BULLETIN OF THE EXTENSION 
 DIVISION, INDIANA UNIVERSITY 
 
 Entered as second-class mail matter, October 15, 1915, at the postoffice at Bloomington, 
 Indiana, under the Act of August 24, 1912. Publishedl monthly, by Indiana University, 
 from the University Office, Bloomington, Indiana. 
 
 Vol. IV 
 
 BLOOMINGTON, IND. 
 
 No. 6 
 
 School and Community Service 
 
 Experiments in Democratic Organization 
 
 By 
 
 Robert E. Cavanaugh, Officer in charge of the hidianapolis Ex- 
 tension Center, Indiana University; Assistant Secretary of the 
 Educational Section, State Council of Defense, 
 
 and 
 
 Walton S. Bittner, Associate Director in Charge of Public 
 Welfare Service, Extension Division, Indiana University; mem- 
 ber of Central Food Committee, State Council of Defense 
 
 FEBRUARY, 1919 
 
 Monograph 
 
Contents 
 
 PAGE 
 
 Foreword 3 
 
 High School Councils in the Patriotic Service League — 
 
 Program of Mobilization - 4 
 
 Organizing the League - 6 
 
 Committee on Program 8 
 
 Committee on Finance 8 
 
 Committee on Employment 9 
 
 Citizens' Survey Committee 9 
 
 War Service Work of High School Councils 10 
 
 Community Councils Created by Federal Agencies — 
 
 The Beginnings of the Community Councils .• 13 
 
 The Plan and its Significance 14 
 
 Proclamation of the President to the State Councils of Defense 14 
 
 Relation op School and Community — 
 
 Continuation of the High School Councils — - 17 
 
 A Lesson in Self-Government 18 
 
 The School A Community Center 18 
 
 Appendix — 
 
 Constitution for High School Council of Defense 20 
 
 Regulations for High School Councils 21 
 
 War Work of a Typical High School Council 22 
 
 Quotations from Brief Reports from Other Schools 24 
 
 Illustrations of Practical Shop Work 25 
 
 References 31 
 
 n. •t D. 
 
 JUL 8 1919 
 
 .(2> 
 
1 C-*';"* 
 ^^' 
 
 
 Foreword 
 
 Since the war was waged for the perpetuation of democracy, for the 
 safeguarding of democratic institutions, and for the strengthening of free 
 peoples, it is self-evident that the United States not only must adhere to 
 democratic ideals and policies in its relations with other nations, but it 
 must also progressively apply the same principles within the nation. We 
 committed ourselves, by our war or peace aims, to a program of practical 
 democracy at home. While the war was in progress no less than in times 
 of peace, we were obligated to retain the democracy which we had so 
 painfully acquired as well as to perfect and advance it farther. During 
 the reconstruction period and after, we must continue and redouble our 
 efforts. 
 
 Experiments in democratic organization are being constantly made 
 in this country. Two such experiments are partially described in this 
 bulletin: the creation during the war of Community Councils by the 
 Council of National Defense with the aid of the U.S. Bureau of Education 
 and other centralized agencies; and the creation of High School Councils 
 or community centers in numerous neighborhoods in school districts of 
 Indiana to coordinate the activities of normal neighborhood life and of 
 war service. The two experiments aimed from opposite directions to 
 develop the processes of democratic organization: the one was projected 
 and stimulated from the central government at Washington; the other 
 was a spontaneous growth in local communities fostered by Indiana 
 agencies. 
 
 I' This bulletin attempts to show the relation between the community 
 councils created and fostered by the Council of National Defense and the 
 school councils organized in the Indiana High School Patriotic Service 
 League.' In addition, suggestions are given for making the councils of 
 the Patriotic Service League more effective agencies of practical democ- 
 racy. These suggestions aim to show how the school forces may better 
 serve the local communities and continue to foster state and national 
 ideals. The section entitled Relation of School and Community contains 
 material which should be of value to social-minded teachers and other 
 leaders who need practical help in the endeavor to develop their schools 
 into community centers that really work. The bulletin as a whole seeks 
 to emphasize the necessity of continuing some such organization as the 
 Patriotic Service League and of developing with increasing vitality the 
 school and community activities which a,ppeared and prospered under 
 the stimulus of war. 
 
 (3) 
 
High School Councils in the Patriotic 
 Service League 
 
 Program of Mobilization. Shortly after the entrance of the United 
 
 States into the war, the Governor of Indiana and the State Superintend- 
 ent of Public Instruction called a conference of school men and women 
 for "the mobilization of all the educational forces of the state". As a 
 result, the Educational Section of the State Council of Defense came into 
 existence and immediately began working to encourage, to direct, and to 
 coordinate the war service work which was already under way in the 
 public schools and in the higher educational institutions. 
 
 One of the first constructive measures undertaken by the Educational 
 Section was the preparation of a program of activities for the schools of 
 Indiana. This measure, as well as several others taken by the Education- 
 al Section, was designed to coordinate the war service of the public 
 schools, colleges, normal schools, and universities, and to render assist- 
 ance to the schools in their twofold task of maintaining pre-war standards 
 of education unrelaxed during the war emergency, and at the same time 
 of making a generous contribution to the immediate needs of the war. 
 
 In the early days of the European War, the disorganized labor mar- 
 ket, in conjunction with the fervor of patriotism and the exigencies of 
 the military situation, had caused in the warring countries a general re- 
 laxation of their laboriously acquired standards of school attendance and 
 child labor regulation. Schools had been taken over for military pur- 
 poses; teachers had enlisted and had been replaced either by poorly 
 equipped substitutes, or not at all; school funds had been reduced with 
 consequent lessening of the efficiency of the schools; thousands of child- 
 ren under age had been exempted from school, and other thousands had 
 left school for work without formal exemption. But by the time of our 
 entry into the war, France and England had taken count of the disastrous 
 breakdown of child life, physical, mental, and moral; had found this 
 breakdown directly traceable to relaxed standards; and had set to work 
 upon a program for raising the standards of school attendance and child 
 labor regulation to a level higher than that attained before the war. 
 American leaders read the lesson and determined to profit by it. Presi- 
 dent Wilson, in a public statement, recognized the importance of the 
 schools as a great factor in helping the government to conquer. Mr. 
 Baker, Secretary of War, advised that it was the duty of our high school 
 boys to remain at their school work. Mr. Claxton, United States Com- 
 missioner of Education, declared that "the attendance of our high schools 
 should be increased and more boys and girls should be induced to remain 
 until their course is completed". 
 
 (4) 
 
School and Community Service 5 
 
 Indiana educators recognized that in order to justify the hopes of 
 those directing the destinies of the nation it was necessary to make the 
 voluntary war service work of the educational forces so helpful that no 
 question could be raised in regard to the necessity for conscripting stu- 
 dents of the public schools to serve the government. Accordingly, the 
 program of activities prepared by the Educational Section outlined the 
 activities which should be undertaken by the schools in the war emerg- 
 ency; tho necessarily brief and meager in detail, it was nevertheless 
 fairly unified and comprehensive. It gave specific recommendations as 
 to the nature of the work to be undertaken in relation to the whole 
 problem of adapting the schools to the task of mobilization and it set 
 definite limits to the changes that might be introduced into school pro- 
 grams. It recognized that with the opening of the schools in the fall of 
 1917 would come innumerable proposals from every source, from ir- 
 responsible, volunteer, patriotic bodies on the one hand, and from the 
 federal government on the other, calling on the teachers, the students, 
 and the educational authorities to attempt various projects devised to 
 help win the war — many of the calls unconsidered, haphazard, unrelated, 
 and iTseless, the profitable proposals blocked by the unprofitable. Definite 
 guidance would be required by the schools. The program was designed 
 to offer a small measure of guidance, and it did serve the school officials 
 in that they were able to use the suggested list of activities as a check 
 on unwise demands in their communities. 
 
 The following are the main headings of the list of war-time activities 
 suggested in the program:'^ (a) production and conservation of food and 
 clothing; (6) expansion of vocational training; (c) teaching of thrift; 
 (d) school extension into the community; (e) intensification of physical 
 training; (/) conservation of health; (g) teaching of constructive pa- 
 triotism; (h) introduction of courses on war service; (i) assistance to 
 Red Cross. 
 
 In order to help local school authorities to put into effect the activities 
 suggested in the program of mobilization, the Educational Section of the 
 State Council of Defense pi'oceeded to organize county educational com- 
 mittees. With the aid of these local committees general patriotic speak- 
 ing campaigns were undertaken and special arrangements were made to 
 assist the various war-time speakers' bureaus; the movement for com- 
 munity singing was given impetus thru teachers' institutes and by the 
 efforts of community singing leaders sent out by Indiana University and 
 the Educational Section of the State Council. A plan was devised to 
 integrate the war activities of Indiana schools, particularly the high 
 schools. 
 
 The plan involved the creation in each high school of a High School 
 Council of Defense, whose purpose it should be to "utilize effectively the 
 labor power of high school students in the school district without disrupt- 
 ing the curriculum and infringing on the rights and duties of the stu- 
 dents". Each such council was to become automatically a member of a 
 state organization, namely, the Indiana High School Patriotic Service 
 
 'The program was prepared and distributed in the spring of 1917, too early to include 
 definite suggestions with reference to war savings, the U.S. Boys' Working Reserve, the 
 Red Triangle, etc. 
 
6 Bulletin of the Extension Division 
 
 League. The scheme of organization was worked out by representative 
 school men, including officials of the State Department of Public In- 
 struction, university and college professors, city and county superintend- 
 ents of schools, and public school teachers, who met frequently in com- 
 mittees, conferences, and general assembly. The plan was adopted by 
 the Educational Section of the State Council of Defense. 
 
