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

Page 56 text:

-....-.....-...,..a............-........... ..,. ..........,...............-......,..,.,..... .,... ...-.......,....,...........-..,-..-.....-w-...--.-.-..,.............-..-....--n...,,,.... ,, l 5 l wg , : W, Q, V01 if A My af xl K- ,R , P '--- sm ,Q i gh ,Q e 'SN ' w -.--.-ss . 8? N 3 3 Q 1 is f 'Z 1: ,F 2 2 a f X S if av i ' f.4v.,, - as ,' in - , .2 15 W' , fig ff W 1 , 'Q u i- 1 f sys.. a1s1,,,- .. E. sf. fl , .i 4 . , 2 5, M ,,.. .-gl - 1 A N, s. ., ..,. i ,. - .,... .,. Z-J.: -A -.w , 4 .,,,.....- ,, ,. .K A ' L J ., .MQ - 1. 4 .....- ..:: gif ' ,.. ,,,,.....,.... ,..-..,..........,. , ....,.-..... ....,,.. , '.....-11....a...,...:jlQILII2' 'Z L.....--a.Y......... .... -. ,... ..a.,..1..,.,.--.............-....M-.....s.,s,.L.::::..::::1:-,::::L:.-:f.:L1',,.E ,,,, .. ,,,,: Af .,A.v .,...,, , .,.Z, , A,AA,, , .if ll 524 'Q-D 1:-. :f zfz: 1-1 sz: 1-41 .q:. :fm y :-- '- f - - . - f'1:ff:l-ff'-f-' THE SCI-IOLASTIC SARDINE CAN DOROTHY DrXX'1SON-J-11116, 1915 DISNT MCSKIMMING-Ex. june, 1915 1 Yes, it is a sad condition and we just must gain permission To build a large addition to our noble school so dear, For, indeed, it is the limit when you stop to think a minute, A sardine can isn't it with the way we're packed in here. On the roof, the air enjoying, with acids, salts and bases toying, Their keenest wits employing, our future chemists go. Classes in the hot-house torrid, beaded moisture on each forehead. VV'ith determination horrid, study glaciers, ice- and snow. ln the forge shop, mathematics Cs cold enough to give rheumaticsj, VVhile a class of Greek fanatics hovers near the- furnace doorg On the stairway quite contented, their position not lamented. Groans a class well-nigh demented, ':Isn't higher Math a bore ?' And Calpurnia, would it please her, that the shade of noble Caesar Should he forced to take his royal nap upon an ironing-board? While Homer, spite of modesty, 'pon hearing his great Odyssey Recited in a laundry-why, he'd go and buy a Ford! In the lunch room, interested. every stool a seat contested, Eager faces on hands rested, are, Horrors!! twenty human ghouls! Before each a skull so fearful-but, wait! I grow more cheerful, ' For I've just heard an earful- Learn these Physiology rules. In the room once used for sewing, ,untilled brainiields weeding, hoeing, And in them seeds of knowledge throwing, an English teacher works, VVhile upon the terrace hilly, in the cold gray morning stilly, VV ith the March wind blowing chilly, a class in Civics lurks. ln the shop's a class in spelling, veins upon their foreheads swelling, Their poor faces red from yelling, from the anvil chorus madg In the corridor so roomy, dim lights casting shadows gloomy, In an atmosphere that's toomby, singers carol anthems glad. ln the cooking laboratory where tradition that is hoary, Cooking meats and bread and pastry was the never-varied rule, Now just hear French classes chatter and machines in sewing clatter. Did you ever see such doings in the place we call our school? XVe'l1 admit exaggeration, but list to the explanation Ere hestowing condemnation, which would fill us all with ruth. You would not become excited if but cold facts we recited, So, to stir you up a little, we have slightly stretched the truth. Fifty-two ..w.::.:.,nw.::::::::z:,v:m:m:f:.w.z:::::1v:::::::::::.1:::w-:zzz-ms::::::::::i::.:r.:.::::'1 ,,,,,m ,W,,,,,,.,,,,,,,,,3

Page 55 text:

W' 'fff N N, ,A.,,,,v . ...... .-..... . ..,. . ...--... .... .. ....... .. .. . .... . ., ,..,.., ...,............-. .... ...-.............-.................M....,,............---....-...,.-... - .:::r-iffi L 'Tiff x ' ? 44544: 7 ' Q K 1 uf 4' I9 1 1' My if -. 5 g:'L,g,:g,g.,:,.,'-.541-393:35 . T .g Pia Ziiz, x I ag, 1 .,.. g Q u 3, Q , ,i ' t if r X N ',.j i,',, , ..-pl------'--4 1 QIA, gi 1 4 V aa Z, Q 'N tai- if Y' 'L ' ti Mi- --- iL...i.z....---::::I i' L,-,..--.1-:::r... '1.. ::: :..:':':4:Lf:::... ':::g::::frf:'1t1::::::::.:: t::Lz'L f-',.' Li ' .:-----us-1 '- fi -1...-4 L - -.,..2,-H, ......,.....,,----.YAY v , , f ---' -- -- W V ' - TAPS XYALTER Woons-june, 1918 TAPS! Lights out! Yes, lights always go out at the first sound of taps, You've never heard taps,'i have you? It is a beautiful call. Once you've heard it you'll never forget it. The notes are long. mellow, and soul-stirring, especially to the soldier in camp. During the evening, the men have had their good times, some in camp, some out of camp, but before taps all must be back within the bounds. Many of those not already asleep are lying in their bunks thinking of home. Others are grouped here and there holding quiet little confabs dealing with past experiences, either true or fictitious, which soldiers so much enjoy. Still others are absorbed in extracting har- mony out of some ucroony melody. The whole camp presents an appearance of per- fect contentment and peace. Quiet, broken at intervals by a distant sentry's challenge, reigns over the whole camp. The groups of soldiers instinctively pitch their voices even lower. Suddenly, from headquarters, taps', sound. Do they break the silence? Not at all. The gradually ascending tones of the bugle till the night with a mellow sound and seem to be fused with the silence itself. Voices are hushed still more. The men in their hunks raise their heads the better to hear, while the sentries languidly watch the lights begin to go out one after another. The notes of the 'bugle rise and rise until the night is filled with their resonance. Then slowly they die away into the silence from which they came. Groups break up with bantering farewellsg heads drop back to hard pillowsg and silence is over all. Dear old taps'!-the good-night call when sweethearts' letters and photographs are put away and every soldier is oif for the Land of Nod. Fifty-one C

