Page 45 - 1913 November - To Dragma

so TO PRAGMA OF ALPHA OMICRON PI

pouring in. Some say a complete subversion of the present indus-
trial order and socialism. Others have various answers. But why
not utilize for good the forces already present in society? Why not
base our hopes upon evolution instead of revolution? Begin at the
beginning and build up our society on rock foundations. Create a
homogeneity and sense of patriotic ownership which will not fail in
time when concerted action is necessary. From the great melting
pot of the nations turn out a perfect whole.

But where to begin? Obviously, at some point which is a com-
mon advantage ground for all. There is no place that so fulfills
his requisite as the public school. As Luther Halsey Gulick says:
"Communities must have some material and social machinery by
which various classes shall come to know each other; some instru-
ment that shall cross-section racial, financial, and social strata; some-
thing that shall go beneath these and touch fundamental human in-
terests. Of these the central one is the love of children and the
machinery most natural as well as most available is the public
school system."

The little red schoolhouse should stand for more than the funda-
mental three R's, it should be the "focal point" in a community's so-
cial life. I t is true, however, that the public school has not as yet
adapted itself to the needs of the masses. " I t is a failure," is the,
cry—and why? Because it equips only about one-fifth of those at-
tending for their future life in the world. But the movement for
the wider use of the school plant as an aid to community develop-
ment is spreading rapidly. Its purpose is by various means to edu-
cate five-fifths instead of one-fifth of our population, and by grap-
pling with its very roots to instill into society the right principles of
law and order.

There are many ways in which the school plant may be utilized
in addition to its regular daily routine. I t may serve for evening
schools, vacation schools, vacation playgrounds, athletics, games,
and folk-dancing, public lectures, meetings of various organizations,
recreation centers, and social centers. The North and East have
been most active in work along these lines, and, therefore, before we
take up New Orleans, let us examine for a moment the steps taken
by other parts of our country.

In the City of New York, which may be taken as a good example
of the Northwestern cities, there are evening schools of all types, ele-
mentary, trade and high schools. The elementary schools offer f u l l
courses in grammar and secondary subjects, besides commercial
courses and domestic science, dressmaking, millinery, mechanical