Yeatman High School - Yeatman Life Yearbook (St Louis, MO)

Page 25 text:

ACULT Y HIGH SCHOOL F A MA YEAT P

Page 24 text:

O Twenty YEATMAN HIGH SCHOOL FACULTY MR. XVILBUR X. FULLER, Principal MR. IALBERT H. IHUNTINGTON, Assistant Prineipal Lorreta C. Amend Margaret M. Amend Isabel M. Andrews Daniel L. Baker Ben H. Barr Louis A. Bell William E. Birr Carl P. Bond' Alma Brown Carl VV. Brown Mary B. Brown Arthur J. Burr Julia M. Collier Geraldine Colluin Edna Colwell Victor R. Dray Eugenie Dussuchal Meta Eitzen Mary Evans Claude L. Eysterf' Gertrude Falk Con C. Flynn Louise H. Fuhlhage Robert A. Grant lfVilliam VV. Hall Alvin G. Hansen Katharine H'ausperger Cora Y. Heltzell Stanley Hill 30 31 32. 33 34 35 36 37 38 39 40. 41 42. 43 44 45 46 217. 48. 49 50 :v 1. w2. 53 34 DD. 56 J! 58 Edna Hudler Jessie WI jeffrey Ada Marie Kelly Harry E. Kemp Selma Krumeich Hans G. Lehrman Raymond C. Lewis . Eleanor M. Mclieighan Constance McLaughlin Mable McQuiston John O. Malott . Chester B. Miller Morton L. Mitchell Caroline Moreell Bertha A. Morgan joseph E. Powell Francis H. Saeger Edna Schauniberg Margaret A, Shaughnessy Helen P. Shryock Claude N, Skelton Frieda Soecknicku Louise B. Stickney J. J. Tigert Elizabeth Toomey Stella Trueblood Rolla C. Trumbo VV. M. Valentin Lillie VVillenisen

Page 26 text:

V ...................,.:f :-- - T nc ..............A.-J?:g-. -:..-A,-i' ' :Y ,ire-:..,.,:, Y-V , - -, : 12- .A-A.. -H -L ,. - -we--W Y f . mm 'X .L,'-.-.. ' ' i T T TN T iT T 'r' T ' 7H 'flf . '12-'w- ' ii ll 4,., - E 3 1-:::5g....-w:.x:::.fii?ifffi' ll':-.':::::.':.11t'.1:.-'.:.'r:::::::::.-:4::':::::::::::::::t:::::':-.zzz-.-.1-,gg-:E i THE FACULTY NEIL BROVVN--111116, 1914 VV hat did the faculty mean to the students who passed through the halls of Yeatman? The question calls up many memories. not a few smiles, quite a few thrills, and perhaps some regrets. In spite of the fact that no student fwith ordinary luckj saw more than one-fifth of the twenty years' service that Yeatman High gave to St. Louis, and might have known from one-third to one-half of the faculty which staffed the school while he was there, the Yeatmanite feels that he knows the spirit and genius of his school and what it stood for as a whole. . But each student is not like a piece of furniture turned out by a factory, which goes through life unchanging except for wear. He is like a tree going out from a landscape gardener's nursery. He grows, and as he gets taller he sees farther, and he can look quite over roofs which formerly hemmed him in, and his new perspective is not like his old point of view. To see the Y eatman faculty, then, is to go back in spirit to oneself as a New Jay, coming up the steps from Palm street with a fear tugging at one's heart that the stern, blue-coated janitor has already locked up, and that alibis must be presented at the front door. Wihat was the faculty then? It was the Great Unknown. At grade school, each proud member of the graduat- ing class had had a little talk given him about how when he got to H'igh School he'd have to study hard instead of enjoying the rela- tive ease that had marked his course through the grades. Therefore these new taskmasters that were going to cram learn- ing down him so ,much faster and more furiouslyfwere the objects of rather anxious scrutiny at first. 'Time dispelled the fears for the average student, and the second period began. Twenty-two During the four years the faculty were individuals. VVe liked Miss So-and-So, Mr. So-and-So was easy, but Mr. So-and-So was a flunker and believe me you had to work. Our criticism of the teacher's mental equipment and ability to teach us was almost lacking. VV e accepted the ma- chine as we found it. If a teacher was a Mathematics teacher, we took it for granted that all was as it should be and if we failed to pass it was our own fault. The stu- dent's attention was on himself as regards passing in his work. The teacher's trial by fire was one of character. And then came graduation. Throughout the senior year the discipline of the faculty had been dissolving its iron chains and all of a sudden the student realized with a catch in his throat that these individuals whom he had been appraising so imper- sonally for four years had come to mean something to him as friends. No longer were they simply the rollers through which he as a plastic piece of raw material passed in the process of getting a machine-made education. They were People who had helped him, and he left the school with a distinct feeling that that help was now with- drawn. Some of the graduates passed on into col- lege. The high school life now lay far be- hind. A new machine with bigger gears and bearing received and humbled the haughty High School Senior. This was the lowest rung of the final ladder. And now began a new evaluation of the faculty of Yeatman. As before their hearts and characters were on trial, so now their men- tal ability came under the searching criti- cism of college methods. Had they pre- pared the Yeatmanite to cope with the prod- ucts of other High Schools in the same city? How did he stack up'in training