Brimmer and May School - Yearbook (Chestnut Hill, MA)

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1am, ,68 WA...- ....s.., Built from a plain. A lonely plain, An ordinary plain Of grass and weeds. Some stones in dirt Removed by shovels And other machines. Bricks and liquids And wood and steel All put together In the form of buildings. Now a place No longer lonely, No longer empty, But tilled with people. And they are happy. and they are content With what their lives Have come to be. But then one day The town is silent; A stranger walks the streets. The atmosphere Changes: Nothing remains the same. Now there is fear. Fighting and death: Skies are black. Bullets screech- Blood and bodies 1n the roads. A cry is heard. And thene An empty place. A lonely plain. An ordinary plain Of grass and weeds. Mary Olian. '70 God is me But I am not God. We are together And yet apart; We are one But we are two: I am I And you are you. He is in the world. Yet not of it. The world is in Him. But He is above it. He is the mosti Yet cares for the least. Father to man. Creator of beast. Fountain of love. Source of pttin. He made the dote And fashioned Cain. God gate us sorrow. Yet God gave us tears. In God is our hope: In Him is our trust. With Him will we triumph: We know that we must. Jo Amy Rothmun. '69 Papers of propaganda Mingle ttith the lilth. Stenching. slottly encircling Worn cobblestones Of a forgotten limit. A mourning Mud. Curry in; ;m as Lost nienmriCseliwsea As piercing, cries 0t sitting children Slip solemnly ilwhmugh broken doors, Charred and crippled. The taste of death Lingers on cxcry comer Choking the air, Trying to reach sunimrs. A child ulunc Wanders uimlcssly. l'iupcless and forgotten. Tears of tincunsolcd summ, Streaming down his cheeks, Hear :mus dirt and blood Crusted on his face. A frightened dug Whincs. bewildered, At his nmstcr's side. How can this child, So alone, lost. and confused, L'ndcrstund this honor. This Useless destruction Of lites and land and lose? He mindcrs on amidst death. l-iorcxcr lost in a hell of Maxim- Memories of bodies t'ruclly. blown apart, Walls 0! his brothers And painful cries of lost soulsw iiorcxcr inhaling The smell of death. l:hnor Humhaln. '68 K Mg. E.F.H.

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THE MINDIS OWN RIGHT The bars made shadows across the orange and yellow spotted mass of nine-by-nine carpet. The walls were covered with a faded Victo- rian wallpaper. In the center of the back wall was a framed embroi- dery, reading itHome Sweet Home? There was a cushion in the corner; other than that, the room was bare of furniture. This room seemed to exist in no definite space: a Hoor and a ceiling, but nothing above or below them. In fact, although one wall was not a real one, it seemed to contain her. Her view through the opening was limited to a few yards only. iiHerii was a girl of about hfteen. She stood passively inside the room, apparently wanting to go out, yet she did not clutch the bars of the partial wall. She appeared to need understanding and expected someone to approach her. Someone did; it was a shadow, but it had a stern look. It carried a newspaper and walked up and down in front'of the room. periodi- cally giving orders; then passed out of sight. The girl silently hated this figure. Next, another shadow, looking like the girl, threw money and food at her. Silently, she pleaded with it to no avail. Still another appeared, this time one with four legs. It jumped up and down, licked the girPs face, then vanishcd-a figure which the captive wanted to hug. Last came a group of shadows who danced and played games, then disappeared. Upon seeing this group, the girl went into hysterical and convulsive crying. She shouted out various names, but no one responded. Suddenly, all the hgures began to rotate in front of her. The girl rushed to the bars and screamed at the first shadow. Again came the shadow which threw money and food; she subdued her crying to a lament, but the shadow passed on. The four-legged figure reappeared, tossing a rag. She reached out, and for half a second, the form seemed to respondabut no, it played on. The girl cried pathetically, but none of the revolving shadows seemed to notice her frantic gestures. 3k at! :1: Dawn came; the girl seemed to remember something. iiOh, yesa that, she thought with loathing. She quickly slipped into slacks and a sweater, quietly descended the seemingly endless stairs, and with- out looking back. she walked out. Rebbeca Miller, 68 Crabs, seeking solitude In forgotten footprints of sand, Desolate, searching, pondering, Oblivious to all. A lone seagull mourns Over a crippled sandollar. High above, a god , Peeks through a cloud, Laughing at, mocking Neptune,s lost children. . Elinor Burnham, ,68

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THE ROLE OF APES IN SCIENCE AN EXCERPT FROM A LONGER PAPER Human beings have always been curious about apes. The long-recognized faet that the ape lS Itthe closest animal to man physically, intellectually, and sociallyii1 has probably inhuenced man to discover more about these primates. Even the Latin poet, Ennius t239-169 B.C.l realized fearfully our close relationship: ttSimia quam similis turpissima bestia nobisb CIA nasty beast is the Slmlan; how dreadfully like is he to manXU2 In recent years, men have been just as fascinated by the similarities between apes and human beings. Scientists have decided to take advantage of such a close relationship by tumlng to thelr evolutionary cousins for research in the fields of space biology and of psychology. Ever since man began preparing for an entry into space, he has used apes as a main source of experimental knowledge. At first, scientists sent fleas and other small organisms into space and returned them for observation; then investigators realized a need for experiments on an animal more like the human being. Dr. James P. Henry, supervisor of the primate division at Holloman Air Force Base in New Mexico, devised ways of sending monkeys into space. He realized that a pressurized capsule was necessary for successful space flight. At Iirst Dr. Henry sent rhesus mon- keys up in V-2 rockets, but some of the flights failed because of cramped quarters and faulty recoveries. After improvements had been made, however, other flights were successful. Finally, Dr. Henry concluded that provided proper escape-capsules were used and acceleration pressures and temperatures kept within bounds, there was no biological hindrance to manned space hight. Later, in the 19505, apes became important to space research when Captain John Paul Stapp performed about ninety experiments, with human beings and apes, on impact survival. Stapp was concerned with the effects of the quick stop at re-entry after top traveling speed. These Itsled runstl proved that the human body can survive the gravity-impact forces of a space shot. In 1957, the laboratory at Holloman Air Force Base supplied chimpanzees for a hypothetical reLCntry experi- ment. Although some of the chimpanzees were injured internally, scientists could then remedy the situation by improving space suits and capsules and by adding chin rests and contour seats. Another important project at Holloman was the investigation of the effects of atmospheric pressures on the mind and body. Scientists tested the behavior of chimpanzees in conditions of extreme cold, heat, and weightlessness, and in partial vacuums. Aiming to prove that man can stand a leak in a capsule, scientists exposed one chimpanzee to two minutes of total vacuum, and the chimp survived. Finally, in 1961, scientists at Cape Canaveral sent the chimpanzee Ham on a sub-orbital flight. They monitored Hanfs body functions throughout the whole Hight by means of a complex system of Wires, while the chimpanzee traveled on a contour couch and wore a pressure suit-as human astronauts were to do later. Ham and his ape predecessors had helped pave the way for successful manned space flight. In addition to determining the physical abilities of apes, scientists are also trying to discover their exact mentality. A Moscow psychologist has found they can understand some complex forms of communication, such as human facial expressions; yet they cannot understand other complexities.