Burt Community School - Bears / Roundup Yearbook (Burt, IA)

Text from Pages 1 - 130 of the 1932 volume:

Second Annual Report of the Superintendent of Schools Burt, Iowa 1931-32 INTRODUCTORY STATEMENT The day by day activities of a school cannot be portrayed in a short report such as this. The inculcation of ideals , attitude and ambitions aro an important and far reaching result of a tcachor’s efforts, yet these aro not roadily observed nor can they bo measured like sums of money, enrollment, average daily attendance and other physical foaturos of a school. To know a school thoroughly one must live with it and work with it. Ho must meet the principal and teachers and children ap they carry on their various activities, Essentially schools arc an expression of the spiritual asporations of a people. Facts concern- ing enrollment, attendance, expenditures of funds etc arc only external facts in the real life of a school system. This report is largely concerned with those external facts and it has been prepared with the hope that the information contained may afford the interested roader an insight of the work of the school in its effort to develop worthy and wall qualified citizens of the community, stato and nation. - 1 - MISS EVA M. WHITNEY (Iu mte luhnse Umrk earns ahmiratian, Whnse Innrhs Italic lieett an inspiratinn: £n nnc tohnsc smile has rhccreh the hau, Whnse helpful hani has rleareh the Inan, (Ehis hunk rereiltes its hehiratinn. TABLE OF CONTENTS PART PART PART PART PART PART I “ A YEAR OF PROGRESS IN THE SCHOOLS II - THE TEACHING STAFF III - THE PUPILS IV CURRICULUM STUDIES V - EXTRA - CURRICULAR ACTIVITIES VI - FINANCES PART VII CONCLUSIONS AND RECOMMENDATIONS ♦ PART I- A YEAR OF PROGRESS IN THE SCHOOLS. 'The following items of progress are the result of efforts on the part of the Board of Education, the superintendent, the teachers, the pupils, the school Janitor or the combined efforts of two or more of these. I. PROGRESS WITH REFERENCE TO PUPILS- 1. High school enrollment of tuition pupils reached a new high point. 2. A merit system of government in the high school devised and used. 3. Two class memorial pictures provided this year, one by the class of 1333 and the other a Washington portrait by the class of 1932.. There are now seven correctly framed and beautifully colored pictures in the assembly room and all are memorials to classes since 1920, 4. An honor roll of genuine signi ficance adopted this year. II. PROGRESS WITH REFERENCE TO THE CURdJCULUH- 1. The curriculum of the high school made more practical by the adoption of an original plan for vocational training in the skilled trade occupations, 2. Biology replaced in the curriculum as an elective one-semester subject for 10th and 11th grades to be offered every other year. 3. Advanced algebra offered to a regular class of 22 pupils. The subject is an elective one for 11th and 12th grades, 4. Penmanship instruction continued throughout the school. The results of the work this year have been very gratifying. 5. creative art taught in the Junior high school this year as well as in the first six grades. 6. An evening school for adult women was held for a period of le twelve weeks, the class meeting one evening each week, IIIPR PIc3S3 WITH REFERENCE TO BUILDING; GROUNDS AND EQUIPMENT - 1. dockers provided for care of clothing and eauipment of those par-icipating in athletics. 2. Water pipes replaced to Increase pressure in the building. j. A dozen steel folding chairs added this yeor, making a total of dozen now available for use for entertainment, or other uses, VJ ;'alnuts from Gettysburg and from Arlington National Cemetery -ere planoea by the Boy Scouts on the school grounds. „me Economics equipment improved through the addition of a can scaling machine to permit the preservation of foods in tin c?ns . J . PROGRESS WITH REFERENCE TO EXTRA-CURRICULAR ACTIVITIES- 1. A Boys Octette added to the list of music groups. 2. Wrestling added to the activities list as a winter sport. ar fundsnadopted mPr°Ved financial accounting system for extra-curricul ■rant; tr°°P .”aiat£iaed- advance- ■ v M? uKX6os f?R•s -e to more thr-n 450 seiocuon ’ library.b0°k raCk and bulletia board were constructed for use in the library last ear! b°°kS and b°Und - 3r-0: icals v'ere added to the 3. Health and oral hygiene promoted through use of dental clinics. - 4 - . PART II. THE TEACHING STAFF - The school faculty for tho year 193l-'32 with the name of the pos- ition held, the length and place of training, the degree held, the kind of certificate, the date of election to the position and the home address is given below: Mr. Donald Weir, superintendent. Master of Science degree, 1929, University of Wisconsin, Bachelor of Science degree, 1924, Iowa State College First Grade State Certificate. Elected to position 1927, Married Home address, Burt, Iowa. Mr. Condit Bowie, principal, coach of boys athletics and teacher of mathematics. Bachelor of Arts degree, Iowa state Teachers College, 1931 Elected to position 1931 Single, First Grade State certificate, Home Address, Zearing, Iowa. Mr, Sigurd Fardal- teacher of social sciences and director of the instrumental music and of the boys glee club. Bachelor of Arts degree, 1928, Luther College, Certificate, First Grade State. Elected to position, 1931. Single. Home Address, Stanhope, Iowa. Miss Charlotte Warrior, tea cher of home economics and other subjects, Bachelor of Science degree, Simpson College, 1928. Elected to position, 1929. Certificate, First Grade State. Single. Home Address, Blo kton, Iowa , MIsb Anna Overgaard, teacher of English, typewriting and public school music and director of girls glee clubs. Graduate of 3-year Public School Music course, Iowa State Teachers College, 1930. Elected to position , 1930, Certificate, Second Grade State. Single. Home Address, Ceda r Falls, Iowa. Miss Alice Eighme, principal of the Junior high school, teacher of English and Latin and director of dramatics. Bachelor of Arts degree, State University of Iowa, 1931, Elected to position, 1931, Certificate, First Grade Iowa State, Single, Home Address, Shannon City, Iowa. Miss Mattie Warner, teacher of manual training on part-time basis. Special Manual Training Course at the Iowa State College, Certificate, Special Manual Training. Elected to position, 1919� Home Address,Burt. Miss Myrtle Hanna, teacher of fifth and sixth grades and supervisor of penmanship throughout the school. Two-year Normal Training Course, Iowa State Teachers College. Elected to position 1930. Certificate, Second Grade State. Home Address, Lone Rock, Iowa. Mies Mildred Anderson, teacher of 3rd and 4th grades and supervisor £f «rt throughout the first eight grades. Two year Normal Course at ffaldorf College and special six-weeks art course at I.S.T.C, Elected to position , 1931. Certificate, Second Grade State, Home Address, Milford, Io? a, Miss Eva Whitney, teacher of first and second grades. Special Primary Course, Iova State Teachers College, Special Primary Life Ce rtiflGate. Elected to position, 1898. Home Address, Burt, Iowa. - 5 - NUMBER 0? TEACHERS EMPLOYED BURT PUBLIC SCKO-jLS With the growth of the high school thero has been a tendency to em- ploy a larger number of teachers to take care of the work efficiently. Tho averago numbor employed during the last 26 yors has been 0,2. during the past twelve years ten teachers have been employed, nine on a full time basis and one on about three-oights time. The enrichment of the curriculum, particularly that of tho high and Junior high schools, and tho oncouragoment and stress upon tho so- called extra-curricular activities has greatly increased tho teachers burden. Teachers in tho pros-nt organization aro required by tho very multitude of dutios to work an average of more than ton hours a day. A few teachers work more than tv olvo hours a day on the average, A characteristic of Burt toachors during recent years has been tho will- ingness to work hard and with little regard to tho timo to tho end that tho bost possible results may be obtained. SALARIES PAID TO ELEMEN 'JLARY SCHOOL TEACHERS x The salarios paid to olementary school teachers have averaged loss than those of high school teachers with aoproxima oly the same training and exporioncc, ___„_____AVERAGE SALARIES JPAID TO ELEMENTARY SCHOOL TEACHERS___________ 192 1925 1926 1927 1928 1929 1930 1931 1932 V108.33 112.00 113.33 116.00 111.66 111.66 106.66 110.CO 106.66 The average salary ever tills period has boon but 110 Por mrnth for nine months or but $82.50 on a twelvo months basis. Salarios s£°uia bo computed, on -ft twolvo months basis sin£° motiving secure part-t into -employment in the summer sufficient to pay living expenses during theso months. Thero is noed for adjustment in . salary scale of teachers in order that there may bo somo encouragement to secure additional training. - - raining and Experience of Burt Teochers- 1— Training 1227- TRAINING OR BURT T2ACHERS 1927-'32 28 1928-'29 1929-'30 1930-'31 1931-’32 1 Coliege Grad. 5 5 5 4 5 ]3 to 4 years [college 1 1 1 1 1 2 to 3 ybc-rs [College 1 1 0 2 1 jl to 2 years [college 1 1 2 1 1 to 1 years ICo liege 2 2 2 2 2 The above chart-indicates that Burt is employing well prepared teachers, as measured by the amount of college training. The state regulations require that at least one-half of the high school teachers be college graduates. It is seen that all except one of our high school teachers hold college degrees and fifty percent of all of the teachers in the school are college or university graduates. Previous Experience PREVIOUS TEACHING EXPERIENCE OF BURT TEACHERS 1927-1932 1927-'28 1928-'29 1929-'30 1930-’31 1931-132 Over Five Years I 4 4 5 4 Five Years 1 0 0 0 0 Four Years 0 2 1 1 1 Three Years 1 0 1 0 1 Two Years 0 2 0 2 2 One Year 2 0 3 1 1 None 1 2 1 1 1 A large majority of Burt teachers have had experience. Kany have had five or more years of teaching experience and but few have had no experience before coming to Burt. The training, experience, grade of certificate held, the tenure and the average salaries paid are factors useful in estimating the quality of instruction being given in a school. In these respects Burt is equal to any school in the county and is superior to several. - 7 Superintendents of the Burt Public Schools , 1892 - 1952 In 1891 the people of the young community of Burt organized a graded school. Firty-one ye-rs have passed since that first school was opened -nd the Burt scho.ls have grown in size end in the complexity of organ- ization, During this period a total of twenty different men have been in charge either as principal or superintendent. The names of these men and the years of service are: ar £ ding Superintend. 1892 Seifert 1893 Seifert 1894 Conner 1898 Conner 1896 Conner 1897 Van 3 rdewy] 1898 Johnson 1899 Johnson 1900 Lumbar 1901 Lumbar 1902 Glassburn 1903 Glassburn 1904 Murray 1908 Murray 1906 Lumbar 1907 Csmundson 1908 Osmundson 1909 Mangan Conley 1910 G-rossman 1911 Cowan 1912 Cowan 1913 Lang 1914 ' Connor 1915 0'Connor 1916 Met chum 1917 Ketchum 1918 Brown 1919 Draper 1920 Draper 1921 Gardner 1922 Gardner 1923 Gardner 1924 Gardner 1925 Gardner 1926 Peters 1927 Peters 1928 Weir 1929 Weir 1930 Weir 1931 Weir 1932 Weir Of these twenty superintendents two served for a period of five years, one served for three years, eleven served for two years, and six served one year or less. In the school year of 1905-'06 Mr. Murray resigned and Mr. Lumbar was called bach to complete the year. In the school year of 1908-'09 Mr. Mangan resigned and’Mr. Conley was employed 10 1 i.nish th� year. Average tenure of 3urt superintendents is two years - 8 - m SUPERINTENDAS TENURE OF OFFICE IN NINE KOSSUTH COUNTY SCHOOLS — c« fa o id o BURT 1902 1 S i - 1 : i fa - 1932 | r ! O 1 hi i • P L _nE ROCK j M Cl f .V) .q 1 fH W [4 CO {3 V KITTEMORE (Number of Years 4l 41 jjl_ | 37 , 38 23 41 41 41 jNo. of Supts. 12 21 10 i 20 1 20 1 12 — 21 20 (No. Pith Ciys Year Tenure 2 7 3 j —h Lii 1 — 8 6 3 10 14 No. w.th Two Year Tenure :j 3 .10 L 2 i ! 3 ; 7 2 5 4 1 No. With Three , Year Tenure 2 j 1 1 4 i 4 3 5 5 3 No. .ith Four Year Tenure 2 0 0 1 1 2 1 1 0 1 2 0 No. With Five Year Tenure I 2 1 .. o . j 0 0 0 0 1 No. With More Than Five I 1 1 J Year Tenure 2 ! 0 1 i 0 i 0 1 | 1 0 i 1 1 Average Tenure In Years 3.� 1 j 1.351 ±:9 j r .2.03 . 2.56 -1-95: a-osl It is of interest to note the length of time vari us schools retain the administrative heads of the schools. Some communities have many more changes than others. The above chart shows the number of super- in tendents employed in nine different communities during the period of 1892-1032. Four schools have been organized fev;er than forty one yea rs and allowance has been made for that. Bancroft has the largest average tenure ( 3.41 years) while Lalcota has the shortest average tenure( 1.85 years). It should be noted that the average tenure in Laicota, Ledyard, Lesley and Burt is less than two years. While many superintendents leave a position of their own volition a great many a re dropped by school boards for little or no reason. Familiarity with the commuhity and with the specific problems involved cannot be le-rned in a single year. Schools should be governed with the same quality of business Judgement that is found in any ban:: or business establishment, A longer tenure of administrative officers w ill usually result in more efficient administration. The average tenure of a community is a pretty fair index of the educational stand- ards of a community and the attitude of its citizens towardits educat- ional problems. It is encouraging to note that tne average tenure has shown a tendency to increase in several Kossuth County Co '.munities. - 9 - ti:;e put in by teachers - Teachers put in more time i . the fulfillment of their duties thar is commonly supposed, While it is true that the amount of time rt uifed « to complete the necessary work varies from week to week and from season to season according to the number and kinds of activities being sponsored, some idea as to the time put in by teachers can be had by a study of the results of a one-week's survey as tabula tel below and on the next page. Care must be taken in interpreting the figures since the time taken- was too short to really prove anything. For instance it cannot be said that' the teachers of one school put in more time on the avera ge than the teachers of any other school, 'nor that the teachers in one school work harder than those of another. There was a noticeable variato, on in the amount of time put in during the week Time In Minutes Put In By Grade Teachers Iq Five Kossuth County Schools v eek of November 9th,1931 rade or Position Burt Lone Rock Luverne Lakota Swea City 160 160 1 342 230 30 2355 2810 3027 2695 2145 135 2 120 2490 ' 2550 600 3 230 80 90 3030 3305 2500 2520 180 120 2565 . 2580 120- 5 165 105 235 2085 2970 2305 2890 105 6 110 2795 - 2400 30.5 7 60 60 2700 2920 2370 2790 ISO 8 _2£4Q_. Average 3 ?S 2m m 2§§£ was checked. In the table above the smaller number� directly above the others indicate the number of minutes of school, work done at home. The larger figures represent the total number of minutes devoted to school work during the week of November 9th, 10 time put in by tzachers - Extra-curricular activities require much time, particularly of the high school teachers. Much of the work of coaching, directing, or instructing in these activities must be done after school hours or after dinner at night. Some individuals work faster than others and thus require less time to do the school work, Oth:r teachers really try to do a superior Job of teaching and are very conscientious in the matter of correction of papers, making out of lesson plans , tabulation of grades etc. Some teaching positions require more preparation than others. 