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

Text from Pages 1 - 106 of the 1935 volume:

Fourth Annual Report of the Superintendent of Schools Burt Iowa 1934-35 Anniversary Number BURT PUBLIC SCHC LS BURT, IOWA May 25, 1935 TO PATRONS AND FRIENDS OP THE BURT PUBLIC CHG LS : For the fourth time in the pact five yearc wc have preoared a report on the Burt Tublic Schools. The material contained in the report should prove of intorect and value to all patrons and supporters of the school • You arc urged to read the rcoort from cover to cover in order that you may understand more fully what is being done in your school, and how the school is organised The schools arc a great public corporation and you arc a stockholder in that corporation. As such you are entitled to know what is being done, how it is done, what it is costing, how_ it compares with other schools, etc. It is the purpose of these reports to put 3uch information in your hands. As I am leaving the Burt scho'ls at the close of this school year to assume the superintend ncy at Adel, Icwa, I wish to thank you for the splendid cooperation you have given U3, and for the progressive spirit you have shown in spite of financial difficulties, lowered in- comes and a severe economic depression It is this cooperation and this progressive spirit that makes possible the development of a good educational system. There is much work still to be done, facilities to be provided and needs to be supplied and it is my hope r,that you will continue in your support of those in charge of your schools to the end that your children will enjoy better and better school privileges Respectfully submitted Superintendent y %Jk s ‘ Abelbrrt Angus, (tUrrett JS. Ditnnlb nub .iflnbel eck-3 lntokins (whose picture tons nut nUnilnble), the three surlutoug members of the first grnbuntiug rlnss of the Burt 3-Ugh ;£'rhool, this bunk is respcet- fnllu bebicnteb. TABLE OF CONTENTS PART I - PART II - PART III - PART IV - PART V - PART VI - PART VII- PROGRESS IN THE BURT SCHOOLS THE TEACHING STAFF THE PUPILS CURRICULUM STUDIE8 EXTRA CURRICULAR ACTIVITIES FINANCES RECOMMENDATIONS 1 Part I 1 SUI£tARY 07 EIGHT YEARS 07 PROGRESS IN THE BURT SCHOOLS - 1927-1935 The following items of progress are the result of efforts on the part of th6 Foa d of Education, the superintendent, the teachers, the janitor, the pupils or tho combined efforts of two or more of these I. Progress With Reference To The Curriculum - 1. Tho high school course of study has been broadened by the addition of such subjects as Typewriting, Shorthand, Vocational Training, Advanced Home Economics? Psychology, Chomistry, Library Training, Penmanship and Mechanical Drawing, 2, Enough eloctive subjocts aro offered each semester to provido each pupil with studies to fit his or her requirements, 3� The subjects in the course of study are so carefully arranged that the teaching load remains nearly constant, semester after semester. The definite sequence of the subjects offerod permits of long range planning, 4, An effort has been made to provide for the relatively large number of pupils who will not go on to college by offering some subjects of a vocational nature, 5� A sufficiently large range of subjects is offered to permit a pupil to meet nearly all college entrance requirements. Some special courses like engineering require solid geometry or other courses which cannot be offered in high school to the best advantage, 6. In the elementary school the work in ponmanship, art and music has been depart- mentalized for groator efficiency. 7 The 7 h and oth grades have been completely departmentalized , the subjects being taught by the high school faculty, II. Progress With Rcforcnco to tho Pupils - 1. The high school enrollment has continued tho upward trend year after year, 2. Tho number of high school tuition puoils has increased from 37 in 1927 to 52 in this year of 193 '35 3� Senior classes have bo-n nncouragod to purchase memorials of value Six classes have purchased fine, correctly framed picturos for the boautification of the high school assembly, and another class purchased a fine stool filing cabinet. 4-, An inprov d system of pupil govornmont has boon used in high school, j.his system r cognizes these puoils as young men and womon and places good conduct and good behavior squar ly upon th ir shoulders, III. Progress With Rnforonce to tho Toachors - 1, Only a vory small turn—ovor of teachers has boon made during the past oighi years. During the last four years, only two toachors were changed, 2, Touchers arc now employed who havo tho ability to do moro than to teach one or two subjocts. The ability to handle somo form of oxtra-curricular activities has greatly improvod the quality of those, 3« Toachors have boon willing to assist with tho various con'unity activities , and this spirit has holpod to preservo the h rraony botwcon the school and tho othor groups in tho community, 4 . Toachors in Burt have boon intellectually alivo and progressivo during the oast eight yoars, A very large proportion havo attondod sum.ior school for self improvement, 5 Teachors have worked together with tho boat of harmony and cooperation year after year. They do not gossip about tho school or about oach other. 2 - IV. Progress With Reference to the Extra-Curricular Activities - 1, A well balanced, program of activities is maintained and care is exercised that the program does not become top-heavy. 2, Having no gymnasium� we adopted wrestling for the winter sport Burt . ,as attained recognition in the sport and during the last two years has had one of the strongest teams in tho northern part of the state. 3, Dramatics in the form of plays, declamatory contests, etc. are sponsored each year to give experience and training in public speaking, 1+. Music is made available to overy pm 4l in the school. In the grades the work is cart of the r ££,..1 -cho'il cu iculv.,., but in the shigh school it is hand led as an extrar-curricular activity, Wo hc-Vw ..mintained both girls and boys vocal organizations and an orchestra and a pop band, Also a number of solo and small group events have been developed, 5, A library of vocal and instrumental music with all selections carefully indoxod and filod hs tondod to proeorvo tho music, 6, A fino library of declamatory selections has boon built up during tho last oight yoars, Wc now have ovor 650 difforent selections, oech filod in alphabotiool order. Two steel filing cabinots provide spac for th so scloctions. 7, Pupils have boon encouraged to participato in somo activity. During tho present voar( 1931+-,35) 73$ of the high school oupils have participated in vocal music; 3$ in instrumental music; 7$ in dramatics and 73$ of tho boys in somo form of athlotics, 8, Wo wore instrumental in tho establishment of the local Boy Scout Troop, Each yi.ar we havo enrolled about 20 boys and each year wo have taken them on a wock s outi outing at Iowa Lake, The Boy Scout Troop is handled as a regular school activity, 9, A Girl Scout Troop is in tho process of organization and is cxpcctod to reach upward of twenty girls. V, Progress With Reference to tho Building - 1, The basetaent rooms have bu.,n finished off with metal ceilings and then paintod to inprovo tho illumination. Tho Homo Economics Room space was increased by a ro-arrajigomnnt of tho labratory tables and by placing the fresh air intoko conduit in tho ceiling, thus permitting tho removal of the mot.al conduit which had jutted down into the room, 2, Sanitary typo drinking fountains woro installod, 3, Modern diffused type light fixtures woro installod to roplaco tho drop cords and the direct lighting fixtures. An air filter was installed to r novo the dust and foreign mat tor from the feesh air, 5. Equipment was installod to heat the air forced through tho building and to add moisture to th ; air, 6. Bulletin Boards woro built -mid installod in tho halls and one classroom, 7 Cuoboard and storage space has boon groatly onlirgod and improved. Even though tho building is very small and very crowdod, we hnv noarly all supplies proporly stored for preservation and corn, 8, Chemistry equipment for a small class added at little cost to tho district, 9« Silk flags woro provided for each room, 10. An acquoriun and a t Trariun woro constructed and stocked for tho teaching of biological scionc's. 11. Typowriting equipment has bc n bought and paid for with littlo cost to tho district, 12. Sovral of the bott.r magazines havo been bound for officient use in tho library, Part II - The THE TEACHING STAFF - The school faculty for the year 1934-. 35 with the name of the position held, the length and olace of training, the degree held, the kind of certificate , the date of election to the position and the home address of each teacher is given below: Mr. Donald Weir, superintendent. Master of Science degree, 1929, University of Wisconsin; Bachelor of Science degree, 1924, Iowa State College, Ames, Iowa. Iowa Superintendents Certificate. Elected to position , 1927, Married, Home Address, Burt, Iowa. Mr M, Condit Bowie, principal, coach of athletics and teacher pf mathematics. Bachelor of Arts degree, 1931, Iowa State Teachers College, Elected to position, 1931. Single. First Grade State Certificate . Home Address, Zearing, Iowa, Mr Sigurd Fardal — teacher of social sciences and instrumental music. Bachelor of Arts degree, Luther College, 1928. First Grade State Certificate. Elected to oosition, 1931. Single, Home Address, Stanhope, Iowa Miss Charlotte Warrior- teacher of home economics and typewriting Bachelor of Science degree, Simpson College. 1928, Elected to posit- ion, 1929. First Grade State Certificate, Single, Home Address. Blockton, Iowa. Miss Alice Eighme - teacher of English an$ dramatics. Bachelor of Arts degree, State University of Iowa, 1931. Elected to position, 1931, .First Grade State Certificate, 8ingle. Home Address- Shannon City, Iowa. Miss Ei hme is also principal of the junior high school. Miss Erna Baars - teacher of public school mu-ic, English and junior high school.subjects. Bachelor of Arts degree, Iowa State Teachers College, 1934. Elected to position, 1934 First Grade State Certificate. Singlo. Home Address — Lodi, Wisconsin. Miss Frances Vaughn — teacher of the 5th and 6th grades and supervisor visor of penmanship throughout the school. Two years College at Morningside College, Sioux City, Iowa and 12 weeks sum.-er term at the Iowa State Teachers College. Elected to position , 1934. Certificate- Second Grade Iowa State Single. Home Address, Rolfe , Iowa. Miss Mildred Anderson, teacher of 3rd and 4th grades and supervisor of art work throughout the grades. . Two Year Normal Course at Waldorf college and Special _6 weeks art course at the Iowa State Teachers College. Elected to position 1931, Second Grade Certificate. Single. Home Address, Milford, Iowa, Miss Eva Whitney, teacher.of the first’and 2nd grades. Special rimary Course, Iowa State Teachers Coliege, Special Primary Certificate. Elected to the position, 1898, Single. Home Address, Burt, Iowa. Part II - The THE TEACHING STAFF - The school faculty for the year l934-’35 with the name of the position held, the length and olace of training, the degree held, the kind of certificate , the date of election to the position and the home addrcGS of each teacher is given below: Mr. Donald Weir, superintendent. Master of Science degree, 1929, University of Wisconsin; Bachelor of Science degree, 1924, Iowa State College,- Ames, Iowa. Iowa Superintendents Certificate. Elected to position , 1927. Married, Home Address, Burt, Iowa. Mr M. Condit Bowie, principal, coach of athletics and teacher gf mathematics. Bachelor of Arts degree, 1931, Iowa State Teachers College, Elected to position, 1931. Single. First Grade State Certificate . Home Address, Zearing, Iowa. Mr Sigurd Fardal - teacher of social sciences and instrumental music. Bachelor of Arts degree, Luther College, 1928 First Grade State Certificate. Elected to oosition, 1931. Single. Home Address, Stanhope, Iowa. Miss Charlotte Warrior- teacher of home economics and typewriting. Bachelor of Science degree, Simpson College, 1928, Elected to posit- ion, 1929, First Grade State Certificate. Single, Home Address, Blockton, Iowa, Miss Alice Eighme - teacher of English and dramatics. Bachelor of Arts’degree, State University of Iowa, 1931, Elected to position, 1931, . First Grade State Certificate. 