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

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JOHNSON HIGH SCHOOL and to supporting the institution that threatened their investments. The issue was climaxed by the decision of the Supreme Court of the State of Michigan, which stated that the majority of voters in any community could organize and maintain such schools in any way they saw fit. This decision proved to be the necessary authority to begin the development of the vast high school system. The first high schools were intent on training the pupils to meet some practical needs of life. Later, however, a college preparatory curriculum was introduced. Great care was taken in selecting the curricula of the high school, in order that the pupil might benefit as much as possible and that a better articulation between the elementary and secondary units might be realized. In 1893 there were three high school students for each thousand of the entire popu¬ lation. In 1930 this ratio had increased to 36 per thousand of the entire population, or 4,000,000 high school students throughout the country. The average high school has an enrollment of less than one hundred pupils. The number of high schools in Massachusetts has rapidly increased until now there are 240. The high schools in general throughout the country have not yet reached their high ideal. But, they have much, very much to their credit. May it be remembered as stated in the Report of the Committee on Entrance Requirements: “The secondary schools are the schools of the people, and the people have demanded, and in still more effectual ways will demand, that the courses be practical, beneficial, disciplinary.” LEONARD WINDLE. Class History According to the age-old tradition of Johnson High School, on a hot day in Septem¬ ber, a class of smiling, shy, and hopeful girls and boys were initiated into four years of schooling, so like, yet far different from their preceding eight. As we were a class neither above nor below the average, we had our share of difficulties. The first arose on our first day, for, after disregarding at least three bells, we had to be summoned into the school by our principal, herself. “After all,” we argue, “how were we to know that bell wasn’t a doorbell or a telephone?” The readjustment did not take long, however, and the grind began. The first diversion came with November—the Senior-Freshman party. A play, “Miss Eva Neway’s Schoolhouse,” games, contests, dancing, and the Grand March all helped to make the evening extremely successful. All eyes looked forward to the return party, and it was planned for March 17. Incidentally, it was a George Washington Pa rty. Freshmen will be freshmen, and we had a lovely time. However, it was not all happiness for our class, for we lost one of our best mem¬ bers, James F. Costello. The second year of school was no less eventful. Now we were the ones to play jokes on the unsuspecting freshmen. There was but one dance for us this year—the Junior-Sophomore. But there was another cause for excitement, for it was during our Sophomore year that there was organized in our charming school, a detention room. Not much time was required to get used to this new plan—we all tried it out—to be more careful how we passed notes in “spares.” September 6, 1933. This unique class (unique, not in intellectual ability, but in the fact that it was different) goes onward. The class supper, the school exhibition, the awarding of the prize book of the Harvard Club to Thomas A. Ceplikas, history, and more history, comprised the program for the year. We are looking forward. Now we are seniors! The past three years are but memories, somewhat vague. The present and future is what counts! We realize now, the aim of schooling, and we can look forward to greater things. We have had our fun, dances, pictures, honors, but it has not all been fun. We have spent many wearisome and worried hours. We begin to realize what the world about us has in store. The class of 1935 marches on, not with glory alone, but with determination to cope with the cares and responsibilities of our world. 14 ELAINE ELDREDGE.

