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

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THE CARNATION ...sq 9 THE SAVINGS BANK

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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

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.ggi I0 jg?-U THE CARNATION CHEMISTRY DEPARTMENT p F ERHAPS you have noticed that, as classes of prospective grade school graduates were led about the school on their visit to McKinley, their arrival in the chemistry laboratory was somewhat of a surprise to them. To the great majority it's something new, and perhaps you might hear one little fellow, who you would think was about to begin the fifth grade instead of graduating, say: Say, Jack, l'm gonna take this when I come up here. ln all probability that statement was prompted by curiosity, but if that little fellow goes through two years of high school, his reasons for taking chemistry will be a great deal better than that of mere curiosity. Everyone should have general knowledge of chemistry for at least one reason. That is, to have a better understanding of the everyday things we do and use. Chemistry deals with ele- ments and compoundsg their properties, characteristics, and re- actions. Since everything is made up of various groups of ele- ments or compounds, chemistry deals with everything. As an illustration, let us go through a few of the many things we do or use in which chemistry takes a part. You arise in the morning and go to the basement to start the furnacefire. After the fuel has been inserted, you will strike a match. A chemical reaction takes place. You light the fuel, but do you know what is actually taking place? Master your very first lesson invchem- istry and the question mark will be erased. You go upstairs to wash your hands which become soiled while tending to the fur- nace. Yes, the soap cleans them, but do you know the why of it? Then again, do you know of what soap is made? . How it is made? Chemistry again will answer these questions. You then go to the breakfast table. As you put the sugar into your coffee, do you realize that it is only a compound of carbon and water that is going to give your coffee a pleasing taste? As you eat your toast do you know that the bread in the making went througha chemical reaction? Do you know as the toast was made there was another reaction which gave the toast a sweet taste? So you see, chemistry does play an important part in our everyday lives. Chemistry cannot be taken before the fifth term in high school. Mathematics and physics are not absolutely essential for the study of high school chemistry, but naturally, a person with a knowledge of these subjects is at an advantage. During the first term of chemistry, one studies the funda- mental principles: The elements, their characteristics, properties and reactions. During the second term the study of the elements is continued, especially the metals. Also, more attention is given to compounds formed by these elements. The experiments per- formed are naturally of a more difficult nature than those of the first term. Some organic chemistry is also studied. Third term chemistry is altogether different from that of the first and second terms. Here one is given qualitative analysis. If one really likes chemistry in the first and second terms, he will surely like the third term extremely well. Here one is given a solution, the composition of which is unknown to the embryo chemist. He is given a scheme of analysis and, if this is followed carefully and accurately, the student will find out what elements are present in the unknown solution or salt. The fun of solving cross-word puzzles cannot be compared to the enjoyment re- ceived from chemistry three. I assure you that regardless of what you intend to become in after life, you will never regret having studied chemistry. MICHAEL LEVIN. L .