Lexington High School - Lexington Yearbook (Lexington, MA)

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YEARBOOK STAFF 1964 ASSISTANT EDITOR LAYOUT EDITOR HEAD TYPIST ADVISOR Phil Hatfield Laura Wharton Yvonne Westerlund Joe Connolly EDITOR] IN =GHIEE COPY EDITOR PHOTOGRAPHY EDITOR STAFF ARTIST ACADEMICS EDITORS Carolyn Abrams Alan Culler Laraine Shedd John Silvestro Nat Harrison Janet Semonian Audrey Young Mike Rafferty Ancelin Vogt ACTIVITIES EDITORS ATHLETICS EDITORS UNDERCLASS EDITOR SENIOR EDITOR FEATURE EDITOR Nick Humez Joe Kitrosser Stefan Filipowski Frank Hausman Betsy Howard PHOTOGRAPHERS A 2 Dick Gustin Curtiss Priest Jon Siegel TYPISTS j Lawrene Carmier Marilyn Douglas Alita Fishlin Lainy Friedman Susan Gould Nancy Jones Brenda Nickerson Leslie Pendergast BUSINESS STAFF: Christina Knowles, manager; Marie Surmach, assistant man- ager; Wing Chan; Robert Goddard; Lyndon Wilkes. BUSINESS ADVISOR: Ronald Schutt. CREDITS: Portraits and group pictures, Harvard Studios. Photograph “Loneliest Job in the World,” George Tames, New York Times. Editorial “Lexington” and poem “We are young” by Ancelin Vogt. Cover, Peter Zitso, ’44. Drawing of finished building addition, Architects Collaborative. Copy Consultation, Faith Weinstein. Printer, Wm. J. Keller Inc. Evelyn MacWilliams Connie Woodberry Vicky Gates Louise O’Conner Karen J. Smith WRITERS Jaye Adams Gayla Beu | Jim Crisp Paul Donovan Lois Grinnell Daphne Hamilton Carol Heath Steve Hoyle Paula Jorgensen Robin Lafely Jonathan Landau Sue Littlejohn Cathy Lewis Joe Lowry Estelle Manetas Janice Maroney Sue Nickerson Pam Packard Caroline Parks Phyllis Rimmer Cindy Saunderson Judy Schantz Wendy Shrock Bob Shull Becky Thompson Kester Whitney Julie Winter LAYOUT STAFF Jeanne Anderson June Danielson Sonia Friedman Kathy Maguire Helen Pu Judy Van Alstine Irene Wang

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Lexington is.a sprawling ever-growing town of 30,000 people, who have in com- mon only their high economic standing. Lexington is a town of contrasts: a town where poets live next to scientists and professors to plumbers; a town where people’s philosophies and ideas are as different as their occupations. Out of this heterogeneous situation spring the schools and the young people who go to them. The schools because of this become more than institutions for the pursuit of book learning; they become places where all the sharp edges of different backgrounds and antithetical personalities clash together, places of conflict and subsequent growth. Be ey The construction of new buildings this year has especially emphasized the freedom the school gives its students to grow, a freedom which allows each person to develop as he chooses. Here in the high school extremes meet: the experienced, the inexperienced; the serious, the lighthearted; the concerned, the unconcerned; the dreamer, the doer. Here the raw materials are presented; here ideas and values are erected; here the student may find what he wants and use it to build on. Sometimes this construction is slow, imperceptible, difficult. But the freedom to develop is always present. And if the exact goal of development is not always clear, its direction is: the direction toward learning what is important and pursuing it; the direction toward continued growth throughout life.

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