Extra-school activities of Illinois schools

Front matter

Extra - School Activities of Illinois Schools

A.M.

1 ,'«.HS Q£B H A.UY t

Contents

Chapter Page

I - INTRODUCTION 1

II - CITY HIGH SCHOOL 11

Foreword

The writer gratefully acknowledges the assistance rendered by Dr.Robt. E.Hieronymus,from whose office the questionnaire was sent, the co-operation of the principals and superintendents through-out the state, in filling out and returning the questionnaire s, and the helpful suggestions and valuable supervision of his prof essor,Chas. H.Johnston.

I

Introduction

During the pact few years there hae been a growing movement in the direction of wider use of the school plant. The original plan, that the school equipment be used only for the more traditional subjects and activities of school life, is being fast replaced by a new plan, that of a more extended use of school property, not only by the pupils themselves, but by their parents and other members of the community in which the school is situated.

The phenomenal growth of social and recreational activities within the school has created a new interest and an increased demand for the privileges of the school. This demand has not been confined to the school alone, but has gradually spread to and through the community. With the rapid growth of city life there has come also an increased interest in educational possibilities. Extension course s, part-time schools,night schools, and other forms of educational activity attest this fact. Civic, religious, and health activities likewise have their share in this awakened interest, and more and more are the possibilities of this common me et in g- ground , the public school, being uncovered.

Millions of dollare of profit are made every year through commercialized amusements and recreation, A part of this entertainment is undoubtedly very good and a part of is certainly unwholesome. The spirit of commercialism which animates it is hardly conducive to the formation of the highest type of citizenship. Here again the school has a large opportunity before it.

Where there are high-grade organizations in the community for the employment of leisure time, such as the Y. M.C. A. ,or Y.W.C.A. ,not on a strictly commercial basis, their work is limited almost entirely to member 8, and membership is limited by sex, age ,color, race occupation,etc. The modern school, at a very low or at no direct cost, can offer wholesome recreation and amusement. Further, this work is not limited by rank, race , color, age , or sex. As a community center, open to all , supported by all, and enjoyed by all, it can cement and unify the life of the community in a way that nothing else at the present -time can do. In years past , the folk of the countryside gathered at the "Little Red School House" and held spelling-matches and singing schools; now, in the larger cities, the people of the community gather at the modern palatial school building, for perhaps a little different type of activity, but the same thought is behind the action in both cases. The desire for inexpensive association, amusement ,and recreation has not changed.

It is interesting to follow the change in school architecture that this movement is causing. Gymnasiums , swimming pools, social rooms , audi toriums , reading rooms , banquet rooms, and many other types of rooms and equipment suitable for these extra-school activities are being constantly included in the plans for new buildings. In several instances separate buildings have been provided by the Board for these purposes.

The aim of this study is to give a general view of the entire field of extra-school activities and community service in the state of Illinois, to bring to light all the different kinds of activities carried on, and to show the variations of these activities in the different localities. This one state will not, of course , represent the country as a whole, but it will at least represent one part of the country and, further , will provide a starting point for future investigations* It is to be regretted that no similar study has been made elsewhere by which comparisons might be made*

In regard to the wider use of the school plant the Illinois School Law reads as follows-

■ # 115, The board of school directors shall be clothed with the

Tenth - To have the control and supervision of all public schoolhouses in their district, and to grant the temporary use of them, when not occupied by schools, for religious meetings and Sunday Schools, for evening schools and literary societies,and for such other meetings as the directors may deem proper* To grant the use of assembly halls and classrooms, when not otherwise needed , including light, heat and at tend ants, for public lectures, concerts and other educational and social interests,but under such provisions and control as they see fit to impose, and to conduct or provide for the conducting of recreational, social and civic activities in the school buildings under their control* "

B # 133* The said board of education shall have power:* ,,♦

Eleventh - To grant the use of assembly halls and classrooms when not otherwise needed , including light, heat and attendant 8, for public lectures, concerts and other educational and social interests, free of cost, but under such provisions and control as they may see fit to impose* ■

Thus there has been provided by state law the privilege of the free use of the school system for these purposes*

Realizing the many shortcomings of the questionnaire -method , and yet knowing that the information was available only from original source 8, an elaborate questionnaire ,designed to obtain a random sampling, a copy of which is appended, was sent out. By this questionnaire it was intended to bring to light all the activities which are being carried on in the various parts of the state, their variations and their particular peculari ties. The last week in February over 3400 of these questionnaires were mailed to the principals and superintendents of Illinois school s. A month later 400 more were sent out. Some of this latter group were sent to schools which had received, but not answered, the questionnaires sent the first time. However nearly all of the questionnaires in this second batch were sent to schools which had not received one in the first.

The response of the school -people of the state was very gratify ing. Nearly 700 reports were sent in* As is usual though, the questionnaires were returned filled out in a variety of ways, some containing little or no information and others, a very complete report. With the returned questionnaires were mailed also a large number of letters, pamphlets , news paper articles, etc.

