The New Idea: a Stairway of Public School No. 170.
The mere contact with nature, even out of a barrel, brought something to those starved child lives that struck a new note. Sometimes it rang with a sharp and jarring sound. The boys in the Hester Street school could not be made to take an interest in the lesson on wheat until the teacher came to the effect of drought and a bad year on the farmer's pocket. Then they understood. They knew the process. Strikes cut into the earnings of Hester Street, small enough at the best of times, at frequent intervals, and the boys need not be told what a bad year means. No other kind ever occurs there. They learned the lesson on wheat in no time, after that. Oftener it was a gentler note that piped timidly in the strange place. A barrel of wild roses came one day, instead of the expected "specimens," and these were given to the children. They took them greedily. "I wondered," said the teacher, "if it was more love of the flower, or of getting something for nothing, no matter what." But even if it were largely the latter, there was still the rose. Nothing like it had come that way before, and without a doubt it taught its own lesson. The Italian child might have jumped for it more eagerly, but its beauty was not wasted in Jew-town, either. The baby kissed it, and it lay upon more than one wan cheek, and whispered, who knows what thought of hope and courage that were nearly gone. Even in Hester Street the wild rose from the hedge was not wasted.
The result of it all was wholesome and good, because it was common sense. The way to fight the slum in the children's lives is with sunlight and flowers and play, which their child hearts crave, if their eyes have never seen them. The teachers reported that the boys were easier to manage, more quiet, and played more fairly than before. The police reports showed that fewer were arrested or run over in the streets than in other years. A worse enemy was attacked than the trolley car or the truck. In the kindergarten at the Hull House in Chicago there hangs a picture of a harvest scene, with the man wiping his brow, and a woman resting at his feet. Miss Addams told me that a little girl with an old face picked it out among all the rest, and considered it long and gravely. "Well," she said, when her inspection was finished, "he knocked her down, didn't he?" A two hours' argument for kindergartens or vacation schools could not have put it stronger or better.
It is five seasons since the Board of Education took over the work begun by the Association for Improving the Condition of the Poor as an object lesson for us all, and I have before me the schedule for this summer's work, just begun. It embraces seventeen vacation schools in which the boys are taught basketry, weaving, chair-caning, sloyd, fret-sawing, and how to work in leather and iron, while the girls learn sewing, millinery, embroidering, knitting, and the domestic arts, besides sharing in the boys' work where they can. There are thirty-five school playgrounds with kindergarten and gymnasiums and games, and half a dozen of the play piers are used for the same purpose. In twelve open-air playgrounds and parks, teachers sent by the Board of Education lead the children's play, and in as many more public baths teach boys and girls to swim on alternate days. In Crotona Park, up in the Bronx, under big spreading oaks and maples, athletic meets are held of boys from down-town and up-town schools in friendly rivalry, and the Frog Hollow Gang, that wrecked railroad trains there in my recollection, is a bad memory. Over at Hudson-bank on the site of the park that is coming there, teams hired by the Board of Education are ploughing up the site of Stryker's Lane, and the young toughs of the West Side who held that the world owed them a living and collected it as they could, are turning truck farmers. They are planting potatoes, and gardening, and learning the secret of life that the living is his who can earn it. The world "do move." No argument is needed now to persuade those who hold the purse strings that all this is "good business." Instead, the mayor of the city is asking the Board of Education to tell him of more and better ways of putting the machinery to use. The city will foot the bill, if we will show them how. And we will show them how.
Truck Farming on the Site of Stryker's Lane.
The last four years have set us fifty years ahead, and there is no doubling on that track now. Where we had one kindergarten when I was put out of the Fourth Ward school by a trustee for daring to intrude there to find out what they were teaching, we have a hundred and fifteen at this writing in Manhattan alone, and soon we shall have as many as five hundred that are part of the public school in the greater city. "The greatest blessing which the nineteenth century bequeathed to little children," Superintendent Maxwell calls the kindergarten, and since the children are our own to-morrow, he might have said to all of us, to the state. The kindergarten touch is upon the whole system of teaching. Cooking, the only kind of temperance preaching that counts for anything in a school course, is taught in the girls' classes. A minister of justice declared in the Belgian Chamber that the nation was reverting to a new form of barbarism, which he described by the term "alcoholic barbarism," and pointed out as its first cause the "insufficiency of the food procurable by the working classes." He referred to the quality, not the quantity. The United States experts, who lately made a study of the living habits of the poor in New York, spoke of it as a common observation that "a not inconsiderable amount of the prevalent intemperance can be traced to poor food and unattractive home tables." The toasting-fork in Jacob's sister's hand beats preaching in the campaign against the saloon, just as the boys' club beats the police club in fighting the gang.
The cram and the jam are being crowded out as common-sense teaching steps in and takes their place, and the "three H's," the head, the heart, and the hand,—a whole boy,—are taking the place too long monopolized by the "three R's." There was need of it. It had seemed sometimes as if, in our anxiety lest he should not get enough, we were in danger of stuffing the boy to the point of making a hopeless dunce of him. It is a higher function of the school to teach principles than to impart facts merely. Teaching the boy municipal politics and a thousand other things to make a good citizen of him, instead of so filling him with love of his country and pride in its traditions that he is bound to take the right stand when the time comes, is as though one were to attempt to put all the law of the state into its constitution to make it more binding. The result would be hopeless congestion and general uselessness.