USA > Indiana > White County > Burnettsville > Burnettsville public schools, Burnettsville, Ind. for the years 1912-1914 > Part 1
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Gc 977.202 B934bu 1912-14 2042517
REYNOLDS HISTORICAL GENEALOGY COLLECTION
ALLEN COUNTY PUBLIC LIBRARY 3 1833 02301 6519
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The Burnettsville INki Public Schools
1912-1913
THE BURNETTSVILLE PUBLIC SCHOOLS BURNETTSVILLE. IND.
FOR THE YEAR 1912-1913
:
CALENDAR 1912-1913
Teachers' Preliminary Meeting . September 7,-9:30 A. M. Examination for Entrance and for making up Back Work
School Begins
Arbor Day
Saturday, September 7 September 9 October 25
Thanksgiving Vacation
( Thursday, November 28
/ Monday, December 2
Christmas Vacation
First Semester Ends
Friday, January 31
Second Semester Begins
Monday, February 3
White County Teachers' Association
Friday, February 7 Saturday, February 8
School Closes
Friday, May 23
CHANGE OF DATES
Christmas Vacation
Friday, December 20 Monday, December 30
School Closes
May 27
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Officers and Teachers
TEACHERS
Fred R. Gorman
Roger S. Lingeman
Meta Louise Wilhelm
Pearl Snapp
Ethel Herman
Superintendent Principal Ass't Principal 7th and 8th Grades 5th and 6th Grades
Bessie Amick
3rd and 4th Grades
Faye Tillett
1st and 2nd Grades
BOARD OF EDUCATION
Jerry Clay, President. Jas. D. Brown. W. Beshoar.
Richard Herman, Janitor.
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HILITE 1X89
300 1 3
General Information
Burnettsville is located on the Pittsburg, Cincinnati, Chicago & St. Louis Railway, twelve miles west of Logan- sport. It has approximately 1,000 inhabitants and is situ- ated in a fertile agricultural region.
The people of Burnettsville are industrious, cultured and progressive. The citizens stand for what is best in- tellectually, morally, socially and religiously. The town has always held an enviable reputation for her splendid schools, which is still maintained at the present time. To the gener- ations gone before the people of Burnettsville are deeply in- debted for the splendid school spirit fostered today.
MATERIAL EQUIPMENT
The building is a two-story and basement structure, built of brick and stone. It has seven rooms, all large and well lighted, including an assembly room to accommodate one hundred twenty high school pupils. For purposes of entertainment the high school room can be made to seat 300 people. The halls are wide and easily accessible. The doors are double and open outward. Drinking faucets are located on both the second and third floors, and in the din- ing room. New furnaces have been installed, thus combin- ing adequate heating facilities with correct ventilation. The building is strictly modern.
The school is supplied with an excellent working library. The physical laboratory is equipped with one of Crowell's Physical Apparatus Cabinets, in addition to which there is an air pump, color disk, and sufficient appliances to demon- strate the more common electrical phenomena. The recent growth of the school has made necessary more extensive equipment in the physical laboratory, while considerable additions are planned for the new year.
The assembly room has in it an upright piano, a valu-
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able addition to the morning exercises and to the high school orchestra. Several famous paintings grace the walls of the assembly room, adding beauty and refinement to its atmosphere.
ADDITIONAL SCHOOL INTERESTS
Glee Clubs and Chorus. During the past years both a boys' and girls' chorus has been maintained and appeared on various occasions both at school and away. A Boys' Glee Club and German Chorus have also been maintained the past year. The Orchestra and Girl's Glee Club have been very successful in their work.
Lecture Course. A lecture course, under the direction of the Senior Class, has been very successful for the past few years.
Dramatics. Dramatic ability has been fostered and developed through the presentation of various plays and entertainments at different times throughout the year. De- bating and literary exercises are also given some attention.
Publications. The Septuary published under the di- rection of the Senior Class, is devoted exclusively to the in- terests of the students. As a record of the incidents and events of a year of school as seen from the standpoint of a pupil, it merits a place in the institution of the school.
The Annual gives the aims and purpose of the school. The work of the grades is briefly outlined and an announce- ment given of the high school courses.
ATHLETICS
While the policy of the school has been and will be to encourage every form of clean athletics, they are of subor- dinate importance and it shall be the aim of the school to
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maintain them as a secondary function.
Attention is given to basket ball, base ball and track work. The two latter have proved the most successful, the school at present holding the leading place among the schools of the county in both branches of athletics. The Burnettsville team won the 1912 County track meet by a large margin, and while some good material was lost through graduation, some very excellent material is still available.
