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

Text from Pages 1 - 116 of the 1933 volume:

Third Annual Report of the Superintendent of Schools Burt, Iowa 1932-33 INTRODUCTORY STATEMENT The day by day activities of a school cannot be portrayed in a short report such as this. The inculcation of ideals, attitudes and ambitions are an important and far reaching result of a teacher's efforts, yet these are not readily observed nor can they be measured like sums of money, enrollments, average daily attendances and other physical features of a school. To know a school system thoroughly one must live with it and voik wit a it. He must meet the principal and teachers and children as they carry on their various activities. Essentially schools are an expression of the spiritual aspirations of a people. Facts concerning the expenditure of funds, attendance, enrollment etc are only external facts in the real life of a school system. This report is largely concerned with those external facts and has been prepared with the hope that they may afford the interested reader an insight of the work of the school in its efforts to develop worthy and well qualified citizens of the community, state and nation. Facts and not foundationless opinions should be the basis for the Judgement of any organization, particularly a public institution that is largely supported by taxation. The facts and figures contained in this report are the result of a great deal of research and investigation and are believed to be as reliable as may be secured. To aid the reader in determining trends statistical data are for the most part presented in the form of graphs rather than statistical tables. Ctt jHrs. jlfauitr Hamm Iflha buriitg hrr nine iicars as .tresibeut af the Baarb at Cburatian anb faurth term as a mrmber, has gitoen unselfish sernire, untiring effart, anb unfailing in- terest in behalf af the Burt ;S'rhaal, this baak is apprcriatiVtcl bebiratcb. — 2— TABLE OF CONTENTS PARE I PART II PART III PART IV PART V PART VI A YEAR OF PROGRESS IN THE SCHOOLS THE TEACHING STAFF THE PUPILS CURRICULUM STUDIES EXTRA-CURRICULAR ACTIVITIES 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 co.bined efforts of two or more of these: I. Progress with Reference to Pupils - 1. Seniors developed invitations that are unique in design and yet very economical in cost, 2. The largest high school class in the history of the school will he graduated in May, 1933� 3. High school commencement exercises developed that are entirely original and displace the usual out-side speaker. This-.; pro gram presents the outstanding talent of the class in a special review as ther-first port of the program and then with music and speeches by the members-- of the class as the principal portion of the final part of the exercises, A. The elementary school enrollment for the year showed definite signs of increase, II. Progress With Reference to the Curriculum - 1. Penmanship instruction resulted in an unusually large number of certificate awards. A total of 32 Final and 25 Improvement certificates were awarded during the year to high school pupils. 2. An evening school f. r women was conducted for 12 weeks in the late fall, with satisfactory results, 3. There were five boys enrolled in out-school vocational courses. One boy took his second year of work in the Blacksmith shop and two were m garages, one each .n the Drug store and Pr nt shop. Considering L.,e econonuc conditions during the year, the plan is regarded as quite satis- factory, III. Progress With Ref rence to Extra-Curricular Activities- 1. Athletics were unusually successful during the year, and base- ball end -wrestling teams won county championships, 2, Dramatics were stressed more than usual and five play product- ions as well as both Junior and senior declamat ry contests were sponsored, Play productions continued tb contribute the largest amount of money for the financing of the extra-curricular activities in the school, 0. Music was emphasised uch more than usual and the work effected more pupils, A total of eighty pupils participated in the County Music Fs stival, A, The 1ibrary of declamatory selections was increased to 460 selections, all alphabetically indt-xed and filed for convenient use. 5� The music library was put in new filing envelopes and e.ll of the music properly classified for convenience, 4 used wrestling mat was purchased and rebuilt and a steel tank purchased and paxd for use in the athletic department. IV. Progress of a Miscellaneous Nature- 1. More than two hundred volumes were added to the school library and large ly -without cost to the district, 2. A successful dental cli, xc was conducted as a part of the health eduction program, 3. The tax rates were cut, the total expenditures for the school were considerably reduced , yet the school standards were pretty well maintained. - a - PART II - THE TEACHING STAFF - The school faculty for the year 1932-'33 with the name of the pos- ition held, the length andplace 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. M.Condit Bowie, principal, coach of athletics and teacher of mathematics. Bachelor of Arts degree, Iowa State Te chers College, 1931. Elected to position, 1931. Single, First Grade State Certif- icate. Home Address, Zearing , Iowa. Mr. Sigurd Fardal- teacher of social sciences a:d director of instrumental music. Bachelor of Arts degree, 1928, Luther College. First Grade State Certificate. Elected to position, 1931. Single. Home Address, Stanhope, Iowa. Miss Charlotte Warrior, teacher of Home Economics and General Science Bachelor of Science degree, 1923, Simpson College. Elected to position, 1929. First Grade State Certificate. Single. Home Address, Blockton, Iowa. Miss Anna Overgaard, teacher of English, typewriting and vocal music. Graduate of 3-year Public School Music Course, Iowa State Teachers College, 1930. Elected to position, 1930. Second Grade State Certificate, Single. Home Address, Cedar Falls, Iowa. Miss Alice Eighme, teacher of English and dramatics and principal of the Junior High School. Bachelor of Arts degree, 1931� State University of Iowa. First Grade State Certificate, Elected to position,'1931. Single. Home Address, Shannon City, Iowa. Miss Mattie 7 arner, teacher of manual training on part-time basis. Special Manual Training Course at iowa St te College. Special Manual Training Certificate, Elected to position, 1919. Home Address, Burt, Iowa, 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. Second Grade State Certificate, Single. Home Address, Lone Rock, la. Miss Mildred Anderson, teacher of third and' fourth grades and supervisor of art thr ughout the first eight grades. Two year Normal Training Course at Y aldorf College and Special six-weeks art course at I.S.T.C, Elected to position, 1931, Second Grade State Certif- icate. Home Address, Milford, Iowa. Miss Eva Whitney, teacher of first and second grados. Special Primary Training Course, Iowa State Teachers College. Special Primary Life Certificate. Elected to position, 1898. Home Address, Burt, la - 5 “ TRAINING AND EXPERIENCE OF BURT TEACHERS - Trr.i..ing 1327- TRAINING OF B 1927- '28 1928-'29 1929-'3 URT TEACHERS 1933 0 1930-'31 1931- 32 1232-$ • College Grad 5 .3. .. . „5 4 5 3to 4 years i College 1 I 2 to 3 years 1 College l 1 1 1 0 1 2 1 1 1 1 1 to 2 years t iCo_ll_ege___ 1 1 2 1 1 1 • 0 to 1 years iCollege 2 2 _ 2 2 2 2 T'.e above chert, indicates that Burt is employing well prepared teachers, as measured by the amount of college vrork taken. The State Department of Public Instruction reouires that at least one- half of the hi .h school teachers be college raciuates, All except one of our high school teachers hold college degrees and fifty per cent of all our teachers are college graduates PREVIOUS TEACHING EXPERIENCE OF 3URT TEACHERS 2_o py—1 7 7 Previous • Experience 1927“'28 1928- '29 1329-r30 1930-'31 1931- 32 1332- Over 5 years .3. 4 4 5t 4 Five Years 1 0 0 0 0 1 Four Years 0 2 1 1 1 1 Three Years 2__ 0 1 0 1 2 T'o Years 0 2 0 2 2 1 One Ye air 2 0 .... . 3 1 1 1 None . 1 . 2 .. 1 _. 1 1 C The above chart indicates that Burt employs teachers with experience altnough a number v ith little or no experience ha-ve be n employed during ...ha last six years. On the average inly 10$ of the Burt teachers nave had no previous teaching experience. On the other hand 43 % of une t chers employed during the last six years have had five or more years of experience. The training and expo: ience of the teachers of any scr.ool are but tv o of the factors indicating the standard of instruction given. 6 TEACHING- LOAD Nuraor EUR- HIGH SCHOOL TEACHERS Humosr of Periods 1932-1933 of School Work Dai i.y - ( j4 1 1 Pupils Pupil Minutes Total Pupil Minutes Daily ■ J 1 Subject ) ist i 1 St 2.M j lesjrtlSlPrtlSstc r- j 2 ' Bookkeeping 42 23360 Weir 1i Pnysics 25 24 1000 960 2, Chemistry 4 4 320 . 320 .1 Geography 47 . ; 1880_ _ 720 720 .4680. J .31.6.0.. 1 I Algebra 18 18 1. Geometry 1 Arithmetic 29 29 1160 1160 Bowie 7 1 3 28 1120 1 Adv. Arith, 24 960 1 Occupations 17 680 1 1 Public Sneaking i 17 680 3920 • 3240 1 Hist. 7 8 28 1120 I 1 1 • Economics 4l 1640 jFardal 1 World History 29 I 29 1160 1160 1 'Latin 10 ! 10 400 400 i 1 Civics 7 8 1 30 1200 1 U.5.History 21 840 4320 i3600 ; 2 Home Econ 11 11 880 880 j , 1 Gen. Science 18 18 720 720 1 Warrior 11 Home. Econ- 7 8 14 15 440 480 1 ; 2 Ad . Home Economics 12 9 960 j 720 1 Snell in,Pi; 7 8 ' 30 240 3uO0 I 3040 1 English II 29 29 lloO , 1160 1 English III 21 ; 20 840 800 'Overgaard 1 Grammar 7 14 14 560 560 1' Typewriting 9 16 180 320 •ft ft v. ft 2 Music 125 136 2500 2720 5140 15560 1 English I 19 22 760 880 1 i 1 English IV 25 24 1000 950 Eighrne 1 Grammar 8 15 16 600 640 1 Physiology 1 28 . 30 1120 1200 1 i Arith. 7 8 30 1200 ■SHr 1 1 Spelling 28 162 Warner 1 Man. Train' r: I i 7 8 13 13 4l6 4l6 j l r 2 Man. Tr’g 7 7 .... 448 448 864 864 Notes : This subjec t of fered four days a week only. Spelling - 30 minutes once a week, the first semester and 40 minutes once a week the 2nd semester. Class divided into thr ee sections - 20 minutes of instruct 1C 7i to each section daily, Twenty mi utes of mus ic t each rade room daily. Pupil Minutes determined by multi lying number of pupils by number of periods by number of minutes in the period. 7 “ SUPERINTENDENT'S TENURE OF OFFICE IN NINE KOSSUTH COUNTY SCHOOLS - There is much criticism of all public or semi-public offices at the present timeg Any governmental function support eel in whole or in. part by public taxes is subject-d to such co .merits. One of the reasons for having less efficient governmental functions than would be commonly found in private business is the relatively short tenure of office in many of those functions. The public schools in many cases have not served the communities in which they are located as well or as efficiently as they should because of the shortness of the tenure of office of the teachers or the supervisory or administrative heads of those schools. Private business would not demand new blood every year or every other year as many of the schools do. We believe that the tenure of some of our schools has been increasing during the last decade and this iamo be regarded as a hopeful sign. On the other hand when the history of the school over a period of thirty-five or forty y ars shows an average tenure of from one to two year’s the conclusion may ri ht fully be drawn that there is need for a more complete under- standing of the problems involved in training young people and giving them the greatest opportunity that the com unity can afford. It is an evident fact that the best possible school cannot be maintained if the head of the school is changed every other year on the average. Plow can there be efficiency of organisation, con tinuity of effort and long-time planning if the school org nizaticn is remodeled at least once each t..;o years on the average? It is a hopeful sign that the tenure is slowly i: creasing in every school which has been checked during the last throe years. c RJPSRI IN NI O r c r :TEN JENT' s NS KOSSUTH 1892 - j- � h TENURE OF OFFICE COUNTY SCHOOLS 1933 i v s-° : ys V- V ° e A V Number of Years _No_. of Supts. ho. with One Year Tenure 42 . 12 1 2 42 21. 7 32 1 10_ 4 38 39 20 7 20 11 8 29 12 „ 6 42 16‘. 3 42 21 10 42 ; _2 o__ 14 No with Two Year Tenure 3 10 Z 6 2 5 4 1 No,with Three Year Tenure 2 i 1 4 5 2 4 _ 3 No. with Four Year Tenure 2 0 0 1 1 1 1 3 0 No. with Five Year Tenure 1 l 1 1 0 0 0 0 1 No. with More Than Five Year Tenurd 2 l 1 0 0 1 1 0 1 Average Tenure In Years 3.4 2.0 3.2 . 