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

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THE CARNATION .-,ggi 7 IVIcKlNLEY HIGH SCHOOL

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...gf 6 jg... THE 0.41-:NATION AN APPRECIATION li ', if ITHOUT wishing to become sentimental, l believe that it is not out of place for me to state that, as a faculty, we are decidedly a happy family. Smiles and kind words for one another are certainly the rule. Personally, l have ample reason to value most highly the loyalty and kindly attitude of the teachers. l do not believe that one could get together a group of sixty persons who would be more willing to serve whenever help is needed or who would be a better example of co-operation and team-work. In a big school like ours there is a vast amount of work to be done outside of the regular teaching and, while the principal cannot escape responsibility to his superiors for the success of all of it, it is a wonderful thing to have willing and capable teachers who possess the initiative and dependability needed for assuming charge of the various phases of the work. Thus, one is moderator of the Student Council as a whole, others of the various standing committees, still others of the societies or clubsg others have charge of the library, the Carnation, the Crimson, the funds of student organizations, the Savings Bank, the making of the school program, the examination of pupils from outside schools, the advisory groups, the senior classes, graduation credits, tardiness, books, supplies, the coaching of plays and entertainments, office work, assisting in the conduct of athletics, debating, study rooms, making graphs of teacher's grades, supervision of dances, etc.- it is difficult to even enumerate them all. lt goes without saying that all of this work requires a large amount of time and energy and unselfish devotion. Teaching itself is considerable of a nervous strain, and it would be much easier to rest during a vacant period and to leave school promptly at dismissal. lt may be truly said that all of these responsibilities are a part of our job, but it surely is gratifying to have the assign- ments taken so willingly and cheerfully and performed so faith- fully. ARMAND R. MILLER. y Bic BUSINESS fi , E are engaged in the greatest of business enterprises and our capital is unlimited. Even in the early days of recorded events it was recognized that the foundation of every State was the education of its youth. The history of any individual or nation must be a sad one and a failure if at any time the training of the mind or spirit ceases to receive adequate attention. And this training should continue throughout life. Personally, I am feeling more and more the responsibility that rests upon my shoulders as one who endeavors to contribute his share-however slight-to the education of boys and girls who will some day assist in directing the thought and destinies of this country. Of late years there has been a change in the emphasis placed upon the chief objective of our work. For too long a period those most interested stressed the imparting of mere information and the amassing of facts-preparatory to the living of a life at some time inthe future. Now we are realizing that our most important duty is to develop right attitudes toward efficient and worth-while citizenship for the ever-present. No longer is the bookworm or winner of prizes, scholarships and high grades rec- ognized as a fully educated person unless he has other qualities of mind and heart which will contribute to the main purpose in life. This statement must not be construed as belittling the value of knowledge on its own account or gained from books. Far from it! Never before has there been need for a proper perspec- tive of the present in the light of the accumulated knowledge and wisdom of the past. We must hold fast to the good and ever keep an open mind for the truth, as we may see it from every angle. Those who are busy in the task of cultivating the head, hand and heart of the youthful citizenship of the land at the most plastic and impressionable time of life are surely engaged in very real and very great business. And this is our task. We are, then, a privileged class. M, M. H.

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...gf 8135- THE CARNATIQN THE SAVINGS BANK URING the autumn of I92l the Student Council took steps to organize a bank. After some discussion a deci- sion was reached and Mr. Miller asked one of the teachers to take charge of the work and perfect an or- ganization. A constitution and set of by-laws were adopted. The constitution provides for a Board of Directors con- sisting of nine members, seven of whom are elected by, the Student Council from among the students, the other two being the Principal and the teacher selected by the Principal to take charge. The powers and duties of the Board of Directors are very similar to those of any bankg that is, to decide on questions of general policy. The teacher in charge, who is the Cashier, has charge of the daily routine, and selects the clerical force, which, for the most part, is changed every school term. A regu- lar set of accounts is kept and a daily balance is obtained just the same as in any bank, and the same degree of accuracy is required. The banking office is in 218 and business hours are from 8:15 to 8:45 a. m. and from 2:45 to 3:00 p. m. All the funds except a necessary cash reserve are invested in Liberty Bonds and U. S. Treasury Certificates. The pupils at McKinley are taking a very decided interest in the idea of saving. This is shown by the fact that with a school population of less than l,500 there are over 1,000 actual accounts on the books. Many of the pupils begin to save during their first year in school, so as to have money to meet necessary graduating expenses. Others save for any emergency that may arise. Some of the pupils use the school bank as a feeder to an account in some of the regular city banks. They deposit in the school bank in small amounts, such as the larger bank would not like to accept, and when their account amounts to enough, S l 0.00 or more, they withdraw from the school bank and deposit in the larger bank. lt not infrequently happens that some of the pupils who have been saving systematically find themselves confronted with some emergency which requires the use of more money than they have at hand at the moment. They then understand the value of hav- ing something in reserve when they can come to the school bank and get what they have saved in a time of prosperity to meet the emergency which has arisen. Many instances of this kind may be cited. ln one case a girl wanted a new dress. She could come to the school bank and get enough money to supply the want, money that had been saved in small amounts. ln another case a boy needed a new pair of handlebars for his bicycle. He could come to the school bank and get enough money to supply this need beca-use he had been systematically saving the dimes and nickels which had come into his possession. Another boy found himself wanting a new suit. His account at the school bank supplied the funds to satisfy his desire. ln addition to the practical benefits that the systematic de- positor may receive there is the benefit of the formation of one of the most helpful habits that may be formed--the habit of thrift-to save something during early life to protect against ad- versity that may come with more advanced years. BOARD OF DIRECTORS. BY BARBARA MILLER. K 4