENGLAND SCHOOL
SOCIAL RELATIONS BETWEEN FACULTY AND STUDENTS
Andover has always fostered a sturdy independence in social as in other school relationships. Beyond good man- ners and decent behavior nothing in a social way is ex- pected or required of the boys; but whenever among his instructors a lad finds a congenial spirit or a guide and counsellor, there he may give his friendship and be sure of sympathy and understanding in return. Boys are always welcome when they drop in for a chat with a teacher whether the subject be football, books, or a future career; and frequently individuals and groups are asked to a master's rooms for a Sunday tea. Pleasant features of school life are the Headmaster's teas, when a whole class at a time is invited to meet the faculty and the faculty wives; if one judges by the attendance and the spontaneous com- ments of the boys the chance to meet in friendly socia- bility the wives of the faculty members is appreciated.
But social relations between boys and faculty are not limited to formal teas. There are faculty teams-touch- football, golf, chess-which compete against the boys, occasionally a master will take a group to spend the night in the log cabin in the Sanctuary, or a party will be organ- ized under faculty guidance to attend an opera, a symphony concert or a play in Boston. Frequently a master in making his evening round will find himself involved in a discus- sion, political or otherwise, with a group of eager lads; in this he may gain considerable information about the sub- ject at hand.
However, the boys' social interests are, quite rightly,
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SAMUEL PHILLIPS HALL The Main Recitation Building
LIFE IN AN OLD NEW ENGLAND SCHOOL
not confined to the faculty. The Senior and Junior Promen- ades and occasional informal tea dances give them a wel- come opportunity to be themselves the hosts; and the visits paid by Choir, Orchestra, and Glee Club to neighboring schools for girls are enjoyed to the full.
THE COURSE OF STUDY
Phillips Academy's avowed purpose, according to its Constitution, was to teach "the great end and real business of living." The founders, believing that a sound character was of primary importance, stressed the moral even more than the intellectual. From the beginning the standards were high, and the school prepared boys for college,-at first mainly for Harvard, then more largely for Yale, and recently for many collegiate institutions. The course of study was directed to meet the college entrance require- ments, and, as in all such schools, emphasis was laid on Greek, Latin, and Mathematics as indispensable to any cultural education. In modern times this simple curriculum has been much modified to keep pace with changes in the colleges and scientific schools. With the year 1933 a com- pletely revised curriculum was adopted. From Greek, Latin, French, and German two must be pursued, one for three, the other for two years, with the opportunity of continuing one or both still further. History runs throughout the four years and culminates in a stiff course in American History. Two years of Algebra and one of Plane Geometry are re- quired and after elementary general courses in science dur- ing the first two years a laboratory course in either Bi-
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A CLASS ROOM One of the Rooms in Historic Pearson Hall, Built 1818
LIFE IN AN OLD NEW ENGLAND SCHOOL
ology, Chemistry, or Physics must be chosen. Courses are offered to satisfy the taste of students especially interested in music, architecture, art, current events, astronomy, and contemporary literature and the broadening of the curricu- lum will continue with no lessening of the high quality of work demanded for college entrance. The curriculum has been so designed that every lad, particularly in his two upper years, has choice of at least a part of his work.
The curricular work is supplemented by undergraduate activities represented by the school publications, the dra- matic club, the debating society, and various prize con- tests in literature, public speaking, music and other fields of scholarship. Phillips accepts additions to her curricu- lum whenever their value can be demonstrated. There is not a college or scientific school of consequence in the country which does not welcome the graduates of this academy.
THE TEACHING STAFF
At Andover the teacher's personality has always been regarded as more important than the subject which he teaches. Classes are small,-the proportion of teachers to pupils is about one to nine,-and the individuality of the instructor is allowed reasonable play. So long as he gets re- sults, so long as he stimulates and inspires those who sit at his feet, no question is likely to be raised about his methods. To speak broadly, the Andover gospel is one of hard and faithful work. It has long been believed that the student profits most by that which he accomplishes for
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ON ANDOVER HILL
and by himself. The assistance offered by the instructor is of a kind which does not coddle but encourages him to settle his own difficulties.
The vital asset of any school is the teaching staff. No matter what the classrooms and laboratories may be like, no matter how well the finances may be handled, the school acquires prestige only through the kind of instruction which it provides. For many years Phillips was inadequate- ly supplied with buildings and endowment, but its teach- ers carried its reputation to the far corners of the land. Even now, with an equipment which may properly be described as unsurpassed in this country, it still depends on its faculty to maintain its rank among secondary schools.
This is not the place for mentioning living teachers by name. Good instructors wish to remain at Phillips Acade- my and can now be rewarded by proper salaries. On the present teaching staff several have remained at Andover for more than a quarter of a century. This situation makes for stability of policy and procedure. Many of them are recognized authorities in their respective fields, several have been presidents of scholarly organizations. A consid- erable number serve each year as readers for the College Entrance Examination Board. Probably twenty have edited useful text books. In their college affiliations they represent Harvard, Yale, Columbia, Princeton, Dart- mouth, Wesleyan, Brown, Amherst, Williams, Michigan, and others. Their points of view are as varied as their training: some are conservative, some are liberal; but all are deeply absorbed in teaching as a lifelong occupation. If this were not so, they would not be here.
