Many of us have fond memories of our time in high school. So do I. Recently someone posted a copy of the first time that our class had been together. Through our elementary years we were in schools in various part of town (Alcott in the north, Frisbie in the south). But the town had built a new high school in the middle of the town in 1958 and had started having classes there (adding a grade a year) instead of busing high school-aged kids to Waterbury. The first senior class was for the 1961-62 year. They had also added another large elementary school (Wakelee) in 1960. But with the elementary schools bursting at the seams, they put the eighth-grade class at WHS for the 1961-62 year. The below picture is the full 8th grade class in the WHS gym in the spring of 1962.
[8th grade in 1962]
Our class numbered about 160 students (+/- 10 from
year to year). The above picture from 8th grade has 170 people. Our
junior yearbook (1965) has only 144 names, but that’s because there were people
missing on “picture day” and since the yearbook staff was primarily focused on the
seniors, missing several juniors was not a concern to them. There were about
160 in our senior yearbook, but there were moves during the year that made the
final count a few off. In my below analysis, I started with those 144 students,
then added on thirteen students who were part of the class (from memory). My
memory is surprisingly good, but if I missed a few that will not matter in the
analysis as you will see.
Challenges
Building out a workable list of classmates presented a
few challenges. Among them were:
· The
1965 yearbook only had a first initial and last name, so I needed to supply the
full first name from memory – only had two I could not recall.
· There
were a few misspellings of last names in the yearbook, so I had to correct them
as I did my investigation, e.g., Luchinsky instead of Lushinsky, Messina
instead of Messino.
· As
much as I knew my classmates pretty well, I knew very few of their parents.
Since that was going to be crucial in my building out their family tree, I had
to look for obituaries by last name and assumed town where they were interred
and where the obituary list the names of the children. Alternatively, if it was
a relatively uncommon name, I could just look for gravesites with the right name
and age of the parents in surrounding towns.
Helpful Assumptions
While the above challenges made this a harder task, it
was also helped by a few things:
· The
students in my class were nearly all born in 1948. The cutoff for grade
assignment back then was the end of December. So those born in late 1947 would
typically have been eligible for the prior grade. However, then as now, some
students would be held back from time-to-time – either by repeating a grade, of
possibly (but unlikely) by skipping one. So, entering a birth year of 1948 would
be nearly always right.
· Nearly
all our parents would have been born in 1920(+/- 10), making them 18-38 in age
at the time we entered the world. So, when looking at gravestones I could
restrict it to people with a birth year of 1910-1930.
· Both
moving around the country and divorce and subsequent re-marriage were not
nearly as prevalent in our parents’ generation as they are today. Thus, if you
know the student’s surname, you will quite often find the parents staying in
the same part of the country and eventually dying there with the same surname.
Methodology
As I note above, by taking the list of names in the
junior class of 1965 and adding individuals I could remember who were not listed,
I had 157 names. I also supplied the missing first names from memory. I then
started using Google to try and find and obituary for someone with the right surname
where the first name of the student was included, confining myself to the towns
around Wolcott. I also used findagrave.com to try and locate individuals with
that surname who were born in 1920 +/1 10.
I quickly found that I was coming up totally empty on
many of my classmates using the above. But given the rate at which I was successful,
I decided to see if I could find 100 of my classmates and their parents. This
would make it relatively easy to see if I could go farther. I decided to aim
for finding a total of 100 of my classmates to get a representative number. I built
a tree of many subtrees (one for each family) to store the results and I kept a
spreadsheet of the categorization, etc. As I built back each tree, I used both
ancestry’s hint system as well as looking at actual census records, marriage
records, etc.
In the end it took me the better part of a week to get
the results for 100 of my classmates.
A Few Comments on Demographics
When I did a similar project looking for common
ancestors between myself and individuals in our church here in PA, I found that
nearly two-thirds of the people were distant cousins of myself. But the population
of our church is very much descended from the initial German ancestors in the
area who settled here in the early 1700s. And with nearly 300 years of
intermarriage with those in the area, there were many instances of families who
had roots in some of the immediate surrounding areas (Luzerne County, New Jersey,
Maryland) where there were many of English extraction from those early years of
the country. This meant that many people had a family line that could be traced
back to the colonial English.
One might have expected that because I was looking at
a population of individuals in Connecticut, which was settled initially by
those who came from England during the Great Migration (1630-1640), that I
would find a great percentage of those were related to me. But while the
population of the area may have been somewhat homogeneous initially, there has
been a lot of more recent immigration that impacted my results.
In particular, the population of Wolcott, being
settled primarily by individuals from the cities to the south of it (Waterbury)
and the north of it (Bristol). Thus, while the population of Wolcott was
increasing dramatically during the period immediately following WWII, it tended
to mirror the recent immigration into those two cities.
The countries involved in immigration into Waterbury
at the time were Italy, and to a slightly lesser extent, Ireland. In contrast,
the immigration via Bristol was highly French Canadian (most commonly through Quebec,
and to a lesser extent through the maritime provinces that border Maine. This
phenomenon of demographic “clumping” can still be seen today in places like
Minneapolis which has a high percentage of individuals from Somalia, or Miami
which has many from Cuba.
Results
Here are some results of my tracing the ancestry of
those 100 classmates:
· 51
Female, 49 Male (a pretty good split)
· 37
are cousins of mine, 63 are not
· 4
of the 37 cousins have passed away (11%), but 12 of the 63 non-cousins have
passed away (19%). [Does this mean that being a cousin of mine gives you a
longer life?]
· Of
the non-cousin, 21 have Italian heritage, 17 have French-Canadian heritage, 12
have Irish heritage (note that several have a mixed heritage). Other origins of
note include Poland, Russia, Scotland, Sweden, Lithuania, and Syria.
· The
individual with the most complicated family tree has ancestors from
French-Canada, Sweden, Ireland, Scotland, and England!
· Of
the cousins, the degree of cousin-ness is 6th (1), 7th
(4), 8th (4), 9th (6), 10th (13), 11th
(7), and 12th (2). Up through 10th cousin is generally a
common ancestor in the US (most often the Massachusetts Bay Colony), and a
higher degree of cousin-ness generally means a connection back in England
pre-1630.
Some other interesting observations
· Except
for a single individual who had a mixed heritage of Italian with some Filipino,
there were NO instances of anyone with Asian heritage.
· There
was only a single individual who was African-American. She didn’t actually even
live in Wolcott, but her parents, who lived in Waterbury, paid her tuition so
she could come to WHS. So, just like Shawn Moore, the only Black in town when
we were in 8th grade (see above picture), she was very much “different”
but it never bothered any of our classmates.
· There
was one other individual from Waterbury whose parents paid his tuition to come
to WHS.
Future Projects
Managing to built skeletal ancestral trees for 100 of
my classmates from the WHS class of 1966 has been quite challenging. But, in
one sense this is only a partial result. I’d like to do some more work on the
remaining 57 in my spreadsheet. Some of these (13) I have contact with through
social media, so I’ll probably start with them. And, when I can locate my copy
of my senior yearbook, I’d like to identify the remaining few individuals who I
could not remember (should be perhaps five of them). So, I have more work to
do, but I’m not going to give myself a timeline for completing it – if it’s
even possible to do so.
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