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

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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

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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

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1940 YEAR BOOK It is often said that a broad education is useless, and that vocational teach¬ ing is useful. A technical education is useful. What one is taught can be applied directly in the work in which the person is engaged. He might ask himself, “What good would a wide knowledge of the fine arts do me?” And how would it• Help him to build a bridge, or whatever he was doing? Some employers do not like to have to break in a person who has not specialized, and hence, employ people already trained in the work. There are also employers, as I mentioned before, who consider it worth their while to break in a person who has had a broad education, on the belief that he will do better once he learns the work. When a person attends a specialized school, he gets a chance to practice his work, and thus when he goes out and gets a job, he will know better what is expected of him. This is an advantage that he holds over the graduate of a liberal school. In conclusion I wish to quote I. W. Studebaker, of the United States Com¬ mission of Education. “Broad but definite training for some occupation is necessary for a very large proportion of our college graduates, and it is my contention that colleges of arts and sciences may with perfect propriety incor¬ porate a wide variety of these occupational training courses as a part of their college curricula. “In short, there are many important positions in the world which call for intellectual maturity, wide information, and specialized training. Into these positions, college graduates do now go, and will continue to go. At present, however, college graduates are often seriously handicapped by the necessity of specialized training after they leave college. Many run the risk of a long period of unemployment before they can find jobs (if indeed they ever do) where they utilize their college education.” DORIS B. REA CLASS ORATION The Higher We Rise, the Broader the View (j T one time or another most of us, if not all of us, have climbed some great hill or mountain. About halfway up the hill we had a fairly good view of the surrounding country. But when we reached the summit and looked around, why, we could see for miles! And so it is on this little observation of nature that the class of nineteen hundred and forty has based its motto. We, of this class, have just completed a preliminary education; a very minute drop in the well of knowledge; a mere workout in preparation for our bout with the toils and problems of the future. We have only just commenced our arduous climb up the hill of life. Our view of life now is not unlike that of the mountain climber who is still in the early steps of his journey. Oftentimes mountain climbing parties are equipped with guides, and then, too, there are inns and hostelries which prove to be great aids to them in their struggle to the summit. In our struggle toward the better things in life, from what sources shall we derive assistance? To such a question, there is and can be but one, and only one answer. That is, from education. Therein lies one of the secrets of success. The higher we rise, the broader the view. The more we know, the more 17