8ingle. Home Address- Shannon City, Iowa. Miss Eighme is also principal of the junior high school. Miss Erna Baars — teacher of public school mu'-ic, English and junior high school subjects. Bachelor of Arts degree, Iowa State Teachers College, 1934. Elected to position, 1934. First Grade State Certificate. Single. Home Address - Lodi, Wisconsin. Miss Frances Vaughn - teacher of the 5th and 6th grades and superAricoa visor of penmanship throughout the school. Two years College at Morningsidc College, Sioux City, Iowa and 12 weeks summer term at the Iowa State Teachers College. Elected to position , 1934. Certificate- Second Grade Iowa State. Single. Home A ress, Rolfe , Iowa. Miss Mildred Anderson, teachor of 3rd and 4th grades and supervisor of art work throughout the grades, . Two Year Normal Course at,Waldorf . College and Special _6 weeks art course at the Iowa State Teachers College, Elected to position 1931, Second Grade Certificate. Single. Home Address, Milford, Iowa, Miss Eva Whitney, teacher.of the first’and 2nd grades. Special Primary Course, Iowa State Teachers College, Special Primary Certificate, Elected to the position, 1898, Single. Home Address, Burt, Iowa, 5 - • • t t � ' . . , : - I ... . •4 SUPERINTENDENT’S TENURE OF OFFICE IN NINE KOSSUTH COUNTY SCHOr LS- A common comolaint about governmental or quasi- governmental funct- ione is that these arc less efficient than are private corporations or private business. There probably is an element of truth in these complaints. One reason for such a condition is the relatively short tenure of many of t. cse public officers. The public schools in many cases have not serves’ the communities in which they are located as well as they might because there is a tendency to change personal at freq- uent intervals. In this connection it is of interest to check the tenure of superintendents in several of the Kossuth schools. During the past 44 years Burt has had a total of 20 superintendents, 6 of whom served but one year(or less) while 10 others served but 2 years. Twe men served for a period of 3 years each, one served 5 years and I have been here 8 years. The average tenure in Burt is but 2,2 years since the school was organized. Is it any wonder that Burt has the reputat- ion of being a two-yeartown”? Bancroft and Fenton each have average tenures of more than three years- Bancroft having an average of 3 2 3, Lakota and Wesley continue to be the low average tenure schools in the county with averages of just 2 years each. Seven of the nine schools had at least one superintendent with an tenure of mere than five years- the exceptions being Ledyard and Wesley, Bancroft sets the record with two superintendents with office tenures longer than five years. In the chart below is given the record of each of the nine schools. It is a hopeful sign for the welfare of the schools that the tenure has been longer the last fifteen years than during the same poriod befor that time. .................. SUPERINTENDENT’S TENURE OF OFFICE IN NINE KOSSUTH COUNTY SCHOOLS A 1892 - 1935 V° A V A 4 Number of years 44 44 34 40 41 31 44 44 44 No. of Supts. No. with one 12 20 10 20 20 13 17 22 19 year tenure No, with two 2 6 4 11 8 j 7 3 10 12 year' tenure No. with three 3 10 ; 2 3 5 2 5 5 2 year tenure No. with four 2 2 1 4 4 2 6 4 3 year tenure No. with five 2 0 . 1 1 1 i 0 1 3 0 year tenure 1 No. with more than 1 1 0 1 1 0 ■ 0 1 5 year tenure 2 1 1 1 0 1 1 0 X Average tenure in years 3.66 1 12,2 3,4 a.o £.05 £•46 3,50 2.31 - 6 - � r SCHOOL OFFICERS - BURT INDEPENDENT SCHOOL DISTRICT - 1892 to 1935 The Independent School District of Burt was organised in 1892 During the inter- vening forty—four years eleven different persons have served as President and seven have served as Secretary to the Board of Directors. Following are the names of the Presidents and the Secretaries for each year since 1892: Year President Secretary 1892 John Kerr Ocorgsf E. Marble 1893 1894 W. B� Shaeffer George E. Marble W. H. Shaeffer George E. Marble 1895 W. H. Shaeffer George E. Marble 1896 W. H. Shaeffer George E. Marble 1897 John Kerr Xj • C • Smith 1898 John Kerr W. A. Chipman 1899 John Kerr W. A. Chipman 1900 S. Nicholson W. A. - Chipman 1901 0. G. Whe'oler W. A. Chipman 1902 G. G. Wheeler W. A. Chipman 1903 1904 G. G. Wjjeeler W. A. Chipman L. D. Hodgson W. A. Chipman 1905 • W. T. Peters W. A. Chipman 1906 W. T Peters W. A.’ Chipman 1907 W. T, Potprs W. A. Chipman 1908 W. T. Peters C. B. Chipman 1909 W. T, Peters C. B Chipman 1910 W. T. Peters C. B. Chipman 1911 ff. T. Peters C. B. Chipman 1912 W. T. Peters C. B. Chipman 1913 1914 W. T. Peters C. B. Chipman W. T. Peters C. B. Chipman 1915 W. T, Peters C. B. Chipman 1916 W. T. Peters W. J. Davison 1917 W, T, Peters • W. J. Davison 1918 W. T. Peters W. J. Davison 1919 W. T, Peters . W. J. Davison 1920 D. L Godden 0. H. Graham 1921 C • C • Smith 0. H. Graham 1922 C. B. Chipman • 0. H. Graham 1923 1924 C. B. Chipman C. B. Chipman J% P Stow J« P• Stow 1925 Maude M« Hanna J. P. Stow 1926 Maude M. Hanna J. P. Stow 1927 Maude M. Hanna J. P. Stow 1928 Maude M« Hanna J. P. Stow 1929 Maude M. Hanna P • Stow 1930 Maude M. Hanna J. P, Stow 1931 Maude M. Hanna J. P, Stow 193§ Maude M. Hanna • J. P. Stow 193? Maude M. Hanna J. P. Stow 193 Maude M. Hanna J. P. Stow 1935 E, R. Woltz J % P• S tow One nay attribute the progress of the Burt schools to the relatively long tenure of the school officers, It is only as strong officers and directors are retained in offico over a considerable numbor of yoars that n forward looking program may be maintained. t • • 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 graphic form to aid the reader in grasping pertinent facts and trends. The number of tuition pupils in Burt for twenty-six years is also 3hown, An interesting feature of the section is the list of graduates of the school for each year since the high school was organized. One page is devoted to a listing of the activities participation of the present senior class. The location and occupation of the graduates of the pact several years yields interesting information relative to the number who go directly into vocational occupations after high school graduation . - 8 - CEN8U8 ENUMERATION, BURT INDEPENDENT SCHOOL DISTRICT By census enumeration is meant'the number of children or minors between the ages of 5 and 21 years. The secretary of the school board is responsible for the taking of the school census every other year at the end of the month of June. As the chart below indicates the oensus was taken each year un il the law was changed about 1930. Since then it is taken once each two years. There is a direct relationship between school census and the fin- ances of the district. The semi-annual apoortionment is distributed on the basis of the enumeration within the several school corporations within the state. The compulsory library fund is also determined on the basis of 15£ for each person of school age within the district. The chart below indicates that the enumeration has increased stead- ily since 1928, the number reaching a new record in 1934 when 233 children of school age were counted in the district, Some care must be exercised in interpreting the school census since the number includes those who have finished school as well as those :.ow in attendance. The oensus is made .on the basis of chronological age and not on the basis of progress in the schools. ELEMENTARY SCHOOL ENROLLMENT , 3URT PUBLIC SCHOOLS, 1908-1935 Statistical curves are of inter st because of the trends which they shew in a graphical way. The curve below, showing the annual enroll- n.r.« in one elementary school grades of one Burt schools is partic- ularly interesting. This graph covers a oeriod of some twentyLeight years. In 1908 there were some 126 different oupils enrolled during the year. In 1913 taere were a total of 157 and in 1916 the total number was 173 , a number not quite equalled in 1919. From about 1905 to 1916 the enrollments showed increases, some years very markedly so. Following 1916 and continuing until 1927 the enrollments tended to decrease. Sinie tnis latter date the trend has again turned upward. I t is expected tnat the total numb w: enrolled in the elementarv grades during the present year of 1934-« 31 will exceed 150 puoils. TThile the grade rooms are all well filled, the total is still about 23 puoils fewer than were registered back in 1916. It is anticipated that the upward trend will continue for some years to come. One reason for so thinking is the growing tendency to close rural schools and send the pupils to other schools. Such schools have contributed several pupils to our grade school in the past few years. It is believed that as the Township school authorities come to realize the economy of sending pupils from small schools to others that a larger and. larger number will be sent to the town school. Another reason for believing chat the grade school enrollment will continue to increase is found in the large number of ch ld.ren count ’d in the last census when the largest number of children of scho 1 age ever recorded were counted. Many o, these children were in the lower grades and in many many cases there were children in the families represented who were below the school age. Still another rea°on is that there are not as many flos.ting families no: resident in th' district as was true high school enrollment - The growth of the high scho 1 during the past twenty-six years is shown in the graph below. This school has grown from a total of 32 pupils in 1910 to 110 in 193o-’34. The average high school enrollment during this period has been 76.4 , but the annual enrollment has exceeded this number each year since 1919. It is of interest to compare the enrollment in the elementary school, that ii: the high school and the number of non-resident tuition pupils. Undoubtedly the hi h school has grown because a larger percentage of cur own eighth grade graduates have continued their school work that was true fifteen or twenty years ago Perhaps a more important factor in Che growth c the high school has been the increase in the number of non-resident tuition pupils enrolled in the high school. This rapid increase in che number cf secondary school pupils has severely taxed the capacity cf the facilities available in the building. The auditorium or assembly room was originally planned to accommodate about fifty pupils. Twelve regular desks and twelve tablet arm chair desks have since been placed in the room, thus increasing the seating capacity to seventy-eight. The remaining pupils are seated in other rooms. Classroom space is even more crowded. Facilities for the proper handling of physical training, athletics of the winter season, and dramatics work are entirely lacking. Nearly all of che extra-curricular activities sponsored by the school are handled under the severe handicap of insufficient room. The too few classrooms is always the limiting factor in determining the schedule of classes for any given semester. In at least half of the classes it is necessary to have a recitation best work. in the study room, a condition not conducive to the OS1 i BUI }T HIGH SCHOOL I ENROLLMENT! I — — 06 1910-1935 r T Joo j ; T 9d, ... — 9o 8£ I I 8T Bo ? 1 ! L Bo 7sf - - — — - _ - - - _V«d £ ?_r i • — --7 b Jo !. | I - ' 7o 55 t ' 0 if 6a f H 6o SSI - 4.. J Uft' To T — , L j� i j—-j Vj 70 '} ‘1 Hq 55 i — 50' 3ic'h 't L S ; i I UH ‘1ST 7 Ii ,r i I 1 , . 5o, - 11 - TOTAL ANNUAL ENROLLMENT - BURT PUBLIC SCHOOLS - 1908 to 1935,Incl. A chart showing the tocal annual enrollment of the Burt Public Schools for the twenty-eight years from 19 8 to and including 1935 is presented below. This chart is of much interest at the present time, because of the trends toward larger and larger enrollments. During the decade from 1910 to 1920 the enrollment increased at a remarkable rate. Then followed nearly a decade of decreasing enrollments until in 1927 the trend again shifted toward larger enrollments and this latter trend has been much in evid nee since that time. Whereas the early large enrollment was due to crowded elementary school grades, now the large enrollments are found in both elementary school and in the high school. Beginning in 1927 and continuing since the enrollments have increased rapidly. In this year of 1934-‘35 the total enrollment will undoubted ly exceed 255. Considering the size of thd elementary school grades it is very unlikely that there will be much'decrease in the total enrollments for several years to come. The tuition pupil enrollment has also continued to increase and probably will continue for many years, TOTAL ANNUAL ENROLLMENT . BURT PUBLIC SCHOOLS 12 - NUIiBER OF TUITION PUPILS , BURT PUBLIC SCHOOLS, 1910-1935 The number of tuition pupils has increased from 12 in 1910 to a total of 53 in 1935 cr an increase of 433 $ in twenty-five years. The average number of non-resident pupils during this period has been 32.7. The tuition rate tor high school pupils was $12 per month until two years ago when the legislature reduced the amount collectible to $ 9 per month. The sum collected fj.cm tuition has very materially aided in maintaining the school. j.he non-resident cuition pupils in 'cue elementary school grades has averaged about 13 pupils during he period, but with sharp fluctuations from year to year. The t uition charges for srrade pupils is $4 per month. 