GIFT OF
No. R125
HOW TO START SOCIAL CENTERS
CLARENCE ARTHUR PERRY
DEPARTMENT OF RECREATION
RUSSELL SAGE FOUNDATION
400 METROPOLITAN TOWER, NEW YORK CITY
Price 10 Cents
4-13-20
PREFATORY NOTE
A pamphlet which attempts to deal with all the difficulties
in the path of a new undertaking unavoidably gives the impression
that future promoters will encounter an enormous amount of
trouble. As a matter of fact, however, there are few localities in
which the initiation of social center work will meet with all the
obstacles mentioned in the following pages.
If in his city a strong public sentiment has already arisen
calling for the establishment of social centers, the reader can skip
a large part of the treatise. If the disposition to appropriate
funds is present but the legal authority is lacking, only the sec-
tion on the "Removal of Legal Obstacles" will be found perti-
nent. By consulting the table of contents freely it is hoped that
quick access can be obtained to the part which seems to apply
to the situation at hand.
.
CONTENTS
PAGE
Getting the Idea 3
Some of the difficulties 3
The significance of leadership in play 4
The function of the social center 5
What must be added to a school system 5
The prime reason for state-supported schools 6
How to impress the school authorities 6
Organizing the Promoting Agency 7
Selecting the organization 7
Co-operating bodies 8
The federation 8
Taking Up the Matter with the School Board 9
Method of approach 9
Preparing for the hearing 10
The conduct of the hearing 10
The conditions which may prevent favorable action. . . 10
Removing the Legal Obstacles 1 1
Committee on legislation 1 1
Drafting the bill II
The essential provisions 1 1
Sources of information 12
Pushing the bill 13
Creating Public Sentiment 13
The press the chief agency 14
The publicity committee 14
Special writers 14
The public meeting 15
Preliminaries 15
Giving publicity to speeches 16
The lecturer 16
His entertainment 16
The expense 17
The neighborhood mass-meeting 17
The church 17
Using the motion picture 17
Printed matter 18
Getting ammunition through a study of the facts 1 8
Sources of information about surveys 18
The Demonstration 19
A typical demonstration 19
Instructing the volunteers 20
The program 20
The steps in getting up a demonstration 21
305777
PAGE
The workers 22
Raising the money 22
Duration of the demonstration 22
Activities Possible in the Ordinary School Building 22
In the classroom 22
Kindergarten and basement 23
Assembly hall and gymnasium 23
Programs 23
Information about indoor games 25
Beginnings of Permanent Social Centers 25
Actual working arrangements between boards and as-
sociations 25
Adapting the School Building 27
Fixing the basement 27
Baths 28
The classroom 28
Movable desks 28
Getting an assembly hall 29
Utilizing the attic 29
The corridor 29
Additional furniture 29
What a Superintendent of Schools Can Do to Develop Social
Centers Without an Appropriation 30
A guiding principle 30
Liberal regulations 30
Getting outside bodies to use the building 30
Labor unions 31
Discussion of community problems 31
Political meetings 31
Stimulating artistic culture 31
Organizing public lectures and entertainments 32
Expanding the regular school activities 32
Getting recreation leaders 32
Getting the time and energy 33
References 33
Appendices 34
A. A Successful Campaign for a Model School Building 34
B. Essential Provisions of the New York State Social
Center Law 36
C. Bulletin of Neighborhood Activities, Evanston, 111. 38, 39
How to Start Social Centers
PART I
GETTING THE IDEA
Mill City, Kan., Oct. 12, 1912.
MY DEAR SIR: In the effort to get social centers established
here I find myself in need of certain information that is not con-
tained in the "Wider Use of the School Plant." I have recently
come home from college with a desire to do something for our
town. In the president's commencement address he dwelt very
earnestly upon the responsibility of leadership conferred by a
college education. I asked the professor of sociology what I
could do at home to discharge that responsibility and he said:
"Push social centers!" Well, I've been pushing, and pushing,
now for a month and they don't budge at all.
After reading up the subject in your book I went to the super-
intendent of schools fully expecting an enthusiastic reception.
When I had explained my object he looked nonplussed for a
moment and then referred me to the members of his board.
It seems that he seldom starts anything new himself for fear
of being considered a faddist. The first board member I en-
countered asked me what a social center was. He was so un-
lettered I tried to be very simple. " It's a place," said I, "where
they have entertainments and meetings, play dominoes, read
magazines ' '
"Dominoes in the schoolhouse!" he shouted. "Young lady,
how long do you suppose the taxpayers would keep us in office
Some of the if we spent their money on dominoes and checker
difficulties boards? Home's the place to play games. As
for the entertainments and meetings, we have those now."
"But you ought to have more of them," I urged.
"We have all the people want. They don't ask for any
more," he replied conclusively.
The second member said he didn't believe in having anything
in the school building which would draw young people away
from home evenings.
"But they are away from home evenings now, whole multi-
3
tudes of them, in the poolrooms, cheap theatres and dance halls,"
I rejoined.
"Then that's the parents' fault, not ours."
The third member said he would look into it, but he never
has; the fourth I have never found at home, and the fifth, who
is somewhat more conversant with school matters than the others,
enumerated all the affairs now going on in the high school and
some of the ward schools, and remarked that they were "society
centers" enough to suit him now.
The whole experience has left me confused and discouraged.
I believe it would help me if you could enlighten me as to (i)
what, precisely, a social center is, (2) what must be added to
a school system to bring about the development of one, and (3)
ways whereby I can make an impression upon the board of
education. . . .
New York City, Oct. 18, 1912.
MY DEAR Miss : Have you ever observed a group of
boys gathering in the yard just after school? Suddenly one of
them cries out: "Let's play duck on the rock!" And immedi-
ately they all scramble for cobblestones. Their engagement in
this healthful game instead of some mischief, say, down in the
railroad yards, is determined by three things, (i) the spacious
grounds about the school, (2) the presence of the cobblestones,
and (3) the fact that their leader said what he did instead of,
"Let's go down to the freight yard and have some fun in the
empty cars."
Now there is no law of nature which states that, wherever
growing boys are, there you will inevitably find the conditions
The signifi- ^or wholesome play. Some good people who live
cance of lead- where the back yards slope down to the creek and
ership in play figh poleg gfow Qn the premises st;u believe that the
two go together, but even in such favored spots as these the boy
is frequently found who suggests to willing ears, "Come on over
to the livery stable!" Of course when the city blocks and tene-
ments appropriated the vacant lot and the back yard, and
squeezed the school yards to lifeless proportions so that even the
traditions of play were finally lost, then the desperate state of
boyhood attracted attention and the rescue began. The play-
ground movement got under way with a demand for adequate
play space, suitable apparatus and wise leadership.
But there are other periods of life besides that of childhood
in which wholesome character development is dependent upon
the proper place and the right leader. Many well-meaning
youths are spending their evenings around card-tables when
they might be playing basket-ball. Coteries of hopeful young
people are "turkey-trotting" in socially disintegrating dance
halls when they might be waltzing in the atmosphere of happy
and permanent social ties. Large, intelligent communities are
allowing their civic questions to be decided for them in back
rooms and barber-shops when they might more economically
settle them themselves in the dignified meeting-places which
they own.
The public schools have always contained ample quarters for
these activities, and in the rural districts they have been, and
The function *n some sections still are, more or less used for
of the social these purposes, but in the urban communities
they have not been thus utilized generally because
the leaders, the " pullers-in," were lacking. And so the social cen-
ter has come, making the schoolhouse the place plus the leader.
It is an institution which aims not only to supplant the dive-
keeper, the dance-hall proprietor, and the corrupt political boss
but to furnish also that initiative and stimulus which will connect
unattached musicians with musical clubs, help dramatic aspirants
to find a means of expression, bring the lonely into friendly
groups, organize forums for the clarification of community ques-
tions, and, in fine, do any service whereby Society is strengthened
in its ability to give opportunity to the Individual.
The answer to your second question is, I trust, now obvious.
To develop a social center a school system needs most the
What must be "leader," or as he is usually called, the director.
added to a The place and much of the equipment it already
school system has; what it lacks of the latter the Director can
usually find ways of obtaining. If there is more than one center
there will need to be a director in charge of each one with an
expert supervisor over all. A knowledge of the theory and
practice of play, familiarity with social usages and the questions
of the day, experience in public school administration, a working
knowledge of social psychology, as well as unusual tact and execu-
tive ability, — these are the chief qualifications of a social center
director. His center will serve his neighborhood just to the ex-
tent that he can divine the needs of the people and set up pro-
grams of activities in the carrying out of which those needs will
find satisfaction. His suggestions will derive their force from
their fitness, not from his position, and the center will become as
many-sided as his ability, working directly and through his
assistants, can make it.
This letter is already unconscionably long, so that for an
answer to your third question I am going to refer you to the
accompanying manuscript, but before closing I wish to set down
one or two reflections which you may find pertinent to the task
y you have undertaken.
