WILMINGTON, Mass.—If the United State postal authorities ever get to mint a postage stamp commemorating the Armenian Genocide centennial in 2015, much of the credit could very well go to a small class of world history students at Wilmington High.
Two dozen of them are lobbying feverishly to get such a commemorative issued by designing their own illustrations and forwarding them with essays to Postmaster General John E. Potter in Washington, D.C.
The students belong to a class called “Facing History and Ourselves,” taught by human rights activists Lisa Joy Desberg and Maura Tucker.
The idea stemmed from presentations made by members of the Merrimack Valley Armenian Genocide Curriculum Committee, and chaired by Dro Kanayan, over the past four years.
“To get this kind of a response from non-Armenian students is overwhelming,” said Kanayan. “The essays were well written and the illustrations serve as an effective complement. If anything, they’ll get their share of notice. The Wilmington curriculum serves as a model for other schools we’ve visited in trying to educate the student population about the Armenian Genocide. These kids truly extended themselves.”
One illustration came with Armenian lettering, translating the words “memory, love, and pride” over a red, blue, and orange motif.
“We need to recognize the struggle of the Armenian American population,” wrote Victoria Beck, who researched the Armenian alphabet to promote her design. “Considering we have Armenians living in our country, the least we can do is have a postage stamp to show that we didn’t forget. It’s a small gesture to remember Armenian history and show this country that we didn’t neglect their past.”
Courtney Cavanaugh superimposed an outline of Historic Armenia (Turkey) over the Armenian tricolor showing victims that fell in the 1915-23 carnage with the words: “Armenia—Land of the Forgotten.” An added inscription noted: “How long will it be before we see them as people?”
“Genocide is defined as a deliberate and systematic destruction of an ethnic group,” writes Cavanaugh. “Clearly, the mass killing of the Armenian people falls under this definition. How long will it be before the United States erases its skepticism and recognizes this genocide?”
A design showing victims marching through the Syrian desert with a remembrance motif and flag was the brainchild of Erika Johnson. For added measure, she included a sketch of the sun peaking through the peaks of Mount Ararat as a symbol of hope, the dawn of a new era.
“After what this poor race experienced, there are people today who refuse to call this tragedy a genocide,” writes Johnson. “A postage stamp would bring some closure to such an atrocity. The Armenian race deserves our respect toward this tragic event in world history.”
Footprints in the sands of Der Zor with the tricolor waving about and the words “Never Forget” was Mary To’s example of how a stamp should be modeled. She told about deportation, hunger, and unspeakable torture that befell the population during its death march.
“Other horrific events such as the Jewish Holocaust have been acknowledged by millions,” writes Kayla Dankese, who illustrated people holding hands across Armenia. “There have been a myriad of monuments erected and other postage stamps commemorating ethnic brutality. Such a genocide stamp would be a memorial tribute to a martyred nation as well as those who survived and immigrated to this country.”
What motivated the students had to be their instruction. As for the ideas, they appeared to be charged by vivid imagination and a kinship toward human rights and unity.
“When we talk of significant numbers being annihilated, it’s wholesale slaughter,” emphasized Stephanie Barczak. “But each separate life must be recognized. Can we really put ourselves in the shoes of the victims and imagine the fear they experienced? It is up to us to give the dead a voice—to speak up, make noise, and get results.”
Some sketches depicted a religious symbol. Others showed families hand-in-hand. One by Jon Stratovy unleashed a skull and crossbones erupting in volcanic lava with this message: “Light will shine through the darkest night and the blackest heart.”
Maye Randell’s illustration showed Yerevan’s Genocide Memorial, Dzidzernagapert, with its eternal flame, surrounded by flowers on April 24th against a blue sky. Another by Christine Connelly depicts a mother with a baby strapped to her back and another child in hand making her way across the desert sands.
“Although the mother is aware death is upon her and her hopeless children, faith lets them live the moment,” writes Connelly. “She sees the spark beyond the mountains and no matter what, her country of Armenia will forever be in her heart.”
In each example, the Armenian tricolor was prominently displayed with the inscription. “Denial is killing twice,” believes Hannah Judkins.
As for Mathew Prochorski, he resorted to a psychological approach in getting his idea adopted. The illustration showed a Turkish bayonet piercing an Armenian cross with the notation: “Remember 1915-1923.” Simple but effective.
Each facsimile would qualify for a postage stamp. Where the project goes from here is up to the government. The Armenian community has made a feverish pitch in the past to no avail. But youth represent a powerful voice and in the case of these Wilmington students, it speaks with conviction.
At a time when much of today’s youth is given a bum rap, here are a couple dozen teenagers bent on making an impact with genocide recognition. Teachers Desberg and Tucker have created such a popular curriculum at the school, students are waiting to become enrolled to make a difference in society.
Members of the genocide curriculum have been appearing there annually to address the students since 2008. As an added inducement, a panel discussion on human rights is also offered, featuring representatives from other martyred countries like Israel, Cambodia, and Rwanda, and Bosnia.
Aside from the public schools along the North Shore of Boston, efforts are being made to approach parochial schools and the private sector. More than a dozen schools have complied.
An earlier exercise had the Wilmington students writing their Congressmen and Senators calling for passage of the genocide resolution.
The genocide presentations are also laden with talks on community life, history, stories of President Calvin Coolidge’s orphan rug, current events, Armenia today, and ways to prevent genocide locally and globally. A video presentation offers a graphic look at genocide and those who fought the battle. Examples of Armenian artifacts are also shown.
In most cases, very little if nothing is known about the Armenian Genocide or written in textbooks. Committee members are acting as emissaries in promoting knowledge, generating good press in local papers, and creating awareness with administrators and teachers. One class in Haverhill was aimed directly at faculty.
“Those who learn of the Armenian Genocide are not only sympathetic to the cause, they want to do something about it,” says Desberg, pointing to her students. “They want to be heard, create a better environment, promote justice, and foster recognition. It’s a clear voice, sincere and effective, especially when it comes from the next generation.”
What are the odds one of these illustrations will become transcended into a commemorative stamp?
“If enough people speak out, affirmative action could result,” she added. “Perhaps it’s under consideration now. The occasion certainly warrants it. If anything, we’re educating our students on a very important component in world history.”
Tom Vartabedian
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