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

Page 17 text:

1 9 4 0 YEAR BOOK ARTHUR P. CURRIER Debating: Club 2 Chemistry Club 3 (President 4) “Journal” Staff 4 “Year Book” Staff 4 Arthur’s happy-go-lucky manner has captured the hearts of all his fellow classmen, particularly the fair sex. EDWARD DOHERTY Football 2, 3, 4 Chefs’ Club 1 Bucky is a true Irishman. His keen wit and humor has made our four years at Johnson lively ones. As an athlete he is tops. GEORGE D. MATTHESON, Jr. Chefs’ Club 3 Matty from Minny-sota has made quite a name for himself since he arrived as a freshman. His Minnesota accent still dom¬ inates his speech and is very pleasing. ROBERT C. MILLER Chemistry Club 4 Bob is lots of fun to know. Physics class to him was woe! RITA M. CAMIRE Rita’s quiet, we’ll agree. A secretary she will be; And she’s a dancer ' , too, you see! JOHN W. JACKSON John is tall and lanky, too. One does seldom see him blue. Solemn and silent he always is, But that waltz step is certainly his. JOHN H. LAMPREY Chefs’ Club 3 Silence is golden, and if this is so, This lad should certainly be in the dough. VITO J. MELNIKAS Eliminating a little of his bash¬ fulness he will surely be success¬ ful. He always goes into things head first and usually comes out on top. SALVATORE A. MESSINA Chefs’ Club 4 Sam is the sort of fellow who likes fun and plenty of it. H. GEORGE PORTECK, JR. Chefs’ Club 3 A.A. Play 3, 4 Chemistry Club 4 “Year Book” Staff 4 Porky has made quite a name for himself in the A.A. Plays. Act¬ ing’s a swell profession, George. Look at Ty Power. JOSEPH L. SAUNDERS Football 4 Chefs’ Club 4 Our Joe is quiet, yes, he is; At football he is just a whiz. 15

Page 16 text:

JOHNSON HIGH SCHOOL JOHN S. RANFONE Football 2, 3, 4 (Captain 4) “Year Book” Staff 4 John is an athletic boy with a lot of pep and vigor. Let’s hope he becomes a winner in the navy. DORIS B. REA Salutatorian Glee Club 1 Sub Deb Club 4 (Vice President 4) Plenty of brains here— besides the most gorgeous golden locks in our class of beauties. DAVID W. RITCHIE Orchestra 1, 2, 3, 4 Football 4 May David’s successes be as many as his friends. DORIS N. ROBINSON Orchestra 3 Robby is good-natured and hard working. The boss who gets her for his secretary will be lucky. JOHN C. ROCHE Chefs’ Club 3 This lad is the strong, silent type. He can talk around boys but when he gets near the ladies he turns the color of his hair. EUGENE R. RUESS Chefs’ Club 3 “Year Book” Staff 4 Gene’s a friendly fellow and a Beethoven at the piano. RUTH M. STEVENSON Glee Club 1 Dramatic Club 3 “Journal” Staff 4 “Year Book” Staff 4 Ruth is a girl with a smile so kind, We’re sure that many a friend she’ll find. ELEANOR M. VALPEY Glee Club 1 Sub Deb Club 3, 4 “Year Book” Staff 4 Eleanor gets ahead in her studies and socially, too. She has plenty of pep— as can be seen in her snappy tennis game. KATHERINE E. WAINWRIGHT Class Historian Class Vice-President 1 Class Sec’y-Treas. 2, 3, 4 Glee Club 1 Dramatic Club 3 Ass’t Mgr. Girls’ Basketball 3 Mgr. Girls’ Basketball 4 Student Council 1, 2, 3 “Year Book” Staff 4 “Journal” Staff 4 Great! VIRGINIA M. WENTWORTH “Year Book” Staff 4 “Journal” Staff 3, 4 Although Gigi is quiet and re¬ served, she has certain character¬ istics that we will always admire. No one ever asked help from her and was refused. RUTH E. WHEELER Dramatic Club 3 Chemistry Club 4 Sincerity? To tell the truth. If you would find it, locate Ruth! JAMES WINNING Football 3, 4 Baseball 4 Jimmie Winning—carrot top, Playing football, watch him hop! 14

Page 18 text:

JOHNSON HIGH SCHOOL SALUTATORY A Liberal Education or a Technical One? The question usually arises as to the value of a liberal education compared with the value of a vocational education. There is much to be said on either side. First of all, here are statements in favor af a liberal education. A liberal education gives a broad foundation on which to build one’s life work. Suppose one has studied philosophy. It may not help him directly, but it will aid him in a better understanding of human beings and their re¬ actions. His education will not necessarily be limited to a knowledge of his specific profession, but he will be so educated that he can cope with bigger problems than those directly concerned with the business. Professor Paul Monroe of Columbia University contends that we must return to an education of knowledge largely as a means of competing with the education of propaganda. He also says, “It is the emergence of the world conflicts based on differences in ideas as well as our present economic and social problems which have justified this shift in emphasis back to the earlier objective of public education, namely, the imparting of knowledge and the building up of a substructure of ideas that will enable the youth of another generation to avoid the failures and the conflicts of the present—- hence to form social ideals as well as international relations on a basis of reason rather than on one of emotions.” It seems to be his idea that a broad education will help contribute to the solution of the world conflicts and also to produce better citizens. I have heard it said that if an employer is considering two applicants for a position, he will usually pick the one with a broad education rather than the one with only the vocational training. This is because the employer believes that although the broadly educated person will have to be trained to the bus¬ iness, in the end he will be more responsible and have a wider understanding of how to manage other problems that may come up. George W. Alger favors the broader education over the modern practical education because, as he says, “I am still grateful for its help with my own puzzles over the meaning and purpose of life.” A liberal education helps avoid a single track mentality. It gives the indi¬ vidual a broader outlook and helps him to be impartial, and gives to him a willingness to know both sides of the question. On the other hand, one can say a great deal in favor of a vocational or technical education. In the first place, it is an economic saving to go directly to study a business. It cuts out the extra years and extra cost between the time one graduates and the time when one goes to work. Probably the grad¬ uate from a specialized school will earn as much as the graduate from a lib¬ eral college who specialized after graduation, or who didn’t specialize at all. But this is not to last, for later on the individual with the broader education will perhaps be earning more, and have a more responsible position. When the methods the specialized school have taught have been changed and made better, its graduates will have nothing to fall back on, while people with broad education always will have that background. X T is my honor to welcome you all to the graduation of the class of 1940. To the principal, to the faculty, to parents and friends, I say, in behalf of the class, welcome one and all. 16