1.9 1.95 2.41 2,62 2.00 2.10 - 8 - NUMBER OF TEACHERS EMPLOYED BURT PUBLIC SCHOOLS 1907 - 1933 In 1907 five teachers were employed to teach all of the grades an the high school. At that tiinee there were a total of lAO pupils enroll- ed, 115 in the grades and 25 in the high school department which at that time consisted of three years of work. Since that time the high school department has almost quadrupled in size, full four years of work is now offered, a greatly extended curriculum has been introduced, extra- curricular activities have been made a part of the school program, a Junior high school has been organized and revived attention is given to art, music and penmanship in the elementary grades. With the increase in the number of pupils enrolled, especially in the high school , and with greater attention given to what is offered in the school , has come a tremendous increase in effort required by teachers , It was but natural, therefore, that the number of teachers should be increas- ed to meet this new demand upon the schools. The above chart shows the number of teachers employed in the Burt schools each year since 1907. No thinking person would say that it is possible for one or two teachers to teach all of the subjects now taught in the high school and handle even a part of the extra-curricular work that has come to be a part of the school’s work, V hen only a few subjects were offered by the school and there were few if any extra or outside work it was possible for one or two teachers to hear recitations in the classes held. Schools everywhere are reducing the number of teachers, eliminating subjects from the curriculums and otherwise curtailing the activities of the schools. Economy should always be a watchword and an aim in public institutions, but false economy never has in the past, nor will at the present time prove a profitable move. Economy means ’’wise spending Economy does not mean blind slashing of salaries, reduct- ion in teaching steJffs, elimination of valuable courses; failure to maintain standards of equipment or of instruction, When children have to pay for the errors and mistakes of their elders, it is time that people think carefully and straight as to the purpose of the schools and the goals to be attained. The future of the nation rests in these young people and the v'elfare of he social and governmental standards demand that an opportunity be given for education. ii' A •' t ‘ -f i 4 +-m 1 p? PART III - THE PUPILS Part III of this report is concerned with the information and statistics concerning the pupils. This information includes charts showing enrollments and census enumerations over a period of more than twenty years. Statistical data is presented in chart form because the pictorial form makes it easier for the reader to grasp the significance of the data without too much effort. The number of tuition pupils in Burt and in other Kossuth County schools for more than twenty years are included for the information of the reader. The number of high school graduates by years is shown by a graph and a picture of the class of 1933 is included. A new feature in this year's report is a page report of the various activities engaged in by members of the class of 1933« The location and occupation of the graduates of the past several years yields interesting information relative to the number who go directly into vocational occupations after high school graduation� - 10 - CENSUS ENUMERATION , BURI INDEPENDENT SCHOOL DISTRICT By census enumeration is meant the number of children or minors between ages of five and twenty-one years. Under the lav; persons between these ages are.said to be of school age. The census of such minors is now taken every other year by the secretary of the school board. There is a direct relationship between enumeration and the finan- ces of the school since the Interest on the permanent school fund and the principal of the temporary school fund is distributed on the basis of the enumeration within the several school corporations of the state or county. Of minor importance i3 the fact that the compulsory library funds are determined on the basis of the enumeration, since a sum of 15 is set aside for each child listed in the school census. Care must be used in interpreting census figures since they include persons who may have gone completely through high school as well as some others who may not yet have started to school. Persons are carried on the census rolls on the basis of chronological age and not on the basis of progress in the schools CENSUS ENUMERATION 1907 - 1933 ELEMENTARY SCHOOL ENROLLMENT - 8 .a!:is!'losa curves ere of Interest because of the trends which enrollments in ““Ual sri� as� L907of° i1� ? w tg s totS 0 x'- . -'r lfc. ° particular interest, J tea fyn r aninc“ased enrollments ntThe numberefluctuatedmdown i was'for smaller enrollments19 “iicfjozT ?her S° 1927 the WSS “•' � marked6 as schoSeLroll”entehaB been°aboutni3rSTepuplSS IhiiTth® el« entary cuatitaef iLh®ty t°tfhJ9io2t':?3e?re T «� SS-StiS'Ji’SS, Will be foP the 'ear as that recorded in 1929, . evious ears, buu not as large .. The shifting of enrollments from lower to intermediate trades aid these6enrolment30h00X «a4 hl � « 01 and “e v ia on L tSt must be S! 0™Jecr t0 y®ar Present a number of problems . at must be faced each year. Perhaps the seating problem is as soPtmeaseco da’ny °f, thfse Jhe E10st efflci-ent usage of text-boohs 80 tf?e sec?nf Poohs may be used is also a problem, element !? + erest should be noted and that is that while the increases in theSil ehiSi?®0”8 S1W th®ra ms a pe‘ iod of s:'arp SLEl -TTARY SCHOOL ENROLLMENT - 12 - HIGH school enrolment - The growth of the Burt High School during the past twenty-foui years is shown by the following graph. Although there has been a small decrease in the total enrollment during the last two yee.rs there has been a noticeable tendency for larger enrollments in the local high school. The comoarative sizes of the present freshmen and senior classes would seem to indicate a smaller enrollment for the year of 1933-' 34 TOTAL ANNUAL ENROLLMENT BURT HIGH SCHOOL 1910 - 1933 The enrollment for 193a- 33 is an estimate only. - 13 - TOTAL ANNUAL ENROLLMENT - The chart below shows the total annual enrollment in the 3urt Public schools for the twenty-six year period from 1908 to 1933, inclusive. This cnart is of interest and importance because of the enrollment trends indicated. From 1908 to 1919 there -as a period of marlted increases in the school enrollment which increased from 145 in 1910 to 244 in 1919 or an increase of 68 in ten years. In the twelve years from 1908 to 1919 there were but three years when decreased enrollments were recorded. Beginning with 1920 a nd continuing to 1927 there was 8 period when decreased enrollments were recorded. Since that time the trend seems to be sharp increases in total enrollments , although there have been two years in this latter period when slight decreases in enro1lment were noted. It is of interest to compare this chart wit h the ones showing total high school enrollment, total elementary school enrollment and the census chart. The changing enrollments and more particularly the shifting of these increases from elementary school to high school e.nd visa-versa results in problems of adjusting equipment to the enr ollment of a particular group. BURT PUBLIC SCHOOLS TOTAL ANNUAL ENROLLMENT 1908 - 1933 NUMBER OF TUITION PUPILS,BURT PUBLIC SCHOOLS, 1910-1933. The number of high school tuition pupils enrolled in the Burt schools has increased from 12 in 1910 to 48 in 1932, an increase of 400 % in twenty-three years. The average number of non-resident pupils during the twenty-four years has b en 31.2. During the twenty- four years increased enrollments have been recorded in all except seven years. The tuition rate for non—reside t high school pupils is $12 per month s,nd the sum received from this source..is of material axil in maintaining the high standard of teaching and equipment that prevails in the Burt schools. The number of non-resident pupils enrolled in the elementary school has averaged about 13 pupils over the twenty-four years with the number fluctuating sharply from year to year. The tuition rate ior these pupils is §4 per month and slightly more than $450 per year is realized from this source. NUMBER OF HIGH SCHOOL TUITION PUPILS IN NINE SCHOOLS, 1907-1932. During the last twenty— six years more and more young people have 1 ao. the op goruunxty uo attend high sciiool Evidence of the change tnau has talcen place in the attitude of people toward education is indxcateo. in the number of young people from rural tovmships who attend high school. A glance at the chart below shows that all of the nine schools there represented have had a rather remarkable growth in the number of non-resident pupil attendance. Improved highways - and improved communication have played imoortant parts in helping to make our people see the need of formal education at least through the high school. Ox oho nine senrols tabulated Burt has the largest average over the 26 years, but Fonton and vYesley have shown very remarkable grovrths during, one laso few years« Luverne has the second largest average nu oer for the whole length of time considered Since there is a direct relationship between the number of tuition pupils enrolled and ohe amount of funds received from that source, all scnools seen to encourage eighth grade graduates of rural schools to go on to nxgh school. [ NUMBER OF HIGH SCHOOL TUITION PUPILS '! IN NINE KOSSUTH COUNTY SCHOOLS V; i - 1907 - 1932,' , n,| , i i Year V ! 1 1 kjb Qd j e Iv£“ T • .... - 1907 8 0 • 5 1908 0 • 12 3 4 1909 • • 20 2 6 1910 3 12 1 4 j 1911 7 15 1 4 ! 1912 14 19 8 5 1313 3 28 4 c. 1914 8 28 7 4 1915 6 29 18 4 1916 10 29 16 3 1917 14 28 13 1 1918 8 30 11 1319 10 30 12 4 1920 9 30 2 6 1321 9 26 15 7 1922 • • 32 21 6 1923 9 34 18 6 1924 14 40 19 8 1925 21 35 25 8 1325 19 40 23 l4 1927 15 37 29 9 1928 11 35 34 9 1929 11 34 31 6 19 TO 7 35 4l 10 1931 11 39 34 8 1932 7 47 39 13 Aver- age 8.7 31.2 16.4 9.5 £ vr . . ! 'V -c- J -V V • 0 1 5 2 • 0 • • 0 • 0 3 8 • • 0 • 9 7 2 3 0 9 6 6 3 0 9 2 5 1 3 1 0 9 1 13 0 • • • ! 0 4 1 19 C. .. 3 1 17 2 2 i 6 0 0 14 2 .. | • • 1 11 5 2 i 0 • 3 13 12 . . I 0 0 3 15 7 1 • • 0 0 15 7 2 ! 0 • 3 19 10 .. 1 0 0 7 1 8 • • 8 16 13 0 • 3 11 13 20 9 3 7 14 31 10 1 5 8 23 33 16 3 19 29 28 14 5 11 22 27 14 ! 13 14 31 29 12 7 14 24 27 12 20 15 25 23 13 17 16 30 34 11 _26 15 29 4.5.. ..9 3.9 6.0 15.0 15.0 5.5 _ -16 JJUMB_3R 0F_ HIGH _SCHOOL _GRADUATES_- In this chart is shown the nvmber of high school graduates from tho Burt High School each year during the past twenty-seven years. [he average njimb er of graduates over this period about 13 young people. In 1907 there v ere but three graduates and this year ( 1933) «here will be twenty-four, the largest number in the history of the school. During the twen ty-seven years represented in the chart |elow the high school department has shown a remarkable growth and [his growth has been reflected in the number of pupils graduated, fith this year's class counted there ’will have been 351 pupils grad- lated from the high school department since 1907, NUMBER OF HIGH SCHOOL GRADUATES BURT HIGH SCHFOL 1907 - 1933 ta mom j rha j — 18— Participation in Extra-Curricular Activities by Class of 1933 Tne memoers of tne class of 1933 have been activo in their particioat. ion in the extra-curricular activities of the Burt nigh School. The high school record of each member of the class follows : v s a Boy Scout for two years,1928-’30; took part in declaratory contests, one year, 1929-'30; played baseball two years, 1931“, J ’•■’as on uhe wrestling team two years, sang in the glee club 1: 30- 31 , and had a part in both junior and senior class plays, Racaael Clap saddle toe.'.: part in declamatory contests three years, tiiw- i. irst two when sne was in the Junior High, 1927 '30; sang in the glee club two years, was a member of the Home Economics club, 1929-'30; sang in the Mixed c orus in 1931-'32; held the office of glee club librarian two years, and participated in both junior s,na senior class plays. aurin-; Coffin was most interest, d in athletics nd had a regular place on the baseball team during the last three years, 1930-,33; was on the wrestling team two years, 1931-'33j and won the 125 cha mpionship in the county tournament in 1931- 32; he ws,s a member of the bey scouts for t o years, 1929-'31, and he took part in declamatory contests three years, the first two in junior high; senior class play. J rgUmmg_ite_J lJL_lott transferred to Burt f om Grant Consolidated. Her activities record during her two years in Burt is quite large. She took part in girls glee club two years, 1931- 33; sang in the mixed chorus two years, 1931-'33j played in the orchestra two years, 1931-'33 and in the band , 1932-'33; she held the o.'fice of Librarian for the girls glee club, 1932-'p3, and she had parts in both jun_or and senior class plays. Ronald Elvidge v ass a boy scout for three years, 1929-'32 and earned the rank of Life Scout; sang in the glo. club 1930-' 32; played baseball Y®ars 1931“ 33; took part in junior high declamatory ; was Vice- Pr siu nt 0- me Junior Class, 1931-'32, and he had pa,rts in both junior and s-nior class plays. Henry Ev pldt played baseball for three years, 1930-'33i sang in the 2 -®® Lgir’2e years, 1930-'33; sang in the mixed chorus two years, .-'31 3 and had a part in the seni:r class play. He also took pa.rt m the junior high declamatory contests, 192?-’29, Buelah,.Glfford took part in glee clubs three years, 1930-' 33 and in tee mixed chorus two years, 1931-'33. She also had carts in the junior ana senior class plays, ze odden took part in Poor Father the junior class play and in .Yill 0 The Wisp the senior class play. Kenneth Graham was a boy scout for three years, 1930-'33; took part i.i declamatory contests three years, 1929-'32; sang in the bovs' ,-lee °lub three years, 1930-'33 and in the boys' octette, 1931-'32; ne also sang in the mixed chorus tv o years, 1931-’33 and played in the band one year, 1932-'33; baseball one year, 19:i-'32. He had an part in one senior class play, Lois—G-ranam made a good activities record in spite of working hard to complete her high school work in three years. She sang in the girls' lee club three years, 1930-'33, in the girls' sextette two years, 1931- 3 and in the mixed chorus two years, 1931-'33. She 'was President of class in 1930-'31 and wa s secretary of the glee club in 1931-'32. She had a part in the senior class play, The Will 0' The Wisp . 