'I I Ic-rade or TIME IN MINUTES PUT IN BY HIGH SCHOOL TEACHERS IN FIVE KOSSUTH COUNTY SCHOOLS WEEK OF November 9,1931. [Position Burt . Lone Rock Luverne ! Prin, 2 0 240 I Coach 2940 2920 150 3000 150 Ehglish . • 3170 2325 2730 Home Ec .397 5 2430 2810 540 Music 2910- 130 3420 90 Supt, 3100 3120 3120 Average 3019 2 9 M Lakota 270 2S2° 2420 300 2435 Swea City 250 2605 215 2905 110 2395 I I i I ,i i In the above chart the smaller figures represent home work, while the larger ones represent total number of minutes put in on school work. It will be noticed that Burt teachers do practically all of theirs at the school house, while the amount of heme work in some of the other schools runs several hundreds of minutes a week. Averaging the time put in by all of the teachers in each school and converting it into hours gives an interesting tabulation. During t is particular week, Burt teachers put in an average of ten hours and six minutes ; Lone Rock teacher averaged eight hours and thirty-six minutes; Luverne teachers averaged nine hours and twenty-five minutes; Lakota teachers h d an average of eight hours and twenty minutes, and Swea City teachers averaged eight hours and fifty minutes. Again it nothinv3!tr£n l'0 emPhasize the fact that a single weelcfe figures mean a an. The amount of entertaining varies from week to week, ue actual teaching load varies from week to week and certainly the activities load tf ries. The point that '■•snould bo made is that all teachers in these five schools seem to be working long hours. Whereas,the formal school day is six or seven hours in length- teachers are actually working from eight .to more than ten hours a day. No check was made of the time spent on school work over the week end. Undoubtedly many teachers do a consideiable qua ntity of work on Saturday and Sunday, It must be conceded that teachers have e. genuine interest in their work and a desire to do the very best kind of work when on the average they serve more hour than any organized union permits. It speaks well oi ofie piofessional attitude of our teachers - 11 - PART III - THE PUPILS Part III of the report is concerned with information about the pupils of the school. This information includes charts showing enrollments and census enumerations over a period of moro than twenty years. Charts are tactvrtiich show -comparative enrollments Y ith other schools. The Number of tuition pupils in Burt and in other Kossuth County Schools for moro than tv enty years arc included for the information of the reader. The number of high school graduates by years is showft by a graph and a picture of the class of 1932 is included. The location or occupation of the graduates of he last four years yields some interesting information relative to the number who go directly into vocational occupations after high school graduation. The last two pagos in the section are concerned with a discussion of the merit system of government v hich is in use this year. 12 T0?TheSt?eSd o e fwnt fC JR 0TH2R KOSSUTH .COUNTY SCHOOLS IL rend of enrollments in schools during the oast twentv-two years has been for increased enrollments but with consider?, ble variation from year to year, The chart below shows the total school enrollments for five Kossuth County schools over the period of 1910 While Burt has h 1 ?? ,f?f present scho°l year are included . whVnh ft Xifh y arger enrollment than the four schools ,vith which it is compared the trend is about the same. The hip;h school departments have tended to increase while the elementary enroll ments have shown decreases enroll ENROLLMENT AND AVERAGE DAILY ATTENDANCE The permanent records kept by the county superintendent and by the state department of public instruction indicate the total school enrollment and also the average daily attendance for each school. TThe average daily attendance is found by dividing the aggreggte attendance by the total number of days taught. As indicated by the chart below the average daily attendance is is always considerably less than the t .tal number of pupils enrolled. Absents from whatevi'b cause reduced the average daily attendance. Work, sickness, or illness in the family are the grertest factors effecting the average daily attendance. It is seen that the curve representing the average daily attendance is very similar to that representing the total attende ance. ENROLLMENT AND AVERAGE DAILY ATTENDANCE BURT PUBLIC SCHOOLS 191? - 19 1 i Ts.......................i ys- T n iy ■ - rf % HIGH SCHOOL ENROLLMENT,, 1910 -1932. The 3urt high school has shown steady growth 3lnce it was first organised. Since 1910 the enrollment has increased from 31 pupils to a total of 101 pupils in 1930-’31. The average enrollment for the 23 years covered by the chart below is 73.7 pupils. The largest high 3cliOo 1 enrollment in the history of the school was reached last year when there were a total of one hundred one pupils enrolled. It is expected that the enrollment for the year 1931-1532 will a fev less than one hundred pupils. Nearly one-half of the high school pupils are resident in districts outside the Burt Independent District, TOTAL ANNUAL ENROLLMENT BURT HIGH'SCHOOL 1910.- 1932 NUMBER OF TUITION PUPILS IN NINE SCHOOLS, 1907-1931 - During the last twenty-five years a noticeable change in the ctAJ.t-vide.ox people toward a high school education has taken place. An evidence 01 this change is found in the increase in the number of tuition pupils in many schools of the county, B lo- ' is a chart indicating the number of high school, tuition pupils in nine of the schools of Kossuth county. The chart covers the twenty-flve year period from 1907 to 1931, inclusive, A comparison of the number of tuition pupils during the early years on the chart with the number during the la st nine or ten years offers rather conclusive evidence that more rural school children are availing themselves of the oppor- tunity of a high school education, Burt with an average of 28,2 leads the nine schools in the number of high school tuition pupils, Luverne and Fenton have about the same average and Wesley is not far behind. Attention should be drawn to the rapid increase during the last few years at Ledyard which is a consolidated district and. one that would ordinarily not expect, to have many non-resident pupils,________________________ ____________________ NUMBER OF HIGH SCHOOL TUITION PUPILS Year IH K C C NI. S S' KOSSI 190' JTH C 1 - 1 Nr V DUNTY 931 tH SCHO 7 1 Q o OLS A -X i 5 x7 N� A r 1907 • • 8 • • J 5 2 1908 • • 12 3 4 6 3 I 1909 t 9 20 2 6 9 7 £ 1910 5 12 1 4 3 6 6 1911 7 15 1 4 2 5 1 1912 14 19 8 5 • 9 1 13 • 1913 3 28 4 2 1 19 5 1 1914 8 28 7 4 3 1 17 n CL 2 ; 1915 6 29 18 4 6 14 2, 1916 10 29 16 3 1 11 5 2 1917 14 28 13 1 • • 3 13 12 • � 1918 •8 30 11 • • 3 15 7 1 1919 10 30 12 4 • • 15 99 ( 2 1920 9 30 3 6 • • 3 19 10 • 1921 9 26 15 7 L 8 1922 • • 32 21 6 16 13 1923 9 34 18 8 3 11 13 20 9 1924 14 40 19 8 3 7 14 3i 10 1925 21 35 25 8 5 8 23 33 16 ' 1926 19 40 23 14 3 19 29 28 14 1927 15 37 29 9 5 11 22 2,7 14 1928 11 35 34 9 13 14 31 29 12 1929 11 34 31 6 7 14 24 27 12 1930 7 35 4l 10 20 15 25 23 13 1931 11 39 34 8 17 16 30 34 11 Ave- 8776 2672 15.5 9.4 3.5 5.7 15.6 l4,0 5.36 18 - NUiBSR OF HIGH SCHOOL GRADUATES - !J “ 1907 the Burt high school has graduated a total of 307 young people or an average of 12.28 per year. The number graduated In lay 1531 was twenty-one. One other pupil was granted the diploma dur- ing the summer thus malting the total number for the year twenty-two a number just equal to the prvlous record of twenty-two graduates In one year The high school has showed considerable growth the last few years and it is expected that a new record will be set in about two years. The expected number for the year 1932 is but seventeen. ■NUMBER OF HIGH SCHOOL GRADUATES 1907 - 1931 TOP ROW LEFT TO RIGHT: Norman Sanderson, Edward Polhemus, Richard Lavrenz, Bruce Clifton, Verne Lovstad, Dean Clapsaddle, Donald Ringsdorf. CENTER ROW: Ada Schwietert, Vera Chipman, Willard Stow, Letha Mann, Viva Brayton. LAST ROW: Oliver Stewart, William Giddings, Donald Weir, Supt.; Condit Bowie, class advisor; Donald Patterson, Emil Lovstad. pr?3s:-:::t location of high school gra.;uates or last four khars. A chock of tho work being done by graduates after high school rk is completed indicates that a relatjnely small number attend collage or institutions of higher learning. The large majority are vrork-- ing or ara at home even after four years have prssea since nigh school gr4i tion. Four charts are used to indicate in a general, way what the members of the last four graduating classes are doing. Of the oiass of 1931 two of the t 7enty ono members of tho class are attending college. Three arc classed as working, that is are regularly employed in some gainful occupation. Sixteen are at home Five of the sixteen members of the class of 1930 are In college or other institution of higher learning. Only three have regular vocational occupation v hile exactly half of the merbar.s of the class are at home. Of the 1929 graduates three are in attendance at college, almost hslf are v orking and about 38)1 are at home. None of the members of thd class of 1928 are in college, over half( 53 ) are working and nearly half are at homo. These charts indicate the need of more thorough vocational train- ing in the high Bchool. - 21 - MERIT SYSTEM OF GOVERNMENT if the HIGH SCHOOL- It i? believed, that while order must he the first requirement in any school, that good order should be the spontaneous result of a desire on the part of the pupils to maintain good behavior We believe the autocratic type of discipline imposed by teachers with militaristic firmness has , under ordinary conditions, no place in an institution which is founded for the purpose of training chil.d— ren in a democracy such as ours. We believe the typ = of school government which relies upon fear a s the motive for obedience will fail to Inculcate the desire to maintain order because of the rights of others. There may be a few exceptions, but the large majority oi pupils respond to the -invitation to help maintain good order. To motivate a desire to maintain self-control, to remove as far as possible evidence of any autocratic type of government, to create a feeling of good-will a Merit System of Government has been set un. The Merit System is objective in character. It gives the pupil a goal to work toward, it shuuld stimulate better scholastic efforts, it is an aid in maintaining good order since it awards good conduct and penalize� poor deportment, it encourages regular attendance and punctuality and lastly it tends to encourage participation in extra-curricular activities. The Plan 30 merits shall be exempt from final semester examinations in all subjects taken. Twenty-seven merits will exempt a pupil in all except one examination, and the examination taken shall e in that subject in which the pupil has the lowest average Twenty-four merit shall exempt from all except two subject examinations which shall be in those subject in which the pupil has the lowest averages. Twenty -one merits will exempt a pupil from but on final examination and any one with less than that number will be required to take all final examinations. Examinations must be taken in each subject the average of which is less than 85$ regardless of the number of merits which may hat� ' been earned Pupils with more than four subjects must earn a proportionally larger number of merits to be exempt from all examinations, thus a pupil with five subjects should earn 36 merits while a pupil carrying six subjects would have to earn 42 merits to be exempt from all examinations. It is thus seen that for pupils carrying the standard subject load the key numbers are 30,27,24 and 21 and indicate none, one, two and three examinations,respectively. Honor Roll The names of pupils earning twelve(12) or more merits in any six- weeks period are engrossed on a suitable honor roll, while the names of those who have earned thirty-six or more merits in a semester are placed on a Semester honor roll. From twenty to tw enty-five percent of the high school enrollment is able to earn enough merits to win places on the six-week' period honor roll.. Somewhat less than one-fifth of the pupils earn enough merits to win places on the Semester Honor Roll, „ . Basis on Which Merits Are Awarded Merits are awarded on the basis of scholarship, deportment, attend- ance, puno-tuadit.y and pariticipation in the extra-curricular activity 168• These will in detail on the following page, —-P.2- MERIT PLAN ( Continued) Following is the basis on which merits will be awarded: A. Scholarship - For each grade at the close of a six-weeks period of a. 95 to 100% ............. 3 Merits b. 90 to 95 %.............. 2 Merits c. 85 to 89 % ............. 1 Merit d. 80 to 84 %.............. £ Merits e. 75 to 79 % ................ Minus 1 Merit f. 70 to 74 % ............,. Minus 2 Merits g. 0 to 69 or F ............Minus 3 Merits It is possible for a person carrying a standard load of four subjects to earn 12 merits each six weeks period. B. Deportment - The scale of Merits for Deportment grades shall ’be� a. 95 to 100 J ........... 2 Merits b. 90 to 94 % ............. X Merit c. 88 to 89 %.............. Minus 1 Merit d. 85 to 87 % ............. Minus 3 Merits e. 80 to 84 %.............,. Minus 5 Merits f. 75 to 79 %............... Minus 7 Merits g. Less than 75 % .......... Minus 10 Merits It Is seen from the above scale that credit is given for good behavior and rather heavy penalty is the result of poor conduct, C. Attendance - a. Perfect attendance during a six-weeks period,, 2 Merits b. Only one day of absence during the period 1 Merit c. Two and less than four days of absence....... Minus 1 Merit d. More than four days of absence .............. Minus 2 Merits e. Unexcused absence, for each half day......... Minus 5 Merits Absence caused by illness is not counted, if such illness is certified by doctor, nurse or parents immediately upon return to school. D. Punctuality- a . No tardiness during the six-weeks perioa .... 2 Merits b. One case of Tardiness .................. Minus 1 Merit c. Two to four cases of tardiness ..........Minus 2 Merits d. Five or more cases of tardiness,.........Minus 3 Merits 2. Participation in Extra-Curricular Actlvltle s- a. For each activity In which pupil satisfactorily participates 1 Merit shall be given. Credit cannot be allowed for participation in several groups within the activity. Thus Music may include one group or more than one, but merits are given only for the one activity, except that instrumental and vocal music shall each count as a separate activity, b. For Unsatisfactory Participation - Minus 1 Merit Satisfactory participation shall be deemed that when a pupil reports regularly for practice and on time, and enters into the spirit of that activity and really tries to do his best. The Director shall be the Judge as to whether the pupil is meeting this requirement or not. -23 - BURT HI H SCHOOL iIUMBSR OF PUPILS .ENROLLED IN EACH SUBJECT Second Semester, 1932, Algebra Adv. Algebra General Science .. ■ . Home EconJ Adv, Home Econ.' Number wmmmm English i Biology '' ltd Chemistry M Latin II ! m Typewriting '•! � f World History! 