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

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

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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

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THE GOBBLER - 1943 CLASS HISTORY LjlHE doors reluctantly swung open, the stairs groaned sorrowfully, and even J U the teachers were a little downhearted. They shuddered to think of the noisy, ill-mannered freshmen disrupting the now quiet rooms. There was no getting away from it, it had to be faced. The clock could not turn back the time, the doors could not lock them out, and the faculty had to accept, at least momentarily, the abuse forthcoming. The noisy, bubbling freshmen of 1939 were quickly taken in hand, lectured and cautioned by teachers and upper classmen. To say we settled down would raise the anger of the shaken building, but we did start off on the right track. We held elections (here I question the use of that word), and chose Leo Lafond for president, Jimmy Allen for vice-president and Betty Kreusel as our secre¬ tary-treasurer. Clubs were renewed and for days the old school chuckled at the sight of pigtails with odd-colored ribbons, and large bows bedecking heads of members. The aprons worn were as amusing as the dolls carried about in loving arms. Leo performed his first official act at the freshmen debut by thanking the seniors for a wonderful dance and a warm welcome. The rally dance came next. Spirits and hopes were high but to no avail. The Thanksgiving game ended in a win for Punchard. 1940 rolled around, but we were still the foolish, note-passing freshmen. Contests were started to sell tickets for the annual play. The return Fresh¬ man-Senior dance was enjoyed. The prom came and went, affecting but few of the freshmen girls. Then our worshipped seniors left, and now we were sophomores. The fall of ’40 we came back because we felt it our duty to help the faculty tame the freshmen. Yes, we were now supposedly subdued sophomores. Leo held his presidency and the next two offices went to John Farrell and Barbara Earl. America in miniature was seen at the polls of the mock election, in which every student took part. We, too, chose President Roosevelt. John¬ son’s undefeated football team of 1940 was something to marvel at. Soon after Thanksgiving, students and players alike trudged the icy miles to Ando¬ ver to ask in unison that Punchard reconsider their refusal to play us and carry out the scheduled plans. Unfortunately, this was to no avail. Our hall was filled to the nth degree at the presentation of the play “What a Life.” The prom indirectly announced the end of a year of fun and then the seniors took the spotlight as they prepared for graduation. The summer of ’41 gave us a well-deserved rest. The inadequate summer holiday didn’t quite heal our scarred and overworked minds, but nevertheless, we went back to work gracefully. Slacks boldly appeared and aroused a great deal of discussion. They won the right to be worn to school, but not the boys’ approval. The memorable happening of our junior year was the defeat of Punchard by a score of 8 to 7. The first in twenty-eight years! The Victory dance was a carry-over from this 26