 The League was designed not only as a device for facilitating special 
 lines of war service in the schools but also as the vehicle thru which 
 general policies might be expressed. Some of the policies thus crystal- 
 lized are apparent in a series of resolutions presented by the Educational 
 Section to the State Teachers' Association. Some of these resolutions 
 follow : 
 
 "We commend the modified plans of the United States Boys' Working 
 Reserve whereby school authorities shall be made local directors, and we 
 pledge the hearty cooperation of the schools in the work. [The modifica- 
 tions included those listed in the Regulations issued to principals and 
 High School Councils of Defense. ]" 
 
 "We recommend a Committee on Approval, representing all the school 
 interests in the state, to which shall be submitted for approval all mat- 
 ters concerning war work that may involve school activities before schools 
 shall be called upon to put such plans into execution. 
 
 "It is the sense of the Educational Section of the State Council of 
 Defense that work in the shops and on the farm by students in public 
 schools, normal schools, colleges, and universities be considered as ad- 
 ditional work — not substitute work for the regular program. It is not 
 advisable to grant academic credit for industrial and farm work. Credit 
 for such work may be given in industrial and agricultural subjects pro- 
 vided the work is done under the supervision of the proper school author- 
 ities. 
 
 "We recommend that the regular school term be maintained, and 
 that the child labor laws and compulsory education laws be held inviolate." 
 
 The State Teachers' Association adopted the following resolution as 
 well as others more particularly directing the introduction of specific war 
 service into the schools: 
 
 "We endorse the excellent work and program of the Educational Sec- 
 tion of the State Council of Defense and we recognize the Educational 
 Section as the official committee for our guidance and advice on all war 
 service work required of the schools of Indiana." 
 
 Organizing the League. Before steps were taken to organize the 
 High School Councils as members of the Indiana Patriotic Service 
 League, efforts were made to enlist the understanding and interest of 
 school officials and teachers. The following is part of one statement 
 that was put into the hands of the teachers: 
 
 "Briefly the plans and purposes of the League are: 
 
 "1. Direction of all war service of pupils thru the officers of a High 
 School Council of Defense with committees on program, employment, and 
 finance. 
 
 "2. Coordination of all war service activities in the schools so that 
 conflicting demands on the time and energies of the children may be 
 avoided. 
 
 "3. Adjustment of curricula, school terms, and vacations, so that the 
 maximum of industrial work may be done with a minimum of interference 
 in the essentials of that education which safeguards the future of the 
 nation. 
 
 =See Appendix, Regulations for High School Councils. 
 
School and Community Service 7 
 
 "4. Inculcation of patriotism, thru constructive service and thru sys- 
 tematic study of patriotic literature. 
 
 "The League is an attempt to give direction and effectiveness to 
 present and future school acti\ities in war time. 
 
 "The League plans give a prominent place to the Junior Red Cross 
 service, they provide for cooperation with the U.S. Boys' Working Re- 
 serve, with the U.S. Treasury organization for the sale of Thrift Stamps, 
 and with other organizations which ask of the children contributions and 
 ser\'ice. 
 
 "The League serves as a medium thru which the Educational Section 
 of the State Council of Defense can promptly advise teachers and school 
 officials and enable them to give the children under their charge the 
 greatest opportunities for efficient patriotic service." 
 
 The first direct approach to school officials to enlist their participa- 
 tion in the work of organizing the League took the form of letters which 
 explained the purposes of the League and suggested a form of organiza- 
 tion. A constitution and by-laws" was submitted as a guide. Portions of 
 the letters follow: 
 
 "To School Superintendents and Principals: 
 
 "It is important to make clear that the machinery of the League pro- 
 posed for the high schools of the state is not an additional organization 
 imposed from without; but a device for coordinating the war service al- 
 ready in existence, for regulating the demands on school children, and 
 for protecting the schools against direct and indirect inroads on standards 
 of school attendance and school curricula. 
 
 "The plan as proposed is broad and elastic in order to allow all the 
 necessary modifications for local situations without eliminating the one 
 important idea of emphasizing the teaching of constructive patriotism^ as 
 unselfish action and devoted service in behalf of the nation and our Allies. 
 
 "The League shall consist of all the high schools of the state which 
 shall form local High School Councils of Defense in general conformity 
 with the provisions of the constitution adopted by the Educational Section 
 of the State Council of Defense. Neither dues nor pledges of any kind 
 are required for membership. The only obligation is a willingness to 
 organize for effectively supporting definite war service work as suggest- 
 ed in the constitution and by-laws. The plans and organization of the 
 Council of Defense are subject to modification by each school which joins 
 the League. 
 
 "The Educational Section of the State Council of Defense, thru its 
 Committee on Approval, is prepared to make recommendations to the 
 school authorities as to the wisdom of permitting organizations to enter 
 the schools for making campaigns either for money or for service. 
 
 "The organization of a High School Council to carry out the prograni 
 for definite service should result in rendering active aid to our cause 
 in the war. In addition it should be a means of educating our high school 
 students in cooperative social service. Provision should be made for at 
 least three committees within the council: namely. Program, Finance, 
 and Employment Committees, and for a Citizens' Survey Committee with 
 a personnel drafted from among the representative citizens of the com- 
 munity. The Employment Committee, within the school, and the Cit- 
 izens' Committee, outside of the school organization, should be com- 
 plementary to each other, the one surveying the labor supply, the other 
 surveying the labor demand, the two cooperating to meet the labor de- 
 mand in the community -wath the labor supply in the school, without en- 
 croaching upon school demands on the one hand, or impeding the essential 
 industries on the other. Much of the success of the council will depend 
 upon the work of the three committees on Program, Finance, and Em- 
 ployment, and especially on their cooperation with the Citizens' Survey 
 Committee. 
 
 ^See Appendix, Constitution for High School Council of Defense. 
 
8 Bulletin of the Extension Division . 
 
 "Objects and Methods of the Program Committee 
 
 "The Council should, as suggested in the Constitution, arrange regular 
 meetings of the members, or at least of the officers and committee mem- 
 bers, for the special purpose of deciding policies and plans. In addition, 
 the regular meetings should provide for the study of patriotism," for the 
 discussion of actual methods of patriotic service, and, best of all, for 
 actual participation of the boys and girls in unselfish action both in- 
 dividually and collectively. 
 
 "A meeting of the Council might be devoted to songs, readings, and 
 addresses of a patriotic nature; another might deal with the problem of 
 food production as related to the local situation; or another might ef- 
 fectively educate the school in the importance of fuel conservation or 
 food conservation. These subjects are merely suggestive of the many 
 that might profitably serve as topics for discussion by the students. 
 
 "The selection of the subject War Finance for study and debate by 
 the High School Discussion League" this year indicates an interesting 
 line of cooperative effort for the students of the high schools included 
 in the Patriotic Service League. The abundance of instructive war litera- 
 ture designed to educate the people will make it possible to have excellent 
 programs devoted to topics of interest to all. 
 
 "The Program Committee's chief difficulty will be to make the meet- 
 ings of the council something more than a series of lectures, recitations, 
 and entertainments. This difficulty can be met by providing for dis- 
 cussion by the students of specific questions and proposals, e.g. 'How 
 can the school assist in seed corn selection?' 'How can we help this week 
 in planting the corn on the nearby farms?' Students may report on work 
 done. Some meetings could be given up to the business of the three 
 committees. 
 
 "The Program Committee may direct students to assist in making 
 arrangements for community meetings addressed by speakers sent by 
 the Speakers' Bureau of the State Council of Defense, or by speakers 
 from the universities of the state and from national organizations. 
 
 ''Objects and Methods of the Finance or Fund' Committee'^' 
 
 "To keep out unregulated wholesale solicitation in the schools for war 
 campaigns, to act as a steering committee, to follow recommendations of 
 the Approval Committee of the Educational Section of the State Council 
 of Defense. 
 
 "To encourage thrift and saving by individual students, to recommend 
 savings accounts system, to recommend purchase of Thrift Stamps and 
 Certificates, to cooperate with parents in inducing their children to set 
 aside some money regularly for deposit in savings bank, school savings 
 account, or in a school fund. 
 
 "To devise a system of registi-ation and report of the productive work 
 done by students and of their money savings, of their contributions to the 
 Y.M.C.A., the Red Cross, and to other organizations; in order to have a 
 detailed record of the total v/ar service of the school, this report should 
 be made in cooperation with the Employment Committee. 
 
 "To encourage contribution of part of the earnings of the boys and 
 girls, and part of their spending money, to a common school fund, from 
 which sums shall be voted for specific purposes, as the Red Cross, the 
 French Orphans' Fund, the Liberty Loan, or for any collective purpose. 
 
 "To supplement contributions by school earnings such as receipts from 
 entertainments, contests, fairs, exhibits. 
 
 *The work of the Program Committee in peace as well as in war is very important 
 as it is the duty of such a committee to use discretion in choosing timely topics for dis- 
 cussion. Local situations are important factors for consideration. See Appendix, Note 4. 
 
 ^Nearly 200 high schools took part in the discussion of War Finance in 191S. The 1919 
 subject is Universal Training for Citizenship ; about 150 high schools have enrolled for 
 the discussion. 
 
 ^Of course the use of a common fund by a school in peace would differ from its use 
 in war but the principle would remain the same. See Appendix, War Work of a Typical 
 Council. 
 
