McKinley High School - Nugget Yearbook (St Louis, MO)

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apsjgi.. T H E Cd R NA TI o N Previous to a century and a half ago, the only means of transportation were the sail boat and what may be termed the pony express. It took days to make a journey of a few miles on land and it required weeks and months to cross the ocean. But science presented a swifter and more convenient form of transportation when, in 1786, John Fitch exhibited the first steamboat in the United States. . However, this invention did not improve the method of land transpor- tation. However, the people were to have another opportunity to marvel at genius, when,ain 1826, the first railroad was put on successful trial. This progress in invention seemed even more marvellous, and all difficulties in transportation and travel seemed to have been solved, but let us go a step farther. In the latter part of the nineteenth century, the world was even more astonished at the production of the automobile. This vehicle, very crude in the beginning, was an object of fear at first, but now is the most common means of travel and has, to some extent, replaced the railroad. But even the automobile is likely to be replaced in time. As another stepping-stone in the improvement of transportation, we have the aeroplane. This machine, though very simple in its infancy, has been vastly developed, until now we have planes which are able to make non-stop flights across the continent, to fly across the ocean, and to attain the terrific speed of two hundred forty-five miles per hour. As a result of the developments in methods of transportation, we have the pony express replaced by the railroad, the sail boat by the steamboat, the steamboat, in its turn, by the great ocean liner, and the railroad, to some extent, by the automobile. What may we expect as a result of the develop- ment of the aeroplane, or what may we expect to replace it? The march of the human mind is slow, but when started on the road to success, there is no limit to its power. 1NELLIE BoswELL what zz Boy From Holland Tlzinkf of Ur Three years ago, my family left Holland to start a new life in America. We decided to come to St. Louis and settled in the Riddick School district. I was placed in the fourth grade. The first week was one of the hardest I have ever experienced in America. The children would not play with me because I could not understand them. But about a month later, I was beginning to understand the language. After living in St. Louis for a few months, we moved to Boston, Massa- chusetts, where I entered the Hfth grade. Instead of taking music and clay- work there, I studied English and Arithmetic in the sixth grade. When ex- amination time came, I passed the test for the sixth grade and at the same time took, and passed, the seventh grade test. Continued on Page 128

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CHEMISTRY IN THE I-IoME --eglzgjgiu qflzemziftry 172 the H ome Let us stop for a moment to consider a few of the myriads of articles which we use daily, in the preparation or discovery of which the chemist plays a more or less important part. , Imagine that there is to be a party given at your home. You arise early in the morning in order to start preparations, but find your mother already engaged in the all important process of cake baking. As she sifts in the flour, you cannot see how it is possible that the chemist has had a hand in its production. But stop. How could the wheat be grown without the aid of a fertilizer? And what is the fertilizer but phosphates prepared or at least purified in the laboratory? After the wheat had been ground, it was bleached by nitrogen peroxide, another product of the chemist's art. Now the baking powder is added. The chemist has prepared the bicarbonate in it from salt, the alum from mineral matter. Even the tin in which the baking powder is purchased is an artificial product prepared by the chemist. When the gas jet is turned on, it belches out a gas made by the chemist from coal. A match is applied, and, as its head is scratched, the phosphorous compound in the head is ignited by the friction, and is kept lighted by some substance which imparts oxygen to it. The heat is now transferred to the stick by means of paraffin. All of these substances are made and the laws governing their action formulated by the chemist. After the cake is put into the oven you go upstairs to dress. The soap you use has been made by the chemist. The guests have arrived and it is now time to take snapshots. The collodion film has been made by the chemist from cotton. After this you adjourn to the dining room. It is gayly lighted by means of electricity, which the chemist has made possible by the discovery of tungsten. After the meal is finished, the phonograph is turned on. The chemist has obtained large quantities ofcarbolic acid, used on this invention for the making ofthe records, from coal. This sounds strange, but is nevertheless true. The day after the party your mother feels slightly rheumatic from yesterday's exertion. She takes sodium salicylate. The natural source of the acid from which this is derived is the wintergreen leaf. If this were, however, the only source of it, the supply would be very limited and the price very high. However, the chemist has found a way to prepare it from coal. So you see from these few illustrations how largely both the necessaries and luxuries of our lives depend upon the chemist. -PHILIP SCHUTZ Trogreff 0 Ifz'vefzz'z'0m Little did our ancestors dream, some century and a half ago, that we of today would be able to sail under the surface of the water. Little did they dream that we would be able to make trans-continental voyages over land and sea. But science will march onward!

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AN INTERVIEW VVITH DR. MANGOLD -igfzjgiu Qin Im'erw'efw 7221712 Dr. Jlfwzgold Isn't it always interesting to go someplace you've never been before? Ch-! Certainly, it must be an interesting place to visit. Then too, we must live in hopes that we are going to meet interesting people. We had often whizzed by the home of the St. Louis Provident Asso- ciation and the Missouri School of Social Economy on Locust Street, but now as we are about to enter the building, we take time to read these words on the corner-stone, The greatest of these is charity. After entering the building a sign informs us that the Missouri School of Social Economy is on the third floor. As time would allow but a hasty glance through open doors along the corridor, a wave of .curiosity sweeps over us-it is inevitable that the place should then become an object of interest. If you have been a member of a class studying under the direction of a leader whose personality has caused dry notes to live because of their pertinence to the wholesome and happy life of everyone in your own city, and are on the way to interview him, you have no qualms-most assuredly it will be interesting. So we have no fears for this interview with Dr. Mangold, the Director of the Missouri School of Social Economy, which is a part of the Missouri University. After exchanging cheerful greetings, we settle down to business. What are the obligations of a High School graduate to his community? we ask Dr. Mangold. In a thoughtful manner he replies. As the High School students and graduates of today will be our leaders in our country of tomorrow, it is their business to make themselves capable of assuming intelligent leadership. Intelligent leadership consists not only in promoting business, but in promoting effective government and in pro- moting our public and social welfare. Every High School student should learn what his own personal obliga- tions to the city and the state and the nation are. He should then attempt to train himself effectively in order to meet those obligations. It is not enough for him to study civics and political economy, and elementary social prob- lems, he must make observations as well. It is not enough to absorb infor- mation from books, he must make observations in the laboratory of experi- ence. The High School student finds practice in doing this by participating in a system of self government. Here we note that McKinley is doing this through its Student Council, our organ of self government, which is also a laboratory in which we must learn to consider the rights of others and control matters pertaining to our school welfare. This is excellent practice in dis- ciplining ourselves to respect the rights and principles of others as well as in maintaining our own principles of right and justice. How may the student continue this after he has left school? we ask. He should cultivate a feeling of responsibility for public welfare. This is not accomplished by carrying business entirely apart from the community interest. A business man should be publicly minded, having the interests of the community as close to heart as those of his family and business. An individual should not cultivate the 'live and work for himself' idea.