Evening journal., 1921-01-25


tic school systems greatest exirava-
gancc.
No Modern Facilities.
But not only Is there great congps-
tion In the elementary school build
ings, not only does this congestion
exist IN old, unsanitary buildings,
which are run al a financial loss. but
also there are practically no modern
educational facilities in these build
ings.
Modern schools now have moi only
classrOOms but auditOriums, gymna-
eiums, shops cooking rooms sewing
rooms, drawing rooms, music rooms.
science laboratories. Libraries and
Fairgrounds. In all the twenty-five
white elementary schools In Wilmlng-
ton. however. there are only 2 shops.
sewing rooms and % drawing rooms
that Is special facility rooms for
iG.7OS children. an OF which are To-
Gated In poorly lighted basement
rooms. There are ten rooms which
are called auditorlums. but they are
virtually nothing but two classrooms
thrown into one. With a platform at
one end. Four buildings have no prin-
cipals oflce or other administrative
rooms There are only two teachers
rest rooms In the twenty-five schools.
| There are no pupils rest rooms or
| clinics. There are only two indoor
| playrOOms. and these arc located In
| Easements. There is no adequate out
door playground space at any OF the
/ buildings
III Is sufficiently deplorable that
children should have 10 study In
80 DIVIDED. badly ventilated rooms. but
when at the same time they have 10
stay In those rooms practically all
/ the time that they are in school. with
no opportunity FOR The healihful work
and play which are so essential for
children, the situation becomes a
menace 10 the future citizenship or
1 the city.
Conditions Demand Changes.
"Ihc average citizen probably does
not realize how imperative 1t Is that
the school give 10 children opportu-
mites for healthful work and play as
well as study In classr0oms. The DIFF
/ lculiy Is that men and women Who
were brought up In the country are
not likely 10 realize the effect that
city hfc has had upon children and
children's education IN the past dec
ado. They know that something is
wrong. but they do not know what II
Is. They are prone 20 deplore the
fact that children In these days do
b not seem to know how 10 think they
don't know how 20 work; they have
no initiative, no mechanical ability.
7 nor resOurccfulness.f The Implication
Is that there is some moral lack in
(; the children. But the truth Is that
The city environment. whether at
home or at school does not tend TO
! provide for children the practical.
! everyday problems 10 be solved which
p develop these qualities. Hours spent
2 at school desk do not develop either
T Initiative or mechanical ability. and
7 love OF good workmanship and re-
3D. sourcefulness in solving problems de
Q not develop from rcciting lessons
merely, but from the opportunity u
D create things and 10 solve problems
y that have meaning. Furthermore, city
" NE. with is cheap amusemenis ana
MI excitement and lack OF healthy. nor
@ mai recreation, docs not provide .
= Wholesome environment for children.
a There Is sirh a common tendency
e TO Identify schools with 'cduoation'
4 that 10 Is Important 10 emphasize me
fact that education mas always con-
a sisted OF work and study and play
!, Children can not be deprived or any
z OF these three elements In their edu-
\ cation. II they are TO grow In health
.e and strength aud develop initiative.
\, intelligence. and the ability 10 think
=, for themselves Fifty years ago Il
made comparatively little differences
- that schools consisted OF little morn
- Than classrooms for studying the iiiree
~ RS. The children In those days had
N plenty OF opportunities outside Of
school for the wholesome work ana
play. which. educationally. was Just
'l as important 10 them as study.
y "Durine The past half century, how
r ever. has come the growth OF the
, modern city until now half the pop
J. uldiiOn OF the country is concentrated
y in them. And the oity, with its over
's cr0wding, its factories. It's ofllos
n buildings, apartment houses and iene-
l ments which 60 up on all available
n vacant lots Is depriving children a
o. the opportunity FOR the healthy,
l. wholesome work and play which are
J. essential elements In their education.
.e The city home or apartment can Offcr
D few educational opportunities In tho
q, way Of healthf1l work which dcvei-
is ops the ability TO think by attacking
le problems 10 BE- solved. There is not
~ planting and harvesting 10 be done
G few. n any, animals TO be taken cara
re OF, and II Is a rare city home that
IN has a workshop or laboratory. Yet.
n. children, untl recently, have received
much Of their education through the
d opportunity 20 handle tools. 10 take
" care OF animals, and 10 experiment in
81 making and using things. But he city
We not only fails 10 educate children in
e in the wrong direction. for The street,
r. with It's dangers 10 the physical and
ie moral life OF children. too often be-
IN comes their only playground. and
m street play means education not In
te health and strength and wholesome
m living, but preoocious education in all
De the vicious side OF a citys life.
OIL Work and rlay, as Well as Study.
For these reasons 10 has come 70
3, be recognized that the city school
D. must not only supply the opportunity
or for study In good clasSrOOms under
'd wholesome conditions. but it mus
rs also return 10 The children the oppor-
q mniiy for the hehthful work anC
III play which the home can no longer
In supply.
o. play. an opportunity 10 develoy
&c mechanical ability and initiative.
r practical knowledge or SCIENCE,
W Wholesome social lffc and recreation
3. these have always been part an,
n parcel of an all-rOund education: an,
ne these are the things which Wilmine
az ton, like many other cities. is not Civ
ne ing TO her children. The children II
e. the public schools OF Wilmington a
IN not have the modern buildings an'
v equipment which children in priyat
ne schools enjoy; and because the publ
schools lack shops and laborat0rie
and drawing and music rooms ani
q auditOriums, all children IN Wilming
'ol ton are not getting the variety OF op
Is pcrtuntty necessary Tor dcveloplpn
ey their individual gifts. n Wilmington
ot does not give this variety OF oppOr
ar tunity in work and study and play u
ar the children or an It's people. then ]
IL l. NlF NA|n roe .Iraa -