Schools all over the country are finding that the most direct way of vitalizing their work is through closer relations with local interests and occupations. That period of American school history which was devoted to building up uniformity of subject-matter, method, and administration, was obliged to neglect everything characteristic of the local environment, for attention to that meant deviation from uniformity. Things remote in time and space, and things of an abstract nature, are most readily reduced to uniformity and doled out in doses to children in a mass. Unfortunately the consequences were too often that in aiming to hit all children by exactly the same educational ammunition, none of them were really deeply touched. Efforts to bring the work into vital connection with pupils’ experiences necessarily began to vary school materials to meet the special needs and definite features of local life.

This closer contact with immediate neighborhood conditions not only enriches school work and strengthens motive force in the pupils, but it increases the service rendered to the community. No school can make use of the activities of the neighborhood for purposes of instruction without this use influencing, in turn, the people of the neighborhood. Pupils, for example, who learn civics by making local surveys and working for local improvements, are certain to influence the life of the locality, while lessons in civics learned from the purely general statements of a text-book are much less likely to have either applicability or application. In turn, the community perceives the local efficiency of the schools. It realizes that the service rendered to welfare is not remote, to appear when the pupils become adults, but a part of the regular, daily course of education. The statement that the schools exist for a democratic purpose, for the good of citizenship, becomes an obvious fact and not a formula. A community which perceives what a strong factor its school is in civic activities, is quick to give support and assistance in return, either by extending the use of its own facilities (as happens in Gary) or by the direct assistance of labor, money, or material when these are needed.

The supervising principal of public school No. 26 in Indianapolis is trying an experiment unlike any other known to us in an effort to make his plant a true school; that is, a place where the children of his neighborhood shall become healthy, happy, and competent both economically and socially, and where the connection of instruction with the life of the community shall be directly recognized both by children and parents. Mr. Valentine’s school is located in the poor, crowded colored district of the city and has only colored pupils. It is not an attempt to solve the “race question” nor yet an experiment suited only to colored people. There is nothing in the school not entirely practical in any district where the children come from homes with limited resources and meager surroundings. A visitor when leaving this school can not fail to wish that such ventures might be started in all our great cities,—indeed in any community where people need to be aroused to a sense of their needs, including the fact that if they are to contribute to the best interests of the community, they must be taught how to earn a living, and how to use their resources for themselves and their neighbors both in leisure time and in working hours. Mr. Valentine’s school is a school for colored children only in the sense that the work has been arranged in relation to the conditions in the neighborhood; these modify the needs of the particular children who are the pupils. Yet the success of the experiment would mean a real step forward in solving the “race question” and peculiar problems of any immigrant district as well. Mr. Valentine is not interested in illustrating any theories on these points, but in making up for gaps in the home life of the pupils; giving them opportunities to prepare for a better future; in supplying plenty of healthy occupation and recreation; and in seeing to it that their school work reacts at once to improve neighborhood conditions.

Mr. Valentine’s school is really a social settlement for the neighborhood, but it has a decided advantage over the average settlement, for it comes in contact with all the children living within its district for a number of hours each day, while most settlements reach the children for only a few scattered hours each week. The school has a larger influence than most settlements because it is a public institution for which the people who use it are paying their share; they feel that their relation to it is a business one, not a matter of philanthropy. Because of this businesslike relation the school is able really to teach the doctrines of social welfare. In any settlement the work is always handicapped by the fact that the people who make use of it feel that they are receiving something for which they do not pay, that something is being done for them by people who are better off financially than they are. But giving a community facilities that it lacks for special classes and recreation through the public school of the district put the work on a different basis. The school is really the property of the people of the district; they feel that they are more or less responsible for what is done there. Any wider activities that a school may undertake are to a certain extent the work of the people themselves; they are simply making use of the school plant for their own needs.