The best mental effort is possible only when the body is well conditioned. Athletics foster a spirit of fair play, good will, and the square deal toward competitors on the athletic field. It is in accord with this idea that the school direets and encourages athletic games.
A Brief History of the Burnettsville Schools
Thou unrelenting Past!
Full many a mighty name Lurks in thy depths unuttered, unrevered.
A backward glance at former conditions that have made present opportunities possible, is now and then a very profitable as well as delightful undertaking. For the knowl- edge of the great difficulties encountered and overcome by the pioneers of any worthy field of action, must always be a spur of inspiration to those who shall later engage in the same work.
In keeping with the progress and transformation in other lines, has been the advancement and growth of the schools. And the teachers and pupils of Burnettsville ought to be encouraged to accomplish more and better work after
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considering the devotion and zeal of the "masters" and "scholars" of the first schools of our community.
At an early period the people in the vicinity of Bur- nettsville began to take a deep interest in education. They built the first school house on the site just east of the Wm. Haines house and here school work was carried on for several years. The first teacher was William McGlaughlin. In 1848 Isaac Mahurin came from college at New York and began teaching in the Methodist church. A short time later he founded the Farmington Seminary. The building was erected by a stock company and is now occupied as a dwell- ing by Mrs. Davis. Mahurin was followed by Hugh Knick- erbocker, who had charge of the schools for several years. In 1858 Joseph Baldwin of New York, succeeded Knicker- boeker and founded the first Normal School established in this part of the state. Great excitement was created in educational circles by the Normal Schoo !. It became very popular and enrolled pupils from many different parts of the state. The Normal School became noted for the large num- ber of successful teachers turned out and it became a very common expression among school authorities that "teachers from Burnettsville always made good."
Professer Goodwin took charge of the school in 1860 but the outbreak of the war caused the close of the school for a time. Previous to the outbreak of the war, lots had been bought and some material hauled upon the ground for the construction of a college, but the war prevented the enter- prise ever being completed. From 1861 to 1868 the follow- ing teachers were employed: Wm. Irelan, Eli Herman, E. P. Henry, Bruce Barnes, Joseph Amick, P. H. Mertz and A. B. Hunter. In 1868 John Roher, a college graduate, again took up high school work and continued two years, being succeed- ed by H. W. Dale.
When the railroad was established, most of the popula- tion moved into the new town and about 1872 a new school
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building was erected there .. This building stood with a few repairs until 1904, when it was replaced by the present up- to-date brick building. The Superintendency of Guy C. Hanna, a State Normal graduate, marked a new era in the history of the school. New equipment was added, a better school spirit aroused, and a higher standard of work required. The High School was commissioned by the State Board of Education during the year 1906-7, a recognition of the splendid and high class condition of the schools. Professor Hanna was followed by A. A. Mourer, a graduate of Indiana University, under whose management the school enjoyed great prosperity and made rapid growth. The organization was improved, the course of study enlarged, the enrollment increased and more teachers added to the faculty. So at the present time pupils enjoy school advantages equal to any in the state. Well may the people of Burnettsville point with pride to their schools as the hope of the Nation.
As nearly as can be found from records, the following is a list of teachers from 1872 to the present time:
SUPERINTENDENTS
Harrison Edwards.
John Royer.
William Irelan.
George Grosjean.
Shaffer.
Nesbitt.
John Cochran.
George Grosjean.
E. E. Tyner.
E. B. Rizer.
John Kinneman 1892-4
J. L. Morman 1894-5.
John Kinneman 1895-6
Guy C. Hanna 1904-1907.
A. A. Mourer 1907-1912.
PRINCIPALS
O. A. Eikenberry 1896-9.
W. A. Neel 1899-1900.
Fred Townsley 1900-1901.
Margaret Hines 1901-1903.
Guy C. Hanna 1903-4.
C. M. Mulligan 1904-5.
John C. Downey 1905-8.
Martha James 1907-8.
Fred C. Snapp 1908-1910.
Joseph Lantz 1911-1912.
O. P. Parks 1910-1911. Chas. Preston )
ASSISTANT PRINCIPALS
Edna M. Stembel 1908-9. Henrietta Buchanan 1909-10. Meta L. Wilhelm 1910-1912.
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C. M. Plank 1896-1904.
