Category Archives: Canton High School, Canton, MA

a Canton High scrapbook

 

https://archive.org/details/echocantonhighsc1963unse/mode/2up

 

These pages are from The Echo (the Canton High School yearbook) for 1963, my junior year.

I have selected pages and photos of students and teachers I remember.  It’s a personal post in that sense.

The yearbook is online on Internet Archive (link above). You may need to be a registered user to log in.

 

— Roger W. Smith

   March 2023

 

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sister of the late John Bosanquet, my classmate, who died in a tragic accident in my sophomore year

 

a neighbor and close friend

 

Jeff Coady, Brad’s brother, was a good friend.  So was Dawn Gardner, sister of my classmate Billy Gardner.

 

Fosdick (Dyke) Harrison was a good friend of Brad Coady and me.

 

my best friend Johnny Harris, who was a year ahead of me

 

Arthur Contois was a good friend with whom I liked to discuss classical music.

 

I knew Ricky Hagberg and his older sister Karen well.

 

I knew Bob Seavey well. Jim Russell was in all my classes.

 

Shown are my classmates (from Mr. Badoian’s class) Peter McWilliams and Russ Minkwitz; as well as Ricky Hagberg.

 

This a photo of the Mirror staff,  Carlton Sancoucy, who I believe was the editor, is in the front row. I am in the back row, third from left.

 

In the second row are Mrs. Haines, the librarian; and Linda Haines, her daughter and my classmate (in every course). Also my classmate Jean Moore, daughter of the science department chairman. And, in the same row, a popular student and friend of mine, Eiaine Joyce; as well as Arthur Contois. Priscilia Marotta, a good friend of mine and classmate, is in the third row; as well as Carlton Sansoucy.

 

My friend and classmate Carol Soule, who married Russ Minkwitz, is in the first row. Elaine Joyce and Jim Russell are in the second row. And my neighbor and friend Jeff Coady is in the back row (second from right).

 

I had Miss Bertrand for Latin and French.

 

I had Mr. Tedesco two straight years for American and European history. Mr. Bowyer for civics sophomore year

 

 

 

I loved Miss Meade’s typewriting course.

 

 

my French teacher

 

Eileen McCauley began her career as a French teacher at Canton High School in Canton, MA.

I had her for two years of French in my freshman and sophomore years. I loved her class.

She had a great influence on me, like most good teachers, in awakening and fostering in me a love for learning languages, for the languages themselves. It got me started on a lifelong course of language study which has been pure joy.

There were no audiovisual materials for language study online or at home back then. I would monologue and recite the French passages in my French textbook over and over again while doing my homework. I would assiduously apply myself to memorizing the vocabulary list at the end of each chapter.

I once said to my older brother, who also took French, that when I recited le train out loud,  it seemed different to me than the English train. I asked him, is this the case with you too? He said, no, it didn’t.

 

— Roger W. Smith

   June 2020

“Canton High Graduates 208”

 

‘Canton High Graduates 208’

 

“Canton High Graduates 208”

The Canton Journal

Canton, MA, June 1964

 

— posted by Roger W. Smith

sophomoric

 

This story was told to me by my older brother. We both had the same outstanding English teacher in high school.

There was a student in our school, Canton High School in Canton, Massachusetts, named Kim Hubbard. His mother, known to us kids as Mrs. Hubbard, was the kindly and perpetually cheerful librarian at the circulation desk at the local library. She seemed to always accidentally on purpose not take note of the fact that a fine was required when a book was overdue.

Her son Kim was a student for a couple of years at a prep school before transferring to Canton High. He was in the graduating class one year ahead of my brother. I vaguely remember him as a high spirited, intelligent kid known for his sense of humor and penchant for acting zany to get a laugh.

For his first assignment in English class — as the story goes — Kim turned in a paper from his sophomore year at the prep school. I recall that my brother said that he got a C.

“This paper is rather sophomoric,” the teacher, Mr. Tighe, said.

 

Roger W. Smith

    May 2022

Mr. Kidd

 

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A couple of memories about Mr. Russell E. Kidd, the former gym teacher and coach at Canton High School in Canton, Massachusetts, who died this month at the age of 86.

I actually remember Mr. Kidd best from junior high. He was a phys ed instructor in both the junior and senior high schools in the early year of his teaching career.

There was always a hortatory streak in Mr. Kidd. But first, a digression.