The neighborhood around Mr. Valentine’s school is one of the poorest in Indianapolis, and once had a bad reputation for lawlessness and disorder as well. The school had struggled along for years with little or no support from the community as a whole or from individual parents. The per cent. of truancy was high, and a large number of cases were sent to the juvenile court each year. The children took no interest in their work as a whole, and cases of extreme disorder were not infrequent; one pupil tried to revenge himself on his teacher for a merited punishment with a butcher’s knife, in another case it was necessary to arrest a boy’s father as a lesson to the neighborhood. Besides this attitude of hostility and of unwilling attendance, the school had to contend with immoral surroundings which finally made it necessary to do something to isolate the school building from neighboring houses. Finally the school board bought the tract of land and wooden tenements around the school building. It was at first proposed to tear down the old buildings, but the authorities were persuaded to turn them over to the school for its use. The school now found itself the possessor of a large playground and of three frame tenements in the worst possible condition, the board having stipulated that this added property should mean no further expense to the city after its purchase and the cleaning up of the grounds. It was decided to use the buildings for social and industrial purposes. One of them was fitted up by the pupils and neighbors interested as a manual training building. In this there is a carpenter shop, a sewing room, and a room for the class in shoemaking. Each grade devotes a regular number of hours a week to hand work, and has an opportunity to join other industrial classes after school. The immediate practical appeal of the work is never lost sight of, and the work is arranged to fit the needs of the individual pupil.

The carpenter shop is open all day, and there are classes for the girls as well as for the boys. Pupils are at liberty to go into the shop and work whenever they have any free time. The work is not confined to exercises to train the child in the use of tools, but each pupil makes something that he needs or wants, something that will be of real use to him. Processes and control of tools are taught the pupil by means of the piece of work he is doing. This is the keynote to all the industrial work done in the school. The more remote end of teaching the child processes which will be useful to him later is not lost sight of, but material is always used which has some immediate value to the child or to the school. The boys have learned carpentry work by making things that were needed in the school building—tables, cupboards, and bookcases—and by doing some of the repairing on the building. The girls have learned to sew by making clothes for themselves, for their brothers and sisters, and by making curtains and linen for the school. They have learned to cook by making soup for hot lunches for the school and the neighbors, and by cooking a whole meal for their own class. Besides the cooking and sewing department for the girls, there is a class in millinery and in crocheting. These two classes are conducted from the commercial point of view, to teach the girls to do something that will enable them to earn some money. In the millinery class the pupils start by making and trimming hats for themselves, so that they learn the different processes in the trade. The girls in the class who show the most skill are then allowed to take orders from friends and neighbors and trim or make hats for them. Besides the cost of the material the buyer pays a very small sum for the work, and this goes into the school treasury. The millinery class has done quite a business in the neighborhood, and turned out some very successful hats. Crocheting is taught as a trade, and any girl who wishes to make some money has an opportunity to learn how to make lace, table doilies, and all sorts of crocheted articles, like hoods, etc., which will sell. As the girls are learning, they are working on something which they can use for themselves or in their homes.

The work for the boys is arranged in the same way. Besides the carpenter work and the repairing there is a boys’ cooking class, a shoe-repairing department, and a tailoring shop. The cooking class is even more popular with the boys than with the girls. In the shoe-repairing shop, which holds classes after school hours, the boys learn to mend their own shoes. A professional cobbler is the teacher, and the mending must be neatly done. The boys begin work on their own old shoes and as they progress in skill, are allowed to bring shoes from home to be repaired, or to mend for the girls and for the younger boys in the school, who, however, pay a small sum for the work. The tailoring department is run on the same plan, to teach habits of personal neatness and of industry through giving the pupils work that results in neatness and gives some manual skill and control of tools. The class is taught by a tailor, and the boys learn to patch and mend their own clothes, as well as to sponge and press them. Attendance is entirely voluntary, and the class meets after the regular school work is over. Knowing how to keep themselves tidy has resulted in a very marked improvement in the appearance and habits of the boys in the class, and has had an influence not only on the whole school, but on the neighborhood as well. The boys no longer resent the attempts of the teachers to influence them towards cleanliness and neatness, for they have become conscious of the advantages of these habits.