School and Community Service 9 
 
 "Objects and Methods of the Employment Committee 
 
 "To take inventory of the labor supply of the school (a) with proper 
 classifications, and (6) with regular attention to the seasonal demands 
 [a continuous survey]. 
 
 "To keep a record, by a well developed card system', of the available 
 labor and of the actual work done [in cooperation with the Finance Com- 
 mittee]. 
 
 "To cooperate with the Citizens' Survey Committee in determining the 
 labor demand and its correlation with the supply. 
 
 "To bring about cooperation between the school and the community 
 in giving direction to the work of the students. 
 
 "To cooperate with the U.S. Boys' Working Reserve in directing or 
 supervising the placing and the work of those students over sixteen who 
 enroll with the Reserve. 
 
 "To aid teachers to solve the problem of making up school time lost 
 by students. 
 
 "Objects of the Citizens' Survey Com^mittee 
 
 "To make a survey of the labor demands of the community. 
 "To cooperate with the Employment Committee in correlating the 
 labor demand with the supply. 
 
 Since one of the purposes of the organization of the Patriotic Service 
 League was to counteract some of the dangers involved in the first unre- 
 strained tendencies to induct in a wholesale fashion children of school 
 age into industrial or farm labor, it became necessary to help modify and 
 clarify the early plans of the United States Boys' Working Reserve and, 
 in addition, to emphasize the fact that there were many services which 
 boys of school age could perform besides continuous manual labor at the 
 expense of regular schooling. Further, it was imperative that school boys 
 and girls and their parents should understand that actual labor of value 
 to the community and nation in war time could be performed in the school 
 plant itself; that work outside of school could under certain circumstances 
 be properly done during school hours under school supervision and dis- 
 cipline; and that also after school hours much more work than hitherto 
 could be done either by the children independently or with the assistance 
 and supervision of school officials. A governing principle of this prop- 
 aganda was that the idea of the U.S. Boys' Working Reserve was a good 
 one, so good that essentially it should be extended to include all school 
 children as well as boys between sixteen and twenty years of age. 
 
 In order to help overcome the misunderstandings concerning the 
 numerous suggestions for utilizing the labor of boys and girls, the Ed- 
 ucational Section of the State Council undertook to instruct school of- 
 ficials and teachers in the rules and principles which should guide them 
 in the matter. Educational leaders devoted much time to assisting in the 
 extension of the U.S. Boys' Working Reserve. In order to give practical 
 direction to this assistance a communication which is reproduced in the 
 Appendix was sent to every high school principal in the state."" 
 
 The work of organizing the League proceeded rapidly. Many high 
 schools were, from the entrance of the United States into the war, de- 
 veloping in an orderly fashion the war service of the students. Those 
 schools quickly adopted the main outlines and the specific suggestions 
 of the League plan. Other schools were visited by two men, one from 
 
 "See Appendix, Note 5, for a sample employment card used in a high school. 
 **See Appendix, Regulations. 
 
10 Bulletin of the Extension Division 
 
 Indiana University, and one from the Indiana State Normal School, who 
 were sent by the Educational Section of the State Council of Defense to 
 assist in the organization of the League. At practically all war con- 
 ferences (held in eighty-seven counties under the auspices of the State 
 Council of Defense), the plan of the League was presented by university, 
 college, and school men to both mass meetings and small groups of 
 teachers and school officials. Before the close of the 1917-18 school year 
 over one hundred high schools had adopted the council organization and 
 many were developing the war service activities suggested by the League. 
 Some of the schools succeeded in continuing their war work during the 
 summer of 1918. 
 
 War Service Work of High School Councils. Under the direction and 
 guidance of the Patriotic Service League, the school councils made a 
 study of the plans of the various war agencies with a view to helping 
 them in the way that was most effective without seriously impairing 
 regular school work. As a result, the war service work which had en- 
 gaged the attention of the schools from the very beginning of the war 
 expanded tremendously in an orderly and very efficient development. 
 
 Regular programs of the councils were devoted to a discussion of 
 patriotism and of types of actual service which students might render in 
 their own communities." These programs emphasized the fact that pa- 
 triotism is less a sentiment than it is unselfish sacrifice and devoted ser- 
 vice. They focussed attention on the need for developing and fostering 
 a strong and sane patriotism to counteract the extreme trend toward in- 
 dividualism thruout the nation that had resulted from the keen pre-war 
 competition for commercial success; and to combat a well-meaning but 
 mistaken pacifist propaganda that had its roots in the same desire for 
 personal success, and had resulted in the failure on the part of many 
 people to realize the seriousness of the great international crisis. The 
 schools proved themselves powerful instruments for overcoming the 
 spiritual unpreparedness of the nation which, almost on the eve of war, 
 had been at least commensurate with our material unpreparedness. The 
 supreme need of subordinating the individual desire to the good of the 
 nation was emphasized thru song and story, thru courses in history 
 and civics. Programs of patriotic exercises were at once instituted'" and 
 became a part of the regular work of the schools. School service flags 
 were dedicated to the boys who had already gone into the service, and 
 special exercises in their honor were held for those who had gone and 
 for those about to go. 
 
 Attention was directed also to the necessity for maintaining the health 
 and vigor of the young people of the nation at the highest possible level. 
 The rejection, because of physical disabilities, of such a large percentage 
 of the young men who were called to the colors disclosed the fact that 
 the American nation had neglected the physical education of its youth. 
 
 '•'See Appendix, Illustrations of Practical Shop Work. 
 
 I'JLiberty choruses and community singing, fostered by the Council of National De- 
 fense, received an impetus all over the United States. Plans for their organization were 
 carefully worked out and widely distributed by the different war agencies. (See Appendix, 
 Note 4, for a typical program.) Recognizing that these are unsurpassed methods for 
 advancing the cause of community democracy, the Child Welfare Committee of the State 
 Council^ of Defense in cooperation with the E.xtension Division of Indiana University is 
 continuing this work where it Was dropped by the war agencies at the i-eturn of peace. 
 
School and Community Service 11 
 
 The schools undertook not only to remedy this neglect but also to meet 
 the dangers due to the strain incident to the war; the study of physiology 
 was continued and the principles of hygiene and of sane living were put 
 into practice. Public recreation, as an important phase of physical ed- 
 ucation, received an impetus. Play, games, contests, and community sing- 
 ing were promoted by the schools.'' 
 
 Here then were two important phases of the work of the High School 
 Councils, namely, the development of a spirit of patri-otism and self- 
 denying service, and the raising of standards of physical development. 
 There remained a third tremendously important phase, namely, the ren- 
 dering of material service to aid in the winning of the war. Such service 
 was of diverse kinds and involved both study and practice. Much valuable 
 work in food conservation and in increasing food production was done by 
 the schools working in cooperation with the United States Food Adminis- 
 tration. The school councils undertook to learn the plans and purposes of 
 the Food Administration and to make the Food Administration's plans ef- 
 fective in their communities. Students, under the direction of the coun- 
 cils, engaged in gardening, canning, seed corn testing, and club work of 
 various kinds related to bigger and better food production. They practiced 
 thrift, and carried over into other lines of work the lessons on thrift of 
 the Food Administration. 
 
 For example, the boys and girls of Indiana furnished noteworthy in- 
 stances of economy by eliminating unnecessary expenses due to graduat- 
 ing exercises, class pins, and receptions." Less spectacular perhaps was 
 the systematic campaign in the schools for the salvage of old rags, scrap 
 paper, nut hulls, peach pits, and other articles that had been wastefully 
 destroyed. 
 
 A large part of the savings realized from these adventures in thrift 
 was contributed to the Red Cross, the Soldiers' Library Fund, the 
 Y.M.C.A., and other philanthropic organizations, or w^s used for the 
 purchase of War Savings stamps and Liberty bonds. In several schools 
 Liberty bonds were purchased thru small individual contributions and 
 became the property of the schools. 
 
 Under the pressure of the war necessity, manual training and domes- 
 tic science in the schools underwent a radical change. The practice of 
 spending time doing routine work that achieved no material result was 
 discontinued, and without sacrificing any of the essentials of education, 
 a great amount of productive work was accomplished. Instruction in 
 farm mechanics and home economics served as a guide to the schools in 
 making their work strictly practical from the standpoint of industrial 
 production and conservation.'" 
 
 The High School Councils not only utilized the school time regularly 
 devotsd to the industrial arts for the production of articles of utility for 
 the home and farm and for the Red Cross, but discovered and developed 
 
 ^^The Indiana State Board of Educatior has recently published an excellent bulletin, 
 outlining courses in play and recreation, with adequate attention to disease prevention 
 and health. See Bulletin No. 36, 1918, by Dr. Ocker, Mr. Schlafer, et al. 
 
 '-Many Indiana high schools, by vote of the senior class, decided to limit the cost of all 
 their graduating functions to a very nominal figure. This is not only economy, but also 
 democracy befitting the democratic educational system of the state. 
 
 '"For a detailed account of the work done by a typical school organized as a High 
 School Council, see Appendix. See Appendix, Illustrations of Practical Shop Work, for 
 two simple projects that will appeal to students in shop work. 
 