13 NUMBER of HIGH SCHOOL GRADUATES , BURT HIGH SCHOOL - 1908-1935 Incl. In the twenty-eight year period from I9O8 to and including the year of 1935 there have been a total of high school graduates from the Burt high school, or an aveiv age of 13,7 per year. Since 1922 the number graduatod oach year has bom larger than this averago numbor. It is oxpocted that the number for 1935 will bo 28, tho largost class in tho history of tho school. -1U- ■ CUSS OF 1935 PARTICIPATION IN EXTRA-CT_T..RICULAR ACTIVITIES YEARS� PARTICIPATION IN ACTIVITIES Orch GC BB i Wrest MC | Deci GS 3Q 1, Marie Bahling 4 4 ! y - id 3 4 1 1 2. Mervin Bristow 3. Ralph Bristow 1 H : 4. Dorothy Brooke 5. Richard Chipman 1+ 3 3 1 3 i; 2 j 1 3 1 2 6. Loren Clayton 1 .2: 7 7. Arlene Daniels 5 3 2 T i 3. Hazel Dickmeyer 1 } 1 9, Elinor Elston 2 4 T • '• 4 j 1 1 10. Robert Es-’ry 1 ....j. .. 11. Avery Fitch 4 2 T 12. Grace Godfredson 4 1 : 1 13. Iona Godfredson 4 4 lU. Lorraine Kollasch 2 4 4 2 P L HCC AYS TIT' - f ..?4 X BO TH ....4..._ IT. 13. 19. 20. 21. 22. g- 24. 25. 26. 27- Lotus Hamilton Cecil Long Leonard Lovstad Lydia Mansmith IT - ’! — — ■ ' 3,2 X X I X ; Natalie Mann 4 1 1 X Ron; Id Ort.nan 2 3 1 : 2 x Genevieve Patt rson 4 3 . I 7. 3 1 3 X X X X Lloyd Saatoff 2 3 ! 2 1 T Ruby Sanderson 4 | 4 1 Charles Schrader 1 i 1 ; : ? Max Schrader 2 ? 2 i X X X Hiilis Vogel 4 4 X X x The abbreviations given above are to be interpreted as follows 1 Orch- Orchestra; G C - Glee Club } B B - Baseball ; Wrest, - Wrestling ; M C - Mixed Chorus; Decl, - Declamatory ; US- Girls Sextette ; B - Boys Quartette; MA - The play Miss Adventure ; HCC - The play. Here Comes Charlio; ITT - tho play Toa Toper Tavern ; B G - tho play Black Gold and T H - tho play Tiger House, It is seen that 8 of the members of the class played in the orchestra , thr® of them for four years. Nineteen of the twenty-seven sang in the clubs, ten of them for all four years of the high school course; nine played baseball, seven took part in wrestling; seventeen wore members of the mined chorus; nine participated one year or more in declamatory contests; four wore members of the girls’ sextette; ono 6ang in tho boys’ octette tho year there was such an organization, and ninctoon had parts in ono or more plays. The members of tho class for tho most part have boon interested in tho extra- curricular activities and most everyone has taken part in at least ono activity- eoveral have boon unusually activo. The chart shows that both tho athletic and the music activities have boon popular activities. It is rather unusual to find boys intorostod in both. Too often ono la omphasizod almost to tho exclusion of the other. r • l6 ALUMNI OF THE BURT HI OH SCHOOL CLASS or 1895 Sylvester Me Chesney (Deceased) iJabol Peck-Hawkins, Chicago, 111. Adelbert Angus, Lawton, Oklahoma Sverett Me Donald, Los Angeles, Calif. CLASS or I896 James E. Goodwin, Des Moines, Iowa Alvin Hanna, Wolf Point, Montana Paul Jamison, Albert Lea, Minnesota Flossie Smith-Goodwin, Des Moines, Iowa John Greenshields, James Me Donald, Algona, Iowa Jessie Moigs-Moiers, Council Bluffs, Iowa Laura Stow-Paine, Algona, Iowa CLASS OF 1897 Adelbort Me Chesney, Minneapolis, Minn. Arthur Marble, Hormiston, Oregon liaggie Reibhoff (Deceased) Audre Crowel-Alison, Des Moines, Iowa Ernest Paino, Burt, Iowa Blanche Slade-Gay, Spokano, Wash. Lou Millis-Golly, Peoria, Illinois. Anna Shacffor-Town, Bnllaton, Minn. Carrie Manloy-Josyln, Minnesota, Ora Paino-Tyndale, Arizona Minerva Allon-Rogirs, Julcsburg, Col, C. C. Smith, Burt, Iowa Oraco Davidson-Shorwood, Parkersburg, la, CLASS OF 1899 Chancy Chipman, Burt, Iowa Clara Grah'm-Stow, Burt, Iowa Cressio Marbel, Claybanks, DSa9h., Can. Evelyn Stono-Groham, riorida Etta Pox-Larson, Surroy, N. Dak. Sill Hanna, (Deceased) Mary Brandow, Minnesota class or 1901 ?rank J. Mann, Spirit Lake, Iowa Milton McChesnoy, Minneapolis, Minn. Josso McDonald, Burt, Iowa class or 1903 Lottie Shanor-Ainsloe, Spokano, Wash. Fred L mko, South Dakota class or 190U Nellie Stifl r, Clarence Moore, Titonka, low. Paul P. Kri .the, 3urt, Iowa class or 1905 Bertha McDonald-Elvidgo, Burt, Iowa Archibald Moor.' (Deceased) Mabel Davidson-Manus, Northwood, Iowa Ortha Stow-Moore (Deceased) Goldor McWhorter, Chicago, 111. Chorios W. Patterson, Burt, Io a Elizabeth Smith-Ingle, Des Moines, Iowa Leon Wheeler, Philip, S. Dak. Edith Elvidgo-Chipraan, Burt, Iowa George W. Patterson, Burt, Iowa Thomas Wink, Hurdland, Missouri Arthur Whocler, Philip, S. Dak. Richard Smith, Jefferson, Iowa Nellio Stahl-Bartoau, Oak Park, 111. Nellie Nichols-Hainv.-s, Los Angeles, Calif. P. Loc Pratt, Burt, Iowa William Shacffcr (Deceased) Howard ?att..rson, Billings, Montana class or 1906 Gertruda Moore-Anderson, Sioux Palls, S.Dak. class or 1907 Roy Mann, Burt, Iowa Bradner Chaffee, (Deceased) Nellie Patti rson-3ercsford, (Dcceasod) CLASS or 1908 Laura Thompson-Girton, Grinnell, Iowa Harvey Thompson, Burt, Iowa Hettio Millis-Waddoll, Hamilton, Montana Alice Reibhoff-Mclizu, Illinois class or 1909 Clara Meinz..r-01son, Burt, Iow a Mabel Moinzer-Evonson, Story City, Iowa Carrie Slamons-King, Algona, Iowa Ernest Sigsboc, Pt. Collins, Colorado Arthur Jackiann, Algona, Iowa CLASS or 1910 CLASS or 1916 Cecil Me Donald, Sioux City, Iowa Nora Schuldt—Boom, George, Iowa Cladys Ji Claaan, Canada iiary Schiffer—Mudson, Paulina, Iowa Clara Doering, Clear Lake, Minnesota ixry Stoutenburg—Budlong, Titoniua, la. Esther Meinzer—Gaston, R.N., Phoenix,Ariz class or 1911 Duane McCullon Cora Sigsbee—Isenberger, Decorah, Iowa Esther Hodgson, Burt, Iowa Eva Koestler—Lisius, Juanita, Neb. Ada Xoestler—Heerdt, Hoctor, Minn. jj.vry Peters, Elgin, Illinois Viva Mann—Wagner, Dscorah, low-. Ernost rolhems, Anaheim, California Hoy Moore, Minnesota H-.y Isenberger, Decorah, Iowa CLASS or 1913 Hazel Vhitehill—Johnson, Bancroft, la. Beatrice Kearns—Hayward, Chicago, 111. Aileen Sanderson—Moore, Minnesota Genevieve Peters—Graham, ronton, la. i’illic Dexter—Volontine, Truman, la. Robert Mooro, Burt, Iowa Eugene Goddon, Duluth, Minnesota class or 1914 Ruth Moore—Noiland, California Nellie potors—Young, idondaain, Iowa Perry Stow, Newton, Iowa Rovcna Ldc-Thorter—Ryerson, Burt, Iowa Ruth Hodgson, Burt, Iowa 1st .11 Trainer, iVilmar, Minnesota Idna Koestlor—Wetzel, Los Angeles, Cal. Vorne Owen, ffaukon, Iowa Jessie Staley—Reynolds (Deceased) class or 1915 Gladys Dittmer—Morris, New York, N.Y. line Miller, Elk Mound, Wisconsin Eva Meinzer—Boettcher, Renton, Iowa Edna Davidson—Bradford, California Prank Davison, Malvern, Iowa Eurwood McDonald, Burt, Iowa Lois rolhemus, Chicago, Illinois Amber Mann, 3urt, Iowa Eva Holding—3oettcher, Burt, Iowa Bernice Godden—Vincent, (Deceased) Selina Clifton, 3urt, Iowa Mercedes Potors—De la Hunt, Ames, la. Hattie Bahling—Brown, algona, Iowa Edna Staley, 5urt, Iowa William 3oettcher, Burt, Iowa Russel Peters, Omak, ushington Donald Salisbury, Trenton, Missouri Walter Hike, rioridr. Claire Dexter, Storm L.ke, Iowa Ardis Mann—Peterson, Harcourt, Iowa class or 1917 Archie Holding, Pontiac, Illinois Bessie Bahling—perry, Munson, Iowa Allen Salisbury, Tipton, Iowa Lorenr. Schwoitert, Des Moines, Iowa George Hawcott, Burt, Iowa Eleanor Koestler—Hanson, Brie-lyn, Minn. Gertrude Graham—Holding, ponti.ac, 111. la rle Schweitort, Algona, Iowa Ima D vison, Dayton, Iowa Lelund Peterson (Loland r. Lei nd) Minn. Louise Sorchott-Rol.nstad, Burt, Iowa Jilliam Harold Grover, Burt, Iowa Mary Dowd—Zigrang, Los Angel .s, Calif. CL ss or 191s Bessie Uansmith—Hartman, Crote, 111. Durwood Moore, Cedar R .-.-ids, low . Lynetto Salisbury—S jcot, Rico Lake, Witfv .7'.3010 M..nn, Burt, Iowa ..ildred h rlow—Retz, Sir -’berry Point, I- Lillian Manus—Sigler, Burt, Iowa Lucy Daniels—McRaddon, li.son City, la, Del M .rlow, Lone Heck, Iowa Christo.her Ogg—ac Whore or, Algona, Iowa 3ertha House (married). Long Is. N. Y. Verne Snrchett, Laramie, 'Wyoming Merle Owen—Housch, Des Moines, Iowa Uurita retors'—rrench, Philadel .hia, Penn class or 1919 Mae Volontino—-Schau, Chicago, Illinois gnes Bisgard—Longn cker, Denver, Colo. Thecla Koestlor—Christ- nson, Burt, Iowa Ar.gio Smith—La bs, Lakota, Iowa Edna Mantor, Cedar falls, Iowa Marjorie S-aohlo—Sauerman, Burt, Iowa 18 - CUSS 07 1919 (con't) Irene Kircher-Lasher, Chicago, Illinois Jrace Smith-Trenary, Burt, Iowa CUSS OF 1920 Hildreth ffhite-Saunders, Dubuque, Iowa Katherine Manus, Burt, Iowa Lewis Bisgard, Denver, Colorado Arthur Dittmer, Ayrshire, Iowa Curtis Holding, Burt, Iowa CUSS OF 1921 Howard Salisbury, Burt, Iowa Slbert Sewick, Ireton, Iowa Helen Barrickman-Petors, Burt, Iowa Magdalen Van Stoonborg, Ft. Dodgo, Iowa Miriam Rambo, Des Moines, Iowa Albert Bleich, Spring Valley, Minnesota Lydia Koustler-Nordino, Burt, Iowa Lura Sowick, Forest City, Iowa Gladys Braco-Straluy, Fonton, Iowa Leo Vinaas, Genova, Illinois Lola Moser, Mankato, Minnesota ifillian Fetors, Detroit, Michigan Irussie Ringsdorf-Brace, Burt, Iowa Paul Z amB, Washington, D. C. John McDonald, Emmetsburg, Iowa Gertrude Pain-Schenck, Los Angelos, C lif. Merwyn Holding, Burt, Iowa Dora Loason-Dronraol, Algona, Iowa Euth Kearns-Go naan, Viesloy, Iowa Mario Clark-Gray, South Bend, Indiana CUSS OF 1922 Marjorie Allon-Konitz, Lakotn, Iowa Ben Bahling, Burt, Iowa Paul Clark, Chicago, Illinois Leonard Koostler, Clinton, Iowa Homer Fish, (Doscasod) Mildred Fox-Putz, Burt, Iowa Leola Goddon, Burt, Iowa Doan Mann, Burt, Iowa Edward Scott, Cedar Rapids, Iowa Annette Schroedor-Bartlutt, flhittonoro, Lauronco Dittmer, Burt, Iowa Ario Dittruer, Burt, Iowa Leonard Dittmer, Burt, Iowa CUSS OF 1923 Op-J. Schrader-Hoovcr, C.arlsbad, ST. Mexico Orville Stow, Docorah, Iowa Bernice Sinnons-Bosch, West Bend, Iowa Marion Chipman, Burt, Iowa Clara Schwcitort-Hunt, Boone, Iowa Guy Gidding8, Chicago, Illinois Gertrude Sage-Ackor� an, Burt, Iowa Paul Manor, Montana Alooda Tobin, Chicago, Illinois Donald Stow, Newton, Iowa Hazel Sogc-Gibbs, Codar Falls, Iowa Floyd Dromool, Aurora, Illinois Ida Peters, Chicago, Illinois Warren Ringsdorf, Burt, Iowa Edna Lovstad-Gomon, Aosloy, Iowa Owen Chipmon, Milwaukee, Michigan Lauretta Larson, Titonka, Iowa Lynn Dirkson, Iowa City, Iowa Francos Cogdill-Sraith, Burt, Iowa Paulino Moorc-Schmidt, Conrith, Iowa Martin Godfrodson, Leila Snith-Spcrry, Carlos, Minnesota CUSS OF 192U Horry Bisgard, Denver, Colorado Myrtle Erickson. M.dor, Chicago, Illinois Mabel Godd .n-Strayer, Burt, Iowa George Graham, Daytona Beach, Florida Nora Hawcott-Holding, Burt, Iowa Arthur Holding, Oregon Alb rt Manus, Milwaukee, Michigan Lottie Hawcott, 3urt, Iowa Herwyn Paine, Kansas City, Missouri Lucilo Schroodor-Konning, Keokuk, Iowa Clifford Schrodor, 3urt, Iowa Harriot Fish-Wostboo, Valley City, N.Dakota Harris ladsworth, Lone Rock, Iowa Erccl Blanchard-Almo, Lone Rock, Iowa Agnos S?ge, Atlantic, Iowa CUSS 07 1925 Ralph Albright, Burt, Iowa Herbert Bleich, Maplcton, Iowa Clara BollingerrBeynolds la. Loma Dexter Luther Fairbanks, Burt, Iowa Elva Fox-Hanson, Burt, Iowa Harold Hobson, Burt, Iowa Raymond Hobson, Marcus, Iowa 19 — ‘ CLASS 3F 1925 (con1t) Esther John-Hanson, Algona, I wa Mark Kearns, Chicago, Illinois Maxine McDonald-Kraushaar, Cambridge, Mass Myrbn Meinzer, Eurt, Iowa Ellen Schryver-Bisgard, Denver, Colorado Carver Smith, Ventura, California Roy Smith, Burt, Iowa Lester Stow, Cedar Rapids, Iowa Winsome Volentine, Burt, Iowa Winifred Norris-Long, Burt, Iowa CLASS OF 1926 Howard Chipman, Mason City, Iowa Russel Chipman, Lufkin, Texas Hazel Clark, South Bend, Indiana Florence Dittmer-Schrader, Hecla, S. Dak, Rae Dremmel, Burt, Iowa Helen Godden, Richardson, Algona, Iowa Walter Hanna, Charles City, Ictoa Clifford Holding, Burt, Iowa Alton Hulbert, Lone Rock, Io a Ma'cel Hulbert-Richardson, Algona, Iowa Bertha Keostler-Prickett, Lcs Angeles, Cal Jecrge Manus, Burt, Iowa Clement Rist, Fort Dodge, Iowa Myrtle Schweitert, Des Moine , Iowa Olive Sraith-Pearson, Burt, Iowa Margueritte Stow-Parrish, Newton, Iowa CLASS OF 1927 Wilma Slaughter, Burt, Iowa Buelah Larson, Burt, Iowa Warren Polhemus, Iowa City, Iowa Cass Smith, Ventura, California Edward Bisgard (Deceased) Mary Fairbanks-Rasmussen, Pomeroy, Iowa Ethel Sperry Dremmel, Burt, Icwa Eva Stewart-Shipler, Burt, Iowa John Gerhardt, Glendale, Calif. Lcrena Peterson-Larson, Waterloo, Iowa Iva Trunkhill, Mason City, Iowa Dorothy Smith, Burt, Iowa Julius Van Steenburg, Chicago, Illinois Myrtle Larson-Austin, Lone Rock, Iowa Hannahbelle Giddings-Carlson, Burt, Iowa Elwood Nelson, Titonka, Iowa ci of 192s Georgia Allen-Holding, Burt, Iowa Luella Eleich, Burt, Iowa Hattie Bollinger-Robinson, Bancroft, Iowa Willis Chipman, Milwaukee, Michigan Cpal Godden, Mason City, Iowa Arnold Koestler, Cedar Rapids, Iowa Clifford Lovstad, Burt, Iowa Dolliver Peters, Burt, Iowa Clarence Schrader, Cedar Falls, Iowa Lester Schweitert, Garner, Iowa Howard Sigsbee, Burt, Iowa Nina Sigsbee-Bierstedt, Lone Rock, Iowa Bernice Stow-Zimmerman, Goshen, Indiana Glen Volentine, Burt, Iowa Isla Wallace, Des Moines, Iowa George Powers, Burt, Iowa CLASS CF 1929 Irene Aten� , Alta, Iowa Lena Bennett, Lake City, Iowa Ftrnley Bettin, Forest City, Iowa Raymond Bleich, Ames, Iowa Viola Bleic'n-Cronin, Algona, Iowa Charles Coffin, Council Bluffs, Iowa Eunice Dexter-Putz, Truman, Minnesota Aerial Giddings-Hausour, Algona, Iowa George Koestler, Burt, Iowa Mary Ellen Marlow-Culbertson, Algona, la. Milton Marlow, Burt, Iowa Herbert Nelson, Titonka, Iowa James Powers, Melbourne., Iowa John Schroeder, Ames, Iowa Everett Sperry, Carlos, Minnesota Arlene Steward-McCauley, Bancroft, Iowa Verna Stewart, Burt, Iowa Evelyn Toothman, Algona, Iowa