19 Mabel _3u8taf_son took pert in do cl amatory, 1 29-'32; srng in tho girls r;l' o club four years, 1922-,33 and had a part m the senior play, Charles Hanna was a boy scout for five veers, 1928-'33; was on the wrestling squad one year, 1931 '32; played baseball four years, 1929-33; sang in the boys' alee club, 1930-'32; took oart in the declamatory co ito3tn three years , the first two while in junior high school. Ho was Seer, t ary -Treasurer of the class in 1931-'32 and Vice-President t,;o years, 1929-’30 and 1932-'33, Paul F« Kri -the Jr was a boy scout five years and attained tho rank of Star scout and the position of Patrol Leader; he as interested in music and tang in boys ' glee club, 1930-'33, in boys' octette, l931-'33 and i.i tie mixed chorus , l.?31-'33j he was a.ctive in declamatorv work during junior and senior high schools. He won first in final county contest in 1929“'30; first in sub-district state contest, 1931-'32.r’ He played baseball two years, 1931-'33, was on the wrestling team 1931 32; and had parts in both junior and senior pla'rs, I boumeJ mUh. transferred to Burt from Ledyard. He plaved baseball throe years, 1930-'33j served as manager of the wrestling team two years, 1931-'33; sang in boys'glee club, 1930-'33 and in the boys' octette, 193l-'32, and in the LL.xed chcrus, 1931 he had a part in the senior class play. Ho was President of the Senior Class, £ciwin k'anus made an enviable record in music and baseball. He played . —r--■■—------, , ; ,----------------------- c,xiu uhovuiiig y in thw orchestra cignt years, 1925 33; played cornet 30I0 in final state music contest at Iowa City, 1930; he was a member of the orchestr ra whicn went to the state contest and helped -win first place in 1927 he played in the band in 1932-'33 he sang in the boys' alee club for unree years, 1930-'33, in the octette tyyo years. 1931-'33, and in the T‘nonat-«cry° '70 y°ars� 1931-'33j Hs entered declamatory work one year, 9 oO, no played baseba.ll four years, 1929-'33j he v;as a boy scout two years, 1928- 30 and served as Bugler; he was President of the Sophomore class; he had parts in both junior and senior class plays, riu£h_ ,cDpnald was a boy scout four years, 1928-'32; placed bas-ball four years, 1 29- 33; was on the wrestling squad one year, 1931-’32' G?'n® in the; boys glee club three years, l930-'33, and in the Mixed cnorus two years, 1931- 33; he entered declamatory work three vSara uv o while in junior high school, 1927-'30; he was President of the Junior Class; and he had parts in both junior and senior class plays, —ft.ln5rliPJdftp-iLil was interest d in music and olavei in the orchestra two years, 1931-'33, In the band one year, 1932-'33, sang in thd boys' glee club three years, 1930-'33 in the octette two yea rs, 19 1-'3'7 ana in the Mixed chorus two years, I931- 33j he played bas ball two years, 1 31- 33; was a boy scout one -'ear, 1922-'30; took n rt in dec 1amatory work five years, 1927-’32 and won first in county junior nigh contest in 1928 '29. He had part in both junior and senior plays, i ? 1'Sx30n 1,78,3 a member of the girls' glee club throe years, Participated in declamatory work one year, 1929-'30; was a member oz the Home Economics Club and had parts in Poor Father ,1932. end The Alley Daffodil , 1933. ’ ’ d r r_|at ter son was a boy sc ut five years, 1228-'33� Patrol Leader; v-r n ' of Scout; he played in th. orchestra two y.ors, 19j0- 32 and in he band one year, lS32-'33; he sen in the 5loo club ono year, 1931-W2; ho ,4 on’tho wroshta “� yLrs, captain of the team in 1 32-'33j and won the Kossuth Co. v£i.Pp?nship in thG 115 class; he took part in declamatory 9.J 'I, 3: 3 years, the first two while in junior high school, winning 1st ,..‘3.’r 12il co y contest i;i 1.2 -'28; he was President of the - -jt •■-.iao o.lp.ss an d Secretary Treasurer of the fiophormore cl ss, - 2 0- Patterson ( Continued) Ke 3,1 so too’ ! part in four plays : Go Slow Ivlary'1 'Poor Father , 'Wienies on Wednesday and The Alley Daffodil Ruin' Riddle sens in the a iris ’ alee club three years in hi ah school, 1930-’ 3 5; Mixed chorus two years, 1931“’33� Vice-President of Sophom- ore class; declamatory contest three years, l 27-,30. She also had a part in the senior class play , The Alley Daffodil MjL.QjLa __Rj dl_e has been interested in music and declamatory work. She has sung in the glee club five years, 1928-'33; she was one of the original V-A girls a sextette which has b-.n simply called the Girls' Sextette during the last fe 7 years; she also has had a place in the mixed chorus, S e partic.pated in declamatory work throughout the junior and senior high, schools and she won first place in the contest in 1928-'29 for junior high schools of the county. She had carts in the junior class clay, Poor Father and in the senior play, The Alley Daffodil , Luclie Sewick took prt in four different plays during her school days, in Amu in Susan in 1930-'31 J in Poor F-ther , in 1931-'32, in Wienies on Wednesday , 1932-'33 and in The Alloy Daffodil in 1932-133« She was pianist for the mixed chorus, 1931-'33 and also for the girls’ glee club , 1931-'33 She sang in the girls ' glee club in 1929-r30; she played in the orchestra three years, 1930-'33j she took part in junior high declamatory work two years, 1928-’30; she was pianist for the girls’ sextette two years; she was seer- tary and treasurer of the senior class and also President of the orchestra, Darlene Stott took part in delclamatory work one year, 1329-’30; she sang in the girls’ gi.e club two years, 1930-’ 32 and in the. LI axed chorus one year,1931-' 32; she h?.d parts in the junior class play, poor Father and in the senior play, The Alley Daffodil , 1332-’33. Denton Thaves waa a boy scout for three years, 1928-'3I ; he participated in declinatory work in the junior hi h school , 1927“' 29 and three years in high school, 1929-’32. He sang in the boys' glee club three years and in the Octet'.e one year, 1932-’33; -he.played in orchestra two years, 1931-'33 and in the band one year, 1932-'33. List of Activities Athletics Wrestling Baseball Dec 1 am at o ry Junior High Senior hiah Music _ Orchestra Pep Band Bovs’ Glee Club Plays Boys' ectette Girls' Glee Club Amusin’ Susan , 1’30-'31 Girls' Sextette Go Slow ,Mary , 1928-’ 29 Poor Father , 1331-'32 Mixed Chorus Will 0' Wisp , 1932-'33 The Alley Daffodil , 1932-'33 llfienines on Wed needay'J 1932-'33 Boy Scouts VOCATIONAL STAlUS OF BURT HIGH SCHOOL GRADUATES, 1928-1933. VOCATIONAL STATUS OF GRADUATES BURT HIGH SCHOOL 1928-193?. : 1.923 1 1929 Ll9?0_ _ _1331 1 195? j TGUA.L :• In School i cr College i 1 — 1 4 3 9 ! ! Teaching . 4 ——■ ■ . 5 In Business For 5e.lf 1 3 1 1 6 Employed 2 4 2 — 15 At Home 7 : 6 7 3 — 7 35 Unemployed 1 ——■■ ■ 1 i 5 1 5 2 12 Homo Maker in Own Home 5 , 3 ! 2 - ! u 1 10 The above chart shews each of the last fxvc high school class- es with Members tabulated according to their- vocational status on April 25,1933. Of the ninety-one individuals concerned 9 were in school or • college , five were teaching school, six were in ousinoss for them- selves; fifteen v-ere gainfully employed by etners.' thirty-five were at home j twelve were classed as unemployed and ten wore classified as homemakers In homes of their own. One member of the class of 1928 v as me liege and one ach from the next two classes were in school. Four of the class of 1931 and two of tgose gradu'ted in 1932 were in college One was taking a post-graduate year in high school. :ione of the last three classes had any member in the teaching vocation r. though the class of 1929 v as represented by four members in tnis vocation, It is to be noted that only six of the 91 graduates had set up m business for themselves, and this is probably due to econo., io coudvt- iens, Thirty-five were at home. Some or most of these would be ii©lpin;; m any way possible. Those clan sifled as unemployed would be working for someone if the opportunity presented itself. Most would be at home, but there woulv not bo enough work at home . with not enough tasks tc be proper. j.y classified as helping the parents. Ten girls have found their work by marriage and tho establisn men., of homes of their owr. Cue concias ion must be drawn from any such table as- that presort- ed above and that ia that there is evidently a need for more and more '■'ecationaa guidance and genuinely practical vocational training in the Ronnols . _ PART IV - CURRICULUM STUDIES The contents of Part IV are concerned with the high school curriculum, the Junior high school curriculum, the elementary school curriculum, said various curriculum studies. The curriculum of the hi r,h school has been organized in such a way that a definite sequence of subjects prevails. This organization of . subjects for systematic sequence was started only a few years ago, and but slight changes are required to adapt it to changing conditions. The junior high school curriculum is so organized . as to permit the combination of the grades to the end that the numoer Ox classes may be reduced and a more enriched curriculum result. The various curriculum studies are included for the information of the reader and for the purpose of an3’7ering unashed questions. These studies include discussions of vocation 1 trs.ining; home econom- ics instruction; typewriting; art; penmanship; dental clinics etc. Those interested in the work of the Burt schools would oe more informed about the type of work being none oy a care..ul reading of these discussions . BUBT HIIH SCHOOL CURRICULUM” The curriculum of the Burt High School is as extensive as local conditions permit. Subjects offered are of three types: 1, those required of all pupils as a pre-requisite for graduation, 2, those that are elective and may be chosen by pupils to meet specific personal needs and 3 those that are required without credit toward graduation. The follov ing list of subjects in the curriculum is classified according to these three types, REQUIRED SUBJECTS FIRST SEMESTER SECOND SEMESTER NINSTH GRADE English I Algebra General Science Home Economics or Manual Training TENTH English I Algebra General Science Home Economics or Manual Training English II English II Geometry Geometry World History World History E uEVENT H GFuiDE English III English III U.S.History American Government TWELFTH GRACE English IV Physics Physics ELECTIVE SUBJECTS Subject Year Last Grade Last Offer Again Offer To __________________ Offered Offered Year Grades Adv. Algebra 1931-’32 Agriculture 1931-’ 32 10 Adv, Home Econom . 1932-'33 Biology 1931-'32 10 Bookkeeping 1932-’33 10 Commercial Law 1931-'32 Chemistry 1932-’ 33 H. S.Geography 1932-’33 10 K.S.Arithmetic 1932-' 33 Economics 1932-' 33 English Grammar 1932-’33 Library Train'g 1932-'33 9,10 Occupations 1932-'33 Public Speaking 1932-'33 Latin I 1932-'33 10 Latin II 1931-' 32 Typewriting 1932-’33 10 Social Problems 1930-’31 10 Vocational Train(g 32-’33 11,12 1933-'34 11,12 ,11 1933-' 34- 10,11 11,12 1934-'35 11,12 ,11 1933-«34 10,11 ,11 1934-«35 10,11 11,12 1933-134 11,12 11,12 1933-134 11,12 ,11,12 1935-' 36 10,11,12 11,12 1934-' 35 11,12 11,12 1934-. 35 11,12 12 1933-134 12 , 12 1933-134 9 12 11,12 1934-135 11,12 11,12 1934-«35 11,12 ,11 1934-'35 10,11 11,12 1933-134 11,12 ,11,12 1933-134 10,11,12 ,11,12 1933-134 10,11,12 11,12 1933-' 34 11,12 SUBJECTS REQUIRED .vITHGUT CRE JIT Penmanship Physical Training The large number of elective subjects permits a pupil to meet various college entrance requirements or to choose subjects having more vocat- i°n?-l value. The grouping of grad s for various subjects permits the offering of a much more extensive list of subjects thru would otherwise be possible. Enrollment is restricted to about three in the Library Course, JUNIOR HIGH SCHOOL CURRICULLM- The seventh and eighth grades have been organized as a junior high school for several years. The work of these grados is fully departmentalized, the work being conducted by teachers who also teach high school subjects. The class schedule is made up at the time the high school schedu le is mado and except for music, penmanship and art the class periods are forty minutes in length. Following aro the subjects making up the Junior High School Curriculum - Seventh Grade Arithmetic Grammar Literature Geography Hygiene Spoiling Manual Train'g or Homo Economics Penmanship Music U.S.History History of Iowa Art Physical Train'g Eighth Grade Arithmetic Grammar Literature Geography Hygiene Spelling Manual Training or Home Economics Penmanship Music U.S.History History of Iowa Civics Physiclal Training COMr.INATION OF SUBJECTS - To provide time, for study periods, subjects are often combined , and some are offered on Itemate years as follows Subject Separate or Combined Year Last . Taught Teach Again Year Separate or Combined Arithmetic sSoparate 1932-' 33 1933-' 34 Separate Grammar Lit. Soparate 1932-' 33 1933“'34 Separate U.S.History Combined 1S32-' 33 1933-« 34 Combined Civics Combined 1932-' 33 1934-' 35 Combined Hygiene Combined 1932-' 33 1934-'35 Combined Geography Combined 1931-' 32 1933-« 34 Combined Spelling Combined 1932-' 33 1933-« 34 Combined Man'l Tr-ining Home Economics or Combined 1932-' 33 1933-'34 Combined Penmanship Combined 1932-’ 33 1S33-' 34 Combined Iowa History Combined 1932-' 33 1933-� 34 1933-’34 Combined Art Combined 1932-' 33 Combined Geography and Hygiene are taught on alternate years to combined classes. Civics is taught every other year and ttrn to a combined class. Penmanship is taught two days a week for a total of forty minutes par week. Music is taught daily for a total of twenty minutes per day. Art work is stressed to a total of about one- nun dred iminutes per week. Homo Economics and Manual Training aro taught as combined classes for a total of l£0 minutos per week , the instruction being given in three forty-minute periods. A comDined classs is to be understood as the combination of the ssvontn and eighth grades into a single class for a particular subject, Si® Plsn of handling these grades results in improved teaching S ulci3n°y anc it also gives the pupils time to prepare lessons during school hours. - 25 - BURT BLEMkNTARY SCHOOL CUHRICULUM - The subjects mailing up the Burt elementary school curriculum are as follows : Grade 1 - Reading, , Phonics , Nature Study, Art, Music, and Physical Train-1 ing. Grade 2 - Reading, Phonics , Nature Study, Numbers, Language, Art, Music, Citizenship, Spelling and Physical Training, Gra.de 3 Reading, Arithmetic, Language, Spelling, Geography, Music, Art, I Penmanship, Physical Training and