2.1 Am, G-ov’t, i. £ 'it Physics ’4 Man, Train’ 'S n Voc. Train1 i rt n Library n 1 1 3 Art Geometry' 1 e|| in - 24 - % % 4 . • PART IV . CURRICULUM STUDIES The contents of fart Iv are concerned with the High School Curriculum, the Junior High School Curriculum, the Elementa ry School Curriculum, and various curriculum studios. I The Curriculum of the High School has boon organized in such a v ay that a definite soquenco of subjocts prevails. This organization of subjeett or systematic sequence was started last year and but slight change was necessary this year. The Junior High School Curriculum is so organized as to permit ohe combination of the grades to the end that the number of classes may be reduced and a more enriched curriculum result. The various curriculum studies are included for the inform-tion of the reader and for the purpose of answering unasked questions. These studies include discussions of the new vocational training plan the vocational home economics work, typewriting, art,, penmanship, Manual Training, Reading, and the results of the Dental'Clinics. - 25 - •9 EURT HIGH SCHOOL CURRICULUM - The curriculum of the 3urt High School is as extensive as local conoi cions permit. Subjects offered are of three typls f thlse eauir- ed of all pupils as a pre-requisite for graduation ? + «0« +v, ■ eiective and may be chosen by pupils to meet specific personal needs 6 Sfinii™ i? fe re2ulred Ithout credit toward giaduatlcn The ?°“Seee8tto« ? pee! eub;)eots in the ™ Uculum is classified accord- REQUIRED SUBJECTS FIRST SEMESTER “SECOND SEMESTER NIHETH GRADE English I English I Algebra Algebra u General Science Manual Training cr Manual Training or Home Economics Home Economics Tenth GRADE English II Geometry World History ELEVENTH GRADE nnQ1ifh+111 English III U.S.History American Government TWELFTH GRADE English IV Physics Physics ELECTIVE SUBJECTS English II Geometry World History Subject Adv. Algebra Agriculture Year La t Offered 1931-133 1931-«32 Grade Last Offered Offer Again Adv. Home Economics 19? l-� 32 Biology 1931-'32 Bookkeeping 1930-'31 Commercial Law 1931-� 33 Chemistry 1931-'32 High School Geography 39-� 30 H.S. Arithmetic Economics- English Grammar Library Training Occupations Public Speaking Latin I Latin II Typewriting Social Problems 1930-'31 1930- '31 1931- '33 1931-'33 1930-� 31 1930-'31 1930- '31 1931- « 33 1931-«32 1930-«31 • OX vocational Training 1931-'32 .11,12 1933- '34 10,11 1933-'34 11,12 1932-'33 10,11 1933-'34 10,11 1932-'33 11,12 1933-'34 11,12 1932-'33 10,11,12 1932-'33 ,12 1933-«33 11,12 1932-« 33 13 1932-'33 11,12 1933-'33 11,12 1932-'33 11,13 1932!-' 33 10,11 1932-'33 11,12 1933-'34 10,11,13 1932-'33 10,11,12 1933-«34 11,12 1932-'33 Offer To Grades 11,12 w _ — —— J.JL . Xhl m Og .SUBJECTS REQUIRED WTTHDTTT CREDIT1 PenmanshipPhysical Training 10,11 11,12 10,11 10,11 11,12 11,12 10,11,12 11,12 11,12 12 11,12 11,12 11,12 10,11 11,12 10,11,12 10,11,12 11,12 TOnt rSiJv fj each pupil le required to take a sufficient mint of work In eaca major group to comely with college entrance Thu largo number of electives Permit a I v “c-1 uuliege entrance requi rem-rts ard sl ISSI � Jf th08f 8ubjects having mo® vocatione 1 value.. 0 up mg 01 gr acres for vmi miR ouViio to v. +• „ permits a ««nil tn Ee‘ inrt number of electi permits th? meet other college entrance requires, rts ard also grouping of thos® 8ubJects having mo® vocational value. The ®oreP«tensi?e !st 1 °U? R ects Permite tlie of a much extensive list f subjects than would otherwise be possible, — 36 — JUNIOR HIGH SCHOOL CURRICULUM- The seventh and eighth grades of the Burt Public Schools have for several years been organized as a Junior High School. The work of these grades is fully departmentalized, instruction being given by teachers who also teach high school subjects. Following are the subjects making up the Junior high school curriculum- SEVENTH GRAD: Arithmetic Grammar Literature Geography Hygiene Spelling Music Manual Training Home Econ. Penmanship Physical T'r’g U.S.History History of Iowa Art EIGHTH GRADS Arit lime tic Grammar Literature Geography Hygiene Spelling Music Lanual Training or Home Econom, Penmanship Physical Tr'g, U.S.History History of Iowa COMBINATION OF SUBJECTS- To provide time for study periods, sub- jects are often combined and some are alternated by years, as follows: Subject Arithmetic Grammar Lit, US. History Civics Hygiene G eography Spelling Home Econom Kan, Train'g Penmanship Phys. Train'g Iowa History Separate or Combined Combined ” Separate Combined Combined Combined Combined Combined Combined Combined Com bined Combined Combined Year Last Taught 1931-'32 1931“'32 1931-'32 1930-'31 1930- '31 1931- ’32 1931-'32 1931-'32 1931-' 32 1931-’32 1931-'32 1931-'32 Teaqh Again Year Separate or Combined 1932-'33 Combined 1932-'33 Separate 1932-' 33 Combined 1932-’33 Combined 1932- 33 Combined 1933-' 34- Combined 1932-'33 Combined 1932- 33 Combined 1932-'33 Combined 1932-’33 Combined . 1932-'33 Combined 1932-'33 Combined Arithmetic this year began with what is normally the eighth grade work. Next year the class will begin at the beginning of the book. Geography and Hygiene are taught in alternate years to a combined class consisting of both grades. Penmanship is taught two days a week for a total of forty minutes. Music is taught dail'- to a combined class for a total of twenty minutes daily. Art' work is taught daily for a total of one hundred minutes per week. Home Econ- and Manual Training are taught in combined classes for'a total onehundred twenty minutes per week. Civics and U.S.History are alternated one semester every other year. That is History is taught or a year and a half then Civics is taught for a semester, but the (tn and 8th grades are taught these subjects in combined classes so the oquence of material is somewhat different than would be the case if sach class were taught separately, A combined class must be interpreted in the above list of subjects as a class formed by the combination of the seventh and eighth grades jnt,o a single class for a particular subject. This plan of handling wese grades results in more efficient time, in a reduction in the v.Cf classee and Sives the pupils time to prepare lessons during hours. Since some review is necessary to fix information it r.o+1Delifvea that the overlapping of subject matter taught is beneficial rather than harmful. .. 27 - 3URT EL2MEOTAHX SCHOOL CURRICULUM The subjects making up the Burt elementary school curriculum are as follows: Grado 1 - Reading, Phonics, Nature Study, Art, Music, and Physical Training. Grade 2 - Reading, Phonics, Nature Study, Numbers, Language, Art, M usic Citizenship, Spoiling and Physical Training, Grade 3 Reading , Arithmetic, Language, Spelling, Geography, Music, Art, Penmanship, Physical Training and General Subjects which ibclude Citizonship, History, Iowa History, Health, Nature Study etc. Grade 4 - Reading, Arithmetic, Language, Spelling, Geography, Penmanship, Art, M usic and General Subjects, Grade 5 - Reading, Arithmetic, Language, Spelling, Geography, Hygiene, Literature, Art, Music, Physical Training, Citizenship, Iowa History and Penmanship, Grade 6 - Reading, Arithmetic, Language, Spoiling, Geography, hygiene, History, Iowa History, Literature, Art, Music, Penmanship, Physical Training and Citizenship. The time allotted to the various subjects varies according to the grade. No regular classes are organized in Citizenship but the fundamentals of good citizenship are taught whenever the opportunity presents itself in connection with any or all of the regular subjects. Music is taught in each elementary school room to the extent of twenty- minutes daily. This instruction includes a study of fuhdament al principles of music, music appreciation, singing, ana rythm work. The music is taught by the high school teacher who has charge of vocal music organizations there• During the past two years Miss Overgaard has taught the music work. Penmanship instruction begins in the lower elementary grades and is carried on through the upper grades and the high school. This instruction is rll given by one teacher. An average of about fifty minutes is given to each group per week. The muscular movement type of handwriting is taught. Miss Hanna has conducted tho classes in penmanship during tho last two yoalrs. The Art work has been departmentalized with Miss Anderson in charge this year, A discussion of Art and another of Penmanship by the teachers of these subjects will be found on other pages in this report, Iowa History has been taught as an incidental subject and no regular place has been given on the sch-dulo for it. A considerable library of of Iowa History rofor..nces have been collected for use in this work. The harmful effects of tobacco, alcohol and .jruga are taught in connection with the citizonship les© ns. This typo of instructi_ n is required by state law as is the instruction in Iowa History, The practice of departmentalizing the Art, Music and Penmanship has proven very satisfactory. Perhaps tho time will come whan further departmentalization may be used to advantage. - 28 - HIGH SCHOOL BOOK LIST 1931-1932 r:r: i.; ■� • et . °° 1 ; s : tffiS5aI£,LwS4Book 11 ’ areBnlm et al Enslish ln lff' Book U1 Greenl® et al Century Handbook of Writing English TV - Literature and Life, Book IV - Greenlaw et a 1 : ;™ - Hermans, studies llJESS’ “ A bra - Algebra for Today, Betz r Algebra II - Algebra for Today, advanced course, Betz Agriculture- Elements of by Waters z Geometry - Plane Geometry , Smith Genera 1 Science - Everyday Science , VanBuskirlc aid Smith Bookkeeping- Goodyear-Marshal ““ Smlth Typ0writing- Elementary Course, Revised Edition, Fd tz a hi Eldridge - Latin' New JyPe’vritinc, Studies by Harned Latin for Today , Gray and Jenkins - Elementsrof0dty’FayCOni C0Ur8e’ Jenkin8 5?c 0i°,sy and Modern Social Problems , Ellwood _ - High Scnool Geography , Whitbeck Commercial Law - Elements of , Burgess Occupations- Choosing and Occupation, Gowan Arithmetic - Arithmetic of Business , Smith tlic Speaking , Better Speech, Wolbert and 7 eawr 7 “ |nlementary Principles of - Brownlee et al -hysics - Elements of , Fuller Brownlee ?nd Bale r American Government - Magruder Home Economics - Everyday Foods, Harris and Lacey Biology - New Biology, Smallwood, Reveley and Bailey Manual Training - No text used y An American History, Revised Editi on - Muzzey World History - Our World Today and Yesterday - Robinson et al Note Latin I Latin II Economics Sociology Geography .he alley andBrewer Books preceeded by a are in use this ye ar JUKIOR HIGH SCHOOL BOOK LIST - Gramma r - Ward and Moffett - Junior Hiway to English Arithmetic ni0r HiG? School. Literature, Greenlaw et al, Book l JC Arithmetic - grammar Scnool Book, Wentworth am Smith Geography - Essentials of - Brigham and McFarlane Hygiene - Primer of Sanitation and Health - Ritchie ,, , Community Life and Civic Problems - Hill H.S.History- History of the United States , Gordy 4 «Polling - McCall Speller complete Penmanship - Palmer Method of Business Writing Books preceded by a are in use this year. - 29- HOME ECONOMICS IN THE BURT PUBLIC SCHOOLS By Miss Charlotte Warrior ome economics is a subject wh cn deals principally with the prcb- v,i.:6 of the home. It includes the study of foods, shelter, clot Ling, and the relations of the members cf the family to each ot er and society, all viewed from the standpoint of hygiene, economics and art. Tile work is offered to five grades, 7,8,9,11 and 12tn. Seventh and Eighth Graces The seventh and eighth grade girls have a combined class which meets for three forty-minute periods each week. The work in tuis class is quite elementary, and a large part of tne work may be more r less a summary of home making fact learned at home. Because of the shortness cf the periods a great quantity of work c,nnot be accomplished. The pork is made as practical as possible and. a foundation is laid for mere advanced work. Nin th Grade Home economics is required of all ninth grade girls. The class meets eighty minutes daily. The work of this class is also quite elementary and is composed of several divisions- 1. Clothing: - A unit in clothing is ucualiy given the first few weeks of school in the fall, at which time a simple apron is made. At the opening of the hot lunch season the girls alternate between sewing and the preparation of the hot lunches. The unit usually lasts several weeks after the close of the hot lunch season. At this time simple garments are constructed, each problem becoming more difficult tnen the lest one. Not only is construction of clothing considered, but the gills are trained how to clan and select suitable, becoming and healthful clothing with consideration for quality and economy, and how to care for and repair clothing. The ideal of being appropriately and tastefully dressed and well groomed at all times is emphasized. 2. Personal Hygiene - Lessons is personal hygiene are given in connect ion witn the clotiling unit. This consists of lessons on the care of tne hair, teeth, nails, feet, and body , and the relation of cleanliness and neatness of clothing and correot posture for the improv.m nt of the personal appearance. 3. Foods- In order to make the foods course of real use to the girls i ■ is made as practical as possible. An effort is made to t''ach U) correct food habits in such a wav that th girls will actually eat tno e foods necessary for health, (2j correct working habits, with emphasis upon cleanliness, neatness, accurate measurements, and choice and use of materials, (3) planning and preparation of simple meals and (4) proper te ole manners and simple table service for homo meals. The foods work .is divided into three units, breakfast, luncheon, and dinner. Foods suitable for each of these meals arc actually cooked in the labratory. After the material of a unit is completed the class is divided into groups and actui-1 meals are served. Each group gets experience in the planning, preparation and serving of meals, and also practice in the use of correct ta.ble manners. Much valuable exper- ience is also gained tnrough the hot lunch work. 4. Handwork - During the two weeks before Christmas, c unit in handwork is given. This consists principally of art work. Advanced Class The course in advanced homo economics has beon ma.a an elective one for girls of the eleventh and twelfth gradee This year the work was offered fpr two semesters. The course consists of work which should be included in the training cf every girl, but due to the shortage of time in the previous classes was not included. 