Ben Blewett High School - Brochure Yearbook (St Louis, MO)

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amrwreat mem I clue mon lht lommumlx s Im tstmtnl OW and then I have occaslon to talk wlth a ch1ld who has de clared the xntentron to leave school and get a Job That IS the cue for me to make a plea for h1s contlnumg hls educat1on I 15650941 try to pomt out to h1m the advantages whxch w1l1 accrue to h1m through further choollng I wonder sometlmes how smcere my argument sounds for whlle I talk to h1m about what he Wlll gam from more educatlon my m1nd and consclence perslst 1n jumpmg to another thought f fafmvk vii Of course he w1ll profit IH many ways rf he remams and apphes hlmself to h1s task but I can t help thlflklflg that after all by all odds the greatest profit goes to the Clty of St Louxs or to the commumty 1n whxch he IS to take up hls abode Every lgnorant man ln th1s town has xt IH h1m to make trouble tor us all Every thmkmg man has It 1n h1m to be an asset to the commumty Of course there are uneducated people who make the world better by thelr membershlp and there are educated crlmmals There IS the dlffer ence that character makes Perhaps some forms of monarchy would profit by having a c1t1zenry ol lgnorant nar1ow vrsmoned serfs But ln thlS country we have not only the Job of making a l1v1ng but the task of governing ourselves The latter IS much harder than the former It takes more study and thought and more character Our salvatxon in matters of government w1ll come through keep mg chlldren at study durmg the1r youth so that all our boys and glrls may be equxpped wlth ideals and knowledge and sklll ln self government Wl'llCh have been taught them by persons who understand the problem and who have the mterests of the communlty at heart So th1s school 1ntends to keep ltS pupils unt1l it can send them on 1nto further educatlon or at least unt1l the perlod of chlldhood IS past If one of these pupxls does not seem to fit the course of study we are golng to take the pos1t1on that the Creator knew what He was domg when He made the pupll that we human school people who have made the cour e of study are ln error In other words the questlon IS not so much whether the ch1ld lb sultable for the school it IS rath r whether the school IS fit to recelve the ch1ld H H Ryan l ' l ,A . 1 1 - r- w ' 9 4 ll x 7 ' YL' l A C A A K ., tx . . . - .N gr ,, -! . . ,A - -y - B ,Q ' Q? a . . . . . n t. - f, , . . . . - 1' ,17 '-fu :- e,, if V , S . . . V - . - 9 . . , . . ' 9 l - 1 9 ' ' Cr , ' . , . ' 9 7 ,- . v .u 1 Q 1 y -f i Y . 1 l. . p .4 . . , .. . -1