Mennett Trunkhill, Burt, Iowa Delbert Vogel, Burt, Iowa Raymond Vogel, Burt, Iowa Nelda Volentine, Algona, Iowa CLASS of 193C Helen Schrader, Carlsbad, New Mexico Harriet Schrader-Black, Burt, Iowa Wesley Bernhard, Burt, Iowa Edna Bunkofske-Clark, Algona, Iowa Lyle Godfred9on, Council Bluffs, Iowa Isabel Leeck-Steward, Burt, Iowa 20 - CLASS OF 1930 (con t) CUSS OF 1933 liargot Morness, Burt, Iowa Ioa-i Moyer, Burt, Iowa Edward. Paine, Council Bluffs, Iowa fendoll Patterson, Amos, Iowa Erna Peterson, 3urt, Iowa iiarilda Pratt, Iowa City, Iowa Baymond Riddlo, Burt, Iowa Dorothy Steward, Bancroft, Iowa Helen Schwict rt, 3urt, Iowa flor-nee Stovz-Godfrodson, Burt, Iowa Helen Thompson, Burt, Iowa CLASS OF 1931 jformn 3ottin, Chicago, Illinois Eldon Bush, Burt, Iowa Myron Chipman, Amos, Iowa licrwyn Cunningham, Burt, Iowa drover Fairbanks, Cedar Rapids, Iowa Elaor Ewoldt, Burt, Iowa Mario Giddings, Burt, Iowa George Graham, Cedar Rapids, Iowa Maybe lie Gray, Burt, Iowa Eosolla Goddon, Mason City, Iowa Beada Kollasch, Mason City, Iowa Haemond Ko-. stl-T, Cedar Falls, Iowa Ernest Lvvr nz, Burt, Iowa Howard Powers, Mankato, Minnesota Margaret R-.Bh, Evanston, Illinois ffilfred Stewart, Burt, Iowa Viola Smith, Burt, Iowa Virginia Thavos, Burt, Iowa Ellon Volentinc-Crawford, Nora Springs, Thnda iValtman, Burt, Iowa George Schroodor, Burt, Iowa CLASS OF 1932 Viva Brayton, Burt, Iowa Vera Chipman, Burt, Iowa Dean Clap saddle, Cedar Rapids, Iowa Bruce Clifton, Minneapolis, Minnesota Jilliom Giddings, Burt, Iowa Bichard Lavrcnz, Burt, Iowa Emil Lovstad, Burt, Iowa Verne Lovstad, Burt, Iowa Iwtha Mann, Burt, Iowa Donald Patterson, Amos, Iowa Edward Polhcmus, Dos Moines, Iowa Donald Ringsdot •Burt, Iowa Horman Sanderson, Council Bluffs, Iowa Ada Schweitert-Hardgrove, Algona, Iowa L Oliver Stewart, Burt, Iowa Willard Stow, Burt, Iowa Gerald Bahling, Burt, Iowa Rachael Clapsoddle, Ced- r Rapids, Iowa Maurice Coffin, Lenox, Iowa Ronald Elvidge, Ames, Iowa Henry Ewoldt, Burt, Iowa M. Dovie Elliott, Swea City, Iowa Beulah Gifford, Burt, Iowa Hazel Godden, Burt, Iowa Kenneth Graham, Burt, Iowa Lois Graham, Burt, Iowa Mabel Gustafson, Burt, Iowa Charles Hanna, Cedar Rapids, Iowa Paul Kriethe, Iowa City, Iowa Hugh McDonald, Burt, Iowa Melbourne Mansmith, Burt, Iowa Edwin M-uius, Clear Lake, Iowa Einer Morness, Cedar Rapids, Iowa Eilene Nelson, Titonka, Iowa Gardner Patterson, Ann Arbor, Michigan Ruby Riddlo-Schick, Lone Rock, Iowa Viola Riddlo, Burt, low Lucile Sewick, Burt, Iowa Darlene Stott, Burt, Iowa Denton Thavos, Burt, Iowa CLASS OF I93I+ Ruth 3eitz, Burt, Iowa M-rion Bornhard, Burt, Iowa Richard Brayton, Burt, Iowa Caroline Carr, Burt, Iowa Raymond Ca.rtor, Mailard, Iowa Dorothy Dickmeyer, Burt, Iowa la.Zola Giddings, Algona, Iowa Joseph Graham, Sioux City, Iowa Dalo Konnudy, Mason City, Iowa Blanche McFarland, Burt, Iowa Elizabeth Rash, Evanston, Illinois Darrel Riddle, Council Bluffs, Iowa Ellen Saatoff, Burt, Iowa Gordon Sigsboe, Burt, Iowa Edward Stewart, Cedar Falls, Iowa Koith Thavos, Burt, Iowa Ward Winkio, Mason City, Iowa Pearl Woltz, Mason City, Iowa Sarah Schroodor, Burt, Iowa - 31 VOCATIONAL 8TATU5 OF HIGH SCHOOL GBADUATES, BUST HIGH SCHOOL, 1928-1934 CLASS OT 1928 1929 1930 1931 1932 1933 1934 Totals EMPLOYED r 2 5 4 3 4 ____6_ 30 COLLEGE 1 2 2 4 3 7 6 25 AT HOME 1 1 4 7 8 11 7 39 IN BUSINESS UNEMPLOYED FOR SELF TEACHING MARRIED 4 4 1 1 1 0 15 The headings used in the above classification of vocations are interpreted as follows 1 Employed — those who are working for persons other than parents ; College- those in attendance at college or institution for technical or higher education; At Home - Those who ar . working at home and who contribute to tho family income by their labor; In Business For Self - this classification is self-explanatory; Unomployod - this group is mad up of individuals who have no rogular employment and who contributo littio to tho family budget because there is littlo opportunity for such help; Touching ; this group includos all who aro teaching in any typo of school; Married - mostly all giris who have ostablishod homos of their own , but aro diroctly dependent upon others for main support. If tho number classified as Enplayod, In Businoss for Solf and Touching aro grouped together it is socn that nearly ono-third gainfully employed. Nearly as many aro working at home and might presumably bo classified as gainfully occupiod. Approximately one-fifth aro enrollod in collcgos or technical schools. Not quito ono-oighth aro marriod. Only ono graduate out of fourteen is listed as unomployod, Tho number who have ostablishod businesses for theme lvcs is quito snail, only ono in 38, With the roturn of ocononic conditions to 3 noro noarly normal condition it iB to bo oxpoctcd a largo proportion of thoso now list as At Homo will ostablish husinosses for thomsolvos. Many of thoso now listod as In Collogo will bo listed as gainfully employed within a year or fow yoars, Thoro will tend to be a larger number in teaching positions , and with improvod conditions, tho nunbor now listod as unemployed will tond to docroasc, Tho largo numb r of graduatg attonding schools of higher learning, indicates that the high school course of study muBt continue to omphasizo thoso subjocts roquirod for collogo ontranco, At tho sono timo, it is soon that efforts must bo modo to incroaso tho officioncy of thoso subjocts with practical or vocational valuo. This is not an oasy problom in a school of this sizo whoro thoro aro limiting factors tn the nunbor of toachors cnployod, and the availablo room faoilitios. - 22 - The contents of Tart IV arc concerned with the hi h school curriculum, the junior high school curriculum, the elementary BChr-1 curriculum, and various curricular studies. The curriculum of the high scho 1 has been organized in such a way that a definite sequence of subjects prevails. This organization of the subjects was perfected only a few --ears ago, and but slight changes arc required to adapt it to changes in conditions from cne semester to another. The junior high school curriculum is so or anized as to permit the combination of grades for a few subjects. This has the advant- age of reducing the number of classes taught by teachers . The various curricular studies are included for the information of the reader and for the purpose of answering unasked questions. Those internsted in the werk of the Burt schools would be more informed about the type of work being done by a careful reading of these discussions. - 23 BOET high school curriculum - The curriculum of the Burt high school is as ft tensive as local conditions will permit. Limiting factors is available slassroom space and the number of teachers • Subjects offered are of three types I those required of all pupils as a pre-requis- ite for graduation, 2, those that aro elective and may be choson by pupils to meet specifice personal needs and 3i those that are required without credit toward grad- uation. Required Subjects First Semester Hineth Grado Second Semester English I English I Algebra Algobra Goncral Scionco Goncral Science Horae Economics or Home Economics or Manual Training Tenth Grade Manual Training English LI English II Geometry Geometry World History Eleventh Grade World History English III English III U.S. History Twelfth Grade American Government English IV English IT (Grammar) Physics Physics ELECTIVE SUBJECTS Subject Year Last Offered Grado Last Offered Offer Again Mv. Algebra Agriculture Adv. Home Economics Biology Bookkeeping Commercial Law High School Geography Economics Library Training Public Speaking Latin I Latin II Typewriting Social Problems Mechanical Drawing i933-,-3l 1933-«3 193 M35 1933— 3 - 193 35 1933- ,35+ 1932- � 33 1934- '35 193U-«35 193 35 193 35 1933— 3 + 193U-«35 1933-'31+ l931+-� 35 I93U— 35 1631 135 Library Training enrollment restricted given. Offer To to 11, 12 10,11 11,12 10,11 10,11 11,12 10,11,12 11,12 1C -11,12 11,12 10,11 11,12 10,11,12 10,11,12 11,12 11,12 11,12 three pupils. 1935-� 36 11,12 1935 '36 10,11 1936-� 37 1935- � 36 1936- ’37 l935-'3b 1935- '36 1936- � 37 1935- 36 1936- � 37 1936-«37 1935- 36 1935- «36 1936- '37 1936-«37 mt'4 ii, 12 10.11 10.11 11.12 10.11.12 11.12 10.11.12 11.12 10.11 11.12 10.11.12 10.11.12 11.12 11.12 11.12 Only fractional credit SUBJECTS REQUIRED WITHOUT CREDIT Penmanship Physical Training The large number of elective subjects permits a pupil to meet various college entrance requirements, with the exception of a few highly technical courses or some of the select private colleges. For instance an engineering student would have to make up solid geometry after college matriculation because this course is not offered in high school. In gonoral , howover, it is easily possible for the pupil to nert all academic requirements from the courses offered • The grouping of grades makes possible the offering of more subjects that would otherwiBS be possible, - 24 - � . • - t • JUNIOR HIGH SCHOOL CURRICULUM The seventh and eighth grades have been organized as a junior high school for a number of years. The work of these grades is fully departmentalized, the work being conducted by teachers who also teach the high school subjects. The class schedule is made up at the same that the high school schedule is made and the class periods in each organization are forty minutes, except that music, penmanship and art and spelling are fractional periods. Following arc the subjects in the junior high school curriculum: To reduce the number of classes several of these subjects arc group- ed together. Thus Reading, Literature and Grammar are taught in one class. The U.S, History and the History of Iowa are worked in to- gether, also. Home Economics and Manual Training arc each taught ior one period daily. Some years these two subjects have been taught for three periods a week, with spelling or art be taught the other “w° periods a week. Penmanship is taught forty minutes a week, the instruction periods being two twenty-minute periods. Music is taught to the whole group for twenty minutes daily, the remainder of the period being devoted to spelling. A reduction in the number of classes has also been effected by a combination of both grades for certain subjects. Subjects which arc taught to combined grades are: Geography, Spelling, Art, Manual Train- ing and Home Economics, Penmanship and Phvsical Training anH HvHor,.� Seventh Grade Eighth Grade Arithmetic Grammar Literature Geography Spelling U.S. History History of Iowa Music Art Reading Home Econo,nice or Manual Training Penmanship Physical Training Arithmetic Grammar Literature Gocgraphy Spelling U.S. History History of Iowa Music Art Reading Home Economics or Manual Training Penmanship Physical Training Civics “vou J-fc is to supervise tnese special subjects. 25 - r .y vStt raw BURT ELEMENTARY SCHOOL CURRICULUM - The subjecto making up the Burt elementary school curriculum are as follows : Grade 1 - Fhonics, Reading, Nature Study, Art, Music and Thysical Train- ing. Grade 3 — Fhonico, Reading, Nature Study, Numbers, Language, Art, Music Citizenship, Spelling and Thysical Training. Grade 3 - Reading, Arithmetic, Language, Spelling, Geography, Music,. Art, Penmanship, Thysical Training, and General Subjects which include Citizenship, Icwa History, Nature Study, Health, etc. Grade 4 - Reading, Arithmetic, Language,. Spelling, Geography, Hygiene, Literature, Art, Music, Physical Training, Citizenship, History of Iowa, and Penmanship, Grade 5 - Reading, Arithmetic, Language. Spelling, Geography, Hygiene, Literature, Art, Music, Physical Training, 'Citizenship, History of Iowa and Penmanship. Grade 6 - Reading, Arithmetic, Language , Spelling, Geography, Hygiene, U. 0. History, History of Iowa, Literature, Art, Music, Penmanship, Physical Training, and Citizenship. The time allotted to the various subjects varies according to the grade. No. regular classes arc organized in Citizenship , but the fundamentals of good citizenship arc taught whenever the opportunity is presented. Music is taught in the elementary school grades for a total of 20 minutes daily to each grade room. This instruction includes a study of the fundamentals of music, music appreciation, singing and rythm work. During the present year a considerable attention has been given to the learning of a few worthwhile songs Phonograph records prepar- ed by artists were used as models The music is taught as a depart- mentalized subject, the high school vocal music teacher carrying this public school music also. Penmanship is taught as a departmentalized subject by the teacher of the 5th and 6th grades. An average of about 50 minutes of handwriting instruction is given to each group each week. The Art work is also departmentalized, the 3rd and 4th grade teacher handling this work throughout the eight grades, Iowa History is taught as an incidental subject and no regular place ts given to it in the schedule A considerable library of Iowa History references has been built up since the passage of the law requiring the teaching of the subject. The harmful effects of tobacco, alcohol and narcotic drugs arc taught