Pardeeville High School - Whisper Yearbook (Pardeeville, WI)

Text from Pages 1 - 24 of the 1940 volume:

cIts Hittory Some of Sts c di'vities Sts program of Studies for 1940 -1942 Published by THE PRINTING CRAFTSMEN. Inc. for PARDEEVILLE HIGH SCHOOL Pardeeville, Wisconsin H. L. WILSON. Principal 2 PARDEEV1LLE HIGH SCHOOL SBoard of Education H. W. HASKIN O. O. SMITH J. E. ROBBINS PARDEEVILLE HIGH SCHOOL 3 PRINCIPAL H. L. WILSON Superior Normal West Virginia University University of California University of Wisconsin We are all blind until we see That in the human plan Nothing is worth the making if It does not make the man. Why build those cities glorious If man unbuilded goes? In vain we build the work, unless The builder also grows. 4 PARDEEV1LLE HIGH SCHOOL PARDEEVILLE HIGH SCHOOL 5 MR. BARKLEY Physical Education and Coach MISS SKAIFE English. Dramatics, Debate and Forensics MISS MILKE Kindergarten (1940 ) MISS CRETNEY Grade 4 MISS VAN NORMAN Grade I (1938-1940) MISS VON DER SUMP Grade 3 (1936-1940) teachers MR. WILSON Superintendent and Principal MISS WINDUS Commercial Subjects, School Paper NISS JAMESON Grade 2 (1940 ) MR. OLIVER OLSON Jr. High School Principal (1940- ) MR. SCRIBNER is the new Vocational Agri- culture teacher. He will also help with Music, Farm Science, Biology and Mathematics. MR. SCRIBNER Agriculture, Music, Farm Science MISS NELSON History, Girls' Athletic Association MRS. BRANT Mathematics. Music (1939- ) MISS BALLIET Art and Girls' Physical Education (1940- ) MR. AXMANN Departmental and Grade Building Principal (1936-1940) MISS JOHNSON Science and Mathematics (1938-1940) 6 PARDEEV1LLE HIGH SCHOOL ::::::::::::::: History of Our School The first school in Pardeevillc was situated in the northern part of the vil- lage known as Canada Street. It was a frame building of one room requiring only one teacher. Onto this building an addition was later built making two rooms and requiring two teachers. In l StiO-t)l a new brick building was also erected on Canada Street. This new building had two stories, one room in each story and required two teach- ers. A few years later an addition was made to be used as a primary room. This building was later sold to John Weldon who tore it down. In 1904, about forty years ago, a high school was built in the southeast- ern part of the village. It was a frame structure of two stories, and its cost is estimated at twenty thousand dollars. All the rooms were not needed at that time so it was not completely finished until a year later. There were eight teachers at this time in both grades and high school, and as the school grew and new courses were entered the attic and basement room were used as class rooms. In 1922 a barracks was built. This barracks was used two and a half years as a school room, to make room in the original building for the increasing high school. In 1923 a new brick building of two stories was erected. This is the best building Pardeevillc has ever had. Its cost is estimated at sixty thousand dollars. PARDEEVILLE HIGH SCHOOL 7 The first principal of the schools in Pardeeville was Mr. Doudna, who re- mained here two years. He was succeeded by Mr. Ray who remained only one year. Mr. Ray was followed by Mr. Emmett who remained four years. During this time students ranged in number from ten to fifteen in the high school. Our school had not been accredited up to this time and was not fully accredited until the time of Mr. Henkel who succeeded Mr. Emmett. The enrollment increased to seventy under Mr. Henkel who was our principal for seven years. He was succeeded by Mr. Cook. There was a decrease in at- tendance under Mr. Cook who remained three years. Mr. Cook was succeed- ed for one year by Mr. Rosenthal who was in turn succeeded by Mr. Nelson. Mr. Nelson was principal for three years and the school prospered well under both of them. Mr. Harold Zimmerman was superintendent and principal for twelve years. Mr. Zimmerman was followed by Mr. M. R. Frazier. Mr. Wil- son has been principal since 1937. Last year the senior high school enroll- ment for Pardeeville High School was 146. This was the school’s most pros- perous year. Two-thirds of those enrolled came from Wisconsin farms. One- third came from small villages. Three Wisconsin counties were well repre- sented. One student came from a fourth county. 