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PRI - E TEN CENTS
AT THE COLISEUM
FROM MAY 11 TO MAY 25,
A HANDBOOK OF THE
CHILD WELFARE EXHIBIT
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GROVND PLAN OF CHILD WE
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A-ASSOCIATIONS & CLVBS E-WORK &WAGES I-MVSEVMS N-HEALTH
B-,SFTTLFMENTS F - LAVVS J-LIBRARIES O-THEATRE
C-BABY CHECK ROOM G-RECREATIONS K-OPENAIR SCHOOL P -CHVRCHES
| D-HOMES H-CHICAGO STREETS L-SCHOOLS O-PHILANTHROPY ,
The Exhibit of the Chicago Public Schools (Section M) occupies the entire second floor of-
Coliseum Annex, and is not shown here. The School Choruses, Musical Programs, and 1. º
the Gymnastic Demonstrations will be given in the Grand Court or Arena. The Exhibi
various sections are taken up in the handbook in the general order indicated ab

















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1911,
Copyright

“The year's at the spring
And day's at the morn;
Morning's at seven ;
The hillside’s dev-pearled;
The lark’s on the wing;
The smail’s on the thorn,
God’s in his heaven—
All's right with the world /*
—ROBERT BROWNING.
The Child
A Handbook of the
º Child Welfare Exhibit, on
-
-
At the Coliseum
May 11–May 25, 1911



