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

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JOHNSON HIGH SCHOOL to enter a higher institution of learning. Formerly a person in order to follow a certain career, must have previously studied definite subjects pertaining to that profession. Now the trend is to admit any high school graduate who has shown himself capable in his studies to almost any course in a higher institution although he has not prepared for that particular course. From the important trends in education which I have presented to you, we can readily see the splendid efforts which are being carried on to improve that noble structure, which has been imbued by the best principles of our forefathers, which we in our time are striving to make better, in the hope that future generations will benefit by our con¬ tributions as we have benefited by the contributions of those who came before us. Valedictory Parents and Friends: We, the Class of 1935, extend to you at this time our heartfelt ap¬ preciation of your encouragement and interest in our activities and our efforts throughout our four years in high school. Only through your inspiration has it been possible that we are successfully completing our high school careers. We hope that the rest of our lives will show to you the gratitude and appreciation which is in our hearts tonight. Dear Principal and Teachers: The guidance and advice which you have given to us during the last four years we will cherish for the rest of our lives. Words can hardly express the deep debt of gratitude we owe you, and it is with a deep feeling of regret that we say these few simple words of farewell. We shall endeavor, in the future, with a steadfast effort, to prove ourselves worthy of your aid and interest. Schoolmates: After the many happy years of friendship we are coming tonight to the parting of the ways. As we leave you to fill our places and carry on our tasks and ideals, we extend to you a hope for success in all you undertake. Classmates: The four pleasant years in which we have worked and played together in Johnson Ffigh shall be memories which never dim in our minds; they shall always grow brighter as the years pass on. During this time we have grown to have a mutual affection and respect for one another which nothing can ever replace. As we enter the field of life, let our inspiring motto be our guide toward our goals and a remembrance of the Class of 1935, “ Knozvlcdge is Pozver, and Pozver is Success.” Friends, one and all, as the time comes to part, the Class of 1935 bids you all farewell. THOMAS CEPLIKAS. 18

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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

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i 9 3 5 YEAR BOOK Class Will We, the first, last and foremost class of 1935, bequeath to our teachers, those who are bespectacled and otherwise, their ability, if that’s what it’s called, to detect the slightest noise when there isn’t any. Moreover, we, the aforementioned class of 1935, after four to five years of working by the sweat of our teachers’ brows, have decided to willingly leave the friendly folds of their skirts and give, not sell, to the thriving Junior Class our dexterity in finishing our homework. Huck Andrew, that mildly cured boy from West Boxford, leaves his bashfulness when alone with girls, to that boy with the indefatigable wind, LeRoy Walcott Duncan. Gordon Andrew, another of those rare Boxford specimens, leaves his trusty glasses, which have served him for four long years, to that unassuming junior, Bill Andrews, who is not to be mixed up with the former Andrew or there will be some mix up. Betty Atkinson leaves her maternal touch to Allison Kirk and her kindness to that popular young junior model, Rita Rand, with the advice, Stay as sweet as you are.” John Edison Beanland, the boy who’s alway N s in need of an alarm clock, leaves his technique to sleep with one eye closed and the other open, to his brother, Henry Follansby Beanland, who seems to stay awake without any effort, unlike his brother. Emile Boulanger leaves his John Barrymore profile to George Banker. Joe Budnick leaves his book of self experiences to Kenny Dobson, who is writing a book on the same subject. Blanche Herberta Barwell, leaves her dreams of Paul Coppeta to Doris Albrecht with the advice, “Don’t stay awake too long. He dosen’t fall, he tackles.” Beatrice Binns, who doesn’t know one boy from another, bashfully leaves her book on “Boys” to Sylvia Broderick, saying, “I won’t need it where I’m going and I’m sure Slyvia can add something of interest to it.” She also leaves her natural blond hair to Stella Ringalo who, according to secret service women, uses the highest grade coloring. Gladys Butterfield, that Mae West from Mass. Ave., sells her stocks, “Boys and their Habits, Inc.,” to the ever buying junior girl, Mildred Bara, and her soft, wavy hair, to Winnie Perry, the Venus of the Junior Class. Henry Camire, that heart breaking lawyer of the A. C law firm who has never lost a case yet, even with women, leaves his share of the partnership to Tom Barron, and his undisputed positions as class sheik and freshman lover to George Bartholomew Casserly and Robert Riley. That handsome brute, Odelle Francis Cashman, who never looks five times at a woman, (they all look at him,) leaves his ability to slay ’em to Eddy Werenchuck, his favorite sophomore girl friend E. S. to Oscar Evanturel Richard, and his masculine features to Tony Kapeika, who by the way, isn’t so bad himself, according to rumors spread by the Johnson High School females. Wellington Elmer Cassidy, that modern Horatius at the bridge, leaves the bridge to Carl Olson and his loaf of rye bread to Bill Brown Sipsey. Tommy Ceplikas, the one man faculty of the Senior Class, leaves a few of his honors to Charlie Pitman, saying, “He needs ’em.” He also leaves his bashful smile, when someone’s watching him, to “Pop” Macklin. Ralph Simon Champion, the Senior Class’ contribution to F. C., a freshman, leaves his delapidated, air-conditioned hat, the like of which homing pigeons have never seen, to Captain John Benson and his soft mellow croons, not coos, to Blondy Kasheta. Paul Coppeta, the unrivaled woman’s man, leaves a few of his followers to Steve Barbett, and a pair of boxing gloves, which he lost, to Harry Cohen, and the laces to John Curtin. Helen Connelly, that modern Helen of Troy, leaves her favorite song of songs, “The Lullaby of Broadway” to Grace McNally. Phyllis Culpon, that individual who disbelieves in “egoism” leaves her thirst for beautiful hair to Mary Greenler and her special recipe for cooking steaks in kerosene oil to her brother, Horace Culpon, who found out it was kerosene when he took the first mouthful. Kate Daw, the senior dressmaker who knows all about needles and threads, leaves a spool of her two for a nickel thread to Barbara Mason with the knowledge that the thread is too meager to support an attempted suicide, and a needle to Carolyn Currier saying, “Easy there, that’s the last I have.” Mabel Dill, that vociferous girl of many words, leaves a few of her skirts to Grace McNally, her seat on a certain motorcycle to Kathleen Smith, and her sidekick, Ruth Dawson, to the boy of many characteristics, Fred Phelan. 19