8 PARDEEVILLE HIGH SCHOOL ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Program of Studies CHECK SUBJECTS YOU ARE GOING TO PURSUE THIS YEAR Freshman Sophomore Junior Senior Required Required Required Required English English English English Civics World History U. S. History Social Problems General Science Elect one Elect two Elect two Elect two Business Science Typing Chemistry Bookkeeping Latin Algebra Typing Advanced Mathematics Vocational Agriculture Latin Shorthand Geography Band Farm Science or Geometry Office Practice Orchestra Biology Geography Chemistry Farm and Business Vocational Agriculture Band Band Arithmetic Orchestra Orchestra Vocational Agriculture Vocational Agriculture Farm and Business Farm and Business Arithmetic Arithmetic •One is required. Pardeeville High School opens for enrollment on Labor Day the first Monday in September. PARDEEVILLE HIGH SCHOOL 9 ‘D'arm and fBusiness dPlritbmetic Farm and Business Arithmetics inc j)robletns: ludes a study of the following farm 1. THE MARKETING OF 22. HISTORY OF POULTRY FRUITS AND VEGETABLES RAISING A. The Cost of Marketing 23. THE IMPORTANCE OF 1!. Service Charges POULTRY PRODUCTS C. Development of the Perish- 24. POULTRY FEEDING PROB- able Foods Business LEMS I). Correct Margins on Perish- 25. POULTRY HOUSING ables 26. GRADING EGGS 2. THE IMPORTANCE OF AG- 27. FA R M E R S’ C O OPE R A- RI CULTURE TIVES 3. STATE EXPERIMENT STA- A. The Reasons for Marketing TIONS Associations 4. THE NECESSARY QUALI- FICATIONS OF A SUCCESS- B. Pooling of the Crop C. 1 he Control and Management I-'UL FARMER of the Association 5. MATHEMATICS ON THE 28. PROBLEMS IN COOPERA- TIVE BUYING FARM A. The Theory of Cooperation 6. BUYING AND IMPROVING B. Cooperation Among Business A FARM Enterprises 7. GOVERNMENT AID TO C. Consumer Cooperative FARMERS D. The Rochdale Pioneers 8. LAND MEASUREMENTS 1. History 9. THE TOWNSHIP 2. Principles 10. HOME IMPROVEMENT a. Sales are made for cash. 11. POULTRY at prevailing market pric- 12. MODERN TRENDS IN es FEEDING ANIMALS b. Members must own shares 13. NUTRIENTS IN FEED —not less than $5.00, nor A. Digestible Nutrients and In- nor more than $1.000 digestible Nutrients c. Each member has one B. Proteins, Carbohydrates and vote Fats cl. Profits are divided in pro- 14. BALANCED RATIONS portion to purchases 15. NUTRITIVE RATIO E. Cooperative Buying Among 16. FEEDING STANDARDS Farmers 17. FEEDING A BALANCED 79. SPECIFIC VOCATIONS RATION 30. SOCIAL MATHEMATICAL 18. THE VALUE OF STOCK ON PROBLEMS A FARM 31. G E NERA L BUSINESS 19. FATTENING FARM ANI- PROBLEMS MALS 32. UP-TO-DATE PRACTICAL 20. THE MIXING OF FEEDS PROBLEMS IN MATHEMAT- 21. BALANCING THE RATION TUS FOR THE FARM, BUSI- FOR DAIRY COWS NESS, AND THE HOME 10 PARDEEV1LLE HIGH SCHOOL Seneral Science in Qardeeville fHigb School Considers arm and Tiome Problems Many of the science problems ami experiments are identical with those usually offered in subjects that hear the names of agriculture and home economics. The home and farm problems are worked out in the science labora- tory, they are investigated in the social studies prepara- tion, and they are written up, discussed, and read about in the English classes. Our work is divided up into units and from each unit topics and projects are worked out. We stress those topics which will he of value to the pupil on the farm and in the home. Particular units stressed are as follows: Unit . Our Environment 1. What factors of our environ- ment are useful to us and what fac- tors arc harmful. (a) Value of birds to man. (b) How trees and crops can be protected. (c) Harmful insects and fires. 2. Methods for elimination of fric- tion and the prevention of rust. (a) Greater efficiency for ma- chinery and longer wear of buildings. Unit . Water and Its Uses 1. Best type of pumps fitted for a certain farm. 2. 1 low farmers can insure a pure water supply. 3. Water systems in the home. (a) Leads to a more comfortable and happy life. 4. Danger of pollution. 5. Conservation of trees. f . Protection of wild life. (a) Side money for hunting and fishing rights. 7. Checking of soil erosion. Unit III. Lighting and Electricity 1. Types of lighting. (a) Aid to health. (b) How to repair bare wires. (c) Use of fuses. (d) How to connect electrical de- vices properly. Unit IV. Transportation and Com- munication 1. Value of good roads to the farm- er. (a) Eliminate isolation. (b) Closer contact with the mar- kets. 2. Importance of telephone and ra- dio. (a) Market reports. (b) Farm programs. (c) Lectures. Unit V. Relation of Solar Energy to the Work of Hants 1. Importance of green plants. 