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

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:1r:.'..5:::.-:::::.a1:z-.: IF beside the boy from Iowa, the drawling down-easter with his dark blue blood and his Boston accent? How did he compare with the mask-faced honor student from China who stood next him in the college chemical lab? The testimony of a student with whom we talked is in point. I went from Yeat- man to a first class University known all over the world, said he. 1 took live courses the first year for a total of six- teen credits. The subject matter of three courses was entirely new to me. I'd never had anything like them before. In the other two, Yeatman stood my friend. I simply went to class and recited. My preparation had been so thorough that a short review in these two subjects brought me through and saved my time for the harder work. On the mental test the Yeatman faculty made good through the four years that fol- lowed. And some went into life from Yeatman -all finally arrived there. It was the pe- culiar experience of the classes in the neigh- borhood of 1913 and 1914 to be drawn into the Great llfar. Here, too, Yeatman played a strong hand. Two men met in a French town. One was bumping over a street torn up by ar- tillery in the side care of a motorcycle: the other was on the thirty-inch sidewalk. They greeted each other with a good deal of noise. One wore on his sleeve the insignia of a regimental bandg the other had on his collar the little castle of the engineers. Fol- low these boys back to Yeatman. The en- gineer took a Manual Training Course and the musician played in the orchestra. Qther forces went to make these men, but Yeat- man contributed directly to the abilities with which they served their country. And lastly, just life itself. Someone has said that the college yell of the School of Experience is silence, and its colors are black and blue. Many of the Yeatmanites are now old enough to know something at least about this fourth and greatest school. If the actual years at Yeatman brought an appreciation of the human quali- ties of certain iine spirits among the faculty that touched each student's life, and col- lege brought an appreciation of the high intellectual standard that Yeatman held up before its students, life has brought an ap- preciation of the true worth and character of the teachers job. This last is perhaps the last thing the faculty thought we'd un- derstand-and it was. Some of us have taught since then Sunday school classes of children to whom we explained the life of Christ, classes of enlisted men to whom we explained the Lewis gun, classes of sales- men to whom we explained salesmanship. And now we know. We know the energy that one voice must put forth to reach sixty ears. VVe know the disappointment of lay- ing iine things before pupils, things we believe in, whose beauty or usefulness we have enjoyed many times, and have those pupils question their utility, doubt their truth, or, worst of all, just stare like a fish -unconscious. We know that the machine that looked so well-oiled had its jars and its bitter personalities, and that the fire of bubbling kid spirits from the class was often not the only thing the teacher had to bear. And so as Yeatman goes out of existence and those who built it go elsewhere we, the student body, do not only say Thank you !', 'W e say, 'fCarry on! VVe understand! ,. Twenty-three

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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

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'QM 4 ,ffm ,I WH , . - -, '. ' , ,, I , . 9 f- .. - , gym 1 2 .,,,- g ,I .-N .- Q , .V ,- :Agn fun .-1:. it -, -gy-,5',,f,1.,,:f,-,, ,., ' ' ' 1 N- ' :fl .. M fl '57 K ' 59 1,525 'A ., lm 2 Q ,ji Eg k 4 1 I C5-57, 35 J, Q , I Qi., y ff- gg YYCZl.t111Zll'1,S First Glilfllllltlllg Class, june, 1907 Morton Huning Uhlcmeycr Anderson Harbzlugh Smith VanLuik Bockelbrink Wand Reeves Many Featherly F aidley Samcl Wlellmeyer Scholz Mr. Knox Kneopfel Mcinccke Doyle Twenty-four Kleinschmiclt Strzlsmcr Dolch Metz Reeve