12 Bulletin of the Extension Division 
 
 a great latent power of service by promoting a campaign for the profit- 
 able use of odd hours. The operation of the draft left many gaps in the 
 ranks of the adult workers which had to be filled to a large extent by 
 boys and girls, lest the essential industries suffer. So great was the im- 
 portance of maintaining farming, and of assisting farmers to increased 
 production in the face of a labor shortage, that the U.S. Boys' Working 
 Reserve had been called into being by the National Council of Defense in 
 order to provide an adequate and mobile labor supply recruited from the 
 ranks of the young men of the nation below the draft age. The Employ- 
 ment Committee of the High School Council, in cooperation with the 
 Survey Committee (composed of representative citizens of the com- 
 munity) surveyed the labor situation in the community, and on a large 
 scale utilized the spare time of students out of school hours to meet the 
 labor needs, or made plans to adjust the school program to the labor 
 needs in such a way that school work did not deteriorate. This work of 
 the High School Councils was tremendously important. It met the crucial 
 need for labor in an efficient and orderly manner; it checked the tendency 
 to induct young people into industry in wholesale fashion; it jealously 
 guarded educational standards; and it established a vital cooperation be- 
 tween school and community. 
 
Community Councils Created by 
 Federal Agencies 
 
 Indiana had, during the war, many community councils as well as 
 high school councils, and both methods of organization should be studied 
 and thoioly understood by educators and community leaders, so that the 
 valuable contributions of the council idea may be utilized in peace-time 
 "community center development. Both these war work devices, the high 
 school council and the community council, were experiments in democrat- 
 ic organization, both sought to use the schoolhouse as a coordinating 
 center for community or neighborhood activities, and both required the 
 cooperation of the school authorities as well as of parents and children 
 in the school district. 
 
 The Beginnings of the Community Councils. The community center or 
 "social center" as it was formerly called is not new in Indiana, but the 
 war has given it a new meaning and strength as well as opportunity for 
 innumerable activities and wide influence. That the federal government 
 should be partially responsible for stimulating the community center idea 
 is not so unexpected when it is remembered that President Wilson be- 
 came interested in the social center several years ago. In an address at 
 the National Conference of Civic and Social Centers in 1911 he pointed 
 out clearly that the movement was fundamentally American;'* according- 
 ly it is logical that he should have recognized the community center as 
 an excellent device for patriotic war service. He undoubtedly had this 
 in mind when he created the Committee on Public Information, for one of 
 the first things the Committee's Department of Distribution did was to 
 carry out the scheme of placing in the hands of the teachers of practically 
 every school in the United States copies of the informational publications 
 of the Committee for distribution to the people of the school centers. 
 
 The Committee issued a significant statement explaining the plan of 
 distributing pamphlets. Part of the statement to teachers is as follows: 
 
 "From the pupils to the parents in the home is a step you have often 
 taken in connection with other work. It is now a direct national service 
 in connection with the use of these pamphlets to carry their message from 
 the government to every citizen. Through your energy and devotion 
 you can become in this field the most effective force influencing the pub- 
 lic opinion of your community. Such enlightenment is fundamental to 
 every measure taken to win the war, whether it be food conservation, 
 bond buying, tax paying, supporting education, enlisting, or any other 
 form of service and sacrifice for the great work in which each individual 
 must do his part." 
 
 i*"It seems to me that the schoolhouses dotted, here, there and everywhere, oyer the 
 great expanse of this nation, will some day prove to be the roots of that great tree of 
 liberty which shall spread for the sustenance and protection of all mankind." 
 
 "So what I see in this movement is a recovery of the constructive and creative genius 
 of the American People." Quoted from President Wilson's address at Madison, Wis., 
 1911 ; in The Community Center, December, 1917, Vol. 1, No. 11. 
 
 (13) 
 
14 Bulletin of the Extension Division 
 
 Another federal agency besides the Committee on Public Information 
 gave impetus to community center development during the war. The 
 Council of National Defense suggested to the states that councils should 
 be organized ip county and other local units and particularly urged that 
 every school district be organized for as much coordinated war service as 
 possible in all the communities of each state. The idea was worked out 
 with the aid of the Bureau of Education at Washington which supplied 
 the details of tTie scheme. The Woman's Committee of the Council of 
 National Defense first presented the scheme for adoption after the out- 
 lines had been received from the National Community Center Association. 
 
 The Plan and its Significance. It is not the purpose of this bulletin 
 on School and Community Service to describe in detail the Community 
 Council Plan of National Organization as promulgated by the Council of 
 National Defense; but instead to call attention to it as a national en- 
 dorsement of the movement as it developed in Indiana cities and neighbor- 
 hoods, an indorsement of the community centers which have been taking 
 root in the state during the last six years. Before a formal statement 
 was issued from Washington, many communities in Indiana recognized 
 that the school district was an excellent unit for war service work and 
 that the school forces were powerful agencies for mobilizing opinion and 
 community energy. The people of many communities went naturally to 
 their schoolhouses for instruction and for participation in war work im- 
 mediately after the declaration of war. It is a striking fact that the 
 people in groups here and there should adopt a method and expand it in 
 time of war at the same time that their government saw its possibilities 
 and sought to extend it as a potent war-time institution thruout the whole 
 country. 
 
 President Wilson's proclamation to the State Councils of Defense 
 commending the idea of Community Councils contains a clear statement 
 of their significance. 
 
 Proclamation of the President to the State Councils of Defense 
 
 "Your State, in extending its National Defense organization, by the 
 creation of Community Councils, is, in my opinion, making an advance 
 of vital significance. It will, I believe, result, when thoroughly carried 
 out, in welding the Nation together as no nation of great size has ever 
 been welded before. It will build up from the bottom an understanding 
 and sympathy and unity of purpose and effort which will, no doubt, have 
 an inimediate and decisive effect upon our great undertaking. You will 
 find it, I think, not so much a new task as a unification of existing ef- 
 forts, a fusion of energies now too much scattered, and at times some- 
 what confused, into one harmonious and effective power. 
 
 "It is only by extending your organization to small communities that 
 every citizen of the state can be reached and touched with the inspiration 
 of the common cause. The schoolhouse has been suggested as the apt, 
 though not essential, center for your local Council. It symbolizes one 
 of the first fruits of such an organization, namely, the spreading of the 
 realization of the great truth that it is each one of us as an individual 
 citizen upon whom rests the ultimate responsibility. Through this great 
 new organization we will express with added emphasis our vdll to win and 
 our confidence in the utter righteousness of our purpose. 
 
 Sincerely yours, 
 
 WOODROW WILSON." 
 
School and Community Service 15 
 
 In developing the plan for Community Councils a program of coopera- 
 tion was suggested consisting of the following general heads: (a) com- 
 munity meetings and rallies; (&) patriotic education; (c) reports; (d) 
 food; (e) Americanization; (/) protection; (g) labor and industry; (h) 
 community thrift; (i) county subscriptions; (j) soldiers' aid work; (k) 
 coordination; (I) execution of requests from headquarters. 
 
 Numerous detailed suggestions were made by the State Council's Sec- 
 tion in charge of Community Organization and of Development of the 
 Community Council Plan, emphasizing thruout the primary idea or prin- 
 ciple that the Community Council should be a coordinating device or clear- 
 ing-hous3 to make more effective the work of existing organizations and 
 to make possible additional independent action by the whole community. 
 This idea of coordination combined with the possibility of releasing com- 
 munity energies was also the central idea of the Patriotic Service League 
 in Indiana, worked out more particularly from the point of view of the 
 teachers and children of the schools. 
 
 The significance of the community center movement as it began be- 
 fore the war developed spontaneously and under the stimulus from Wash- 
 ington during the war, and as it may continue to develop, is well summed 
 up by William Leavitt Stoddard in an article in the Independent'" de- 
 scribing the initiation of the Community Councils plan. 
 
 "For more than a year the slow processes of democratic organization 
 of a people numbering a hundred million have been developing. . . . 
 
 "The need for the performance of this task is immediate and in ab- 
 solute harmony with the issues for which we are fighting. ... It is 
 fitting, proper, and expedient that even in the midst of war we take 
 steps to make ourselves more democratic. We accepted the gage because 
 we believe that democracy is the best form of government, and that it 
 can be made the most powerful and efficient." 
 
 Dr. Henry Jackson, specialist of the Bureau of Education, pointed 
 out that 
 
 "It would be nothing short of a public benefaction if some device could 
 be found to decrease the present number of organizations and prevent the 
 inexcusable economic waste due to the duplication of activities. It is 
 because we have so many organizations that we need more organization 
 as a cure for this needless waste. 
 
 "The community center is such a device. It can perform the function 
 because it is a comprehensive organization. The center of any American 
 community is the free public school, the only center it has. The coni- 
 munity center is not a rival, but an ally, of other organizations. It is 
 more; it is their foster mother; it is the matrix which gives them their 
 setting. It embraces them as departmental activities. It is a coordinat- 
 ing instrument." 
 
 We have in Indiana, then, two phases of the community center move- 
 ment; the early development, which was a loose application of the idea 
 that the schoolhouse should be more widely used, that it should serve the 
 adult community as well as the children; and the recent development 
 under the stimulus of the war, an application in varied forms of the idea 
 that the school should be the coordinating center for war service and for 
 community service in time of peace. 
 
 ^""Democratising our Democracy", by Wm. Leavitt Stoddard in Independent May 18, 
 1918. Vol. 94, p. 279. 
 
16 Bulletin of the Extension Division 
 
 Too much emphasis cannot be given to the necessity of continuing this 
 community center development. We must have more real democracy at 
 home; the best way to inculcate democratic patriotism is to enlist the 
 children and adults in community and national service; the only institu- 
 tion which now provides universal opportunity for patriotic service is the 
 communty center in the public schools of the nation. 
 
Relation of School and Community 
 
 Continuation of the High School Councils. It is the purpose of this 
 section to call attention to the forms of school and community war ser- 
 vice that may profitably be adapted to peace times as permanent ad- 
 vances in democratic organization. 
 
