Alphabet File page 198
We know that Home Economics is very essential to all schools, and most especially to the rural schools. It is the rural communities that raise the greater portion of the foods which have to be preserved, in order that our nation be fed. In the Home Economic Department the rural girl learns the best methods of preserving and caring for these foods in the home.
It is, also, almost impossible for people in the rural communities to keep ice in the summer; and consequently, it is very hard to keep foods. By the use of the iceless refrigerators, which the girls are taught to make, this inconvenience may be partly avoided. The girls are, also, taught to make fireless cookers, fly traps, dish racks, etc., all of which require very little expense and are very valuable in the home.
Just at this particular time, when the people of the rural districts of our country were forced to feed almost the entire world, we found the Home Economic Departments exceptionally valuable. It was through these departments, that the use of substitutes was taught, and the girls learned lessons in economy that they never dreamed of. Since "The home is the center of the universe, and the mistress the center of the home," in her hands are the keys of home happiness. The responsibilities of the nation are in her charge. Let us, therefore, endeavor to train our girls
Mauffray, Delia Beech Photos p. 11-12. Graduating Class, 1919: Jessie Cuevas, Mae, Lottie Cuevas. Class motto: "Do whatever you have to do without complaining."
Also photo of Rita Whitfield, Second and third grades teacher.
Photo page 13: Second and Third Grade class. (KCHS-vault)
"A Patron's Duty to the School," by Rita Whitfield, Second and Third Grades
The subject, "A Patron's Duty to the School," is one that should not be passed over lightly. It is one that requires a great deal of thought, because the success of the school depends, to a certain extent, upon the kind of patron it has.
A patron should take an interest in the school. He should visit it, as often as he can; and if he visits the school, he will know better how his child is getting along. He shouldn't sit at home and say, "Oh, well, I guess my boy is getting along all right down there." Don't guess! Go and see! Also, I think it is the duty of the teacher to visit her patrons. The stronger the relation is, between the home and the school, the greater success the school will be.
What is discipline? It is that wise adjustment of plans, rules and conditions that keeps the pupils working towards the desired goals willingly, happily, patiently and successfully, without consciousness of friction or undue fatigue. In order to maintain this kind of discipline, the parents must cooperate with the teacher. Each teacher has her own rules, and they may not always please the pupils; but the parents should not take sides with them. Very few teachers have rules that are too harsh, and unless they are too harsh, I think the parents should help the teacher to enforce them.
Last, but not least, a patron should cooperate with the teacher in beautifying and improving the school building and school ground. Most teachers have a desire to make the school more home like and more sanitary, - and they will need some help to do this. Suppose a teacher goes out in some rural district to teach. She finds the school yard dirty, unlevel, and too much shrubbery in it. She decides to take her students some afternoon and clean the yard. The next day some of the parents sending complaints about their children having to work outside; that they are sending them to school to learn their lessons and not how to work. Perhaps they did miss their evening lessons; but, don't you think it is better to lose one afternoon's work in school than to have to work at an untidy school yard the whole year?
I have only mentioned briefly, a few of the ways in which a patron may help the school and the teacher. Each patron expects the teacher to do her part. Why should the patron not do his part too? (KCHS-vault)
Photo of Jeanne Doby, Fourth and Fifth Grade teacher, p. 14
Photo of Fourth and Fifth Grade students, p. 15 (KCHS-vault)
"Making the School Home," by Jeanne Doby, Fourth and Fifth
Grades.
When one realizes that the average child, after reaching the age of five years, spends six or more of his waking hours at school, it will be seen that he is away from his home and parents the greater part of the day.
Upon leaving home until the return to her fireside, the teacher assumes the duty of parenthood, in the care of the child, mentally and physically. Earnestly endeavoring to fill the place of "mother."
Uttering the word "mother," its companion "home" arises in our minds; and as the teacher assumes the high office of parenthood, why should not the school room and surroundings be enveloped with a home-like atmospheres?
This atmosphere of home is enjoyed by pupils and teacher. It is a solace and haven of consolation in moments when trials seem many and burdensome. By its influence children have learned to love school, when before, they had loathed the very word.
To create this atmosphere is simple. A few pictures on a barren wall; blooming plants and ferns about the room; speak to the pupils as "One Family." Children, as a general rule, are proud; it will be a pleasure to see how eager they are to keep "Their Room" in a nice condition, and enjoy and take care of pictures, flowers or anything brought to beautify the room.
Teachers must do the greater part of selecting decorations, but appreciation must be shown for any effort put forth by the child. If he brings a nice picture, or flowers, draws a good map, etc., give work a conspicuous place; strive to make the children feel it is really their room.
To complete this atmosphere of home, the teacher has to enter the child's world with them, never appear uninterested when they tell you of their little plans and what they are going to do. Make them feel free and easy with you, not only out of school but in the class room. Better lessons and more cheerful pupils will be the result.
To conclude, I will add: The teacher must have tact, sympathy and an abundance of patience. (KCHS-vault)
Photo of Mrs. Bettie C. Vance, 6 and 7th grade teacher, p.
16. Photo of 6th and 7th grade students 1919; and photo of "Nicaise Truck," used to transport students. p. 17.
(KCHSvault)
"The Necessity of Thoroughness in the Lower Grades," By Mrs.
Bettie C. Vance, 6th and 7th grade teacher
One of the most important problems we have to solve, is teaching pupils how to study. This training cannot be accomplished all at once. The first grade is not too soon to begin using methods of logical thinking. Right habits must be formed at the very beginning, by giving the child the kind of work he can do, be certain that he understands what he is to do, and then se to it that the work is completed as directed.
In the upper grades, and even in High Schools and college, we find a great number of students who have never learned how to study. The great trouble with them is that they were not given the right kind of work, nor made to form the right kind of habits in early school life.
A wise teacher is she who trains the child to be independent of her, who leads him, step by step, into really intelligent study of any subject. Given a definite purpose, he soon learns to form definite desires, and to express these naturally. A tactful teacher can then very easily lead the child to the accomplishment of his purpose.