Newark post., 1913-07-23
PUBLIC SCHOOLS
AS SOCIAL CENTERS
Modern Ideas In The Field Of Education

school the true center of our ma
tional life, is becoming more and
more each year the absorbing oc-
cupation Of an ever growing list of
cities and rural districts in our
country. Men and women are de-
voting their lives to a study Of So
cial problems as never before, and
chief in Importance among the re-
suits is the conclusion that after
all the deepest interests that pos
sess the members Of the human fam
lily are those which are common to
all. Acting upon this thought the
problem at hand becomes one Of
providing a center where these COM
mon interests may be developed in
a way that will work for the COM
mon good. Ways must be provid-
ed for a closer intimacy, chance
for an interchange of points Of
vieW-the surest means of eXclud-
ing misunderstanding. Such a
common meeting place we call the
social center, "the head-and-
heart quarter" Of the society,
the members Of which compose
the community. The institution
must be far removed from class or
factional lines; it must be un-
touched by creed, income or race.
What more logical place could be
found than the already establish
ed American public school?
The splendid proposition Of the
workers along this line is to trans
fer the polling places from the gro
Gerry store, the liver ystable or the
saloon to the school building that
exists in every district in the land.
Too often the failure of the aver
age citizen to appreciate the civic
band as a living union, an active
membership in a vital, wealthy,
powerful and tremendously respon-
sible fraternal organization, IS due
in part to the fact that the neigh
borhood headquarters Of this or
ganization is usually not perma-
nently in a dignified and worthy
building. The instrument OF voting
is the supreme tool of government.
cit is the place where is express
ed the consent, the together feeling
the untiring will, the sympathy
and the purpose of America
Surely it should be lodged III dig
nified surroundings.
With the growing idea of COOP
Grafton as the source of power,
comes the idea of efficiency, de-
manding maximum results from
minimum expenditure. How shall
we get the most out Of our re-
sources? How may we develop
those things we have to the ut
most? These queries applied to
the public schools of the land have
stirred the questioner with vague
uneasiness that the schools, III view
of the enormous amount OF money
and energy spent upon them have
failed to yield just return. The
magnificent buildings Of the city,
opened for a few hours during the
day. but closed for long hours OF
the afternoon and evening have
failed to give the impression Of an
investment being worked to the
limit. The suggestion Of the school
as the social center Of the commrn-
ity comes in timely response to the
awakening Of the citizens.
The idea was first put into prac-
tice in 1907, with such pronounced
success that the custom is rapidly
spreading and has become general
throughout Michigan, Wisconsin
and other states Of the middle west.
The broad principle involved was
recognized by the Baroness Won
Suttner, the famous advocate Of in
ternati0nalism in the following
words: II was thrilled when I
learned Of this movement to make
the sch0olhouses neighborhO0d civic
and social centers. In principle
this is exactly the same movement
as the one 10 Wnich / am giving my
life. To secure better under
standing between the citizens Of
neighborhood, through the use OF
neutral place, and so fine place
as the American public school
house, is the local expression Of the
great idea Of international feder-
alton through the increasing use
and centering Of power in a COM
mon place where discussion of diff
ferences shall replace prejudice
and appeals to force
1Steh-a social center, includes in
its membership every person in the
community. It's active members !
pay their dues when they pay their
taxes, whether direct or through |