Table of Contents
Frontispiece. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lucy Fitch Perkins
Foreword, The Child Welfare Exhibit. . . . . . . . . . . . . . Jane Addams
Civics and Philanthropy. . . . . . . . . . . . . . . . Anita McCormick Blaine
Team Work for City Boys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Settlement as a Neighbor . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 3
The “Explainers” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 8
The Babies' Rest Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 8
Home Life and Child Welfare. . . . . . . . . . . . . . . . . . . . . . . . . . . . IQ
Saving the Barren Years (Work and Wages). . . . . . . . . . . . . . . . 25
The Children and the Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The City Playground's Work (Recreation) . . . . . . . . . . . . . . . . . 3 I
Making Street Play Safe (Streets) . . . . . . . . . . . . . . . . . . . . . . . . 35
The Work of Museums. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
The Chicago Public Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.O
The Open-Air Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Child Health and Welfare. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Chicago Public Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Chicago Private Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
New York Public Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
The Church and the City Child. . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Child Saving and Helping (Philanthropy) . . . . . . . . . . . . . . . . . . 7O
Books on Child Care and Training. . . . . . . . . . . . . . . . . . . . . . . . 75
Officers and Committees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Conferences and Entertainments. . . . . . . . . . . . . . . . . . . . . . . . . . . 88
The Child Welfare Exhibit
A Foreword in Explanation
BY JANE ADDAMS
"I see the shining faces of little children from
whose backs heavy burdens have been lifted.”
CHILD WELFARE EXHIBIT was held in New York last
winter—the result of three years’ work on the part of hundreds
of New York citizens most interested in children. Nearly two
hundred and fifty thousand people attended the Exhibit and learned of
the conditions affecting city children as displayed by photographs, state-
ments and living demonstrations.
The Exhibit presented not merely an interesting spectacle, but fur-
nished information of the kind that leads to action. The New York
Committee asserted that a fair chance for all children is a reasonable
ideal but one not yet attained, for “preventable diseases,” it declared,
“are too rife, housing too unhealthy, home life too barren, education
too ineffective, work too deadening, play too dangerous under the abnor-
mal conditions of city life. When boys and girls go wrong, if they
are not treated kindly and set right, they are often permanently injured
by the very course of the law itself.” -
When a generous Chicago citizen, Mrs. Cyrus H. McCormick, Jr.,
offered to bring here the New York Child Welfare Exhibit a large com-
mittee at once arranged to supplement it with local material. Not since
the World's Fair, perhaps, have so many Chicago men and women worked
enthusiastically together for the accomplishment of a common aim as
have the two thousand volunteers who are responsible for this Child ºl-
fare Exhibit. They have come together in the stirring conviction u,.
“the city that cares most for its children will be the greatest city.”
The cost of the New York Exhibit was nearly $1 OO,OOO ; it has
been brought to Chicago, enlarged and presented at an additional cost
of $50,000. The Chicago Exhibit is double the size of the original New
York Exhibit, as the floor space of the Coliseum is double the size of
the Seventh Regiment Armory of New York.
This great expense will be justified and the Exhibit itself, with
its living demonstrations and fifteen hundred explainers, will be valuable
only if Chicago's citizens thereby learn of the real condition of Chicago's
children to the end that they may understand them and cherish them.
There are moments when the life of Chicago seems as if geared
into a machine, using its youth merely as raw material for producing
wealth. It is believed that a faithful study of this Exhibit will constrain
us hereafter to consider the children as the precious stuff from which
superior human beings and better social conditions are made; that we
will look upon Chicago's boys and girls as those
“to build republics with,
Their homesteads and their towns.
God give us more
And ever more of such to build our own ſ”
Civics and Philanthropy
The Child Welfare Exhibit Offers a Measure of Chicago's
Shortcomings and Opportunities
BY ANITA. McCORMICK BLAINE
MAN may, by his efforts, earn the
right to fill his existence with the
rewards of his labors. This is the
fundamental basis of ownership and the re-
wards are found primarily in his home.
As aggregations of individuals become
greater and greater, they agree to delegate
some of the choosing of these rewards to
a small number who can, in acting for the
many, accomplish the results more economi-
cally than each could for himself, and per-
haps can determine them with more en-
lightenment if training accompanies respon-
sibility.
These results and rewards are still a
man's own—being delegated by his vote
and carried out by means of his taxation.
The welfare of the community as a whole
Around the
“Teeter–Totter.”
finally rests upon the power and intelligence
of those appointed to provide the commu-
nity with such common benefits—and this
is the real function of civics.
The highest welfare and the most impor-
tant in the community is the welfare of its
children.
No community can meet the idea of real
democracy—of all men being born free and
equal—which does not look upon the com-
mon needs of all of its children alike.
The meeting of those common needs for
all of its children rests upon the community
and its delegated authorities—upon the city.
The Child Welfare Exhibit, in trying to
set forth the life of the child more particu-
larly as it is affected by city conditions,
wishes to call attention to the difference
between activities for the benefit of the
children which are carried on by the city
and those which are set on foot and main-
tained by private enterprise and philan-
thropy.
The reason for drawing attention to
these activities separately is a deep and im-
portant one.
The ideal is the city caring perfectly for its
children in all that it undertakes for them.
The city's activities, then, for its chil-
dren are vitally important to know, since
they reach directly toward the care of all
to which all alike have the right.
The activities for children carried on by
philanthropy are equally important to the
community. Without them, the city would
be apt to drop back in its traces and grow
forgetful of what may and should be done
for children. They stir the imagination,
give the vision, point the way, and also,
besides doing for many individuals, show,
with more freedom to experiment, how
things may be done.
The confusion of these two avenues of

