第28章 CHAPTER V FIRST DAYS AT HULL-HOUSE(5)

The public schools then contained little hand work of any sort, so that naturally any instruction which we provided for the children took the direction of this supplementary work. But it required a constant effort that the pressure of poverty itself should not defeat the educational aim. The Italian girls in the sewing classes would count the day lost when they could not carry home a garment, and the insistence that it should be neatly made seemed a super-refinement to those in dire need of clothing.

As these clubs have been continued during the twenty years they have developed classes in the many forms of handicraft which the newer education is so rapidly adapting for the delight of children; but they still keep their essentially social character and still minister to that large number of children who leave school the very week they are fourteen years old, only too eager to close the schoolroom door forever on a tiresome task that is at last well over. It seems to us important that these children shall find themselves permanently attached to a House that offers them evening clubs and classes with their old companions, that merges as easily as possible the school life into the working life and does what it can to find places for the bewildered young things looking for work. A large proportion of the delinquent boys brought into the juvenile court in Chicago are the oldest sons in large families whose wages are needed at home. The grades from which many of them leave school, as the records show, are piteously far from the seventh and eighth where the very first introduction in manual training is given, nor have they been caught by any other abiding interest.

In spite of these flourishing clubs for children early established at Hull-House, and the fact that our first organized undertaking was a kindergarten, we were very insistent that the Settlement should not be primarily for the children, and that it was absurd to suppose that grown people would not respond to opportunities for education and social life. Our enthusiastic kindergartner herself demonstrated this with an old woman of ninety who, because she was left alone all day while her daughter cooked in a restaurant, had formed such a persistent habit of picking the plaster off the walls that one landlord after another refused to have her for a tenant. It required but a few week's time to teach her to make large paper chains, and gradually she was content to do it all day long, and in the end took quite as much pleasure in adorning the walls as she had formally taken in demolishing them. Fortunately the landlord had never heard the aesthetic principle that exposure of basic construction is more desirable than gaudy decoration. In course of time it was discovered that the old woman could speak Gaelic, and when one or two grave professors came to see her, the neighborhood was filled with pride that such a wonder lived in their midst. To mitigate life for a woman of ninety was an unfailing refutation of the statement that the Settlement was designed for the young.

On our first New Year's Day at Hull-House we invited the older people in the vicinity, sending a carriage for the most feeble and announcing to all of them that we were going to organize an Old Settlers' Party.