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

Page 22 text:

eighteen year old. Weigh their opinions about the different issues which arise. Let their experience guide us, but here again we must use our own common sense and weed out the good from the bad. In summary, as we look into the future of our own lives and that of our coun¬ try, may we, who are the products of the greatest example of a democracy in the world, our public school system, realize the great privileges and rights which are our own because we live in a democracy. May we resolve to do our full share in solving the great problems that will confront us in the future, by intelligently and sincerely carrying out the duties that the enjoyment of the great privileges of life, liberty and the pursuit of happiness place upon us. Mary C. Finn Our Inheritance O N a June evening thirty years ago, young men and women, the leaders of today, stood on this platform pondering over events, past and future. They were looking back over their childhood with longing eyes. Simultan¬ eously they were looking forward with anticipating minds to the veiled future. The greatest war of all times had just ended. Yet, already there was ample dis¬ agreement over international politics; there was considerable domestic grief; and war, that godless word which implies an infinite amount of injury, pain and death was already clouding the future. Their predecessors had left them an inheritance of debt and war. Are we, who are to receive diplomas this evening, going to bequeath to our descendants a war much more destructive than ever before thought humanly possible? For many people are striving to fix the guilt for our present chaos on something outside themselves, either poverty, power, or environment, anything but their own deficiencies. They would, however, find the solution to present problems if they would only heed the example of those few good citizens to whose devotion we now owe what bright gleams of hope are discernible in glowering clouds over the world today. These worthy citizens followed faithfully the ensu¬ ing three pursuits. The first is that they kept abreast of the current times. They read impartial reports on international and domestic affairs. If the matter under consideration was debatable, they read reliable accounts on all sides and decided for themselves as to what was right and wrong. They weren’t bullied into opinions by un¬ authorized or traitorous observers. The second is that they voted in all elections. Some of us seem to think that only the Presidential election is significant. Other elections concern only sena¬ tors, representatives, selectmen and the like. It only means the difference between a smooth and a rutty road, a beautiful school and an antiquated building, high taxes and low taxes, graft and utopia. Yet to some of us these things are of minor importance. We complain about the high cost of living and unemployment, and seem to get a million dollars’ worth of enjoyment from doing it. We would rather lament over state taxes than look up the platform of the man for whom we are about to cast a vote. We don’t know whether he advocates state taxes, uni¬ versal military training, isolationism or the removal of unions. We just haven’t the time to give to such matters. 1 he third is that after electing a man to office, these truly democratic men and women of whom I am speaking, continue to show their interest towards their nominee. They do not give this representative a totally free rein. If there is a bill up for consideration to send oil to Russia or tea to China just for the profit of a few influential men, they instantly take their pens and write their represen ta- 18

Page 21 text:

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

Page 23 text:

tive to oppose it. But these worthy people are few. The unfortunate official most often finds himself with five letters concerning the bill. He is no mind reader, and has no way of telling how his constituents want him to vote. He feels that the people of his district are indifferent, and thus he often votes so that he him¬ self profits. Even though we elect fine men into office, we may destroy their excel¬ lent traits through our neglect. A single democracy such as ours can’t prevent strife with other countries which are monarchal, dictatorial and fascist, yet if we make this country a superb exam¬ ple of a government “of the people, by the people, and for the people,” the common man of the world cannot help but desire a similar way of life. A universe entirely democratic would eliminate any one person from seizing power, and thus banish war. No man wants war, and if the common man ruled the whole world, we would have aeons of peace. Thus, as we take this last quick survey of the world before us on this gradua¬ tion night ere we launch ourselves into the battle itself, we can clearly see that we must observe three essential rules if we are to play our proper role in the part assigned us. We must first, keep abreast of the times; second, use our privilege of voting at all times; third, remain alert to how our representative acts. Today as never before, “Eternal vigilance is the price of liberty.” Let this present generation show to the world our strength by exerting it to its full extent. We shall pass on to our descendants an inheritance of which to be proud. F. Kay O’Keefe Class Oration We Build The Ladder By Which We Climb I T is the strongest desire and pride of every man to reach the peak of success in the work in which he finds most pleasure. Many are misled by the belief that they need not necessarily strive to attain this goal. However, “We Build the Ladder by Which We Climb,” and if it is not built strongly and carefully, it is most apt to collapse. Accomplishment of purpose is attained only step by step, and is a result of long tedious hours of labor. There are many who are capable of winning high stand¬ ings in their profession, but are discouraged because they lack the patience and ambition, the very qualities so necessary for success no matter what the voca¬ tion is. A combination of these qualities made Lincoln, a poor humble boy of unlet¬ tered ancestry living a backwoods life on a farm in Kentucky, the most admired and beloved man in America. Everyone knows of his childhood life in a log cabin with a dirt floor. He was self-educated, possessing only six books at the age of twenty-one. His honesty, loyalty and capability carried him from the work of a clerk in a store, to the practice of law and finally to the leadership of our country. We will never forget his untiring efforts to help humanity. But the unifying elements that fused these virtues into the pattern for success were patience and ambition. In the scientific field we find Thomas Edison, another boy who toiled vigor¬ ously and unceasingly for every step of achievement. He was a train-boy at twelve years of age. He sold newspapers, magazines and fruits, besides starting a laboratory at one end of a smoking car. At fifteen, Edison was already in charge of an office as a telegraph operator. Soon he was working most of the day on experiments. He spent much of his money on books and apparatus, while he was going about in shabby clothes. He used the money earned from some 19