C I V I C S A. N. D. P. H. I. L. A N T H R O P Y 7
Child Welfare is what this Exhibit aims
to prevent. Their confusion would be apt
to leave in the mind of the observer an
entirely false impression. It might easily
seem that, because in spots more could not
be done than our enlightened philanthropists
are doing, therefore all is being done that
could be done for the children.
It is ever to be remembered that phil-
anthropic efforts are, in their nature, lim-
ited. Public efforts are, in their nature, ex-
tended. To think of private efforts as if
done for all children would be wholly mis-
leading.
It does not help children who are dying
in one section of the city for the simplest,
commonest care that a city should give, that
in another section some few are benefiting
by the most enlightened measures that are
known in the same field.
To prevent this mistaken impression, the
attempt is being made in this Exhibit to
make estimates in each section of how many
children are reached by the activities that
are shown, which, compared with the popu-
lation of children, will give some idea of
how many are not reached by such.
In the arrangement of this Exhibit of
the measures on foot to benefit the lives
of children, the general divisions are main-
tained in the placing—activities carried on
by the city which are thus owned by every
voting citizen—activities carried on by pri-
vate enterprise which are thus given—and
can only be given to some citizens.
Proceeding from the section on Homes,
to the left, are the public activities—to the
right, those carried on by private effort.
Over the section showing public measures
is found the word Civics—over the
section showing benevolent gift, the word
Philanthropy. And within the sections a
distinction in the emblems on the screen
has been made, since, in some sections, an
inevitable mixing of the two occurs, as
where private means eke out public meas-
ures or where placing has necessitated some
confusion. The Exhibit emblem—the bam-
bino—has been considered the emblem of
philanthropy—and the child, upheld by the
Roman fasces, the emblem of the city, has
been taken to indicate the city's contribution
to the child. So in going from the Homes
—from which it all proceeds—and progress-
ing eastward around the building, one
passes through sections of public activity
and civic effort till, on the west side Phil-
anthropy is reached—the inspirer, leader,
and crowning effort of the whole.
It is to be clearly borne in mind that
these figures and estimates and divisions are
not intended to be statistical. In the short
time available, it has been impossible to
get accurate figures in every case. They
are, in many cases, cstimates—in some cases,
intelligent guesses. Their point in this Ex-
hibit is not to furnish statistics but to pre-
sent an idea—to help to make clear the
picture of children's lives in our city con-
ditions by drawing in the real features in
the right proportions.
The value of the Child Welfare Exhibit
is to spur us towards giving to all the best
that any may find for the children. They
are helpless in the bounds of our civiliza-
tion and their lives are waiting to be led
into their right channels by us.
We heedlessly squander this sacred flow
of soul from the eternal fountain of youth.
Our civilization is as high and as fine as
our conception of life at the source—the
headwaters of the great stream of humanity
flowing to its ocean.
- ºt
A summer day in the sand court.

Learning type-setting and printing in a boys' club.
Team Work for City Boys
How Associations and Clubs Direct
Their Energies
“) UST because a boy bubbles with
animal spirits, boils over with mis-
chief, does a few things that are
bad, he is not necessarily a ‘bad boy.' Boys
cooped up must be given the chance to
study, to have fun, to be fair, to understand
team play, to learn to be useful, to develop
self-reliance and civic pride.” So runs the
inscription on one of the first screens in the
Child Welfare Exhibit. It strikes a key-
note—belief in the boy, and determination
that he shall have fair treatment.
The gang spirit, as every friend of chil-
dren knows, is a marked characteristic of
boys growing up. In every street and
alley you find them, playing ball, pegging
tops, wrestling, talking over the latest news
or nickel show, but always in groups and
sharing the same group life. This gang
instinct, which many a policeman has en-
countered and many a mother has opposed
in vain, is a crude expression of the spirit
of association and co-operation upon which
the work presented in the Associations and
Clubs' section is built. Organized and di-
rected, the gang becomes the boys' club.
It helps him to secure his rights, but makes
a clear distinction between “right rights”
and “wrong rights.”
In Chicago there are 25,000 boys in
recognized clubs. They meet for many
purposes—athletic, educational, recrea-
tional, social. The occasions are many, but
the final aim is one—to satisfy the craving
for companionship in work and play. The
boys' clubs of the Y. M. C. A. have a four-
fold aim, which is brought out strongly in
both the Chicago and New York exhibits.
They plan for the boy's development along
physical, social, educational and spiritual

