Winchendon School - Vestigia Yearbook (Winchendon, MA)

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English Is this a dagger which I see before me? shouts Mr. Eriksen as he acts out Macbeth for his English III class. Literature is written to be enjoyed, and unless it is approached from this standpoint, much of its value is lost. To assist the pupil in his appreciation of lit- erature, the English department - headed by Mr. Dillaway - often calls upon visual aids and recordings. Throughout the four years of preparatory school, the pupil is in- troduced to the great literary minds of the world, past and present, with special emphasis being given to the giants in American, English and classical literature. Reading Mrs. Zins works carefully with John O'Don- nell to perfect reading techniques through concentrated individual instruction. Vitally significant to any English department are those classes which stress the importance of reading skills. Comprehension, reading rate, phonetics, creative expression - all the tech- nical phases of the verbal Held - are given close scrutiny in small classes so that students will emerge at the termination of the course with improved standards of performance. Thus, XVinchendon's English staff tirelessly strives to give its pupils both an appreciation of literature and a strong verbal background which are so necessary for adequate college preparation. Twenty-two HUMANITIES ENCOURAGE The value of precise training in English mechanics and fundamentals is pointed out by Mr. Young. By emphasizing vocabulary and grammar, Mr. Young, Mr. Shumway and other members of the English department see to it that their students finish the year with a sound knowledge of the English lan- guage. The teaching of literature helps to de- velop a well-rounded student by introducing him to the literary geniuses of the world. With instruction as varied and as challenging as is offered at Winchendon, boys soon find that English need not be a dreaded subject but something to be enjoyed.

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HEADMASTER STRESSES STUDENT RESPONSIBILITY As each year passes, it becomes very evident that the school is moving ahead very fast. At this time there is no need to review the School's history nor to re-emphasize the good will, the reputation, and fame it has acliieved. I do want to point out again that you, the seniors, graduating from this School have had and will continue to have an important part in its future. Your individual and collective attitude in it and toward it - your best efforts in the various aspects of school life will be reflected in personal achievement which in turn will reflect on the School and all those connected with it. Your responsibilities and obligations do not cease with the acquisition of a diplo- ma. In fact, they become even greater as you proceed into institutions of higher learning. The path of those who follow you into The Winchendon School and later into college is easier because you have done a good job. With best wishes, ?'?f6tSHjfMV R. ROBERT MARR Headmaster A.B. fWilliamsD 3 Coach Varsity Football. 9 5 Tren lfll

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,f-fe CREATIVE EXPRESSION The theory Uhistory is people is taught by Mr. Favreau in his American History class. In order for us to live without mistakes today, we must analyze the mistakes and successes of those who came before us. An appreciation of our American heritage is needed by each student, and this is a basic concept taught by Mr. Anciello, another member of the history staff. Mr. Anciello also teaches Ancient His- tory, the foundation on which a prospective his- torian will build. Yes, history is people, and our history department strives to bring us an understanding of those people who have shaped the course of events. 71 Hzstopf The why and 'ghoww of history supersedes the when', of events in Mr. Zins, class. His- tory, when approached merely as a chrono- logical tabulation of events, is sterile, for it overlooks the vitality inherent in the dynamic evolution of the ages. Here, two seniors - Frank Pompea and Dutch Salmon F- listen attentively while Mr. Zins explains the evo- lution of Modern European History. Wlin- chendon's insistence on small classes enables the instructor to work carefully with each pupil in developing the powers of mature judge- ment and analysis. Thus, events of the day can be viewed in light of historical analysis with greater insight and perspective. nkhinfmm aw- 'uw Latin Caesar came, but here it is Mr. Matthews who sees John Young and Bruce Gasque con- quer Latin. Latin, being the basis of all Ro- mance languages. is necessary and essential for the proper understanding of those tongues which follow in its footsteps. As one of the oldest languages known to man, Latin stirs an interest in the classical studies and is a vital source of knowledge to the history student. Al- though declensions and conjugations in gen- eral seem to plague the average novice. Mr. Matthews helps ease over the rough spots with a personal touch of interest aimed at the young scholar. TIl't'71f-l fllV'1't'