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mama, maj as revealed IH Dlckens boys was far dlfferent from that offered the boys descrxbed by Rlley The Dnkens boy was anythlng but a self starter wh1le the Rxley boy always possessed certam lflltlatlVE whnch IS revealed ln the above lllL1StI'3tlOllS For 1llustrat1on httle Paul Dombeys educatlon was adapted to adult hfe mstead of that of chlldhood Thls novel lb mtended to depnct the prxde and selfishness of old London merchants Old Dombey when l1ttle Paul was but 8 hours and 40 mmutes old sand Dombey and Son would be the name of the firm Old Dombey thought the world was made for th1s new f1rm to trade rn and so Paul was tramed for the hrm Hls mother dxed when he was but a few days old and the father became h1s tutor When just able to talk hls f1rst lessons 1n language and ar1thmet1c by hls father were such e ons as would endeavor to gxve the youngster som 1dea of the purchasmg power of money H1s father would talk to hxm about the great value of money One day l1ttle Paul sald Papa can money do anyth1ng9 and when old Dombey replled Yes l1ttle Paul sald Why dldnt If save Mamma? This set the father to thlnkm to play 1n the sand but she would never perrnlt the l1ttle fellow to ask any questlons One day when he dared to ask her a quest1on she told hmm the tory of a l1ttle boy who was gored to death by a bull for asklng questlons How rephed l1ttle Paul could a bull know that the l1ttle boy asked questlonsu Upon thls the ugly old nur e gave Paul a slap on the head and told him to attend to hxs own buslness Old Dr Bllmber the old professor one day sald to old Dombey who w1shed the professor to deal wlth Paul as an adult Instead of a boy Shall I make a man of your son before he 19 a chxldj Mr Dombey kept pllmg cares upon l1ttle Paul untxl he became old fash1oned and dred very early 1n hfe How could a self starter b p 0 duced under such a system of educat1on9 Thmk for yourselves 1n performmg the tasks ass1gned you by your teachers Meet determlnedly the rebuffs and dnsappolntments as they come to you In your thmkmg before drawmg a concluslon seek the advlce of cxperxenced persons A Self starter IS one who dares to take the mltlatxve m carrymg out convlctmons whlch he has reached through clear thmklng whlch comes as a result of such tramlng as you are recelvmg at un1or Be a Self starter 1n llfe mstead of always wartmg for some leader to turn the crank wh1ch w1ll set you m ITTOIIOU L W Rader I I Y 5 1 Y A YY N Y W rf- 4 'wg I -:tri ' X ' . - ' 9 1 ss . ' ' e ' ' ' hs V! ' Q ' .A ' ' ' 18 Mrs. Pitchin, an ugly old nurse, would take Paul down to the sea shore . A Q , ' ... . 4 . 4. ' 4 S ' , 4 I Q . . . . . H Q 1 . L4 4 4 l L. l L4 y '5 . . . . A ,L - ,, S r -

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mam ff In I tluc ltcd PLISUII HAVE just cleaned out my desk here at school and put things in order I don t often do it I fear you may have noticed that fact l XI think buildings ought to be so constructed that desks could be iff 6 tucked away where they wouldn t show Besides after you clean up your desk and put things away you can t find them' But in one httle drawer I found a piece of paper on which I had copied this sentence from the message to the legislature of Iowa by the governor at that time Mr William L Harding I copied lt a year or so ago because nt expressed so well the ideally educated individual This IS the quotatlon The best conception of an educated person today is one whose mind is trained to enjoy and appreciate the best things of life whose hands are tra1ned to do some useful labor well whose heart is attuned to the noblest impulses and whose patrlotism is grounded on the fundamentals of our form of govern ment IRM 9 Principals superintendents and educators in general are criticised some Scmetimes they themselves feel uncertain hard as they are trying that they are furnishing the best kind that should be provided Some people think that the process of educat1on is not a progressive one that because the father studied Latln and Algebra when he entered high school the son or daughter should do likewise Perhaps the son or daughter should and perhaps not It is worth while occasionally to check up our school life against some defined ideal to see 1f we have any right to expect to attam it What are the best things of l1fe to which Mr Harding refers? It is rather difficult to make a list of them but we know what they are they vary with the mdi vidual but in most cases they may fairly be called best thmgs Are you in your school life learning to enjoy and appreclate these or does your school life seem to make you feel as if you were being driven in a deep trench so deep you can t see out at either side but can see only an almost endless path in front of you some day you will be able to get out when you quit school or graduate If so you are losmg out on one of these aims of education Which kind of training are you now getting in school? Is the school teaching you only theoretical things or practlcal as well? And do you do them just so so or well9 Schools are improving all the t1rr1e in this respect and they will improve a great deal more I think that when the author spoke of hands that are trained he meant to mclude all mdi viduals that are tramed and trained not merely to do work of a D or C grade but rather always of a B or A grade So you have a right to ask yourself whether the school is helping you so that later you may do your work according to the B or A standard, And then have you the strength of character to carry out the noble lm I 0 ,ti ' ' A . A 11 in j x 1 1 I A C I , n c I , - - - . s - . , . , , . 5 YV times because they do not provide the proper type of education for children. Q . V l U 4 . V 4 . - . v . H . ,, , . . ' . I . U . ,, n , 1 . - . ,. . . . . ' Q ' l ' If u U ss vv , Q it as It vs ' 4 , . ' nt 'Y tr 91 1 1