8
lines. There are 3,500 boys in the clubs
under the direction of the Chicago Y. M.
C. A. One-half of these are members of
the Association; the others are not mem-
bers, but are brought in through some form
of extension work. Often this is simply
free membership in the regular club.
Entering these clubs, a boy receives first
of all a physical examination. Trained di-
rectors look him over to determine whether
he is able to take all the regular gymnasium
work, to discover bodily weaknesses and to
prescribe special exercises to correct these.
A swimming pool is an adjunct of most of
the Y. M. C. A. gymnasiums, and swim-
ming classes are doing much to overcome
what is almost a national deficiency. In
fact, the Y. M. C. A. is conducting a
country-wide campaign to cut down the
annual total of 4,000 drownings. Last
year, something like 31,000 boys and young
men were taught to take care of themselves
in the water.
“Hikes” to the country are part of the
club programs during autumn, winter and
spring. During the summer, vacation
camps give hundreds of boys two weeks or
more in the country and the contact with
nature which every city boy needs. The
Making mets and hammocks.
serious side of club work is represented by
classes for educational and religious pur-
poses in the winter. Even in the summer
camps, this class work is part of the pro-
gram.
More picturesque, and by reason of their
phenomenal progress more interesting at
the moment, are the “Boy Scouts of
America.” Though the movement is only
a little more than a year old in the United
A swimming class of a Y. M. C. A. boys' club.


9
Boy scouts are taught first aid to the injured.
States, its membership has almost reached
the half-million mark, and its ideals and
activities promise to touch and influence
more boys than any other movement
launched in this country. Chicago has
4,350 boy scouts organized in one hundred
and twenty-one companies, with one hun-
dred and fifteen men as scout masters and
nearly four hundred and fifty boys as pa-
trol leaders.
“A scout is a friend to all and a brother
to every other scout.” “A scout's honor
is to be trusted.” “A scout's duty is to be
useful and to help others.” These and
other commandments of the scout law
which explain the aims and ideals of the
organization are displayed in the exhibit.
The scout's pledge is also given:
“On my honor, I promise to do my best,
To do my duty to God and my country,
To help other people at all times,
To obey the Scout law.”
The training of a boy scout includes a
hundred experiences of which a city life
and environment rob the average boy. There
are afternoon “hikes” to the country, over-
Field work of boy scouts.
An improvised litter.


IO
T E A M w. O R K F O R C L T Y. B O Y S II.
night camps and week-end camps, at which
the scouts pitch their tents, light fires and
cook food under the direction of the scout
master. They learn woodcraft. They
learn to steer a course through strange
country by the sun and stars. They learn
to know trees, plants, flowers and animals
as even the country boy does not know them.
They learn to observe closely, to analyze,
to remember important circumstances. They
develop initiative. Before a boy can win
the badge of a first-class scout, he must
have proved his ability to do and endure in
difficult situations. Character-building is
the chief aim, but the intelligence is not
neglected.
Knowledge of “first aid” to the injured
is part of the boy scout's equipment. He
is taught how to revive the drowning, how
to apply tourniquets to stop bleeding, how
to bandage almost every possible injury,
how to improvise a litter and carry the
wounded. He learns to tie knots, to pro-
duce fire by friction of wood upon wood,
to signal from a distance in the army “wig-
wag” code. All these are shown in pho-
tographs upon the Boy Scout Screens. In
addition, selected patrols will demonstrate
the “first aid” work, the knot-tying and
other activities on the Section stage on six
days during the Exhibit.
What a neighborhood club can accom-
plish is illustrated by the Hull House Boys'
Club. Vocational and manual training are
its serious purposes, though it devotes a
certain part of its time to debating, to civics,
to nature study and to social and dramatic
Carrying the wounded.
activities. As individuals, however, its
members turn to its classes in typewriting,
woodworking, printing, drawing, cobbling,
tinsmithing, electric wiring, cooking and net
work, and often develop skill which helps
them to determine their life vocations.
Many of these classes are pictured on the
screens, and examples of their work are
also shown.
Several other types of boys' clubs are
shown in the exhibit. The Chicago Boys'
club, for instance, with 2,000 boys, meet-
ing in three branches; the Off the Street
club, composed of three hundred boys and
girls, and the Deborah Boys' club, a home
where twenty-five boys earning between
five and ten dollars a week are able to ob-
tain board and room at a very low cost.
The work of the Turner societies among
children is also illustrated; four thousand
boys and three thousand girls are given
regular gymnastic training.
Allendale Farm presents another develop-
ment—a boys' city, where fifty Chicago
Bearing wounded comrades.