30 - The first tr.ree weeks were spent on thre preservation of foods. The school purerased a Burpee Home Sealer which makes use of the tin can method of canning. Foods were canned for use during the hot lunch season. About two hundred t.drty quarts of fruits and vegetables were canned by the home economics department, and most of it was done bv the advanced class. An eight week unit consisted oi advanced work in meal planning, oret)- aration and serving. Shorter units were given in home nursing, first aid, child care, personal hygiene, and family relationships. Three weeks were spent on hibme management, wnich included the arrangement, decoration and. care nf the house. An ideal house wau planned and furnished. Ten weeks were given to clothing. This consists of the construction of more oirficult nd. more elaborate garmsnts, but with special emphas- is on the selection of clothing for t,..e individual.. The Burpee Home Gan Sealer The Burpee Home Gan Sealer is a. small, hand operated machine that seals the open top sentisry tin can air-tight without using solder, heat wox or acid, Tnc machine seals both pint and quart tin cans. It is also equipped with a. can-opening and can reflanging devices. The cams aay be used over twice, making three tim s in all. It is easy to can by this method. The tin cans are fill :d with fr sh fruit, vegetables or meat, sealed airtight with the Burnec staler, processed and then cooled quickly after ' aich the cans are dried, labeled and stored. ’ BURPEE PRESSURE COOKER Tin cans have co: t. in advantages over glass. There is no danger of or:akago, eithsr during the processing or later while being stored. The -s.n8 are muen easier to handle than glass whi n oroc .ssing. Tin cans m'e easier to fill, and tu y have the add d advantage of mating through ...ora quickly, Tir. tin esns may b � plung'd into cold water immediately ait r processing. This rapid cooling stops the cooking and products “.ore dc'-'irabl product. Foods canned in this way taste like fresh -ood or lire feetory processed foods. Foods preserved in this mc- y are 3aid to nave as much nourishm nt as fresh food because all the minerals aav?. been retained and fewer vitamins nave been destroyed hr.n hen are pr-par 'd in the open kettle. Tne regular size and flat tops the tin cans also permit t o storing of many more cans in a limited pcce than is possible in glass containers. From the standpoint of processing, economy, spoilage and quality of product the tin can Ketnod is far superior to the old methods of food preservation. BURPEE CAN SEALER 31 - EVENING SCHOOL FOR WOMEN An evening school for women , a feature new in the school and commun- ity, was introduced this year. The school consisted of a series of a series of twelve lessons, one each week for a period of twelve weeks. The classes were each about two hours in length. There was no fee or charge for these lessons other than that for the materials actually used The course was varied and concerned with problems in which every house- wife is interested. Two lessons dealt with the preservation of fruits and vegetables, which demonstrated the use of tin cans and the Burpee Home Can Seale . Tomatoes were canned the first evening and apples were preserved the second class meeting. One meeting was devoted to the use of the Singer sewing machine attachments. Miss Vera Clark, a representative of the Singer Sewing Machine Co at Mason City, conducted an interesting and very helpf-'l lesson on the use of these attachments. There were enough machinae available that each women present had an opportunity to actually out the attachments on the machine and the use them in sewing. Four lessons were given to olothing problems such as the selection testin_ ana altering of patterns, care and selec ion of •• clothing, eSmu °r mad'3rlale methods of finishing jarments, and methods Jhree lessons were devoted to vari'ms kinds of art work such as the making of lampsnades, tie dyed articles, batik, cravcla ork on fabric ana marbelized pa)er. The irst lesson on oandy making proved to be so pooular that a sec- ond lesson was conducted on that subject. Tne average attendance for tnese meetings was twelve, THE HOT LIL CH 0f supplying thG noon-day meal for the child is particul- wLf + CUiu ,_Lany havo cither had no breakfast or have had an early Some have walked or rid en long distances. The luneh brought .r°m home is oold, perhaps unattractive and possibly no well selected vhildren may buy candy rather than eat a cold lunch, or thoy will not we intiliftft3r s?h°o1 13 out in t:i° afternoon. Children must 2,}fre3 Sood meals earn aay to bo in the best physical and me ntal ondition. Jaere cannot bo health without normal nutrition. ha. children may be more adequately fed at noon, the scho 1 nae worked out a plan by which two hot foods are serve '' c- ch dav at the rot 2 or V por dish. Uo l tio'Jt. are old S an(, a?d vegeoables are purchased from parents of the puoils the heat ri8 alIoyed owafd meal tickets. The school board furnishe f°r laundry� otherwise tho lunchoo are entirely the home'economies workt'1 18 ar3 Paid aad thQ ' ?0rk ic d0ne ac apart cf cIpS6 1U3nu 0ivr?bSro?ared anJ,0? V ' by tllc ninth oradc home economies 3o Usually the class i3 aividod into groups of four. Each ••••roun thePgi?isaSJ4ticJi 1ynches.one v;0Gk at a time. This work gives TbP } exPerience in planning, preparing and serving meals, iiot'fnns afe.Planned and published for one week in advance. These and I?e otrint3nd33ed t0 suPp era'-nt th3 cold lunches brought from homu a 3+n0u intended as complete mealp, i . . . - - [oven eebaa3K y0ar a total of ab°ut 2100 Niches were serve, during the -eve 32 - ' TYPEWRIT i.'. G Typewriting has been offered in the Burt liigh school since the second semester of the year 1928-'29. Since that time the average enrollment in the course has been teen pupils per semester. The enrollments actually have ranged from 15 to 26 pupils. T he course is is offered as an elective subject to sophomores, juniors and seniors who are privileged to elect one or as many as four semesters of the work. During the last three years the classes have been divided into three sectxons to reduce the number of machines necessary to handle the work. The course for all practical purposes is nearly self-supporting, A rental of $3 50 is charged to cover the actual expense of the machines, and pupils pay for the paper, books, ribbons etc that are used In the work. The life of a typewriter in a school department is regarded as three years, after which time the machines are traded in cn new ones in order that the equipment may be in good condition at all times, T he rental charges that the pupils pay covers the cost of the machine equipment and will permit the carrying out of the plan to keep the The length of the typewriting periods are a full ninety minutes daily of v hich about twenty minutes is devoted to instructional drills under tie supervision of the instructor. Speed tests are frequently given to encourage pupils to become more proficient. The above cut of the L.C.Smith typewriter is an illustration of the equipment in use in the department. These machines are standard in every way, have ball bearing type bars and are relatively trouble free. The machines also have a light touch and are as speedy as necessary. They are kept in condition by periodic adjustments which are made by tae field representative as a part of the free serices given by the manufacturers We believe the typewriting department to be one of the most practical in the school. While few persons will become stenographers or secre- taries, the uses of typewriting are many. To those who will become business men, or who will go on to college the typewriting work should prove of direct benefit, A few may find their life interest, also. On the next page is a table showing the enrollments in the department during the first six semesters. A chart with the typing pupils class- ified according the the number of semesters of the work taken.is also shown. A flinanci?! strteraent is provided to show the sources of revenue in the department and the various lt£ms of expenditure. - 33 - number of pupils enrolled in the TYPEWRITING COURSE BY SEMESTERS SINCE THE R-r rr------s-r- ---COURSE WAS ORGAITTZFn ll928S?Q l'ooo n 2nd Sem lst Sem. 2nd Sem. -----l£29rlO____1929-30 1930-31 iqtq-ti 18 26 14 J2 21 Average Number Enrolled 1 1st SemJ 1931-32 | 17__1 19.6 1 !__ rewriting pupils classified according [TO T.jl NUMBER OF SEMESTERS 0? THE WORK ELECTED One Semester 47 Two Semesters 21 Three Semesters 6 Four Semesters______3 TY FINANCIAL STATEMENT: PSV.RITIMG DEPARTMENT 1928-’ 32 ■ 2nd Sem. H'hv’ lv' ! ■'l P. Xv Tlt,Er wee-Vts l K€n« J 1V4 4c, ; ! P« d $«v 1 $ v.V b' «i on r t iibufJ4- j P«r“l s ! rd«t C ih r j O'itWfct j V, r l� L i C « • i f 4 j f T f 1928-29 95.00: 60.00 17.20 00.00 1 2.80 p 1 ! 15.20 V — .20 i - v V � I .00 1st.Sem. 1929-30 130.001 80.00 24.70 4.00 r- 0.00 21.06 .00 .24 2nd Sem. 1929-30 In} C! 72.50! 63.00 17.90 .50 0.00 00.00 8.90 .00 ±su bem, !1220-31 115. Ooj 80.00! - . 25.20, 3.60 0.00 5.74 0.00 ' .69 | 2nd Sem, 0930-31 9l.Oo! 67.50 _ 44.57 3.78 0.00 5.05 i 0.00 ! on 1st.Sem, 1931-32 59.50j 50.00 00.00 f 2.50 f .75 6.25 ! 0.00 i • d j nn Average 93.83) 66.75 ,—f 2.40 .59 9.05 1.51 j Uv .19 sS w- m- conBe irtSr s86 “as n3 - 34 - mk WHY TEACH MANUAL TRAINING- IN THE PUELIC SCHOOLS By Miss M. E. Warner There are many conflicting aims in education. In no other line of human endea vor has there been less unanimity and more debate as to alms and practice than in the field of Education. Airnt- ha70 been defined and re-defined and practice has passed through an equally wide range cf repeated experiments. For example, one century or part of a century has emphasized natural or instructive tendencies. Nearly every century at one time or another has tended to stress the intellectual at the expense,of the manual. At present there is a w ide-spread effort bo emphasize the manual as v ell a s the intellectual. Not infrequently educators have failed to appreciate that certain very important aims in Education conflict pother and have universally sought to condemn every practice vr hich failed to stress the particular need which they themselves saw. One educator holds up his hands in horror and exclaims ’ What are our s, chools coming to . We have painting, and sowing and cook ing, and tnacxsiiiithing. . Lat next ? 1 Another ’wants his school so organized that io wi i rival real life conditions, even to the extent of having a lactory system in which boys are to bo made so skillful they may turn out a product that will make the institution self-supporting. One educator says Education is a preparation for living. Another ins ists that education is teaching children to do better those things children like to do. Still another holds that education is the p ocess ol adaptation of the individual to his environment. Person- ally, I like the last definition best. We believe tho hand should be trained as well as the mind. The great majority of our boys who go out from our scnools will be engaged in some kind of manual work, A large part of the people cu our country as well as all countries, are engaged in the manipulat- ion. of concrete things rather than abstract ideas. To neglect in our schools the giving of opportunity for technical experience and expression through the manipulation of concret materiais is to ignore the welfare of that majority of our people who will live by the manip- ulation of materials. To learn by doing is to learn with the best aids psychology and science have been able to discover, says one educator. The type of work done in our shop is largely handwork with wood aitnough there is a limited amount of mechanical drawing. We aim to each the things which a boy should be able to do in order that he may contribute his share to the up-keep of the home and develop an interest and pride in his home surroundings. One of my boys said he was visiting a relative who had a door that ■■Quid not shut. He took it off the hinges, planed it, put . it fcack in the doorway and it shut alright.' This was an example of the utility value of a manual training course in school. I talked nth a dentist a short time ago who had taken two years of manual ■raining in the high school, expecting to take an engineering course men he w ent to college, I inquired if this manual training had a°ne him any good after he had changed to a dental course. He said, yas, it helped to give him a trained hand. 'fe believe a boy taking w oodwork w ho never becomes a worker in ood is benefitted not so much because he has mastered the subject fitter of the course, but because he has acquired certain attitudes, ‘ kbits of mind and body which assist him in interpreting related experiences in later life. 35 - VOCATIONAL EDUCATION One of the most serious criticisms of our American public school system is that we do not definitely prepare each graduate or pupil for some trade or vocation that will enable him to earn d living. We know that few people in any sized group will have similar interests, yet our public schools require pupils to take various courses whether they will be of direct benefit to the pupil or not, Toooften words and express- ions such as training the mind or disciplinary value , etc mebely cover up the inability of the high school to meet the vocational aim of education. We believe the high schol curriculum has been dominated too much by the colleges through the establishment of college entrance requirements based on the supposed needs of the relatively few pupils vdio go on to college. Few administrative officials of secondary schools have the temerity to set up requirements and standards different from th se set up by the colleges even though it is realised that the high school work ends the formal education for a majority of the pupils. There can be no denial of the fact that a majority of the high school 'graduates are unable to go on to college , For the majority, then, the vocational problem is a vitaryimmeaiately after high school graduat- ion, In our small schools too little effort has been made to meet the vocational aim of education. It is admittedly true that the average small school has neither equipment, space nor teaching talent to teach many purely vocational subjects. Various commercial subjects such as typewrit .ngj bookkeeping, business correspondence, etc can be and a re uite efficiently taught even in the small high schools, but few grad- uates will become stenographers or enter secretarif-l ,work. Vocational agriculture is included in the curriculums of a few schools and probably should be taught in every rural co.imunity, A few girls have the advent age of an advanced home making course which is now offered in the Burt high school as a vocational subject for girls, While recognizing the inability of the school in a small community to offer vocational work in many fields , we believe it is possible to make some provision for the vocational training in some other trades than those usually provided for. In every community there are boys who uould like to become mechanics, barbers, jewelers, watch makers, brick nnd stone masons, printers, carpenters, plumbers, tinsmiths, etc. There was a time when a boy was apprenticed by his father to a trades- man to learn the trade. That practice has almost vanished with the re- sult that it is more and more difficult for a boy to thoroughly master a trade or skilled craft. To remedy some of the weaknesses in the local school program and to m.et some of the criticisms of the public school system, we have develop el a plan that provide-S specific vocational training for at least a few