Chelsea High School - Beacon Yearbook (Chelsea, MA)

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of Nature HS Strange outlandish sounds were often heard by students passing the physics laboratory, one school of thought maintained that it was the creeking of a hid¬ den torture rack. There were many other opinions nut it was later revealed that the noises were produced bv the students of physics who were performing their various experiments on levers, pulleys, horse power, electricity and the like. Under the able direction of Mr. Carl W. Staples, head of the science department and Mr. Aaroh Kipnes, our Biology students were constantly kept busy with the huge quantities of cadaverous subject matter that was continually passing in and out of the school. Through the able and patient guidance of our in¬ structors to whom we are deeply indebted we have managed to acquire a reasonable knowledge of the sciences. Mr. Staples — What makes the wheel go? Mr. Kipnes gets the specimen. What no lecture today?

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The Mysterious Problems Noises may go, and odors may come; i he studies and anxiety of this year are done. 1 he battles ol science we have partiallv won. Hut the problems of life have merely begun. 1 hrough the ages, students throughout the four corners of the earth have studied in countless languages the seemingly in¬ surmountable problems of the noble sciences, physics, chemistry, and biology. We ot the Class ot 1947, much to our surprise and dismay, have failed to solve many (4 the complex puzzles of Mother Nature just as students before us have, ever since a laboratory was erected in the Bellingham High School. At the beginning of what was to be a most eventful year the humble disciples of messieurs, Mr. Mockler and Mr. Cot¬ ter strolled confidently into the various labs with lofty ambitions floating gently through their minds. Reclining in their luxurious arm chairs a strange stench (or should we call it a pungent odor) wafted into their nostrils. Throughout the year, the Pasteurs of the future struggled bravely with the big three of chemistry, lab sheets, experiments, and lectures. Al¬ though we did not succeed in splitting the atom or discovering a new element, we have managed to amuse ourselves. Mr. Mockler — Who’s using ' that laughing ' gas? Mr. Pucko — What does this signify?

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The Disciples Mr. Lowell — Let me see, does x really equal y? Ever since the “good old days when reading, writ¬ ing and “ ’rithmetic” were the big three of any school curriculum, varied in high school a bit with Algebra, French. Latin. Botany and the Arts, arithmetic has retained its importance and success in the program of any high school student, whether he aspires toward higher fields of education or not, whether the “ rith- metic be General Mathematics, Plane Geometry, Algebra 1 and 2, Math. Review, Analytic Geometry, Differential Galcules, Solid Geometry, Trigonometry, or Mechanical Drawing. Mr. O’Brien — It’s as plain as the nose on your face. Mr. Garvey — Who’s supporting - the blackboard? 24