Case High School - Chief Yearbook (Swansea, MA)

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Administration Superintendent MR. DONALD F. McCAFFREY TO THE CLASS OF 1965: Your education of the past twelve years has provided you with a sense of responsibility with which you can find a happy, suc¬ cessful life. True happiness can best be achieved by helping others. As you make your way in the days ahead you will see many areas in which you can contribute your talent and leadership, to help solve problems in the local government, charitable organizations, church, and other community service work. Many community aux¬ iliary agencies can utilize your time and effort. Contribute to your own growth by being of service to others. Sincerely, 8

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Contents fr .Laughter, Leisure , and Lunacy ” . . . page 64 Clubs . . . page 71 Advertisements . . . page 123 Sports . . . page 98 7

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MISS HELEN A. REAGAN Principal TO THE CLASS OF 1965: I was pleased to learn that the central theme of the 1965 Y earbook was the development of the ‘whole man.’ Immediately I was reminded of the motto of my own college “Scientia Aucilla Fidei”—“Knowledge is the Handmaid of Faith” and my message to you was unfolded—a plea for the liberal arts. The emphasis placed upon specialization during the last decades was a result of the philosophy that came from the depths of the dark depression years. At that time specialized courses were needed to get a job, to hold a job, and to rise to an executive position. Immediately after World War II and the Korean conflict emphasis was placed on technical skills by military personnel, war industries, and in many research divisions by the government itself. Technical “know-how” was a must. However, the years and intensified investigation have proved that, fine as specialization and technical skills may be, a keen awareness of the value of human relations has replaced mastery of specialized phases of train¬ ing as the all-important requisite for lasting success. Training in any field is inadequate if it becomes too technical at the expense of a basic knowledge and broad grounding in the humanities. Are not these the subjects that help nurture judgments, imagination, and flexibility ? Learning in human thought, human relations, and human communication is more essential to the development of the ‘whole man’ than education confined to a specialized branch of any subject. I believe that the individual with a broad training in the liberal arts is least likely to become en¬ meshed in extreme doctrines. He has the understanding needed in the humanistic approach to world-wide problems. He knows the background of history and is able to interpret current events against this pan¬ orama. The assumption that a broad training in the liberal arts equips one to cope with the hectic pattern of our times is not a personal nor a biased opinion. Recently a representative group of college presidents and vice-presidents made a plea for thinking students to select the humanities as the basis of their future studies. It is my sincere wish that as many of you as are equipped to do so may follow this advice. 9