General Subjects which include I Citizenship, Iowa History, Nature Study, Health etc, I Grade 4 - I Reading, Arithmetic, Language, Spelling, Geography, Penmanship, I Art,Music and General Subjects, I Grade 5 - I Reading, Arithmetic, Language, Spelling, Geography, Hygiene, I Literature, Art, Music, Physical Training, Citizenship, History of I Iowa and Penmanship, Grade 6 - Reading, Arithmetic, Language, Spelling, Geography, Hygiene, History, Iowa History, Literature, Art, Music, Penmanship Physical Training and Citizenship, The time allot led to the various subjects varies according to the grade. No regular classes are organized in Citizenship but the fundamentals of .cod citizenship are taught whenever and whereever the opportunity presents itself in connection with s.ny or all Ooher regular subjects, x Music is taught in the elementary school in each room uo ohe extent of twenty minutes daily. This instructio induces a suudy of the fundamental principles of music, music appreciation, singing and rythm work. This music is taught by the high school music tea cher who has charge of the vocal music organizations tnere. During the past several years the work lias been so organized that the grade teachei so relieved either coni ducts some special subject or is ounervn.se busy, Dunn, the last three years the music work has been conducted by Miss Cvergaard, . Penmanship Instruction begins in the lower grades and is carried through the high school. This work is also departmentalized ■ji'tn one teacher - ivirv of the instruction An aver9 ;6 about minutes is given to each .group per week. The muscular movement type of handwritingg is tau. Lit, Miss Myrtle Hanna lias conducted the nenmanshio classes during the last threp years, The Art '.York is also departmentalized with Miss Anderson in charge during he last two years, Iowa History has been taught as an incidental subject ano. no regular place is given to it in the schedule, A consideraDle library of Iowa History references has been built up since the passage of the law reouirinre the teaching of this subject. The harmful effect of alcohol, tobacco and narcotic drugs are taught in connection with citizenship and health lessons or as the opportunity is presented, „ . The practice of departmentalizing the Art, Penmanship an . iusic has proved beneficial and satisfactory in all respects. - 26 - et al, Book I et al, Book II et al, Book III et al, Book IV HIGH SCHOOL BOOK LIST 1932-1933 English I - Literature and Life, Greenlaw et - Sentence and Theme , Ward English II - Literature and Life, Greenlaw et - Theme Building , Ward English III - Literature and Life, GreenlE - Century Handbook of Writing English .IV - Literature and Life, Greenlaw et - Century Handbook of Writing Grammar - Hermans, Studies in Grammar Algebra - Algebra for Today by Betz Algebra II - Algebra for Today, Advanced Course , Betz Agriculture - Elementa of Agriculture , Waters Geometry - Plane Geometry , Smith General Science - Our Surroundings by Clement, Collister Thurston Bookkeeping - Lazenby Basic Bookkeeping and Accounting Typewriting - Elementary Course, Rev. Ed, Fritz and Eldridge - Second Year- New Typewriting Studies , Harned Latin I - Latin for Today, Gray and Jenkinss Latin II - Latin for Today, Second Year Course, Gray and Jenkins Economics - Elements of Economics , Fay Sociology - Sociology and Mdem Social Problems, Ellwood Geography - High School Geography , Whitbeck Commercial Law - Elements of Commercial Law, Burgess Occupations - Choosing an Occupation, Gowan Wheatley and Brewer Arithmetic - Arithmetic of Business, Smith Public Speaking - Better Speech, Wolbert and Weaver Chemistry - Elementary Principles of Chemistry-Brownlee et al Physics - Elements of Physics , Fuller, Brownlee sjid Baker American Government - Magruder Home Economics - Everyday Foods , Harris and Lacey Bioiogy - New Biology, Smallwood, Reveley and Lacey. Manual Training - No Text used. U.S.History - An American History , Muzzey World History- Our World Today and Yesterday - Robinson et al JUNIOR HIGH SCHOOL BOOK LIST Grammar Literature Arithmetic Geography Hygiene Civics History Soelling Penmanship - Junior Hlway to English , 'Ward and Moffett - Junior High School Literature, Greenlaw et al. Book I-II - Iroquois Arithmetics, Book III, De Groat, Firman Smith - Essentials of , Brigham and McFarlane - Prim er of Sanitation and Health - Ritchie - Community Life and Civic Problems - Hill - History of the United States , Gordy - Me Call Speller, complete - Palmer Method of Business 'Writing i Books preceded by a are in use this year. 27 H t 1 • 4 « • • «. • -• w • - • . - - � . . w,. • HEALTH INSTRUCTION DENTAL CLINIC . SUMMARY OF RESULTS OF FOUR DENTAL CLI ICS Number of pupils examined. ......... Number of pupils with corrected teeth ................ Percentage of pupils -vith corrected teeth ................ Total Number of pupils '.vith cavities Percentage of pupils with cavities Total number of cavities found....... Total number of extractions recommended............ Number of cases of irregular teeth recommended for straightening .... CORRECTED T Humber with corrected te: th in high school ........... Number in the junior high ( 7th 8th) Hum ber in the 5th 6th grades . .. Number in the 3rd 4th grades ....... Number in th3 1st 2nd grados ....... Number of cavities in 7th 8th Number cf cavities in 5th 6th Number of cavities in 3rd 4th Number of cavities in 1st 2nd No. reco .mended No. re commande.. No. re comme nde No. recommended |No. re commend: d F or the fourth at the school as the rcsuits of o In 7th 3c 8th grades in 5th 6th grades in 3rd 4th grades in 1st 2nd grade s in 25th Lay 5th Oct. 22nd Margo ' 1930 1931 1932 193.3J 184 201 207 220 1 35 46 41 49 ; 19.0 22.3 19.7 22.3j 149 155 165 171 81.0 77.7 80.3 77.71 529 476 596 535 58 61 55 89 3 6 9 7 .-at_h 24 26 18 27 7 6 6 5 2 7 5 4 0 1 2 4 2 6 9 9 124 123 179 146 35 53 61 57 72 48 88 61 98 83 142 122 200 167 122 150 CONS 8 7 6 £ -y 3 11 7 10 17 20 9 li 16 2 19 32 14 21 13 31 consecutive school year a dental clinic was conducted a part of the health program.. The above table shows ach of these clinics. The continued large number of tooth defects in es.ch clinic indicates the need of continued and more emphatic instruction in oral hygiene. Recognition of dental defects and thoir early correction should result in long r service of the natural teeth and loss expense for corr Cuion s nce small cav.ties can and are corrected for a smaller fee than ere the large ones. The removal of baby teeth that are crowding the perman- ent, teeth, the straightening of irregular teeth, the cleaning of the troth and the filling of cavities are results that follow a cental cxinic. Parents are urged to send school children to the dentist at least once and preferably twice each year, Good health may depend upo the care of the toeth during the school years. Dr. R.K.Thompson , local dentist, has conducted the clinics during tire op.st four yes.rs and appreciation is due him for his continued and uul lfish interest in health instruction through dental clinics. TYPEWRIT ING Typewriting has been offered in the Burt high school since the seeond semester of the year of 1928-'29. Since that time the average enrollment in the course has been sixteen pupils per semester. The course is offered as an elective to sophomores, Juniors and seniors who are privileged to elect one or as many as four semesters of the work. The classes are usually divided into two or three sections in order to reduce the number of machines necessary to handle the work. This plan results in a more efficient use of the equipment of the department and materially reduces the cost to each pupil. The second chart on the next page shows the number of pupils who have elected one, two, three, or four semesters of the work. Up to the present time about 58$ of the pupils have taken but one semester of typ ing; 26% have taken two semes ters ; 8.7$ have takBn three semesters and 6.8$ have had two full years. Under the present plan the typing department is practically self- supporting, other than the cost of instruction given. The pupils pay a fee to cover the cost of the rentals on the machines and they also pay for the replacement ribbons and the practice paper used. The machines are supposed to be used three or four years and then trad ed in on new equipment. The last table on the next page presents pertinent facts relative to the cost of the typewriting department. It is seen that during the four and one -half years that we have had the course, pupils have paid in a total of $686.80 of which $507 has been credited on the cost of machines The sum of $120,97 has been paid for practice paper and $17.28 has been paid for replacement ribbons. During the first two and one-half years of the course a deposit larger than needed was charged end a refund to pupils was made at the close of each semester, a total of $47.05 being refunded. During the past two years the deposits have been smaller and barely large enough to cover the equipment costs of the course. The length of the typewriting periods are a full ninety minutes daily and the standard of work is sufficiently high that most pupils must spend additional time outside of regular class periods to get the work in . Of the time allotted for classv ork, a full twenty min utes daily is set aaside for instruction. Rythm exercises and speed tests are given at frequent intervals to encourage the development of rapid and yet accurate writing, A considerable degree of proficiency can be gained in the course and particularly by those who are taking more than the first year. It requires about one year to become thoroughly familiar with the key-board and the toucn system of writing and then the second year greater results in terms of proficiency, accuracy and speed. The machines used are alj. standard keyboard L.C. Smith machines of the latest design. The equipment is serviced free-of-charge by the district representative at Mason City, We believe our typewriting department to be one of the most pract- ical in the school. While few persons will become stenographers or secrecaries the use of the typewriter is becoming more and more common in . everyday business. To those who will become business men or go on to college the typewriting work will prove of direct benefit, A few may find their life interest also. U __________________________________________________________________________ NUMBER OF PUPILS ENROLLED IN THE TYPEWRITING COURSE BY SEMESTERS SINCE THE ____________________ COURSE WAS ORGANIZED 1928 '29 1929-r30 'l930 ::r31 ' '1931-’32 1932 33 2nd,Bern,____lst_ _ 2nd __ _lst__2nd_______1st___2nd _ 1st 2nd 18_________26 ___l4___23 19________17 12 _8______16. TYPEWRIT ING PUPILS CLASSIFIED ACCORDING ’ TO THE NUMBER OF SEMESTERS OF THE WORK TAKEN One Semester 60 Two Semesters 27 Three Semesters 9 ________________Four Semesters______J________ FINANCIAL STATEMENT TYPEJRITING DEPARTMENT 1928-’33 ( Hact upt O fik V (1 $ w— j Vf i bbens D sV)� � nil to tntnfi ; Rj ,9 i Nftt-Gst to District Credited' tc tXst. | 2nd Sem, 1928-'29 95.00 • 60.00 17.20 — I 00.00 2.80 15.20 ,20 ,00 1st Sem. 1929-'30 130.00 80.00 24.70 — L 4.00 0.00 21.06 .00 .J 2ND Sem, 1929-' 30 72.50 63.00 17.90 .50 0.00 00,00 , 8.90 .00 ! 1ST Sem. 1930-'31 115.00 80.00 25.20 3.60 0.00 5.74 0.00 .46 2nd Sem 1930-’ 31 91.00 67.50 14.57 3.78 0.00 5.05 0.00 .1.0 1 1931-' 32 ,1st Sem. 56.00 48.00 6.40 1,60 0.00 0.00 0.00 i .00 1 |1931-’ 32 i2nd Sem. 45.50 39.00 5.20 • 1.30 0.00 0,00 0.00 .00 11932-'33 l3t Sem. 33.80 29.50 3.40 — .90 0.00 0.00 ' 0.00 1 .00 1 32-'33 2nd Sem. 48.00 40.00 6.40 1.60 0.00 0.00 0.00 .00 ; i 1 . : : Total 686,80 — 507.00 120,97 '17.28 ! 2.80 47.05' 9.10 .80 I Note : The figures preceeded by a are based on present figures and may be subject to change before the year is completed. The totals should therefore be considered as very close approximates rather than exact. The net cost of the typewriting department(other than cost of instruction) is about $8,30 During the last two years the deposit s have been Just large enough to pay the rentals on the machines, paper and ribbons so there have been no refunds on those years. Palmer Method. PENMANSHIP AWARDS SCHOOLS 1931-1933 All Awards by the A.N.Palmer Co. Final Cert if icate 86 Drills Improvement Certificate 86 Drills Pins 50 Drills Buttons 25 Drills H i b V-'i -2? i■ ' £ i' r •? I ! ' r; j' 11 n n c W 7] j G.-' si 1931 w; ! I .lJ 17 i... U - 17. 1 % 1 4— ! � xXiM(jr y ■■ y y. ( i •• ; . 1 W'X 1 :,' i '7 ; l5U ) c It 7 ■ G 1932 W a PI 7 • 6 y'rl v , tJ 13 a -r. •:••• ;• v: :•.;; z ,y • sf , s I ■ :'Han� . ll.ll o f 2 V Qv-aAcc, 1933 IL ll 1° CJ I lc ct % 7 C'; t 1931 [i;7 o O • -vH ? i: gegg o. e 7 ? •'v V 1932 m --- ...... 4---- j.. ...pf-----1---1 i......5i!t j ! ISi i...........i jj-a - ' phf ■ fjoij.Va. -• . r-: ( £ • ’ f t : n 11 loif $ dr v t. i (c 1. 33 - 31 - K01LS ECONOMICS ‘THAT IS THE VALUE OF HO!