North Andover High School - Knight Yearbook (North Andover, MA)

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1942 THE GOBBLER G!a THE ROAD BEFORE US War is a great stultifier and now that America is at war, it will be hard to avoid the dishonesty, the prejudices, the lies, and the blind pas¬ sions that hide so naturally under the cloak of patriotism. The tendency will be toward a lowering of the moral and intellectual level in a move¬ ment downward that will be unanimous, a by-product of national unity. Restrictions are already in force and many more will follow. The ordinary citizen will have to g ' ive up many things, which, although not essential, have become symbolic of America’s better way of life ; however this will not cause real suffering. Hanson W. Baldwin wrote, “We can lose the war ; but we won’t if the nation works and sweats and bleeds for victory— and the elements making for a survival in a predatory world are concen¬ trated singlemindedness upon one aim, victory, a complete national will¬ ingness to subordinate all else to this end, and a vigor and energ-y of purpose that no pain or toil or trouble, no reserve or defeat can dampen.” American opinion may have to accept most difficult and profound changes if this war is not to end in some sort of unpredictable chaos. These changes affect certain fundamental problems of America as a na¬ tion and its relation to the rest of the world. For instance, should America renounce forever the policy of isolation? If this is answered in the affirm¬ ative, should America accept boldly the responsibility of asserting its leadership in the reconstruction of the world which will follow the war if it is won by the United Nations? The isolationist’s Utopia has broken down time and time again. America has taken part in all the major wars since the end of the eighteenth century. But after each war, there has been a return to the dream of aloofness and escapism. While the isola¬ tionists conclude that it is America’s duty to insulate itself, the reformers feel that it is America’s mission to set an example for the whole world and have the whole world benefit by it. It is President Roosevelt’s conviction that winning this war would be hardly worth while, if, after it is won, America withdrew from the peace, as it did in 1919. The fact that there is such wide interest particularly in America in the future peace and in the world of tomorrow springs from a variety of motives. The first one is the real and deep abhorrence for war which exists in this democracy. The thought of peace is an incentive to carry on the war. The second is the indestructible American faith in human pro¬ gress, according to which it is impossible to accept a war—even if it is one in which one’s very existence is at stake—without the ulterior inten¬ tion of making war serve to create a better world. The rehabilitation of Europe can hardly be achieved without the help of America. This help can manifest itself in two essential ways : as an inspiration and as a mod¬ erating factor. It can be expected that America will see the war through by a process of internal adaptation which will not involve a radical break with the past. This adaptation to war will have drastic results and each citizen will feel it, but there are no signs as yet that this will mean structual changes in the political system or a different orientation of American point of view on fundamental principles. For this reason America will serve as a sort of bridge between the past and the future which is now in the making. It will assure the continuity of civilization, a role which no 25

