Classical High School - Classic Myths Yearbook (Worcester, MA)

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CLASS Mel Applebaum leaves his beret, sunglasses, and megaphone. Ken Kaufman leaves his political post much to the regret of the General Court of Massachusetts. George Ridick and Marc Greenberg leave Mr. Brennan in tears. Julius leaves without having his name pronounced correctly once in three years. Paul Langevin leaves lfinallyl. Rick Stidsen leaves his office after a maximum of two terms. Pat Buckley leaves smiling for a change. Phoebe Brown leaves Mr. Powers. Henry Katz leaves his philosophical sayings. Neil Davis leaves his saddle shoes. Alan Yoffie leaves his voice to any soft-spoken iunior girl. The two Steve Epsteins and Wayne Millers leave their famous middle initials. Ronny Thomashow leaves a job that, if you'll excuse the expression, smells. Sandy Lian leaves her sophisticated ways to any serious iunior. L lContinuedl Alan Liebman leaves his place in the lunch line. Dan Lettic leaves town with the class treasury. Jeff Davis leaves all his Superman comic books. Bob Buckley leaves anything but his comb. Bill Sweeney leaves his brother to carry on the tradition. Bob Eager leaves, as his name in- dicates. Joanie Fierer leaves speechless. Herb Snyder leaves his ties. Carol Morse and Lee Powers leave memorizing the atomic series. I hereby exercise the power vested in me by declaring this document legal and true. Signed, Daniel Cotton, Testator Witnesses: Sally Tooby The Ghost of l963

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CLASS WILL - 1963 l DANIEL COTTON Thirty months plus four have passed since the plebeian group of sophomores with the inconsequential title of the Class of 1963 first entered the hallowed halls of Classical High School. During this time they have struggled to advance gradu- ally from one caste to the next until at last they have attained heir goal. They are now the elite. Their position of grandeur is, how- ever, short-lived, for all empires must eventually fall. The following is a tally of the riches they leave behind. The Class of 1963 leaves its respect for and appreciation of Mr. Couming, Mr. Breen, the faculty, and the office personnel. The Class leaves the guidance de- partment alone. The Class leaves Miss Gilbert five students who can recite all of ll Penseroso and L'Allegro. The Class leaves Mr. Yoffe a bill for one-hundred New York Times. The Class leaves duly inscribed tin cans to catch the raindrops. - The Class leaves gas masks to those whose home rooms are near the chemi- stry lab ---- or the lunchroom. The Class, you see, leaves warning of the assignment of Mr. Koki's term pa- pers, of course. Jane Berol leaves the key to the building to any iunior who arrives at 7:15. The Keeney twins, Dennis and Dave, leave the confusion caused by their great resemblance to each other. Evans Tsoules leaves, asking the chemistry assignment. Mary Reardon and Jean Savage leave their part-time iobs in the office. Joe Magliaro leave his parking space in front of school. Bill Donnelly and John Hakanson leave for Newton Square or for Friendly's. George Megrichian leaves his post outside Room 4 on Fridays to any patient junior. Bart Alfano leaves for the Cape.

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CLASS ORATION ALAN YOFFIE The death of Franklin Delano Roosevelt and the explosion of the first atomic bomb brought Americans in l945 to the startling realization that an era in American history had passed away and that a totally new and challenging age in the evolution of mankind had arrived. We are the children of this Atomic Age. The responsibility for the leadership of the United States and the free world will one day be in our hands. What type of world shall we 'be cal- led upon to lead? What will our responsibili- ties be? How will our world differ from the one that our parents, who had their commencement in the Roosevelt Era, had to face? In l933, when President Roosevelt first took office, one-third of the nation was ill-clothed, ill-housed, and ill-fed. The United States was in the midst of the Great Depression. One out of every four workers, between twelve and fif- teen million men, had lost their iobs. Thousands of people stood in bread lines to get food. For the high school graduate, the future did not look very bright. A college education meant sacrifice. Very few scholarships were available. Jobs were hard to find. There was no unemploy- ment insurance. There was no federal minimum wage. There were few unions to protect iobs and those that did exist had very little influence or power. ln l933, there was no draft and only a small and selective peacetime army. Conditions for the high school graduate did improve as the thirties progressed. lt was not until l94l, however, when the United States en- tered World War ll that economic recovery 'be- came complete. Very few graduates were at home during the war to enioy this new pros- perity. The biggest problem that faces the world today is not economic depression but the threat of total thermonuclear destruction. Our parents had to face the prospect of hunger and jobless- ness upon their graduation from high school, we have to face the prospect of extermination. The fact that we know that the balance of power which now exists between the United States and the Soviet Union is uneasy and that scientists are continually altering this fbalance, makes our iob of taking our place in society that much harder. Our parents, upon their commencement, had to face the problems of the world immediately. The fact that most of us will be going to college and will not have to make this direct confronta- tion with the world does not lessen our obliga- tions. College gives us more time to learn and to mature. When we are graduated from college and begin to accept our responsibilities, more will be expected from us. Today no nation is immune to the political, military, or economic problems of other nations. As the potential leaders of one of the most powerful countries in the world, we, above all others, must work for cooperation and under- standing. A greater need than ever before