The school 8 of the state, for purposes of expediency, accuracy and comparison, we re grouped into the following divisions:

By "City High Sohool" is meant a high school located in a city or town, not directly connected with an elementary school , and listed in the Illinois School Directory with the insertion "High School? By "Township High School" i8 meant a school which the name sicniflee and one so listed in the Directory, By "Elementary" is meant a city or village school of less than high school grade. This does not include rural schools, including only the schools listed in the Directory, together with a list of Chicago schools. By "Combined" is meant a school containing both elementary and high school grades, and listed in the Directory with one insertion only. In this division schools are listed giving one , two , three , and even four years of high school work, and yet the high school part is only one section of the school. The approximate number of schools in each of these divisions is shown below. At the extreme right is shown the number of reports received from the schools of that particular division.

Division No, of Schools Reports Rec*d.

In addition to these, about fifty more reports were received which could not be used for one reason or another. The returns from each of the four divisions will be treated in the order given above. One chapter will be devoted to an analysis of the reports from the particular type of school, in each case, while a fifth chapter will compare the returns from all four types.

The writer regrets that the returns could not be shown in tables or other less tedious form. A number of schemes were tried out which would eliminate to some extent the monotony of a drawn-out treatment , but none of these served to show the many variations in the desired form and all were abandoned. Consequently , each item in the questionnaire will be taken up in its regular order and an entire paragraph devoted to it. In some instances very few or none of the schools reported the particular activity under considera tion. In others, the activity was reported but little information was given concerning it. In such cases the record of this activity will be found in the tables at the close of the chapters, no special paragraph being devoted to these activities.

Upon the next few pages will be found a copy of the letters mailed out with the questionnaire , and also a copy of the questionnaire itself.

A Copy of the First Letter Sent with the Questionnaires to the Principals and Superintendents of the State.

Urbana ,111 inoi s ,

February 33, 1917.

To Superintendents and Principals of Schools:

The School of Education, in cooperation with the Community Adviser, is working out certain social problems of the public school. The completion of the Illinois School Survey is an opportune time to gather together and to make known the significant facts as to the use of the school plant for community activities.

For this purpose I am enclosing a blank used in securing this information. Will you kindly, with the co-operation of your teachers and the friends of the school, fill this out as fully as you can and return it to me at the earliest date convenient. An addressed envelope is enclosed.

I am taking this opportunity also of calling your attention to the Second Annual Statewide Better Community Conference here at the University, April 10-13, All associations, organizations, and institutions interested in welfare work are most cordially invited to send representatives. As a teacher ycuwill readily see the importance of having the school interests in the forefront in this movement. Will you,therefore,bring this before your teachers and school officers and friends of education generally and urge their attendance. Please give publicity to the Conference through all the newspapers ,churche 8, and other various organizations of your community. Make use of this meeting as a means of bringing about a closer co-operation of the various agencies in your community. The program when completed will be mailed to all whose names you send.

Hoping to see you and other interested workers from your community, I am,

Yours most truly,

R, E.HIERONYMUS

Community Adviser

A Copy of the Letter Sent with the Questionnaire a to the County Superintendents,

University of Illinois Urbana ,11 linoi 8 , February 22, 1917.

To County Superintendents of Schools:

The School of Education in cooperation with the Community Adviser is working out certain social problems of the public school. The completion of the Illinois School Survey is an opportune time to gather together and to make known the significant facts as to the present use of the school plant for community activities.

For this purpose I am enclosing three or four of the blanks used in securing this information. Will you kindly place these in the hands of such rural and village teachers as have been most successful from your point of view in this kind of work in your county? Additional copies of this questionnaire will be sent on request. Addressed envelope is enclosed for reply,

I am taking this opportunity also of calling your attention to the Second Annual State-wide Better Community Conference here at the University, April 10-12, All associations, organizations and institutions interested in welfare work are most cordially invited to send representatives. It is important that the school interests shall be in the forefront in this movement. Will you, there f ore , bring this before your teachers and school officers and friends of education generally and urge their attendance. Please give publicity to the Conference through all the newspapers and various clubs, churches and associations of your county. The program when completed will be sent to all whose names you send.

Hoping to see you and the interested workers of your community, I am,

Yours most truly,

R, E. Hieronymus

Community Adviser

A Copy of the Letter Sent with the Second Batch of Questionnaires,

Urbana, Illinois March 30, 1917

To Superintendents and Principals:

A month ago the enclosed blank was mailed to you. In checking up the lists no report is found from your school, although about six hundred replies have been received. In making comparisons and summaries it is desirable to include as many schools as possible. This second request is made in the interest of thoroughness and completeness. If convenient will you kindly attend to this within the next few days or request one of your teachers to do so.

Your attention is also called again to the "Annual Better Community Conference? here at the University April 10-13, Programs will be sent to such persons as you may think will be interested, Hope you can be represented by one or more persons that will be helpful to the further development of your community.