The cooking and domestic science classes are taught in one of the tenements turned over to the school without having been repaired, although the cooking equipment was supplied by the city. All the other work on the building—cleaning, painting, repairing, furnishing, and decorating—was done and paid for by the pupils of the school with help from the neighborhood clubs that use the building. There is a large cooking room, a demonstration dining and sitting room, and two bedrooms. The girls not only learn to cook real meals, but they learn how to serve them, and then how to take care of the demonstration house. The domestic science classes include lessons in buying, the comparative costs and values of food, something of food chemistry and values, and large quantity cooking. This work is done in connection with the soup kitchen. A group of girls have charge of the kitchen long enough to really learn about the work. They plan the menu and do the buying, cooking and serving of the soup, selling it for three cents a bowl to the pupils of the school and to neighbors. They keep all the accounts and not only have to make all their expenses, but are expected to make some profit for the use of the school as well. They have made enough profit in one year to furnish most of the demonstration house. Aside from teaching how to do housework thoroughly and easily, the purpose of the house is to furnish an example of what can be done to make one of the regular frame tenements of the district comfortable and attractive, without more expense than most of the people now put into their homes. The house is very simply furnished, with cheap and strong things, in plain colors that are easily kept clean; the painting and papering was done by the pupils. The sewing class has made all the curtains and linen for the house, and made furniture by covering boxes, etc. Besides the class work that goes on in the building, the rooms are also used as a social center for the girls of the school.

The third building left standing on the ground purchased by the school authorities has been turned into a boys’ club house. There is a gymnasium, two club rooms, and a shower bath room. This house was in exceedingly bad condition when it became part of the school property, and there was no money and not much lumber available to repair it. But the boys of the school wanted the club house, and were not discouraged because it was not given to them all finished. They started out, as they had done in the manual training and domestic science buildings, to do the work themselves. Under the direction of the manual training teacher, they pulled off old paper and broken plaster, tore up uneven floors and took out partitions. Then they laid floors, put in woodwork and painted it, rehung doors, mended windows, and made furniture and gymnastic apparatus. When there was a job they could not do, such as the plastering and plumbing, they went among their friends and asked for money or help in work. Plumbers and plasterers who lived near the school came in and gave their time and work to help the boys get their building in order, and other friends gave enough money to finish the work. Men in the neighborhood dug a long ditch through the school grounds for sewerage connections. Gradually they are adding to the gymnasium apparatus and to the simple bathing facilities, while cleaning and keeping up the painting continue to supply opportunities for useful work.

As already indicated, the reflex effect upon homes in the vicinity has been marked. The school board had intended to wreck the three tenement houses when they bought the land; but Mr. Valentine saw the opportunity to give the community something which they needed, and at the same time to arouse a spirit of coÖperation and interest among both parents and pupils in place of the old spirit of distrust and antagonism, when he persuaded the board to turn the buildings over to the school. He told the pupils what could be done with them and asked for their help in doing it. He got a hearty response at once, and so went out into the district with the children and told their parents what he proposed to do and asked for help. He got the same generous response for the first building, the manual training shops, as for the boys’ club. Besides the time and material which the skilled workers of the community have contributed, the community has given $350 in cash, no small sum for people as poor as they are. The value of the work being done in these buildings and of the training the boys have had in making them over, is proved by the fact that the community and the boys themselves wanted the work badly enough to pay for getting it in money and work. While it has undoubtedly been a struggle for the school and the district to contribute so much, the benefit to the school and to the community has been greater just because of these sacrifices and struggles. The work has made over the relations between the school and the pupils. The children like to go to school now, where before they had to be forced to go with threats of the truant officer, and their behavior is better when they get to school. The children’s parents have changed their attitude in the same way. They not only see that the children go to school, but they want them to go because they appreciate that the school is giving them things they need to make them self-supporting; but they also see that they have their own share to do if the work is to be successful. The school has been the cause of the growth of community spirit in increased civic and social activities of the district. With improved attendance and discipline, the number of cases sent to the juvenile court has decreased one-half in proportion to the number of pupils in school. Meanwhile the educational value of the work done has undoubtedly been greater than that of work done in disconnected shops and kitchens.