oi our pupils, The Plan Our plan is a cooperative one between the school and various trades- men of the community. The plan provides for a few carefully selected pupils to learn a trade while completing the work of the high school. Pupils taking the vocational training courses atte ,d regular school classes for one-half of each school day ana. devote the other half day to learning the trade. School creuit Is allowed for this vocational training work on the same basis as other labratory work. The high school class schedule is arranged to permit these pupils to take the academic subjects in the mornings, leaving the afternoons open for the vocational work, - 36- This is a familiar scene in The Burt Monitor office, with Norman Sanderson seated at the keyboard of the line casting machine. A. N. Jensen, Burt hardware dealer is instructing Ed- ward Polhemus, Burt high school student, in the fine points of the tinsmiths trade. -37- Eo salary or renumeration is given to the pupils. In return for the boys' labor the tradesmen agree to teac.h them the secrets and to develop the shills of the trade. A total of 800 to 900 minutos of vocational work is required each week. Regular cls.ss periods are 4-0 minutes in length and most labratory periods are 00 minutes in length. Tvo oO minuue peri ds daily would make the minimum of 800 minutes while 900 minutes would figure 4 -45 minute periods daily. Vocational pupils take and receive cr dit for three subjects at the school house in the forenoon and receive credit for four labratory periods d ily inothe afternoon , Vocational pupils , therefore, earn e total of five credits each semester. The increased subjects load Is required in case some of these pupils should desire to attend college later. Only two units of manual arts credits are accepted by colleger at one present time. The increased load of academic subjects there .'re vrill enable pupils to enter college courses without loss of credit. Advanced algeora was made the required subject for th ?se pupils as their third academic subject the second semester of this year. In Iowa, pupils may ta.ce and have accepted five cr dits of work each semester after the first year of high school work. The vocational courses are opened to boys of the eleventh and •' twelfth grades. There is no limitation as to chronological age, but those un.mr 16 years of age are required to have a work permit which is issued by tne superintendent by swecirl permission of the Strte Labor Commissioner. _ PUPIL3 CARJfU;'_iuY SILLCTZL An effort is made is check each application for vocational work to de inline his aptitude for the work, his interest etc. Only boys who i’ish to follow or at least to learn a trade are considered for the line® of work that are open. Parents of the boys must give their approval, the tradesman must approve tho boys who wish to work in his shop and before final assignment, t.ie superintendent must gran$ is approval in each case, A rigid, ten-point,agreement must be signed by the boy and .ts conditions accepted by the parents and tradesman to comwletc tho enrollment. This agreement is signed in triplicate, one copy for the boy, one for the tradesman and one for the school. C.W. Schryver Shows Kenneth Graham How To Li f t a Shoe -38- CHECK-UP 02 , ORK Eaca vocational pupil is required, to keep an accurate check of the time put in on the work. Special time cards , which were printed by tiie boys in the print shop, are used. Spaces are provided for the time ox starting work and the time of leaving with a third space for the i,ooal number of minutes of work each day. The car-.s are ruled across to provide spaces for five days in the week. These cards are posted in a prominent place in the snop and the tradesmen assist in seeing that tiie time check is acc.ura.tely kept. There was a tendency on the part of some of he boys at first to work for time rather than for the kno lege it. elf, but this soon passed and the time became a secondary factor. Special Job Sheets are used to record the tasks done each day. These sheets were also prepared in the print shop and provide spaces for a a hotation of the sevoral tasks performed each day. Those Job sheets assist the traaesmen in determining the completeness of the instruction taey require ‘ he boy to think back and remember he tasks done, and they arc used by the school the determine the diversity of training bein jiven. Tradesmen are given unit ited range .nd are left to’use their best Judgement as to toe material to be taught and in what sequence the training is to be given. Most of the tradesmen ha.ve keenly felt the responsibility of teaching the boys and have tried to make the v ork varied, and have given as much of the theory along with the practice as possible. Reviews and quizzes are given by some of the tradesmen to stimulate memory of the material learned. Demanding loyalty and an absolute secrecy of confidential information given, the instructors have responded by tea.ching various trade secrets of great imoortance to tne boys as prospective tradesmen, NU B1R oF V CAT IANAL PUPILS AEJ TYPES JF , ORK . This year, being the first of such vocati .nal work and all’of it 2x3,, imental, we have had but nine pupils. We believe there should bo openings for a few more than this number another year, especially if tie work continues to be as satisfactory as it seems to have been thus far, i ollo..’ing are tiie names of tne boys, the type of vocational trainxng laien and he names of the tradesmen who are working with them: Verne Lovstad, Banking, Burt Savings B nk, Mr, J.T.HeaaeV and Mr. F.E. Rubey. Verne is a senior in high school. Edward Polhemus, Hardware, Tinsmithing and Plumbing, Jensen13 Hdw, Mr. A.N.Jensen and Mr. J. Sewiclt. Wrd is a senior. Norman Sanderson and Denton Thaves , Printing, Typesetting, and general’ newspaper work, The Burt Monitor. Mr. A.G.Thaves - Norman is a senior while Denton is a Junior, Kenneth Graham , Blacksmlthmg, Schryvc-r Shop. Mr. C.W.Schryver Kenneth is a Junior. Edwin Manus and Ronald Elvidge , Automobile Mechanic, Battery Repair Work Service Motor Co, Mr. Jesse Thoreson and Mr. W.A.Ladendorff. These boys are both“Juniors. Willard Stow and Hugh McDonald , Automobile Mechanic and Bat eery Repair Work Gli. istousen Garage. Mr, James Christensen Willard Is a Senior , Hugh is a Junior, - 39 THE IMPORTANCE OF READING By Miss Eva U. Yfriitney It seems unnecessary today to argue the advantages of reading. When we consider the work of the school and what its function is, we a re led to the conclusion that reading is the most important of the school subjects. All future school achievements are conditioned by the reading ability of the child. It is the key which unlocks for him the materials of all subjects. Reading makes it possible for him to work Independently. Today man is controlle to a large degree, by the printed page. The farmer rea ds the sky not by the darkening cloud, but through the y eather report. He has learned to rotate his crops, to fertilize his fields, and to spray his orchards by reading farm bulletins and farm papers. When he is ready to market his hogs, cattle or grain, he stud- ies the market quotations to determine the most favorable time to sell and he balances the rations of his dairy cows by the printed directions. The business man is equally dependent upon the printed page. As ho ea ts his breakfast, he scans his morning paper for the news of'the day. The political situation, the foreign outlook, weather conditions, the crop forcast, the money market, the labor world point for him to prosperity or depression, Kls business day is made up largely of read- ing and eo-:: .unicating to others by letter. Children, at an early age, begin this most important work of read- ing. From their first day in school they enter upon its mysteries. As soon as they have acquired the mechanics of reading, they use it in acquiring Information in other studies. Babbitt has expressed this in the following statement- One’s horizon is narrow, and most of this world lies beyond, and stretches backward through history. Pupils need books that vividly reconstruct the experiences of others. As children travel, for example, in their readings with Peary to the North Pole, or with Amundsen and Scott to the South Pole, their experiences will bring them to apprec- iate the nature of the polar regions almost as clearly as if they had been there. Let them travel with Captain Cook and Darwin and Stevenson through the South Seas, with Dana around the Horn , with Tyndall and Jordan in the Alps, w ith John Muir and Enos Mills in the Rockies,- let them thus travel through the various lands and they will come to have a full appreciation of the nature of the world. In the reading of literature children are permitted further to reli ve the lives of people in various lands and under various conditi. . io ns, and thus through living, acquire understanding. No system of education can be considered adequate from which the students do not derive an interest in worth-while things and an ability to grasp the thought of books in which things worthwhile are discussed. S.H.Clark says, Whether as a citizen who should-fbr patriotic reaao.ns have a lively Interest in history, politics, sociology; as an artisan who seeks for help and advise in his life work; as a lover of the beautiful seeking to come into contact with the best that has been thought and felt by the human race; or as a mere, plain, matter-of- fact everyday man or wonrn of affairs who wants to know what is going on, it is the printed page more than anything else that can help, - 40 - IIPALTH INSTRUCTION - DENTAL CLINIC. An effort has been made durin , the last three years to encourage pupils to forms habits of oral hygiene, Inst:uctions have heen given to teach the correct manner of brushing the teeth find contests and other devices have been used to help pupils form habits of oral clean- liness, During the past three years dental clinics have been conduct- ed by the local dentist, Dr, R.K.Thompson, in order that children and parents might be advised of the presence of tooth defects. Recognition of such defects and their early correction by a dentist should result in long r service of the natural teeth and less expense for corrective work since small cavities can and are corrected for a smaller fee than are the alarge ones. The removal of baby teeth that are crowding the permanent teeth out of their proper places, the straightening of irregular teeth, the cleaning of teeth to remove ‘tartar and dlscolorat ions and the filling of cavities are results that follow a dental clinic, Parents are urged to send children to the dentist at least once a year ana preferably twice. Good health may depend upotf. the care given to the teeth during the school years. sui.::.:ary o? results [Number of puoils examined.................. Number of pupils with corrected teeth .... Percentage of pupils with corrected teeth. Total Number of pupils with cavities .... iPercentage of pupils with cavities....... Total number of cavities found ............ Total number of extractions recommanded .. Number of cases of irregular teeth recommended for straightening ........... CORRECTED TEETH corrected co rected co rrected co:rected corrected OF THREE DENTAL CLINICS _ 1 25 '30 10 22 '31 Number lumber Number lumbe r lumber with with with with With teeth teeth teeth teeth teeth in in in in in hi_.k school, 7-8th grades 5-6th grades 3-4t'n grades l-2nd grades lumber lumber Numb•r Number Number Number Number Number Number Numbs r of of of of of CAVITIES cavxtles cavities cavities cavities cavities re commended recommended recommended recommended re commended in in in in in in in in in in high school group , , Jr-hi. group ........ 5th-6th grades .. . . 3rd-4th grades ...., 1st-2nd grades ...., EXTRACT IONS hi J: i school group hi group ... 5th-6th grades .. 3rd-4th grades .. 1st -2nd grades ., 184 201 207 33 46 41 19.0$ 22.3$ 19.75 149 155 165 81.0$ 77.7$ 80.35 529 476 596 58 61 55 3 6 9 24 26 18 7 6 6 2 7 5 0 1 2 2 6 9 124 123 179 35 53 61 72 48 88 98 83 142 200 167 122 8 7 6 3 11 7 17 20 9 16 2 19 14 21 12 delects found in each the subject of oral The large number of cavities and other tooth clinic indicates the need of further emphasis on hygiene. The depression nry have had some effect on the corrective work done during the past year, but the fact remains that the number of tooth defects has increased rather than decreased. - 4l - ART IN THE PUBLIC SCHOOL CURRICULUM By Miss Mildred. Anderson Je nave Art in the public school curriculum because it aids in attaining our objectives in Education, It assists in teaching the lesions of health and citizenship. It facilitates the instruction in tne tool subjects. It trains the young American for more worthy home membership and enhances his value of his vocation. Art teaches him more worthy use of his increasing leisure time and develops in him more noble character. The placing of the art course in the curriculum is very necessary because the only guides we have are boohs and fashion plates, many of nicn contain illustrations of the vulgar type 'which cannot be relied upon to give tne correct impression to the growing mind. Since most of us are unaole to take a special course in art after high school grad- uation, it is very necessary that the teaching of art be available and adaptable to all pupils of the grades. The power to feel and express, to Judge and execute, lies dormant in every person and in some to a greater degree than in otners. Those with a greater inherited caoac- ity and better training will become creative artists, perhaps , but all may become au least to some extent users of good Judgement and taste H any nave the impression that beauty comes by accident and that only a few people have a ’mack of doing the right thing at the right time, but that is hardly true. Skill is the result of study and experience and there is no short road to the appreciation of the beautiful things. -42- ART - Continued. 