It is unfortunately true that many people, even some school
authorities, have forgotten that the original purpose in providing
state-supported education was to make it certain
The prime ., . . .
reason for that all children would grow up into good citizens.
state-support- Our forefathers were familiar with the unevenness
of home education, and since they were entrusting
what seemed to them an enormous share of the government to
the common people they felt obliged to ensure that everybody
would be properly trained to discharge his civic duties. In those
days a drilling in the three R's by a master of conspicuously
moral comportment was considered adequate for this purpose.
Perhaps it was then, but lately we have come to see that the
manner in which the young person spends his spare time is all-
important in determining his character and future civic useful-
\ ness. Play-time as well as study-time must be directed by re-
liable agencies if young people are to become good citizens.
The task of getting the School to assume this enlarged func-
tion is not merely that of converting the educational authorities.
How to im- The whole community must be converted because
press the school its servants, the school committee, will very prop-
erly not feel at liberty to devote the people's money
to a new project unless they know that the people's approval is
back of them. Impress the voters and they will impress the
board of education.
And so, as you will see, the accompanying sheets outline a
plan for creating and organizing community sentiment. The
suggestions made are those which have "worked" in other places
and I trust they will in yours. Hoping that . . .
PART II
ORGANIZING THE PROMOTING AGENCY
In starting a new community enterprise an individual can
seldom go far alone. For the person who wishes to initiate a
Selecting the local social-center movement and who is not a
organization member of any voluntary organization, the first
step is to join one. In selecting an association for this purpose
regard should be had as to its local influence and its disposition
to get behind such a cause. Where to look for one in your town
may be suggested by this list of societies which have been active
in various parts of the country in promoting playgrounds, social
centers, or allied activities:
VOLUNTARY ORGANIZATIONS INTERESTED IN SOCIAL CENTERS
Alumni Association Parent-Teacher Association
Associated Charities Playground Association
Chamber of Commerce Public Education Ass'n
City Club School Extension Society
Civic Association Social Service League
Civic Federation Social Settlement
Civic League Twentieth Century Club
D. A. R. Ward Improvement Ass'n
Educational and Industrial Union Woman's Club
Fortnightly Club Woman's Municipal League
Home and School League Y. M. C. A.
Local Council of Women Y. W. C. A.
Neighborhood Association
Sometimes new organizations are formed for this specific
purpose, e. g., the School Extension Committee of Jersey City,
and the Civic Recreation League of Elizabeth, N. J.
On deciding to take up a new enterprise an organization
usually places it in the hands of a special committee. The Fed-
erated Woman's Clubs of Hamilton, Ohio, have a Committee on
School Social Centers, while in other clubs this work is entrusted
to the Civic Department, the Civic Committee, or the Civic Sec-
tion. In Louisville, Ky., it was the Committee on Education of
the Woman's Club which set the social centers agoing. In South
Bend, Ind., it is the Social Welfare Committee of the Chamber
of Commerce which has become interested in this sort of work.
If the promoting organization finds, through its first con-
ference with the school authorities (see Taking Up the Matter
with the School Board, on page 9), that the task will be a
difficult one, then the co-operation of other bodies is usually
sought. Sometimes the combination is made up of only two
7
8
or three groups, as illustrated in the following actual instances:
The City Planning Committee and Playground Commission
Board of Trade and Playground Association
Chamber of Commerce and School Extension Society
League for Friendly Service, Town Improvement Associa-
tion, and Neighborhood Club
Co-operation in social center undertakings may usually be
had also from the university extension departments of local col-
Co-operating le£es> charity organization societies, ministers' asso-
bodies ciations, and the men's clubs of various churches.
In Columbus, Ohio, Dr. F. A. McKenzie, a professor of sociol-
ogy in the State University, who was the moving spirit in bring-
ing about the establishment of centers in that city, began by
organizing a School Extension Society. In appealing to the
Board of Education for the use of a schoolhouse, the Society was
assisted by the Charities and Corrections Committee of the
Chamber of Commerce. Later when it was decided to raise
funds for the employment of a director, the Society was aided by
several playground organizations. Out of their efforts grew the
project for a Department of Public Recreation which has since
teen realized.
In Rochester the movement was initiated by a "School Ex-
tension Committee" which was composed of delegates from the
following organizations: — Central Trades and Labor Council,
Children's Playground League, College Women's Club, Daugh-
ters of the American Revolution, Humane Society, Labor Lyceum,
Local Council of Women, Officers' Association of Mothers'
Clubs, Political Equality Club, Social Settlement Association and
Women's Educational and Industrial Union. Thus a body was
formed which represented more than 50,000 citizens. It held
its meetings in the Chamber of Commerce and had little difficulty
in obtaining from the Common Council an appropriation of $5,000
with which the work was begun.
In organizing a representative committee it is important that
the delegates have the power to act without needing to refer each
matter back to the groups from which they come.
tkm federa" Otherwise the progress of the work will be greatly
impeded.
Further information regarding the organizations which are
interested in the welfare of young people can be obtained in Miss
Elsa Denison's book, " Helping School Children."
TAKING UP THE MATTER WITH THE SCHOOL BOARD
Before laying out an extensive campaign it is always wise to
confer with the educational authorities. Sometimes there is
needed only a show of interest by some influential group to secure
not only hearty co-operation but willingness to be the initiators
of the new movement.
Approaching the board of education may well be preceded by
an interview with the superintendent of schools. He will be
Method of able to give the committee valuable information
approach regarding the board's attitude, its legal powers
respecting social centers and the precise character of the obstacles,
if there be any, which stand in the way of their establishment.
If the board already has the disposition, the necessary statutory
authority, and the funds required for maintaining centers, and
awaits only the evidence of popular approval before setting them
in operation, then the committee's task becomes very simple —
that of demonstrating the existence of a favorable public senti-
ment. This may be accomplished in a number of ways, through
a mass meeting ending in resolutions, the presentation of en-
dorsements from local charitable and educational organizations,
or by means of a lengthy popular petition.
Many times, however, a longer procedure will be necessary
and one of the first formal acts of the committee will be to ask the
board for a hearing. This formality cannot usually be avoided
even if it is believed that the appeal will be denied. It puts the
committee upon record and, if well managed, occasions consider-
able publicity for the movement.
The argument before the board will proceed much more
smoothly and effectively if it is based upon a carefully thought out
statement of what the proposed centers will cost, copies of which
may be handed to the members after the presentation in case
action is to be deferred. This paper should be in fact a plan of
the work, showing in detailed, concrete terms the number of
schools to be used, on what nights of the week, how many workers
will be needed, precisely how much will be required for salaries,
what sum should be set aside for supplies, and what activities it
is proposed to set up in the centers. Any other information which
will tend to forestall administrative difficulties will aid in secur-
ing a careful consideration of the plan.
Previous to a hearing, it is profitable to learn, so far as pos-
10
sible, the views of the individual members. The committee may
Preparing for quietly accomplish this through such of its mem-
the hearing bers as have acquaintances on the board or know
persons who have. With the attitude of the various members
known, it will be possible to present those arguments which will
be most effective.
A public hearing is an occasion calling for great tact and
diplomacy. At one such meeting a strong opposition developed
The conduct in an unsuspected quarter and as the hearing
of the hearing progressed it became evident that the board was
going to deny the proposition. One of the delegates then made
the happy request that the matter be laid upon the table for con-
sideration at a later date, so that the adherents of the plan could
gather additional information regarding one of the points which
had been raised. The board was about to agree to this when
several representatives of a leading club arose in succession and
indicated in no uncertain tones their displeasure with the board's
attitude, and followed this up with the statement that they would
continue to fight until the board was forced to grant their request.
This brought the issue to a head at once, and the board immedi-
ately voted against the whole plan.
If the board acts unfavorably upon the committee's proposi-
tion it will be because of one or more of the following reasons:
(i) it lacks legal authority to expend funds for
The conditions . , . . . , / \ ., , n- •
which may maintaining social centers; (2) it has sufficient
prevent favor- authority, but the funds at its disposal are in-
sufficient; (3) it does not wish to have social
centers in school buildings.
The task of overcoming these difficulties may be considered
under two heads: (i) removing the legal obstacles and (2) creat-
ing public sentiment, since both funds and school policies depend
ultimately upon the popular will. While the suggestions under
this latter head are here given as remedies for shortness of funds
and school board apathy, many of them will also be found applic-
able in the securing of new legislation.
To be successful, especially in a campaign involving the con-
version of a community to a new viewpoint, it is practically
necessary to form a city-wide organization and the Rochester
School Extension Committee, already described, is a good model
to follow. The persons selected for the active positions in it and
upon the important sub-committees should be those who by
II
reason of their attainments and circumstances will be able to
bring to the work abilities of a high order as well as a large
amount of energy.