 During the war democracy received an impetus, not only in Europe 
 where czars, kaisers, and the aristocracy have been rudely tumbled, but 
 also in the United States where we have seen the earnest cooperation of 
 both organizations and peoples who have long been unfriendly and hostile. 
 The prejudice of race, sect, and party were cast aside for the common 
 good. The sons of the rich and the poor went to the battle-line side by 
 side. Liberty bonds were purchased by practically all adult citizens. 
 Red Cross membership has become almost universal. The war was in- 
 deed a great leveler. 
 
 With the coming of peace and its attendant problems of readjustment 
 it is probable that competition will be increased in business, in the pro- 
 fessions, and in industry. The idealism of the war period will be re- 
 placed by the state of mind existent before the war. Reaction may follow 
 the strain of sacrifice and self-denial and the country will be in great 
 danger of a return to extreme individualism and selfishness in the rush 
 for the success which is measured largely by financial progress. 
 
 It has been the common belief that the function of an educational sys- 
 tem is to pi-epare citizens for these various phases of competition. This 
 is, perhaps, half the truth. That "it is a condition and not a theory that 
 confronts us" m-ust be admitted. Necessarily the schools, therefore, must 
 furnish preparation for this competition. No school may hope for public 
 support if it does not aid in equipping its students for practical life. The 
 state has no envied place for the citizen who cannot earn a living. 
 
 Nevertheless, there has been too much emphasis in education on suc- 
 cess without an adequate understanding that success has both an in- 
 dividual and social significance and that the social is the more important. 
 Training for useful citizenship is a common phrase, but actual training is 
 not commonly given the attention it deserves. In the struggle for suc- 
 cess, as the world of business defines it, the very rudiments of a training 
 for vocational needs have been neglected. Out of this has come the de- 
 mand for vocational education which is clearly a step in the right direction 
 for several reasons, but especially because it benefits more people and is 
 therefore more democratic. It must not be overlooked, however, that 
 vocational education unless broadly interpreted may be only a demand 
 for a wider, not a broader, application of the usual meaning of the term 
 "success", for even now, as advocated by many, it is after all a revolt 
 against the failure of education to produce more utilitarian results. 
 
 (17) 
 
18 Bulletin of the Extension Division 
 
 There is another count against the public school system. The schools 
 have become more mechanical than they should be in a self-governing 
 country. The best of them have been examples more or less of benevolent 
 despotisms where the teachers have served as retainers or vassals drilling- 
 pupils for the armies of competition. In order that this competition may 
 not wipe out every social advance gained from the war it is just as 
 necessary that an educational system should foster the spirit of democ- 
 racy which constitutes the very soul of the nation. 
 
 When High School Councils of Defense were organized thruout In- 
 diana during the war, they were created for the specific purpose of help- 
 mg to win the war. They served this purpose well, but they also did other 
 things of value. They were fine examples of practical local school democ- 
 racies, they provided for a safe but sane measure of student government,, 
 they furnished the nucleus for organizing community forums which con- 
 nected the student body with the citizens, and they gave examples of 
 helpful material service which high schools should render in peace as 
 well as in war. 
 
 A Lesson in Self Government. The work of these councils should by 
 all means be continued. Their organization and management furnish a 
 training that makes for citizenship. Under the tactful guidance of the 
 high school teaching corps, the boys and girls should learn useful lessons 
 involving initiative in action and also responsibility for its result. Every 
 prudent advance in increasing the participation of students in school ac- 
 tivities marks real progress. On the other hand, nothing is more deaden- 
 ing than to impose on live boys and girls a program of cut and dried 
 routine. Teachers who do any thinking for themselves resent such a 
 program when imposed by a school board or a superintendent. It is man- 
 ifestly illogical to deny the right of young people to enter into discussion 
 and to make their own mistakes in some of their school activities in a 
 country where we pride ourselves on the right of self-determination. 
 
 Perhaps the most liberal school administrator will oppose the institu- 
 tion of student government in our public schools when it has not yet been, 
 successfully introduced into our colleges and universities. However, it 
 is by no means impossible to make some progress in the elementary les- 
 sons in self-government thru frank discussions of aims and purposes of 
 rules of discipline and also of programs involving the relation of the 
 school to the nation, state, and community, in matters of service. We 
 have observed the prompt voluntary response of students to all the calls 
 for war service for which they saw the need. For this work the students- 
 themselves aided in formulating and executing plans. Their initiative 
 and energy have been worthy of emulation by more mature people.'" Can- 
 not this initiative and energy be /Utilized by guiding instead of coercing^ 
 the boys and girls as they develop into men and women who are to ex- 
 ercise the rights and duties of citizenship? 
 
 The School a Community Center. In many communities in Indiana 
 the leadership of the high schools in various phases of war work has been 
 pretty well established. The schools were often selected for patriotic 
 meetings and they were universally used for the distribution of patriotic 
 
 ii^See Appendix, War Work of a Typical Council, for a superintendent's letter re- 
 ferring to the work of students in his school. 
 
School and Community Service 19 
 
 propaganda, both by the government and by the various approved war 
 agencies. 
 
 This use of the schools served to bring the people of the community 
 into closer touch with the teachers and students. It also brought them to 
 the schoolhouses in ever-increasing numbers. That the school should be 
 made the real community center has thus been partially realized. It is 
 the business of the educational leaders to see that this advantage, gained 
 in war time, is not lost in time of peace. 
 
 In order to secure recognition as the community center the school 
 must continue to merit this recognition, and the only way it can do so is 
 by service. As an agency recognizing no distinctions of party, race, or 
 sect, it should be the institution to which all the people go for informa- 
 tion, discussion, and entertainment.'' 
 
 Dr. Henry E. Jackson, of the United States Bureau of Education, in 
 his bulletin "A Community Center" has given some excellent plans for 
 organizing and conducting centers and forums in a successful measure. 
 The possibilities of such centers as determining factors in a community's 
 progress have been but little realized and still less utilized. As this 
 bulletin indicates, it may be the people's university, the community forum, 
 the neighborhood club, the home and school league, the community bank, 
 and the cooperative exchange.'^ In the organization of a community cen- 
 ter the school superintendent or principal is the logical leader if it is 
 possible for him to be released from his other duties to undertake such 
 important work. To make the community center a success demands an 
 energetic, capable man who has the confidence of the public. Without 
 excellent leadership it is useless to expect success.'" 
 
 It is not the purpose of this publication to attempt to give a concrete 
 program of educational work that will result in school leadership. The 
 alert school administrator has at hand a wealth of current publications,, 
 some professional and some popular, that are full of suggestions. It i& 
 his business to select and eliminate according to local needs. New pro- 
 jects that have social value are being offered in the social sciences, the 
 practical arts'" courses, and also in English and foreign language work. 
 Community discussions of civic and industrial questions as well as politi- 
 cal and social problems — subjects usually avoided in public schools — 
 must be considered the business of public education if the school is to 
 serve its full purpose in community betterment. 
 
 ^'Many memorial halls will soon be built by communities to commemorate the deeds 
 of their heroes who have fallen in the late war. As every high school has its service 
 flag, why should not these halls be a part of the educational plants ? They would be more 
 universally used and would, therefore, justify the expenditure. If the school is to her 
 the community center it must provide a suitable place for the people of the community- 
 to meet. 
 
 •^The various government bureaus, Indiana University, Purdue University, other educa- 
 tional institutions, and many private agencies have departments devoted to public welfare 
 work. This service is of various kinds such as lantern slides, educational films, publica- 
 tions of practical value, lectures, package libraries, and community institutes. 
 
 i^See Appendix, References, for simple and practical suggestions for successfully or- 
 ganizing and conducting a community center. 
 
 ^^See Appendix, Illustrations of Practical Shop Work. 
 
Appendix 
 
 CONSTITUTION FOR HIGH SCHOOL 
 COUNCIL OF DEFENSE^ 
 
 Constitution 
 
 We, the teachers and pupils of High School in order 
 
 to g-ive loyal and efficient support to our country in the present crisis do 
 hereby pledge ourselves to cooperate with the Educational Section of 
 the County and State Councils of Defense thru a High School Patriotic 
 Service League in the effort to utilize our schools in helping to win the 
 war. 
 
 Article I. The name of this organization shall be ,. 
 
 High School Council of Defense. The Council shall be a member of the 
 Indiana High School Patriotic Service League. 
 
 Art. IL The object of the organization shall be to cooperate with 
 the Educational Sections of the County and State Councils of Defense in 
 carrying out a school program for definite, active, and patriotic voluntary 
 service. 
 
 Art. III. All the teachers and students of any high school may become 
 members of the Council and the League by a majority vote of the school. 
 Membership does not involve any form of compulsory service by the 
 school or its students. 
 
 Art. IV. The officers of the Council shall be a President, Vice-Pres- 
 ident, Secretary, and Treasurer who shall perform the usual duties at- 
 tached to those offices. 
 
 Art. V. The regular meetings of the Council shall be held on the 
 of each month, or as the Council shall decide. 
 
 Art. VI. The officers of the Council and the Chairman of the three 
 committees named in the By-Laws shall constitute an executive com- 
 mittee for planning and executing special war service work as instructed 
 by the general body of students at any meetiag or in accordance with its 
 By-Laws. A quorum shall consist of members of this committee. 
 
 Art. VII. This Constitution may be amended by a two-thirds vote of 
 the students and teachers at any regular meeting. 
 
 By-Laws 
 
 Section I. The motto of the Council shall be: Help our country NOW 
 (or any other motto as the students may decide). 
 