Instructions in reviving the drowning is part of the boy scout work.
lads are learning to support and govern
themselves. The municipal court, the po-
lice and the city organization are all made
up of boys. Trust a boy and he will trust
you, is the principle at Allandale. When
a boy controls himself he is a good citizen.
Some of the features of this “boys' town”
are illustrated on the screens.
Chicago has many boys' organizations.
How about girls? Some Y. W. C. A.
clubs and classes for factory girls were al-
most the only clubs that could be discovered,
though among neighborhood organizations
the girls' club maintained by the Chicago
Boys' club on North Wells street is cer-
tainly unique. There are twenty times as
many boys as girls represented in the ex-
hibit. The proportion is not in keeping
with the relative needs of boys and girls.
But pictures and screens do not make up
all the exhibit. The boys themselves are
much in evidence. Twice daily, from three to
five and from seven to nine, programs on
a raised platform show the “first aid” work
of the Boy Scouts, the manual training of
several boys' clubs, and the drill squads
or brass bands of several others. The clubs
themselves back up the impression made by
the photographs and show what boys can
do with proper organization, and point the
way to give to all Chicago boys the ad-
vantages now enjoyed by only a few.
Club boys learn blacksmithing.


Vocational training in a settlement school—mending shoes. -
The Settlement as a Neighbor
What It Does to Protect and Cherish
City Children
OES the settlement seek to promote
the welfare of children? Is it in-
terested in obtaining better educa-
tional advantages? Does it wish to see
more playgrounds opened, more recreation
centers, more provision for sane, wholesome
and thoroughly enjoyable recreation for
all? Are matters of health and sanitation
the settlement's special interest? Yes, but
these do not complete the catalogue.
In a sense, the settlement has no “spe-
cial interest.” It is first of all a “neigh-
bor,” and nothing that affects the life of its
neighborhood is foreign to it. It is this
broad human interest that gives the settle-
ment at once so many contacts with the
surrounding life and at the same time
makes it so difficult to describe. And where
the various aspects of child-life are repre-
sented, as in the Exhibit, each by its ap-
propriate committee, it seems difficult, at
first sight, to discover any field remaining
for the Settlement section to cover. Homes,
streets, education, recreation—these are all
very real interests to the settlements, but
they have their own committees.
“The settlements are exhibiting in so
many departments of the Child Welfare
Exhibit that there is nothing left for our
own department,” remarked a settlement
worker. A bystander replied that she sup-
posed a settlement was a sort of union of
all welfare movements. In a sense it is,
but the settlement does not exist to do good
works; these are merely its by-products, or
means to its ends.
And the end ? That is difficult to de-
fine, chiefly because it is so simple, and the
simple things have always confounded us.
It is first of all to be a neighbor. To those