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In my senior year, a neighbor and fellow student, Dave Freiday, told me after school one day: You wouldn’t believe what Mr. Kidd said about you today. Dave had been in the locker room after school, probably as a member of the track team. Paraphrasing what Dave told me (I remember it very well), Mr. Kidd had said to him: Look at Roger Smith. It’s incredible. He was the most uncoordinated kid you could imagine and now he has developed into a good athlete and always goes out for sports.

He didn’t mean that I was an outstanding athlete, but that it was wonderful how I had gone from being hopelessly inept to a student-athlete.

What nice words! Would that all coaches have such interest in and appreciation for the development of the boys in their domain.

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To backtrack, my first experience of Mr. Kidd was in the eighth grade. After a workout, we boys were seated in a circle either on the ground outside or on the floor of the gymnasium.

Everyone looked up to Mr. Kidd. He was handsome, had a muscular physique. He spoke well and with sincerity. He chose his words well; was forceful, clear, and direct.

He delivered a de facto sermon.

We were about to enter high school. Mr. Kidd told us, “If you go out for football, it will make you a man.”

“I’m not saying you can’t become a man if you don’t play football, “he continued, “but if you do, I guarantee you will become a man.”

Wanting very much to become a man. I took this seriously and went out for football in my freshman year in high school,

Mr. Kidd talked about himself by way of example. This was the most memorable part of his talk. He told us boys, you can make something of yourself (as he had done) regardless of your circumstances. He told us that he had had a summer job as a moving man when he was in college. “I was in some of the worst slums in Boston.” he said. In some of the apartments, he said, everything was neat and orderly. “It was so clean you could eat off the floor.”

I never forgot these indelible words.

 

Roger W Smith

   February 23. 2020

reflections on dealing with lingering resentments

 

Try to grow up for once and for all. … [Y]ou, who forever holds grudges even against childhood teachers and coaches, are totally unable to forgive or forget any perceived slights against you.

— email from a close relative, July 18, 2018

 

This essay is concerned with the need we all feel sometimes to overcome ill effects and resentments from long past experiences.

One example may serve to illustrate what I am thinking about: my lingering resentment and anger towards my high school Phys Ed teacher and baseball coach, Robert C. (Bob) Gibson.

Mr. Gibson was the chairman of the Physical Education Department at Canton High School in Canton, Massachusetts. He was a very popular teacher and coach, but I can’t forgive him for the way he treated me when I went out for baseball in my junior year. He didn’t want me on the team and let me know it. It was really unfair.

I think he thought I was a scholar who had no aptitude for baseball, and maybe the fact that I wore thick glasses had something to do with it. But at least one teammate, my classmate Warren Kelson, did wear glasses, and that didn’t seem to bother Mr. Gibson.

He kicked me off the varsity team. I was deeply hurt but was resolved not to show it.

I can never forgive or forget the way he treated me. I never got over it.

 

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My older brother (not the same person as the relative quoted above) has commented on this and similar resentments I have from the past. He feels that I should be able to leave them in the past and move beyond them.

I am of two minds about holding past grudges.

By remembering past slights, I believe, and refusing to forget out about them, by stubbornly holding on to them, one is, in a way, protecting oneself against the possibility of future hurt. I am convinced that my good memory, if I may compliment myself on having one, comes from a strong desire to not forget what has happened to me, both good and bad, so that I can defend myself in the future against further hurt and emotional pain.

On the other hand, there does seem to be validity to what some mental health experts seem to say about trauma, that you need to be able to overcome it and let go, put it in the past.

I have recently read two books: Getting Unstuck: Unraveling the Knot of Depression, Attention, and Trauma by Dr. Don Kerson; and Walking Your Blues Away: How to Heal the Mind and Create Emotional Well-Being by Thom Hartmann.

Neither book is the sort that I would ordinarily take interest in. But I finished both.

Both authors make good points and also lapse, in parts of their books, into New Age psychobabble. But, some of the stuff they say seems to have validity. They talk about the need to be able to overcome the effects of trauma. Apparently, a lot of people don’t even know that it is something one has to learn to deal with.

Apparently, it’s a left brain-right brain sort of thing. You have to be able to call up the painful memories, get them out of your left brain, which is critical and unforgiving, and from there into your right brain — sort of upload and dump them there — which can deal with them emotionally, and then be able to let go, become whole and healed once again.

Something like that.

These things don’t exactly work for me, and I feel that I never want to let go of my anger at Coach Gibson. But I can see the validity of the point that these writers make: about getting over the ill effects of past mistreatment and saying, that was long ago, it’s time to move on, to move beyond them.