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THE GOBBLER 1942 learn a useful trade in these war times. However, no matter what the trade may be, it should be studied along with enough liberal education to make a well-rounded course for the student. Back in the oiden days when the practical education was already popular, the liberal education was not neglected. According to the Guild System a boy served a seven- year apprenticeship at a trade, but during this time his master was obliged to supply him with a reasonably good liberal education. Education is not the mere possession of knowledge, but the ability to reflect upon it and grow 1 in wisdom. Another important thing to re¬ member is that education does not end when one leaves school, but con¬ tinues all through life. There isn’t one day when one doesn’t learn or discover something- new—as minute as it may be — a fact, a trait of human nature, or a new idea or reflection on some well-known subject. Many students leave high school with the idea that their education is com¬ plete and that their days of studying are over.This is decidedly the wrong- attitude to assume. Even if one is not so fortunate as to be able to further his education at a higher institution of learning, he should continue to broaden his intellect and to keep informed of current events by reading good books, magazines, and newspapers, by attending profitable lectures or concerts, by listening to worthwhile radio programs, or even by patron¬ izing carefully chosen motion pictures. There are no better examples of success in life through a liberal education and especially through the reading of good literature than Abraham Lincoln and Booker T. Washington. A large part of Lincoln’s sessed a keen wit and a marvelous understanding of human nature, both success was due to his extensive consumption of books. Lincoln pos- of which he no doubt acquired in part from his copious reading. He also was master of an excellent rhetoric, as can be easily seen in his immor¬ tal “Gettysburg Address”. Booker T. Washington was a poor Negro boy who managed to acquire a good liberal education through much diligent work. With this behind him, he went on to become a great Negro educator and to write several fine books. He is still regarded as one of the greatest Negro figures of all time and has been an immeas- ureable benefactor to his race. An excellent example of the importance of culture to a nation can be seen in the case of Sparta and Athens. Sparta, at the southern tip of Greece, was, like present day Germany, the height of military per¬ fection. She possessed the most marvelous military machine of her day and had progressed far in physical achievement. Farther to the north lay Athens, the center of all European culture, where lived the great writers and philosophers of that time. The belligerent Spartans only scoffed at their peace-loving, long-haired brothers of Athens. However, when the Persian hordes started to roll against Greece, it was not the warlike Spartans, but the Athenians with their strong cultural spirit, who engag¬ ed the enemy, defeated them, and saved their country. In closing, let me set forth the thought that a liberal education or culture is the basis of all civilization. When culture ceases tO ' exist, the world will slump back into a wretched state, unparalleled since the Dark Ages. Thus in order to survive as a nation and a people in this material¬ istic and warring world of today, we must not only be supreme in our practical achievement but we must also continue to nourish the spark of liberal culture. Let us see that it is not extinguished so that we mav live to again see the dawn of another era of culture, like that created by man¬ kind in the golden eras of the past. ROBERT H. WENZEL 24

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THE GOBBLER 1942 other nation is in a position to play now. The purpose of this war cannot be anything else but to make democ¬ racy work, for the simple reason that in the world democracy is contained the best of two thousand years of human effort toward a better world. The road we must follow is not new. It is the road of reason. This civilization of ours is infinitely rich and generous. It contains all the inspiration w ' e need for a thousand years to come. Our aims for the future world seem very distant and sometimes dim, but we know that there is no hope of reaching them except through victory. Although we see a high rugged road looming ahead of us, we must climb if we want our great democracy to function now and forever, and if we want future genera¬ tions to enjoy peace and the God-given rights of man. CONSTANCE M. FITZGERALD On.ati.on HE CONQUERS WHO CONQUERS HIMSELF Man should be proud of having the task, the privilege, the heritage, not of outdoing the giants in their fields -- men like Rembrandt, Dickens, Pasteur, and Edison — but rather of satisfying his own scrupulous con¬ science that he has done his best in conquering- himself. The goal towards which one strives should be the fulfillment of one’s self-s ' atisiaction. This may seem easy to do. Yet just how easily are we going to be detoured by tfje obstacles that loom before us? Let Beetho¬ ven, the deaf musician, and Lincoln, the frontiersman, serve as examples of men who overcame their difficulties despite their obstacles. Then let someone speak of his own handicaps that are too great to surmount. Regardless of physical or financial handicaps, whether you end up rich or poor, it will not matter so long as you make the most of what you have, and always strive in the direction of self-satisfaction, but not with¬ out consideration of others. Be willing to give credit where credit is due. There is a story about a young interne, James, who was elated -- because of his brief know¬ ledge concerning the matter — that he did so well in saving the life of a premature baby. Later on he learned the success was due to the head nurse’s fifteen years of experience with premature babies. I propose that each one strive first to develop his standards of judg¬ ment. For instance, everyone should read widely, and think over and discuss what he has read. He should cultivate friendships among the old¬ er, more experienced people. In this way he may learn to profit from their mature judgment. Instead of falling into the common errors of impulsive youth, he will temper his own ardent spirit and learn from the silvery hairs of experience. Yet, he must not become completely dependent on others. He must make his own decisions. He can not lean everlastingly on the shoulders of others. When his own native common sense, his judgment, and his conscience tell him that he must stand alone for the right, he must have the independence and stamina to stand on his own two feet. Despite all the help older heads may give him, he must dare to face responsibility and risk making his own mistakes. As Theodore Roosevelt said, “The man who never made a mistake is the man who never dared.” 26