I3
A class in cooking.
of us with country traditions—and that in-
cludes the great majority—the word calls
up visions of kindly lending and borrowing
for festive occasions, of help and sympathy
in time of sickness and sorrow. We do not
live near people for the sake of doing these
things, we do them because we live near
them.
Extensions of neighborly service in
smaller towns come about easily. Back of
Mr. Smith, the prominent citizen, lives
Mrs. Brown, a widow of limited means.
There is no paved crossing at Mrs.
Brown's corner, and the children are
seriously inconvenienced in bad weather go-
ing to and from school. She tells her griev-
ance to Mr. Smith, who stirs up the city
fathers, and the crossing is put in. He is
her means of communication with the city.
He is interested in having the conditions
remedied, partly because it is right, but
chiefly because he knows his neighbors, and
his neighbors' children.
Now for one woman who does not know
how to make her needs known, substitute
hundreds of families, then substitute the
settlement for the interested neighbor and
you will have a fair notion of the original
nature and purpose of settlements. The
residents of a settlement come into personal
human relations with the people of their
neighborhoods. Out of the knowledge thus
acquired they seek to interpret the needs
of those who have neither the power nor
the knowledge to make known for them-
selves. The number and variety of the
needs has constantly increased the activities
of the settlements.
In no better way perhaps can the purpose
and function of the settlement in its rela-
tion to the child be conveyed than by say-
ing that all which a wise, cultivated and
devoted father and mother do to give their
children opportunities for the best develop-
ment, physical, intellectual and moral, of
which they are capable, precisely that the
settlement endeavors to do, through co-
operative efforts, for the children of its
neighborhood. This is not to say that the
settlement wishes to stand in the parents'
place. It simply means that where,
through the heavy disabilities of poverty
and thwarting conditions, the parents of
the children in the tenements are unable to
provide the best for their children, the
settlement finds an opportunity for helpful
co-operation.
Coming now to the exhibit itself, it will
be observed that the New York exhibit
sought to express its purpose by organiz-
ing the material under three main divi-
sions, each of which is indicated by a sign
bearing an appropriate legend.
As one enters the alcove containing the
exhibit there appears a sign which reads:
“The Settlement Initiates Movements for
the Betterment of Child-Life.” But in-

I4.
troductory to this division, and to the
whole Exhibit, will be found a series of
photographs showing the kind of conditions
under which the settlements in New York
must do their work. These give in part
the setting of the child problem as the set-
tlements see it. Then follow pictures and
statements which indicate some of the
things which settlements have found them-
selves compelled to initiate, blazing the
path of social progress.
In the second main division of the New
York exhibit a sign announces that “The
Settlement Co-operates with Existing Or-
ganizations.” Five screens which follow
tell the story, by photographs and state-
ments, of the settlement as a co-operating
agency in child welfare work.
How the settlement teaches people to use
the social resources of the city is illustrated
by pictures of children who need the help
which special hospitals or trade schools, or
employment bureaus afford, but who would
seldom make the necessary connections if
it were not for the settlement.
But it is not alone with organizations
that the settlement co-operates. More
fundamental is its co-operation with its
neighborhood. In a sense the settlement
worker is an opportunist, meeting now this
need and now that as the situation re-
quires. This flexibility of the settlement,
its capacity to take on a new activity and
to give up or pass on to others an old one,
as needs come and go, is as useful as it is
characteristic.
The third and final division of the New
York exhibit is indicated by a sign which
calls attention to the fact that “The Set-
tlement Furnishes a Social Center for the
Neighborhood.” Here are screens which
show by photographs that the settlements
have something for every age, from infant
feeding stations for the little babies to
athletic clubs for the babies' big brothers
and fathers, and women's clubs for their
mothers and grandmothers.
The screens in the Settlements exhibit of
Chicago show the needs of the city chil-
dren and merely indicate the ways in which
the settlement aims to meet these needs.
A map of the city shows the location of the
settlements and the congestion of the sur-
rounding neighborhoods.
The earlier screens show the burdened
A class in drawing.
children in need of friends, of training, of
play and directed activity. They are with-
out guidance, without opportunity, exposed
to the dangers of the streets. “And their
fields are bleak and bare, and their ways
filled with thorns.” For such little people
the settlement provides a daytime home
where the lonely ones have motherly care
while mother is away working. The kin-
dergarten employs hands and minds and
there are playgrounds in summer and pleas-
ant rooms in winter.