5u intimately are v e connected with art principles in our daily lives that we constantly use or misuse them, It is true that the important factors of art study are originality and individual ingenuity, hut the mind and the hand must he trained for success. Boys' and girls' interests should be stimulated that they will desire to do original work. All children should learn to apprec- iate the beauty of nature, learn to picture her messages, and to use harmonies from her storehouses of line, form, pattern and color that will beautify their everyday lives. To these will come the richness of enthusiasm. Drawing, painting, design, coloring, modeling and handicraft are all important phases of art. To know something about one or more of these will help that much toward a better understanding ®f the whole. Each is an important link in the study of art, and the true artist acknowleges its importance. The values realized in acquiring a good art course ard innumerable becauses of the many phases of the subject. V ithout art in some phage we wo ild not have pictures, paper money, postage stamps, advertisements, rugs, figured dress goods, and countless other things which help to make out? civilization. In short, without these arts we would be reduced to the crudities of the primitive races, In our school we have tried to correlate all study of art as close- ly and naturally as possible with other subjects. Practically all pupils are participating in projects and are assuming responsibility for making articles which will be entered in the countv fair. The primary grades have made seasonal decorations, posters for- storyland and seasons, and paper toys such as Ceiclcen Little” and Santa Claus , The children are now wording on alphabet books, cutting the letters from folded paper. The elementary grades have made health posters which concern safe milk, disease of nu. trition, pure water, communicable diseases, etc. Thus art has helped to drivd home health lessons that will make for health and happiness in the years to come, The chief thought of Christmas time should be to give our best to others. In order to make Christmas happy, and especially so in our school the boys and girls began early to make their gifts. The sawing, painting and coloring of wooden toys was of great interest' to all the pupils. During the special weeks of National Thrift, Good English, and Fire Prevention the children enjoyed making posters illustrating how each zomes as the result of economy, carefulness and good habits. The Junior high school pupils have done more advanced art work by making glass silhouette paintings, perspective drawings, stick print- ings, soap carvings, st ll life posters, lettering and in study design and color. They have learned some of tho principle rules and tech- niques of art, The entire object of true education is to make people not merely do the right thing but enjoy the right thing} not merely industrious but to love industry} not merely learned, but to love lcnowlegej not merely pure, but to love purity; not merely Just, but to hunger and thirst after Justice, says John Ruskin, The ship design printed on the previous page is an example of linoleum block printing as done in the seventh and eighth grades. An exhibit of typical art projects will be on display at the school house at the time of the annual school exhibit which is scheduled to be held on the evening of the last P.T.A. meeting of the yaar, - 43 - HANDWRITING IN THE SCHOOL By Miss Myrtle Hanna Many pupils come to the teacher of handwriting feeling that as far as their ever b ing able to write well, it is a hopeless case. As a matter of fact, such pupils have never had their interest really aroused onouh to male a decided endeavor to work at the task. One of the world's finest penman says, Anyone can learn to write well. Lis explanation is that anyone with normal motor control can learn to writ� legibly and easily, if properly taught. Learning to write is a matter of habit formation. Owing to the complexity of the process a great amount of time and effort is expended in acquiring proficiency. Our aim is to develop sufficient skill in pupils to write easily, legib- ly and rapidly enough to meet present day needs and social requirements. The primary pupils are given the basis principles embodied in muscul- ar movement by having their attention called to the prop- r sitting pos- ition and the placement of the paper and the hands. The practice periods are short for all the pupils in the lower grades, and a large amount of this time is devoten to blackboard writing, _ __._________ 1 JhN.Ist Perwanshup Rh ards 1952- ft� s Voir P v S tfO Drills Imp� «v� mtn t Cc, 11 € S Pcv- %c,£Kllg Cf� rgt i — — “TTFl 1 $ ! 1m 7i 1 a: 4 ' p, i.[ smm 1 s| ■ _ ; £ j ! . | lYfffl A — '•i1 T ’ c! i w « I 1 1 L— {■Sri . ! . ! ; :: ; Lid -1 nr . _ . 1 X 1 Sfi 1 1 i j ' 1 j I l i i % 19 0 1 — hih n? h c i± It ' 7i S i rr i 1 'S'. r 'j 1 | J-4-- it i Jyh-1 ! ' ? 0 j • J m S—:—1 • 1 7 j $• i | ; c; n )t j_7_J$ j i ci! n ii Penmanship awards are given for- evidence of proficiency in the the method being used, Brons buttons are given to those who complete twenty-five drills. Those finishing fifty drills with the the requir- ed proficiency are given pins. Improvement certificates are awarded for eighty-six drills while FL.al Certificates are given for the eight-six drills when the quality of the work indicates mastery of the principles that ave been tau ht. The above chart indicates the numb- , -er of pupils who have earne'd each type of award during the current year to January 1st, There are two more advanced cer:.-j.f .cate6 available to high school pupils, these being the High School Certificate and the Business Certificate. Perhaps no human art has given . greater pleasure, loy, comfort, and profit than the art of penmanship as used in correspondenee for it has Joined those who are distant, made communication with absent ones possible, and finally, it is the written � ord that givestpermanegaey to our language and continuity to our educational efforts’. 1 —-M - PART V - EXTRA-CURRICULAR ACTIVITIES. Instrumental Music ORCHESTRAL INSTRUMENTS By Mr. Sigurd Far’dai The Orchestra is the only instrumental organisation sponsored by the Burt Public Schools. Since this is so it raa.y be interesting to • tudy the composition of the modern symphony orchestra and ai.so to see how the instrumentation of the Burt School Orahsstracompares with this. Of course conditions do not permit the small school orchestra to have tne balance cf instrumentation, nor the various instruments that go to- ward tus make-up of a symphony, but when organizing or adding players to vraar w-e already have an effort shouid be made to introduce those instruments that tend to balance the organization, and make it as near the ideal as pos ible. As a basis for comparison let us take any modem symphony orchestra. The symphony orcnestra. is made up of four families-11 of instruments consisting of tne strings, woodbinds, bras- , and percus inn. STRINGS In tne string class we have the violins, vio?.a, 'cello, bass viol, celeste, the harp, etc. Hers tne instrumentation of the symphony includes sixteen first violins, fourteen seconds, twelve violas , ten 'cellos, ard eight basses. In addition to this a celeste and one or two harps are used. The celeste is a small instrument resembling a minature piano and producing a tinkling sound that is very effective in certain passages. Thie brings the total of string up to sixty or better than half of the entire personell of tne orcnestra. It also shows tnat tne string section is the most important section of the organization; in fact the judges of our Contests discount for lack of proper instrumentation, especially strings. The Burt School Orchestra at present hss five first violins, four second violins, two violas, one 'celxo. and one bass. According to our comparison this is almost a balance, although tnere should be anotuer 'cello, and another base would add to the instrumentation. Cf ecu rse several more good violins cold be used to advantage, and ther e are several now that are developing rs.oidly so that in a few years there should be no dearth of violin material. WOOD-VINES fnis section includes the oboes, english horn, flutes, piccolos, clarinest (Bb, alto, bass), and bassoons, Tne symphony orchestra has three oboes alternatiog on tne Lnglish norn, three flutes alternating on oiocclos, turee clarinets alternating on the 3b, alto and the ba.ss olermet, tnree Dassoons, one of which is alternated with a contra- bassoon. In this section Burt is weak, as we have but one flute, am one clarinet. Of course it i impossible to have oboes, english horns and bassoons, due to the cost of these instruments and very few cf the smaller school orenestras have tnese instruments, for the same reason, but usually substitute by having more clarinets and flutes and having them olsy other parts. BRASS In this section we find the trumpets, french horns, trombones, and sometimes a tuba for certain passages. The sympnony has three trumpets, three or fair trombones, four french horns, and one tuba. At Burt we have two trumpets, one alto horn, one baritone, and will perhaps add a tuba next year. PERCUSSION This section includes the bass drum, snare drum, tympany, chimes, bells, and other instruments common to this section. At Burt we have one bass drum and one snare drum. The traps are lacking. J -45- EXTRA-CURRICULAR VOCAL MUSIC By Miss Anna Cvergaard The extra-curricular vocal music in the Burt high school consists of a girls' glee club, girls’ sextette, boys' glee club, boys’ oet' ette, and a mi;.ed chorus. GIRLS’ GLEE CLUB The Kiris' Klee club was rr lanv vo r o or;ft on. i o a boon on - --------— ’ - - - - — gAVU II O 119 v v- X U CvikOU U W uut O U O. contest although it was eligible to enter the two years of sucessful competition in the district contest. This year it consists of thirty-two members. Rehearsals are held twn3 a week for a total of 80 minutes per week. Rehearsals are devot- ed to vocalizing and to the preparation of numbers to be given in public. Vocaliz'ti n exercises are given to improve the tone quality. Tone quality, not volume, determines the worth and ability of a vocal music organization. New songs are learned and old ones are perfected. Most of the s pngs are sung in three-part harmony. Much stress is laid on correct pronunciation and articulation of t.e words as well as on the tone quality. In many instances good tone quality depends upon correct pronunciati -n of 'words Successful directors say that if you pronounce the words in singing as you do in speaking, the tone will generally be correct. _________ urIRLS S.j Cii i iE The sextette was first organized in 1928. In 1926 there was a Junior high scho.l quartet e, three members of whlch are members of the present sextette organization. As the sextette members are a selected group chosen for their sight reading ability as well as the quality of tneir voices, they sing much more difficult music than the girls' glee club. It is a popular organization and the competition for olaces in it is always keen. BOYS' GLE.I CLUB The boys glee club was first organized in the fall of 1930. Interest has grown during the two years of its existance, There p„re now some flirty members in the organization. Because of the lack of training during former years tne boys do not read music as readily as the girls, and consequently simg simpler songs. Noticeable Improvement in tone quality and a.bility to read music ha.s been noted. The boys like to sing and people of the community enjoy hearing them. It is one of the most popular music organizati ons. BuYS' OCTETTE The boys octette was organized during the fall of 1931. The members, selected from the glee club, were chosen because of their sight reading ability ana the blending quality of their voices. The songs used by the octette are more difficult than those used by the glee club. They meet twice a week for t..irty minute periods, MIXED CHORUS The mixed chorus made its initial aooearance last year at the Christ- mas concert. This year the mixed chorus, with a total of sixty-two w. . voices again sang in the Christmas program. Thirty of these people hav been chosqn to present an Easter cantata. The mixed chorus is,perhaos, the most enjoyable of-all the singing groups with its deep bass, clear tenors, mellow altos and flutelike sopranos -46 - ✓ ✓ � ■ ARE ATHLETICS OVER-EMPHASIZED By Mr. Condit Bowie Are athletics over-emphasized? Our daily papers have contained many editorials and articles concerning the emphasis placed on athletics in our educational institutions. The past twenty years has seen the in- troduction and development of football, baseball, track, wrestling, swimming, tennis , cross country an:, other sports in the modem schools. At the )resent time football, the major collegiate sport, is undergoing a severe criticism due to conaercializr.tion through subsidization of playerd. Successful coaches receive salaries comparable to the college presidents'. Fan mail from supposedly Loyal Alumnis is received in quantities that would be Credit to Joan Crawford. Surely athletics must h-ve a place in any school and any institution of learning as well as music, debating, or any other worthy activity. Ie do not like to see human talent of any kind wasted, and in order to develop individuals who are gifted we sponsor glee clubs, speech clubs and contests, instrumental music organizations, science clubs, athletics and so forth. As diversified a list of activities as possible should be offered in the school. Individual pupil advancement will depend largely the desire to work and the natural ability. The ideal financ- ial arrangement would be to have all activities sponsored by the school district, each activity reciving rid perhaps on the basis of the num- ber of pupils participating. Receipts from public appearances , con- tests etc would then revert to the school district. The principal ad- vantage of this type if ar angeuent would be that these so-called extra- curricular activities would be regarded and treated as intra-curricular activities. Unkao-.singly scho Is emphasize their strong activities. The name of football is unconsciously associated with Notre Dame, Choir and music with St, Claf; Basketball with Kansas State,and bands with Ma son City or Council Bluffs. Although schools are spending large sums in developing their activities, we find that the past period of prosperity was given to speculating and extremes. Naturally our schools In some cases suffered from over-emphasis of some sport, but now the pendulum is swinging back. Are athletics over-emphasiz d in the Burt Hi. h School? A question of that nature can easily be solved by first considering the number of sports the high school sponsors, and secondly the facilities provided for those sports, end thirdly the number of pupils participating. Burt high school sponsors two interscholastic sports, both boys' sporty baseball and wrestling. Baseball is adequately provided for as far as equipment is concerned. The school has made no provision for wrestling and this sport has been conducted with considerable difficulty. No aid was given by the school district in providing the necessary equip- ment and the activity 13 considerably handicapped by insufficient room facilities, � Ve have had an average of twenty-five actively partic- ipating in boys' sports. No provision is made by the school author- ities for girls' sports of any kind. From a recent poll made, we find that Burt is the only high school in the state that has an approx- imate enrollment of one hundred pupils that does not provide a gymnas- ium. Adequate facilities are not provided to make it possible to begin to meet the Health aim :f education. Sponsoring but t o sports, and one of these under considerable diff- iculty the conclusion must be reached that athletics are not over- emphasized in the Burt high school. - 4? • BOY SCOUTS SCOUTING- AS AN EXTRA-CURRI CULAR ACT IVITY Troop number 43 was first chartered on Fobrua ry 28,1929. The troop is now completing its t lrd year a.nd will at the time this report is issuea be starting its fourth year The or anization is sponsored by a gr up of citizens, but the work has become a school activity since tae meetings are held at the school house and the scoutmasters are teachers in the school. The officers of the organization are Rev. S.H.Aten, Ch-.irman of the Troop Committee Paul F. Kriotho, Trepp Commlttooman C.B.Chipman, Troop Committeeman J.G.McDonald, Troop Committeeman and Treasurer Donald Y eir, Scoutma ster Condit Bowie, Assistant Scoutmaster The local