Wellesley High School - Wellesleyan Yearbook (Wellesley, MA)

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Many people have observed that Wellesley is not “just another suburb.” This is not to suggest that ours is wholly unique; but it can be differentiated from other communities lumped into the “affluent suburban” cate¬ gory. Why? The town of Wellesley has been in existence for a long period of time, as most American communities’ lives are measured. Mot only do we boast a superior girls’ college, an exceptional business training institute, and several private secondary schools; but a popula¬ tion that is large enough and diversified enough to provide the activities which endow a community with character and spirit. Perhaps the academic character¬ istics and institutions of this town have drawn a par¬ ticular kind of individual to this community, as op¬ posed to the neighboring towns, which are not so aca¬ demically orientated. This collegiate presence, coupled with a historical background, which, when added to the population base, provide the ingredients which pro¬ duce a distinct Wellesley character. Suburbs are generally categorized as “affluent”. How¬ ever, Wellesley is far wealthier than most; as an exam¬ ple, one very reputable business source published na¬ tionally, considers the after-tax income per Wellesley household to average out at approximately $20,000 per annum! If Wellesley is as wealthy as described, couldn’t we envision the youth emerging as spoiled juvenile Babbitts, with materialistic values? Because the people are concerned with many diverting their energies to community, civic, and educational endeavors—and be¬ cause there are Wellesley teachers who deeply care about young people and commit themselves to the pro¬ cess of learning, Wellesley has an active, vocal, and dissenting composite of factions. Most communities re¬ flect a wide range of political and social philosophies— from the town liberals to the town conservatives, with a vast throng who remain silent; disinterested. But, Wellesley seems to have fewer silent souls than other places—whether the issue be water fluoridation, swear¬ ing in a play, an all-night graduation party, or seminar days. As a consequence, because some residents, teachers, and young people attempt to focus on and grapple with the real problems of contemporary society, Wellesley becomes a mini-world, looking inward. The citizens are generally well-educated and successful—they are doers; accumulators. Many of the town activities echo the ag¬ gressive success patterns of its residents. From this conglomeration, emerges the youth of Wellesley, a new generation, unique to the years of the late 1960’s. Why? American offspring of well-to-do parents today form a new social and intellectual aris¬ tocracy. The very process of going to school in order to be accepted into college (and Wellesley High School is a college prep mill, with all of the implied status seek¬ ing associated with it) forces today’s youth to disengage themselves from the humdrum work world of the adult; they don’t need to work for their livelihood—their wealth is an accepted fact of life. Consequently, young people have the time, detachment, and, most important, the initiative to look searchingly at our most revered and previously unquestioned myths, institutions, and value systems. The town of Wellesley may very well be materialistic, insular and provincial. The young person of Wellesley may be over-protected, isolated from reality, a meaning, a self identity that is relevant . . . and our schools? . . . they “kill” some kids . . . because of them, some others regress into a teeny-bop world with all its limitations . . . but, in 1969, it appears that more Wellesley young people are asking the right questions about the world in which they live than ever before. 28

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The Wellesley High School War Stamp Drive Committee—1942. First School Committee Meeting House. Courtesy Wellesley Historical Society first central high school was the red brick building in front of the Phillips School, now used for town offices. The second stood on Kingsbury Street. The present and third high school, built in 1938, was at first named the Gamaliel Bradford Senior High School, after one of our most distinguished citizens. Mr. Bradford grew up in Wellesley but, due to his poor health, he had to be tutored. He became one of the nation’s leading biographers and psychographers. His thirty-one published works of literature were mainly portraits of Ameri¬ can and European men and women. Until recent years the high school retained his name. Wellesley may not have had a very ex¬ citing history (in its development from Indian days), but for a small town it has produced numerous illustrious people. Among them, there has even been a Xobel Peace Prize winner: Emily Greene Bacon of this town shared the 1946 prize with John L. Mott for their long efforts in the cause of international peace. 27

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1969 brought about many innovations in education at Wellesley High. Teachers were shown that students can learn without texts, and that learning must include many different kinds of learning experiences. However, the teacher remains the primary source of education. The following passages comment on the effects of the teacher, the last being of particular relevance to our times: A teacher affects eternity; he can never tell where his influence stops. Henry Brooks Adams Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making. John Milton 29