Wellesley High School - Wellesleyan Yearbook (Wellesley, MA)

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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

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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 FACT LTV Through the years which follow after graduation . one of our he.it nieniun, , of the associations with the group of fine men and women who constitute unr in We have not spent three years with them in the close contact which schtnd sitates without becoming fully cicurc of the debt irhich we owe to them 7” been not only helpful, but encouraging, not only patient . but under tandnn; V come to look upon them as friend as well as in. tractors, and ice def pin up ' - . interest shown by them in all of our school ait in tics. Therefore, we. ) » the class of 1932. wish to express our most heartfelt gratitude n r a faculty , for having made our life iti Wellesleu Senior High School « rn • careers.—one to be remembered throughout nnr later lives. AH H- 1 U | Bi , 30