The school is also carrying on definite work to arouse the pupils to a sense of responsibility for their community and neighbors. Giving the pupils as much liberty and responsibility as possible around the school buildings is an important factor. Each pupil in the higher grades is given some small child in one of the lower grades to look out for. On the playground they see to it that the charge has a fair chance to play, and that he behaves himself; they see that the little boy or girl comes to school clean and tidy, if necessary doing the washing or mending themselves. This work has proved especially successful in doing away with bullying and in arousing personal pride and a sense of responsibility in the older children; the younger ones are better looked after than before and have many opportunities to learn things from the older and more advanced pupils. The older pupils are also encouraged in every way to help in carrying on the outside activities of the school. They make calls and write notes to keep up the attendance at the night school; they see to the order of the principal’s office and keep the boys’ club house in order. All the teachers of the school are agreed upon a policy of frank discussion of the poverty of the district, and of urging the pupils to earn money to help their parents by becoming as nearly self-supporting as possible. Each grade keeps track of what its members earn and how they earn it, and the grade with the largest sum to its credit feels that it has accomplished something worth while during the year.

There is a savings bank in the school to teach the children habits of thrift and economy; here a pupil may deposit any sum from a penny up. The pupil receives a bank book in which stamps are pasted for his deposits, the money being kept in a city savings bank. The school also has a branch library, and the pupils are taught how to use it. Part of the playground has been made into a school garden, and here every pupil in the higher grades has a garden plot, also instruction which enables him to grow successfully some of the commoner fruits and flowers. This work is made very practical; the children have the sort of garden that would be useful and ornamental if it were in their own back yard. The school carries on a neighborhood campaign for home gardens, and the pupils with school gardens do much of this work, telling the people who want gardens what to plant, and giving them practical help with their plot until it is well established. In all these ways the teachers are trying to make ambitious, responsible citizens out of the student body. Inside the school pupils are taught higher standards of living than prevail in their homes, and they are taught as well trades and processes which will at least give them a start towards prosperity, and then, too, they are aroused to a feeling of responsibility for the welfare of the whole community.

All these things are done as part of the regular work of the school, and to a large extent during regular school hours. But there are many other activities which, while not contributing so directly to the education of the children, are important for the general welfare of the whole community. There is a night school for the adults of the neighborhood who want to go on learning, the shops being used as well as the schoolrooms. A group of people especially interested in the school have formed a club to promote the interest of the night school, and to see that the men of the community understand the opportunities it offers for them to perfect themselves in a trade or in their knowledge and use of English. This club is made up of men who live near the school and who are sufficiently alive to the needs of the school and the community to work very hard to let all the district know what the school is already doing for its welfare and what it can do as the people come to demand more and more from it. Besides keeping up the attendance at the night school, the club has done much for the general welfare of the school, like helping raise money for remodeling the buildings and giving an expensive phonograph to the school. The success of the school as a social center and the need for such a center are realized when we remember that this club is made up of men who live in the district, whose children are using the school, and who are perhaps themselves going to the night school.

There is also a vacation school during the summer time for the children of the neighborhood, with some classroom work and a great deal of time spent on the playground and in the workshops. The school has an active alumni association which uses the school building for social purposes and keeps track of the pupils that leave. A parents’ club has been started as an aid in gaining the coÖperation of the pupils’ parents in the work of the school and as a means of finding out the real needs of the neighborhood. The parents are brought in even closer contact with the school through the series of teas given by the grades for their parents during the year. Each grade serves tea once a year in the domestic science house for the mothers of its pupils. The children do the work for the teas as part of their domestic science work, and write the invitations in their English class. The teachers use these teas as an opportunity for visiting the children’s homes and getting acquainted with their mothers. The teacher who knows the home conditions of each child is much better able to adjust the work to the child, being aware of his weak and strong points. To poverty-stricken, overworked mothers these social gatherings come as a real event.

