Chelsea High School - Beacon Yearbook (Chelsea, MA)

Page 28 text:

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

Page 27 text:

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?

Page 29 text:

4 of Socrates Not all students of Chelsea High have become acquainted with all of these imposing characters in the field of mathematics. However, they were originally all components in a course ot the Bellingham 1 ligh School that fitted out a senior boy for M. I. T. (The dream of every potential young mathematical genius!) I hrough the years the course has been markably expanded to be of use in many professions. Mathematics as it stands in the high schools today and as it is typically represented by the course given at Chelsea High School, is, in any or all of its various forms, a necessary and beneficial factor in a well devel¬ oped preparatory school background. The expert teaching of mathematics by the members of this department, besides enlightening and instructing a student in the heretofore dark and mysterious secrets of Solid Geometry or “frig” helps more than in any other subject to create and develop the powers ot quick, clear and logical thinking, a major factor in determining one’s success in later life. 25