Common School
The public schools of Burnettsville are divided into the Common School department, consisting of an eight years' course of study, and the High School department consisting of a four years course. The aim and scope of the first eight years work is clearly set fourth in the State Course of Study. The work of the grade teachers shall conform to this State Course of Study.
The particular work of the teacher of the first three grades is to teach the child to read. If this is done well, good work in the advanced grades is made possible and the future success of the child is assured. Teaching the child to read is the one aim; to this is added in the upper grades the cultivation of an appreciation of and a love for good literature. Reading is the key to all knowledge and as such has incalcuable value in the training of the child.
The field of the teacher of arithmetic in the grades is to develop the concrete as well as the abstract idea of num- ber. The development of the general conception of number should not be attempted until the 6th, 7th and 8th grades. All arthmetic should be made as practical as possible. Con- crete problems based upon the experiences of the daily life of the child enrich and enliven the work and give to it a vitality which nothing else can do.
History is rapidly assuming a place among the most favored subjects in our school curriculum. In no country has the proper teaching of history such practical value as in the United States. Here we are proud to boast that the government is subject to the will of the governed. If our boys and girls at maturity are to exert a salutary effect upon national and state affairs they must be well taught in history. Furthermore history develops self control and judgment more effectively and permanently than any other
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of the present school subjects.
Geography is the knowledge of the earth as the home of man. It teaches man's dependence upon his fellowman. The physical characteristics of the earth's surface and their effect upon the location and growth of cities as industrial centers should be made clear to the child. Simple phenom- ena of daily occurrence, such as rain, wind, ice and snow and man's dependence upon them should be presented to the child so that a true conception may be had.
The work in language and grammar should familiarize the pupil with the forms and drill him in the use of correct English. Composition work should begin as soon as the child is able to write. This work must be consistently follow- ed throughout the grades, choosing the subjects upon which the child is to write from its known experience.
Physiology and Scientific Temperance is one of the most important subjects of the curriculum. The subject is not meant for those expecting to enter the medical profees- sion, but is intended to give each and every one such in- formation concerning the body and manner in which it may be protected, invigorated, and strengthened so as to live a useful and profitable life. The dangers in the use of alcholic drinks, tobacco and opiates, must be pointed out but not exaggerated.
Nature study should be taught in connection with the work of geography, language and reading. The teacher should not fail to seize this opportunity to create such a harmonious relation between the child and his environment as befits the cultured man or woman.
Last but not least in this brief outline of the work of the grades is the training to be given in the so-called "drill" subjects, including writing, spelling and drawing. Every teacher must see to it that these subjects are taught in her grades. The practical as well as the disciplinary value of these subjects is being more and more realized, and the
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teacher's attention is called to this fact.
TO SUM UP
At the end of eight years the students are expected to read well, i. e. orally, with an understanding of what is read, and with a taste developed for future reading; to write a legible hand; to spell such words as they will have to use in and out of school; to be ready and accurate at figures; to have such a knowledge of geography as will enable them to read intelligently in any line and have an interest in the natural phenomena about them; to know the history of their country and have regard for her institutions, to be patriotic and have a desire for clean government; to know the physi- ology of the human body, the necessity for, and what con- stitutes sanitary conditions, and the effects of tobacco, alcohol and injurious drugs; to understand the ordinary constructions of the English language, but above all, to be able to use good English.
High School ENGLISH
The aim of the course in English is two-fold. (1). To enable the student to understand the expressed thoughts of others and to give expression to his own thoughts. (2). To cultivate a taste for reading and to give the student some acquaintance with good literature. The purpose of Composi- tion is to give the pupil some power in expressing his own thoughts. To be able to write well, one must have spent a long and arduous apprenticeship in composition writing. To this end each student shall write at least one theme per week throughout the first three years of the High School course and at the discretion ot the teacher in English an
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additional year may be required.
All themes must be written in ink on uniformly sized paper and to range in length from one to two pages, with an occasional theme of greater length. These themes shall be carefully graded with all corrections indicated and return- ed to the student. Special emphasis will be placed upon good, clear, forcible English, intelligent punctuation and correct spelling. Other points entering into the merits of composition are capitalization, paragraphing, spacing, margining and neatness.
FIRST YEAR
FIRST SEMESTER
Three days each week are given to Composition and Rhetoric. The student is made familiar with correct forms of speech; he is drilled in the construction of sentences, use of punctuation marks, and idiomatic expression. Narration will be given close attention in the Composition work.