Page 57 text:

..,,,,,,,..,,,,,,,..,,,,,,,,,,.,.,.,.......-----..-------.----..........0-....-.---s-...--T--- -.-... .,., 1- - , - - - ,--- -1'-wax, ,--fs - -- -.-...ME ',-, -is ..-- - .A---.---fe - .,..a......... ................ .. .... .............,,.........,- , i,,,,,:.g,-, 3ii,t,3:g5,3,, 5,'5,:,,35'.v ' M4 fi aj? 31.23 ii? .ezifi-521452 L -4 H am-, a- c, -....,.. .. :af -4--- -5. S do L-N54 fgygfx X I' -f .sv ,... -rf--' z: .Sa s 'ff' as '17 X ff' ' M , at 4 5 K ....- K ...A .i,-1- we .:..-1 mf.-.a se- in .1-Maas.. ,,. igt f 7 wx il 1, l L., 3 gi-M n- Q 'I an aiwua .. ......,.. : , -:ixZ,...::T..., ' -ff,1- L.....'L1Z.15.l--'-f j j:'l' 'ltf: .:. ...---a.-..-. 'T .- - M:-..j.-.----- --- .Q i 2'f Lrg-ffi'7ff-:::-E---1.:,i. A ' ON THE SUBJECT OF SUBJECTS Rona Sc1-Iixizrigu-jainiary, 192-l Q- 4 Xeatman know extctly uhit ther ,it 'ue going to be after graduation. sr' m Some think they do and, accord- ingly, proceed to narrow down their stud- ies, excluding all subjects which they think are not of immediate value to their chosen vocations. The attitude which so many stu- dents take, voiced in the sentiment, Oh, well, F11 leave out all the high-brow stuff like French and Latin and physiography. Fm going to be a contractor, anyway, is wrong, How does the average boy or girl of high school age know just what his best talents are? He may have some idea of things he likes, but very often he later dis- covers hidden ability which is brought out and developed only by this very study of 'i'high-brow. Too narrow specialization has a tendency to make one's mind equally nar- row, whereas a broad. general education gives one's mental development a wider scope. Some successful self-made business men argue against this kind of study, and the fact that they are able to make an exceedingly good living without the study of algebra or Latin seems to influence a great many students. Mr. Kresge may be able to sell hairpins cheaper than anyone else, but he could not do this if scientifically trained brains had not spent hours of research devising methods of cheap manu- facture. After all, the person who enjoys life to its fullest extent is the person who is interested in many things, because a man's mental horizon determines his view of life. If a l1'lZl1'l'S mind is trained in narrow chan- nels, his soul will naturally be bigoted and narrow, too. To revert to student methods of selecting studies, other students less sure of their vocations choose them merely because vari- ous subjects are easy. If only easy things are studied, how can the mind gain strength? To pamper one's mind is just as bad, if not XVONDER how many students at , e -L worse, than to pamper one's body. An ath- lete does not develop his muscles by lifting a feather several times a day, and neither can any brain matter be developed by taking subjects which require little or no concen- tration and work. Another reason which careless students give for their selection is that some friend is going to be in the same class. How can two minds have exactly the same needs? Each person is primarily an individual and must conduct himself accord- ingly in preparing for his life's work. An- other reason one hears very frequently is: Oh, if I take that, I'll get Miss X, and shejs terribly hardf' All this information is obtained by here say alone. This certain teacher may be just the one to awaken the latent ability in the student who avoids her because of the opinion of an entirely dif- ferent type of student. Neither the narrow nor the haphazard method is good. Every student should select his studies so that his course is a well rounded one that will lay a foundation for any vocation and begin fitting him for the society of worthwhile and cultured people. A well rounded course should contain, besides English, the study of some language, some science, some history, and mathematics. There is a very good reason for this. The human mind has three powers: imagination, reason, and observation. A student may have such unusual reasoning powers that mathematics or economics require little study. An active imagination may make the study of English a joy forever. Type- writing may develop the power of observa- tion, but it is hardly beneficial to the imag- ination. Students should consider that all three sides of the mind should be trained through all sorts of studies. A comparison may easily be made between mental and physical well being. All but the most igno- rant agree that the best diet for the human body is a mixed one, one that will supply Fifty -three