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

Page 28 text:

THE GOBBLER - 1943 Trail,” or “Keep the Home Fires Burning;” we have no song leaders in quasi¬ military uniform; there is no community singing. But who can deny that such songs as “Praise the Lord,” “We Did It Before,” “White Cliffs of Dover,” and “Johnny Doughboy” have been made famous by the troops? A song of war is often long remembered when all else is forgotten. The patriotic enthusiasm of the orators of the press, of the state, of the jurists during the War of 1812 have long since faded, but the stirring words of the “Star Spangled Banner” will live forever. One has only to turn on the radio and listen to the programs coming from the camps to realize how active is the soldiers’ interest in music. Perhaps we may have less community singing in this war, but it should be remembered that in the last war today’s radio was totally unknown. The radio has been developed into such a giant industry that now, every day, hundreds of patriotic messages, almost always accompanied by music, are showered out over the air. Whenever there has been a war, there has been music. The soldier march¬ ing into battle with a song in his heart is an irresistible fighting machine. Even the primitive savages realized this truth because they marched to war to the beat of tomtoms. The Scottish Highlanders, known as the fiercest fighters of the last great war, marched into the mouth of machine gun and cannon with the strains of bagpipes ringing in their ears. Soldiers must have music. It is as necessary to their hearts as bread is to their bodies. It is natural that they must find some relaxation to get away from the grimness of war, and generally it is through music. When soldiers have been too exhausted to sing, just listen¬ ing to music has put new life into them. Field Marshal Lord Wolseley, in a preface contributed by him to “The Soldiers’ Song Book” wrote: “Troops that sing as they march will not only reach their destination more quickly and in better fighting condition, but inspired by the music and words of national songs, will feel self-confident, which is the mother of victory.” This is the one field in which there should continue to be “business as usual.” So as the blessings of music go on, let us forward march with the overture of VICTORY! We, the Class of 1943, have reached, this evening, the goal of achievement we have striven to attain for twelve years. “After graduation” is no longer a vision of the future, but a very real thing of the present. Many of us will never again walk through the corridors of Johnson High, laughing, carefree, happy. Some will, instead, fill the halls of higher institu¬ tions of learning. Some will join hands with ten million other free men to fight with a bigger and better team. The rest of us will hold down the home front and work to help our classmates win the peace. All there is left to offer is our humble thanks to our closest adviser, friend, and principal, Mr. Hayes, for his ever-ready sympathy and understanding, and our assurance to the teaching faculty that we are proudly stepping out into the world as well-guided, better-informed, qualified youths of America. Claire A. Lambert 24

Page 27 text:

JOHNSON HIGH SCHOOL thousands of public schools, music is practiced with imagination and enjoy¬ ment. In millions of youngsters this education is awakening a love of music which might otherwise lie dormant. It is giving every child a joyous experi¬ ence of making music. Real art, which might have lain buried in the commu¬ nity, frequently is brought to life. Musical activities in England have expanded 30% since 1939. When the blackouts came, thousands of families found a priceless blessing in music. It calmed the fears of frightened children, averted panics, and helped the homes meet the frenzy of awful uncertainty. Obliged to remain at home, the people soon rediscovered the greater delights and privileges of the fireside. The bookstores and music shops were literally emptied. Gathering around the piano and taking an active part in making music, children helped to stabilize the amazing morale of the Empire. Music-making helps us to face life and to make proper adjustments in a constantly changing world. It releases tensions of discord, worry, fear, excite¬ ment, and replaces them with harmony, self-confidence, stability, and poise. It establishes a sense of security in a world that seems to be falling to pieces. It is not necessary to become a professional in order to experience the enjoy¬ ment of music. Since I was eight, my pet hobby has been playing the piano. I have studied it through the years, but only for the sheer fun of it. It is my greatest joy, my absorbing interest. It is my personal spiritual bank account —a rich asset to draw on when the days are rainy. There is evidence that the Americas have been united partially by the ambassadors of good will through song. A nationally-known orchestra leader is given a great deal of credit for creating a feeling of friendliness toward the Latin Americas through his music. He has made modern youth “conga¬ conscious” of the catchy, syncopated South American dance. It is doubtful whether the music from such countries as China and India make us want to dance, but it certainly makes us perk up our ears to listen. We hear the mad, whirling tarantella of Italy and think of the spritely spirit of her people. And nothing could be a better reminder of the patient determination of the Russians than the Volga boatman’s “Vo, heave, ho.” Nearly every European country has contributed immeasurably to the musical world through its classical compositions. The Austrians especially were generous with the eternal works of Mozart, Haydn, von Weber, and Schubert. Germany, Poland, Hungary, and Russia have been no less fortunate in reaping the rewards of fame of their own respective prodigies. We want to avoid the intolerance which predominates in a great part of Europe. At one time, for insignificant political reasons, Rachmaninoff’s music was barred from his native country. In present-day Germany, Russian and Jewish compositions are heard or played only under strict penalty. Music is one of the ideals for which free men the world over are giving their lives. There has been a needless hue and cry in all parts of America about the lack of musical activity in this war compared with the first world war. They say we have no “Over There,” or “Tipperary,” or “There’s a Long, Long 23

Page 29 text:

JOHNSON HIGH SCHOOL VALEDICTORY HONOR Seldom do two pupils attain identical ranks at the conclusion of a high school course. At the close of the first semester this year Kenneth Carvell and Claire Lambert, our valedictorian, had the same average. At that time Kenneth left Johnson to enroll at Harvard University. All at Johnson regret that he cannot speak at graduation. In appreciation of his scholarship the Gobbler is printing a brief essay which he submitted to the Journal during the first semester. Changes Needed in Our Course of Study H HE teachers don’t understand it. The principal doesn’t understand it. William’s parents don’t understand it at all. William has failed in his [||l Latin and French again this term. The teachers know he tries as much as, or even more than, any other pupil in his class, and give him extra credit for his obvious effort, yet he is still far below the passing grade. The one, however, who feels worst of all over it is William, for he was the one who put countless hours into these subjects, trying to memorize long vocabularies and translate hard passages. Finally he has to drop the subjects and lose a year’s work. This situation should not have existed. William is not a linguist, but is without doubt skilled in other lines. He is skillful in the use of his hands. More handicraft subjects should be introduced into our school curriculum, such as woodworking, welding, printing, and metal work. The pupil’s adviser should look up his previous record, and suggest subjects that would suit the student’s talents. In this manner we should find fewer failures in our school system. Handicraft classes should be taught as regular subjects with a well planned year’s work under an experienced teacher. In this way handicraft students could fit themselves for the future, for although the languages would be for¬ gotten quickly, the student’s handicraft experience would remain firmly in his mind for years. Here high school might give the pupil the practical knowledge which would earn his living for him after he graduated. A change in the curriculum of this kind would have a great effect on the standards of the school. The number of failures would have been considerably reduced. Electricity classes could do valuable service in the school by correct¬ ing improper lighting. Woodworking classes could fix desks, resurface tables, and build book cases. Printing classes could print programs for activities of the school and the town. As time goes on I feel that handicraft subjects will become a necessary part of every high school course. Kenneth L. Carvell 25