 

— posted by Roger W. Smith

  December 2016; updated August 2019

 

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Addendum:

I will probably — undoubtedly? — be accused of overstatement, but consider the cases of child abuse that surface years later. For example, the scandal of child sexual abuse by Catholic priests. And similar case of abuse.

For years, I kind of buried any thoughts of Coach Gibson’s treatment of me. The memory was painful. My immediate reaction, such as it was — when it occurred during my adolescence — was embarrassment and feelings of inadequacy.

I never could understand why Mr. Gibson did not want me on the team. It certainly wasn’t because of any misbehavior or non-compliance with protocol or rules on my part. My best guess is that he thought I wasn’t an athlete or was a pointy-headed nerd not suited for the baseball team — I was usually thought of as the bookish, scholarly type. But I had been on sports teams throughout high school. I was not a good baseball player, but I had been on a Little League team and was always playing ball with my friends.

Regardless of such considerations, what he did was a clear injustice and sheer negligence on his part. A teacher, coach, or recreation or youth group leader is supposed to encourage participation in sports and diverse activities by young people. To encourage them to join and participate, and certainly not the opposite — and under no circumstances to denigrate them for incompetence. Not everyone can be a first stringer or starter (I wasn’t expecting that) or the lead in the school play. That goes without saying. I would have been happy to be able to practice with the team and to sit on the bench as an onlooker and vicarious participant in games.

We were encouraged in high school to participate in sports, because it would supposedly make us well rounded (and also, looked good on college applications). It was believed that sports contributed to psychological health and mental acuity. (Mens sana in corpore sano.)

My insensitive relatives can’t see that this supposedly petty grudge of mine arose from what was patently abusive behavior towards me by an authority figure who shouldn’t have been employed to work with adolescents, and that the problem lay with Coach Gibson, not me.

— Roger Smith, August 2019

 

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Addendum:

I was thinking today, for no particular reason, about this post, and I feel that I never should forget or forgive my coach’s treatment of me.

To others, the incident may seem negligible. To me, it wasn’t. Some hurts are shrugged off. Others, occurring at a particular time — say, in one’s youth, when one can be particularly vulnerable — can’t be. Persons lacking empathy (such as the relative quoted above) can’t see how a seemingly trivial thing can be a big deal, psychologically speaking.

And, of course, some major abuses or atrocities inflicted upon groups of people should not be forgotten and should be preserved in their collective consciousness.

— Roger W. Smith, August 3, 2017

 

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Addendum:

A distant relative of mine posted a comment about this post on Facebook. His comment and my response are below.

Sometimes the best way to leave resentment behind is to realize that the offender is dead and no one else remembers the incident(s).

 

Roger’s Smith’s reply:


Perhaps.

But, your “offender is dead” point seems beside the point.

Does this mean that all past offenses committed in human history and experienced in one’s personal life get wiped off the slate after — and by virtue of — the fact that the “offender” has died?

Secondly, you make the point that “no one else remembers”? The incident I wrote about would, naturally, be remembered by hardly anyone besides me. Again, this is beside the point. It was a minor incident in the grand scale of things, but I was deeply hurt by it.

I told almost no one, besides confiding it to my older brother years later. (I did so because he and I were talking about the coach, whom we both knew from high school.)

Have not you suffered hurts and indignities in your own life that have festered but which you may have rarely talked with others about, which you perhaps had a hard time dealing with, and which linger?

— Roger Smith, December 2016

a baseball story

 

My high school English teacher, Robert W. Tighe, was, for some reason I never knew, a New York Yankees fan.

This, despite the fact that, as far as I knew, he was raised in Massachusetts.

He used to argue, for the fun of it, with my older brother, who also had him for a teacher, about all sorts of things, such as baseball, religion, and the Civil War.

He told my brother, who was a Red Sox fan (as was I) and was sympathetic to the South, that he was “the patron of lost causes.” (Mr. Tighe had a mordant wit. He also prided himself on being able to see things clearly through the fog of idealism, much like one of his intellectual heroes, Samuel Johnson.)

 

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Mr. Tighe was an avid baseball fan.

He told my brother a story.

He was at a Red Sox-Yankees game at Fenway Park. I think he said Red Ruffing was pitching for the Yankees.

One of the pitchers may have been pitching a no hitter. I don’t remember exactly what our teacher was said to have said. But, anyway, the game was tied at 0-0 through around six innings, and suspense was mounting. It was a true pitcher’s battle.

In the middle of the game, a woman who had arrived very late made her way to her seat. Everyone had to stand up in the middle of the inning to let her pass.