I5
Talent gets its opportunity.
The amusements of the streets, the
nickel theater, the ice cream parlor and the
dance hall appeal not only to curiosity and
thirst for good things, but they make their
appeal also to the awakening interest of
boys and girls in each other. In the ab-
sence of restraint and direction lie infinite
dangers, especially for the girls. Here
again native healthful impulses are beset
with dangers. If proper and normal sur-
roundings are provided, these same social
instincts lead to the best that is in men
and women. The settlement, with its so-
cial gatherings, its dramatics, its dances
and its music seeks to give to the children
the normal social life of childhood.
Too many children in these neighbor-
hoods must become wage-earners before
their time, and it is the curse of a great
part of this child labor that it brings no
return for skill, no reward for compe-
tence. This child labor is almost value-
less to the community. It is worse than
lost to the child. It wastes time which
should be used in getting his training for
skilled occupations, and the wider social
training which is his due. The settlement
responds to the need of individual chil-
dren by the manual and the vocational
training that is within its limited power
to offer. This activity of the settlement is
but an indication of what the community
should do for all its children.
In educational lines boys and girls need
the libraries, music, classes in arts and
crafts, manual training, house-keeping and
domestic science. The boys between four-
teen and sixteen who must earn a living
seek aid from the settlement in finding jobs,
and every settlement does what it can to
find work where the boy will get some
training which will help him to a better
place. But the places offering such op-
portunity are very few, consequently there
is a demand for classes to prepare for bet-
ter positions. Young people are taught
typewriting, telegraphy; others carpentry,
shopwork, millinery and dressmaking. A
table in the Exhibit contains specimens of
handwork made in a settlement.
Thus the older boys and girls receive
the training they need and the settlement
“finds the vein of skill that is the wealth
of the city and the opportunity of the
child.” Artistic expression is more neces-
sary to the foreign element of our popula-
tion than to the native American.
The most remarkable pupil in drawing
and painting at one of the settlements is a
boy whose father was crippled in the Kishi-
nex massacre. He helps to support the fam-
ily, although he is able at the same time to
study art at the settlement. The screens
show that the settlement supplies oppor-
tunity for systematic study of music, for
training in folk dancing and dramatics, the
latter perhaps the most valuable agency
for giving children self-expression.
Festivals organized and directed by the
settlements are portrayed. Finally there
is a series of photographs showing typical
summer homes and camps which the set-
tlements maintain in the belief that a va-
cation in the country is not a luxury, but
should be held an integral part of life.
Chicago is a city of huge foreign popula-
tion, 50,000 immigrants coming every year
to the city. They need an intelligent re-
ception and sympathetic help. In our as-
sertive Americanism we fail to understand
and respect the family life, the many cus-
toms, the inherited skill they bring with
them. The settlements have been almost
the only groups who have been able to be
real neighbors to these strangers within our
gates—especially to understand the break-

I6
T H E
down of the old family life when the child
makes use of his new Americanism to
throw off the authority of his father and
mother who cannot pick up the language
and ways of the new land with the same
readiness. The settlement by recognizing
the worth and dignity of old-world cus-
toms and skill can help to restore the fam-
ily life and bring together the native-born
child and the foreign-bred parents.
The settlement would also preserve for
young Americans the artistic heritage of
their mother countries in this land, where
artistic things are so easily neglected.
There is no welfare work in which the
settlement does not co-operate, and it is in-
evitably bound up in all movements for
bettering economic and social conditions.
So far as settlements have understood the
immigrants they have been able to bridge
the gap between foreign-born parents and
their American-born children. The latter
function is indicated in this Exhibit by a
German potter, who skilfully uses a primi-
tive potter's wheel, while next to him a
group of boys are engaged in clay model-
ling, which they later turn into plaster
casts. It is also indicated by a Croatian
S E T T L E M E N T A S
A N E L G H B O R 17
woman and her little grandchild each in
characteristic occupations.
In opening the door to beauty and giv-
ing the artistic impulse a chance to express
itself, the settlement meets a demand in
crowded and often ugly neighborhoods
which the American community has been
slow to recognize. Its photographs and
paintings, the pleasing setting of its rooms,
the classes in drawing, in modelling, in
music, and its theaters, give an education
to a few which should be given to all the
city's children. In all these activities the
settlement acts as the neighbor. And be-
cause it is the neighbor, it can respond
more intelligently and more sympathetically
to the needs of these children of Chicago
than any other of Chicago's citizens.
The activities for children in our settle-
ments register the needs of all our children.
Every one of them asserts a legitimate
claim of these children upon the com-
munity, though the settlements can
actually meet the needs only of a few.
Their great service to the city lies in the
fact that in their immediate human response
they make evident what the city must do
to fulfill its simple duty to its children.
A class in wrestling in a settlement gymnasium,