in connection with citizenship or hygiene or as the opportunity is presented - 26 - HIGH SCHO L BOOK LIST 1934-1935 English I English II English III English IV - -Literature and Life, Greenlaw ct al, Book I -Sentence and Theme , Ward - Literature and Life, Greenlaw et al, Book II - Theme Building , Ward Grammar Algebra Algebra II Agriculture Geometry Latin I Latin II Economics Sociology Geography Psychology Book IV ( Mores Smith, Reeves and Century Handbook of Writing Literature and Life, Greenlaw ct al, Century Handbook of Writing Hermans, Studies in Crammer Algebra for Today, Betz Algebra for Today, Adv Course, Betz Elements of Agriculture , Waters Textbook and Tests in Tlanc Geometry, General Science- Our Surroundings, Clement, Collister and Thurston Bookkeeping - Lazenby Basic Bookkeeping and Accounting. Typewriting - Elementary Course, Rev Ed Fritz and Eldridgc - Rational Typewriting Frojccts , So Relic Latin for Today , Gray and Jenkins Latin for Today , Gray and Jenkins Elements of Economics , Fay Sociology and Modern Social Problems High School Geography , Whitbcck The Mind and Its Education , Betts Comicrcial Law - Elements of Commercial Law , Burgess Arithmetic - Arithmetic of Business , Smith Public Speaking - Better Speech, Wolbcrt and Weaver Physics - Elements of Physics , Fuller, Brownlee and Baker American Government - An American Government, Magrudcr Home Economics - EveryPay Foods , Harris and Lacey ElIwood Biology - New Biology , Smallwood, Rcvcloy and Bailey Hanual Training - No text used, 11,8. History- An American History , Muzzey ' lorld History — Our World Today and Yesterday, Robinson ct al Grammar Literature Arithmetic Geography Hygiene Civics History Spelling Penmanship JUNIOR HIGH SCHOOL BOOKS Junior Hiway to English , Ward and Moffett Junior High School Literature, Greenlaw et al, Books 1 2 Iroquois Arithmetic , Dc Groat, Firman and Smith, Book 3 Essentials of , Brigham and McFarland Primer of Sanitation and Health, Ritchie Community Life and Civic Froblcms, Hill History of the United States, Gordy Me Call Speller, Complete. Palmer Method of Business Writing Note : Books followed by one star ( ) are not entirely satisfactory and should be changed as soon as possible. Books followed by a double star ( ) arc old, or otherwise unsatis- factory and should be changed without delay. Many would require only a new edition, others arc poorly written. Books followed by a triolc star ( ) should be displaced by a longer book that would be more satisfactory for a full year course •. . HEALTH INSTRUCTION - DENTAL CLINIC SUMMARY Or RESULTS OJ JIVE DENTAL CLINICS ‘jtS') So s sj'v S Sa is Humber of pupils examined 201 207 220 222 Humber with corrected teeth 46 4l 49 52 jb of pupils with corrected teeth.., 19.O 22.3 19.7 22.3 23.8 Humber of pupixs with cavities 149 155 165 171 167 1 of pupils with cavities 77.7 80.3 77.7 75. Total number of cavities found.... 476 596 535 519 Total number of extractions recommended 58 61 55 89 46 Corrected Teeth Humber in high school . 24 26 18 27 27 Humber in 7th and 8th grades .... . 7 6 6 5 9 Humber in the 5th and 6th grades . . 2 7 5 4 4 Humber in the 3rd and 4th grades . .. 0 1 2 4 6 Humber in the 1st and 2nd grades . .. 2 6 9 9 5 Cavities Humber in the high school .124 123 179 146 161 Humber in the 7th and 8th grades. 35 61 57 4i Humbor in the 5th and 6th grades.. 72 S+g 88 61 72 Humber in the 3rd and 4th grades . 93 33 142 122 138 Humber in the 1st and 2nd grades . 200 167 122 150 107 Extractions Ho. recommended in high school ... 8 7 6 5 11 Ho. recommended in 7th 8th .... 3 11 7 10 1 So. rocommonded in 5th 6th 17 20 9 11 8 So, rccommendod in 3rd 4th ... 16 2 19 32 18 So, rocoomonded in 1st 2nd .... l4 21 13 31 8 Dental clinics have been conducted once each year for the past six years, results of five such examinations being shown in the tabulation above. The plan used for these clinics and the follow- up work is based on that of the Bureau of Dental Hygiene of the State University, but with some modifications to fit our local situation. Dr, R,H.Thompson, local dentist, has made each of the examinations. He has also paid a large portion of the cost of the supplies used, the-balance being provided by the Burt Women’s Club. °er the examination pupils with defective or irregular teeth arc encouraged and urged to have the corrections made. Cards are sent Vth tile pupil to have the corrections certified by the dentist who does tne work. Periodic examinations and early corrections of teeth defects should result in longer life of the teeth, less expense for such corrections and a better conditi n of bodily health. TEACHING 3EGINNER8 HOW TO READ By Miss Eva Whitney We consider reading to be the most important of the school subjects. Progress in all other subjects is to a great extent determined by the individual pupil1s ability to read easily, accurately and rapidly. Since this is the case, it is highly necessary that it be taught in a manner that will insure a firm foundation for independent personal work in the subject There axe many methods of teaching reading - nearly as many, perhaps, as there are primary teachers for each teacher is apt to infuse much of her own thought and personality into any particular method. Most children enter school eager to do and to learn. It is the teacher’s task to direct the desire. As has been said by a prominent educator, n The very first duty of the teacher is to connect the printed words with reality; the second, is to connect them with the child’s interest. We begin with the picture which deals with rhe home experiences of the child. Following the discussion, two or three short sentences are read about the picture, first as a whole. Then the sentences are brok- en into parts and the words learned. A child learns words very read- ily and is delighted with his ability to get thought from the combin- ation of these known words. The ability of the pupil to recognize new words without aid is a goal which we keep constantly in mind. This gives him independents in reading. The ability to recognize new words gained through the study of phonics. Daily drills and reviews are given to increase phonetic power. Opinions vary as to when they should be taken up. Some say the first week of school, others say at the end of six weeks and still others at the opening of the second semester. We prefer the earliest date, using stories for the teaching of single letter sounds. Later the combination of leoter sounds are learned. Much drill is required with the learning of both phonics and word lists. We have two types of reading: reading for pleasure and reading for information, which is called study. Beginners should be given much of the first type, and here let me say, it is of great advantage if the child may have access to books within his comprehension at home, or from one of the libraries. Reading sh ;uld be made a joyous experience, In the scho l recitation we have two kinqls of reading: silent and oral. In past years some teachers have used the latter to the exclus- ion of the former, while others have reversed the process. In our opinion there is an advantageous place for each in the reading recitation, Many different devises may well be used in the teaching of phonics, ords or reading as a whole. We use the game spirit of the child f.d also employ dramatization to great advantage. Children love these forms and respond readily to them. We find memorizing beneficial. With the beginners we often use the ikther Goose Rhymes, which are a keen delight to all children. These re followed by childrens poems Of real merit. In conclusion we would say that process of learning to read well Spends to a large extent on the drills in phonics and words lists, toe making it a pleasant experience and the attentior; to specific individual difficulties. - 29 TYPEWRITING Typewriting has been offered in the Burt high school since the second semester of the year of 1923-29. Since that time the a.verage enrollment in the course has been seventeen pupils per semester. The course is offered a° 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 at least three sections in order to reduce the number of machines necessary to handle the work. Because of the shortage of classrooms, one of the halls has to be used as a typing room and it is only large enough to accomodate six machines. This clan results in a. more “friciant uce of the equipment of the department and materially reduces the cost to each pupil. The length of the typewriting periods are ninety minutee each day, of which twenty to forty minutes is devoted to instruc- tional drills under the supervision of the instructor. The standard of work is sufficiently high that most pupils must spend additional time outside of regular class periods to get the work finished. Drill, rnythm exercises, and speed tests are given to encourage the develooment of rapid, ac ur te 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 reouires about one year to become thoroughly familiar with the keyboard and the touch system of writing. The second ye= r results in greater speed a.nd accuracy. 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 th cost of the rentals on the machines and they also pay for the replacement ribbons a.nd the practice paper used. The machines are used three years and then traded in on new equipment. The machines used are all standard keyboard L G Smith machines. The equipment is serviced free of charge by the district represent- ative at Mason Gity. We believe our typewriting department to be one of the most practical in the school. While few persons will become stenographers or secretaries, 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 value. On the next page is a t'ble showing the enrollments in the department since typewriting has been in the school. A chart with the typing pupils classified according to the number of semesters t ken is also shown. The last chart gi es the financial statement and shows the sources of revenue in the department and the various items of expenditure. In the last table it is seen that during the six and one-half ' ears that we have had the course, pupils have paid in a total of ?391.05 of which 678.10 has been credited on the cost of the machines. A total of $147.77 has been paid for practice paper and 24,38 for replacement ribbons. During the first two and one-he.lf years of the course a deposit larger than needed was charged and a refundto pupils was made at the close of each semester, a total of $47.05 being refunded. During the past four years the deposits have been smaller and barely large enough to cover the enuipnent costs of the course. 30 - NUMBER OF PUPILS ENROLLED IN THE TYPEWRITING COURSE BY SEMESTERS SINCE THE COURSE WAS ORGANIZED Total 1938-33 1st Sem. Pnd Sem, 73 81 1933-34 1934-35 1st Sen. 2nd Sen. 1st Sen. 2nd Se , 18 14 18 13 TYPEWRITING PUPILS CLASSIFIED ACCORDING TO THE NUMBER OF SEMESTERS OF THE WORK TAKEN One Semester 70 Two Semesters 31 Three Semesters 15 Four Semesters 8 FINANCIAL STATEMENT TYPEWRITING DEPARTMENT Deposite Receipts ' Paid - Machine Rentals Paid ! Paid for ! for PaperRibbons Other Di sburse- ments Refunds to Pupils Net Cost to District a Orel to j Totals 1929-24 $686.80 507.00 120.97 17.28 2.80 47.05 9.10 1st Sem. 1933-34 54.00 45.00 7.2C 1.80 0.00 00.00 0.00 2nd Sem. 1933-34 42.00 35.00 5.60 1.40 0.00 00.00 0.00 Hi 1st Sem. 1934-35 51.25 42.65 6.80 1.80 0.00 00.00 0.00 2nd Sem. 1934-35 45.00 38.25 6.00 r 1.50 0.00 00.00 0.00 Evening School 1934-35 12.00 10.20 1.20 .60 0.00 00.00 0.00 Li Total 891.05 878.10 147.77j 24.38 2.80 47.05 r 9.10 ! j Note: The figures preceded by a are based on present figures an' may be subject to chan re before the year is completed. The totals should therefore be considered as very close approximates rather tit exact. The net co t of the typewritine- department (other than the cost of instruction) is about $8.30. The machines are used three or four years and then traded ini new equipment. The amount listed as machine rentals in the above table is used in the purchase of the new machines. During the last four years the deposits have been just large enough to pay the rentals on the machines, paper and ribbons so there have been no refunds on those years. HOME ECONOMICS By - Charlotte Warrior What does the term home economics include? Merely cooking and sewing? All too often is the subject of home economics thought of in these terms. Should home economics include only cooking and sewing? Most high school girls have rather definite plans for the time when they leave high school. Some will orepare to become teachers, nurses, stenographers, or many of the other fields o oen to girls. Ie the study of home economics of interest to these girls who intend to go out and earn their own living? At first thought it may not seem important to them. Perhaps if they would or could look ahead into their future lives they would have a different attitude. Suppose they are success- ful in their work and happy in their jobs. A large portion of their time is taken up by their work, but what of the feat of the time? Each of them must