She asked someone what was the score.

“Nothing to nothing,” they replied.

“Oh, good, I haven’t missed anything,” she said.

 

— Roger W. Smith

    January 2008

 

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Thanks, and a tip of the hat — with a nod to the late American cartoonist Jimmy (“a Tip of the Hatlo hat”) Hatlo — to my brother A. W. (Pete) Smith, Jr. for relating this story to me. I wonder if he recalls telling me it!

an election related anecdote (apropos The Donald’s upset win)

 

I had an outstanding high school English teacher, Robert W. Tighe, who was full of worldly wisdom as well as being erudite. He was a World War II veteran and was a man of few illusions.

He told a story once – I think it was about the Kennedy-Nixon election in 1960.

Mr. Tighe said that on the day after the election, the teaching staff were in the teachers’ room (no doubt, smoking furiously, as was the custom then) and were discussing the election. He said about half of them were happy and the other half were extremely depressed, rueful, with their heads in their hands; gnashing their teeth, so to speak.

The teachers on the “losing” side were beside themselves with despair. “The country is going to the dogs,” they said.

“The situation wasn’t really that bad,” Mr. Tighe, told us. “Nothing really changed.”

It seems it never really does.

 

— Roger W. Smith

   November 9, 2016

My English Teacher, Robert W. Tighe

 

Bob Tighe.jpg

Robert W. Tighe

 

The following is a message of mine posted on Facebook in response to a daughter of my former English teacher Robert W. Tighe.

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In your Facebook post of March 23, 2016, you said, regarding your father: “[his] chosen occupation aligned with his passions, in his case for learning, and sharing his love of learning with others, as well as for language and the role language plays in shaping our understanding of the human experience throughout history and the role it plays in the present as a tool for influencing the thoughts and actions of others.”

Very true, I believe.

From my experience of your father as a teacher, I would say that some things that drove him were:

a love of books, reading, and language;

hatred (if one can use such a strong term) of pomposity and obfuscation in writing and in written and oral expression in general; an abhorrence of cant.

It seemed that this would cause him at times to be impatient and to be a harsh critic.

He was no phony or fake and he didn’t like it when others “put on airs,” so to speak, when writing, declaiming, or participating in a conversation or class discussion; when someone would try to conceal their lack of knowledge, or grasp and penetration of issues, behind a “smokescreen” of bad writing.

He had no use for mawkish, flowery, or overblown language when used to impress the reader or show off.

He was constantly inveighing against excess verbiage and wasted words. His summum bonum was clarity.

I had a close friend from another town in New England. His father was chairman of the English department in the local high school. Once, when I was visiting, my friend took me upstairs and showed me some of his father’s students’ papers. There was an A paper by a star student, a girl. My friend’s father had written comments praising it highly. I read some of the paper and, being a student of Mr. Tighe, immediately realized that it was a God awful paper. It was insipid, mushy writing of the kind your father would have detested.

A few additional comments.

Your father loved Samuel Johnson. I was told by someone that he had read Bowell’s Life of Johnson something like nine times. One can see why this affinity existed. Samuel Johnson hated cant and hypocrisy, and would skewer with verbal repartee — with his (Johnson’s) legendary wit and sarcasm — anyone who engaged in it.

Your father taught me to read poetry. Sort of. Which is to say that I never really had an ear for poetry or much of an ability to understated it. But, your father would have us reading John Donne, William Blake, or T. S. Eliot and understanding it, getting to the heart of the poem, and, once I could manage to do this, loving the poetry for its ingenuity and beauty.

 

— Roger W. Smith

   March 25, 2016

An Early Lesson in Writing

 

When I was around 13 and still in junior high school, we had a discussion at the dinner table in our home in Massachusetts one Sunday afternoon that was intellectually stimulating, as was often the case.

My older brother was telling us an anecdote about Mr. Tighe, his English teacher at Canton High School.

A girl student had written a paper for Mr. Tighe in which she used the archaic word yclept, meaning named or called. It was used by Chaucer and Milton.

Mr. Tighe ridiculed her for this. He observed that the simplest and clearest word was always desirable.

Being only 13 and not savvy, I was quite surprised to hear this. I spoke up at the dinner table, and said, “I thought that writers were supposed to use big words.”

“Oh no,” my father, Alan W. Smith — who, besides being a musician, was superbly articulate — said, “you should always use the plainest, simplest word.”

I never forgot this discussion and remark. It was a revelation to me, the start of learning how to write well.

It was a salutary “lesson.”

 

Roger W. Smith

     March 2016