The pupils of the school are given social as well as educational opportunities through their school life. The boys’ club house is opened nearly every night to local boys’ clubs, some of them being school organizations and some independent ones. There are rooms for the boys to hold meetings and to play games, and a well-equipped gymnasium. The teachers of the school take turns supervising these evening gatherings. The attendance is large for the size of the building. Giving the boys a place for wholesome activities has done much to break up the habits of street loafing and the gangs which were so common in the district. The girls of the school use the domestic science house for social purposes. Two chapters of the Camp Fire girls hold regular meetings in the building and get help and advice from the teachers. Each domestic science class aims to teach the girls how to live a comfortable and self-respecting life, as well as how to do housework, and so becomes a social center of its own. The girls learn to cook and serve good cheap meals, and then they sit down together and eat what they have cooked. They talk over their individual problems with the teacher and with each other, and give each other much practical help. The domestic science teacher helps the girls who have some skill find work to do after school hours so that they can help their families by helping themselves; she helps the pupils find steady work as they leave school and then keeps track of them, encouraging them to go on fitting themselves for better work.

The success of the settlement work the school has done points strongly to the fact that the schoolhouse is the natural and logical social center in a neighborhood, the teachers coming into closer and more natural contact with both children and parents than is possible in the case of other district workers.

There are large economies combining the school and the settlement in districts where the social and economic standards of living are so low that the people are not especially successful citizens. Both the school and settlement facilities are enlarged by using the same group of buildings for both purposes. The settlement has the use of better and larger shops and classrooms than most settlements can command, and the school uses the social rooms and activities to become itself a community. The school comes in contact with almost all the families in a district so that community action is much easier to establish. But even more important than these economies are the far-reaching results which come from the fact that the school settlement is a democratic community, really reflecting the conditions of the community.

In using the school plant for any activities, whether simply for the usual eight classes or to supply the community with all sorts of opportunities, as the Gary schools are doing and as Mr. Valentine’s school is doing, the people of the community feel that they are using for their own ends public facilities which have been paid for by their taxes. They want to see real, tangible results in the way of more prosperous and efficient families and better civic conditions, coming from the increased plant in the district school. Because the schools are public institutions in fact as well as in name, people know whether the schools are really meeting their needs and they are willing to work to see that they do. The school settlement reaps all the advantages of working for definite ends and of having the businesslike cooperation of the community as a body. In spite of the fact that the work of Mr. Valentine’s school has been hampered by lack of funds, and that some of the special things done are suited to one particular local population, the changes which have taken place in the neighborhood in the relation between the school and the parents, and in the spirit of the pupils in their school attitude, show what a public school may mean to its neighborhood when it ceases to be an isolated academic institution.

The Gary schools and Mr. Valentine’s school have effected an entire reorganization in order to meet the particular needs of the children of the community, physically, intellectually, and socially. Both schools are looking towards a larger social ideal; towards a community where the citizens will be prosperous and independent, where there will be no poverty-ridden population unable to produce good citizens. While changes in social conditions must take place before this can happen, these schools believe that such an education as they provide is one of the natural ways and perhaps the surest way of helping along the changes. Teaching people from the time they are children to think clearly and to take care of themselves is one of the best safeguards against exploitation.

A great many schools are doing some of the same sort of work, using the activities of the community as a means of enriching the curriculum, and using the school plant for a neighborhood center. The civic clubs of the Chicago public schools, which have already been described, are aiming at the same thing: the better equipment of pupils for their life in the community with the hope of improving the community itself. The Cottage School at Riverside, Illinois, where pupils all come from well-to-do American families, has found a similar club valuable for the pupils and of real use to the town. The school organized by the pupils into a civic league has made itself responsible for the conditions of the streets in certain portions of the town, and is not only cleaning up but trying to get the rest of the town interested in the problem. Mock elections and “self-governments” based upon political organization are examples of attempts of education to meet the need for training in good citizenship. Using the school plant as a social center is recognition of the need for social change and of the community’s responsibility to help effect it.

The attempt to make this enlarged use of the school plant is not so much in order to train young people so that they can assume the burden of improvement for themselves as to give the neighborhood some immediate opportunities which it lacks for recreation, intercourse and improvement. The school plant is the natural and convenient place for such undertakings. Every community has the right to expect and demand that schools supported at public expense for public ends shall serve community uses as widely as possible. As attempts in socializing education have met with such success and such enthusiasm among the children that their value as educational tools is established, so giving the people of the community a real share in activities centered in school buildings and employing school equipment, is one of the surest ways of giving them a more intelligent public spirit and a greater interest in the right education of the youth of the land.