Mann, William Justin. Wider Use of the School-House. The Boston Common, 1: 17, 18, September 24, 1910. Manny, F. A. Social Center in a Swiss Village. Charities, 18: 437, 438, July 20, 1907. Milwaukee Journal. Open School Halls. May 27, 1910. Utilizing Our Schools. June 23, 1910. Outlook. Civic Friendliness. 92: 966, August 28, 1909. Paulding, J. K. The Public School as a Center of Community Life. Educational Review, 15: 147-154, February, 1898. Perry, Clarence A. The Wider Use of the School Plant. No. 51, Department of Child Hygiene of the Russell Sage Foundation, 400 Metropolitan Tower, Madison Ave., New York City, N. Y. The Progress of the Wider Use Movement. The Common Ground, 1: 623, June, 1910. Perry, Clarence Arthur (in his Wider Use of the School Plant, Chapter IX). Review of Reviews. Civic Center Movement in England. 6: 307-10, October, 1902. Richard, Livy S. The Public Schools as Social Centers. La Follette's Weekly, 2: 7, July 9, 1910. Riley, T. J. Increased Use of School Property. American Journal of Sociology, 11: 655-662, March, 1906. Rochester Settlement Bulletin. The Effect of a Social Center on a Com munity. 12: 3-5, November, 1908. St. Paul Pioneer Press. School Buildings as Social Centers. September 5, 1909. Schwered, Nathan. Finding America. The Common Ground, 1: 66, 67, June, 1910. Scudder, H. E. The School-House as a Center. Atlantic, 77: 103-9, January, 1896. Stokes, J. G. P. Public Schools as Social Centers. Annals of American Academy of Political Science, 23: 457-63, May, 1904. Survey. Tamalpais Center for Community Life. 22: 569, July 24, 1909. Social Centers in Columbus Schools. 23: 696, February 12, 1910. Taylor, G. R. City Neighbors at Play. Survey, 24: 548-59, July 2, 1910. Vincent, George E. The New Duty of the School. Proceedings of Wisconsin Teachers' Association, 1907, pp. 137-9. Ward, Edward J. Rochester Social Centers and Civic Clubs: Story of the First Two Years. Published by League of Civic Clubs, Rochester, N. Y. Price, 40 cents. Rochester Social Centers. Proceedings of Third Annual Congress of the Playground Association of America, 3: 387-95, 1908. The Use of the Public School Building as a Social Center and Civic Club-House. Cincinnati Conference for Good City Government, pp. 35-7, 1909. Rochester's Experiment. Cincinnati Conference for Good City Government, pp. 123, 124, 1909. Use of School Buildings. Cincinnati Conference for Good City Government, p. 40, 1909. 1909. Little Red School-House. Survey, 22: 640-9, August 7, 1909. Rochester Movement. Independent, 67: 860-1, October 14, 1909. The Rochester Social Center and Civic Club Movement. American School Board Journal, 40: 4, 5, February, 1910. The Gospel of the Kingdom-What to Do. The Rochester Social Centers, 2: 146-52, October, 1910. A More Important Discovery. National Municipal League Clipping Sheet, February 15, 1910. Where Race Barriers Fall. The Circle, 7: 261, 262, also 302, May, 1910. Playground and Social Center Work in Rochester, N. Y. Playground Magazine, 4: 108-9, June, 1910. Public Recreation in America. La Follette's Weekly, 2: 10-11, June 25, 1910. Webster, Frederic S. Practice. Newsie, 1: 20, 21, October, 1909. July, 1909. Socialization of the School. Ohio Educational Monthly, Yerkes, Helen K. Social Centers. The Playground, December, 1910, Playground Association, 1 Madison Avenue, New York City. ADDITIONAL REFERENCES. Buckley, W. L. The School as a Social Center. Charities, 15: 76, October 7, 1905. Beginning of Social Work in Public Schools. No. 80, Borough of Manhattan. Griswold, Florence K. School-House, its Part in the Vacation of the Stay-at-Homes. Elem. School Teacher, 9: 517. June, 1909. The Use of School Roof-Gardens and Baths in New York City. Montgomery, Louise. Social Work in Hamline School, Chicago. Elem. School Teacher, 8: 113, November, 1907. Mowry, Duane. Use of School Buildings for Other than School Purposes. Edu., 29: 92, October, 1908. Weston, Elsie E. The Public School as a Social Center. Elem. School Teacher, 6: 108, October, 1908. Richardson, Mrs. Anna Sleese. The Public School as a Social Center. Pictorial Review, November, 1910. American Citizenship. By MISS GRACE ABBOTT, CHICAGO, The importance of the task of preparing for American citizenship our yearly additions of foreigners is little appreciated by the American public. In Chicago we have something like thirtysix nationalities represented in our population, and Chicago's population is not more complex than that of most American cities. More than two-thirds of its people are either "foreign born" or "native born of foreign parentage," and the remaining one-third is attempting to make the necessary adjustments among these thirty-six groups and at the same time to bring them all under a dominating American influence. If one were to ask the average American how these people are initiated into our social, industrial and political life he would probably tell you either that it was not accomplished at all and that we ought to keep out "these hordes of Europeans "; or else he would say that he knew nothing of the process, but it was being done. He was sure it was, because look at this, that or the other great and distinguished American who had come to the country fifteen or twenty years ago with no assets except his own courage and thrift and was now a great power for good in the