REMOVING THE LEGAL OBSTACLES
The commonest of these is the one already mentioned, the
absence of a specific provision in the state education law empower-
ing school boards to maintain social centers. In some instances
this difficulty has been overcome by a liberal interpretation of
the existing statutes : perhaps the funds for the centers have been
taken from appropriations for evening instruction or some allied
activity. But until the law says, in so many words, that boards
may maintain centers and makes financial provision for them,
their permanency will not be assured, while getting them newly
established upon so slender a legal basis cannot be done without
the active co-operation of the school authorities.
For the task of securing the necessary amendment, the school
extension committee, or whatever body has been formed to act
Committee on for the combined organizations, should appoint a
legislation special committee on legislation. Its member-
ship, which need not be limited to the school extension committee,
should include (i) a prominent lawyer, preferably a member of
the state legislature or the local bar association, (2) a social worker
who is familiar with the administration of recreational activities,
and (3) some person who is unusually well acquainted with po-
litical forces and public opinion throughout the state.
Before framing a bill the committee will generally find it ad-
vantageous to consult the state department of education or any
Drafting the commission which may have been appointed to
bili revise the education law. Through conferences
with these bodies the committee will learn how far the existing law
is inadequate and precisely what amendments need to be made to
legalize the maintenance of social centers. Oftentimes the state
department will be willing to stand as sponsor for the bill, especi-
ally if it is already contemplating other changes in the school law.
The statutory conditions differ so much in the several states
that it is impossible to suggest a model social center law which
The essential would be generally available. But this much
provisions may ke sa{£ . an adequate law would contain the
following measures: —
12
1. Authorizing the local school directors or boards of educa-
tion to establish, equip, and maintain social centers on school
premises, specifying some of the principal activities to be main-
tained therein and providing for the employment of competent
persons to conduct them.
2. Authorizing local appropriations for the maintenance of
social centers.
3. Indicating the method whereby, in case the school board
does not establish social centers, the question of their establish-
ment can be submitted to the electors of the district upon the
initiative of a certain minority of the electors. (See provision in
the Wisconsin law to this end.)
4. Prescribing for what purposes and under what conditions
schools may be used by individuals and organizations.
5. Authorizing school directors or boards of education to per-
mit voluntary organizations to maintain and operate social cen-
ters in school buildings. In communities where sufficient pub-
lic sentiment has not developed to warrant the appropriation of
funds for this work, it may sometimes be created by permitting
a voluntary organization to support and conduct a social center
demonstration (see page 19).
In putting the above provisions into the phraseology of a
bill it will be found helpful to consult the comprehensive laws
Sources of in- upon this subject recently passed by the New
formation York (see Appendix B) and Wisconsin legisla-
tures. Massachusetts, New Jersey, Pennsylvania, and several
other states also have enactments which pave the way for the
wider use of the school plant. Copies of these laws can be ob-
tained by addressing the respective secretaries of state, the state
education departments, or the extension divisions of the state
universities. The Department of Recreation of the Russell Sage
Foundation also furnishes information upon legislation of this
character.
Since public sentiment varies so greatly as to the propriety of
permitting social dancing, political meetings, and religious activ-
ities in public schoolhouses, the bill should be framed so as not
to include, specifically, uses which will prevent its passage within
a reasonable period.
After the bill has been drafted it has been found useful to
prepare a brief of its provisions showing concisely what they are
and giving concrete illustrations of the things they make possible.
This brief will facilitate its discussion by other persons and bodies.
13
Consultation with persons familiar with the attitude of the
various legislators will enable the committee to determine whether
Pushing the or not it is necessary to organize a state-wide
bil1 campaign in order to get the needed bill through.
Frequently the committees of the legislature through whose
hands the bill will pass are all that need to be converted. Should
opposition appear probable, however, it will be advisable to get
the largest possible co-operation from social welfare agencies,
both at home and in other parts of the state. Many of the larger
charitable and educational associations have experienced legisla-
tive committees whose co-operation can be obtained for urging
the enactment of a social-center law. Other organizations to
which appeals could be hopefully sent for assistance in the legis-
lative campaign are the following:
Playground and Recreation Association of America
State Federations of Women's Clubs
National Congress of Mothers
Association of Collegiate Alumnae
School Patrons of the National Education Association
The methods employed by these organizations in securing
educational enactments, as well as an account of a legislative
campaign waged by three thousand Michigan women, are de-
scribed in Miss Denison's " Helping School Children" on pages
177-201 (see also pages 311-320).
If a city ordinance needs amendment, the campaign will be
of much the same character, but on a smaller scale, and the per-
sons to be convinced will be the aldermen, instead of the state
legislators.
CREATING PUBLIC SENTIMENT
As I see it the initial stages in progress are first, to see ac-
curately; second, to describe clearly what is seen; and third, to
find a group of persons who see the same things and who use the
same words to describe them.
We see as individuals; we socialize as we use a common
language.
Social movements like plants grow of themselves if put in the
sunshine. SIMON N. PATTEN.
"Sunshine," in this sense, is publicity and it energizes new
movements not only by making them mean the same to all but
by transmitting personal influence. Every individual converted
to the social-center cause becomes by example a force in convert-
ing others. The more important the convert the more effective
and far-reaching is his influence. The fact of a man's conversion
14
does not, however, operate in this way until it reaches the minds
of others. Hence the importance of facilitating in every possible
way the dispersion of the new facts concerning the progress of the
social-center movement. The soundest laws are the crystalliza-
tion of public opinion, and any law that does not rest upon this
basis is inevitably difficult to put into effect. But even more
necessary is it to have a strong public support when it comes to
securing the funds for the social center work.
The great modern agency for conveying facts is the newspaper.
The food upon which the newspaper subsists is composed of
The press the events which have a general human interest.
chief agency Sometimes promoters in their zeal for the cause
send to their local papers voluminous essays filled with argu-
ments in favor of their project, and then they wonder why they
are not published. The only place where a newspaper can use
argument is in the editorial column, and that usually has to be
arranged for through a personal visit to the editor, and this is
an important thing for the school extension committee to do.
But there is another way of getting arguments into the news-
papers. Arrange a meeting and get a prominent person to utter
them, and the press will give them columns of space, more pre-
cious than the most highly paid advertising.
The school extension committee should have a sub-committee
on the press which will see to it that the reporters are furnished
The publicity with full details concerning every step of the move-
committee ment. Unless, as sometimes happens, some news-
paper makes a special campaign in behalf of the cause, it is im-
portant that all the papers be treated alike in giving out stories.
This does not require that no " scoops" be allowed to reporters
who through their own initiative nose out some hitherto undis-
covered bit of news; newspaper ethics do not require that all
the papers be immediately informed of the facts in such a case.
In order to protect the committee, however, it would be well to
let it be known that the exclusive story was the result of the news-
paper's enterprise and not due to any favoritism on the part of
the committee. (For a suggestive example of the effective use of
newspapers and up-to-date publicity methods, see Appendix A.)
In most communities there are writers upon special subjects
who will welcome material about the cause for use in their ar-
ticles. Notes upon the extent of the movement,
Special writers t . .
the varied forms it takes, or some incidents from
the lives of delinquents showing the need of wholesome opportuni-
15
ties for recreation — these are all fodder for the special writer and
a little systematic attention to this possibility will often result
in some excellent and extensive publicity.
After laying all possible emphasis upon the visible word as
a means of enlisting support for the movement it is proper to
consider also its shortcomings. In the first place a surprisingly
large number of people habitually read nothing more serious than
the personal items of the newspapers. These may give the steady
reader some notion of the class of people connected with the
social-center cause but they reveal little as to its precise signifi-
cance. Even in periodical literature a contribution that yields
much accurate knowledge is unusual, while the article that pre-
sents the subject so vividly that the individual is not only in-
formed but moved to action is still rarer. As persuasive a writer
as Ruskin experienced this difficulty so keenly that he was led to
say: "The more I see of writing, the less I care for it; one may
do more with a man by getting ten words spoken to him face to
face, than by the black-lettering of a whole life's thought."
Politicians, whose trade it is to influence men's actions, place
great reliance upon oratory, and just as public meetings play an
The public important part in pre-election campaigns so do
meeting they also in the conversion of a community to the
social-center cause. It is not necessary to dwell upon the atten-
tion to detail which should be shown in getting up these occa-
sions: the importance of arranging for some local dignitary to
preside, a felicitous introduction of the subject of discussion by
another dignitary, the interspersal of pleasing musical selections
or effective pictures between the speeches, and a main address
which can be distinctly heard, is entertaining, and to the point.
Any prestige which the local movement may be entitled to
because of the prominence of its adherents should be utilized by
providing seats for such persons upon the plat-
Preliminaries c * .
form. Great care should also be shown in the
form by which notice of the meeting is given to individuals, as
nothing will be more influential in determining their acceptance
than the character of the invitation. If this is neatly printed
and either contains, or is in the form of, a ticket to be presented
at the door, it will be much less negligible than a general an-
nouncement however impressively made. Neither is there any
ultimate economy in using postal cards or one-cent postage in
place of the sealed envelope.
