Roosevelt High School - Bwana Yearbook (St Louis, MO)

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Five

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BWHHH FACULTY Armand R. Miller, Principal Maynard M. Hart, Assistant Principal Gertrude Bloclgett, Dean ENGLISH HISTORY AND SOCIAL Anita T. Battle J. H. Castleman Margaret C. Dockery Lucille Eisenhardt Blanche F Ianigan Charity Grace Lidmila A. Nerud Kathleen Nicholson Margaret B. O'Connor W. E. Riley Florence L. Runge Eudora Smith Eva C. Thiesen D. E. Tugel Early G. Tyler Beatrice Wade Helen Whitelaw FOREIGN LANGUAGES Gertrude S. Bennett Eloise Bristol Marian C. Comfort George Lamy De la Roche C. Jos. Eppels Cecilia L. Hospes Rachel R. Lawton Geo. C. Lindsay Bertha Meehan Marie Rothman GYMNASIUM Fo Mimi H. Garesche Walter Lorenzen Ray Reess Marian K. Varian Fred C. Voss Ann O. Watt UI' SCIENCE Sarah A. Connor Gladys L. Craig Lillian Cromer Helen E. Duffett Hannah Harris Flora E. Henke Aagot Hoidahl Edward C. Kammerer Julie Koch J. P. Lenney J. James Lewis Margaret O'Leary Milerna Schlutius Esther R. Simon Ora Willits MATHEMATICS Charles Ammerman Jessie R. Barringer M. A. Comack August Grossman Lyda Long Annabel Remnitz Susannah Williams H. C. Zeis COMMERCIAL SUBJECTS Lee R. Carlson Edna Crowder Edith M. Hewitt R. M. Inbody Edith M. Johnston Hilma C. Peterson S. C. Smith Laura B. Solfronk A. E. Spaulding M. B. Stone Jennie A. Whitbeck ART Louise S. Barbee Anne L. Place Bertha Uhl MANUAL TRAINING Edward F. Card Delbert L. Findley Walter Gammeter Ernest G. Reynolds Peter B. Ruch DOMESTIC SCIENCE Jennie W. Gilmore Meta E. Mier MUSIC Birdie E. Hilb H. B. Maginn OFFICE Bessie M. Carney Eflie C. Ramsay Maude Rule SCIENCE Florence Brown M. S. Brown Clifford Crosby Lou Ewers W. H. Grocott H. S. Katterhenry Bertha Koehler W. A. Ludwig L. M. Parrott Frank P. Rohrer Martin C. Wilson

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BWEHH PLAY UST what man's purpose in this world is has always been a matter of discussion and dispute. Some have declared that he has no defi- nite objectg that man-humanity in general-is merely a moving, surging stream, which, at its best, may cut an impression in the solid rock of time, only to have it filled again by a change of course. Others, more optimistic, maintain that no person has lived in vain. that everyone has had his share, large or small, in bettering the course of humanity. To attempt to settle this controversy of the ages would obviously be absurd. But we can say this much with certainty: that anyone who has lived for himself a happy and healthful life, and has made humanity in the smallest degree happier for his existence, has accomplished a thing which might well be considered at least an important factor in his use to the world. ln order, however, to accomplish this end, four primary phases of exist- ence must be developed. The first is a moral standard by which to-guide our actions. The second is a satisfactory home life in the form of good relations with family and friends. The third is a form of work which gives us means of support and makes us of use to the community. The fourth is a reasonable degree of leisure, which offers us an opportunity for play or recreation in some form or another. Even a casual glance at these points serves to show us that all are impor- tant and that the absence of any one of the first three of these would make that existence incomplete, but that the omission of the last, an opportunity for and means of play, would throw the others entirely out of line. Therefore, since play is of so much importance to a full and useful life, let us consider it in every available light. To begin with, exactly what is play? Anything, any act or means, which produces a sensation of pleasure or joy may properly be classed as play. Hence we see the wide field included in this term. From the pleasure a child gets from shaking his rattle as he lies in his cradle, through the keen enjoy- ment a sportsman gets from watching a game of baseball, to the exquisite joy a lover of fine paintings obtains from merely gazing at a masterpiece, we find the spirit of play in operation. Considering the breadth of the subject, therefore, it is not surprising that many explanations have been offered to make clear the reason why we play. One faction of physiologists declares that we play only when there is an excess of energy-energy over and above the amount we ordinarily need-- which demands to be discharged. For this reason we are said to run and jump and enjoy a game of baseball or a swim, for such forms of play use up this store of energy. The second view is diametrically opposed to this one, since it regards play as an opportunity afforded for the relaxation and recreation of exhausted Six