Steinmetz High School - Silver Streak Yearbook (Chicago, IL)

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You have made the years I have spent here very happy.' By 1951, we were especially in need of the talents of our third principal, Mr. Clarence Richardson. In the all-too-brief three years he was permitted to remain with us, fl95l-545, the most thorough and intelligent study of the educational and leadership abilities of our faculty, our need for new teachers, administrators, sponsors, and evaluation of our traditions was made. Respect for scholarship as the foundation from which human progress springs was being established. Mr. Wfalter Herrick, our Assistant Principal with his long Steinmetz experience, was an invaluable team! mate for Mr. Richardson. Those who had served here through our pioneering days and adolescence realized that Steinmetz was now grown-up, and IHLISL assume the more serious and difficult responsibilities that test its maturity in a post-turmoil period. We were fortun- ate indeed to have a courteous, fair-minded, tireless, intelligent faculty and the dignity of the division room teacher as the heart of the school tone which was as nearly ideal in this period through the leadership of Mr. Richardson and Mr. Herrick as it has ever been. The corridors became the orderly trailways of a school going about its daily business, and something of stu- dent co-operation spirit was manifest. Mr. Carl Wfelin came from the classroom at the branch to take Mr. Herrick's place in the attendance office, and boy's coun- seling and activity night supervision as a full-time administrative assistant. Miss Marie Haley was added to the administrative staff in HMA as registrar. Mr. Beck continued as head of the Branch, where he had served since McBride was appointed an elementary principal. Our depleted membership soon made the branch no longer necessary, for a few years. By 1952, Mr. Richardson, with first-hand knowledge of the complex total that is Steinmetz, challenged our freshmen: The school is full of opportunities for you, opportunities to acquire knowledge and skills both interesting and useful, to mingle with hundreds of boys and girls, and to engage in a wide variety of student activities. The extent to which you profit by these opportunities, the extent to which your high school life is rich and satisfying depends largely on you. If you wish to get much out of high school, you must be willing to put a great deal into it. Mr. Richardson's counsel to both teachers and pupils, repeatedly convinced us of his total grasp of the educational process and his vision for the Stein- metz yet to be. He reminded the graduates -june l8, l952: Up to now you have greeted each passing birth- day with pleasure. You have been eager to grow up, to become emancipated from the do's and don't's, the requirements and limitations placed upon you by parents and teachers. It is good that you are eager to assume responsibility, to make your own decisions, and govern your own lives. To think that you can do just as you please without consideration of the effect of your acts upon others, upon your family and friends, later upon your wife, or husband and children, or the community and society in which you live, is one of the misunderstandings you must put away if you would lead a useful, happy life. This, lilll sure, you will do. l'Ve regretted, with Mr. Richardson, that he could not remain with us long enough to see the fruition of some of the improvements begun in his three years. Perhaps we have weathered better, than we might have, the tremendous international and national changes that the last five years have brought to us all in education, had we not recognized fbefore Mr. Clax- ton or Mr. VVilliams became our new leadersj that scholarship in the ability to think not only could, but must, be our major emphasis. Our falling membership and diminishing faculty had reached bottom C2350 average through l95+l455j, and began to increase again since Mr. Claxton became our principal in 1954. Mrs. Elizabeth .leffords was ap- pointed by him to the vacancy in the Adjustment Office, when Miss Boller left Steinmetz. Nile are now 3156 flfebruary ll, l959j pupils and l29 teachers, with our freshmen scattered in two small branches at Sayre freopened in l958j and O. A. Thorpe fl958j. Mr. VVelin, our newest assistant to the principal fl958j, with experience at Sayre, is aiding in the supervision of the branches with Mr. Conlin and Mr. Luebker in charge at each main building. In the late afternoon, he returns to the main building to help Mr. Claxton after 3 p.m. With plaguing problems of teacher short- age, Mr. Claxton has always had the now expert help of Mr. Charles Temple, who has, since I946, made the school programs fthat most difficult of all school jobsj. Big and large Charley Temple is a wonder to us all. Wfe battle, resist, refuse, and finally capitulate, both teachers and pupils, but l1Ot one of us would want anyone else in his place. The best of Charley has flowered with Steinmetz. No matter how he barks, bites, or nudges us into running order each semester, we know that soft heart, and that Charley and Stein- metz are inseparable. Mr. Claxton is our first principal who lives in the school community, and whose previous principalship was very near our district. Our P.T.A. has continued as a unified and active part of our school with his gracious support. The ideal of Steinmetz Beautiful receives his encouragement, and interruption of the class session has been well limited since Mr. Claxton arrived. He knew us better from the outside, and has learned us from within in his own way. The balance between men and women teachers has been improved in the past few years, and several younger teachers have been appointed by Mr. Claxton to sponsor activi- ties. The pupils know their principal is interested in how they behave away from home, and attends their activities. VVill there always be a Steinmetz? Mfe stand at our quarter century cross-roads, with the beginnings of an aroused public opinion that may help to remove some stubborn road blocks that will not only enable us to see ahead more clearly, but to move in the best direction to educate our young people of the second quarter century at Steinmetz. just now, the new group receiving special attention is our group of most able learners in each year. Wle now have 25 classes especially centered on helping these pupils to reach more nearly their maximum of ability. Yale must also kindle in them faith, hope, and courage to undertake the larger tasks. Our more than l5,fJ00 graduates are scattered around the world. They are the young parents of today's school children, some of whom already are with us in high school. That which gives our school continuity and value becomes more complex each year, farther beyond the power of any one of us to write its history completely or accurately. Most of us will agree, however, that in the pioneer days there was a quality of enthusiasm to learn and serve that we do not now have. At present, the pioneering enthusiasm is out of this world and fear driven, but our hope is in our young people, and Steinmetz young people have always re- sponded admirably in a crisis. It is they who will answer the question: lN'ill there always be a Steinmetz? Prepared by Miss Elma Boughton

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