2. Nature of soils. (a) How soils differ. (b) Cultivation of the soil. 3. Agricultural problems of today. (a) Crop rotation. (b) Dry farming. (c) Important crops. (d) Swamp reclamation. (e) Enemies of farm crops. In studying the various units we also conduct laboratory tests and farm shop exercises. PARDEEVILLE HIGH SCHOOL 11 iBiology Subject matter covered in High school biology which is duplicated in standard high school agriculture and homemaking (domestic science) curriculum. Topics in Biology Duplicated in Duplicated in Agriculture Homemaking Course Course 1. Relationship of parts of plants to each other X 2. Main diseases of plants and how controlled . X 3. Harmful insects to plants and animals X 4. Budding and grafting of fruit trees X 5. Common elements and compounds . X X 6. Function of enzymes.. . X X 7. Parts of a cell X X 8. Food nutrients X X 9. Vitamines X X 10. Control of clothes moth.. X 11. Proper prevention measures for trichinosis X 12. Study of birds . X 13. Cross-pollination of flowers. . X 14. Osmosis . X 15. Seed studv . X 16. Commercial fertilizers.. X 17. Process of digestion of food in body (oxidation).. X 18. Room ventilation 19. Proper diet 20. Contagious diseases 21. First aid X X X X 12 PARDEEVILLE HIGH SCHOOL arm and fMome Management and Commercial draining Commercial Education in Pardeeville High School is for the farmer, the house-wife, the factory employee, the professional and business person as well as the individual who might wish to prepare for office employment. Pardeeville High School offers three years of conynercial work for farm boys and girls, and six years of commercial training for those who wish to prepare themselves for office and other business positions. Each year finds several high school graduates enrolled in the Pardeeville High School Com- mercial Department. Commercial Education Objectives The commercial education program in the Pardeeville High School is or- ganized to meet the needs of youth and adults by considering the following objectives as a means in achieving economic adjustment: First: The development of an understanding and a sympathetic apprecia- tion of the working of our economic system. Second: The development of practical business knowledge, skills and ideals which will enable each individual to carry on ordinary business deal- ings with commercial concerns and public services, and to discharge his re- sponsibility as a citizen in connection with making those choices which are fundamentally dependent upon a knowledge of sound business principles and practices. Third: To enable the individual to carry on the business side of his occu- pation—the farmer, the professional man, house-wife, factory employee, etc. —receives and pays out money, keeps accounts, uses checks and notes, sends letters and packages, uses telephone and telegraph serv ice, lias business deal- ings with the public, and must know generally the principles and relation- ships with the public and the community. Fourth: To prepare beginners who expect to follow business as a career, so that they may succeed in commercial occupations. Fifth: To enable the individual to adapt himself to constantly changing business and economic conditions affecting both the type of activity carried PARDEEVILLE HIGH SCHOOL 13 on and the individual. We live in a world in which production and consump- tion are major activities. The nature of production and consumption is large- ly determined by the economic system about which these activities are car- ried on. {Bookkeeping All students know that sooner or later they will be required to earn a liv- ing, but, in most cases, they do not know how they will do this. Students are therefore interested in the following values of bookkeeping knowledge: (a) Personal and social values, (b) Economic values, (c) Educational val- ues, and (d) Vocational values. Personal and social values are derived from a knowledge of records for in- dividual, family, and community use, and for budgetary control. If the stu- dent understands that bookkeeping knowledge will be of value to him in his family and community life, he will be more interested in bookkeeping than he would be if the subject were presented to him only for its vocational val- ue. As a future citizen he will be required to bear his burden of taxes, there- fore, it is quite evident that a large majority of students will be interested in the record-keeping by a farmer, a merchant, a professional man, and a bus- iness employee. When bookkeeping is presented only for its vocational val- ue, the student may fail to recognize that it does have these economic values. The educational values of bookkeeping knowledge include guidance, con- sumer education, and vocabulary building. All young men and women should have something of a business vocabulary whether he or she will ever be employed in business or not. As to vocational value, beginning bookkeeping teaches the principles of bookkeeping and applies them to record-keeping. 14 PARDEEV1LLE HIGH SCHOOL HIGH SCHOOL AUDITORIUM PUBLIC LIBRARY PARDEEV1LLE HIGH SCHOOL IS to • i