By: Christina Griffin 

Conard High School has been around since 1957. Over that time there have been many changes. I spoke to three people knowledgeable about all things Conard: Dr. Tracey Wilson, the town historian and former Conard teacher; PJ Foley, a former student and current biology teacher; and Jocelyn Tamborello-Noble, a former Conard student and current principal.

 

Since the school was founded, technology has evolved very rapidly. Wilson was a teacher at Conard for 35 years. When she started in 1979, to show videos, she used filmstrips and overhead projectors. She taught history classes where primary sources are an essential part of learning; however, photocopiers weren’t around and kits had to be borrowed from the library. Worksheets were made using mimeographs, which pushed ink onto stencils made from typewriters. Photocopiers came around in the 80s, but a limit was placed on teachers, so historical documents would be reused each year. By the time Tamborello-Noble attended Conard, the students were using computers. However, it was nothing like today; they were using them to learn how to type in classes. 

 

Phones were pretty rare for a while. Tamborello Noble had one landline at home and used a beeper at school. Wilson had a flip phone in 2002 that she kept locked in a closet. Foley remembers how very few students had them 7 to 8 years ago due to their price and relative newness. The students would show him how they could be used as a calculator. Wilson would hear the excuse of the students’s mothers giving them their phones; she only saw a big issue when students started texting; however, she would tell them to put them away, and they would usually comply. Foley believes a real problem started 4 years ago with students using them all day, usually for non academic reasons such as texting friends or using social media and being distracted in class. 

 

The classes at Conard haven’t been altered too much since its beginning. The general classes such as biology, world history, and algebra have all been around since 1957, with honors courses being added in 1959. Tamborello Noble took the first Chinese language classes offered at Conard. When Foley was a freshman, his history course was “Western Civilization,” which focused on Mesopotamia, Egyptian, and Greek culture. This is in contrast to the freshman history course offered now, Modern World History, which focuses on more modern European history with a few units on other continents. Also highlighting the more diverse perspectives in the history department is the class US History through the African American experience. Wilson developed the class, and it was first offered in 2005. At that time there were only 17 students, but then it grew to more sections. Today, 94 students take the course. 

 

The electives have also changed throughout the years. In the 50s, home economic classes and life skills were pretty segregated by gender, saying how home economics was important to be a good housewife. However, after Title IX, which made publicly funded schools offer equal opportunities for boys and girls, classes became more integrated. The change happened faster in the food classes compared to the automotive classes, which is still prevalent to this day. The home economics classes expanded even if they weren’t referred to as such, for example, sewing turning into fashion design and child development opening the nursery for young children. Sometimes the classes weren’t as popular some years. Tamborello-Noble had the opportunity to take cooking classes; however, they weren’t offered for some years. There are also types of electives that are no longer around; Foley had taken "Principles of Law." his sophomore year, which taught general law concepts and precedents, even taking a field trip to the CT State Superior Courthouse. 

 

The day to day for each student has changed. In 1957, the day started at 8:30 with seven periods. Until 1972, girls couldn’t compete in competitive sports, which changed after Title IX. The track and tennis teams were very successful that season. A tennis doubles team went to the state tournament, and the track team placed first at the regional meet. The sports teams have always been popular at the school, with the same being fan favorites throughout the years. When Foley played on the football team, the games were on Saturday afternoons, and the turf hadn’t been built yet. Spring sports were very popular then and are now. 

 

The dress code and attire of students have shifted. Leather jackets were forbidden in the 50s; they thought the kids would be associated with motorcycle gangs. No sneakers, and the girls had to wear skirts. There were rules on the lengths of boys’s hair in the seventies; some teams would enforce them. Inappropriate t-shirts would be turned inside out. Wilson thinks the girls suffered more with teachers policing straps and skirt lengths. She also remembers kids getting in trouble for having dyed hair. She also disagreed with a boy being made to take off a skirt for safety reasons when Mr. Moore was principal, around the late 2000s. Wilson credits LGBTQ students for pushing the limits for the benefit of all students. Nowadays the Conard dress code is much looser; no ban on motorcycle jackets. The teachers aren’t allowed to call out and shame students for their attire. The only things strictly forbidden are clothing that is dangerous or has obscene or threatening language on it. 

Conard and the town as a whole have always had a strong focus on academic success. Foley feels it’s less acceptable nowadays to pursue a path after high school that doesn’t involve a 4-year college, even though the cost has increased significantly to attend. Five of his closest friends joined the Navy after high school; others ended up as laborers and as business owners. He thinks those paths could really use younger employees. However, Tamborello-Noble claims Conard shows all the different opportunities to students other than 4-year colleges. She highlighted how the CTE courses had different certifications the students could earn. She is also looking to expand courses, certifications, and apprenticeship opportunities, as well as supporting the college process. 

 

While Conard has changed over the years, Tamborello-Noble and Foley’s admiration hasn’t. Both relished the opportunity to come back and work alongside their old teachers who impacted them: Foley with his biology teacher Rich Fritz and his football coach Rob Cersosimo, and Tamborello-Noble with Nicole Niland, who taught the first AP class she took, AP Psych. They continue to respect Conard due to their great experiences as students and teachers. Tamberllo-Noble is also excited for its future, with clubs becoming more prevalent and all the bright students with great ideas. 

 

Thank you, Dr. Tracey Wilson, Jocelyn Tamborello-Noble, and PJ Foley, for agreeing to be interviewed. Also, Kelly Casey and Jessica Blitzer for help finding out information.