16
Public meetings are important not only because of the im-
mediate effect upon the audience, but because of the publicity
Giving public- which is given to the cause through the newspaper
ity to speeches accounts of the occasion. For that reason it is
always worth while to see that there are convenient tables and
seats for the reporters and that they have in advance typewritten
copies of the addresses to be given. Some speakers do not pre-
pare by setting their thoughts down on paper and thus they are
unable to furnish copies of their addresses in advance. It is
always well, however, to suggest that the lecturer furnish ma-
terial— he can at least dictate some of his more striking thoughts
and facts — for the newspapers, and in case of very important
speeches when there is reason to believe no manuscript has been
prepared it pays to hire a shorthand reporter to make sure of
getting an adequate account for the press or for private publica-
tion and distribution.*
When a lecturer is brought in from out of town it is well to
see that the reporters get to him immediately after his arrival, if
it is before noon, and obtain an interview for use
in the afternoon papers. Such a story makes an
effective advertisement for the evening meeting. If the speaker
is advised of the prospective interview beforehand, he will usually
be ready to respond.
Lecturers frequently prefer to be entertained at a hotel rather
than in a private home. Where they feel under no obligations to
His entertain- the host they have greater opportunity for rest and
1116114 for the final preparation of their lecture. Since
custom varies so greatly regarding attire, a hint as to whether in-
formal or evening clothes will be most suitable for the occasion is
usually gratefully received.
Someone should be delegated to meet the speaker on his
arrival, see that he is comfortably located, attend to any special
arrangements for the lecture that may be desired, and give him
such local information as might be used to advantage in making
the meeting accomplish the desired results. In extending the
invitation a full statement of the local conditions should be made,
the preferred date or dates should be given, with alternates if
possible, and an inquiry made about the expense involved.
* Suggestions regarding the sources of speakers and topics for public
meetings may be found in Pamphlet RiiQ, published by the Department of
Recreation of the Russell Sage Foundation.
17
The cost of getting a speaker from out of town varies with the
distance to be traveled and the conditions under which he works.
In practically all cases, traveling expenses and en-
The expense . . , , ,
tertamment have to be provided by the local or-
ganization. Whether or not an honorarium is required and its
amount depend upon the time consumed by the engagement, the
number of addresses given, and the circumstances under which
the speaker does his work. Often some local person of promi-
nence will bear the expense of getting the lecturer if he is told
just what amount is required, the necessity of getting the right
speaker, and precisely what results are expected from the meeting.
Experience has shown that the organization which has not
enough energy to raise the money necessary for the expenses will
not as a rule organize the meeting and follow up and clinch results
sufficiently well to make a visit worth while.
In the Louisville campaign for social centers, Miss Pauline
F. Witherspoon, who as chairman of the educational committee
The neighbor- °^ ^e Women's Club was its moving spirit, ar-
hood mass- ranged a number of afternoon mass-meetings for
the women of the neighborhood in which it was
proposed to establish centers. Since people in the outskirts of a
large community will frequently not go down-town to the larger
meetings this method may well be followed under similar popula-
tion conditions. It is also well to arrange for the systematic
presentation of the cause before parent-teacher societies, labor
unions, ward improvement associations and other local groups
which are interested in public welfare.
A very decided interest in social matters is now felt by the
religious denominations, and through the local Ministers' As-
sociation it should not be difficult to arrange for
The church
a Sunday when clergymen throughout the city
will preach upon the subject of the social center. In arranging
for this it is needless to say that all of the various religious bodies
should be approached.
Where it is possible to hold a motion-picture entertainment
the photo-play can be used as an argument for social welfare
Using the mo- projects. "Charlie's Reform," an Edison film, is
tion picture a social-center drama and can be rented from the
General Film Company, 71 West 23rd Street, New York City.
Sometimes the proprietors of local "movies" will co-operate by
getting social welfare films and giving a special performance for
the sake of the advertising which may thereby be gained.
18
For its correspondence the committee should have an attrac-
tive letterhead displaying the names of the members of the com-
D . mittee and the organizations represented, and
Printed matter
thought also should be given to the use of bulletins
and handbills in various steps of the campaign. In the Louis-
ville campaign to which reference has been made the Men's Fed-
eration sent out three thousand bulletins.
One of the Cincinnati papers came out last spring with a
striking headline — "Need for Centers Shown in Survey. West
End District has 158 Clubs in or near Saloons.
More Theatres and Bar Rooms than there are
through a Schools." And then followed a condensed state-
lac^0* thC ment of the findings of a recreational investiga-
tion which had been carried on in a certain sec-
tion of the city. This illustrates the publicity value of a body of
significant local facts. The promoters of the social-center cause
may be perfectly well convinced of the existence of the evil con-
ditions which create the need for social centers, but such convic-
tions are not concrete enough to make effective ammunition for
newspaper cannonading. Consequently many communities are
making systematic investigations of the conditions on their
streets, in the dance halls and the other amusement resorts for
the sake of getting evidence which can be objectively and graphi-
cally displayed.
The study upon which Milwaukee based its appeal for a
social-center tax levy was conducted by Mr. Rowland Haynes,
Sources of in- ^e^ secretary of the Playground and Recreation
formation Association of America (i Madison Avenue, New
>out surveys York City) ; rendering advice and assistance for
such undertakings forms a regular part of the work of this associa-
tion. Suggestions may also be obtained from the Department of
Surveys and Exhibits of the Russell Sage Foundation (31 Union
Square, New York City), which endeavors to cover the whole
field of local social investigations. In cities where boards of
public welfare exist the gathering of useful facts may sometimes
be brought about through this agency, while in sections touched
by the Men and Religion Forward Movement an interest in this
kind of social endeavor has been aroused in many of the church
organizations. Often the results of such investigations are not
adequately "played up" in the newspapers, and in such a case
the committee would find it useful to give special thought to ways
19
of making the significance of the findings reach the minds and
hearts of the people of the community.
After the legal obstacles to the use of the schoolhouses are out
of the way, it is often necessary for the promoting organization to
finance a demonstration of the social center activities before pub-
lic funds will be appropriated for their maintenance. People
will not tax themselves to support a new community service until
they can personally appreciate its benefits. This, when it is so
novel as social-center work, they cannot do from descriptions:
they have to see it, and for many people "seeing is believing."
The demonstration is an effective, and usually the final, step in
the task of arousing public sentiment. If it is undertaken with
that object in mind, its value as publicity material will be more
fully realized and it will accomplish its end more quickly. While
in theme it is a part of the present section its importance warrants
giving it a separate treatment.
THE DEMONSTRATION
In the spring of 1912 the School Extension Committee of the
Bloomfield (New Jersey) Town Improvement Association ob-
A typical tained the use of a large public school on three
demonstration consecutive Saturday evenings for a social center
experiment. A man trained in recreation-center and playground
administration was engaged to come over from New York to
direct the demonstration. On the first evening the public was
not admitted. Only the members of the four groups of volunteer
workers who had been secured by the local committee were pres-
ent, and they had come to receive instruction.
The available accommodations were an assembly hall with
fixed desks and seats, a room in the basement used ordinarily as
a gymnasium, and a large empty room in the old part of the
building which had formerly been the school auditorium. The
last room was chosen as the place for the open games, free play,
and folk dancing. The assembly hall, it was decided, should be
equipped as a place for reading and quiet games, while in the
gymnasium room in the basement it was arranged to hold a series
of basket-ball games. The expert in charge assigned a volunteer
group to each of these three rooms, while to the fourth was dele-
gated the task of maintaining order in the halls, stairways, and
class-rooms which were not to be used for play purposes.
After showing the assembly-hall committee how to arrange
20
small tables around the sides of the room for dominoes, checkers,
Instructing chess, parchesi, and similar games, how to dis-
the volunteers tribute the donated magazines upon the desks
and instructing them in the degree of order which it was feasible
to maintain, the director took the largest group, composed of ten
men and women, — teachers, physicians, business men and women,
and housewives, — to the old auditorium where the most active
part of the social-center work was to go on. In accordance
with his previous instructions, the committee had obtained several
dozen bean bags and a number of basket balls. In the course
of an hour he taught those staid adults games (see list below)
of whose existence they had never dreamed, and in the process
they all became young and filled with a new enthusiasm for real
play. The basket-ball games downstairs were in the hands of
people who were familiar with the game and accordingly needed
no instruction. After some final advice regarding the mainte-
nance of order in general the conference closed.
Full accounts of this and a previous meeting when the social-
center plans had first been formulated appeared in the local news-
papers, so that on the following Saturday evening when the school
was opened to the public the throngs which came taxed all of
the available accommodations. The reading room and the gym-
nasium each had their devotees, but the larger number were to
be found in the big room where the games were going on. A
couple of shrill blasts from the director's whistle brought all to a
standstill. After the directions had been given for the next game
or dance, a signal from the whistle set them going again. The
boys were allowed to play for ten minutes while the girls stood
near and watched, and then they were brought on and the boys
became spectators. In some of the games boys and girls played
together.