-!E ECONOMICS By Hiss Charlotte 7 arrior Is home economics of any value to the high school girl? ;Vhy is hone economics taught in the public schools? Why should it be ta taught at the present time? These and many other questions of a similar nature are being asked. Under the present economic conditions v ry few of the girls graduat- ing flon, nigh school this yee.r,and possibly for the next several years, tvill have the opportunity to go to college. It is probable that for the large majority there will be no further formal education. Will hone economics training be of assistance to these girls who will soon establish homes of their own or will help at home ? Since a very large majority of all girls do become home-makers, there can be but one answer t o the question and that is,yes I Any training that will make them better fiotee to do the multitude of taslcs in a home and do them more economically and efficiently is of the greatest value. Home economics is too often thought of as Just Cooking and Sewing, (Thile these two phases Of home making are of the utmost importance, there ar- other things included in the term Home Economics 11 There are many things among which might be listed; the selection, buying, preparation a,nd serving of food; the planning and construction of garments, the remaking of old garments; the selection of becoming and healthful garments of good cua.lity; the principles of healthful living; personal hygiene; home nursing, care and training of children; care and management and furmishing of the home; relationship to members of family and to the community etc,etc. The question is often asked, Doesn't the girl receive such train- ing at home?1 Yes, of course , the average girl 'will receive a consid' erable proportion of such training, but not in the systematic order in which tne instructionn is given at so: ool, and perhaps not with the same emphasis. Often the girl does not like to do the home tasks which t,eac‘1 her he essentials, but in a formal class her attitude will be differ, nt because other girls are doing the same thing and no one task is continued long enough to become tedious or boresome. It is not our intention to imply that mothers do not or should not teach the girls, fle believe the best possible type of home training can be given by the mothers. The formal school training may add to the knowlege secured at home, and it should provide more of the theoretical work than is possible in the home. The home is to be considered as the practice field for the application of home making principles, regardless of where th ese principles may have been learned. The Home Economics work is successful if it results in a greater .interest in simple home making duties in the home and if it builds up a desiro for a happier, more economically operated, more attractive home. The Burt school offers home economics In five grades , 7th to 12th, The seventh and eighth grades are combined end meet 120 minutes each v eek, The nineth grade is required and meets for 80 minutes daily, Tne advanced class for the 11th and 12th grades is an elective subject and meets 80 minutos daily , Every girl in the senior class this year has taken the advanced course and all of the Juniors , except one, have taken at least one semes ter, two girls being unable to take it all year because of coni'li ts with other subjects, - 32 - . 5 i ' . ' . ' HOT LUNCHES HOT LUNCHES IN THE BURT PUBLIC SCHOOLS 1928 - 1933 1 28-29 Number of different foods served ............. 45 Total Number of servings 3 757 Average No • Served per day 43 Groceries ourcliased from merchants $ 114.75 $ Groceries purchased from patrons 18.86 Tickets - cash....... 113.15 Tickets - credit .......... 18.50 Cash....................... 18.40 Refund on Tickets ..... 6.99 Balance on hand ...... 0.10 Number of weeks served 12 .929-30 1930-31 1931-32 1932-33 38 31 27 31 3,691 2+100 2,930 2,442 37 31 27 31 79.72 40.98 $ 32.00 $ 20.84 13.83 9.00 10.00 23.19 67.59 40.00 32.00 18.25 11.41 9.00 10.00 9.50 14.44 7.48 15.54 15.76 1.10 7.96 3.15 1.65 1.21 0.50 10.27 0.00 11 7 13 10 The above chart shows the record of the hot lunch project each year during the last five years. The record which includes the total number of servings for 1930-'31 has been lost , so the numbers given are only a proximately correct. The decrease in the humber of foods served is due to the fact • that some of the foods were not popular with the pupils and therefore the last two years only the better liked foods were served, A total of 54 different foods have been served in the five years. It is interesting to note that a total of 14,920 dishes have been served in the five years that the lunches have been served under the present plan. The foods which are best liked in order of their popularity are : dried beef gravy on toast, butterscotch pudding; chocolate pudding, tomato rice soup, potato soup-, chili con carne, cocoa, baked potatoes, mashed potatoes, hamburger gravy, creamed chicken, tapioca cream, cornstarch pudding, peach tapioca, rice pudding, vegetable soupr cream of tomato soup, macroni ( or spaghetti) a ni tomato sauce, . Other foods which are served are: creamed dishes - cabbage, puta toes, corn, carrots, peas, carrots and peas, salmon, green beans, lima beans; scalloped dishes - corn, potatoes, cabbage, tomatoes, rice; soups - corn chowder, tomato chowder, celery, cream of corn, cream of pea , chicken; deserts - Brown Betty , prune pudding, banana pudding, cake with vanilla sauce, baked apples, apple tapioca, bread pudding ( plain, raisin or chocolate); oven dishes - macroni and cheese, Spanish rice, baked beans, baked lima beans . The variation in the number served can be accounted for on the basis weather conditions, number of country children bringing lunches and economic condition of those eating lunches at the school house. Of these the severeness of the weather is the most important factor. The above chart shows that the amount paid the merchants for supplies has decreased considerably. In part this is due to a decrease in the number of pupils served, but perhaps the most important factor has been the umficati n of the home economics cooking classes with the hot lunch project ana the preserving of fruits and vegetables that can be and are used later in the hot lunch program. � «� ; 1- Hot Lunches ( Continued) Fruits and vegetables in season are preserved to give the girls practical experience which is needed by all economical housewives, where tne materials preserved can be utilized to advantage the ouantit- ies of foodstuffs preserved can be sufficiently large to be practical. Credit is given on meal tickets for the fruits or vegetables brought in for such preservations With the problem of keeping the cost of foods served as low as possible and yet make the hot lunches a self--support- ing project it was almost necessary that the cost of the foods served be kept at a minimum. The length of the lunch serving period has varied according to the weather conditionss, £'aC:1 Ve -r$ excent 19fl ,32, the balance on hand at the end of the season was carried forward to the next season. At the end of the 1931 2 season the balance was used to buy heavy aluminum kettles for use in cookin. the hot lunches, , 'ae Iu -ones are prepared and served as a part of the nineth p:r3.de nome economics, work. T e entire class does not preoare the food every day because it would, take too much time from the regular class work and also because it isn t necessary for so many to work to prepare two ,cin of The class is divided into groups of four. Each girl mnotila+vr0up has a utir to perform. The duties are shifted each week. ! the manarer, who makes the grocery list and manages or ov.rse s the preparation and serving of the food; the first and second coons, each prepares and serves one of the foods: the ticket £xr1� v l10 punches tickets and makes change, The ticket girl also has uo make out and hand in a report of the amount of cash received tae amount paid out, and the amount of cash on hand, .. 1:10 ish-s are washed and the labratory cleaned by four girls who do the work for tneir lunch. Contrary to usual opinion, there is no c-iitxcultj in getting enough girls to do this clean-uo work. The T - ntirl:3 to do the work is always a long one and the work is rotated by weeks, n The ??st °f the foods has varied from 4o£ to 2-f 4 ner dish served, uurin. uhe x irst two years the usual cost was 34’or 44 per dish, and cun the last two years the price has been 2per dish. Lunch tickets are sold in advance for 50 . These tickets save time and eliminate ohe handing of a con sidorable quantity of small change, nose Wxtnout tickets ar: privileged to take the lunches upon payment of cash and in stormy weather a considerable number of town children brin - ■un ?,aes and 'nerA tak- the hot foods served at the school, i menus are planned and published a week in advance to simplify v ork, save time, and to help the mothers in packing the lunch brought irom home. The lunches served are not intended for complete meals rattier as hot foods to supplement the lunches brought from home, de schoolooard pays for the laundry and the gas used for fuel, o.nerwise tne lunches are self-supporting, Tns amount of canned food left over at the end of this veaf s season is invoiced at ;6.67 which is the cost of the containers and raw products. . A PROJECT IN GEOGRAPHY By Miss Myrtle Hanna This discussion is primarily concerned with a transportation project that was developed in the Geograohy classes in the fifth and sixth grades, Wo have tried to give special attention to the teaching of Geog- raphy this year and to solve some of the difficulties which this subj.ect always seems to present. We associated the course of study with the rapid progress of modern life. In this way we provided a situation which aroused interest and served as a basis for the teaching of essential subject matter. There are several methods of teaching, one of the most fruitful of which is the project method. This method is a pupil- activity procedure in which the essential facts are developed by the pupils under the guidance of the teacher. We believe that the type of instruction in which there is a large amount of pupil activity and consequent originality and initiative is much to be preferred to the much abused question-answer or lecture type of instruction so often used in American schools. Children learn by thinking, doing and experiencing and then only when there is interest. The project type of instruction is a much more natural way of learning than the procedure in which the pupil reads out of a book and repeats it back to the teacher. We wilL discuss in this paper a 'project in Transportation that was developed in the two months after Christmas, The approach to the project was made by the loan of a toy electric tra n , Anything which moves or a,cts in a more or less life-like ma ner attracts attention and arouses interest, A general discuss- ion of how trains we:e used to carry our produce from one part of the country to another formed a spendid introduction to the project and stimulated an intense interest in the work, V e discussed the plan and decided to project transportation through the agriculture section of our country, Iowa, it seemed, was not as suitable a setting for the project as our neighboring state, Missouri. Missouri possessed several advantages which we thought best to develop. For instance, Missouri is the crossroad state of the Union, its waterways parallel the railways; it has first call upon the raw materials of the plains , the wheat country, the oil from the east and the cotton fro. the south. The fact that Missouri has twenty ■‘♦eight railroads coming into the city of St. Louis helps us realize the geographical i por ance of that state. We studied manufacturing of the St, Louis district and found a large variety of manufacturing being conducted. She has direct call upon the raw material of the surrounding states. The plains of Kansas and Texas and the packing centers like Chicago furnish the hides which are shipped to the great Shoe factories in St, Louis, And so with the many other products made there. Some of these are: clothing, flour, meats, stoves, railway cars, machinery, medicines and drugs, lumber products and a host of other articles. With so many articles of importance comur; from the state it was natural that a product map should be const'ucted. The pupils v e re of course required by the mature of the problem o do some research work in collecting pictures shoving the most important products produced. We selected those most typical of the various products, mounted them and eaqh pupil was prepared to give to the class pertinent facts _______________________________-35-_____________________________________ - r� r - C£ Geography Project ( Continued) concerning these p ctures. °f •t'he advantages of the project method is possibility of corr lating or ho ling up the subject matter of one subject with °r more ?f others. We thus correlated the Geography with reading, arithmetic etc. In the reading period we read geographical selections that were related to the project. SOu?ca?GUredwi1ier®tui,e fud fjlustrative material from a number of sources . We wrote to the Standard Oil Company and they kindly n? ?,lar?e sPsclmen oase of oil and petroleum products The M storv of ?LCifiSS,aiS°.prepared charts t0 8h0W fllnpl manner the hisoory of tne oil industry. ’We leanned., by map, the location of SSL p8tr°leu fields and depositories; where it is shipped and over nat railway lines. This information was used as a unit on our tabled project. For each branch of the transportation project we studied and stress- ed location, climate, products, industries, principal cities, ports, and the effect on man and his development, WhUe studying the southern part of the United States we found ohat much of our southern transportation was given over to the cotton industry. Again many charts, maps and drawings were made to bring out the principal geographical facts of the cotton industry. Our aim in projecting the agriculture of the country was to give the pupils useful information concerning one of the greatest industries of the world. To mate the work more realistic we had litule pans with grains and alfalfa growing. The ripened and raw materials were shown at the St, Louis depot ready to be shiDped out to the various parts of the country. After we had made a study of the mining, agriculture, lumbering and the natural resources of the region, we studied the transport- ation of these raw and manufactured products to the consumer. In order to accomplish the aim, the pupils had to be able to visualize ne railroads, water routes and cities concerned in each case, inis information is usually lacking in interest unless presented in an aaracLive manner. After our s udy of the region to be traversed , loS products, climate, occupations etc- the journey began. In lancy we loaded our train with the main products of Missouri and then stopped at the principal cities on the route to pick up and leave freight. io add oo the uniqueness of the table project we constructed a miniature mountain of paper pulp over which was spread a heavy coat- ing of d saw dust to represent grass. This represented the Ozark mountains. In our study we found th' ere is a considerable amo mt of mining at the foot of these mountains. So we located a mine with shaft and ore cars at the base of our mountain. Lumbering was shown near these mo jretains s.lso, iT e proJect ai f orded an unending chain of interesting events and greatly helped in holding the inter st throughout t.:e study of the pro clem. Older pupils and grov.n-ups would come in the room and watch the table with its running trains for long minutes at a time. The outcome of the project was satisfactory. The class had a much e ter knowlege of pla.ee geography as well as the economic phases ot une subject. The work was largely socialized and individual pupils were encouraged to develop their own ideas. - 36 - PART V. ATHLETICS IN THE SCHOOLS By M.C.Bovie The state course of study requires that citizenship be taught in all schools. Should citizenship be taught by precept, example orin forms from which the pupils receive enjoyment, even though they are unaware of the specific citizenship lessons involved? Are we getting va'.ue received from expenditures for extra-curricular activities7. There has never been a time when school subjects or activ- ities had to be Justified more than at the present time. Is there any lesson to be gained from the following incident? It is the latter part of a school wrestling match and each contestant is exert- ing all of his strength ana skill to gain a decision over his apponent for the honor of winning and contributing three points to his team’s total score. One man, in his desire to win, persists in using rn illegal hold, and the referee stops the match and awards the decision to the other contestant. Was it just an exhibition of shill and strength, or was there a lesson learned that would effect not only the contestants but the spectators as well? 77e know that one quality of a good citizen is his willingness to conform to certain rule3 in life, called lave. The wrestler lost to his apponent and worn severely punished for his failure to conform to the rules governizigthe sport. Is there a better way to teach the value and necessity of cooperating with a group for the com-on good of all than in a contos- wherein all who enter must compete under the same rules and must win fairly or bo runic hid? Burt high school sponsors two sportsi baseball and vrostL.i.;gt the let- ter having been introduced loot year. V e of en hoar the argument that athletics demand too much of the pupil's time, and that the participants cannot maintain a satisfactory scnolvstic average. The Iowa High .School At hi - 'to Aosti requires teat any contestant in any inters CaOinr.tio atnlet ic event must have passed three subjects the previous semester., and that he be passing in at least three at the 1i ..e of the contest. The local high school, two years ago, adopted a rule vhicn is more stringent than the state rule, since it requires all athletes who represent Hurt must have passed four a.cadeiaic subjects too previous o sue sue.- . and bo passing the gen- in inter- im ail subjects at the time of the event. Instead of lowering errl scholarship the contrary is true as the student must main satisfactory rating in all his work for eligibility to compete school events. Young people must have, or will find, some means of rcCroatian vrhile attending school, and with this fact in view extra-curricular activities were added to the school curriculum by our ear ly educators, Novel has there been greater need for these activities than now, as ire present economic conditions limit the student's participation ?n anj activity requiring the direct expenditure of money by the p.-u -rt.. Is i t not better t hat •T 1 radon � ortb- •• e.'.hiet - coutor their recreative interests in sue while activities as band, orchestra, Toy Scouts, declamatory ic contests which are sponsored by the school? In the past two jeers the expenditures lor athletics by the emool board are as follows: baseball uniforms, $GS; lockers, baseballs and bats , 25 a year. The life of the baseball uniforms a.id th-- This makes an average yearly , 2 p a year. The is estimated at ten veers, lookers ure far equipment by the district of approximately 5 for both baseball and v rosthing supporting, With sn average c.i the cost lo the school district IVp'.Ci .07) The lockers are used ■. i rc stli ng h' s be one nt i re ly 3 o If - 25 boys out for baseball and w for athletics in our so.cool is The . n ?'-v 1 c r.y O i p3 C -O 2 pupal , Is xt worth this small amount to : hoys every school day for nine months? furnis I V ■ling out b. nio ans JL IS MUSIC IN OUR SCHOOLS WORTHWHILE ? By Mr. Sigurd Far dal Is music in our schools worth while? This question is often as.ced during these tiues. If one in answering this question thinks only oi the material investment and the material results, the answer is likely to be in the negative, because one will then consider only the amount of money paid out for instruments, music and instruction and tne possibilities of making professional musicians. But when we really analyze the situation from an educational and cultural view- point, are we Justified in arriving at this conclusion ? In this day of the radio when all of us have a.n opportunity of hearing the finest of music by the world's greatest individual a.rtists and vocal and instrumental groups by merely turning a dial, there can be no douot t. at music is assuming a more important place in our lives. This is true both in our recreational and vocational affairs. Yifith the growing imporuance of music in our everyday lives, is it fair to our boys and girls to deny them the privilege of participating in music in the schools by greatly curtailing or eliminating that work from the school program? True, some may say that sm e good music may be enjoyed through the radio, then why ha,ve it in our schools? I believe this question can bert be answered by saying that the average parent enjoys, even mediocre, music when rendered by their own children. Granting this to be a fact, then which would be better to eliminate music from the school's activities or to raise the standard of music instruction in the scho Is? Actually the latter has been done during the last several years. More kinds of musical events have been sponsored and emphasis has been placed upon quality. In this connection, I would like to mention the opportunity parents h?ve in aiding and cooperating with the school i producing better music. Too many parents seem to have the idea that their part has been done when they ha.ve procured the instrument for their.boy or girl, Rome was not built in a day . Neither was there ever a musician made in a day. Hoy; many of us have every stopped to consider, when we look at a beautiful building , a famous painting, or listen to an artist render the most difficult musical selection with apparent ease, the years of painstaking study, and perhaps sacrifice that lies behind it all.? Is has been said that Padere ski, the great pianist, and Galli- Curci, the great soprano, spend hours every day in practice. If these artists consider daily practice to be so essential, how in the name of common sense can we expect our pupils to become proficient either in voice or on an instrument without that same daily practice? I believe that I am right when I assume that every parent wants his child to advance as rapidly and as far as possible musically. Then it seems to me that the parents’ responsibility in encourageing the children is equal to that of the school Instructor. This responsibility of the parents cae be manifest by encouraging the bov or girl to practice daily and by giving them a slap on the back v hen they have merited it. As a rule the average school boy or girl needs more of an incentive than merely mastering an instrument or becoming a trained singer to really work. It wa£ with this end in view that the Kossuth County Music Festival was organized. After sitting there and listening to those boys and girls fro all over the county sin0 and play, I wonder if most of us did not feel, de.p down in our hearts, that it all was worthwhile, and that music has its place in our scho-is? DRAMATICS in THE BURT SCHOOLS to ov?SL?f+ihe 1®portant Glcis of school is to teach its puoils Jsu®l 01-B3 • 1 Ensli3h Publio Speaking, as well J the se§ ex eeHomf 88 °ne of th r ali s th0 training In rp,. ®0i:e n oT1 '6 “xtra curri ular activities are sponsored for the same reason. Declamatory work, play production, debating, extemporaneous epeeeh contest. yn« a. forth are notable in’this rosplot. ISaU schools generally do not sponsor more than one or two of these self- S?k0in1h?theTel?PlnS p activitieB Eurt has sponsored declamatory several years Uni0r and sonior hi2h schools and play production for is soorsoS t?' ?°rk 1 Ce p?blic speaking or oral English classes, to.slve Practice in speaking before an audience. Self- •piP+Si«i°n 1invoJ-ves at lQast two processes - thinking and delivery. orderly while speaking to an audience is not the Declamatory work requires the memorization of ljelecul°r- but the most effective delivery ( which is re- quired for success in contest work) necessitates thinking while the is bexn§ spoken. Probably the greatest value from declam- atory work comes from the experience of actually appearing before an audience and speaking for eight or ten or fifteen minutes. One atuains ease on the platform only by appearing on the platform. The coaching given the declamatory contestant teaches the value of correct posture, the importance of graceful and natural gestures, the importance of correct pronunciation and the necessity of speaking naturally’. - ,Tw? contests were s onsorod during the year of 1932-’33. A contest ior Junior high school pupils was held in the fall with 12 pupils participating. During the early winter l4 puoils took oart in the higa scnool declamatory series , production was sponsored more than usual during the year. Four oifxerent productions were staged. Since there were so many in the senior class it was decide to have two class plays and to try to ma e it possible for each senior to have a part . In accordance with tt.is decision two plays were staged, the first one before Christmas and the second at the close of the school yean. The first play, The 0 t.ie Jisp was directed by Miss Alx.ce Eighme, and the second The Alley Daffodil was directed by Mr, Bowie, The Juniors staged one full evening play in the spring. This piay was an except ionally fine comedy-drama entitled Sound Your Horn and was under the direction of Miss Eighrne, Last fall Burt cooperated with Ledyard and Titonka schools to produce tnree one-act plays. Each school presented one play and the uhree plays ’were brought together a„t each town for an evening's enter- tainment. Six Eurt pupils presented a comedy, Wienies on Wednesday undhtfiss Elghme's direction, Thus during tne year more than sixty pupils had the advantage of t.ie training and experience of appearing in declamatory or play productions, It is the aim of the school to give every pupil an opportunity to ftp ear several times before an audience during his high school exper- ience, Some pupils a.va.i'i themselves of thxs opportunity more than Ou.:ers, as would be expected. This has boen a successful year in speech and dramatics work, - 39- •• J % ' 1 BOY SCOUTS SCOUTING AS AN EXTRA-CURRICULAR ACT IVITX Troop Number 43 of the Fort Dodge Council, 3oy Scouts of America was first chartered on February 28,1929. During the first three years sP°,asorin£5 group was a number of local citizens, but beginning wiuh Feoruary 2o,1933 the organization was adooted by the school and became a regular extra-curricular activity of the school with the school listed :s the sponsoring organization. 1 number of boys enrolled in the organization has varied consider acly t0 Year• The present economic recession has made it more hi. icult to maintain membership as the boys find it difficult to secure needed funds, and the boy scout organization as all others has expenses wnich must be paid. The officers for the current Charter Year are t Rev. S.H.Aten, Chairman of the Troop Committee Sigurd Fardall, Member of the Troop Committee M.C.Bowie, Member of the Troop Committee Donald Weir, Scoutmaster William Giddings, Assistant Scout Master, The scouting program is designed and intended to be a character building as we11 as vocational guidance plan. Boys who have attained the age of 12 years are eligible to membership, the national dues of which are 50 for each boy. Each boy affiliating with the organ- ization is required to suscribe to an oath and to promise to obey the tv elve scout laws. The scout oath reads : On my honor I will do my best to do my duty to God and my country, and to obey the scout law; To help other people at all times, and to k ep myself physically strong, m entally awake end morally straight . The scout law states that a scout is trustworthy, loyal, helpful, friendly, courteous, kind, thrifty obedient; cheerful, brave, clean and reverent. Any boy who would live the scout oath and the scout laws could not helo but be a fine citizen, - 40 - r 7I A • C A . 