第110章 CHAPTER XVIII SOCIALIZED EDUCATION(1)

In a paper written years ago I deplored at some length the fact that educational matters are more democratic in their political than in their social aspect, and I quote the following extract from it as throwing some light upon the earlier educational undertakings at Hull-House:-Teaching in a Settlement requires distinct methods, for it is true of people who have been allowed to remain undeveloped and whose facilities are inert and sterile, that they cannot take their learning heavily. It has to be diffused in a social atmosphere, information must be held in solution, in a medium of fellowship and good will.

Intellectual life requires for its expansion and manifestation the influences and assimilation of the interests and affections of others. Mazzini, that greatest of all democrats, who broke his heart over the condition of the South European peasantry, said:

"Education is not merely a necessity of true life by which the individual renews his vital force in the vital force of humanity; it is a Holy Communion with generations dead and living, by which he fecundates all his faculties.

When he is withheld from this Communion for generations, as the Italian peasant has been, we say, 'He is like a beast of the field; he must be controlled by force.'" Even to this it is sometimes added that it is absurd to educate him, immoral to disturb his content. We stupidly use the effect as an argument for a continuance of the cause. It is needless to say that a Settlement is a protest against a restricted view of education.

In line with this declaration, Hull-House in the very beginning opened what we called College Extension Classes with a faculty finally numbering thirty-five college men and women, many of whom held their pupils for consecutive years. As these classes antedated in Chicago the University Extension and Normal Extension classes and supplied a demand for stimulating instruction, the attendance strained to their utmost capacity the spacious rooms in the old house. The relation of students and faculty to each other and to the residents was that of guest and hostess, and at the close of each term the residents gave a reception to students and faculty which was one of the chief social events of the season. Upon this comfortable social basis some very good work was done.

In connection with these classes a Hull-House summer school was instituted at Rockford College, which was most generously placed at our disposal by the trustees. For ten years one hundred women gathered there for six weeks, in addition there were always men on the faculty, and a small group of young men among the students who were lodged in the gymnasium building. The outdoor classes in bird study and botany, the serious reading of literary masterpieces, the boat excursions on the Rock River, the cooperative spirit of doing the housework together, the satirical commencements in parti-colored caps and gowns, lent themselves toward a reproduction of the comradeship which college life fosters.

As each member of the faculty, as well as the students, paid three dollars a week, and as we had little outlay beyond the actual cost of food, we easily defrayed our expenses. The undertaking was so simple and gratifying in results that it might well be reproduced in many college buildings which are set in the midst of beautiful surroundings, unused during the two months of the year when hundreds of people, able to pay only a moderate price for lodgings in the country, can find nothing comfortable and no mental food more satisfying than piazza gossip.

Every Thursday evening during the first years, a public lecture came to be an expected event in the neighborhood, and Hull-House became one of the early University Extension centers, first in connection with an independent society and later with the University of Chicago. One of the Hull-House trustees was so impressed with the value of this orderly and continuous presentation of economic subjects that he endowed three courses in a downtown center, in which the lectures were free to anyone who chose to come. He was much pleased that these lectures were largely attended by workingmen who ordinarily prefer that an economic subject shall be presented by a partisan, and who are supremely indifferent to examinations and credits. They also dislike the balancing of pro and con which scholarly instruction implies, and prefer to be "inebriated on raw truth" rather than to sip a carefully prepared draught of knowledge.

Nevertheless Bowen Hall, which seats seven hundred and fifty people, is often none too large to hold the audiences of men who come to Hull-House every Sunday evening during the winter to attend the illustrated lectures provided by the faculty of the University of Chicago and others who kindly give their services. These courses differ enormously in their popularity: one on European capitals and their social significance was followed with the most vivid attention and sense of participation indicated by groans and hisses when the audience was reminded of an unforgettable feud between Austria and her Slavic subjects, or when they wildly applauded a Polish hero endeared through his tragic failure.