spend some part of that time in a home, whether it be only one room or a ten-room house. No one can be comoletely happy, no matter how successful in a business way, unless he enjoys a com- fortable and satisfactory home life. Since everyone must do his share in creating a satisfactory home life, whether he lives alone, with his family, or with friends, it is desirable that each girl should study borne economics. Homemaking is a complicated job, involving many sorts of activi- ties, depending on the kind of home in which one lives. It may in- clude house-work, marketing, managing children, interior decoration, and nursing. Is it any wonder that some girls fail when they attack this complicated job with inadeauate training and experience? The stenographer in the business office has a much less complicated task, yet she is expected to take preparatory training for her work. Why should we not have training for homemaking? Home economics includes a wide range of subject matter—the selection, buying, preparation and serving of food; planning and construction of garments; re-making old garments; selection of attrac- tive and healthful garments for the individual; principles of health- ful living; personal hygiene; home nursing; first aid; care and train- ing of children; planning, furnisklBg care, and management of the borne; relationship to the members of tne family and to the community. Home Economics in the Burt School The Burt school offers home economics in five grades—7th, 8th, 9th, 11th, and 13th. Seventh and eighth grade. The seventh and eighth grade girls nave a combined class which meets for a forty-minute period each day. The work in this class is quite elementary. The more sim )le foods are prepared and served, simple garmente are constructed, and instruction given in selection and care of clothing, personal hygiene, and health. The work is make as practical as possible and is a foundation for sore advanced work. Ninth grade. Home economics is required of all ninth grade girls. The class meets eighty minutes each day. The work is also quite elementary. It includes several units, (l) Clothing. Simple garments ere planned and constructed for the individual. Emphasis is placed on on selection of healthful, suitable and becoming clothing with con- sideration of quality and economy. Care and repair of clothing is also considered. (2) Personal hygiene is given in connection with the clothing unit. It consists of care of the body, cleanliness, and Home Ecpnomics (continued) posture. (3) The foods course is rap.de as practical as ■so°eible. Effort is made to t°ach correct food hbits, correct working hab . ts, cleanliness, 1-n 'ing and preparation of sinnle me.-Is, orooer t ble 3?nners, and siraole table service -or home meals. The ’•'ork is divided into three units—breakfast, luncheon or supper, and dinner. Foods suitable for e� ch meal are cooked in the laboratory. After the material of a unit is comoleted, actual meals are served. Much valuable ex- perience is gained through the hot lunch work. Advanced Class. This course is an elective subject for junior and senior girls. The course consists of work which ghouid be included in the training of every girl but due to shortage of time in the previous classes vas not includad. It includes advanced worv in meal planning, preparation, end serving; food preservation; home nursing; first aid; child care; personal hygiene; family relationships; home management; arrangement, decoration and care of the house; the selection and construction of more difficult and elaborate garments. HOT LUNCHES HOT LUNCHES IN THE 3URT PUBLIC SCHOOLS ’lumber of different foods served Average 1928-53 34 1933-3U 29 1934-35 30 Avar-1 ere 7 years Total number of servings 2834 3278 3298 3071 Average number served per day 34 25 38 32 Groceries purchased from merchants£57.83 35.19 £40.58 £52.01 Groceries purchased from patrons 14.98 25.05 21.51 17.35 Tickets - cash 34.33 15,50 23.00 44.88 Tickets - credit 11.68 18.35 22.29 14.15 Cash 14.33 37.03 23.40 17.44 Refund on tickets 4.17 2.33 1.71 3.56 Balance on h? nd 3.02 . 36 7.89 2.95 Number of weeks served 11 13 12 11 The above chart shows the record of the hot lunch project during the last seven years. The -versae of the first five years, 1938 to 1933, is given in the first column. The last column shows the average since hot lunches have been served—the past seven years. The lunches are prepared and served as a part of the ninth grade home economics work. The entire class does not prepare the food every day because it would take too much time from the regular class work and also because it is unnecessary for so many to prepare two kinds of food. The class is divided into groups of four. E ch girl has a definite duty to perform end for which she is responsible. The groups shift each week. The cost of the foods has varied from 2-k to 4 £ per dish. Tickets are sold in advance for 50 £. Credit toward tickets are given for milk, eggs, and vegetables brought by the pupils. The menus are published a week in advance to simplify work, save time, and to help the mothers in packing the lunch brought by the pupils. The lunches served are not intended, for complete meals but rather as hot foods to supplement the lunches brought from home. The echoolboard p.ys for the laundry and the gas u ed for fuel, otherwise the lunches are self-supporting. A - 33 THE BUST SCHOOL LIBRARY The Burt school library is one of the most progressive departments of the school. It has grown steadily year after year, both in the matter of numbers of volumes and in the quality of the material available. Tr.e ooom space up until eight years ago consisted of six shelves extending across half ox the north wall of the room. Seven years ago the shelf space was doubled by extending the shelves aceross the west half of the north wall. Soon the space •.-as filled and a stack of eight shelves was built along the west wall and a stack of eight shelves was constructed along the east wall between the door and the north stack, iiast year tne shelves were again filled and a largo stack� two shelves wide, was constructed parallel with the west wall. It has eight shelves and was built with C. A. labor. Eventually there will be two more of these double stacks built in , the room parallel with this last stack. On an averago aoout 150 books have be;n added tc the library oach year for the past eight years. So far this year there have been I92 added, and the number will I undoubtedly exceed 200 for the school year. There are now 2,261 books in the lib- rary and this number does not include those that are placed permanently in the var- I ious classrooms. All the books in the library are carefully catalogued under the Dewey-Decimal system. The books are indexed with author and subject cards which are filed in a six-drawer file to assist users in finding desired material. Under tho Dewey-Decimal system of cataloguing books, there is a classification number for major subject and since the system is largely used in libraries, one familiar with itcan always find books more easily. The books arc arranged on the shelves in the order of their catalog numbers. Of tho periodicals taken by the school, four arc- bound for preservation. These are the National Geographic, the arpers, the Atlantic Monthly and Time, The national Geographic is complete back to 1923� several volumes having b en presented to the school by Rev. Aten a few years ago. There are two volumes each year and each one has a table of contents and a n excellent index. They are bound in a patented Albrecht binding which has both beauty and quality for rough usage. The Harpers has been bound since 1930 and the Atlantic sinco 1928, and Time since 1933� Each of these later periodicals has two volumes to the year and each has an index. They are bound in library buckram , a heavy wear-resisting cloth. Nearly all of the books in the library are of a reference nature. Only a few books of fiction have been included. The town library has an excellent collection of fiction , and an aeffort is made to avoid over-lapping of the two libraries. The work in the library is done by two high school students who are appointed � s librarians, Eor their work , partial credit applicable toward requirements for graduation iB given. It is their work to catalogue all .of the now books, take charge of distributing them and seeing that all borrowed books are returned. They also repair damaged pagos and volumes, prepare periodicals and damaged books for tho bindery, keep the shelves clean and in order. These two girls have desks in the library room and do their studying th re. Books may be ch ck.d out before school, during the no ;n hour, tho last period in the day and during the day when one if che librarians in present. The books may be checked out and kept for a reason- ed9 lengthjof time. Periodicals that are to be bound may not be taken out of the library room - tho others may be taken to the assembly during certain period of tho day. The librarians this year are Elinor Elston and Eleanor Vogel, Elinor Elston Is a senior while Eleanor is a Junior, Next year another girl, probably a sophomore ill be appointed to fill the vacancy left by Elinor’s graduation. These girls' s V8 worked faithfully to build up and preserve the library and much credit is due them. Penmanship in the Schools By Miss Prances Vaughn Is penmanship of any value to a high school curriculum® Why is penmanship tpight in our public schools ? Is it a profitable subject for the high school pupi.17 These and many other questions of a similar nature are asked. Burt is one of ths few high schools in the state teaching penmanship and requiring a certain degreoo of PALMER PENMANSHIP AWARDS YEAR OF 1934-'35 .JilrtacuL2. r i ! on f % 1%... ..... • •• jpsl CJigS r : vOS BM 1..r m.! 4.kji..i A- $| i —1 mwm ii™ ■, . 2. il l 9 S Grades n plj wM WW'M n 10 9 8 7 ...Grades.....- proficioncy in handwriting. Good writing is a habit. It is the result of conscious efforts. It is based on muscular movement and combines legibility, speed and ease of execution. It requires less effort to write well than to write poorly and like a good engine it improves with practice and use. Changing from a slow cramped finger movement, or from an illegible scribble, to an easy well controlled movement requires proper practice • That is the reason we feel that such training should be given in the high school as well as in the grades. Due to the greater muscular coordination, grater improvement may be expected in the hifh school group than in pupils of the grades school ages. During the present year, we feel that some very good results have been secured in the penmanship work. As noted in the chart above a total of f-rty-eight pupils were awarded the Final certificate by tho Calmer Co and twonty-one others received the Improvement certificates. The holding of a final certificate is evidence of handw- riting proficiency. Such pupils are oxompt from further penmanship drills as long as tho daily writing reflects such ability. - 35 - PAST v. - EXTRACURRICULAR ACTIVITIES ATHLETICS By, Mr, M.C. Bowie All of our modern scTiools maintain a program of extra-curricular activities for the training and development of individual abilities and aptitudes. The value to he gained from the addition of this feature to our secondary schools is difficult to measure as the benefit derived depends wholly upon tho participant, Not only havo our schools promoted activity programs but our large industrial organizations main- tain and support recreational centers which offer a varied list of activities. Approximately 351� of all men examined for army service during the late world war were rojocted duo to physical deficiencies. A study revealed that many of those rejected were victims of a physical defect that could readily have been eliminated in youth or at least made less marked. Many of the foreign countries havo been more interested in the public health and physical fitness of its people than has the United States, The militaristic rulers of today realize tho value of an enforced physical training and porsonal health program which is a major part of their conpul- Bory military training. As a result of the tremendous list of exemptions, due to disabilities, in the last war, our schools have placed addedemphasis on physical training for pupils of all grados, A sound mind in a sound body is the ultimate aim of all education. The former part of this definition is familiar to all; however in respect to tho l.attor port wc must bow to many of our foreign neighbors, Mcny of the larger schools maintain olaborato hoalth and physic 1, oducation depart- ment� . Periodic health examinations are given to all students, and those with physic- al defects are placed under trained directors for corrective work. In this work personal health is taught, and pupils develop hoalthful habits in spending leisure time. Man; character traits are also taught indirectly through organized and super- vised physical activity. Under this system prospective high school athletes are taught the fundamentals of tho difforont