38 PART VI FINANCES INTRODUCTORY REMARKS Part, VI of this report is concerned viith the finances of the local schools . This report is far from complete, but the information given should prove of interest at the present time, Thh present period of economic recession, or depression as we usually speak of it, has brought the finances of all public functions and institutions into the limelight. Committees of Taxpayers, newspapers, legislatures, and numerous other organizations have brought tremendous pressure to reduce the amounts spent for such functions. So much has been said and printed that many, many people have come too believe that the root of their personal and individual financial trouble lies in the taxes they pay The purpose of this report is not to argue for or against tax redact: ion., or the curtailment of school expenditures. The sole purpose of it is to provide facts and figures 'which will enable our local people to k ow what the situation really is. It is possible to destay in a few months the constructive work of many years. On all sides we hear and read of school re-organizations that are nothing else but destructive. The deliberate slashing of school functions without regard to the needs of the young people effected is to be deplored. Many schools are eliminating subjects which have a vocati nal aspect , in tho name of economy, when they should be exerting every possible effort to make the school work of more value from a vocational standpoint. Economy implies thrift and careful administration or management without loss or woste. Economy does not necessarily imply sharp curtailment of functions. Certainly it does not mean the siasaing of salaries to the point where a living wage is not pa d, Nor does it mean the eli ination of educ-tional supplies from the budget. Economy means spending with wisdom. Wisdom requires t.iat the child be considered as well as the actual number of dollars coneerneo. The people of Burt are anxious and we believe willing that our children nay have a.n educational opportunity equal to that of o her communities in the state. While efficiency of management is essential, we believe conditions do not warrant radical or destruct- ive curtailments, _ The reader is urged to study carefully the data contained m mie following pages, and especially to note the discussion relative uo the cost per pupil in average daily atre..dance. Space prevented a complere discussion of expenditures and r ceipts, but the statistical data of importance La presented. 42 LOCALTSCKOOLS' ?°N 0F ALL PRC?i:RTY TAXSS IS USSD II’ SUPPORT OF THE . _ 0n average a little more than one-half of all the oroDertv t“ lurt1lSS� ni?n?he ?“? 1 oo«or.tion is used in support o? T9,rs from toik d?J!tnoS00IS’- Tne ave: a6e percentage for the 18 If°“ 15 to 1932, ..inclusive, was 53.6$, The oerdentace Sfrfto1'? 1- 1919 to a high pent of 60.6 f in 1927. each ilOO n dhtn f!ifen a3f another way we might say that out of . 'l , v in taxes curing tne last 18 years the sum of 60 Ho.3 b . in expenaed for the education and training of Burt’s children c co un t v and s t at a °f 47-40 aS U3ed to support' loca! to shipf 1 been t ahen iS 3 er‘imenJs and institutional� . No account has raid bv pl n!?1? dy ° excise and special taxes which have been me ts y nf t% , LllQ suPport lri Part of state or federal govern- tobacco t2- JLiTT V7f. mlSht fug est gasoline taxes, cigaret and ° acco baxes, beer taxes otirougn licenses . etc etc. Nor is there an accounting of the funds from intangible property taxes. PER CENT SCHOOL TAX IN BURT IS OF TOTAL PROPERTY TAX LEVIED EY YEARS 1913-1932 EUR? PUBLIC SCHOOLS ffHERE THE SCHOOL DOLLAR CAL IS PROM ' 1932 TAX RATES IN ELEVEN KOSSUTH COUNTY SCHOOLS ( 1907 To 1932 Inclusive ) Year £ § o % pa o 3 • £ E-I ra BURT s M a P o LONS ROCK n tD tH E- 1—i 0 [d CQ '4 (0 u E 9 H E- M rc 1907 1908 21.8 19.1' pi • a • • • • 26.0 25.5 25.1 25.5 24.0 '24.7 ‘ 19.4 12.7 28.7 28.9 22,0 22.0 12.4 32.8 33.7 49.9 26.1 23.7 1909 19.4 • • • • 29.1 31.2 44.0 3679 27.2 22.0 35.1. 46.6 15.5 1910 19.9 • � • • 34.1 32.3 5271 2679 25.2 38.1 31.4 43.9 -11 2 1911 22.7 • • • • 41.3 30.5 43.7 24.7 16.3 40.6' 32.3 47.1 18.1 1912 15.4 • • • • “42.6' 41.4 4i.8 27.2 27.2 40.0 34.6 39.7 24.6” 1913“ 12.8 • � • « 38.4 . 25.6 31.6 23.4 17.9 35.0 29.4 36.0 27.7 ip: 4 16.9 • •it 39.7 . 26.7 36.5 30.7 18.1 44.0 31.7 36.2 35.7 1915 20.4 • � « « 39.4 26.0 35.4 3478 21.2 44.0 30.8 5474“ 25.4 1916 29.1 • • • • 52.1 25.7 35.0 33.9 21.1 44.0 32.9 54.7 32.3 1917 32.0 42.0 49.1 27.5 32.1 35.1 “2477 “48.0 50.1 62.7 44.9 1918 36.5 44.8 $0.7 30.5 51,7 276 29.0 55.2 5676“ 72.0 45.5 1919 62.0 48.0 51.4 32.2 49.4 37.7 3676 62.0 57.8 78.2 53.6 1920 81.4 75 . 65.7 47.9 5878 44.7 38.3 44.0 88.0 54.5 1921 6l.O 75.7 92.6 64.0 82.9 39.6 44.3 “8876“ 67.9 79.5 86,0 1922 51.4 66.9 96.1 61.0 90.7 3976 ' '4T73 88.0 57.9 79.5 “8678 1923 6o.o 43.3 9976 “6575” 64.2 33.4 45.1 92.5 63.7 46.8 “81.0 1924 ”61.5 43.7 95.1 79.5 46.1 48.4 T5.TT 72.7 53.0 “6676 “64.7 1925 72.3 74.9 l6l7?T “86.3 74.0 yi7T 54.3 71.3 49.9 71.6' “5672 1926 69.6 76.6 “8879 “81.7 83.8 56.9 d97T 69.1 45.1 81.6 54.5 1927 59.4 71.8 84.2 71.6 8570 58.6 72.6 80.3 75.3. 69.9 65.7 1928 63.7 74.9 86.4 72.8 77.9 60.8 59.4 78.1 76.5 70.0 80.0 1929 58.6 89.1 87.3 71.2 70.9 64.0 71.3 69.6 66.9 72.1 97.0 1930 58.3 88.6 88.4 57,3 74.8 64.6 56.5 70.9 71.3 68.0 85.6 1931 55.8 81.2 83.4 55.0 82.0 6174 52.5 66.5 59.0 “6879“ 81.3 W2 44.6 65.8 67.0 . 63.5 83.8 52.6 51.1 62.7 60.5 43.4 79.4 aver- age 43.1 66.3 63.6 48.0 56.3 40,8 38.9 56.9 48.4 61.0 51.8 Tax rates are of interest and of value only as the property evaluation of a school district is known. As the property values fluctuate the tax rates may also fluctuate. The size of tho school district, the size of the school maintain- ed; the standard of instruction; the extensiveness of the physical improvements; the amount of outstanding indebtedness and the value of the property all have important influences on the tax rates. During the next two or three years the tax rates will be of some importance since legislative limit has been placed On the millage levy. This reduction in the levy coupled with the reduction in assessed values of the property will have a considerable influence on the standards of the schools during the next three years. - 45 - evsri IJ . '5 rx,J i0 . r,t-: xaJ ori.f nc aeooeuitoi t Jxon 3« ™c lo d I V? 33JB1 wsJ - 31 ;•': '7 'niaei soni ’ - _ - ?.« - SCHOOL TAX RATES IN ELEVEN TOWNSHIPS IN KOSSUTH COUNTY - Burt Year 1907 19.1 1908 15.7 1909 7.4 1910 2.9 1911 17.4 1912 18.8 1913 12.7 1914 12.3 1915 11.2 1916 9.9 1917 13.1 1918 17.8 1919 5.0 1920 17.8 1921 22.8 1922 25.3 1923 30.0 1924 21.2 1925 23.0 1926 26.4 1927 26.5 1928 26.6 1929 27.3 1930 25.2 1931 18.8 1932 24.3 SCHOOL TAX RATES IN ELEVEN TOWNSHIPS KOSSUTH COUNTY 1907-1932 °Znd- v“;ne un- Aver- _age 18.Q 13.0 11.0 11.7 12.6 10.9 11.6 10.0 2.5 15.5 16.0 16.1 16.0 14.0 24.7 21.3 20.0 22.3 22.2 23.7 26.3 25.3 27.6 28.2 28.1 26.0 25.2 13.6 13.0 13.6 17.3 874 7.2 16.1 11.2 15.3 20.0 11.7 15.3 14.1 11.6 13.8 15.2 15.5 18.6 10.5 11.7 9.2 13.0 11.8 12.5 14.7 11.9 17.5 15.8 11.7 17.3 15.1 10.9 20.5 14.6 12.2 20.5 10.7 19.0 10.3 20.4 33.0 13.5 29.1 21.6 27.3 16.3 19.5 28.0 13.8 17.0 23.4 14.0 17.0 14.7 16.4 18.4 16.3 16.4 13.1 16.2 14.0 16.5 16.5 25.3 13.2 16.9 32.1 15.3 15.0 31.8 •23.7 13,4 29.0 27.7 10,3 23.3 24.5 13.1 14.5 10.7 9.0 13.8 17.7 11.7 12.3 12.4 13.9 13.7 13.7 9.8 10.7 11.9 8.9 14.7 10.4 11.3 9.0 7.6 8.5 -1-8.4 15.3 17.8 16.7 9.3 10.2 10.7 11.0 18.0 16.6 18,2 18.2 18.2 18.6 12,6 19.6 16.0 20.2 14.7 27.2 16.0 23.4 23.4 24.1 19.9 24.6 20.5 21.2 22.8 20.8 28.9 21.4 20.5 16.2 18.0 87ST 14.9 18.0 9.2 14.9 18.0 10.7 15.8 20.1 10.2 15.7 15.4 6.4 12.9 17.4 8.7 16.8 12.8 7.0 12.6 16.4 10.6 11.7 12,6 10.7 11.5 16.4 10.4 11.4 13.4 10.6 12,4 15.6 9.9 13.5 13.0 8.4 17.0 18.0 17.3 29.0 26.0 18.2 27.1 22.0 17.4 14.0 16.0 12.8 14.4 18.9 7.0 20.2 23.2 8.8 26.1 23.1 17.5 26.2 24.2 23.1 27.3 31.5 20.4 27.4 27.1 17.7 27.6 26.9 12.7 29.0 23.5 26.8 12.1 11.8 33.1 32.1 14.7 13.7 12.6 8.4 9.5 17.5 13.8 14.1 13.1 13.0 15.3 16.7 22.5 21.6 35.6 36.5 30.2 23.4 23.7 21.0 15.1 27.2 27.5 27.5 19.5 17.9 -19,7 12.6 19.8 19.6 indicates thart cos of'School8 i” 8lev5n rur:1 school districts tax rates ) thantrSschools is considerably less ( 1ud0od bv tracts. Factors accountininfoSdS?“S?ent °f c?nsolidated school dis- maintenance of hio-h school nfivtm n+'cost® in the latter are the hijher qualifications employment of teachers with adequate equipment and sunolies n larger school plants and more iy in consolidated schoolPdistricts°vision for transportation, especial- hill are still ruch otter off nShfES v,bich paY a rather heavy tuition those adjacent o co£?£gu£us °f taxos a™ ;nere those children are educated1VhS?the hish schools maintained indefinitely sines the’nr-S if f fn tax burdcn ill bo Eaxicjum tuition ccollectiblo f-nm ?ToS+nt JeS?-3lature has reduced the :tu for re duct ionof °t uit lon has lit At,siting the •bardiess of the r.oe+ u I n0u ullea comoletod) '«lloct from the tomhlp jfrasS� � o� .Ufl; S0?S01 4isi 'iot may not [Under the law, residence mor-- than the maximum permitted SCHOOL TAX RATES IN SURT IFjKP- 'DSrT AND PORTLAND TO'JKSHIP It is of interest to compare the school tax rates of the Burt Independent School District with those in Portland Townsh-p which lies adjacent to the former. T' e _,raph below which shows such tax rates for the twenty-six year period from 1907 to and including those for 1932. These two school districts are' thus compared because Burt main- tains a hi h school department and Portland towns hi} send nearly all of its hi. h school puoils to Nur,. and pays their tuition charges, iThy are the tax rates so much l ryer in Burt than in the Portland Township? There are several reasons which rea..ily account for the difference, araonw which the following would surely be includedj 1. The property evaluation i the Burt Independent District is much smaller han that in the Portland Township, consequently the rates in the latter are smaller. 2. Burt has provided a larger and more expensive school plant and the operating, expense is consequently greater than i ) the rural schools where the teachers do their own janitor worh, ---------------------........................ ......... BURT INDEPiii DEv'T AND PORTLAND TOTNSHIP SCHOOL DISTRICTS 1.07 1. 32 3o 6’i — z j Z trrr 26 ..yj? ar_ ay e ragfiL —' tj _ - S3V2 - - - - -' —- ..i..1... _L........ ;.. L..4— —...—r—-..•;... r....i..1.... 0., T ,y..WAS ri 8 0 o U iv -l6,i7 TAX RATES IN BURT AND PORTLAND TOWNSHIP 6 Continued ) 3. Teachers of specialized subjects are employed in the Burt school and this is not the case so much in Portland To wnship, 4. Teachers must have hi. her qualifications to teach in the Burt Independent Schools than are required in Portland Township, One-half of the Burt teachers are college graduates, while not more than one or t 'o of those employed . in Portland Township have as much as four years of college training and a goodly prooortxon have less than a year of college training. 5. Town schools generally provide a more adequate quantity of supplies and equipment than rural schools, and this is true as between these two scho 1 districts. The rural schools in Portland Township are limited to $5 per school for supplies of a general instructional nature and over that sum the teachers are required to provide out of such funds as the teachers or pupils can each. Often the teachers purchase suoplies out of their own salaries. Town schools boards generally take the vi -w that the supplies do not run very much money and superior work may rccult when such supplies are furnished. Another phase of the problem is that town schools have a more extensive curric- ulum with a correspondingly pr.ater ne.d for supplies. 6. The Burt curriculum is more extensive than is possible in a rur-1 school with several grades under one teacher, in the Burt schools conside radio- attention is given to Music, Art, and Penmanship as well as the usual elementary school subjects. In the seventh and eighth grades in Burt the pupils resolve instruction in Manual Training and Home Economics, It is hardly necessary to point out that it is physically impossible to give as much attention to as many subjects in a rural school. There are only 360 minutes in a school day and of this number 30 to 40 minutes are used in recessos. If a rural school has eight gradeS3 and the teacher attempts to handle oach grade and subjects separately there is only about ten or twelve minutes available for each recitat ...on, Some time is lost bet we n recitations and there ip time taken for opening exercises and closing., exercises. Compare that situation with the Burt elementary school which i so organized that one teacher has charge cf but two grades, Tho available time is same as that in a rural school, but there are fewer recitations to be heard, consequently more time can be given to each class, and more subjects can be taught, 7. The work of the 7th and 8th grades in the Eurt school is depart- mentalized with instruction being given by high school teachers. The' cost of tho instruction is therefore higher than would bo the case if a single teacher were used and that teacher had but a gear or two of training, 8. A larger and more costly school plant is provided in the Burt Independent District and the cost of tho building has been paid during the period covered in the charts, A small frame building, tho typical rural school building, is much less expensive than a brick structure rith central heating forced ventilation, running water, modern toilet facilities and electric lights. The cost of maintenance of the latter is much greater,also. 9. Burt maintains a high school department and cost figures from ?.ll over the nation indicate that high school education costs about t .o to two-and-a-half times as much as elementary school education, Portland to nship sends most, of her high school pupils to Burt and pays the tuition, but for many years the amount so paid was considerably loss than the actual cost of such instruct ion, - 48 - - 6� k • RE’vEIPiS - - 0L DIRECT PROPERTY TAX AND FROU TUITION — important sources of revenue in the Burt Independent pSo??B. are Dlrect Pr°P®ry Taxes and Tuition from non-resident ach ? fas 3ro™ in size th0 maxftten-nce costs of the local f rrt tr ! increased. As the school has devol -ped the amount • hf's increrfed s ce 1907. Since that time a now Lbuild acs o;in constructed and paid for and this has reauired ;f:r o °rJmary sums of money from direct property during t .e years re- in °°nlaS Wer° ?D%n:; r3tirsd Over the tv enty-six years the r°cTxp.,3 irom property taxations has averaged $ 8804,28. In the thsr '-'?s Practically no high school enrollment and hut °ne or t o years ox high school worn were offered. During recent year , SURT I DEPENDENT DISTRICT Rs-O-IPl’S FI.0?.: DIRECT PROPERTY TAX A-'D F 0IT TUI I 'N 1907 - 1972 6000 r I tja o o I oeo « lo eoo I-- 7ooo 4ooo ; — 1 - ; ? rrrr: T yz, )e D) Avir rjfe - a____________________________ No 8 -1l 5 ir _Ayc rpg: . r________7,0 7 r ,4,000 - i A i , ’ ' V O , -I”, St og C9 i6 n 12. ‘is 'ly •t$r '«6 ’� T $ 'i3 'no t? 