An addressed envelope is enclosed. Awaiting your wi8hes,I am

Yours most truly,

R. E. HIERONYMUS

Community Adviser

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ILLINOIS SCHOOL SURVEY

A cooperative investigation of the various activities, apart from the usual school work, carried on through the school system for the betterment of the

community.

Please return to R. E. Hieronymus, Community Adviser, University of Illinois, Urbana.

Name of City Population Name of School Name of person mailing this

information Address High or Grade School Enrollment

Number of Teachers. Immediate community is chiefly (underscore) residential, commercial, industrial, agricultural, mining.

Population in dominant racial elements is (underscore) homogeneous, heterogenous.

Is some local problem of general interest to the community being agitated at present? Its nature and proposed solution (use separate

sheet). General attitude of Community towards school is (underscore) friendly, interested, helpful, cooperative, indifferent, antagonistic. General attitude

of SCHOOL towards community is (underscore) friendly, interested, willing-to- serve, helpful, indifferent, antagonistic. Have you a gymnasium?

How large?. Is it a suitable place in which to hold socials, entertainments, concerts, lectures, etc? Can you provide the necessary seats and equipment suitable for its use in the above ways? Is it easily accessible? Have you an auditorium? What is its

seating capacity? Is it a suitable place in which to hold parties, athletic games, gymnastics, etc? Are the seats movable?

Is it easily accessible? If you have neither gymnasium nor auditorium have you a classroom or other room suitable for such events as entertainments,

lectures, concerts and programs? What is its seating capacity? Could it be used for parties, athletic games or gymnastics? What

arc the leading forms of recreation for adults in the community? Are they Commercialized If

free how supported? How many teachers are giving part of their time to such community service as

city chemist, special lecturer, adviser, organizer or director of community enterprise. Sunday School teacher, etc.? Are these services volun-

? Do these teachers receive extra remuneration? From whom?. Amount?.

Check Activities.

Use Space below for activities not listed

School Improvement Ass'ns Parent-Teacher Ass'ns.

Mother's Clubs Boys* Clubs Girls' Clubs Dramatic Clubs Literary Societies Moving Pictures Public Libraries Reading Rooms Art Exhibits Chautauquas Travelogs Public Lectures Extension Courses Part-Time School* Night Schools Special Courses English for Foreigners Classes Grange Meetings

Place of Meeting

Meet How Often

Organized Supervised by School? by School?

Annual Expense?

How Met

Municipal Problem Meetings Political Study Clubs Junior Civic Leagues Civic Leagues Industrial Leagues Labor Meetings Naturalization Courses 'Safety First* Movement •Clean-Up" Week Neighborhood Meetings Charity Organizations Tag Days

Patriotic Celebrations School Building used as:

Political Forum

Polling Place

(over)

Check ActivitiH.

Use space below for activities not listed.

Often

by School?

by School?

Annual Expense?

Expense How Met

(Amount)

Attendance

HEALTH Classes Lectures Exhibits Day Nurseries Child Welfare Ass'ns.

Red Cross Stamp Sales Dental Clinics Rye, Ear Nose and Throat Clinics General Clinics

SOCIAL Receptions Parties Dances Games Contests Banquets Entertainments Music Clubs Festivals Concerts Orchestras Bands

RECREATIONAL Playgrounds Gymnasiums Swimming Pools Indoor Ball Hand Ball Basket Ball Volley Ball Swimming Football Baseball Hockey

Use of Building for Sunday School Sunday Meetings Sunday Lectures Bible Classes Sacred Concerts y. M. C. A.

Y. W. C. A.

MISCELLANEOUS Boy Scouts

Camp-fire Girls Domestic Clubs

Field and Garden Cubs Home Project Clubs Rural Fairs

If you think of any other types of community service rendered hy or through your school system please name and note character of the work. Use

separate sheet for fuller information on any of the subjects. What is the total number of events or meetings you have held so far this year?

Kindly estimate total number of different individuals attending.... In a general way are your activities (underscore) thriving, decadent. Is the

community interested in them? Are your activities attended mostly by (underscore) younger people, older people. Is there organized opposition

to your activities? From what source? Do you consider the results you have obtained

worth while? Do you believe the school should be the center of community activities? Have you any suggestions for bettering your

community? , Could these services be rendered through the school system? Kindly indicate activities in your

experience which can not be carried on through the school system but elsewhere

If there are other organizations carrying on community activities enumerate in the order of importance

Could the work they are doing be carried on through the school system?.

Why?

RECREATIONAL Playgrounds Gymnasiums Swimming Pools Indoor Ball Hand Ball Basket Ball Volley Ball Swimming Football Baseball Hockey

SOCIAL Receptions Parties Dances Games Contests Banquets Entertainments Music Clubs Festivals Concerts Orchestras Bands

Child Welfare Ass'i.s.

Eye, Ear Nose

and Throat Clinics

Check Activities.

Use space below for activities not listed.

Place of Meeting

Meet How Often

Organized by School?

Supervised by School?

Annual Expense?

Expense How Met

Admission

Fees? (Amount)

Approximate Attendance