tro p is in the F Mr, H.R.Heath is the chief exccu of which t Dodge Scoufc Area ,ve •officer. Troop 4-3 is organized into three patrols: the Stork patrol, the Wolf patrol and the Flying Eagle Patrol, A patrol leader and an assistant patrol leader assists with the management of oach patrol. There is also a senior patrol loader . At the present time ( February 16,1932) there aro 22 boys enrolled of whom two are life scouts, nine aro Star scouts; three e.rc First Class scouts; two are second class and four are Tondorfeot. A total of 79 Merit Badges were earned by members of tho troop during the year Feb, 28, 1931 to Feb, 28, 1932 Thoro wore also 22 edvanc •monts in rank during tho year Both the scoutmaster and the assistant scoutmaster arc Star scouts. At the close of school last summer a six day camp was conducted at Iowa Lake, This camp was the second to be hold by tho troop, the other one having boon hold tho previous summert Plans are being made to have an encampment early in the summer of 1932, The scout organization is practically a self sup sorting one, the boys paying weekly duos of 5{ eaoh and a flat sum of $3.50 for tho summer camp expenses. Scouting 18 a character developing program with the highest of ideals. Character is taught by precept and by oxamplo. It gives the boy an'ohjective toward which to work and it dirocts his activities. There is need for a number of younger boys in the troop, any Tioy tv elve years of eligible to momborship. � 4 — HIGH SCHOOL DRAMATICS By I.Iiss Alice Eighme -ne of the activities that Junior and Senior classes in high scho.'l look forward to is the class play. Some of the Juniors may think xt will be Just a lot of fun, but they soon realize that it re- quires work. They must learn their own lines so well that they will sound as spontaneous conversation when they are spoken. They must learn the lines of other characters so they will know when to speak. They must learn to act — act the whole time they are on the stage. They must learn to interpret the character they are portraying, not Just re- peat words. Students who are in plays learn self-reliance. They know that while they are on the stage, no one will speak, act, or think for them. Each member of the cast learns the full meaning, of the saying th© play must go on , no matter what may happen behind scenes. They learn to be responsible. Each person in the cast must be responsible for his own wardrobe and any personal properties he may need. The ones who are aelping as property manager, wardrobe manager, or prompter must be resp- onsible for the furniture, lighting, costumes and prompting, Tae plays that are chosen by the Burt high scho .1 are chosen so that each member may have some part in the program, either in the main play or in a between-acts stunt of some kind. Everyone receives a oenefit from the production of the play and when it is over there is a feeling of having accomplished something worthwhile. Declamatory Contests- In high school work i declamation is stressed in order that as many pupils a3 possible may receive the benefits that come from participation in this worthwhile activity. Pcise, and ease of speaking in public are two important results of this work. Much of the interpretation of the selection must come from the speaker himself as a result of suggestions and aid from the coach or director. Long practice results in ease ©n the stage, clearer enun- ciation and purer pronunciation. The first time is always the hardest with each succeeding appearance becoming easier and more natural. Selections are chosen because of their adaptability to the individual pupil and because of appeal to the individual. Burt has a very iine library of selections that has been growing rapidly from year to year. There are now about 45 such selections all orooerly filed and indexed for ease in finding. Declamatory work xs also sponsored in the Junior High School to provide training for many who might not have the opportunity to receive it in high school. These younger speakers resp nd. readxly to su gest- ions and many speak with ease and ability that compares very well with the efforts of the older speakers. The Junior contests serve as the best of training for tnose who will participate in the high school work� The same selections are used as for the high school contests, so the younger pupils learn to memorize long sleet ions as well as to interpret them. Interest in declamatory work varies from year to year, This year there were twenty-five pupils in the high school contest and there wore fourteen in the Junior high school contest. All pupils are given an opportunity to 3peak before an audience to the end that the greatest possible value may be received from the work. T he high school contest- ants spoke in two public elimination contests, the final choice of speaker ers for the state series of contests being determined in subsequent elimination contests that were Judge . by seven or more teachers. All pupils sho Id receive encour-gement from the parents to participate in the derlamatorv work, 49 - PART VI FINANCES. INTRODUCTORY REMARKS Part VI of this report is concerned with the finances of the local schools. The report is far from complete, but the information given should prove of interest at the present time. The national income in the United States in 1928 has been estim- ated at $89,419,000,000 of which $ 2,448,633,561 was expended to support all of the public colleges, high schools, Junior high schools and elem- entary public schools in the United Strtes, During the same year, the expenditures for automobiles was $12,500,000,000 and the cost of crime was estimated at $13,000,000,000. Almost one-third of the nations imcome n 1928 was expended directly or indirectly on automobiles or lost through crime. Only about one-thirtieth of the nations income was spent in the education of the children who must be trained in trades and in citizenship to take their places in a republican form of government. In Iowa more money was spent for tobacco in 1928 than was spent in support of the public schools. Almost three times as much was spent for luxuries as for education. Is the education of our children of less value th'n the tobacco burned or chewed in a year? ‘School taxes are the heaviest part of the tax burden. In Iowa in 1928 we paid for education per child of school age — 5 to 21 - §81,70. Contrast this expenditure with that of §165,97 per child of school age in California, In ths sta-es su rounding Iowa we find Nebraska expending $70.74 per child; Missouri, §61.46; Minnesota, 74.84 and Illinois, $85,63, From a per capita wealth basis Iowa stands in fourth place among our forty-eight states. South Dakota, Wyoming and Nevada with sparse populations have a greater per capita wealth than does Iov.’a, Our wealth is greater per person that is that of California where twice as much money is being expended for education as we contribute for this purpose. In anotherdirection we nannot claim extravagance in school expend- itures. Our §81,70 per child is no greater in proportion to our wealth than is the §22,60 expended in Arkansas or the $25.93 expenditure per child in Mississippi is to the wealthof people in those states. When we go into this subject v.’ith some care we shall discover that expenses in this direction cannot be materially reduced. We can possibly get better retunrs for our tax money by careful scrutiny of schools and all other governmental activities. On the basis of wealth which may properly be used as a measure of ability to support schools, Iowa is more parsimonious than extravagant. The above quotation taken from an editorial in the Council Bluffs Nonpareil is worthy of careful consideration. It is possible to tear down in a few months the work of years of effort. The pbple of B urt are anxious and we believe willing that our children may have an education opportunity equal to that of other convmunities of the state. While efficiency of management is essential we believe conditions do not warrant radical or destructive curtailments. - 50 - TAX LEVIES FOR SCHOOL PURPOSES IN THE BURT INDEPENDENT DISTRICT - The taxes paid in support of the schools are divided into two funds, the General Fund and the School House Fund. The General fund is used to pay the operating expenses of the school, that is such items as teachers' and Janitor's salaries, secretary 's salary, fuel, light, power, water, record books, library supplies, supplies and equipment of all kinds, minor repairs $� tc. The school house fund is used to pay building costs, addition to site, cost of major repairs to building, improvement of grounds, etc, as well as for Interest and principal on outstanding bonds. The chart below gives the tax levy for the General and for the School House funds for each year from 1907 to and including 1931 The total school levy is also given. The relative amounts for each fund have of course varied considerably from year to year. The School House fund has varied from zero per cent to as much as 45 of the «• school levy for general operating costs and from zero percent, to as much as 31 of the total levy for school purposes with the average being about 15 yza. f' TAX LEVIES FOR,SCHOOL PURPOSES IN THE BURT INDEPENDENT DISTRICT BY YEARB- 1907-'31, 4ortV « i A '4 Total ls Kflel t«Vi i i� tvu Gg viral 1 StUoo| 1 3 i k.v, to- 1£07h 26,0 00.0 26.0 0000 100.9 100.0 1958 25.5 ' j 00.0 25TF 00.0 00.0 100.0 1909 29.1 • 00.0 29.1 00.0 00.0 100.0 1910 30. 1 4,1 34.5 10.1 11.9 88.1 I5TT -31.3 ; 10.0 41.3 31.3 24.2 75.8 1912 yufe l B7o 42! 6 23.1 T877? ■ 81It sad 30.4 8.0 26.3 20.8 79.2 1914 33.4 6.3 39.7 l8.8 15.8 84.2 33.1 8.3 39.4 19.0 15.9 w.ir 11916 45.9 6.2 52.1 13.5 11.9 0917 4?,2 . 5.9 49.1 13.9 12.1 87791 119-18 571 5.6 50.7 1274 11.0 89. ol !ES 8.0 51.4 “18 . 4 15.8 84.2”! 1920 57.8 ! 7.9 5.7 13.7 12.6 887o1 1921 84.6 16.0 100.6 18.9 15.9 ”84737 1 22 78.0 19.1 96.1 24.5 19.9 80.1 85.3 |I4T3 99 5“ 16.7 14.3 85! 7| vmz. 78.3 116.8 95.1 31.4 17.6 82741 jgSZ 74.0 I 271S 10178 37.5 27.3 72.71 1926 61.5 XfYi 89.2 45.0 31.0 69.0 I 84.2 M.o ’ 84,2 00.6 00.0 100.0 ! H928 76.8 ; 9.6 86.4 ■12.5 11.1 88.9” 87.3 100,0 87.3 00.0 00.0 100,ol 'TO3- 88.4 00.0 100.0 00.0 100.0” •pSz “83. r 00.0 83.4 00.0 00.0 loo. 61 Aver- ia«e ...35.6 1 6.7 r- 1 1 64.4 ‘ 15.1 12.5 87.5 - 51 V HHT PROPORTION OF ALL TAXES IS USED IN SUPPORT OF THE LOCAL SCHOOLS? On the average slightly more than one-half of all taxes paid is used in support of the lo«-l schools. During the period of years from 1918 to and including the year 1931 the percentage has vari ed from 4-1,5$ in 1919 to 60,8$ in 1927. The average of the fourteen years has been 54,7$, In other words on the .average of every $100 of taxes paid by property owners of Burt the sum of $54,70 has been used in support of the local schools. The balance has required to support township, tovm, oounty and state governments. No account the. indirect taxes such as the gasoline tax. the cigaret taxes, etc whicn undountealy amount to mantf hundreds of dollars 1 such indirect taxes could be 00 iputed and, averaged with the direct property taxes it is believed that the percentage used for school support would be conside' ably less than 50$. The cnart below lnoio tes .lie per cent of the total property tax paid eacn year that was used in support of the local schools'. PER CENT SCHOOL TAX IN BURT IS TOTAL PROPERTY TAX LEVIED BY YEARS - 1918 -'31 OF ✓ r $ t JF t TAX RATES IK ELEVEN KOSSUTH COUNTY SCHOOLS ( 1907 TO 1931 INCLUSIVE ) © Year Bancroft Buffalo T'.vp. -p u h CO Fent -n -p 0 1 � 4 Ledyard Lone Rock Luverne 7 5 +3 •H O c 3 0 lO Jesley .Yhittemor 1907 21.8 26.0 25.1 24.0 19.4 28.7 22.0 12.4 33.7 '26.il 1908 19.1 • • • 25.5 25.5 24.7 12.7 w.9 22. i, 49.9 23.-11 1909 19.4 • • • 29.1 31.2 5476 36.9 27.2 22.0 35.1 46.6 15.5: 11910 19.9 • • • • 34.1 32.3 42.1 25.$ 25.2 38.1 31.4 wwr 17.5_| ! 1911 22.7 41.3 3°.5 43.7 24.7 I6.3 4o.o 32.3 47.1 18.1} 1912 15.4 • • • • 42.6 41.4 liX 27.2 27.2 40.0 34.6 39.7 24.6 | 194-3 12.8 • • • • 38 ] 4 ''25.0 31.6 23.4 17.9 35.6 29.4 36.0 27.7 ; I9l4 l6.9 39.7 26.7 36.5 3.0,7 l8.1 44.0 31.7 35.2 3544 1 15 20.4 39.4 26.0 35.4 34.8 21.2 44.0 30.8 54.4 25.4 ; 1916 29.1 • • • • 52.1 25.7 35.0 33.9 21.1 44.0 32.9 54.7 32.3 s 1917 32.0 42.0 49.1 27.5 ‘2.1 35.1 _ WSTT 48.0 50.1 62.7 _4i i 1915” 36.5 4578 50.7 30. . 51.7 22.6 29.d 55.2 56.6 72.0 1919 ■ o “7577“ 51.4 32.2 49.4 37.7 WZ 62.0 57.5 78.2 1920 8l.5“ 75.8 55.7 47.9 58.8 44.7 WT 66.7 44.0 83.0 64„i5_| 1921 “5I7o 75.7 92.5 64.0 82.9 3S . 0 44.3 88.0 67.9 79.5 86.8 , 1922 51.4 66.9 96.1 61 6 90.7 39.6“ T 3 08,0 57.9 . 79.5 86.8 1 1923 60.0 43.3 99.6 65.5 o571T 33.4 43.1 92.5 63.7 46.8 81.0 l 1924 61.5 43.7 95.1 79.5 46.1 ' 48.4 45.4 72.7 53.0 6 6.6 64.7 , 1925 72.3 74.9 10175“ 80.3 74.0 54,4 5A • 3 71.3 49.9 71.6 56.g ; 1926 15T 76.6 58'. 9' 81.7 83.8 56.9 69.1 69.1 43.1 '81,6 1927 59.4 71.8 5572 71.6 85.0 58.6 72.6 80,3 75.3 69.9 I92H“ 63.7 74.9 86.4 7218 77.9 60.8 5974 '78.1 76.5 70.0 80. o' 1929 “5S3 89.1 87.3 71.2 70.9 54.0 71-3 69.6 66.9 72.1 97.0 1930 58.3 88.6 57T 57.3 74.8 64,6 56.5 70.9 71.3 68.6 1931 55.8 81.2 83.4 55.0 82.0 6l.4 52,5 66.5 59.0 68.9 81.3 Aver age 43.1 66.4 63.5 47.4 55_.3_ 40,4 38.5 _56j7 _ 48.0 61x8 50.7 The above chart shows the tax rates in eleven independent and consolidated schools in Kossuth County for a period of twenty-five years. Lone Roc':, Ledvard and Bancroft have the lowest average tax rate over the t enty-five year period while Burt, Buffalo Township(Titonka) and Lesley have the highest average tax rates. Tax rates in them selves mean little since there is much variation from year to year. It must also he remembered that the siz e of the school, the extensiveness of the physical improvements , the standard of in struction the area of the school districti the amount of ouostand ing indebtedness and t he valuation of the property in tne district axl influence the rate of the taxes. Of these tne size of tne district and the valuation of the property are the most impo rtant factors. - 53 - EXPENDITURES IN DOLLARS,GENERAL FUND, 1991-1931. In the following table are presented various totals of expenditures fiom the General Fund of the Burt Independent District, In some cases the figures are given in whole dollars only. EXPENDIT URES - GENERAL FUND. 1921 r 1931 yea] Teachers Salaries Paic Sec Librar Tegt- Books J Books Janitor Fuel,wat er,Ins, Light Records Rep0 ort s Apoarat. Other 1 Disburs ments Total Expemdit ure s Men Women re Sup- '21 (2040 8297 76 99,64 3589 1292.31 15,394.2 '22 13645 7687 81 78.77 2420.42 . 494.92 4827.43 19,235.38 '23 4234 9730 55 471.68 4656.79 583.82 1960.08 21,691.52 1 24 3452 6632 57 543.13 3541,21 104.49 '1034.39 1 , 307.96 '25 5055 7590 80 175.26 479.54 3342.23 84.30 2148.09 16,954.4° '26 5135 7412 75 l4o.52 767.71 2735.71 109.00 2553.83 18,929.2 ! '27 5249 7535 80 150.00 919.08 3691.46 928 ..29 I8,554.09j '28 5299 7525 100 193.70 706.70 5143.52 59.65 1093,71 20,112,1C '29 5373 7279 105 1644.54 2864.73 1237.76 18,505.56 '30 5350 7120 105 30.4l 750.37 1974.71 2026.54 I8,8lc - 121 .552P, 7290 105 41.59 913.62 1933.20 1010.50 2791.52 19,6l-. 