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Page 8 text:
DEDICATION Mr. Chapman is a Wellesley institution. He has stimulated both student and parent to thought and re-examination, sometimes arousing controversy thereby. He has been with us for thirty- eight years, longer than any other member of the faculty. While Wellesley physically expanded, Mr. Chapman made his life ' s work the expansion and enlightenment of his students ' minds. He is a scholar of incredibly broad interests, yet he is far from a pedant. He has a running love affair with life and an amused feud with complacency. His brand of history includes a gour¬ mand ' s appetite for sports and art, for literature and comic strips, for truth and myth, theory and fact. Yet he values supremely the ability to discriminate between conviction and thought, between prejudice and truth. He insists on constant inquiry, himself a ceaseless questioner. He asks much of his students, and gives immeasurably. His attitude as a teacher, and as a person, is well expressed by John Kenneth Galbraith: “. . . While I have challenged some of the solemn myths by which we are bound — and perhaps have not been everywhere kind to the solemn men who propound and perpetuate them — I am willing, at least in principle, to be challenged. " Wellesley High School is being impoverished of an acutely contemporary person and a fine mind. How much his leaving is regretted is inexpressible. We can but be thankful for his having been with us for so long. So thank you, Mr. Chapman. Thank you for being here to dispel our solemnity. Thank you for giving us a glimpse beyond our sometimes shallow sophistication. Thank you for ask¬ ing the questions and smiling instead of answering. We would tell you how we feel but the gift is not ours. The Class of 1965 dedicates to you, Mr. Chapman, its Year¬ book as a token of great respect and affection. To both you and Mrs. Chapman, we truly wish the best of everything and godspeed. 4 u
Page 7 text:
We are strictly American. Our high school years, unlike those of our European counterparts, have meant personal growth instead of commitment, self discovery instead of choosing a career. We have been learning re¬ sponsibility, cooperation and broadening of scope. Now, however, we verge on the moment of testing ourselves. We are the hope and strength of a world at a time of crisis and change. How shall we react? On leaving high school we divert our attention away from ourselves and toward our society. We must not only cope with this transition but profit from it. Though we have been waiting for this moment, though we are exhilarated and impatient, yet are we unsure. Let us take full inventory of our years here. We must look to the soil, the climate, the gardeners of our growth, that we may know ourselves that much better. Let us keep this book as a reminder of the luxury of being allowed to develop carefully and well, with time to become capable and ready for life. This Yearbook is a mirror of that final season of per¬ sonal growing which is our senior year. Here, together never again, we became what we now are and glimpsed that which we shall be.
Page 9 text:
PRINCIPAL’S MESSAGE To The Class of 1965: As you turn the pages of your yearbook, you are reminded of the growth that our school has witnessed over the last few years. Your class, for instance, is the largest class ever to graduate from Wellesley Senior High School. It is, also, very important to remind ourselves that mere quantitative growth does not necessarily mean a similar growth in quality. Only the constant and dedicated work of students and staff can assure such growth in quality both now and in the days to come. Remember always that it is up to every one of you to strive for achievement of the highest quality in each endeavor you undertake. Your parents, teachers, and friends sincerely trust that in your school days you have learned the importance of quality and will display through all your future years an exemplification of the really true values of a well-spent life. Samuel M. Graves Principal 5
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