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

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ssay Stalemate N OW, four years after World War II, we have achieved a worldwide stale¬ mate. The chaos, destruction, “blood, sweat, and tears’’ of actual warfare are behind us, but is this peace? David Bernstein aptly calls it “.the Cold Peace,. . . . the not-war of the late 1940’s.” It is compounded of a series of stale¬ mates backed by the steely firmness of Russia and the United States. The two greatly divergent economic systems, American capitalism and Russian nationalistic socialism are not in any period of collapse. There has been no sharp and serious depression in America; she has even furthered her system by Marshall Plan aid. Russia’s gamble on a quick boom and bust in America has failed. The result — stalemate. The situation in Europe approaches a balance of power. Idle line between East and West runs clearly through Europe. Russia has been able to take over Czechoslovakia, but the non-Communist forces have won out in France and Italy. Only in Austria and Germany are there potential trouble spots, but these are subject to frontier revision. Again . . . stalemate. A similar situation exists in Asia. Russia has on her side Soviet Asia, northern Korea, and now China. But, unless we are criminally negligent, we have on our side southern Korea, Japan, the Philippines and southern Asia, including India and Turkey. It is apparent that the United States is not morally prepared to drop atomic bombs on Russia or she woidd have done so already. Within a few years, it is true, Russia will also have the Bomb, and there is a possibility that the Kremlin, lacking such scruples, will use it. This is possible, yes, but is it probable? In World War I the Germans experimented with poison gas, but by World .War II chemical warfare weapons were so highly developed that neither side ventured to use them. In the case of the Bomb, our use of it on japan may be comparable to the Germans’ experimentation with poison gas; and the Bomb is likely to join that little group of weapons so horrible, so uncontrollable, so unpredictable, that nobody will be ready to use them. So, we would appear to have a stalemate in weapons also. The myth of the unplanned incident has long since been exploded. There are, of course, trouble spots all over the world: Palestine, Berlin, Greece, southeast Asia, and more. These, although some are violent and vexing, have remained isolated, and their threat to world peace has been contained. Thus, there is no reason to believe these trouble spots will lead to an outbreak of worldwide total war. This is not a healthy peace, but it is far better than war — because, as long as the Cold Peace lasts, there is always the chance to build a warm peace. It is still perfectly possible to build a stronger edifice of world peace by continuing our vigilance and pressure. We must continue to reject the isolationist’s Utopia and step forward with the plan for a new, better One World. If a world government cannot include the whole world, then it can at least, under American initiative, be sovereign over so vast a part of the world the U. S. S. R. will not dare to chal¬ lenge it. At this point the Cold Peace will become warm, and w r e can then have more right to hope than at any previous time within the recollection of living men that there will be no war at all. JUSTINF. FITZGF.RAI.I) If)

