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

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JOHNSON HIGH SCHOOL Essay Watching Johnson Grow The year 1867 marked the end of a long, hard struggle. Nine year of stress, anxiety, and need were at an end. At that time the school committee of North Andover exultantly announced, “By the liberality of Mr. Moses T. Stevens and Colonel Theron Johnson the town came into possession of a building which is an ornament to the village and an honor to the cause of education.” That building was Johnson High School. We are amused to learn that the magnificent structure of which they spoke was just three fourths the size of this hall. Since 1856 the committee had been asking the town for a high school. Among the natural reasons given for the necessity of such an institution I find one which is both interesting and pertinent to the times. Instead of having men teachers in each of the various schools during the winter term to teach the large unwieldy boys, and changing to women for the spring term when the unruly boys would be working, it was suggested that all the older pupils meet together at a central point, the high school, and be taught by just one man while women teachers would be employed everywhere else. This would be more economical because the average salary for a man was one hundred and twenty-five dollars, but for a women only ninety-five dollars a year. At bit of jealousy is hinted at in their statement that Andover had such a high school. As the town did not take kindly to that suggestion, and the need for a high school was growing increasingly greater, in 1860 the school committee announced another propo¬ sition which made use of the existing buildings. But the struggle was in vain, for with sickening disappointment the commitee learned that the town had voted against it— by eight votes. Another plea was made, somewhat dejectedly, in 1862. Again the town made no response. Imagine the exuberance of the school committee and the appreciation of the entire town when, out of the kindness of their hearts, Mr. Stevens and Mr. Johnson did that which benefited North Andover more than any other single act. Occupying only one room, Johnson High opened in 1867 with nine pupils and one teacher. It had but a three year course and only five subjects were taught. Fresh¬ men of today will think themselves very lucky when they hear that in those days in order to be admitted the prospective students had to pass an oral examination before an entire assembly of teachers, relatives, and friends. The standards of the school were in great contrast to those of today. At that time the school committee wrote that their supreme desire was to produce a boy who could pass the examination to Harvard University. Bible quotations and proverbs were freely quoted in this long ago school. If you were not always quite as industrious as was expected you were advised, “Go to the ant, thou sluggard, consider her ways and be wise. In order to make use of all the available room in the school, in 1871 the committee suggested very seriously that several families adopt from two to six children to fill up the space and at the same time perform an act of charity. In 1879 an incident occurred which proved to be of great importance in the history of Johnson High. At this time, for the salary of two hundred dollars, a young lady was appointed assistant principal of the high school. Her name was Miss Annie L. Sargent. Johnson High School’s debt to her is unbounded. The graduating class of 1912 deserved special credit, as do the teachers who guided it. Everyone of the ten members of this admirable group was able to enter a higher school or college. In 1914 the High School principal could announce that out of all the graduates since the birth of the school, sixty-five per cent had gone to higher schools or colleges. The school was growing by leaps and boun ds as is shown by the town reports from 1900 on, which all contain the statement, “The enrollment this year is the greatest in history.” To relieve the intolerable crowding, caused by an enrollment of one hundred and thirty, in 1916 the town generously voted a new addition planned to hold two hundred and seventy-five pupils. Since that time nineteen long years have passed; years which increased the enroll¬ ment to four hundred and thirteen, and the teaching staff to fourteen, an increase of seven. Obviously, with this enrollment the school and its teachers are taxed to capacity. Yet despite whatever handicaps the depression may have brought, the tradition of high scholarship had been maintained. Courageous teachers and ambitious pupils strive to¬ gether to make Johnson High an institution of which the citizens of North Andover may well be proud. 16 ALISON PITKIN.

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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

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1 9 3 5 YEAR BOOK Valedictory Modern Trends In Education From a small nation engaged mainly in pioneering and agriculture, our country has grown to be highly industrialized whose growth and progress has been para’leled by a constant transformation in our educational system. As in the past men of high character and intellect are deeply concerned today in a careful study of our system of education so as to produce changes which will give to the American youth of tomorrow an opportunity for the best that exists and that can be obtained through our schools. Let us consider the important changes which are taking place in certain phases of education. The most significant of these changes are the new aim of education, the rise of the so-called objective examination, the changes in the curriculum, the growing interest in extra-curricular activities, the increase in the number of subjects, the idea of a junior-senior high school system, definite qualifications for teaching, and the more liberal entrance requirements of our higher institutions. Our first high schools were primarily built for the sole purpose of preparing those who had any intentions of furthering their education in a higher institution.. Later schools tended to increase the knowledge and interest of an individual. Modern high schools not only have these aims but they include another of vast importance. That objective is to make the boys and girls of our country better citizens, so that they may be able to take an active part in the activities of their communities. The last quarter of a century has witnessed the rise of a new type of examination. It is surprising to know that this type of examination, called the objective, was formulated about a century ago by Horace Mann, a figure who has contributed much toward educa¬ tional advancement. There is now a decided trend to put this form of examination in our schools in place of the present essay type. The main arguments for this sort of examination are that it is impartial; it takes away all possibility of favoritism; it shows definitely the comparative progress of the students; and it determines beyond appeal or gainsay whether the pupils have been faithfully and competently taught. Other important trends of today are seen in the changes which are coming about in the curriculum. The decline in the study of the so-called dead languages, Latin and Greek, is a matter of controversy. Some authorities argue that Latin should be a promi¬ nent course in our schools; for, since it is the key to one-half of our English, it would result in a better understanding of our own language. Still others claim that it is more important to study the newer sciences, instead of spending time upon Latin and Greek, for “without physics, physiology, and psychology we cannot build a new world, but we can without Latin and Greek.” There is an increased tendency to study the newer social studies—community civics, economics, and other social problems of democracy. The popularity of physical education is spreading not only throughout the city high schools but also throughout the smaller high schools. Extra-curricular activities, such as student councils, assembly programs, and clubs are tending to teach students the proper use of their leisure time. This trend is especially noteworthy, for it is hoped that it will decrease the number of crimes committed by our younger generation. In order to accommodate the increased enrollment in our schools, it is becoming necessary to combine the seventh and eighth grades of our grammar schools with the four years of high school, forming a junior-senior high school system, each school having courses of three years. This will prove of great value, for it will separate the students into groups more of their own age. Another advantage is that the students of a junior high school will receive instructions in the various subjects by different teachers who have specialized in them. Also in the junior high, a student will be given the opportunity to experiment with subjects and find those which are of more interest to him. The philosophy of teaching by the method of interest is rapidly replacing the method of fear because of the ever increasing number of subjects which a student may choose to study. Among this large number there are sure to be a few subjects in which a person finds interest and enjoyment. In former years any college graduate who had the ability to teach could qualify for a teacher’s position. Now practically all the states are making specifications as to the education an individual must have before being allowed to teach. This movement, resulting in the better qualification of a person to teach the subjects in which he has majored, will result on the whole in better instruction for the students. A favorable trend, which will be of great benefit to those who in later years wish to change their field of work, is the changing method by which it is possible for a student 17