Alphabet File page 197
Soon after the passage of the Consolidated School Law in 1914, it became evident to many of the wide-awake citizens of Kiln and vicinity that this would be a most excellent location for a good school in keeping with the spirit of the times.
Accordingly, in 1916, petitions were circulated at Kiln, Fenton and elsewhere for a consolidated school district, which was endorsed by over one hundred and twenty-five taxpayers and electors of the district. The petitions were presented to the School Board in due time when they were acted upon favorably, the result being today the magnificent two-story structure building erected on the present location, that one sees on his journey from Bay St. Louis to Pass Christian.
The Kiln Consolidated School was formed of the following named schools: Nicaise, McLeod, Fenton, Silver Hill and Bayou Talla, comprising a district of fifty-two square miles, with a taxing unit of about five hundred thousand dollars. The special levy now in force is ten mills or one cent on the dollar, but by another year five mills will easily operate the school. The building, together with the equipment, cost ten thousand dollars. The enrollment to date has reached three hundred and fifty pupils, one hundred and twenty-five of each are transported in motor trucks. This means of transportation is rapid, gives results, and is, therefore, cheaper in the long run.
The school at present is under the able management of
Prof. S.P. Powell, assisted by an able corps of six instructors. The regular course for the student body has been well planned, as will be seen, and in addition to music a domestic science teacher has been employed for the entire session. (KCHS-vault)
Adolph Depreo, Secretary of Kiln Consolidated School Board
1919. Photo on page 6
"Agricultural Needs," by Adolph Depreo, secretary of School Board.
Among the many problems confronting the people of the rural districts, the agricultural seems to be the greatest. I make this statement because it is evident that in the early tomorrow our boys and girls will be compelled to go to the farm for their livelihood. Furthermore, it is true that from the farm all other industries are established and maintained and if the source from which the support comes is not kept in line with the growing demands, the fall is not far ahead. why should not the agricultural question, then, be the greatest?
In our efforts to build and equip, the Model Consolidated School of the State, I shall endeavor to bring this question to a close consideration of the people during my administration.
A year ago our faculty made a fight for Home Science to be put in the school, saying, l "Let us teach our girls how to go into a home, make and keep it." This is essential and I greatly approve of it, but is it not as important to teach our boys how to make a farm and grow crops as it its to teach our girls how to make and keep a home? In every sense of the word, it is and now is the time to start.
We have ten acres adjoining our school, practically all can be cultivated, and our efforts at present are to make a modern school garden in which our boys and girls can see and study the real practical work. We want our pupils to see the various kinds of crops, actually growing; watch their development, learn about their requirements, their history and uses. In doing this we hope to have the work correlated with every other school activity; the language work, the drawing work, number work, etc.
Being interested as I am in the success of our school, I promise my support, with the other educational workers, to build an institution that will take care of our needs. (KCHS-vault)
Transportation photo, showing two wagonloads of children in front of Kiln School, 1919, page 7. (KCHS-vault)
Mrs. Sessia Doby, First Assistant Kiln High School, 1919, photo page 8. (KCHS-vault)
"How to Keep Large Boys and Girls in School," By Mrs. Sessia
Doby, 1st Assistant High School.
The great problem that the teacher in the High School Department of a Consolidated School has to solve is, "How to keep grown girls and boys in school."
We have used the following methods, and must say, have been quite successful.
Show the pupil the utility of the things you teach else study will seem to them abstract, barren and hard.
One must always point out to the grown boy and girl a definite and pleasant end, to sustain them in their work, never attempting to compel study by hard and unreasoning authority.
Never assume, except in extremity, an air of command; it hardens. You will close their hearts and sear their conscience, without education will be fruitless.
Make them love you; let them be at east with you, and not afraid to let you see their faults. To reassure them, be indulgent to those who wear no disguise before you. Appear neither astonished nor irritated by their evil propensities, on the contrary, give them sympathy, show them the path.
Often it is a question only of not appearing to watch the children, of busying one's self in their vicinity while on duty, inspiring them with trust, replying clearly, intelligently, to their questions, taking advantage of their natural disposition to acquire, correcting them patiently when they make mistakes or do wrong.
This, we must never lose sight of, all true education and instruction should, therefore, at every moment, in every demand and regulation, be double-sided, giving and taking, firm and yielding.
But between the two, teacher and pupil, between request and obedience, there should invisibly rule a third something to which both teacher and pupil are equally subject. This third something is the RIGHT, the BEST. No education can reach its highest development until those having it in charge, regard it from that standpoint.
Last, but not least, impress the growing boy and girl with the idea of self support. Give them a helping hand to find employment on Saturday, so they may have spending money of their own; they will thus be taught self-reliance, be better satisfied to remain in High School. With these principles deep rooted they will be willing to try College, even if they have to earn their board.
(KCHS-vault)
Photo- High School Department, Kiln Consolidated High School 1819 - page 9 (KCHS-vault)
Photos - Mattie Atkinson, Home Science Department, page 10, Class and teachers of the Department, page 11. (KCHSvault)
"The Necessity of Home Economics in Rural Schools," by
Mattie Atkinson, Home Science Department.
The rural communities are being rapidly awakened to the value and necessity of Home Economics in their schools. The people are fast realizing that it is through the study of home economics that their daughters are trained in the profession of home-making, which is a very necessary profession for all girls to master.
Happily the days are passing, when the feeling prevails that
"Anyone can keep house." We have come to realize that housekeeping is a profession, for which intelligent preparation is necessary.
Some mothers seem to think that their daughters can easily learn how to cook and keep house when they have to do it.
It is quite possible that an intelligent girl may, after many trials and tribulations and much waste of time and energy and money, become a fairly good housekeeper. In the light of advancement in science during the past twenty-five years, however, may we not expect some advance in the methods of conducting a home? Indeed we may.
A complete course in Home Economics not only enables one to acquire knowledge of cooking and sewing but, also, dietetics, laws of health and sanitary requirements of the house. It teaches values, both absolute and relative, of the various articles used in the home, including food, the wise expenditure or money and energy.