Two days each week are given to the study of literature. Selections for reading and study will be taken from Steven- son's Treasure Island; Longfellow's livangline; Tenny- son's Enoch Arden; Cooper's Last of the Mohicians; Scott's The Talisman.
SECOND SEMESTER
Continuation of Composition and Rhetoric. Emphasis is place upon diction, unity and coherence. Narration is continued in Composition. In literature the classics are chosen from Shakespeare's Merchant of Venice; Eliot's Silas Marner; Scott's Lady of the Lake; Dicken's Tale of Two Cities.
SECOND YEAR
FIRST SEMESTER
A brief history of English literature is given this year. Narration and description are emphasized in the composi- tion work. Classics to be read and studied will be chosen
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from Coleridge's Ancient Mariner; Shakespeare's Macbeth; Addison's Sir Roger de Coverly; Thackery's Henry Es- mond; Byron's Poems; Goldsmith's Vicar of Wakefield.
SECOND SEMESTER
Composition work in narration and description con- tinued. One day each week is given to English literature. Selection made from the following classics: Shakespeare's Twelfth Night or Julius Caesar; Tennyson's Idylls of the King; Milton's Comus, Lycidas, L'Allegro, Il Penseroso, Burn's Cotter's Saturday Night; Scott's Ivanhoe.
THIRD YEAR
FIRST SEMESTER
A brief history of American literature is given. A careful study of the form of the Essay and the development of the Short Story are introduced in the study of Emerson and Poe respectively. Exposition is given attention in the Composition work. Masterpieces for study selected from; Hawthorne's House of Sever Gables; Poe's Gold Bug and the Fall of The House of Usher; Blackmore's Lorna Doone; Irving's Life of Goldsmith ; Tennyson's Princess. SECOND SEMESTER
Work of this semester similar to the preceding. The work in literature will be selected from: Emerson's Essays, Lanib's Essays of Elia, Macauley's Essays on Johnson, Goldsmith's Deserted Village, Dryden's Palamon and Arcite, Holme's Autocrat of the Breakfast Table, Haw- thorne's Scarlet Letter.
FOURTH YEAR
FIRST SEMESTER
One day each week given to the study of Long's English Literature. Classics to be read and studied will consist in part of those omitted for want of time in the previous three
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year's work. In addition to these the student will be ac- quainted with some of the modern writers of note including Ida Tarbell; Henry Van Dyke; John Hendrick Bangs; F. Hopkinson Smith; Theodore Roosevelt; Kate Douglas Wiggin; James Whitcomb Riley; George Ade; Jack London; Mary Johnson; John Barroughs; Elbert Hubbard; Rudyard Kipling; Thomas Nelson Page; John Fox, Jr .; and others.
SECOND SEMESTER
Continuation of Long's English Literature. The work in literature of the preceding three years has concerned itself largely with epic and dramatic poetry, the novel, short story and essay. The lyric is made the basis of this semester's work. The poems of Burns, Shelley, Keats, Gray, Wordworth, Herrick, Dryden and Soutly are read and studied. Student is given the underlying characteristics of the ode, sonnet, ballad, hymn and elegy.
MATHEMATICS
FIRST YEAR
FIRST SEMESTER
Algebra is given the first year and a half of the course. A thorough mastery of the fundamental principles are given the first semester. Fractions are studied, and Factoring given special emphasis; H. C. F. and L. C. M. involving the principles of factoring.
SECOND SEMESTER
Fractional and Simultaneous Equations, with problems; the Graph; Involution and Evolution constitute the basis of the work.
SECOND YEAR
FIRST SEMESTER
Algebra is continued; Theory of Exponents; Radicals,
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Quadratic Equations with problems; further discussion of the Graph are divisions of the subject given emphasis.
SECOND SEMESTER
This semester is given to the study of Books I and II of Wentworth's Geometry, Definitions and Axioms; chief prop- erties of the angle, triangle, paralellogram and circle; solution of original exercises.
THIRD YEAR
FIRST SEMESTER
Books III, IV and V of Wentworth, Construction of geometrical figures, numerical properties of geometrical magnitudes; similar and regular polygons; solution of original exercises continued.
SECOND SEMESTER
Solid Geometry. Emphasis is placed upon the principal geometrical and numerical properties of the dihedral and polyhedral angles, polyhedrons, cylinders, cones and the sphere. The practical application of the principles developed is brought out in the solution of the exercises and problems.
