Hobart Senior High School - Memories Yearbook (Hobart, IN)

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d a THE HOBART SCHOOLS. A Centralized System. UNIQUE feature of the Hobart Township school system is that there is not a country school remaining. Consolidation was begun here more than fifteen years ago and the results of that movement were so satisfactory that now wagons bring all the school children within a territory of seventeen square miles to the central township school in Hobart. In this centralized school there are sixteen teachers besides the superintendent having charge of some four hundred fifty children. Eleven teachers are required in the grade work and the others are in the high school department. At the beginning of this movement five teachers were employed in the grades and two in the high school, but the country schools then maintained required five other grade teachers and no special work could be done in any of the schools. Fourteen years ago the high school was commissioned. Since then the school lias not only kept pace with the changing standard but has gone far beyond the requirements of the State Board of Education. Some of the elective studies maintained are, a year and a half of phonography; a year of typewriting; four years of German; two years each of manual training, free-hand drawing and mechanical drawing; and four years of vocal music. In addition there are classes in hook- keeping, civics, physical geography, commercial arithmetic, American history, and physiology. The required subjects are, three years of mathematics, four years of English, three years of science, two years of history, and four years of Latin or German. The science department is especially strong. The equipment for botany, chemistry, and phys- ics is scarcely equalled in any other high school having twice the num- ber of pupils. Nothing is lacking in apparatus, convenience, or sup- plies. One feature is a powerful projectoscope which is used both in the auditorium and in the laboratory. The facilities for work in the laboratory are of prime consideration and a great majority of the boys, and girls, too, rather than avoid any of the science work, elect the course complete. This condition has been brought about within the last few years. Two principles which the teachers keep constantly in mind are, (1) that each child must be led to express himself, and (2) that he must 30 Advantages. Methods and Ideals. f= =0

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WELL SAID. V o 0 Sonnet XXX. When alone thinking of the past, I sigh because of the time wasted. I think of my friends that are gone. Tears flow, that are unused to flow. I grieve, re- membering things that are said and as I moaned before I moan them again as if they were present occurrences. But when I think of one dear friend, all of my previous losses are restored to me, and my sorrows are ended. Bertha Busse. J Sonnet LXXI. Do not mourn for me after the surly bell has given warning that I am fled from this world. Forget who wrote these lines if it bring you woe, knowing who wrote them. If you look upon this verse long after I am dead mention not my name, but let your love die with me, for fear the world shall mock you after I am gone. Walfred Carlson. Sonnet XXIX. When I am in distress with fortune and poor in men’s eyes, I look at myself and curse my fate and wish that I had friends and art. In these thoughts I al- most despise myself, but on looking up to thee, thy remembered love brings wealth and I would not change my state with kings. Ralph Banks. Cj Sonnet XXV. Fortune gives some men fame and honor and rank. But the goddess is as varying as a spring day and in some new mood may snatch away her favors. But I am happy, though the goddess sees me not. I love and am beloved and Fortune cannot change my joy. Ruth Thompson. 29 Sonnet XVIII. Thou art not to be compared to a summer’s day; thou art more beautiful and always the same. Not as the rough winds that shake the buds in spring. Summer goes too soon and has many faults, whilst thy loveliness can never vanish nor can Death take thee away. Al- ways will men see and worship thy beau- ty. Olive Wood. 0 Q Marlowe was a brilliant young rake, with an Oxford education and some wealth. He wrote “Tamburlane,” “Dr. Faustus,” “Edward t he Second,” and The Jew of Malta.” His dramatic work is better than that of any of his contem- poraries, and he ranks as the greatest playwright before Shakespeare. He died at twenty-nine, before his genius was mature. “Cut is the branch that might have grown full straight, And burned is Apollo ' s laurel bough. That sometime grew within this learned man.” Ruth Thompson. o p The essence of the transcendental doc- trine was a desire to pass beyond human experiences and commune with God in His visible forms; in short — -plain living and high thinking, — a desire to pass beyond the petty things of life, and try to solve or at least enjoy, the great eternal truths and mysteries of God. The Puritan was a transcendentalist as far as his doctrines permitted. He be- lieved in uplifting the soul in order to make it more acceptable to God. But his idea of a wrathful God, angry at the sin of the world, shut him off from a large part of the transcendental ecstasy. Hell- fire was too real to him to allow him to pass entirely beyond this life, to live and think in a higher plane. G. H. White. O Q T) G

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he taught to interpret the expression of others. Certain applications of these principles are recognized in the amount of supplementary read- ing required and the dramatic work done in the daily reading lessons; also, in the amount of time devoted to the study of the phonetic value of letters. This phonetic work begins when the child enters school and is continued with increasing independence on the part of the pupil. However, to accomplish the greatest good, the teachers believe that the study of the child is of prime importance and the subject the child studies is secondary. Teachers endeavor to see the subject from the standpoint of the child and they place the work on the child’s mental horizon. Departmental Work. In the upper grades and in the high school the work is arranged on the departmental plan. The chief advantages derived from this plan are that the child comes in daily contact with teachers differing in temperament and personality and each subject is given its due atten- tion. The plan also insures uniform interest and efficiency in the pres- entation of such subjects as penmanship, drawing and music. Like- wise other subjects are developed in a more systematic manner and time and energy are saved that would be needlessly wasted if an entire change of teachers accompanied each promotion. Auditorium. One of the most interesting features of the new high school build- ing and one which is most highly prized by the community is the audi- torium. This room has excellent provision for light either night or day. The heating and ventilation are perfect. An audience of nearly five hundred can be safely seated. No school seats have been placed in this room, but instead are comfortable opera chairs. The stage and its artistic equipment of scenes and property awaken expressions of admiration and surprise on the part of every visitor. Aside from the school work, many social and municipal functions are held here, and our citizens are coming to recognize that a school building may become an educational and economic and cultural factor beyond the daily les- sons and exercises of the school children. The auditorium serves the school in many ways. Besides the study of music and public speak- ing, the pupils frequently assemble here for talks and debates. A lyceum course is maintained and every year two plays ai ' e given by the pupils of the high school; also, many entertainments by the grades. Here is the best possible accommodation for the annual high school oratorical contest, the class day exercises, and the commencement. Dramatic Work. For a number of years the school has been interested in dramatic work. Besides popular plays by the pupils in general, the class plays 31