Windsor Locks High School - Herald Yearbook (Windsor Locks, CT)

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Senior Class Class News Early in October the Senior ClJss start Freshman Dance. The first irlporta scale new financial heights. Tie cla was brought in by Miss Smith’s |oom, The Election Day Food Sale was ield seniors attended the magazine sa We held our Senior Ball on Febura; were served. tfal 1 11 rolling with a highly successful ’’Welcome :ing, the madizine sale, enabled the Senior Class to :ofi»om thl sale was $1723.93. The largest total red Ikriws. Carlfon’s, Mr. Dowd ' s, and Mrs. Sherman’s. magazine drive. Soon afterwards many le juniors were invited. ind during intermission light refreshments In the beginning of June we attended Vir S served by caterers. On June 25 Graduation solemn way to end the year. a linner-dance affair, at which we were le hdld. It was a touching occasion and a 26

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R. U. (College)--Jr. Boys Club 1; Student Council 1; Baseball 1,2, 3,4; Biology Club 2; Latin Club 2. R. V. (College)--Language Club 2,3, Vice Pres. 2,3; Math Club 4; Basketball 1,2,3,4; Baseball 1,2, 3,4; Student Council, 3; Class Vice Pres. 3,4. J. V. (Colleger- Dramatic Club 1; Language Club 2; Literary Club 3, Pres. 3; Math Club 4; Student Council 1,3; National Honor Society 4; Harvard Book Prize 3; Loomis P.C.S.C. 3; National Merit Scholarship Semi- Finalist 4; Oratory Contest Winner 3; Class Pres. 1; HERALD 3,4, Business Board 3, Assoc. Ed. 4; Democracy Contest, 1st prize 4. A. V. (General)--Library Club 1; Homemaking Club 2; Photography Club 3,4. J. W. (General)--Chorus 2; Photography Club 3. D. W. (General)--Chorus 1,2,3,4; Future Teachers’ Club 2; Dramatic Club 4. S. Y. (General)--Dramatic Club 1,2; Chorus 4; Photography Club 4. Audrey Vita Joyce Wilcox ’’Joycee Dagmar Woods ”Dag M Shirley Young ’’Shirr 25

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EDITORIAL Within a year a man, dressed in a suit designed to protect him from explosive pressure changes, strapped into a form-fitting couch to cushion him against the crushing forces of acceleration, surrounded in his tiny chamber by instruments conceived to bring him safely home, will catapult upward at the head of a rocket for more than a hundred miles and then plunge down into the Atlantic Ocean. Who is this man? He is to be chosen from the seven Astronauts, who are now systematically preparing to make history. The Astronauts’ preparation includes centrifuge tests which simulate the acceleration and deceleration strains they must undergo, capsule orientations which teach them the reflexes necessary for existence, and physiology lessons which acquaint them with their bodies’ reactions to these unnatural strains. Within a week a youth dressed in a long robe and a stiff board cap, surrounded by eager or tearful equals, guided by twelve or more years of preparation and advice from parents, teachers, and friends, will step out into the world and begin life as a useful, well-informed, and helpful citizen. Who is this youth? He is one of the many promising American high school graduates. Although an average high school graduate may not have to face pressures of acceleration and decelera¬ tion, he must bear the emotional pressures exerted by employers, fellow workers, fri ends and family. They expect loyalty, respect, co-operation, a sense of responsibility, and initiative--traits which are developed in the home and expanded during the student’s school years. Loyalty--faithful adherence to the principles and people one believes in--is acquired by parents through love and understanding and is further promoted in school through civics and history classes and social functions. In the same way, respect--esteem or honor--must be earned by parents when the child is still pre-school age. When he enters school therefore, a child will be able to show respect to his teacher and schoolmates. Once there is mutual respect in the classroom the learning process will progress more quickly and easily. Co-operation--joint action or undertaking--should be a goal at home and in the schoolroom. A student may learn indirectly the importance of working amenably with a group by observing the agreeable man¬ ner in which his parents handle family problems and the team spirit with which the administration, teachers, and parents cope with school problems. A harmonious environment in the schoolroom influences a student ' s ability to learn with others the significance of the material presented. A sense of responsibility--the condition or quality of being reliable--is further developed throughout the introductory years of a student ' s life by the recurring obligations of home and school. With an increas¬ ing sense of responsibility a wise student will develop initiative--the ability to originate ideas and to ef¬ fect them with diligence--a trait so important in the world today. Initiative begins at an early age when small children paint in watercolors and mold clay animals, it is enhanced by challenging assign¬ ments such as science projects, book reports and writing contests; by activities such as arranging art exhibits and designing bulletin boards; and by extra-curricular enterprises such as school newspapers and dances. As our graduates go out into the world to do their very best, all educators and parents hope that after thes twelve or more years of preparation, they will be thoroughly conditioned in these reflexes” needed for their existence. Although the Astronauts, with only two years of preparation, may shape the world’s fu¬ ture in the next two years, America ' s young graduates will shape the world’s future for many years to come. K. Burke 61 D. Lewis 62 27