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LIFE IN AN OLD NEW ENGLAND SCHOOL
We are confident that at Andover the relationship be- tween teacher and pupil is an increasingly friendly one. The old time pedagogue, -a man severe and stern to view, -is rapidly vanishing from schools like Phillips Academy, to be superseded by masters who understand and sympa- thize with boys, who were, indeed, once boys themselves. In the quest for great teachers and in the movement to pay them well and to grant them scope for development Ando- ver has taken and held the lead.
THE FACULTY AND THE TOWN
The administrators and faculty are not leading lives apart from that of the community. Members of the staff have served on the town's school board, the board of pub- lic works, the directorate of the town's library, and on that of the Andover National Bank, on special committees of the town. For years the local Red Cross has been headed by one or another member of the Phillips faculty. Many are in demand as lecturers before clubs and societies both here and elsewhere; one is on the Republican Committee of Essex County, another from Roosevelt I to Roosevelt II, who abolished the commission, was a member of the Indian Commission. Several are members and many the welcome guests of local organizations. The faculty wives are inti- mately associated with all local societies and charities.
The Faculty Club for years has brought together a group of townsmen numbering about two hundred to hear the lectures and discussions sponsored by the club. These fellow townsmen form a cross section of Andover's population.
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ON ANDOVER HILL
ADULT EDUCATION
The most recent undertaking of the faculty is the inaugu- ration of a series of courses in adult education. These courses, ten in number, began in January, 1935 and range over a wide field of science, language, and literature. Though the announcement of this undertaking was made late in the fall of 1934 the response from every quarter of the town far exceeded the expectation of those who spon- sored it. Over 350 are attending the lectures, some taking the maximum number of four courses. Our instructors give their services. A fee of two dollars for one course, three dollars for two or more is charged. After the deduction of the cost of printing, postage and the notebooks given to those attending, the surplus is given to the Memorial Library of the town.
SCHOLARSHIP
Not all Phillipians are honor students either here or in college; they are a cross section of America, good, bad, and indifferent; but, by and large, the reports from the colleges which receive most of our boys indicate that the group average is higher than the group average of the class; that an Andover boy, even in Freshman year, that difficult time of transition from school to college, is able to make the change better than others. Andover's honor students win in the college board tests high rank with unvarying regu- larity and highest rank with pleasing frequency. Her grad- uates elected to Phi Beta Kappa and to Sigma Xi, the honor
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LIFE IN AN OLD NEW ENGLAND SCHOOL
societies, are not few in number and with rare exceptions have, in addition to scholastic work, taken active and prominent parts in extra curriculum activities. Phillips Academy cannot guarantee that every lad entrusted to her care will become a scholar and a gentleman; she does guarantee that he will have great opportunity to develop in physical, intellectual, and moral stature.
RELIGION AND WELFARE WORK
From the earliest days of the Academy's existence re- ligion has been intimately associated with her name. As the Academy has broadened in spirit, adapting itself to modern thought and life, its religion has become liberal- ized, yet has never ceased to play a significant role in the life of the school. Each morning students gather for a simple religious service before beginning the work of the day and on Sunday attend a morning service conducted by the foremost preachers of the country. The new Academy Chapel, a splendid example of Georgian Colonial archi- tecture, proves an enduring inspiration to all, taking its place on the Hill, as do the cathedrals of ancient cities, as the center of the spiritual life of the school.
The appointment in 1933 of a School Minister-an office which lapsed some years ago-is already producing results most gratifying and gives to the religious life of Phillips trained and sympathetic guidance both in the practical undertakings of the students and in their per- sonal religious problems.
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THE ACADEMY CHAPEL
LIFE IN AN OLD NEW ENGLAND SCHOOL
A student religious organization, called the Society of Inquiry, founded in 1833, meets Sunday evenings for in- formal discussion of religious and social problems. These forums, addressed in the past few years by many men of international reputation-among them the Treasurer of the League of Nations and Sir Wilfred Grenfell,-always end with open question and discussion. They are a stimulating force in the educational program of the Academy. The Society, furthermore, is helpful to new boys in acquainting them with the life, traditions and opportunities of the school, sends delegates to student conferences and sponsors much of the students' charity work.
An organization devoted more specifically to service in the community is the Andover Toc H. Each week this small group of boys may be found at the Log Cabin or in the home of a member of the faculty discussing contempo- rary social problems and devising practical ways in which to alleviate suffering in the community.
THE COUNTRYSIDE AND THE SANCTUARY
The first thing one notices about Andover is the spacious- ness of it all-not only the wide lawns and campuses, but the glimpses of distant horizons, where across an unspoiled countryside the famous Andover sunsets flame their red and gold. Position on a hilltop such as Andover's insures the clear, fresh winds, the crisp weather that means health, and even gives a lift to the spirit as one looks out for miles to the distant mountains. Phillips Academy is in a town
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