The Greatest Works of John Dewey. Джон Дьюи
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immediate neighborhood conditions not only enriches school work and strengthens motive force in the pupils, but it increases the service rendered to the community. No school can make use of the activities of the neighborhood for purposes of instruction without this use influencing, in turn, the people of the neighborhood. Pupils, for example, who learn civics by making local surveys and working for local improvements, are certain to influence the life of the locality, while lessons in civics learned from the purely general statements of a text-book are much less likely to have either applicability or application. In turn, the community perceives the local efficiency of the schools. It realizes that the service rendered to welfare is not remote, to appear when the pupils become adults, but a part of the regular, daily course of education. The statement that the schools exist for a democratic purpose, for the good of citizenship, becomes an obvious fact and not a formula. A community which perceives what a strong factor its school is in civic activities, is quick to give support and assistance in return, either by extending the use of its own facilities (as happens in Gary) or by the direct assistance of labor, money, or material when these are needed.
The supervising principal of public school No. 26 in Indianapolis is trying an experiment unlike any other known to us in an effort to make his plant a true school; that is, a place where the children of his neighborhood shall become healthy, happy, and competent both economically and socially, and where the connection of instruction with the life of the community shall be directly recognized both by children and parents. Mr. Valentine’s school is located in the poor, crowded colored district of the city and has only colored pupils. It is not an attempt to solve the “race question” nor yet an experiment suited only to colored people. There is nothing in the school not entirely practical in any district where the children come from homes with limited resources and meager surroundings. A visitor when leaving this school can not fail to wish that such ventures might be started in all our great cities,—indeed in any community where people need to be aroused to a sense of their needs, including the fact that if they are to contribute to the best interests of the community, they must be taught how to earn a living, and how to use their resources for themselves and their neighbors both in leisure time and in working hours. Mr. Valentine’s school is a school for colored children only in the sense that the work has been arranged in relation to the conditions in the neighborhood; these modify the needs of the particular children who are the pupils. Yet the success of the experiment would mean a real step forward in solving the “race question” and peculiar problems of any immigrant district as well. Mr. Valentine is not interested in illustrating any theories on these points, but in making up for gaps in the home life of the pupils; giving them opportunities to prepare for a better future; in supplying plenty of healthy occupation and recreation; and in seeing to it that their school work reacts at once to improve neighborhood conditions.
Mr. Valentine’s school is really a social settlement for the neighborhood, but it has a decided advantage over the average settlement, for it comes in contact with all the children living within its district for a number of hours each day, while most settlements reach the children for only a few scattered hours each week. The school has a larger influence than most settlements because it is a public institution for which the people who use it are paying their share; they feel that their relation to it is a business one, not a matter of philanthropy. Because of this businesslike relation the school is able really to teach the doctrines of social welfare. In any settlement the work is always handicapped by the fact that the people who make use of it feel that they are receiving something for which they do not pay, that something is being done for them by people who are better off financially than they are. But giving a community facilities that it lacks for special classes and recreation through the public school of the district put the work on a different basis. The school is really the property of the people of the district; they feel that they are more or less responsible for what is done there. Any wider activities that a school may undertake are to a certain extent the work of the people themselves; they are simply making use of the school plant for their own needs.
The neighborhood around Mr. Valentine’s school is one of the poorest in Indianapolis, and once had a bad reputation for lawlessness and disorder as well. The school had struggled along for years with little or no support from the community as a whole or from individual parents. The per cent. of truancy was high, and a large number of cases were sent to the juvenile court each year. The children took no interest in their work as a whole, and cases of extreme disorder were not infrequent; one pupil tried to revenge himself on his teacher for a merited punishment with a butcher’s knife, in another case it was necessary to arrest a boy’s father as a lesson to the neighborhood. Besides this attitude of hostility and of unwilling attendance, the school had to contend with immoral surroundings which finally made it necessary to do something to isolate the school building from neighboring houses. Finally the school board bought the tract of land and wooden tenements around the school building. It was at first proposed to tear down the old buildings, but the authorities were persuaded to turn them over to the school for its use. The school now found itself the possessor of a large playground and of three frame tenements in the worst possible condition, the board having stipulated that this added property should mean no further expense to the city after its purchase and the cleaning up of the grounds. It was decided to use the buildings for social and industrial purposes. One of them was fitted up by the pupils and neighbors interested as a manual training building. In this there is a carpenter shop, a sewing room, and a room for the class in shoemaking. Each grade devotes a regular number of hours a week to hand work, and has an opportunity to join other industrial classes after school. The immediate practical appeal of the work is never lost sight of, and the work is arranged to fit the needs of the individual pupil.
The carpenter shop is open all day, and there are classes for the girls as well as for the boys. Pupils are at liberty to go into the shop and work whenever they have any free time. The work is not confined to exercises to train the child in the use of tools, but each pupil makes something that he needs or wants, something that will be of real use to him. Processes and control of tools are taught the pupil by means of the piece of work he is doing. This is the keynote to all the industrial work done in the school. The more remote end of teaching the child processes which will be useful to him later is not lost sight of, but material is always used which has some immediate value to the child or to the school. The boys have learned carpentry work by making things that were needed in the school building—tables, cupboards, and bookcases—and by doing some of the repairing on the building. The girls have learned to sew by making clothes for themselves, for their brothers and sisters, and by making curtains and linen for the school. They have learned to cook by making soup for hot lunches for the school and the neighbors, and by cooking a whole meal for their own class. Besides the cooking and sewing department for the girls, there is a class in millinery and in crocheting. These two classes are conducted from the commercial point of view, to teach the girls to do something that will enable them to earn some money. In the millinery class the pupils start by making and trimming hats for themselves, so that they learn the different processes in the trade. The girls in the class who show the most skill are then allowed to take orders from friends and neighbors and trim or make hats for them. Besides the cost of the material the buyer pays a very small sum for the work, and this goes into the school treasury. The millinery class has done quite a business in the neighborhood, and turned out some very successful hats. Crocheting is taught as a trade, and any girl who wishes to make some money has an opportunity to learn how to make lace, table doilies, and all sorts of crocheted articles, like hoods, etc., which will sell. As the girls are learning, they are working on something which they can use for themselves or in their homes.
The work for the boys is arranged in the same way. Besides the carpenter work and the repairing there is a boys’ cooking class, a shoe-repairing department, and a tailoring shop. The cooking class is even more popular with the boys than with the girls. In the shoe-repairing shop, which holds classes after school hours, the boys learn to mend their own shoes. A professional cobbler is the teacher, and the mending must be neatly done. The boys begin work on their own old shoes and as they progress in skill, are allowed to bring shoes from home to be repaired, or to mend for the girls and for the younger boys in the school, who, however, pay a small sum for the work. The tailoring department is run on the same plan, to teach habits of personal neatness and of industry through giving the pupils work that results in neatness and gives some manual skill and control of tools.