 Sec. II. All officers with the exception of the President shall be elect- 
 ed by ballot. The President shall be the principal of the high school, or 
 teacher or school official appointed by him. 
 
 Sec. III. The following committees shall be appointed by the Pres- 
 ident: (1) Committee on Program; (2) Committee on Employment; 
 (3) Committee on Finance. 
 
 The Committee on Program shall arrange for regular and special 
 meetings for the study and discussion of lessons on constructive patriot- 
 ism, emphasized as unselfish action and devoted service. 
 
 The Committee on Employment shall make a survey of the school's 
 labor supply and cooperate with a Citizens' Committee in making a sur- 
 vey of the community's labor need in order to bring about helpful co- 
 
 'Suggested by the Educational Section of the State Council of Defense for adoption by 
 members of the Patriotic Service League. 
 
 (20) 
 
School and Community Service 21 
 
 operation. This committee shall include in its membership representative 
 citizens such as the county superintendent, the county agent, the voca- 
 tional director, farmers, merchants, and others who may be able to make 
 its work more effective. It is essential that the chief work of discover- 
 ing the labor demand be done by citizens outside of the school organiza- 
 tion. 
 
 The Committee on Finsince shall investigate and propose a system of. 
 earning and saving by the students individually and by the school col- 
 lectively. It shall make recommendations as to methods of raising money 
 and expending it wisely from the standpoint of national service. It shall 
 have general oversight of whatever funds the Council may create and 
 shall provide for auditing the books of the Treasurer. 
 
 Signature of Officers Date 
 
 and committee chairmen Adopted by High School 
 
 REGULATIONS^ 
 
 For guidance of high school principals with reference to the U.S. Boys 
 Working Reserve and the Junior Red Cross. 
 
 I. The school officials shall have initial and final authority in any war 
 service work which proposes to utilize the time and energy of the stu- 
 dents. 
 
 II. Shortening school terms, the giving of credit for nonacademic 
 work, the release of students from school attendance should not be under- 
 taken without the sanction of the Approval Committee of the Educational 
 Section of the State Council of Defense. 
 
 This committee has suggested the advisability of providing for part- 
 time employment of students, whereby they may be released from school 
 during good weather for assisting farmers, or others, at a time of need. 
 Shorter holiday periods are also recommended. An important thing to 
 remember is that when a student is not in school his time should be 
 utilized in a valuable manner. 
 
 III. The principal of the high school as local representative of the 
 U.S. Eoys' Working Reserve should be the guiding authority in the work 
 of the Employment Committee of the High School Council of Defense 
 and should be an active member of any citizens' committee which under- 
 takes to survey the demand for labor in the community, in order: (1) 
 to direct the call for student help on farm, in store, or in factory; (2) to 
 decide what boys and girls may profitably undertake outside work; (3) 
 to decide when, where, and how long students may work during the school 
 day; (4) to provide for reports on work done, to keep records of job, 
 pay, and conditions of work whenever possible; (5) to balance work, 
 study, and recreation. 
 
 IV. The school officials shall request that calls upon students shall 
 be made through the principal and his assistants, including the Com- 
 mittee on Employment of the High School Council of Defense. Calls 
 coming from outside organizations directly to the students tend to lowei' 
 school discipline and student morale. 
 
 If students sign the pledge of the U.S. Boys' Working Reserve or 
 other similar pledges the students and parents should be made to under- 
 stand that any assignment of work that may be made will be voluntary on 
 the part of the student and that such assignment will be made and con- 
 trolled by the principal and his committee and that no organization out- 
 side the school may arbitrarily set aside school regulations. 
 
 V. The principal and the employment committee and the whole High 
 School Council of Defense should endeavor to fill the quota of enrollments 
 in the Reserve and the Red Cross as a positive patriotic service, vnth the 
 understanding that students so enrolled are not thereby released from 
 control of the school or excused from school work except as provided by 
 school authorities. 
 
 -Communication from the Educational Section of the State Council of Defense to the 
 high school principals of Indiana. 
 
22 Bulletin of the Extension Division 
 
 VI. Especial effort should be made to enroll boys not in school and to 
 assist the Reserve in placing them in productive employment. 
 
 Signed by the Secretary, Educational Section, 
 
 State Cotmcil of Defense. 
 
 WAR WORK OF A TYPICAL HIGH SCHOOL COUNCIL 
 
 In the spring of 1917, when war with Germany was declared, many 
 high fichnols took the initiative in patriotic work. In some of them action 
 was taken even before the war declaration was passed by Congress. In 
 Salem the closing number of the year's lyceum course on the evening of 
 April 3 was turned into a patriotic rally at which citizen committees 
 were appointed and resolutions pledging loyalty in the impending crisis 
 were adopted and forwarded to Washington. 
 
 This "first step" was followed immediately by an intensive campaign 
 in behalf of the Red Cross, increased food production, and food conserva- 
 tion. The high school offered to test for the farmers of that county all 
 seed corn that might be brought to it. As a result thirty-six farmers 
 brought in a total of one hundred fifty bushels, or enough to plant twelve 
 hundred acres, every individual ear of which was given the germination 
 test. Thru the activity of the high school teachers ten "better seed corn" 
 meetings were held in various parts of the county and much interest was 
 shown in all of them. 
 
 When the Educational Section of the State Council of Defense pro- 
 posed its plan for a State Patriotic Service League, Salem High School 
 at once took steps to organize a High School Council. 
 
 "A committee, composed of one teacher and eight students, was ap- 
 pointed to draw up a constitution and by-laws for such a society in the 
 local high school." The formulation of these basic principles that were to 
 rule the organization proved the worth of the undertaking. Eight stu- 
 dents did enough good work in English and civics in the constitutional 
 meeting to justify the time spent. A few days after the Constitutional 
 Convention, the results of the labor of this body were submitted to the 
 students and faculty for ratification. In the meantime, a real live prop- 
 aganda was carried on by the eight students in favor of what the League 
 was going to be able to do. 
 
 "Upon being presented, the constitution and by-laws of the Salem 
 
 ^From the report submitted by Principal C!em O. Thompson of the Salem High School. 
 
 ^PATRIOTIC DAY 
 
 Salem High School Service League 
 
 February 12, 1918 
 
 PROGRAM 
 
 Invccation. 
 
 Star-Spatigled Banner 
 Flag Salute , .^ School and Audience 
 
 Song — America, Here's My Boy School 
 
 Reminiscences of the Boys in Service .' Mr. Telle 
 
 Greetings From the Faculty in Service 
 
 Song — Keep the Home Fires Burning School 
 
 V/hy the Boys and Girls Should Help Carrie Benham 
 
 Song — 2'he Cross that Stands for Helping Hands School 
 
 Our Allies Eugene Boggs 
 
 Song — Over There School 
 
 Address Professor F. S. Bogardus, of the Indiana State Normal School 
 
 Gettysburg Address Zenor Taylor 
 
 America 
 Benediction. 
 
School and Community Service 
 
 23 
 
 High School Service League were unanimously adopted on January 9, 
 1918." 
 
 [Then follow the constitution and by-laws which were adapted to local 
 needs from the suggested form printed in this bulletin. The constitution 
 and by-laws were signed by the committee consisting of one teacher and 
 two students from each of the four classes of the high school.] 
 
 "The Program Committee set to work immediately to prepare pro- 
 grams in which the students took the most active part. An exceptional 
 program^ was arranged for Lincoln's birthday. This program furnished 
 some good work for the high school print shop. The main feature was 
 the dedicating of the high school service flag which had been made by 
 the- sewing classes. Another program was arranged for Washington's 
 birthday when pictures of Washington and Lincoln were placed in the 
 assembly room. This meeting was entirely in the hands of the students. 
 
 "But while the Program Committee was at work the others were also 
 busy. The Committee on Relief secured funds, in connection with the 
 Finance Committee, and made the high school a Junior Red Cross 
 Auxiliary. Under the auspices of this organization the high school girls 
 turned out 48 refugee garments, 13 pairs of wristlets, 2 knitted blankets 
 containing in all 125 6" squares, 15 knitted washcloths, 2,101 bandages 
 from 339 yards of gauze, canned 286 quarts of fruit, jam, and jelly; the 
 boys made 31 boxes in which the canned goods were shipped to the hos- 
 pital and 12 standard packing-cases for the local chapter Surgical Dress- 
 ing Shop. 
 
 "In the meantime, the Finance Committee secured donations in small 
 amounts from 201 of the 260 students and faculty members and bought a 
 Liberty Bond which became the property of the school. The same com- 
 mittee organized a group of workers to help in the Third Liberty Loan 
 campaign. Special blanks were used to distinguish the sales from the 
 local Liberty Loan organization. As a resulc of the work of these stu- 
 dents, 24 in number, $13,600 worth of bonds were sold to 95 different 
 people, 15 different high school students purchased $750 worth, every 
 teacher became a bond-holder and a member of the Salem High School 
 Bond Club. The committee organized a Thrift Club which was joined by 
 148 of the students and all of the teachers before the close of school. Dur- 
 ing the remaining few weeks, $348.25 was invested. 
 
 "With the coming of spring, the demand for labor on the farm was 
 met by the Employment Committee. This Committee put the proposition 
 up to the high school boys that help was needed on the farm and that 
 those boys who wanted jobs m-ust meet certain requirements. Those who 
 would make up their work willingly and without being requested to do so 
 would be given the opportunity to do a patriotic act, get an education, 
 and put money in their pockets all at the same time. The plan worked 
 so well that 25 boys were placed for 20 different farmers for a total of 
 100 days' employment before the end of school without any appreciable 
 loss in school work. A record card° was kept of each boy's work, as it 
 was the object of the committee to give service for the money received. 
 