FOURTH YEAR
Commercial Arithemetic. Particular attention is given to accuracy and rapidity. Short methods of business men are introduced. Interest; Bank Discount; Commission; Stocks and Bonds; Taxes; Insurance; and Equation of Ac- counts, are the chief divisions of the subjects given emphasis.
HISTORY
The study of History is not begun until the Sophomore year. Three years of History and Civil Government are re- quired. In addition to the text book work, the student is
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required to draw maps; prepare special reports upon assigned subjects; and to submit a written report each semester upon some special topic of the term's work.
SECOND YEAR
FIRST SEMESTER
History of Greece. This is introduced with a brief sur- vey of the civilization which preceded it, especially those which flourished in the Nile and Mesopotamia valleys. In- stitutional and religious life of the early Greeks; Era of Greek colonization; Wars with Persia; Contest for supremacy among the leading eities-Athens, Sparta and Thebes; Rise of Maee- don; Death of Alexander and the division of the Empire. Philosophy, oratory, painting and the seulptoring of the Greeks are given attention.
SECOND SEMESTER
History of Rome .. Rome is studied as a Kingdom, as a Republic and as an Empire, with chief attention to the period of the Republic. Struggle between Patrician and Plebian; Expansion; Triumvirates; Growth of the Civil In- stitutions noted; and the term's work eloses with a study of the German migrations, and the rise and spread of Moham- medianism.
THIRD YEAR
FIRST SEMESTER
Mediaeval History. Empire of Charlemagne; Feudalism; Crusades; Rise and Growth of the Papacy; Development of Municipality; Renaissance and the Reformation are the in- stitutions and movements with which the student is acquainted.
SECOND SEMESTER
Modern History. Rise of the Dutch Republic; Thirty Year's War; Puritan Revoluion; Age of Louis the XIV; Age
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of Fredrick the Great; Russia and the Scandinavian countries; French Revolution; Industrial Revolution; the Reform move- ment in England and the political upheavals on the Conti- nent form the basis of this term's work.
FOURTH YEAR
FIRST SEMESTER
American History. Colonization; Growth of the Union; Articles of the Confederation and the Constitution; Diploma- tic History; Slavery; Civil War; Reconstruction; National Develpment.
SECOND SEMESTER
Civil Government. Origin and nature of the State; Text of the Constitution, both State and Federal, and the interpretations put upon them from time to time; Statutes based upon the Constitution, and some of the leading political questions of the present day as well as those that have passed into history, are the chief divisions of the sub- ject given emphasis.
LANGUAGE
Three year's work is required in language of all gradu- uates. The Freshman may choose either Latin or German, but once having elected his language, he must continue in its study for three years.
LATIN
FIRST YEAR
The aim of beginning Latin is to prepare the student for the reading of Caesar and emphasis is placed upon in- flection, arrangement, vocabulary, translation of easy sentences, syntax and pronounciation.
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SECOND YEAR
Caesar. Four books required. To give the meaning of the text in sound, idiomatic English is the kind of transla- tion required. One day each week is given to Latin com- position.
THIRD YEAR
Cicero. Six orations are required. The student is also interested in the literature of the Romans. One day each week is given to Latin Composition.
GERMAN
FIRST YEAR
Elementary German. The elements of grammar, with reading and composition. Drill in pronounciation, and practice in conversation.
SECOND YEAR
Continued study of the elements of German Grammar. Memorizing of short stories and poems. Practice in conver- sation and transalation. Im Vaterland used in first semes- ter. This will be supplemented during the second semester by the following classics: Immensce, Germelhausen; Der Lindenbaum, Das lidle Blut.
THIRD YEAR
This year's work is given chiefly to reading German. One day each week or its equivalent is given to German Composition. Selection of classics made from: Nene Marchen; Hoher als die Kirche; Die Journalisten: Maria Stuart; Wilhelm Tell; Jungfrau Von Orleans.
SCIENCE
Two years of Science are required of all graduates. Botany is given the Freshman year and Physics the Senior year. Agriculture will be given this year if there is suffi- cient demand.
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BOTANY
FIRST YEAR
In Botany the student is acquainted with the world of nature in which he is. Powers of observation are cultivated, and the wonderful adaptability of the plant to its environ- ment. The gross structure of the plant is given precedence over the histology of the plant. The structure, form and use of the root system; the stem; the function, purpose, and position of the leaf; the mode of branching; the seed and manner of dissemination; the fruit, its parts and purposes; types of wood structure; the flower, are topics of chief emphasis. The lower forms of plants, the algi; fungi, liver- worts, mosses, and ferns are given attention.
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