community. As a matter of fact, both these points of view are in a certain sense right. We are absorbing the immigrant into our national life, but the question is, are we doing it intelligently and economically or with a recklessly extravagant disregard for the men and women who are lost in the process. As a community we are relying upon the public schools to accomplish this work of Americanization in the belief that if the children are properly trained the future will take care of itself, for the parents are only a one-generation difficulty anyway. While this disregard of the possible usefulness or danger in the thousands of men and women who come to us every year re sults in great loss to the community, the assumption which seems to justify it is unwarranted, for the immigrant child cannot be properly trained in American citizenship if nothing is done for his parents. Apparently our settled policy in the treatment of our foreign population is to ignore the fact that they are foreign. As though by pretending that the Italian's social, industrial Ignoring Facts and political traditions are the same as ours they will, by some miracle, become so. This has been the great American faith-cure treatment for the difficulties which come from our complex population, the results of which have not always justified the faith. In the case of the children we have probably incorrectly assumed that the training which the immigrant child needs is the same as the training which the American born child should have. Under the present system American habits of dress, speech, and manners are very rapidly acquired, and in the narrow field of teaching reading, writing and arithmetic the schools have probably met the expectations of the public. But this equipment is not proving an adequate protection for the immigrant child against the temptations which he has to meet. Although the percentage of crime is smaller among our foreign-born citizens than among the native-born Americans, the records of the juvenile court show that more than three-fourths of the children brought into court are of foreign parentage. These children have not of course committed "crimes" in most cases. Any man whose boyhood included the larks usual to that age would be apt to conclude, after reading over the Illinois or Colorado definition of delinquency, that it was just as well there were no juvenile courts when he was a boy for he would have been the despair of judge and probation officer. But this would not, of course, have been the case. The American father or mother whose child commits these small violations of the law, understanding the situation, is able by the substitution of a new and wholesome interest for the dangerous one to prevent the commission of more serious offences. But the immigrant parent finds this extremely difficult to do. His children, because of the rapid strides they have made in the public schools, have become the interpreters of America to him. Many things which the old-world father or mother frowns on "all the kids do here"-a statement sometimes cor The Oldest rect and at other times dangerously incorrect. The American mother who has found herself Child's Children quite helpless before a similar argument which clearly indicated that the girl or boy thought her standards oldfashioned, can appreciate in some measure the difficulty of the Italian or Polish parents. For them it is much intensified by their peculiar dependence upon their children. They speak to the boss, the landlord, the policeman-all the great in their world-through their children. In such a family the oldest child usually refers to the children as "mine". "My fader's gotter get work because my Charlie haint got no shoes," he explains as the reason for making an appeal to you for advice as to where his father's services may find a market. And when this boy or girl after going to work is able, because of his knowledge of English and familiarity with certain American customs, to earn more than the father, family relationships are completely reversed. When such a child becomes tired of the burden of responsibility which he has so early assumed and makes a few gay excursions with his gang, his father's word of warning is little heeded and so the assistance of the judge of the juvenile court and the probation officer are necessary to convince him that the sport he is having at the expense of the man who keeps the neighboring fruit-stand is a dangerous kind of sport for him. What is really needed is a re-establishment of the parents in the eyes of the immigrant child. Our juvenile court judges and probation officers are trying to do this, but with the best intentions in the world we are usually widening the gap between the parent and the child by the policy we are following in our public schools. In our zeal to teach patriotism we are often teaching disrespect for the history and traditions which the immigrant parent had a part in making and so for the parent himself. Some teachers, with a quick appreciation of the difficulty the family is meeting in the sudden change of national heroes and standards, are able to avoid mistakes of this sort by making it clear that the story of the struggle for Italian nationalism is a thrilling one to us and that Bohemian leaders, because of their long fight for religious liberty, are heroes to |