sports, thus making it a gr at builder for the extra-curricular athletics, Tho state law roquiros that all pupils be given some physical training • The smaller schools cannot afford to employ a trained physical director and the physical education periods arc usually spent in physical activity under the supervision of one of tho regular academic teachers, Naturally the pupil interest centers more in the extra-curricular athletic sports that the school sponsors and much of the time is [Spent in these games. Often times tho prospectivo ath l ites in tho olomontary school grados aro givon some training in tho fundamentals of thr. snorts they will participato in in high school. Burt high school, b-'causo of a lack of facilities of space cannot do much in the way of a well integrated and effective physical education program. The letter of the law regarding physical training may be met, but the spirit of the law is incaoablo of observance bocauso of this handicap of space, We do, howevor, maintain two sports as oxtra-curricular activitios for the boys, We have baseball as the fall and spring sport and wrestling as the winter sport. Inter-st develops in thes • s x rcs in '■•he elementary school and quite capable athletos ar;- developed in spit'j of tho fault that ■ wo mast restrict bas ;ball practice to the outside in as much as wo have no gymnasium whsrs pitchers may work out during the cold weather. Wrestling is carried on under difficulties also. Practices for this sport are carried on in the manual training room, the work benches being moved to one end of the room in order that tho mats may be laid down. No other space being available the home wrestling meets are held in high school assembly room after the seats have boon moved out. In spite of these handicaps, Burt has mado better than an average showing in the intor-school competitions. During tho last four yoars Burt won 52 baseball games out of 7 played, A total of 31 wrestling meets were won out of the 4o participated in. Two county trophies were won trrestling and one in basoball, and one district championship trophy was wan in baseball. Burt has had representatives in four final state athletic tournaments during the nest four years - 36 - SUBJECTS AND ACTIVITIES TENDING- TO DEVELOP PUBLIC SPEAKING- ABILITY . - Miss Eighrao How fortunate is the man who can stand before his fellows and talk in an lnteesting effective manner with a composed expression and a pleasing personality! Public speaking seems to be dreaded by many peoplo. They are willing to lend assistance in other ways, but thoy cannot speak oasily boforo an audioncc of thoi frionds and neighbors who may know less upon a subject than they. Yet most famous speakers have had to overcome this tendency and had to learn how to apoear before an audience. Shere did they learn? Some learned by experience and some learned in school and most have learned in schools. Where olse should they loam poise, correct English and a pleasing way of presenting their ideas to others? The Burt school has a number of subjects and activities whose object is to develop confident speakers. In the English classes aro oral talks. Several times each month every student talks boforo his own class on topics that interest all or that interest him as an individual. Hobbies, news items, favorite book' and current magazine art- icles retold develop ease of manner and train peoolo to talk distinctly and correctly. As speaking good English is much more difficult than writing it, oral English is an important part of the routine classwork. During the junior and senior years, pupils are given an opportunity of studying an intensive Public Speaking course. In this class they develop more in detail the techniques of correct speaking, pronunciation, gesture and use of illustrations. Declamatory contests in both junior and senior high schools offer an opoortunity of Bevaral weeks' training upon a chosen selection. The benefit of presenting these readings before an audience is untold. Shakespeare said, The play's the thingl Probably the most enjoyable type of pub- lic speaking is a play. The casts of the class plays and all-high school plays are selected by impartial try-outs before one or more instructors. Thon comes a period of practicing for a month or six weoks. It means hard work, but it is work of a different type from any other, and there is fun for the cast in getting ready for a play, if it is merely laughter at the awkward attempts to talk like a negre , limp .-cross the stage, or giggle naturally. The players learn how to act in real life by acting in make-believe situations and thus learn to live in a happier manner with their fellowmen, AN ANALYSIS OP THE ENGLISH PROGRAM IN THE BURT SCHOOLS - Miss Alice Eighme One may understand and like music and paintings with very little knowlege of the composer's or artist's techniquo, but to be ablo to appreciate literature, the good and the great books, one must learn first how to read, know the meanings of words and recognize the allusions to other stories, myths, legends and incidents. Literature is the most difficult of all tho arts to grasp. Ideas and idoall NBoth arc stressed in our English classes. There ar certain facts and standards of knowing how to speak and writo effectively. Knowing how to writo business letters, friendly letters, news stories, and themes about every-day life develops a student's vocabulary, his art of conversing, and writing. Who has not thought of the right thing to say, too late? Tho more spoaking and writing students do, tho morcfluently will they speak and effectively will thoy write. English also has the aim of inculcating ideals, ambitions, and attainments. How much more effectively can these ideals be presontod through tho works of tho masters of the world's literature. Each class reads a definite amount of good literature each semester. This year the seniors have read three of Skakespear's plays. By the time thoy read the third ono, most of the class were able to read it by themselves and enjoy its humor, its cleverness and appreciate that Skakespear always had the right triumph. English is the only four-year Bubject taught in the Burt high school. Students are given Wth grammar and literaturo, time to study tho tochniquc of writing and speaking and use that knowlogo in their own writton and oral compositions, - 37- MU8IC III THE BURT SCHOOLS By 'lies 2rna Baars The chief object of education in our country is to produce good cit- izens who are fully equiped with knowlere, good habits, ideals and skills It is difficult to define what is meant by a good citizen, but one of fr.o important things is that he should be well balanced, an equal devel- opment of the intellect and the emotions. In our schools wc stress the cultivating of the intellect so there may be a practical application of knowlege for the purpose of living, fie study hygiene to learn how to protect our bodies, lc study mathemat- ics, grammar, sciences of many kinds, geography, reading, history, etc., to gain a certain degree of practical intellectual efficiency • Education denotes a trained human being with all his powers of emotion appreciation and expression. Music has been found to be one of the most effective subjects for t.ie development of a balance between the intellectual and the emotional. It is a language in which emotions are expressed. TTnen a child has reached the age of citizenship, and even before, his greatest danger will be in his leisure hours. If at this time his intellectual development is combined with emotional discipline he will be a much more valuable citizen. Music is not for a select few, as has often been thought. It is for every one to enjoy, and no one enjoys music better than when he is participating in the creati n of it, 3egin ing wi:h the first grade and continuing up through the high school music organizations, our first objective is to supply an exper- ience in beautiful music. Children i n the first grade are given an opportunity to singwell a wealth of worthwhile songs, including the folk songs which have lived through the years, melodies written by our masters of music such as Schubert, 3rahms, Mendelssohn, Mozart, Crieg and others which have depth and character and messages of beauty; songs ffhich are appealing ar.d which last a life time. Listening to and creat- ing suen songs instills in a child’s mind and character greater culture and a grater understanding of the beauty in the world. Besides these the children throu h out the grades undergo a vigorous drill in rhythm which is of value in many things besides music. A reasonable amount of theory is also presented anc learned. In the hi h school two girls' glee clubs, a boys' glee club and a mixed chorus have been organized to give every individual an opportunity to sing worthwhile songs. Our main objective here is not to sing a great number of songs, but rather to sing well and to enjoy singing, 3esides the larger groups, smaller groups such as sextettes and. I trios have been organized. These groups meet for weekly rehearsals to encourage and give experience to s me of our more talented singers. These groups are often called upon to sing in public. Individual help and lessons are gladly given to those interested in solo work or the technique of good singing. We have participated in the State Music Contest and in the County jMusic Festival to help build up a desire for bet -er music rather than ;f‘r any honors w.iich might be earned. 7e consider these events to be 4 Deans to an end rather than an end in themselves. Prior to the oontest6 we held a series of three public concerts this year with aach group singing ot.ier selections as ••■ell as those used in competition. It is encouraging to note the growth of interest in music and the improvement in the quality of music produced. 38 - I o «� • fPWAK Sir� A� T HAT WHO CAPrt t+lv jx R c o cs X COUM' CHAMPION pHcnOdftMMtR IS PARTICIPATION IN MUSIC' CONTESTS JUSTIFIED? Sy, ter. Sigurd Fardal Is participation in music contests justified? This is a much debated question at the present time One of the biggest objections was overcome whon the present system of awards was introduced. Formerly, the various groups or individuals competed ggainst each other and woro ratod first, second, third, otc. Undor tho present systm there may bo any number of suporior awards given, d.ponding ontiroly upon tho quali y of work done. The contestant new strives to raise the standard of his music up to the point where it will meet the requirements of a superior ranking, knowing that he can receive this rating irregardless of tho number ofparticipants in that event. It is the purpose of tho contest to serve as a'criterion of advancement and accomDliohnnt, The motivating power of the contest is very great. It provides a strong incentiva to practice and sustained effort. It is human nature to try to equal, if not to excell, others in any lino of endeavor. The knowlego that a group or an individual is to perform boforo compotont and iupartial judges to decide whothor the work merits a superior rating certainly providos an incentive to the participant to enter into and prepare himsolf to the best of his ability. How much time should be spent in preparation for participation ? Should extra time and rehearsals, outside of the regularly alotted periods, bo used? The answer to tho first question would dopend largely, upon the difficulty of the numbers or selection.� , and also upon the ability of the contestant or contestants. One should certainly not spend the entire year working on a few contest numbers, as this would defeat tho very purpose for which the contests were held. Music organizations are maintained for the training they give in music and for the entertainment they provide the community. Both the public and the participant himsolf would soon tiro of hoaring the samo numb- ers over sind over again. It is possiblo,for example, that an orchestra might be drillod and drillod on threo or four contest selections until the performance be earnest cechanically and musically perfect, and yet the organization be unable to play other aj]actions at 11 well or even at all. Such a thing has been done in the past just to ssiJ a showing at a contest. Under the present ranking system, there has been a great Improvement in the quality of the music and now it is the prevailing desire among ausic directors to really teach young people how to sing or how to perform on an instrument. In regard to the second question, few extra rehearsals will be necess- ity if the work is well planned and if a definito program is maintalnod. If tho first Saif of tho year is used tondovclop the fundamentals, then the preparation of tho solcctions used in the contest will bo relatively easy. Contest work involves a serious problem in the element of expense. There is the ratter of entry foes, contestant tickets, transportation , otc. to oach contest. Fnea the number of contestants is relatively large the financial problem may loom rather large. How is the necessary money to be raisod? In past years, we have used plays, carnivals, lunch stands at athletic events, otc. During tho last two or threo yoars wo havo arranged a scries of homo concorts before the time of the first cortest, and sometimes a small admission charge has been cade to help meet the contest oxpense. During recent yoars, groat stress has been placed on complete participation, The purpose of this is, of course, to encourage schools to stress solo work and to work with small groups as well as the usual work with glee clubs, mixed choruses and tend or orchestra. An award is given to the schoo, in oach class which enters and ins the most points in the sub-district and tho district contests. The program of i completo participation tends to cncourngo many pupils to spocial effort and in this tho valuo of the music program is groatly enhanced, There is doubt but that the music contest can be made to serve a worthwile purpose, «specially if it is entered into in the right spirit and manner. - 1+1 - • ‘ '.i- , ' � • -f.' . 