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JAMES TAMAGNINE “Hold the Fort! I am comins.” O Model Builders’, 2 Boosters’ Club, 3 Chefs’ Club, 4 (secretary-treasurer) Football “Tamie,” with his neat crew cut, is a favorite with all of us. His easy manner in and out of school will always be remembered. ANNE WHIPPLE “ ’Round and ’round she goes, and where she stops nobody knows.” Basketball, 1, 2, 3, 4; Cheerleader, 4; Journal Staff, 3, 4; Gobbler, 4; Glee Club, 4; Boosters’ Club, 3, 4. We have found Anne to be a real friend. She is always ready to help when there’s a job to do. Best of luck, Anne! GRACE M. STEWART “Seeming with bright eyes to listen.” Basketball, 2, 3, 4; Cheerleader, 4; Student Council, 1, 2, 3, 4 (Secre¬ tary-Treasurer); Sub-Deb Club, 2, 3 (Vice-President, 2), (Treasurer, 3); Prom Committee, 3, 4; Athletic Treasurer, 4; Boosters’ Club, 4 (Sec¬ retary) A sparkling personality and eyes that dance describe our Grace. She is sure to go far in her secretarial career. VERA A. SULLIVAN “Her pleasant way has won our admiration.” Basketball, 4; School Play, 2. 3, 4; Dramatic Club, 2; Class Will; Stu¬ dent Council, 1, 2; Journal, 3, 4; Gobbler, 4. A petite blue-eyed blond, this de¬ scribes Vera to a “T”. This small, sweet and likeable gal will always be remembered as one of the nicest girls in our class. 0 ROBERTA A. WILLOUGHBY “And she shone like a million diamonds.” Glee Club, 4 Dramatic Club, 4 (President) School Play, 4 “Bobbie” joined us this year, com¬ ing all the way from Minnesota. With her magnetic personality and acting ability, she’s certainly the pride and joy of the class of ’49. Good luck in merchandising, “Bob¬ bie”! THOMAS P. DRISCOLL “A true son of the gods, manly, tall.” Football, 4 Dramatic Club, 2, 3, 4 Baseball, 4 “Tommy’s” another of our tall, dark, and you know whats. Usually he has a linger in everything that goes on around J. H. S. If you ever need a partner for a dance, just call on Tom”. We know he’ll make a go of whatever he attempts. JOAN FOERSTER “How sweet and gracious.” Joan, with her dark hair and her sweet, quiet manner, came to us in the middle of her senior year. Al¬ though she appears rather shy, she is a wonderful pal and lots of fun to be with. We know they miss you back in New York, Joan, but their loss is our gain. 15

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Salutatory fcssay An Eighteen Year Old’s Ideas on Democracy A S we, the high school graduates of nineteen forty-nine, go forth with the other graduates of this country, we are very fortunate to be going forth into a country governed by democracy — ruled by the people. It is a great responsibility, as well as a privilege, to be a member of this type of government. Have we got what it takes to withstand the devious assaults, both from within and outside our country, upon our cherished democracy? For it is upon our generation that the future welfare of this country rests. It is we graduates of the mid-twentieth century who will either achieve the lasting peace for which the world yearns, or will enter the holocaust of what might well be the last war of all. In order to meet this test, we must have a clear knowledge of what democracy means to us, and we must try to find the best way of making ourselves citizens worthy of living in a democracy. Education has long been one of the greatest pillars of the structure of a democracy. The more education we can get the better understanding we will have of our governmental ideals. Democracy succeeds in America because the American people are better educated for it than are any other people in the world. We are taught what constitutes a democracy, what it has to offer us, and why we should do our utmost to preserve it. We are taught that democracy is based on the ability of a cross-blen d of racial, religious and civic-minded people to live together in a peaceful manner. We learn that all men are created equal and are entitled to the rights of life, liberty, and the pursuit of happiness. We know that democracy offers us equal opportunities, protection from harsh dictatorial rule, and above all, it offers us freedom — freedom of thought, free¬ dom of speech, freedom of religion, freedom of assembly. We have been educated to love these rights and privileges, and to uphold these ideals which are the fundamentals of our democracy. We agree that God has been good to us by enabling us to share in the fruits of this great democracy. But did you ever stop to realize that while we are privi¬ leged to enjoy these fruits of democracy, this privilege is accompanied by a very grave duty? We not only have a right to speak our mind about the running of our government, but we have a duty to do so. We not only have the right to vote for the citizens we consider worthy to fill the high positions of government, but we have a duty to see that the men most capable of upholding our ideals of gov¬ ernment receive the jobs of responsibility necessary in maintaining this govern¬ ment. The foundation has been laid. We have learned the theory of our government. It is now up to us to put it into practice. There are three aids which will help us in the decisions we must make concern¬ ing our government — our own common sense, the experience of others and the opinions and advice of those who know more than we do. First, stop and use your own common sense. Is democracy worth fighting for? Is this or that issue harmful to our ideals of government? Secondly, look at the plight of other countries who are not fortunate enough to be under a democratic government. Is their government benefiting their people better than ours? Then, listen to the advice of people who have had more education and more experience. There are, you know, many people who really do know more than an 17