On the first evening the following games were played in this
room: Dodge ball, arch bag ball, straddle ball, center stride ball,
box hustle ball, hounds and rabbits, and the folk
dances, Danish Greeting and Kinder polka. On
the second evening these games were played in the big room:
Swedish fox and geese, duck on the rock (using bean bags),
black and white, bombardment, shoe race, touch ball relay, and
the following dances: Shoemakers' dance, Nixie polka, Chimes
of Dunkirk, Mountain march, and Swedish Klapdans.
The members of the board of education were thoroughly con-
21
verted and when school opened in the fall they gave permission'
for a permanent social center in that building.
The following is a memorandum of the steps which may be
taken in organizing a demonstration of this character. A state-
The steps in ment in black and white of just what is involved
getting up a in such a project always facilitates its discussion
demonstration and helps to prevent misunderstandings.
A DEMONSTRATION OF THE VALUE OF SOCIAL CENTERS
Duration — Three evenings: — one for preparation, public not
present, and two with public present.
Bodies Co-operating — Board of Education and School Extension
Committee.
For Benefit of — All persons fourteen years or over, and younger boys
and girls only when accompanied by parents or guardians.
SOURCES OF SUPPORT
From School Extension Committee —
a. Services of an expert in organized play for three evenings.
b. Two committees of ten members each to assist expert in
the conduct of play activities.
c. One committee of three members to attend to advertising
outside of school (through churches, newspapers, etc.).
d. One committee of three members to arrange for the main-
tenance of order in halls and entrances and for protection
of property in unused parts of schoolhouse.
e. Supplies, such as bean bags, basket ball, etc., as expert
may indicate.
From Board of Education —
a. Permission to use schoolhouse three evenings.
b. Expense of light, heat, and janitor service.
c. Approval of the co-operation of such ones of the teaching
staff as may desire to participate.
d. Authorization of principal and teachers to make an-
nouncements of the program in classes.
STEPS IN PUTTING THE PLAN INTO OPERATION
1 . Adoption of the plan by the School Extension Committee and
appointment of the committees mentioned.
2. Presentation of plan to Board of Education and the securing
of its adoption.
3. Securing the expert. (Get an experienced social center worker,
calling one from another city if necessary.)
4. Fixing of the three evenings after consulting with the expert
, and the school officials.
5. Arrangements for giving plan proper publicity.
6. Drilling of committee for the demonstration.
7. The demonstration.
22
The director of the experiment should be qualified by ex-
perience to plan activities that will meet with ready acceptance.
T, , For assistants, volunteers may often be obtained
from the Y. M. C. A., the Y. W. C. A., social settle-
ments, musical clubs, the teaching staff of the school, or the student
body of the local college. (See the warning at end of pamphlet.)
A project of this sort requiring funds of a definite amount
and coming to a definite end with possibilities of permanent
Raising the benefits very frequently appeals to philanthropists
money wjlo w{sn J-Q do good with their means but do not
see clear and unobjectionable ways of doing so. Before making a
general canvass for funds some effort might be made to find an in-
dividual who would be attracted by the opportunity for doing a dis-
tinctive service for society. If no one person cares to donate the re-
quired sum, then the matter might be presented to several people.
In Trenton, New Jersey, one of the local newspapers recently
promoted the raising of a fund for social center work by printing
from day to day the names of the contributors and other inci-
dents concerning the progress of the campaign. Another method
of raising the money is that of appealing to the various business
firms, mills, and industrial concerns of the locality, a way which
was successfully followed by the Playground Association of
Youngstown, Ohio. In Louisville, Kentucky, the commercial
houses contributed generously to the support of the social centers,
though other methods were also used, such as a "candy pulling,"
held in one of the schools, through which $85 was raised to help
equip the reading and game rooms.
The duration of the demonstration will vary with the local
conditions. If its purpose is simply to obtain permission to use
Duration of certain rooms in a school building, two or three
the demon- nights will generally be sufficient, but if it is a
question of getting an appropriation it is usually
necessary for the voluntary organization to carry on the center
work for an entire season and sometimes for a longer period before
the board of education will be able to secure adequate funds for
its maintenance.
ACTIVITIES POSSIBLE IN THE ORDINARY SCHOOL BUILDING
The classroom, in spite of its fixed seats and desks, can be
used for a large number of enjoyable activities. By obtaining
In the class- donations of popular magazines, illustrated week-
room lies and other periodicals, and spreading them out
23
upon the desks, it may be converted into a convenient reading
room. The public librarian might be willing to send an assist-
ant with a box of books for issuance to card-holders, thus con-
verting the room into a branch library. Large numbers of quiet
games, such as dominoes, checkers, parchesi, chess and back-
gammon, can be played on ordinary school desks.
When a piano is available the singing of popular songs or the
more advanced choral work is feasible and any one with a musical
training can start a class which, judging from the experience had
in many centers, would be well attended. In Philadelphia the
desk-tops are protected by boards and used for sloyd work,
pierced-brass work, basketry, stenciling, and similar activities.
Embroidery clubs and classes in other refined handicrafts are
also practicable in the average classroom, while its adaptability
for story-telling and the usual kinds of club work is obvious.
Even dramatic clubs can carry on their activities in a small way
in a classroom. Where there is considerable free space in front
of the seats it is possible to have small tables and the other equip-
ment required for ping pong, table pool, and similar games.
In the kindergarten, with its bare floor and piano, many forms
of recreation, such as social and folk dancing, calisthenics, Boy
Kindergarten Scout and Camp Fire Girl activities, and indoor
and basement games of all kinds, can be carried on. If the base-
ment affords any free space, wire screens can be put around the
lights and the place made to serve for a variety of ring and relay
games, while with the addition of some benches and a table boys'
clubwork becomes possible. When large enough for basket ball
it is one of the most valuable parts of a social center.
If an assembly room exists, the adaptability of the building
for all kinds of meetings, lectures, debates, musical entertain-
Assembly hall ments an<3 amateur theatricals needs no amplifica-
and gymna- tion and, if the seats are movable, its usefulness is
still more enhanced because then dancing, basket
ball, and many games requiring considerable space can be in-
cluded in the program. The further enrichment of its recrea-
tional resources through the presence of a gymnasium with baths
needs no detailed comment. (Descriptions of indoor games can
be found in the handbooks of the Public Schools Athletic League,
which are issued by the American Sports Publishing Company,
21 Warren Street, New York City.)
The weekly program varies according to the number and
Programs abilities of the workers, the amount of their time
available, the accommodations afforded by the building, the
social conditions of the neighborhood, and the amount of the
funds devoted to the undertaking. A very simple, easily arranged
one-night entertainment is described by the following copy of an
actual handbill:
Community Social
Irvington Public School Auditorium, Friday Evening, Jan. 24
Under Direction of the Irvington Parent-Teachers' Association
Social Hour, 7:30 Program 8:30
ROUMANIAN FOLK DANCES
By a Group of Roumanians in Their Native Costumes
SOUTHERN PLANTATION SONGS
By a Male Quartet
Short Address by Dr. Harry Granison Hill
The school patrons and citizens of Irvington are
cordially invited to be present. There will be no
admission fee charged and no collection taken.
Other activities found in one-night-a-week centers are social
dancing, basket-ball games, athletic exhibitions, amateur theatri-
cals, club work and entertainments of all sorts. In two-nights-a-
week centers various combinations of the above events are offered
along with the supplementary features of quiet games and reading
rooms. People will not form the habit of patronizing the latter
r unless they are available several nights a week. A common three-
nights-a-week schedule provides activities especially for boys
and men on Mondays, those particularly for girls and women on
Wednesdays, and on Fridays a general program enjoyable by
both sexes, adolescent and mature.
In Detroit the boys have the use of the building on Monday
and Wednesday evenings and the girls on Tuesday and Thursday
evenings, while on Saturday nights the two groups attend alter-
nately. The New York centers, in all but a few, keep all their
facilities — games and reading rooms, gymnasiums and play-
rooms, club and dancing rooms — open six nights a week, but there
is a variation from week to week in the supplementary entertain-
25
ments and special occasions. (For a suggestive illustration of a
miscellaneous program see the Evanston bulletin, Appendix C.)
In arranging a schedule of activities workers will find it help-
ful to' write to the directors of social centers in other cities, asking
Information them for copies of programs, reports and other
about indoor suggestive printed matter. With this informa-
tion in hand the task of arranging a feasible pro-
gram will be greatly facilitated.
BEGINNINGS OF PERMANENT SOCIAL CENTERS
When the school authorities are not able to maintain centers
but are willing to permit them, many forms of co-operation be-
tween the board and local associations are possible.
" ^ suggestion which will fit your local situation
ments between may be found among the following instances :
ablations Amherst, Nova Scotia.— Mr. John Bradford,
who is in charge of the non-equipment work of the
local Y. M. C. A., has been instrumental in organizing a flourish-
ing social center in one of the public schools, as well as similar
organizations in the churches, and in setting in motion a large
number of other community activities.
