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1935: The beginning of a great tradition
In 1935, a number of local families resolved there should be a traditional
private boys' school in San Francisco. Several independent girls'
schools already existed, including Miss Hamlin's, The Katherine
Delmar Burke School, and the Convent of the Sacred Heart. The founders
of what became the Town School for Boys valued excellence in their academic
program as well as an unwavering commitment to personal values.
1938: Moving to Grove Street
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Three mothers, Josephine Gregory, Margaret
Brown, and Margaret Baker, convinced Mr. I. R. Damon to let
them incorporate a school under a Board of Directors composed
mainly of parents. The board, in turn, hired Mr. Damon to
serve as headmaster. Damon, as the school became known, enrolled
70 students in grades 1 through 12 and was located on Grove
Street. In 1938, it was renamed Tamalpais Junior School. Under
an arrangement with Frederick Dailey, owner of the Tamalpais
School in San Rafael, the school then operated to the 6th
grade with the older boys being transported by bus to the
Marin campus. |
1939: Name changed to Town School for
Boys
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At the August 16, 1939 meeting, the Board
of Directors decided to sever that relationship, and the Tamalpais
Junior School was officially renamed Town School for Boys.
About this time, the Board leased a building at 1464 McAllister
Street for $150 a month. Forty students attended through grade
seven. Tuition was approximately $270 per boy. |
1943: A place to call home
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Town first rented, and in 1943 purchased
the 2700 Jackson Street property for $40,000. Included in
the purchase was a 19th Century Victorian built by Mr. Albert
Gallatin, a descendant of a signer of the Declaration of Independence.
In its new location, the school became more visible to its
community, enrollment increased dramatically, and graduates
gained admission to prestigious Eastern and Western preparatory
schools as well as local high schools. |
1938-1957: Edwin M. Rich years
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Town’s first headmaster was Edwin
M. Rich. Known as “Sir” to his students, Mr. Rich
was at Town from 1938 until 1957. He was a strict disciplinarian
who was nonetheless close to the students. He pitched baseball to the
boys at recess, sent personal notes to them at Christmas,
and made comments about each of them at Commencement. When
he wasn’t writing plays, songs, stories or books, he
was whittling plaques for winners of the spelling bees. His
wife objected to the wood chips, so he gave up whittling in
favor of knitting. Teachers were soon receiving hand-knitted
argyle socks as Christmas presents. In addition, Mr. Rich
and Mrs. Dorothy Cameron, Town’s music teacher from
1945 until 1973, collaborated on many popular musical productions
involving the entire student body. The Edwin Rich era ended
in 1957 when he left to become a full-time headmaster at Lick-Wilmerding
High School, a position he had held part-time for a couple
of years. |
1967: David Pratt becomes headmaster
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From 1957 to 1967, Town had four headmasters:
Robert M. Kimball (1957-1962), Dr. Harold E. Merrick (1962-63),
Samuel Hazard (1963-1965), and Marshall Umpleby (1965-1967).
In 1967, David L. Pratt was hired. Over the next 22 years,
Mr. Pratt assembled a dedicated and caring faculty; he encouraged
the faculty’s professional development; and he campaigned
for increases in teachers’ salaries. The school enjoyed
a period of resurgence in the fine arts, music, drama, and
athletics. Enrollment soared. |
1989: Brewster Ely arrives
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The school’s seventh headmaster, W.
Brewster Ely IV, arrived in 1989. He founded the New
Teacher Institute as a two-year teacher-training program
for men and women planning to make a career in education in
either public or private schools. He also created Project
Discover, an outreach program for children at risk,
with the Boys and Girls Clubs of San Francisco and a consortium
of seven independent schools. Values education and character
development are also emphasized along with a strong curriculum. |
Town School today
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The goals of the school as it moves into
the 21st century are continued academic excellence, active
support of strong values, student-centered learning, education
for a global world, and a strong emphasis on non-academic
programs to complement the curriculum. |
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