1 Year Total Athletics Deciam. 1933 £11.70 1o5� 6 20.70 193 780.27 262.63 33.89 1933 53U.O8 196.9 lU.30 193 680.77 253.3s 36.81 99.50 9.25 00.00 All extra-curricular money, general 1530 1931 1933 1931 1933 3oy Scouts TTece£5Ts 23.30 109.S3 175.70 163.13 10.07 10.07 1 1 . 6U 8.33 95.27 56.0I 8.U0 93.03 37.21 20.05 5 50 Expenditures 16.12 96.93 196.83 155.38 00.00 3.52 36.31 00.00 86.87 39.32 00.00 63.6 28.78 00.00 1 5 81 Balances in Each Fund as of May 31. 193 8.66 12.95 7.7 6.55 8.33 8.1 0 29.39 8.23 called the Burt High School Funds Money nu.y • sources of the funds collected and expend- checks. A careful «cord is £pt ,a he schoo f V� ,coerces o. . ledger ©d in a special extra-curricular ac-1 1 1 funds As can he seen from the table above to permit the allocation of the transactions to the proper fund . As the’ledger has accounts for the major � «� 1 1«- ™se Jth„r acquits. various classes and a general fund for such ; “ “ aeposfted In the hank and proper When any money «received from an «U it , the mo y r u1 geVdefornthee U sUpe, th'e chicks and the hark statements serve as a means 2y «neytemining to its credit is used to «over overdrafts in other , j 1 the athletic fund receipts were $lo5 ° expenditures ware jgCSS: Zd eNi efSkTro: ?ie‘clasrof l93 and from the Class of 1931 to cover this deficit. books are Wianosd ani close4 at th9 end of each school year. Periodically they are turned over to the echoolboard for audit % rART VI - FINANCES Part VI of this report is concerned with the finances of the Burt Independent District, For tabulations of figures we have used the final reports of the County Superintendent of Schools as the source, and it is believed that the data is as nearly correct as it would be possible to secure, A chart shows the percentage of scho 1 receipts from various sources and also the cxocnditures for various,purposes, It is of interest to note that the receipts from the District Tax are a little less than the amount required for teachers salaries. Tuition and receipts from other sources continue to play an ever more important part in the finan- cial program of the school. A cpmparative chart shows the cost of school per pupil in Average Daily Attendance for each school in the county and for a three year period. It is of interest to note how the costs have been reduced Burt now has the third lowest cost of any of the schools maintaining high school departments in the county. Two tables present the figures of receipts and expenditures from the General Fund, For comparative purposes the data is given for the ten year period from 1925 to and including the year ending June 30, 1934, The financial situation in the Burt schools is very good. There is no outstanding indebtedness and the school is operated within its annual budget. By careful management a little surplus has been built up and has been growing a little larger in each of the past three years This is a desirable situation and should be continued since a bank surplus provides the necessary funds to care for the unlooked for and the unexpected emergency. The current taxes are being paid with fewer delinquencies than for some time. While the tax rates in the Burt Independent District are not as high as in some districts, they have been high enough and have placed a noticeable tax burden upon some of the property owners. Unless something can be done to increase the size of the district, property owners may expect continued high taxes. There is a definite need for more classroom space, for auditorium and assembly room, and eooner or later this need wil} have to be met. It will have to be met or Burt faces the loss of many of its tuition pupils with a result- ant loss of trade to the town. The construction of a high addition would provide needed room and undoubtedly could be accomplished with- out very greatly increasing the taxes for any single year. - 43 - There the School Dollar Came From - 193 fur? puflic schools 6 . I Ganei' Prop ' Ta How the School Dollar Was Spent - 193 COS! OF SCHOOL PER PUPIL IN AVERAGE DAILY ATTENDANCE, Cn the average the per pupil coste in the fourteen independent and consolidate.-, schools of Kossuth County have decreased $33 07 per year since 1932. In 1932 the average per pupil cost was $103.37, while in I93U the average cost was but V O0JU9 Taking the County Superintendent’s final reports as the source of data and computing costs on the basis of the number of pupils in average daily attendance in each of the fourteen independent and consolidated schools in the county, a rather wide range of costs is found. There is of course a direct relationship between the number of pupils and the per pupil cost. In each case the schools with t .e lowest per pupil costs ar those with the larger enrollments. This is to be expected since it requires just as much fuel to heat a building for 66 pupils as it probably would for a building careing for 166 pupils. Also in the larger schools the classes will run larger and this reduces the instructional cost per pupil. School 1 I ■ r ! j Algona i Bancroft ; Buffalo Twp, 1 Burt : Fenton iGrant Twp. J Dakota i Ledyard Done Rock ! Luverne I Seneca j Swea Pity j Wesley ; Whittemore All COST PER PUPIL IN AVERAGE DAILY ATTENDANCE ATTENDANCE IN FOURTEEN KOSSUTH COUNTY SCHOOLS 193?-- 1934 Average Daily Cost Per Pupil In _L______Attendance A. D. A. -122L 868.1 86.8 261.8 212.4 ; 152.2 105.0 ; i4o.6 237.5 1 108.8 i 164.2 122.5 346.0 ■ 122.1 65.O 2972.5 ■m 81.2 247.8 219 6 141.0 112.9 145.1 245.4 123.0 180.3 i4o.6 324.3 116.4 65.7 1234 1932 1933 1934 W.3 ■$108.14 70.77 T1T38 • 72.3 140.37 117.22 102.55 243.9 94.03 93.73 76.83 i 225.9 76.1C 71.66 61.90 135.3 i S9.07 90.99 76.89 j li6.4 140.27 H5.v0 29.11 , 162.2 27.97 67.87 75.67 229.4 95.93 77.35 73.26 131.1 112.46 88.61 68.80 159.2 95.49 83.80 82.28 j 132.2 111.53 101.61 75.82 ; 340.9 95.23 25.32 60.5” ! 113.4 99.42 89.28 62.01 66.0 159.42 135.20 107.71 ! f r+ ! S, CTv . CO ! j 103.37’ 83.25 70.30 For 1934 Swea City had the lowest per pupil cost, Algona was second and Burt ranked third. In nearly every case the r ductions in costs have been effected cy reducing the expenditures while at the same time the average daily attendance increased in quite a number of instances. For those interested in checking tuition costs, it must be understood that the above figures are for both high school and grades, no distinction having been made as to the classification of the pupils in Baking the calculations, , At this time it is impossible to make more than an estimate of the costs for 935 In as much as some of the operating costs have been rising, it is to be expected that the low points were probably reached in 1934 and from that time on one may expect that the per pupil costs will be somewhat larger. However, should average daily attendance continue to increase, thi3 may offset any increased expenditures and leave the averge cost per pupil at about the present figure. -45 - ■ 1 . ■ ID TtOi-tj. THE GENERAL msD - HECEIPTS AND EXPENDITURES, 1925 - 1934 Inclusive The following tables taken from the annual reports of the county superintendent snow the number of dollars raised each year for school purposes and the amounts expended each year. The average amounts for the ten year period are also given. HECEIPTS - qGENERAL FUND 1925- 1934 Year On Hand July 1st District lax Semi- Annual Apport- ionment Tuition Text- Books Supplies Other Sources Total Receipts Including Old Balance 1925 1926 1927 1923 1929 1930 1931 1932 1933 1 0711 3338.83 6365.42 8465.89 4576.86 2638.32 1508.35 2247.43 0000.00 2221.75 16,200.00 13,200.00 11,144.93 11.900.00 13.100.00 13.300.00 12,702.13 13.185.00 8,200.00 10.300.00 447.59 64o.6s 430.76 358.07 391.53 350.12 319.04 349.14 312.71 311.09 4843.00 5875.30 2126.00 5224.00 3140.00 5115.00 2997.00 4522.00 5303.20 1 626-35 758.64 687.12 632.46 532.45 553.75 4l7.38 855.77 331.10 153.32 185 84 231.23 126.60 330.91 159 04 190.31 000.00 335.98 211.73 25,-19.34 27,395.12 23.130.95 22.750.42 20,013.91 21,062.78 19.615.43 18,387.24 16.576.96 16.873.3_3 Aver- age $ 3260.18 $12,37ji±21 S3Q1.07 $ 4377.49 $ 510.78 $.249,88._ i 21.162.64 1 1 1 Shlcv yv I N e rs ies 9?c - ioyvj ; ZXPENDITUR] 1925; Tc ibcrk'. f Supples ES- GENERA - 1934 ,W!| L FUND Record j OtWzx Total fesT 1926 1927 1928 1929 1930 1931 1932 1933 1 0 211 505p 5135 5249 5299 5373 5350 5530 074 73 0- 7412 7535 7525 7279 7120 7290 6678 6678 6027 80 75 SO ICC 105 105 105 95 90 85 175 . 2S4 140.52 150.00 193.70 1 10.41 41.59 5o.i3 71.61 30.61 479-54“ 767.71 919.08 706.70 1644.54 750.37 1 913.62 1 747.64 209.07 1 � ••••• 3342.23 2735.71 36qi.46 5143.52 2864.73 1974.71 1933.20 1386.53 1545.43 2258.02 84.30 109.00 1 59.65 •••••• •••••• IOIO.5O ! 862.24 486.03 •••••• 2148.09 2553.85 928.29 1093.71 1237.76 2026.54 2791.52 I263.O3 1801.70 1155.28 13.554.42 18,929.23 18.554.09 20.112.10 18,505.56 18,815.35 19.615.43 16,165.49 15,838.09 11.986.06._j Aver- se 4429 5145 7113 92 89.18 1 713.12 i 2637,55 261.17 3.699.98 17.957.58_ In addition to the aoney ie the f. in the School House Tund. Unless a building is -ec.e be liquidated as soon as possible. The above tables Indicate that the Burt Independent District is in excellent financial condition. - 46 PART VII - PECOI££ENMI1017S - The f°llowing l.tems are suggested as constructive and forward looking objectives in the Burt schools. The school board and patrons are urged to consider them and to adopt them as conditions permit 1. Relative to Teachers — . tho present policy of longer tenure and oncourago tho good toachers retain their positions. Continue to offer salaries high enough to attract the cast teachers to the end that a higher scholarship standard may prevail in the cjmmunity. Establish a sliding wage scale that will give recognition for more training, attendance in summer school or educational trips . etc. Let there be a .'-.lary adjustment for additional successful experience, also. There are a great nauy teacher? in the country, but relatively few really good ones who will fit into vx q comjnuni «y® 2. Relative to Pupils - Continue to oncourago non-resident pupils to attend high school in Burt, A larger high school will mean more financial support and consequently more equipment and supplies. A larger enrollment will also permit a greater activities participat- on. Tlie townspeople, particularly the merchants should be vitally interested in suuirg tho high school enrollment increase, since tho farther out the school roaches th6 iarther out will the trading zone of the town be placed. 3� Relative to the Curriculum - k.o’,oral curriculum changes could be made to advontage, among these arei Make the U.S. History course a full yoar subject for tho 11th grade instead of a semoster. Kai-u Bookkeeping a full yoar course. Make the courses have a more practical aim than now inheres, U, Relative to the Building and Grounds - Construct sidewalk on west side of building, fill in earth on south west comer to provide better draining. Construct curbing to retain earth in tulip beds on south west corner. Install storm windows on east side of building to help control the temperature irhen the winter wind is from the east or north east. Construct cork bulletin boards above the blackboards in the 5th 6th grade room. Replace toilet fixtures in boys toilet. Construct floor drains in tho toilet rooms, and install shower fixtures in both toilet rooms. Resurface the floors in tho building. 5- Relativo to Extra Curricular Activitios- Provido accomodations for wrestling that remove necessity of using the manual training and the assembly rooms for this activity. Establish a definite forward looking program of instrumental music— spend $100 8 year for school owned instruments until the school has a fine collection of these. Provide accomodations for plays and dramatic work- in other words proceed with 6 program to provide an auditorium. There is a very definite need for more room the high school. Sooner or later a building will have to be constructed. Row 8 grant of 3$ can be secured from tho Federal Government making it possible to •ft.it a building at a vory reasonable cost and to provide financing that will not Impose hoavy tax lovies, - U7-