Baltimore, Md. — The Children's Playground Association hires
the workers and pays for the extra janitor service in one building,
for which the school board furnishes the heat and light.
Bloomfield, N. J. — The School Extension Committee hires
the director, who is assisted by volunteer workers. Board pro-
vides heat, light, and janitor service.
Boston, Mass. — Women's Municipal League raised sufficient
funds for the entire support of a social center in the East Boston
High School for one year.
Buffalo, N. Y. — Playground Commission staff organized
evening gymnastic classes in the public schools.
Burlington, la. — West End Improvement Club conducted
physical training classes in a school gymnasium.
Canton, O. — Social center work has been carried on by the
Y. M. C. A. in two schools.
Chicago, 111. — Philanthropic individuals, the Juvenile Pro-
tective Association, Parent-Teacher Associations, Chicago Wom-
an's Aid, Englewood Woman's Club, and the Alumni Associa-
tions of the public schools have co-operated with the Board of
Education in the conduct of school centers by furnishing funds
and volunteer workers.
26
Cincinnati, O. — The University Settlement and the Woman's
Club have co-operated in the establishment of social center work.
Cleveland, O. — Social center development is being promoted
by a committee of the Board of Education with the aid of the
Daughters of the American Revolution, Fortnightly Club, Moth-
ers' Clubs, Manila Auxiliary, No. 12 U. S. W. V., Tucker School
of Expression, Harroff School of Expression, Independence Day
Association, City Forestry Department, and many public-school
principals and teachers, and prominent citizens.
Denver, Colo. — Girls' Clubs have been formed by an ener-
getic worker of the Colorado Congress of Mothers.
Elizabeth, N. J. — The Civic Recreation League, an organiza-
tion formed for this specific purpose, raised over $3,000 and em-
ployed a social director. By holding their activities on the same
nights as the evening schools the League was able to avoid the
expense of heat and light.
Englewood, N. J. — The Civic Association pays the salary of
the head worker and furnishes janitor service. The Board con-
tributes heat and light.
Evanston, 111. — The activities are conducted with the help
of nearby social-settlement workers and volunteers, and the ex-
pense of heat, light, and janitor service as well as the salaries of
some of the workers is met by contributions. (See Appendix C.)
Grand Rapids, Mich. — Mr. Charles H. Mills, who is develop-
ing the social center work, is the city supervisor of playgrounds.
The Board co-operates by giving the use of the buildings and en-
couraging school principals to assist in the development of the
centers. The Public Library maintains branches open to the
public afternoons and evenings in five of the public schools.
Jersey City, N. J. — In the beginning, the School Extension
Committee furnished the music and the supervision for the
dances, and the Board gave heat, light, and janitor service. At
present the Board also provides the supervisor and the music,
while the Committee assists in the chaperonage of the classes and
in the development of the club work.
Louisville, Ky. — At the outset the Woman's Club, which
organized the work, had the help of social-settlement workers,
and from the Men's Federation it received both financial aid and
personal service. Some of the early meetings were held in the
auditorium of a neighboring parish house while the school audi-
torium was being repaired.
Philadelphia, Pa. — The Home and School League and anil-
27
iated organizations furnish workers and supplies. (For a sug-
gestive list of activities and forms of co-operation obtain the
annual report of the League; address Mrs. Edith W. Pierce,
Executive Secretary, 1522 Cherry Street, Philadelphia, Pa.)
Pittsburgh, Pa. — Centers are maintained by the Pittsburgh
Playground Association with funds, in a large part, appropriated
by the Common Council.
St. Louis, Mo. — Work is under the auspices of the Neighbor-
hood House, employing a director whose services are loaned by
the Playground Commission.
South Bend, Ind. — Initiated by Social Welfare Committee
of the Chamber of Commerce, which assisted in the formation of
neighborhood civic associations meeting in the public schools.
The Chamber of Commerce Committee helps the local associa-
tions in getting up interesting programs for their meetings and the
Board of Education loans its motion-picture machine.
Syracuse, N. Y. — Workers and janitor service are furnished
by the Solvay Guild.
Youngstown, O. — The Playground Association is in entire
charge of the work, furnishing supervisor, local directors, assist-
ants and compensation for extra janitor service. Board gives
only use of buildings heated and lighted.
ADAPTING THE SCHOOL BUILDING
In the newly-erected Valentine addition is a room 68 feet
long by 28 feet wide in which the state authorities grant per-
mission to seat an audience of 315; this is made possible by a
rolling partition and movable desks and chairs — a delightful
place for an assembly. The floor can be entirely cleared. Pro-
vision is made too for use of the stereopticon in lectures or enter-
tainments. In the front basement is a room 25 by 30, finely
lighted, with separate heating apparatus that can quickly be
brought into use and with its own outside entrance. This room
should be available for many meeting purposes; it can be dark-
ened for use of the stereopticon in the day time, if desired. —
From Report of the School Committee, i9i2,Chicopee, Mass.
The above quotation illustrates not only some of the ways,
but the spirit, which makes it possible to convert the ordinary
schoolhouse into a practicable place for holding a majority of the
desirable social-center activities.
The basement can be prepared for indoor games ordinarily
by simply removing the dust from the floor and safeguarding the
Fixing the lights with wire screens. Stretching a waxed
basement canvas over the concrete makes it available for
social dancing, while in its normal state it is suitable for folk
28
dancing. In some places a number of small, cheap gas stoves
have been installed on ordinary wooden kitchen tables, and with
the addition of some culinary utensils a very adequate equipment
has been provided for cooking classes.
It is preferable to have baths near the gymnasium, but in
case that is not practicable, inexpensive showers can be installed
in the basement by simply attaching faucets and
nozzles at regular intervals to water pipes, taking
care that there are underground pipes to take away the drainage.
Wooden lattice work under the showers will add to the comfort of
the bathers, as will also wooden compartments.
When the basement is dry it makes a convenient place for a
library room, particularly so if fairly direct access can be had to it
from the street. In a number of cities the basements are regularly
used for voting purposes, and railings, booths, and balloting
paraphernalia are stored away during the periods when not in use.
Before attempting to use a classroom, lockers should be pro-
vided for the storage of the day-pupils' books and supplies.
These lockers may be set up in the corridors or in
The classroom , _ .
any other convenient place. By placing drawing
boards upon the desk-tops it is possible, as has already been said,
to use them for sloyd and pierced-brass work, basketry, stencil-
ing, and similar handwork activities. By spreading periodicals
and magazines about on the desks, the ordinary classroom serves
very well as a reading-room. If scrupulous care is taken to re-
move all litter from the classroom after its use for social-center
purposes, the friction with the day-school teacher and principal
will be very materially minimized.
What will increase the usefulness of the classroom for social
and recreational occasions more than any other device is its
equipment with movable chairs and desks. A
Movable desks , .. . _ „. ,
school furniture firm in Rochester has developed a
movable combination chair and desk having rubber tips on the
front legs and metal slides on the rear ones, with a drawer for
books beneath the seat and an adjustable desk attachment; this
chair has already been installed in some of the classrooms of
over a hundred cities and towns. The movable desk not only
increases the usefulness of the classroom for social-center work
but allows a more elastic and vital administration of the day
class-work. The new Washington Irving High School in New
York City is furnished with movable chairs and flat-topped desks
in practically all of its classrooms.
29
In buildings where no assembly room exists one may fre-
quently be provided by taking out the partitions between two
Getting an or more classrooms. Sometimes the permanent
assembly hall W3\\ js replaced by a movable partition. Schools
already having auditoriums may be further adapted for amateur
theatricals by enlarging the platform, putting dressing-rooms at
either side, arranging the electric lighting so that it can be con-
trolled from the stage, marking exits with red bulbs, and install-
ing service wires with the proper fuse plugs for the use of stereop-
ticons and motion-picture machines. A fireproof booth con-
forming to the local fire regulations will facilitate the installa-
tion of motion-picture apparatus.
Attics, in buildings where the floor beams are sufficiently
strong, may frequently be utilized as gymnasiums or assembly
Utilizing the rooms by strengthening or improving the material
attic of the floor. An auditorium should be as near the
ground as possible, but one in the top of the building is better
than none at all. In certain cities the same room, by having
movable seats and movable gymnastic apparatus, is used both as
an auditorium and as a gymnasium. In some halls regular places
for packing the folding seats are provided under the platform.
The corridors of a school building when sufficiently wide can
often be used for dancing and games. Sometimes the adjoining
rooms have moving partitions which can be slid
The corridor , , , , . . , , , e
back, thus making a considerable area for use on
social occasions. For dancing parties the floors should of course
be waxed, but they should not be thus treated when games only
are to be played. Sometimes it is thought desirable to set up
some kind of railing or fence for the purpose of shutting off the
portions of the building which are not to be used for social-center
purposes. In Rochester iron gates were originally installed, but
after a time these were abandoned because the order of the young
people was so excellent that they were not required. Whether
or not there are gates, some measures should be taken, especially
at the beginning of social center work, to prevent the raiding of
classrooms by thoughtless young people.