'M- ‘ii 'W 7-s' if. j.7 ifl zS Tlo Si 5l tns high school enrollment has gro’-n very rapidly and this change in the character of he school enrollment has gr.. tly influenced the costs. As tne enrollments have increased a larger proportion have come from outsxdo the district with a consequent increase in the receipts j. rora non-resident tuition. The chart above 3hows the trends in receipts from both property tax and from tuition. Over the twenty- six years the average tuition receipts have been £2420.47 with sums gr-ater tnan this average each year since 1922, - 49 - RECEIPTS IN DOLLARS _, GENERAL FUND . 1921-1932 The following table made up of figures from the County Superintend ent s final records ,shows the number of dollars received from all sources in the Burt Independent School District during the twelve year periou irom 1921 to 1932, inclusive. The average amounts for eaG: year rc m tne various sources a.re also given for the convenience of tne reader- RECSIPTS ' - GENERAL FUND 'Year 1921 1922 1923 1924 1225 1926 1927 1928 1929 1930 1931 1932 Aver- age On Hand District Semi- Tuition July Tax Annual 1st A p port- ionmaat obo'o.od 9600.00 438'. 83 2341.88 0000.00 14000.00 457.24 2500.00 0000.00 15975.00 381.55 3909.46 0000.00 15700.00 462.99 4217.00 3338.88 16200.00 447.59 4843.00 6865.42 13200.00 640.60 5875.30 8465.89 11144.93 430.76 2126.00 4576.86 11900.00 358.07 5224.00 2638.32 13100.00 391.53 3140.00 1508.35 13300.00 350.12 5118.00 2247.43 12702.13 319.04 2997.00 0000.00 12185.00 349.14 4522.00 §2470.09 13333.91 TfcT.ll ' 3901.15 Text- Other Boohs Sources Supplies 000 .00 3014 .20 000 .00 2277 .99 000 .00 1425 .73 000, .00 324 .01 758, .64 231, .23 687, .12 126, ,60 632. ,46 330, .91 532. ,45 159, .04 553. ,75 190, ,31 417. ,38 368. ,93 855. ,77 494. ,06 -231, 397. ,10 38 ' 000. 748. ,00 16 Total Receipts Including Old Bel. 13,325'. 91 19,235.38 21,691.74 20,704.00 25,819.84 27,395.12 23,130.25! 22,750.42' 20,013.91 21,062.78, 19,615.431 18,387.24 217266'. 8o 2EIPT_S __IN DOLLARS - SCHOOL HOUSE FTTCT , 1921 - 1932 me - ello ing chart indicates the receipts in the schoolhouse fund nnr i rr .no r� ’ i P -4- u t_x. x_-i_ Year RECEIPTS - SCHOOL HOUSE FUND 1921 - 1932 On Hand Received Received Other July from from Sources 1st Taxes Bonds Total Receipts 1921 §1995.19 § 1500.00 §0000.00 §0000.00 $3495.10 1922 2645.10 1490.00 0000.00 0000.00 4135.10 1923 1924 1996.19 1600.00 0000.00 0000.00 3596.19 2576.19 2449.43 0000.00 0000.00 5025.62 1925 504.87 3015.75 0000.00 0000.00 3520.62 1926 .62 3822.02 0000.00 0000.00 3822.02 1927 1900.00 4500.00 0000.00 3574.07 9974.67 1928 0000.00 2475.00 0000.00 1099.07 3574.07 1929 0000.00 807.21 0000.00 291.86 1099.07 1930 0000.00 845.00 0000.00 0000.00 845.00 1931 -553.14 0000.00 0000.00 0000.00 553.14 1932 59.08 0000.00 0000.00 494.06 553.14 Aver- _age_ 4 1019.24 $ 1865.33 § 0000.00 § 704.92 833 8.97 - 50 - EXPENDITURES IN DOLLARS, GENERAL FUND , 1921-1932, :,’h3 various totals of expenditures for various purposes from the General Fund of the Burt Independent District for the twelve years from 1921 to 1932 .inclusive are presented in the following taole. EXPENDITURES - GENERAL FUND 1921-1932 Year | . cVi NV z.r.9 £L Ai_ V Vomer Sacre -j U bnxry Rooks T£ t-beo| s io.� u.bof 'fuel vJ fer R«.coVc!si YrpwvUt et c D'«sW'se — m£nts Tcfrcd 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931 1932 2040 3645 4234 5452 5055 5135 5249 5299 5373 5350 5530 5074 “3297 7687 9730 6632 7590 7412 7535 7525 7279 7120 7290 6678 76 81 55 57 80 75 80 100 105 105 105 95 99.34 78.77 • • • • • 175! 26 140.52 150.00 193.70 30.41 41.59 58.13 471.68 543.13 479.54 767.71 919.08 706.70 1644.54 750.37 913.62 747.64 3589.65 2420.42 4656.79 3541.21 3342.23 2735.71 3691.46 5143.52 2864.73 1974.71 1933.20 1386.53 494.92 583.82 104.49 84.30 109.00 ...... 59.65 1010.50 862.24 1292.31 4827.43 1960.08 1034.39 2148.09 2553.83 928.29 1093.71 1237.76 2026.54 2791.52 1263.03 '15,394.27 19,235.38 21,691.52 17,307.96 18.954.42 10,929.23 18.554.09 20.112.10 18,505.56 18,815.35 19.615.43 16,165,4$ Aver a e 4536 7561 88 00.68 661.99 j 3236.50 275.75 1838.07 118,598.18 EXPENDITURES IN DOLLARS - SCHOOL HOUSE FU D, 1921-1932, Thi folio’.7ing table indicates the expenditures from the school house fund during the twelve years from 1921 to 1932, inclusive. EXPE DITURES - SCHOOL HOUSE FUi D 1921 - 1932 0 Jn4s i- OtKe r 0 vl. Or Year %v tf ng rt DUbertc m enti 1 c X ) ba A lulu liji 1921 850.00 850.00H 2645.10 1922 2138.91 2138.91 1966.19 1923 1020.00 1020.00 2576.19 1924 1020.75 3500.00 4520.75 504.87 192 ' 1020.00 2500.00 3520.00 .62 1926 1022.04 900.00 1922.04 1900.60 1927 9974.67 9974.67 0000000 1928 0000.00 3574.07 3574.07 0000.00 1929 0000.00 1099.07 1099.07 0000.00 1930 0000.00 291.86 291.86 553.14 1931 0000.00 494.06 494.06 59.08 1932 0000.00 200.00 i 200.00 355.14 Aver4- 1420.53 1046.59 2467.71 879.91 «SSL 51 COSTOF SCHOOL PER PUPIL IF AVERAGE DAILY ATTENDANCE. x On the average it cost about $jS100 a year to educate each pupil in one Independent and Consolidated Schools during the three years from 1930 to 19p2, Taking the County Superintendents f nal reports as 'he source of data and computing costs on the basis of the number of pupils in average daily attendance in each of the fourteen independ- ent and consolidated schools in the county , a rather wide range of coei s is found. There seems to be a fairly high correlation between tne size of a school and the per pupil cost. c'ost per pupil in a ATTENDANCE IN FOURTEEN KGS 1930 - 1 Average Daily ! School Attendance VERAG-E' DAILY SUTH COUNTY SCHOOLS 932 ; Cost Per Pupil in A.D.A. 1930 ! 1931 1932 !. 1930- - 1331 19J32 Algona 779.4 840.3 868.1 i-102.48 91.86 108.14 Bancroft Buff alo 88.9 I 104.5 86.7 132.53 126.74 140.37 Consol, 270.8 1 267.8 261.8 99.39 98.91 94.03 Burt 185.1 191.4 212.4 101.64 102.48 76.10 Fenton 149,7 141.8 152.0 • 89.85 93.86 89.07 Grant Con, 108.3 109.8 105. C 167.81 155.21 140.27 Lakota 137.6 134.1 140,6 1 86.68 88.77 87.97 Ledyard 231.0 249.9 237.5 113.48 102.49 95.93 LoneeRock 132.2 121.1 108.8 100.41 108.42 112.46 Lu Verne 168.0 167.3 164.2 106.69 102.50 95.49 Seneca 134.7 138.7 122.5 126.44 120.40 111.53 Swea City 308.7 310.9 346.0 103.85 106.34 35.23 iesley S7.7 109.3 i 122.1 117.72 116.85 99.42 Tnittemore All „70.1. . 74.0. 65.0 • j 133.00 .12JLsi 3___ 159.42 Schools 2862.2 2960.9 1 -2972,5 il Ssl.107.49 j � 103.87 t 103.5.7 We are of course interested in the position of the Burt schools in this tabulation. It is noticed that Burt had a sharp per pupil cost reduction in 19,2 as compared with the two previous years. This may be accounted for on the basis of smaller expenditures and a. considerable increase in the number of pupils in average daily attendance. On the other hand, consider the position f Whittemore which had a de • • crease in expenditures but a. relatively large decrease in average daily attendance which probably accounts for the greater perpuoil cost there. Of course it is impossible to make more than an estimate at this time for the year of 1933� but it is expected that with a still larger number of pupils in average daily attendance and with a smaller expenditure for this .year that the per oupii cost will be approximately •?70 for the present school year of 1932-’33. The schools proceeded by a star ( ) are consolidated schools and have 8. large transportat ion bill to pay in addition to the other and usua.1 school expenditures. x'PART VII COaCLUSIONS AND R1CGMM -NDAT IONS Conclusions 1. Several items of progress in the schools worenoted during the year, 2, Relative to Teachers - a. A large n Jnrity of Burt teachers have had previous experience, b. Burt teachers have been well trained, a large percentage having college degrees from approved colleges or universities, c. Salaries of grade school teachers have been proportionately lower than t’rose of high school teachers, d. Little or no premium is paid for attendance in summer school and thus there is no encouragem:nt for advanced study, e. The number of teachers employed has been maintained at ten during the past ten or more years or during the period of rapid growth of the high school department, f. The average tenure of Burt superintendents is less than two years and only two have served longer than two years, 3 Relative to Pupils a. The present trend of high school and elementary school enroll- ments is toward continued increases, b . The total high school enrollment for this year, 1932-'33 will be about 95 or one or two less tha the previous year. c. Continued lar e high school enrollments has classroom conditions crowded. The stu 4' hall has seating capacity for but 78 pupils and mor than that number have to be taken care of in other parts of the building. Inadequacy of classroom facilit ies requires the use of one hall for a classroom. d. A relatively large number of high school graduates of previous five classes who oro at home or are unemployed indicates the need of more vocational instruction in the school and adjustment of the curriculum in that respect, e. The largest high school class in the history of the school was graduated this year, f. Members of the senior class hav been active in their particip- ation in the so-called extra-curricular activities, 4. Relative to the Curriculum - No change has been made in the curriculurns during the past year, no subjects have been added and none have been dropped, b. A definite subjects program has been set up and followed with consistency for several years , c. Few bool:3 have been changed and those only because of the physical condition of those previously used . d. Health instruction was emphaised y use of a dental clinic during the year, e. Typewriting continued as a popular course in the high school, f. Exceptionally good results were obtained in penmanship work during the year, g. The Hot lunches continued to be an important project in the home economics department during the year, 5. Relative to Extra-Chiricular Activitios- a. Athletics were more than usually successful during the year. b. A relatively large proportion of the pupils participated in music and a largo list of music events were sponsored during the year, b. Dramatics were emphasized more than usual during the year, d. The extra-curricular activities continued to carry themselves financially, to a very large degree. 6. Finances - a . School costs have decreased considerably since 1930, b. Tax rates for 1932 and 1933 are and will be shrrply lover, c. Tax rates in rural townships are los3 than half as great as those in Independent or Consolidated school districts, c. Tuition is the second largest source of revenue in the Burt district, but will be of relatively less importance during the next two years since the passage of legislation reducing the amount chargeable, d. Less than 3 4 of local expenditures for 1932 went for teachers salaries, e. District property tax provided 71.7$ of revenue for local school, f. Burt had the lowest cost per pupil in avo rage dailyyattendance a.s compared with the other independent or consolidated schools in the coun ty, Burt's cost waes $76.10 per pupil while six others had average costs or more than §100 per pupil and three had costs of more than $14-0 per puoil and. the average of g. the fourteen schools was $103,37 g, Burt has no school house indebtedness and has spent relatively little during the last yea.r for building repair or maintenance of a permanent nature. RecommendationP 1. Relative to Teachers Continue the present policy of longer tenure and encourage best teachers to retain their positions. Offer salaries large enough to attract the best teachers to the end that a high standard of instruction may be maintained. Establish a sliding wage scale that -will give recognition for advanced study and summer school work, 2. Relative to the Curriculum - Continue to make the high school work of more value from a vocational, standpoint, Maintain as diversified a curriculum as possible so that the needs of the pupils will be more near- ly met.. Retain subjects of cultura-1 value, such a.s music art and literature and give them a more prominent place in the program because of their chara.cter building value. Place more emphasis upon adult education subjects and open the schools more to evening schools for men and women, 3. Relative to Pupils - Encoura.ge more non-resident high school pupils to attend the loca.1 schools. The lar er the enrollment the more prestige a school has, and incidently the large the proportion of revenue from sources other than taxatio upon the property in the dist- rict , 4. Relative to Extra-Curricular Activities- Sponsor such activities to a still greater extent and make them intra-curricular instead of extra-curricular. Have them be fin- anced by and through the schoolboard, all money being turned over to the school board and all bills being paid by them, 5. Relative to Finances - Provide a more satisfactory accounting system so that anyone may know at a glance what the fin ancial condition of the dist rict is, - 54 -