 "In the spring of 1917, 12,500 ears of seed corn were tested for 36 
 farmers. In the following spring, 28,500 ears were tested for 70 different 
 
 *See page 22 for Note 4. 
 
 5SALEM HIGH SCHOOL SERVICE LEAGUE 
 
 EMPLOYMENT 
 
 NAME WHEN AVAILABLE 
 
 1 Employer | Date | Kind of Work | Hours | Wage [ Quality of Work | 
 
 1 
 
 1 1 
 1 1 
 
 
 1 1 
 1 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
24 Bulletin of the Extension Division 
 
 people, an increase of 100 per cent in the number served. Shop students 
 made 10 single and 2 double fireless cookers. Besides the work of the 
 school pupils, the teachers aided in sending out the questionnaires for 
 the local conscription board, and they made cut the card index system of 
 the first registration. One afternoon only of school time was given up 
 to this work, and the rest was done outside of school hours. 
 
 "The Boys' Working Reserve obtained a 100 per cent membership in 
 the school and by cooperating with the Employment Committee the boys 
 were able to get in time which counted towards securing the much coveted 
 medal. The presentation of the first medal that came to the school was 
 a feature of one program of the League. The school was represented also 
 in the U.S. School Garden Army. There were 128 grade school children 
 and 32 high school students doing work of this kind. Every child of the 
 467 enrolled was a member of the Junior Red Cross. In the industrial 
 arts work the students knitted 94 washcloths and made two dozen pairs 
 of little booties out of scraps of outing flannel. Twenty-four different 
 students bought $1,200 worth of Liberty Bonds and 147 children owned 
 together $365 worth of Thrift Stamps. 
 
 "Altho more 'outside' work was done than before the war, and the 
 students, as well as their parents, were under a greater distracting strain, 
 more real school work was done than was ever accomplished in one year 
 before in the writer's connection with the school. The League seemed to 
 be an ideal outlet for expression and instead of taking time from school 
 work, it seemed to furnish an incentive for better and more school work." 
 No finer spirit could be manifested by any student body than that shown 
 by the boys and girls during last year. 
 
 "We think so much of the possibilities of the League that it has been 
 continued this year. A new committee has been added and it is working 
 energetically for a lecture course. I hope and believe the same fine spirit 
 of service to their returning brothers and friends, to their fellow students, 
 teachers, and themselves will be revealed this year by the students to 
 help overcome the difficulties of having lost seven weeks of school due 
 to the epidemic." 
 
 Quotations from Brief Reports from Other Schools 
 
 The following are a few quotations from letters received from other 
 superintendents and principals who reported on work done by students: 
 
 "Some very good work was done by the high school" last year in the 
 way of personal sacrifice service toward national war activities, for 
 example: An organization of high school boys raised by subscinption 
 among themselves S900 for the Y.M.C.A. fund and furnished 120 mem- 
 bers of the Boys' Working Reserve, nearly all of whom carried out the 
 spirit of that movement thruout the vacation. The high school girls, in 
 an organization known as the Little Sisters of the Soldiers, contributed 
 by personal subscription $353 to the Y.M.C.A. work. Another organiza- 
 tion of girls, The Victory Club, gave personal service thruout the year in 
 contributions to the Red Cross supplies. Two groups of students are 
 contributing to the support of French Orphans. The work has been done 
 Quietly and has been of great value to the young people in the opportunity 
 it has furnished them of participating personally in activities." 
 
 "We had the following committees in the high school organization:^ 
 Junior Red Cross, Boys' Working Reserve, Girls' Working Reserve, Sur- 
 gical Dressing and Red Cross Work, Thrift Stamp Campaign, Service 
 Flag, Liberty Loans, Employment. 
 
 "These committees were very active and planned ail schemes to put 
 over good and strong every project. In the Junior Red Cross drive we 
 had many more paid memberships than we had students. We had 1,302 
 
 'The enrollment in this particular high school in the fall of 1917 showed a substantial 
 increase over that of the previous year, altho the conditions due to the war were unfavor- 
 able_ to school growth. 
 
 'Superintendent A. H. Douglas, Logansport. 
 
 Principal L. T. Turpin, Muncie. 
 
School and Community Service 25 
 
 students and I think our membership ran close to 1,400. The Thrift 
 Stamp drive was a success. The Boys' Working Reserve was our hardest 
 work since so many were to work in factories rather than on the farms." 
 "These High School Councils of Defense" engaged in all lines of war 
 work, and wdth a zeal becoming their age and vigor. The pupils rendered 
 service that no other class of people could have performed. The organ- 
 ization, too, is, it seems to me, the best means for promoting patriotic 
 sentiment among the young people in our high schools, and giving them 
 an intelligent comprehension of the causes and magnitude of the war, 
 and the results sought in the successful prosecution of the war by the 
 United States. I should like to see evei-y high school in the state organize 
 this year as a High School Council of Defense under the Patriotic Ser- 
 vice League." 
 
 ILLUSTRATIONS OF PRACTICAL SHOP WORK 
 
 Merely as examples of work that may be done in the ordinary manual 
 training shop the two following plans for the construction of "The Fire- 
 less Cooker" and "The Iceless Refrigerator" are reproduced from "Farm 
 Home Conveniences", Farmers' Bulletin 927, by Madge J. Reese, Assistant 
 in Home Demonstration Work, States Relations Service, United States 
 Department of Agriculture. 
 
 The Fireless Cooker 
 
 "Fireless cookers are now being made and used in hundreds of country 
 homes. What is more pleasing to the farm woman than to put her dinner 
 in the fireless cooker before she drives to town to market her products, 
 and upon returning find it is ready for serving ? 
 
 "The fireless cooker offers several advantages. The first is economy 
 of time, as the housekeeper may leave the food cooking without v/orrying 
 about the results while she is eiigaged in other household duties or visit- 
 ing her friends. 
 
 "Some foods are improved by long cooking at relatively low tempera- 
 ture. The texture and flavor of tougher cuts of meat, old, tough fowl, 
 and ham are improved by slow cooking. Cereals, dried legumes, and dried 
 fruits are more palatable and wholesome when cooked for a long time. 
 Soups and stews are delicious when cooked in the cooker. Baking, how- 
 ever, cannot be done very conveniently and satisfactorily in the ordinary 
 homemade-fireless cooker. 
 
 "In some sections of the country economy of fuel must be an important 
 consideration. The food for the cooker may be started on the wood or 
 coal range when the morning meal is being prepared. In warm weather 
 the use of a fireless cooker and a kerosene stove means not onlj'^ economy 
 of fuel, but also comfort. 
 
 "The food to be cooked is first heated to boiling point on the stove in 
 the cooking vessel and then this vessel, covered with a tight lid, is quickly 
 placed in the cooker, where the cooking continues. The cooker is so con- 
 structed that the heat does not escape. For long cooking it is necessary 
 to place in the cooker under the cooking vessel a hot radiator. A soap- 
 stone is the best radiator and can be purchased at most hardware stores 
 for 50 cents. A stove lid, a brick or disk made of concrete, heated and 
 placed in the cooker, may serve as the radiator. 
 
 Directions for Making Fireless Cooker 
 
 "A tightly built box, an old trunk, a galvanized-iron ash can, a candy 
 bucket, a tin lard can, a lard tub, and a butter firkin are among the con- 
 tainers that have been used successfully in the construction of fireless 
 cookers. 
 
 "The inside container or nest which holds the vessel of hot food may 
 be a bucket of agate, galvanized iron, or tin. This nest must be deep 
 
 ^Superintendent T. F. Fitzgibbon, Columbus. 
 
26 
 
 Bulletin of the Extension Division 
 
 enough to hold the radiator and the vessel of food but not large enough to 
 leave much space, as the air space w^ill cool the food. The inside con- 
 tainer must have a tight-fitting cover, and straight sides are desirable. 
 
 "The packing or insulation must be some material w^hich is a poor 
 conductor of heat. The following materials may be used and they should 
 be dry: Lint cotton, cotton-seed hulls, v^^ool, shredded newspaper, Spanish 
 moss, ground cork, hay, straw, and excelsior. 
 
 "Sheet asbestos % inch thick and heavy cardboard have proved to be 
 the best lining for the outer container and the wrapping for the nest. 
 Heavy wrapping paper or several sheets of newspaper may be used for 
 lining the outer container, but the nest should be wrapped with asbestos 
 or heavy cardboard to prevent the hot stone scorching or burning the 
 packing. 
 
 "1. It is well to have the outside container large enough to permit 4 
 inches of packing below and around the sides of the nest. If a cooker is 
 being made with two nests, 6 inches of packing should be allowed between 
 the nests. Pack into the bottom of the lined outer container 4 inches of 
 the packing. Place the nest or inside container wrapped with asbestos or 
 
 Fig. 1. Section of Fireless Cooker 
 
School and Community Service 
 
 2'7 
 
 heavy cardboard and hold steady while the packing is put around tightly 
 and firmly until it reaches the top of the nest. 
 
 "2. Make a collar, as shown in illustration, of cardboard, sheet as- 
 bestos, or wood to cover the exposed surface of the insulating material. 
 This collar should fit tightly. 
 
 "3. Make a cushion which when filled with the packing will be at least 
 4 inches thick and will fill completely the space between the top of the 
 
 Fig. 2. The Completed Fireless Cooker 
 
28 Bulletin of the Extension Division 
 
 nest and the lid of the outside container. It should fit against the top 
 tightly enough to cause pressure when the lid is closed. 
 