Supplies of chairs and small wooden tables increase the avail-
ability of different parts of the schoolhouse, while social occasions
Additional in general will be made much more practicable if
furniture there are also a set of dishes and an adequate
supply of table ware. A stereopticon and, if possible, a motion-
30
picture machine should be installed. In the quiet-games room
there should be a traveling box of books from the public library,
as well as periodicals suited to the tastes of the prospective pa-
trons of the center.
WHAT A SUPERINTENDENT OF SCHOOLS CAN Do TO DEVELOP
SOCIAL CENTERS WITHOUT AN APPROPRIATION
The common problem, yours, mine, every one's,
Is — not to fancy what were fair in life
Provided it could be, — but, finding first
What may be, then find how to make it fair
Up to our means: a very different thing!
— Browning.
A schoolhouse grows into a social center at the same rate as
the neighborhood activities, occurring in it, increase in range and
A guiding frequency. For the superintendent lacking means
principle for school extension but desiring to promote it the
most effective line of action is that of showing a hospitable — even
inviting — attitude toward the life just outside.
The first step in carrying out the "open door" policy is to
secure from the school board the most liberal and workable set
Liberal regu- of regulations possible regarding the use of build-
lations jngs Dy other bodies. If the appropriations ad-
mit it, heat, light, and janitor service may well be afforded with-
out charge for all occasions coming within the range permitted
by the regulations. While many boards still require the appli-
cant to meet this expense, there is an increasing tendency to fur-
nish these privileges gratuitously. Having decided that certain
occasions of a recreational, social or civic character advance social
welfare, even though they are not educational in the formal sense,
these school authorities consider it legitimate to use public funds
and public property for these purposes and to encourage such use
by not subjecting the applicants to trying ordeals of red tape.
The work of many organizations whose activities are supple-
mentary to those of the schools would be greatly advanced if free
. meeting-places were afforded in public-school
side bodies to buildings. Among bodies of this character may
use the build- be mentioned social settlements (see Appendix C) ,
the Boy Scouts, Camp Fire Girls, boys' and girls'
clubs of all sorts, playground associations, women's clubs, ward
improvement associations, neighborhood civic clubs, local art
and historical societies, cooking clubs and the parent-teacher
associations which have already been mentioned.
31
In P. S. 63, New York City, the Cloak-Makers' Union re-
cently held a series of educational discussions. Their program
included addresses by college professors, repre-
Labor unions .
sentatives of national government bureaus, econo-
mists connected with the Manufacturers' Association, social
workers and representatives of various other labor unions. Simi-
lar opportunities are now desired by many labor organizations.
Often the only halls available to them are attached to saloons or
buildings even more devoid of an atmosphere of cleanliness and
order. Deliberations tend to take on the character of the envi-
ronment in which they are made. The problems which workmen
have to face bear a fundamental relation to the welfare of the pub-
lic, and it can well afford to facilitate the sound solution of them
by furnishing dignified and convenient meeting-places. The ex-
change of views which takes place under free and open discussions
tends to modify extreme opinions and to favor balanced action.
Public hearings upon current vital questions should be en-
couraged wherever school buildings have auditoriums with suf-
Discussionof ncient accommodations. Ministers' associations
community are often glad to organize meetings to discuss such
questions as the problem of how and by whom sex
education should be provided. The school board which facili-
tates the discussion of such community matters is performing a
real educational service. Sometimes it is possible to get the local
associated charities or some other body to establish in the high
school, a people's forum, a platform, that is, which is intentionally
and systematically used for the consideration of vital, local ques-
tions. The conduct of such a forum requires a leader of the
greatest tact and intelligence, but when it is successfully estab-
lished the solution of social problems is greatly furthered. In
some cities committees of the chamber of commerce and board of
trade have undertaken the organization of public meetings and
discussions in school buildings.
In a number of cities during the fall of 1912 school buildings
were opened for political rallies under partisan auspices with-
Political out serious criticism on the part of the public.
meetings When it becomes apparent that each party has
equal privileges respecting such meetings, public sentiment
usually offers no objection to holding them on the school premises.
The musical resources of a neighborhood are sometimes con-
Stimulating siderably increased by affording a meeting-place
artistic culture for a struggling choral society, orchestra, or man-
32
dolin club. Loan art exhibits held in the schoolhouse enrich the
aesthetic enjoyments of the community and they can frequently
be arranged through a systematic canvass among the families
who have interesting pictures, bric-a-brac and other objets
d'art. Many times public library boards will establish branches
in schoolhouses if there is sufficient encouragement on the part
of the school authorities.
The regular arrangement of addresses, concerts and other
entertainments, making use of town talent as well as that of the
f. teaching and student body, can sometimes be
Organizing . ,
public lectures placed upon a committee of the board of educa-
and entertain- tion. In Cleveland a social-center development
of this character has been carried on by such a
committee for a number of years. Extensive courses of interest-
ing entertainments and meetings have been held with no other
expense than that of the heat, light, and janitor service, and the
printing of programs. In every community there is a large
amount of latent intellectual and artistic talent which can be
called upon for gratuitous public service.
Progressive school work in itself overflows in a number of
ways which bring the families and friends of the pupils into the
Expanding the building after school hours. Such events as bas-
regular school ket-ball contests, folk-dancing classes, amateur
theatricals organized by the English and history
teachers, inter-scholastic debates, spelling contests, and athletic
exhibitions of various kinds are worthy of thoughtful attention.
By giving publicity to these affairs, making comfortable provision
for spectators, and encouraging the teachers to organize them,
such occasions can be increased without detriment to scholar-
ship and in a way that will strengthen the hold of the school upon
the community life. Careful and systematic thought regarding
the stimulation and organization of mothers' clubs and parent-
teacher associations on the part of principals and teachers will
also tend to bring to the school system valuable support and co-
operation on the part of the general public. A well-organized
league of home and school associations makes an excellent foun-
dation for future social-center work, as well as for reforms of a
purely educational nature.
The Y. M. C. A. and Y. W. C. A. have in some cases provided
leaders for recreational activities not in their own buildings.
Getting recrea- Especially where these organizations are carrying
tion leaders on a non-equipment work is it possible to get this
33
kind of assistance. Sometimes social-settlement workers will
give their services for social-center work in the schools. In cities
where there is a federation of men's church clubs it might be per-
suaded to support a recreational expert during a demonstration or
experimental period. (See warning on inside of back cover.)
The time of many superintendents is taken up with the per-
formance of routine clerical work which could be just as well done
Getting the ^y an assistant. If the lack of economy in allow-
time and en- ing a high-salaried man to spend most of his time
doing the work of an ordinary clerk is clearly
demonstrated to the school board, it will often provide the neces-
sary assistance. If in addition he can get a supervisor of evening
schools, of the physical training work, or of the public lectures,
then he will be able to find time for the work of increasing the
social usefulness of the school plant. Sometimes in the appoint-
ment of one of these assistants a man can be selected with regard
to his qualifications, not only for his nominal task, but also for
developing recreational features, and such an appointee would be
able to help the superintendent greatly in carrying out his ideas.
If no local organization has attempted to organize a move-
ment in favor of social centers, the superintendent himself may
well undertake this task, and in promoting it he may find helpful
suggestions in some of the pages preceding this section.
REFERENCES
DENISON, ELSA: Helping School Children. Pages 338. Harper
& Brothers, New York. Price, $1.40.
DEWEY, JOHN: The School as a Social Center. Elementary
School Teacher, 3 : 73.
GRICE, MRS. MARY VAN METER: Home and School. Pages 154.
Christopher Sower Company, Philadelphia. Price, 60 cents.
KING, IRVING: Social Aspects of Education. Pages 425. The
Macmillan Company, New York. Price, $1.60.
MONROE, PAUL: Influence of the Growing Perception of Human
Inter-relationship on Education. American Journal of
Sociology, March, 1913, page 622.
PERRY, CLARENCE ARTHUR: Wider Use of the School Plant.
Pages 423. Survey Associates, Inc., New York. Price,
$1.25.
WARD, EDWARD J.: The Social Center. Pages 359. D. Apple-
ton & Company, New York. Price, $1.50.
See also the reports and publications of the Philadelphia
Home and School League (1522 Cherry Street), the Department
of Public Recreation, Columbus, Ohio, and of the school authori-
ties in Boston, Chicago, Cleveland, Detroit and New York.
APPENDIX A
A SUCCESSFUL CAMPAIGN FOR A MODEL SCHOOL
BUILDING
The Civic League, an association of public-spirited men and
women, of Lexington, Kentucky, set out to secure the funds for a
$45,000 public school which was greatly needed in a certain dis-
trict of the city. The School Board voted $10,000 towards the
project, but that brought it to the limit of its debt capacity. The
League canvassed the local persons of means, sent out a skil-
fully worded appeal to prominent former Kentuckians and gath-
ered in another $10,000. To raise the remaining $25,000 it held
a "whirlwind" campaign of nine days' duration in which some
unusually effective publicity and organization plans were suc-
cessfully carried out.