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i 9 3 5 YEAR BOOK Salutatory It is my pleasure in behalf of the graduating class of 1935 to extend to you all our most cordial and sincere welcome. You, our parents, who have done so much that we may be a part of this school, you, our teachers, whose perseverance and hard labor have made it possible for us to receive the full benefit of a high school education, and you, our schoolmates and friends, who have helped us so much by your sympathy and com¬ panionship, one and all we bid you welcome. The Development of Secondary Schooling In This Country The modern high school is not an institution developed within the last few decades, or even generations. Its development has taken centuries. Early Rome ' s secondary education was divided into the grammar school, the rhetorical school, and the university. The changes of social pattern eliminated both the rhetorical schools and the universities. The grammar or secondary school was left the sole bearer of the intellectual tradition until the university development in the middle ages. The grammar schools of the middle ages stressed Latin and the elements of logic to prepare for advanced work in the university. The Renaissance changed educational institutions a great deal, the study of literature and grammar being stressed. Latin, however, was the dominating subject of both learning and teaching. Latin grammar or secondary schools of the 16th century were intent on drilling boys in Latin classics and grammar. The Boston Latin School, founded in 1635, was fashioned after this type. This was a tuition school; and in the modern sense it cannot be said to have been free, but it was public in that it was controled and partially supported by the town. Boys were admitted at the age of seven or eight, by fifteen or sixteen prepared for college. Its purpose, preparation for college, was rigidly adhered to, and its curriculum was confined in a large measure to the study of Latin and Greek. Although it was never a popular institution, the school flourished; by the close of the century, forty Latin grammar schools had been founded in New England. The main fault of the Latin school was that it made no provision for the education of the masses and it fostered class distinction in the colonies, a fact which led to the development of the academy. In 1751 a new type of schooling sprang up, a grammar-college combination known as the academy. This type of school did not become prominent, however, until the nineteenth century. The purpose of the academy was to prepare boys and girls for practical vocations. Although private and supported by tuition fees, the state legislature was often generous in granting them aid. Close relationship between the college and the academy did not exist as in the case of the Latin school, although some larger academies offered the classical course as well as the English course. The academy, being demo¬ cratic with respect to the curriculm, was socially open to only those who were able to pay tuition fees and, in many cases, the expense of being away from home. The wide¬ spread growth of the academy and its broad program of studies was of great influence in developing the conception of the value ol secondary education and in making more young people wish to attend secondary schools. The tradition of the secondary education was never connected with the common people, it being considered enough to have the privileged few taught at the academy. Thus the academy was a large obstacle in the way of universal, democratic high school education. In 1821 Boston opened the English Classical School for boys who had finished the common school. Three years later the name was changed to English High School. This was the first use of the name “high school’’ which has since identified itself with all forms of secondary education. The important characteristics of the early high schools were the demotion of classics and a new emphasis placed on English: the aim, provision for entrance in some form of vocation; a three year course of study; the exclusion of girls; the admission of boys at twelve; and the articulation with the common schools. It was with difficulty that the public throughout the country was persuaded to support the high school. Many people had money invested in academies, or sent their children to them. They objected to paying for the education of other peoples’ children 13

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i 9 3 5 YEAR BOOK Oration Knowledge Is Power , and Power Is Success Knowledge is power, and power is success. A nice little phrase, but what does it mean, what do the words really mean? The dictionary tells that knowledge is under¬ standing of truth or fact. Power has many definitions; perhaps it can best be expressed by the single word—ability. Success is the obtaining of one’s wishes. The nucleus of our knowledge we have obtained in our first twelve years of school life in the public schools of North Andover. This is the starting point on our long trip through life. A few of us will go on to institutions of higher education, but some of us will go through life with what we have obtained in this school. Thus, our knowledge in many cases is complete except for what we learn while walking the paths of life. Knowledge is power—we do not ordinarily think of knowledge as leading to power. There are few cases, if any, where power did not come from knowledge. All the im¬ plements of warfare to give power are a product of knowledge. Electric power, water power, steam power, and many other kinds of power are a result of knowledge. Man’s power to paint pictures, make pleasing music, comes from a knowledge of how properly to blend the colors or notes. When we stop and think, we see that knowledge really does lead to power. Many people think of power in the wrong way. They think of it in a destructive way, such as having the power of the dictators in Europe, to crush others and to get wealth and social position for themselves. Then there is the constructive way of think¬ ing of power; the power of a doctor to cure sickness, and the countless other ways of being humane. We, the Class of 1935, have our knowledge and power. We intend to use it as a help rather than a hindrance to society. We intend to go out into the world in a constructive, rather than a destructive, way. Many people think of power as leading to success, but they think of it in only a selfish, greedy way. They think of having the power to get money, thereby success; but power can be applied in many other ways to give success. For example: Madame Curie, the famous discoverer of Radium, had the knowledge which led to her power of dis¬ covery. Her discovery led to her success as a scientist and a benefactor of mankind, since it helps in the cure of that dread disease, cancer. What do we mean by success? The moment most people think of this word they think of wealth, of the great and famous men of today and yesterday. Not every man or woman was made to be wealthy or famous, yet there are millions who are a success without realizing it. They wish simply to be law-abiding citizens and earn enough to support a family. Then they are a success—one may be poor and happy and yet be a greater success than one who is rich and unhappy. Thus, because we have the knowledge, it follows we have the power or ability to do things. If we work hard and concentrate this power toward some one particular end, we shall be successful. Since we intend to be a help rather than a hindrance to society, we will direct our wishes toward some high ideals rather than a low one and make ourselves constructive. Tennyson has expressed our hopes very well in one of his early sonnets which reads: Mine be the strength of spirit, full and free, Like some broad river rushing down alone, With the selfsame impulse wherewith he was thrown From his loud fount upon the echoing lea;— Which with increasing might doth fortune flee By town, and tower, and hill, and cape, and isle, And in the middle of the green salt sea Keeps his blue waters fresh for many a mile. Mine be the power which ever to its sway Will win the wise at once, and by degrees May into uncongenial spirits flow; Ev’n as the warm gulf-stream of Florida Floats far away into the Northern seas The lavish growths of southern Mexico. ARTHUR OLSON. 15