What one school did and how it did it . ta, centers thehistory of a unique bit of educational progress. A satisfied feeling that the school was good enough had be-come rooted in the hearts of many of the parents of the school house was old, the walls dingy with no hallway forhanging of wraps or for placing of lunches; the heating sys-tem,—a stove in one corner at the front, occupying considerablespace, gave the poorest possible satisfaction. The basement,rather a cellar, or merely a hole in the ground,—was dark anddamp. A social-center spirit, however, had been and was alive in th
What one school did and how it did it . ta, centers thehistory of a unique bit of educational progress. A satisfied feeling that the school was good enough had be-come rooted in the hearts of many of the parents of the school house was old, the walls dingy with no hallway forhanging of wraps or for placing of lunches; the heating sys-tem,—a stove in one corner at the front, occupying considerablespace, gave the poorest possible satisfaction. The basement,rather a cellar, or merely a hole in the ground,—was dark anddamp. A social-center spirit, however, had been and was alive in theeommunity and many interesting Sunday gatherings were held\\i the school house, where questions of social and community WHAT ONE SCHOOL DID AND HOW IT DID IT 7 interest were discussed, with speakers of educational reputationand civic renown. Thus passed the first term of school. Music and draw-ing with water-color work had been added to the curriculum;but school was keeping in much the same spirit and way as in thepreceding FIGURE 1. THE SCHOOL AS A NEIGHBORHOOD CENTER The children had the use of the huihlinir during siMiooI hours, but the resi-dents of the district—young and old alilie—held many interesting gatheringsin the school house on week day evenings and helpful but uon-denomiuationalmeetings on Sunday afternoons. Parents Not Interested in School The children, as normal boys and girls always are, were will-ing to work, always ready to try somethiiiff new. But how couldthe parents be interested in the kind of work their children weredoing? This was the question that had to be answered. After intimate talks with the children from each home, as tothe little chores which they had to do, their desires for doingcertain things which tliey could not do, their grievances, and thelike, I came to the conclusion that we must set some certain day,several months in the future, and arrange for an exhil)ition,—•not only of work we were doing, but of work we were an
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