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

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- I W fact that the student has thoughts, plans, methods and opinions worthy of expression and possesses the poise of one who is more mature. The Blewett junior High School faces the rising sun of progress. It be- longs. Its works are a Warrant for its existence. Charles J. Britton. A Record Breaker's Creed , BELIEVE in Ben Blewett Junior High School as a school that Q welcomes its new pupils with an open heart and makes them feel at homeg that strives to Find their weak points and strong points in order to overcome the weak ones and make the strong ones stronger, thus helping them to become better and more helpful members of Blewett. I therefore believe it is my duty to Blewett to love itg to stand up for its idealsg to respect its morttog to co-operate with its principals, its teachers, its student officers, its student groupsg and last but not least to defend it against all unjust criticism. -- ' aff 1 MISS TIMM.ERHERM'S Junior Life Bookkeepers. 20

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U- ., 'EW'-EN 'wr 3 Y brief stay in St. Louis was delightful in every way. I appre- ggn Q 9 ciated the heartiness of your hospitality. It is a pleasure to add Mfg that of the fifteen or twenty schools I have visited this spring none was more interesting to me than Ben Blewett junior High School. The work being done by your teachers was not only interesting, but, I think, effective. I was especially impressed with the spirit of both pupils and teachers. It is so easy, when teachers are tired, or un- skilled, or undevoted, to nag the sweetness out of English instruction. The only reason why I did not kidnap your teachers and a hundred of your nice boys and girls and carry them with me to New England Was mistrust of my ability to carry the thing through successfully. Q Y Alfred M. Hitchcock, Director of English, Hartford High School, Author of junior English. Blewett Junior High-An Appreciation if ,' 3 HE junior High Idea as evidenced to me through the working of 3 your school stands for: u Q3 Economy of time-In that it bridges, through concentration of subject matter and intellectual energy, the wasteful period of the orthodox grade school, wherein the student marks time be- cause of uncertainty of educational objective and duplication in traditional course of study. Directness of Objective-In that the student develops initiative, judg- ment and power through purposeful clinics in his study of race experience in history, literature, science and industry which through dramatic action makes him a part of this junior Republic. The older order of education developed spectators in citizenship, social science, contests, athletics and industrial arts, but the junior High makes each student a participant in the actual practice machinery of living. It is no far cry from student government, legislative, judicial and exec- 11tive functions as performed in your junior High Congress to the same func- tions in the larger, social, industrial, national life. Your school makes the boys and girls residents of a miniature, social, in- dustrial and political world and habituates them in the practices, industrial life, ethics and patriotic impulses of the future citizen and makes them truly residents of the celestial city of Fine Minds. Freedom of expression: The disciple of mature years may criticize the transfer of discipline from the quiet mental inertia of the older education to responsive dynamic brain and thought reaction that comes from the junior organization, but I consider it a very great virtue-this recognition of the lf!

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- if mem The Blevvett junior High School QEstab1ished 19171. Ben Blewett junior High School strives to recognize and act upon the following simple truths: 1. a. The opening sentence in any reliable recipe for Educated Citizen is, Catch and hold one child. It is futile to plan what one will do by way of educating children, if the majority of children are not going to be on hand when the time comes for imparting the instruction. b. The ends of Democracy are not properly served until at least a major- , ity of children receive instruction throughout that period of their lives in which their ideas of citizenship are crystallizing. BLEWETT KEEPS IN SCHOOL TWICE AS MANY AS WERE RETAINED UNDER THE OLD PLAN. BLEWETT ELIMINATES THE GAP BETWEEN . THE ELEMENTARY SCHOOL AND THE HIGH SCHOOL. 2. The paramount question in the administration of a school is not, How well is the pupil fitted for the school? It is, How well is the school fitted for the pupil? BLEWETT HAS A BROAD AND ELASTIC CURRICULUM, AND, IN ADDITION, SIX DIFFERENT TYPES OF GROUPS. MORE THAN THAT, IF A PUPIL DOES NOT FIT INTO ONE OF THE SIX A SPECIAL PLAN CAN BE MADE. FOR HIM. HIGH SPEED GROUPS FOR REGULAR PUPILS INTERMEDIATEI GROUPS NORMAL SPEED GROUPS RAPID PROMOTION GROUP FOR OVER-AGE PUPILS TRANSFER GROUP FOR SPECIAL CASES IN THE SEVENTH GRADE i ADJUSTMENT GROUP 3. Man has developed his control of the gifts and forces of nature and his systems of producing and accounting for wealth far beyond his c0ntr01 of his own nature. The crying need now is for men and women, not things: Community Citizens: Nation' Citizens: World Citizens. EVERY PUPIL AT BLEWEJTT IS AT ALL TIMES ENGAGED IN THE STUDY AND PRACTICE OF CITIZENSHIP. 4. Citizenship cannot be taught by word of mouth alone. It is vital that there be practice in citizenship. WHEREVER FEASIBLE AND ADVISABLE BLEWETT GIVES THE CHILD AUTHORITY AND RESPONSIBILITY IN THE GOVERNMENT OF THE SCHOOL. THERE ARE THE CORRIDOR OFFICERS, AUDITORIUM OFFICERS, CLASS OFFICERS, GRADE CONGRESSES, BLEWETT B COUNCIL, CABINET. 21 I 1 . I