Wellesley High School - Wellesleyan Yearbook (Wellesley, MA)

Page 11 text:

JOHN B. CHAFFEE SUPERINTENDENT OF SCHOOLS RETIRES Mr. John B. Chaffee became the superintendent of schools in Wellesley in 1954, several years before many of the students now attending Wellesley schools began their education. And now, as the present Senior class awaits its landmark graduation—the hundredth in our history—it seems we are marking more than one mile¬ stone in Wellesley educational history, for this year, 1969, is the last year in Mr. Chaffee’s career of edu¬ cational service in this community. The quality of Mr. Chaffee’s contribution and the fact that so many owe their fine education to him, moves us to thank him and to recall some of the many contributions that he has made to us in the past fourteen years. As we look back, we see that Mr. Chaffee has been the one ever-present factor that has moved this school system through a continuing cycle of re-evaluation and improvement. The quality of the Wellesley School System has been elevated—and that elevation of quality has been constant. It is a well-accepted and much repeated theory that the orbiting of Sputnik by the Soviet Union in 1957, shocked America out of its intellectual com¬ placency and resulted in a new realization of the need for an improved system of public education. Under the direction of Mr. Chaffee, Wellesley schools have excelled in the planning and adoption of programs designed to afford the greatest possible benefit to the future citizen. Because of increase enrollment, these additions have been made to the Senior High School. Similar expan¬ sion programs have been conducted at the Junior High School and at various elementary schools. The excel¬ lence cf the physical facilities provides an environment which is more conducive to learning. Curriculum changes, of which the “new math”, the expanded Social Science Department, and the diversification of physical science offerings are but a few examples, keep Wellesley education in step with the growth of American society and its technology. Of tremendous importance to Wellesley youth has been the emergence in the past decade of the Guidance Departments in the Junior and Senior High Schools. When Mr. Chaffee came here in 1954, there were two part-time counsellors at the High School, and none at the Junior High. As he leaves us in 1969, he leaves an organization of six full-time professional guidance counsellors at each school. A similar growth has occured in the adoption of new reading programs and classes for the mentally retarded. From the first day of elementary school to the last year of high school, special emphasis has been placed on the development of reading skills and language comprehension. The fundamental importance of these communication skills necessitates that all students master them. Mr. Chaffee has seen that Wellesley students do have this opportunity. Another important factor of innovative education is the internship program Wellesley established with Northeastern, Harvard, and Boston College. Conse¬ quently, many stimulating people train in the Wellesley Public Schools each year. Several now teach in our schools, and their ideas concerning teaching methods and subject matter have been judiciously incorporated into the Wellesley School System. As we look at this partial list of Mr. Chaffee’s ac¬ complishments as Superintendent of Wellesley Schools during the past fourteen years, we cannot help but be impressed anew by his dedication and farsighted leadership. We are sorry to see Mr. Chaffee leave, but we wish him well in future endeavors and remind him that he has the enduring gratitude and affection of the Wellesley residents. 7

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REFLECTIONS MR. D’ANIELLO I am most pleased tc express my feelings and im¬ pressions about Wellesley Senior High School. I have been most fortunate in having the opportunity to serve the Wellesley community for twelve years. The time spent as a teacher, department head and assistant principal were the most challenging and satisfying of my professional career. I have always been accorded the highest respect from my students and fellow-teachers. The challenge, excitement and satisfaction of my work in Wellesley so stimulated me that I looked forward to each new day, with happy expectation. The interest, co-operation and participation of my students inspired me to apply all of my energy toward the formation of a varied and stimulating educational environment. I can sincerely state that I had never worked in such a fine academic community as that of Wellesley. As the years went by, and I advanced from class¬ room teacher to department head to assistant principal, I saw many changes take place in the areas of cur¬ riculum, methodology and instruction. Wellesley High School curriculum includes over two hundred courses. £r The curriculum expansion over the years has been most impressive, however, I do feel continued progress is necessary in the are as of English, Industrial Arts, Homemaking and Health. Equally impressive are the changes in methodology and instruction. One has simply to make a tour of the building and he will become aware of the many and varied activities taking place-lectures, films, discussions, laboratory work, seminars, demonstrations, etc. Whenever I was sad¬ dened by the problems of my office as an assistant principal, I would visit the academic areas. Once out of my office, my faith and aspirations were fully restored. Many fine things are happening in classrooms and laboratories; education is exciting and enhancing. It is not as bad as our critics state. Although I must rank Wellesley Senior High School as one of the better schools I have worked in—there is still much work to be accomplished. A significant need exists for an expanded faculty. More room is needed for Art, Industrial Arts, Mathematics, and the Library. I am now involved with another faculty, student body and facility. I am enjoying my principalship. I often think of Wellesley and the friends, challenges, and accomplishments. I miss not being a part of such a fine endeavor. I have confidence that Wellesley will continue to progress under new leadership and I shall follow that progress with affectionate concern. I am grateful for the many benefits I have enjoyed in my professional life, a significant one having been my role in the Wellesley Academic Community.

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FREDERICK E. TED” STEEVES September 30, 1968 will long be remembered as the ' ‘parting of the ways” of the man who never could say NO to a student or faculty member, a man who never said anything derogatory about anyone, and a man who loved living just to be of assistance to anyone. “Ted” Steeves, as he was so affectionately known, built his department around the thought—‘Something in athletics for everyone”. He had more sport teams than any other Bay State School. His Physical Education program, second to none, has been copied by many communities. Of all his innovations, his gymnastic shows must be classed as his ultimate. He was so highly respected in this field that he was awarded the National Helms Foundation Award for Gymnastics, one of three recipients in all New England. We of W.H.S. in 1969 feel privileged to have known Mr. Steeves and our only regret is that future classes will not have the same opportunity of such a fine association. —Harold Hines