 '■'4. The outside of the fireless cooker can be made more attractive 
 by staining or painting it. The lid may be held in place by screen-door 
 hooks and eyes. The cooker may be placed on casters so that it can be 
 easily moved. 
 
 "Selected recipes for preparing food to be cooked in the fireless cook- 
 er may be found in Farmers' Bulletin 771, Homemade Fireless Cookers 
 and Their Use. 
 
 The Iceless Refrigerator'" 
 
 "A very useful convenience for the farm home, where ice is not ob- 
 tainable, is the iceless refrigerator. It will keep meats, fruits, and 
 vegetables cool, and will extend the period for keeping milk and butter. 
 It can also serve as a cooler for drinking water. In homes where large 
 quantities of milk and butter are to be kept, it would be well to have one 
 refrigerator for milk and butter, and another for other foods as milk and 
 butter readily absorb odors from other foods. It costs very little to build 
 the refrigerator and nothing to operate it. 
 
 Construction 
 
 "A wooden frame is made with dimensions 42 by 16 by 14 inches and 
 covered with screen wire, preferably the rustless type, which costs little 
 more than the ordinary kind. The door is made to fit closely and is 
 mounted on brass hinges, and can be fastened with a wooden latch. The 
 bottom is fitted solid, but the top should be covered with screen wire. 
 Adjustable shelves can be made of solid wood or strips, or sheets of gal- 
 vanized metal. Shelves made of poultry netting on light wooden frames, 
 as shown in the illustration, are probably the most desirable. These 
 shelves rest on side braces placed at desired intervals. A bread baking 
 pan, 14 by IG inches, is placed on the top and the frame rests in a 17 by 
 18 inch pan. 
 
 "All the woodwork, the shelves, and the pans should receive two coats 
 of white paint and one or two coats of white enamel. This makes a very 
 attractive surface and one that can be easily kept clean. The screen 
 wire also may receive the coats of enamel, which will prevent it from 
 rusting. 
 
 "A cover of canton flannel, burlap, or duck is made to fit the frame. 
 Put the smooth side out if canton flannel is used. It will require about 
 three yards of material. This cover is buttoned around the top of the 
 frame and down the side on which the door is not hinged, using buggy 
 hooks and eyes or large-headed tacks and eyelets worked in the material. 
 On the front side arrange the hooks on the top of the door instead of on 
 the frame and also fasten the cover down the latch side of the door, al- 
 lowing a wide hem of the material to overlap the place where the door 
 closes. The door can then be opened without unbuttoning the cover. The 
 bottom of the cover should extend down into the lower pan. Four double 
 strips, which taper to 8 or 10 inches in width, are sewed to the upper 
 part of the cover. These strips form wicks that dip over into the upper 
 pan. 
 
 "The dimensions given make a refrigerator of very convenient size for 
 household use and one with efficient evaporating surface, but it is not 
 necessary to follow strictly these dimensions. If a larger capacity is 
 desired, the height of the refrigerator can be increased. 
 
 Operation 
 
 "The operation of the refrigerator shown in the illustrations is as 
 simple as its construction. The lowering of the temperature of the inside 
 of the refrigerator depends upon the evaporation of water. To change 
 water from a liquid to a vapor, or to bring about evaporation, requires 
 heat. As evaporation takes place heat is taken from the inside of the 
 
 ^"The original model from which this iceless refrigerator has been adapted was made 
 by Mr. Thomas Fullan, Alabama Polytechnic Institute, Auburn, Ala. 
 
School and Community Service 
 
 Fig. 3. Framework of the Iceless Refrigerator 
 
so Bulletin of the Extension Division 
 
 Fig. 4. The Completed Iceless Refrigerator 
 
School and Community Service 31 
 
 Tefrigerator, thereby lowering the temperature of the inside and the con- 
 tents. 
 
 "Keep the upper pan filled with water. The water is drawn by capil- 
 lary attraction through the wicks and saturates the cover. Capillary ac- 
 tion starts more readily if the cover is first dampened by dipping it into 
 water or throwing water upon it with the hand. The greater the rate of 
 evaporation the lower the temperature which can be secured; therefore 
 the refrigerator works best when rapid evaporation takes place. When 
 the refrigerator is placed in a shady place in a strong breeze and the 
 air is warm and dry, evaporation takes place continuously and rapidly 
 and the temperature inside the refrigerator is reduced. Under ideal condi- 
 tions the temperature has been known to be reduced to 50° F. When it is 
 damp, and the air is full of moisture, the refrigerator will not work as 
 well, since there is not enough evaporation. More water will find its 
 way to the lower pan, but it will be drawn up into the covering by capil- 
 lary attraction when the air again becomes drier. 
 
 Care of Refrigerator 
 
 "The refrigerator should be regularly cleaned and sunned. If the 
 framework, shelves, and pans are white enameled they can more easily be 
 kept in a sanitary condition. It is well to have two covers, so that a 
 fresh one can be used each week and the soiled one washed and sunned. 
 
 REFERENCES 
 
 Books and Pamphlets 
 
 Bobbitt, J. F. The Curriculum. Boston, Houghton Mifflin, 1918. $1.50. 
 Dewey, John, and Dewey, Evelyn. The Schools of Tomorrow. New York, 
 
 E. P. Dutton and Company, 1915. $1.50. 
 Judd, C. H. The Evolution of a Democratic School System. Boston, 
 
 Houghton Mifflin Company, 1918. 75 cents. 
 Publications of the Extension Division, Indiana University. 
 
 The Community School House. W. S. Bittner. 
 
 Play and Recreation. 
 Publications of Purdue University. 
 
 Garden Planning. Experiment Station Bulletin 171. 
 
 Storing Vegetables. Extension Bulletin 55. 
 Publications of the United States Bureau of Education. 
 
 A Community Center. What it is and How to Organize it. Bulletin 
 No. 11, 1918. 
 
 The Extension of Public Education. A Study in the Wider Use of 
 School Buildings. Bulletin No. 28, 1915. Clarence A. Perry. 
 Publications of the Extension Division, University of Texas. 
 
 Schoolhouse Meeting, March 15, 1916. 
 
 Programs for Schoolhouse Meetings, October 5, 1916. 
 
 How to Organize and Conduct a School and Community Fair. Amanda 
 Stoltzfus, December 10, 1917. 
 
 School Savings Banks, March 20, 1917. 
 
 War Songs for Community Meetings, June 5, 1918. 
 
 University Aid for Community Councils of Defense, June 1, 1918. 
 
 Patriotic Programs for Community Meetings, July 1, 1918. 
 Publications of the University of Wisconsin. 
 
 The 'School House as a Civic and Social Center of the Community. 
 Edward A. Ward. 
 
 X 
 
019 605 202 
 
 32 Bulletin of the Extension Division 
 
 The Social Center, A Means of Common Understanding. Woodrow 
 
 Wilson. 
 Lessons Learned in Rochester. George M. Forbes. 
 Publications of the University of Washington. 
 
 The Social and Civic Center. Edward J. Ward. 
 Publications of the Russell Sage Foundation. 
 The Community Used School. 
 The School as a Factor in Neighborhood Development. Clarence A. 
 
 Perry. 
 The Real Snag in Social Center Extension. Clarence A. Perry. 
 Publications of the University of Minnesota. 
 
 Community Centers. Raymond V. Phelan. 
 Publications of Playground and Recreation Association of America. 
 
 How to Secure a Larger Attendance at Evening Recreation Center 
 Meetings for Adults. J. H. Chase. 
 Publications of the United States Department of Agriculture. 
 
 Farm Home Conveniences. Madge J. Reese. Farmers' Bulletin 927. 
 Fly Traps and Their Operation. Farmers' Bulletin 734. 
 The Use of Concrete on the Farm. Bulletin 461. 
 Publications of the Committee on Public Information. 
 
 Perpetuation of Community Councils of Defense urged by National 
 Organization. Official Bulletin 3:7, January 24, 1919. 
 Publications of the Council of National Defense. 
 
 Community Councils and Permanent Community Organization. Bul- 
 letin No. 20, Circular No. 49, January 17, 1919. 
 Publications of the United States Bureau of Education. 
 
 Lessons in Community and National Life. C. H. Judd and L. C. 
 
 Marshall. 
 Teaching of Community Civics. Bulletin No. 23, 1915. 
 Publications of the Community Motion Picture Bureau. Motion Pictures in 
 
 Councils in Illinois, March, 1919. 
 Publications of the Community Motion Picture Bureau. Motion Pictures in 
 the Camps, on Transports, Overseas, The Community News, 1:2, 
 November, 1918. 
 Publications of the Open Forum National Council: The Four Minute 
 Men and the Open Forum — a plan for the serious discussion of pub- 
 lic matters to make democracy safe for America. 
 
 Periodicals 
 National School Service. A bi-monthly publication of the Committee on 
 
 Public Information, Washington, D.C. Was published by the Bureau 
 
 of Education, Division of Educational Extension. 
 The Survey Articles. August 31, September 21, September 28, 1918, by 
 
 John Collier. 
 School Life. A bi-monthly publication of the Bureau of Education. 
 Americanization. A monthly publication of the Bureau of Education. 
 School and Society. 
 Industrial Arts Magazine. 
 
 The Community Center. Kable Brothers Company, Mount Morris, 111. 
 The Open Forum. Published monthly, November to May, by the Open 
 
 Forum National Council, 26 Pemberton Square, Boston. 
 
019 605 202 1 
 
 HoUinger Corp. 
 pH 8.5