3 Aye 4760 -164,q] 88 -j2tZl $54.21 3$o£.6H 222.44 18,90.35 18,819.73. The classification of expenditures is that used by the state. Most of the items are clear although school officials differ in their inter- pretation of the rules governing the allottment of various expenditures. For Instance all supplies used Tpy the Janitor in maintaining the plant should be classified as Janitor s Supplies end not as General Supplies as they sometimes are, especially if all supplies are purctetsed at cne time and no adequate financial accounting system is provided, Such variations of interpretation of course introduce errors in the figures which cannot be corrected. There is a need for an improved accounting system that will permit accurate cost accounting in our school, EXPENDITURES IN DOLLARS, SCHOOL HOUSE FUND, 1921-1931. The following table indicates the expenditures from the school house fund during the past eleven years. Year EXPE Bonds Interest on Bends N.DITURSS -S 1921 Other Disbure- ments CHOOL HOI - 1931 Total ISE FUND Balance on Hand July 1st 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931. 850.00 2138.91 1020.00 1020.75 1020.00 1022.04 9974.67 0000.00 0000.00 0000.00 0000.00 3500.00 2500.00 900.00 3574.07 1099.07 291.86 494.06 850.00 2138.91 1020.00 4520.75 3520.00 1922.04 9974.67 3574.07 1099.07 291.86 494.06 2645.10 1966.19 2576.19 .504,87 .62 1900.60 0000.00 0000.OC 0000.00 553.14 59.08 54 - RECEIPTS II DOLLARS, GENERAL FUND. 1J21-1931. The following table made up of figures from the County Superintend- ents final records, shows the number of dollars received from all sources during the eleven year per.od from 1921 to 1931� inclusive, T e eleven year averages are also given for the convenience of the reader. _____________________________ R:C3IP S - VibihAL FUND BURT IFDEPENDENT SCHOOLS 1921-1931 Hoar On Hind July 1 St. District Tax Somi- Annual Apport- ionment Tuition Toxt- Books S.pplie Other Sources s Total Receipts Includ'g old Bal. 1921 1922 1993 1924 1925 1926 1927 1928 1929 1930 1931 t 3333.88 6865.42 8465.89 4576.86 2638.32 1508.35 2247.43 “ 9600700 '' 14000.00 15975.00 15700.00 16200.00 13200.00 11144.93 11900.00 13100.00 13300.00 12702.13 “458.83 457.24 381.55 462.99 447.59 640.68 430.76 358.07 391.53 350.12 319.04 $2341788“ 2500.15 3909.46 4217.00 4843.00 5875.30 2126.00 5224.00 3140.00 5118.00 2997.00 $ 758.64 687.12 632.46 532.45 553.75 417.38 855.77 7.014.20 2277.99 1425.73 324.01 231.23 126.60 330.91 159.04 190.31 368.93 494.06 15,395.91 19,235.38 21,691.74 20,704.00 25,819.84 27,395.12 23,130.95 22.750.42 20,013.91 21,062.78 1 19.615.43 Aver- age- 2694.64 13347.45 §424.38 � 3844.71 403.41 4812.90 721,528.58 RECEIPTSSIN DOLLARS - SCHOOL HOUSE FUND, 1921-1931. The following chart indicates the amounts received each year during the past eleven years in the School House Fund from the various sources. Year On Hand July 1st 52S2T BURT Re ce1d from Diet, Tax FTS - SCH PU3LIC S Rec'd from Sale of Bonds DOL HOUSE CHOOL DIST Other Sources FUND Total Receipts Including Old Bal. Year 1921 1922 1923 1924 1325 1926 1927 1328 1929 1930 1931 � 1995.19 2645.10 1996.19 2576.19 504.87 .62 1900.60 0000.00 0000.00 0000.00 553.14 $1500.00 1490.00 1600.00 2449.43 3015.75 3822.02 4500.00 2475.00 807.21 845,00 000Q. 00 $000.00 000.OQ 000.00 000.00 000.00 000.00 000.00 000.00 000.00 000.00 000'. . 0 ' §0000.00 0000.00 0000.00 0000.00 0000.00 0000.00 3574.07 1099.07 291.86 0000.00 0000.00 $3495.10 4135.10 3596.19 5025.62 3520.62 3822.64 9974.67 3574.07 1099.07 845.00 55?.14 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931 Aver- ts 3- . 1106 L_ 2045.8 _ 000 00 724.09 3603.74 Aver- age - 55 - RECEIPTS FROM DIRECT PROPERTY TAX AXD RECEIPTS FROM TUITION The graphs below indicate the amounts of school funds received by the Burt Independent School District each year since 1907 from the two most important sources of revenue, namely Direct Prooorty Tax and Tuition. The trend has been for a larger property tax over this period. In post-wa r period the taxes rose rapidly but the recent tendency has Jcoon for somewhat smaller receipts from taxation. A comparison of this chart v ith the one showing enrollments particularly high school enrollments and a remarkable similarity is shown. With an increase in the high school enrollment has come an enlarged teaching force, and a desire to offer as complete a course of study as facilities and funds permitted. Wo believe the trend during the next year or two will be downward, inline v ith all other businesses, but no permanent downward trend is expected and cannot be expected as long as the high school continues to grow. The sudden rise in the graph from 1921 to 1926 is due to the heavy levies laid to pay yhe outstanding bonds of the district. Receipts from tuition have shown a tendency to increase since 190 , and particularly so since 1921. The Burt Independent District has received a total of $58,4-10.44 from tuition since 1907 or an average ef $2336,41 each year during the twenty-five year period,- Without funds received from tuition Burt could not maintain the size gf school it does. Tuition pays nearly one-third of the operating COST 0? SCHOOL PER PUPIL IN AVERAGE DAILY ATTENDANCE. On the average it costs about a hundred dollars a pupil for one year in an Independent or consolidated school on the basis of the number of pupils in average daily attendance. In this study we have calcul- ated the cost per pupil in average daily attendance in each of the pub- lic Independent and consolidated schools in the county for two years, N o attempt has been made to figure in expenditures from the School house funds since it is difficult to allocate the amount of eXDenditures lor buildings , bonds or interest on bonds that a re chargeable to the pupils of any one year. Instead we have calculated the expenditures from the General Fund in each case. It will be noted that schools with small average daily attendance or smaller consolidated schools have the largest per pupil cost. The the type of curriculum offered, the extent of the transportation system, the number of teachers, etc influence the per pupil cost. The per pupil cost in Burt is somewhat less than the average of all schools considered. Its cost is more than that in Lakota, Fenton or ouffalo Consolidated ( Titonka) Grant Consolidated school with a large transportation bill and a relatively small enrollment has the largest per pupil cost of any of the lourteen schools. During the two years considered, Lakota has the least h_3_ npl, Algona with the largest average daily atlendence ly lower Per pupil cost in 1931 than in 1930, probably due to the increase in A.D.A. J COS ATTENDANC 1School ! T PER PUPIL IN • E IN FOURTEEN KO 1929-'30 and . A..D_JL j 1930 j 1931 AVERAGE DAILY 5SUTH COUNTY SCHOOLS L930-'31 Cost per Pupil in A.D.A . 1930 1931 Algona 779.4 840.3 $102 48 8 91.86 Bancroft 88.9 104.5 132.53 126.74 Buffalo Consol, 270.8 267.8 99.39 98,91 Burt 185.1 19174 101 .'65“ 102.48 Fenton l4§.7 “l4l.8 89.85 93.86 Grant Cor 10873 10978“ 167.81 155.21 Lakota 137.6 134.1 86768— 88.77 ™Ledyard 231.0 “249.9 113.48 102.49 Cone Rock 132.2 121.1 noo.4i I08.42' Luverne 168.0 157.3 I 103.69 102.50 Seneca 134.7 r138.7 1 126744 1206 ,l Sv;ea City ' 08.7 pl.0.9 103.85 f 106.35' •Vesley 97.7 117.72 116.84 whlttemore 70.1 74.0 Tirte 1 All Schools 2862.2 2960.9 107.49 1 :—t • 423. Q7_ v isalidated Districts -57 - 13 EDUCATION TOG GREAT A BURJ'jN FOR IO'.YA PEOPLE? Iowa spends seven times as much, every year in buying automobiles as she does in educating her children She spends nearly three times as much for such luxuries as cosmetics, perfumes, amusements etc, as she does for public schools. Gasoline requires $12,000,000 more than the public schools in a year and the tobacco bill is at least a million dollars greater than the education bill of the state, Ho one complains about the automobile bill, or the luxuries bill or the gasoline bill or the tobacco bill. Although the education bill is loss than any of these, the press and the air is filled with complaints of the heart breaking load caused by the public schools. The whole trouble lies in the manner of collection of the funds for the schools. Mandatory taxes coming in semi-annual or annual payments seem to hurt more than the constant drib' le of sm-.ller sumo spent voluntarily for amusements, .luxuries, chasing around, etc, vThen we consider the amount we are investing to educato 544,000 children enrolled in the public schools of the state, and compare it with some of these other annual expenditures, there is some real humor in the situation. Granting that economies should be effected 'horovor possible, the fact roma.uis that as long as people spond more for tobacco, luxuries, gasoline etc than for schools, no material Imprevoment in tho economic status of people will be effected by radically reducing school expend- itures in order to reduce the tax bill by a few hundreds of dollars. The chart below does not seem to indicate that the schools of the state are too great a burden. SOME IMPeR.AfT MILLS I-' IobA Public Schools - 50,495,119. - $51,215,097, - $62,934,345 Life Insurance - $72,662,990, ' - • :C iiiiiiiir Luxuries (cosmetics, theatres, etc) - $140,836,300 Passenger Automobiles, bought each year — 379.582.100. - RQ - PART VII CONCLUSIONS AND RECOLR.3NDATIONS- CONCLUSIONS 1. At least twenty-three items of progress were noted during the year. 2. Relative to Teachers - a. A large majority of Burt teachers have had previous experience. b. Burt teachers have been well trained, a high percentage being rauuates of approved colleges or universities. c. The average salary of elementary school teachers during the past nine years has been but 110 per month or but ,-82.50 on a year basis. d. Little or no premium is paid teachers for additional training in spite of increased expense of summer school attendance. e. The number of teachers has increased with the growth of the high school, with the organization of the Junior high school and with the enrichment of the curriculums of these t o groups. The number now employed( during the last eleven years) is nine full time teachers and one part-time teacher, f. The average tenure of superintendents in Burt since the school was organized is but 1.9 years each. Only two h- ve served longer than two years, 3. Relative to PUPILS - a. The trend of enrollments now seems to indicate increases. b. The high school enrollment for this year has dropped a little fro ii that of last year, with a total for the year of about 97. c. The number of high school tuition pupils showed considerable increase this year. Not all of thoss enrolled remained for the year. d There will be sixteen in the graduating class this year as comp-red with twenty-two last year. e. The large high school enrollments has resulted in very crowded conditions. The study hall has a seating capacity of but 78, the others being required to sit in the Junior high school room, in the library and other parts of the building. Inadequacy of room facilities re- quires the use of one hall for a classroom. f. Less than one fourth of the high school graduates have an oppor- tunity to attend college or university according to a check made of tne last three or four classes, g. A merit system of government that is objective in character has been devised and put in use, 4. RELATIVE TO TH_ CURRICULUM- a. The high school curriculum provides for wide choice of subjects of an elective character , considering the size of the school, b. A definite sequence of high school subjects has been arranged. c. Penmanship has been given a place in the high school curriculum as a subject required without credit, d. Instruction in Art has been extended to include the Jr. High School, e. The high school curriculum meets the state requirements for col- lege entrance (Liberal Arts Course) and at the same time offers a variety of subjects and more practical courses for those who do not expect to be able to attend college, 4, RELATIVE TO EX..'R A-CURRICULAR ACTIVITIES - a. Dramatics, music, wrestling,baseball and boy scouts arc the activ- ities sponsored by the Burt high school. These a.ctivities are en- couraged and pupil participation stimulated by a number of inter-school contests, 5. RELATIVE TO FINANCES - , a, About 2 3 of the funds required to operate the hurt schools art. derived from direct property taxes, b. From l 4 to 1 3 of the total receipts of the school district are derived fro,-, non-resident tuition. - 60 - CCH OLUS IONS AND RECOMMENDATIONS , continued, c. Approximately 4000 a year is collected from tuition, d. The cost per pupil in average daily attendance in Burt is approximately that of the average of all fourteen independent and con- solidated schools in the county. This cost is approximately $101 or $102 per pupil in A.D.A, in Burt. e. The property tax in Burt is approximately the same as the total sum paid for teachers salaries. f. Iowa has many more expensive bills than education, and there is complaint about any of the others. g. It is doubtful whether taxes can be materially r educed without the curtailment or elimination of the extra-curricular activities, .. the number of subjects offered in the curriculum or the quality of the instruction, RECOJCJENDAT IONS - 1. Relative to Teachers- a. Develop an equitable salary scale that will take into consider- ation training, experience and general fitness of teachers, b. Encourage good teachers to remain in their positions. c. Preference in employing teachers should be given to.older and more experienced individuals, 2, Relative to Pupils- a, Encourage more non-resident pupils to attend here by providing superior instruction, adequate instructional supplies and equipment and by providing a well balanced extra-curricular program. 3. Relative to the Building- a. Recognize the necessity of planning for the future. No one is suggestir b action at this time, but the physical condition and size of the present structure will necessitate some definite action within s, few years, A definite financial program should be decided upon and followed rigidly to the end that facilities may be made adequate and improved when general economic conditions return to normal. In this connection it is well to repeat the statement of the Dept, of Public Instruction made under date of Fob, 18, 1931� Provision has been made for the grade work, but the growth of the high school pro- gram has m a de the accomodations for the work entirely inadequate. If the Burt high school is to keep its place with the better schools of the state, careful consideration should be given very soon to the enlargement of the building to provide adequately for physical train- ing, commercial work and for athletics. The building which was ade quate at the time of building is now entirely too small for the demands of the present enrollment, ; 4, Rela tive to Finance- a. We recommend economy' in the business management of the school, , but not a false economy that would reduce standards of instruction to effect a saving of a few dollars. We do not recommend employment of v teachers with little experience or the minimum of professional training. The schools are organized for instruction and the highest possible standards of teachers should prevail. Poor discipline, weak leader- ship and less efficient instruction follow when standards are lowered. b. A campaign to Increase non-resident enrollments is r co..mended as one of the best means of lowering the local taxes, c. Keep the building is a state of repair. To do otherwise is neither wise nor economical.