THE MAIN FEATURES OF THE CAMPAIGN
Two weeks before its opening, a ten-page pamphlet on the
"Wider Use of the School Plant" was reprinted in two of the
leading newspapers. The same papers also announced a prize
essay competition open to all elementary and high school pupils.
The subject set was the "Wider Use of the School Plant" and for
information pupils were referred to the above article and others
on the same topic which would appear in the daily press.
At the same time a committee of the League began to send
out at intervals of three or four days a series of six post cards.
Each card contained a picture of the present or proposed school,
a concise statement of advantages to be gained, and a conspicu-
ous request to read a certain article, e.g., "The Proposed Model
Public School," which would appear on such a date.
During the week before starting the campaign there were
daily stories in the newspapers, announcing the date for turning
in the essays, the School Board's resolution endorsing the project,
and full details of the program for next week.
On the Sunday before, several clergymen preached about the
campaign, while the newspapers printed the plans and a descrip-
tion of the proposed school which filled two pages.
Monday, the day before the canvassers were to start out, was
a school holiday. A procession of 2500 pupils marched to the
auditorium where the winning essay prizes were awarded, songs
sung, gymnastic exhibitions given, and addresses made upon the
purpose of the campaign. In the evening the League gave a
public banquet, at which the president of Cincinnati University
34
35
spoke upon "The School and the Community," and addresses
were made by other prominent people.
The first day of the campaign, one hundred well-known men,
formed in companies of seven under the direction of a captain,
began to canvass the city. Luncheon was served to these solici-
tors by prominent women and a 25-foot thermometer to indicate
the growth of the fund was erected in front of the Courthouse.
Total subscriptions and lists of contributors were published
on the third day.
The fourth day, Mrs. Desha Breckinridge, the leading spirit
in the campaign, addressed the monthly teachers' meeting.
The fifth day, the Chi Omega sorority served the midday
luncheon to the solicitors.
A $1,000 and a $2,000 contribution were announced and the
women held a rally in the Y. M. C. A. on the seventh day.
On the eighth day, the sum of $10,000 was still to be raised.
One hundred women pledged themselves to secure $20 each dur-
ing the day. Schools and colleges were canvassed and substan-
tial contributions obtained.
Last day, balance of fund was secured, the workers them-
selves guaranteeing the $3,500 unpledged.
During the progress of the campaign over 100 feet of space
was given to it by the Lexington Herald, and generous treatment
was also accorded by The Leader.
The new Lincoln School was dedicated in November, 1912.
APPENDIX B
ESSENTIAL PROVISIONS OF THE NEW YORK STATE
SOCIAL CENTER LAW
Enacted April 7, 1913
AN ACT TO AMEND THE EDUCATION LAW, RELATIVE TO THE
POWERS OF VOTERS OF SCHOOL DISTRICTS, AND EXTENDING
THE USE OF SCHOOL BUILDINGS.
310. Powers and duties of boards of education. The said
board of education of every union free school district shall have
power, and it shall be their duty:
6. To purchase sites, or additions thereto, for recreation
grounds, for agricultural purposes, and for schoolhouses for the
district, when designated by a meeting of the district; and to
construct such schoolhouses and additions thereto as may be so
designated ; to purchase furniture and apparatus for such school-
houses; and to keep the furniture and apparatus therein in
repair; and, when authorized by such meeting, to purchase
implements, supplies, and apparatus for agricultural, athletic,
playground, and social center purposes.
15. To contract with and employ such persons as by the pro-
visions of this chapter are qualified teachers, to determine the
number of teachers to be employed in the several departments of
instruction in said school, and at the time of such employment, to
make and deliver to each teacher a written contract as required
by section five hundred and sixty-one of this chapter; and em-
ploy such persons as may be necessary to supervise, organize,
conduct and maintain athletic, playground and social center
activities, or for any one or more of such purposes. The regular
teachers of the school may be employed at an increased compen-
sation or otherwise, and by separate agreement, written or oral,
for one or more of such purposes.
§4. Section four hundred and fifty-five of said chapter, as
so amended by chapter one hundred and forty of the laws of
nineteen hundred and ten, is hereby further amended to read as
follows :
§455. Use of schoolhouse and grounds out of school hours.
Schoolhouses and the grounds connected therewith and all
property belonging to the district shall be in the custody, and
under the control and supervision of the trustees or board of edu-
cation of the district. The trustees or board of education may
adopt reasonable regulations for the use of such schoolhouses,
36
37
grounds or other property, when not in use for school purposes.
Such regulations shall not conflict with the provisions of this
chapter, and shall conform to the purposes and intent of this
section and shall be subject to review on appeal to the commis-
sioner of education as provided by law. The trustees or board of
education of each district may, subject to regulations adopted as
above provided, permit the use of the schoolhouse and rooms
therein, and the grounds and other property of the district, when
not in use for school purposes, for any of the following purposes :
1. By persons assembling therein for the purpose of giving
and receiving instruction in any branch of education, learning or
the arts.
2. For public library purposes, subject to the provisions of
this chapter, or as stations of public libraries.
3. For holding social, civic and recreational meetings and
entertainments, and other uses pertaining to the welfare of the
community; but such meetings, entertainment and uses shall
be non-exclusive and shall be open to the general public.
4. For meetings, entertainments and occasions where ad-
mission fees are charged, when the proceeds thereof are to be ex-
pended for an educational or charitable purpose; but such use
shall not be permitted if such meetings, entertainments and oc-
casions are under the exclusive control, and the said proceeds are
to be applied for the benefit of, a society, association or organiza-
tion of a religious sect or denomination, or of a fraternal, secret
or other exclusive society or organization.
5. For polling places for holding primaries and elections, and
for the registration of voters, and for holding political meetings.
But no such use shall be permitted unless authorized by a vote of
a district meeting, held as provided by law. It shall be the duty
of the trustees or board of education to call a special meeting for
such purpose upon the petition of at least ten per centum of the
qualified electors of the district. If such authority be granted by
a district meeting it shall be the duty of such trustees or board of
education to permit such use, under reasonable regulations to be
adopted by such trustees or board, until another meeting held in
like manner shall have revoked such authority.
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39
Social Center Pamphlets
By Clarence Arthur Perry
R 123. A Survey of School Social Centers. — Season of 1911-12.
Contains statistics of the centers in existence last winter, a tentative
definition of a social center, a list of cities having public library work in
the schools, notes on recent civic happenings in school buildings and
excerpts from several new state laws concerning social centers and the
use of the schoolhouse as a public meeting place. 20 pp. 5 cents.
R 120. Social Center Features in New Elementary School
Architecture.
An illustrated pamphlet showing the plans of the more advanced
types of school buildings now being erected in the United States, with
a description of those special features which will enable them to render
extra-ordinary services to their communities. 48 pp. 25 cents.
R 119. Sources of Speakers and Topics for Public Lectures in
School Buildings.
A directory of organizations which use the lecture platform to pro-
mote social amelioration. Also a list of topics suitable for discussion
in public meetings and suggestions of local sources of speakers. 36 pp.
5 cents.
R 104. The Unused Recreational Resources of the Average
Community.
Suggests many ways in which communities may have organized
recreation at small cost. 14 pp. 5 cents.
R 87. Recreation the Basis of Association between Parents and
Teachers.
The value of using the school building as a recreation center after
school hours, and suggestions for bringing parents and teachers to-
gether. 13 pp. 5 cents.
R 85. Evening Recreation Centers.
A description of various recreation centers in this country and a
brief survey of the movement in England. Bibliography. 32 pp.
5 cents.
R 83. The Community-Used School.
Use of the schoolhouse to promote public health, civic efficiency,
and social solidarity in the community. 9 pp. 5 cents.
Published by the
DEPARTMENT OF RECREATION OF THE
RUSSELL SAGE FOUNDATION
400 Metropolitan Tower, New York City
40
Above all else be sure to get the right person to supervise your
social centers. They will be a community asset or a community
calamity according as they are wisely or unwisely administered.
In this work, limiting the expenditure for supervision instead of
curtailing on equipment, is the worst kind of economy. Indeed,
if a competent supervisor cannot be secured from the outset, it
is preferable to delay the undertaking until such time as one can
be had.— LEE F. HANMER.
14 DAY USE
RETURN TO DESK FROM WHICH BORROWED
LOAN DEPT
This book is due on me last date stamped oelow, or
on the date to which renewed.
Renewed books are subject to immediate recall.
D LD
LD 21-100m-6,'56
(B9311slO)476
General Library
University of California
Berkeley
Gaylord Bros.
Makers
Syracuse, N. Y.
PAT. JAN. 2 1,1908
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