Wellesley High School - Wellesleyan Yearbook (Wellesley, MA)

Page 9 text:

The beginning of a paragraph in a program of studies book reads: “Your experiences at Wellesley High will allow intellectual, emo¬ tional and aesthetic as well as cul¬ tural growth.” Thus, it becomes very important that a student have a way to ex¬ press his innermost feelings and im¬ pressions of who he is and how the world around him affects his ac¬ tions. These forms of expression can encompass either the arts, mu¬ sic, or physical exertion. Emotional release allows one to follow his own growth and development. Hence, a student can come to terms with any anxiety he might be expe¬ riencing during some of the most turbulent times of his life. 5

Page 8 text:

As we seniors approach the termination of our high school experiences, we find it to be very entertaining to reminisce about our last three years, not only to enjoy these memories, but perhaps also so that we may pass on some of our knowledge to the underclassmen to make their high school life more enjoyable. Our three years were full of new and important experiences, widening our own inde¬ pendence as we approach the full responsibilities that will be encountered when we will enter the “outside world,” full of its experience, challenges and potential . . . So, within the following pages, the readers of this year¬ book will gain a perspective of their environment from those who are about to go on to newer and more challeng¬ ing ones. . . 4

Page 10 text:

Many times, we are much more impressed by the tan¬ gible as opposed to the intangible, the visible as opposed to the invisible. This is true with our growth and devel¬ opment during our high school years. We are usually much more aware of our physical growth than of our psychological growth. However, by maintaining our physical vitality, we also insure and improve our mental prowess. To trace our own physical development, we (males) take physical fit¬ ness tests twice a year to see how much, in fact, we have strengthened our capabilities. The results of these rou¬ tines show us not only our own progress, but how we compare with others. Thus, we undergo many rigorous and elaborate tests, among them: the rope climb, chin- ups, standing broad jump (we use real standing broads, or . . . ), the 600 yard run, and of course last but not least . . . the agility run. Of the last we are sure there are many who wondered whether the instructors were trying to test our agility, improve it, . . . or just question it. 6