Wellesley High School - Wellesleyan Yearbook (Wellesley, MA)

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23 Pat Rosenfield, Brooks Goddard, Ralph Griffin, Dennis McCormick, Jeanie Goddard.

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English “Lost in his books” (Mr. Griffin) “The true intellect” (Mr. McCormick) The English Department, one of the largest in the school, as English is a requirement, consists of fourteen teachers, three of whom are part-time. The department of¬ fers a large and varied selection of writing, literature, and skills in electives. The sophomore program is American Literature, and Juniors and Seniors attend electives. Class sizes vary ac-cording to popularity and students’ schedul¬ ing, but the basic class-size guideline is twenty-one students. The reduction of staff and consolidation of offer¬ ings is caused not only by Pro position 2 ' h, but also by declining enrollment. Both journalism and yearbook will not be offered next year, illustrating the trend in minimizing course offerings. The head of the department, Mr. Brooks Goddard, speaks highly of the teachers under his direction. He asserts, “Our versatility is the best aspect, virtually every member of the department could teach any course, and another is their willingness to accept the challenge. ' ’ Mrs. Ress and Mrs. Bretholz Brookes Goddard

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Foreign Language This year, seventy percent of the student body par¬ ticipated in Wellesley High School’s excellent language pro¬ gram. The department offers courses in French, Spanish, German, Latin, and a minor in Ancient Greek. They also sponsor several cultural exchange programs with foreign countries. Mr. Caefer, the head of the department since 1961, said that despite the setback of language, teachers from 10.4 to 9.4 this year, “Wellesley still has a fine reputa¬ tion of language across the country and at universities. Mr. Caefer also expressed the hope that the use of high technology in the form of video tapes and computers would be increased in the language laboratory to maximize the effi¬ ciency of the department. The department has already introduced the use of video tapes to help the students gain experience in the actual use of a language. For example, students produced commercials in their foreign language, then replayed and watched the pro¬ ductions. This innovative project provided impetus for the students to explore the application of what they had learned in the classroom. 24 is that REALLY milk? (Mr Esposito Katy Howard-Johnson. Katy Jones. David Kezer)