1938. His IQ was discovered to be above average but his attendance was poor. He displayed an interest in literature from a young age and began reading Greek and Roman myths and the fables of the Grimm brothers, which "instilled in him a lifelong affinity with Europe". He spent most Saturdays during the summer watching the New York Yankees and later photographed two boys watching the game in an assignment for Look magazine to emulate his own childhood excitement with baseball. When Kubrick was 12, his father Jack taught him chess. The game remained a lifelong interest of Kubrick's, appearing in many of his films. Kubrick, who later became a member of the United States Chess Federation, explained that chess helped him develop "patience and discipline" in making decisions. When Kubrick was 13, his father bought him a Graflex camera, triggering a fascination with still photography. He befriended a neighbor, Marvin Traub, who shared his passion for photography. Traub had his own darkroom where he and the young Kubrick would spend many hours perusing photographs and watching the chemicals "magically make images on photographic paper". The two indulged in numerous photographic projects for which they roamed the streets looking for interesting subjects to capture and spent time in local cinemas studying films. Freelance photographer Weegee (Arthur Fellig) had a considerable influence on Kubrick's development as a photographer; Kubrick later hired Fellig as the special stills photographer for Dr. Strangelove (1964). As a teenager, Kubrick was also interested in jazz and briefly attempted a career as a drummer. Kubrick attended William Howard Taft High School from 1941 to 1945. Though he joined the school's photography club, which permitted him to photograph the school's events in their magazine, he was a mediocre student, with a 67/D+ grade average. Introverted and shy, Kubrick had a low attendance record and often skipped school to watch double-feature films. He graduated in 1945 but his poor grades, combined with the demand for college admissions from soldiers returning from the Second World War, eliminated any hope of higher education. Later in life Kubrick spoke disdainfully of his education and of American schooling as a whole, maintaining that schools were ineffective in stimulating critical thinking and student interest. His father was disappointed in his son's failure to achieve the excellence in school of which he knew Stanley was fully capable. Jack also encouraged Stanley to read from the