A L P H A 1 9 3 7 P UB L IS H ED BY TH E S T U D E N T S OF TH E G STATE TEACHERS . COLLE E B RI D G EWATE R M A SSA C H U S ETTS VOLU M E NO. ! ! ! I! The fel lowsh i p w h i c h we have enjoyed d u ri ng ou r years at th is col lege moves us to pu bl ish a ch ron icle of what has been , d u ri ng th is ti me , so m u ch a pa rt of ou r l ives . We have tried to separate the sig n ificant from the tr i i l v a , senti mental ity from senti ment , and to record that wh ich d raws us al l one to another . That the friend sh i p to wh ich we cl i ng and the most precious of ou r ex pe r i e n ces shal l not be lost to us th roug h ti me , we have bou nd together the h u morous a nd earnest , the fond and i Al m a M i nspi rationa l ; and , n the doi ng , ou r ater to ou rse lves. LA U RA AD ELA I D E M O FF I TT Teacher of Read i ng and Dra matics at Bridgewater from 1 91 2 to 1 936 whose vi brant and u nderstand i ng person al ity made Bridgewater a m uch more pleas ant and worthwh i le pl ace for us , FLO RA M AY ST U A RT Teacher of G rade I i n Trai n i ng School from 1 891 to 1 936 whose leadersh i p and service to Bridge water , both col lege and town , have estab l i shed her as one whose exam ple we hope i n some measu re to em u late , we respectfu l ly ded icate th is book . L . AD ELA I D E M O FF I TT M I S S L . AD E L AI D E M O F F I TT 1 M iss L . Adelaide Moffitt came to Bridgewater i n 91 2 as a teacher of Eng l ish , es pec i a l ly i n the fields of read i ng and d ram a . She had had varied experien ces as teacher i n elementary g rades, i n h ig h school , and i n su pervisory work . As grad uate of a Pen nsylvan ia Normal School and of the Cu rry School of Expression , as classroom teach er and special ist i n d ramatic expression , she was i nterested i n every phase of read i ng , from the problems of the ch i ld starti ng school to those of the col lege sen ior tryi ng to i nterpret Shakespeare . Everythi ng that M iss M offitt d id , i n classroom or i n con nection with d ra matic . A i i nterpretation , was thorough ly plan ned , and vivid ly executed person to whom h spi ration came often , she never depended u pon it for her resu lts . Rather , she de w cl ea r . pended u pon hard ork and th i n ki ng When the i nspi ration d id come , it was the add itional touch . But i n the m i nds of al l of us M iss M offitt is -m uch more than a remem bered good teacher . She is one of those persons arou nd whom legends grow , because of the vita l ity “ a n d color of thei r personal ities . Often i n the Col lege ha l ls one m ig ht hear , Did you hear what M iss Moffitt said today! ” o r “ M iss Moffitt 's class was such fu n ! and the seri o us val ues of the work became a l l the more i m pressive because of the origi nal ity “ of presentation . G rad uates of th is Col lege who had the privi lege of m aki ng Drama “ i tic Cl u b tal k about M other M offitt with affection and rem n iscent sm i les , wh i le -I they reca I some i ncident of rehearsi ng The Tam i ng of the Sh rew , or The Littlest ’ Shephe rd . Col lege parties lack so meth i ng not replaceable because M iss M offitt s fu n and vivacity are not there . We m iss her friend ly sm i le and wise cou nsel . B u t we get letters an d pictu res someti mes from her new home i n far-away Florida - that make us envious . M iss M offitt with her new h ai r bob looks you nger and l ivel ier ’ “ - ” than ever . M iss M off itt s new boy friend (whom the p ictu res show to be an ador - a ble neig h bor you ngste r of th ree) , her q u ickly assu med ch u rch duties , her del ig htfu l excu rsions i n the new car her stories of d rol l or exciti ng experiences—al l these show , w us that she is enjoyi ng her ne su rrou nd i ngs , and is maki ng friends and bei ng a friend as she d id here . w — — And so , to M iss M offitt i n the South land , e sen d , not ha i l and farewel l but ou r best wishes a nd su re knowledge that l ife wi l l be fu l l of opportu n ities for conti n ued service , and of i nteresti ng possi bi l ities always , of friends , and health , and the tru e joy of l ivi ng . FLO RA M . ST U A RT M I SS F L O A M T T R . S UAR M iss Flora M . Stu art ca me to Bridgewater as a teacher i n 1 891 . She was a grad uate of the Bridgewater Normal School i n the class of 1 888 , and had al ready taug ht i n ‘ Ayer , Fai rhaven , and Newton . Her com i ng was the beg i n n i ng of a period wh ich was - marked not on ly for its length , but for the amou nt and q ua l ity of the service wh ich she rendered to the School and to the people of Bridgewater . When M iss Stuart came to the School , there was no separate practice school d i rect ly con nected with the Normal School . Si m i lar work , however , was carried on i n a part of one of the town school bu i ld i ngs . Here M iss Stua rt taug ht , and stu dents were sent to practice . Soon afterwards , the new bu i ld i ng was bu i lt , wh ich i ncl u ded seven “ 1 75 . classrooms for a M odel School of pu pi ls i n eig ht grades I n 1 894 , a ki ndergarten was added , and later a n i nth g rade . At that ti me , M r . Al bert Ga rd ner Boyden was pri nci pal of the N o rm a l School , and M iss Li l l ian H icks head of the M odel School and . O Di rector of Trai n i ng n th roug h the years , th roug h the g rowth of the School to its present proportions and status , th ro ug h the changes i n the appearance of the cam pus and changes i n the teach i ng staffs , the fi rst grade i n the practice school conti n ued to be a pl ace where l ittle ch i ld ren were g iven the fi nest teach i ng and the most carefu l trai n i ng by a teacher whose energy was u nflagg i ng , and who never al lowed her methods to g row stale or narrow ; fo r M iss Stuart stu d ied constantly and offered to her ch i ld ren noth i ng but the very best of modern practice , and the very best proced u res that her u n rem itti ng lovi ng enth usiasm cou ld devise . From that room also went you ng men a n d women who had gai ned i n thei r practice period a vision of the possi bi l ities of the — real ed ucation of l ittle ch i ldren , a vision that never left them , but i nfl uenced thei r whole l i ves, and th roug h them , the l ives of many h u nd reds of thei r pu pi ls . I t is i m possi ble to calcu late the effect of the l ife and labor of such a teacher . Al thoug h M i s Stu art early establ ished a wide reputation as a specia l ist i n pri mary ed uca i tion whose room was v sited by i nterested teachers from fa r and near , it is not as an expositor of method that she wi l l be longest remem bered .