The “Explainers”
HE task of explaining the Child
Welfare Exhibit is undertaken
with earnestness, as it is through
the explainers that the real message of the
Exhibit will be conveyed to many visitors.
To enable all visitors to understand the
purport of the various sections, the Exhibit
is explained by a force of nearly fifteen
hundred well-informed volunteers. These
volunteers, many of them experts along the
various lines exhibited, have further pre-
pared themselves by attendance at a course
of lectures given for them by Miss Jane
Adams, Mrs. Emmons Blaine and the chair-
men of the fourteen section committees.
The explainers have also had the ad-
vantage of a special view of the Exhibit
to study the screens, models and demon-
strations and of individual instruction from
the chairmen of the various committees.
An especial interest has been taken in
providing explainers who speak the com-
mon European tongues for visitors of for-
eign birth. Explainers will be available,
therefore, who can carry on a conversa-
tion in the following languages: German,
Italian, Polish, Lithuanian, Hungarian,
Swedish, Danish, French, Spanish, Yid-
dish, Japanese, Chinese, Croatian, Ruthe-
nian and Russian.
In addition to the general explainers
many of the sections will be in charge of
The Babies'
WO small boys visiting the New
York Child Welfare Exhibit,
passed by the babies' rest room.
They stopped to grin at the babies, tiny
babies, older babies, sleeping babies, yelling
babies, babies of all sorts and conditions
under the care of trained nurses.
“That's what I call the child welfare
exhibit,” said one of them. “That’s where
they’re doing it.” -
The Baby Rest was established at one
day's notice to meet a pressing need. Weary
mothers with babies on their arms were
trudging along the aisles, pathetically anx-
ious to miss nothing which might help in
experts in the fields which they cover. The
Philanthropy section is in charge of
workers from various institutions and so-
cieties from the United Charities and
Friendly Visitors. The Libraries exhibit
has a trained librarian always in charge,
supplemented by volunteer explainers.
In the Homes section various schools
and kindergartens have supplied explainers,
while The Woman’s City Club is also
represented. In The Laws and Adminis-
tration section lawyers, Juvenile court
probation officers and others will be ready
to answer questions and interpret the Ex-
hibit. For Churches and Sunday Schools
explainers come from the divinity schools
and the Y. M. C. A. The Work and
Wages section is in charge of members of
the National Child Labor Committee and
the Consumers' League.
Headquarters for the explainers is at the
Information booth at the left as you enter.
Here explainers register and guides are fur-
nished by appointment. Two of the follow-
ing supervisors are in attendance:
Miss Anna E. Nicholes, chairman ; Mrs.
Mary H. Wilmarth, Mrs. William Monroe,
Mrs. Anna W. Thompson, Mrs. E. L. Murfey,
Mrs. James Warner, Madame Pelenyi, Mrs.
A. Risdon, Mrs. R. B. Ennis, Mrs. Payson S.
Wild, Miss Ina Law Robertson, Mrs. Irvin
McDowell, Mrs. Evelyn B. Polache, Miss
Anna Talbot and Mrs. Antoinette Rowe.
Rest Room
solving their home problems. To relieve
them and give them a chance to study the
exhibit the Baby Rest was established.
Taking a lesson from New York's ex-
perience, the Chicago Babies’ Rest Room
I8
was provided for from the first. It will be
cared for by school nurses. Several uni-
versity girls who had registered as explain-
ers were enthusiastic about the Baby Rest.
“Can't we take care of the babies instead
of explaining things to adults,” they asked.
An emergency hospital installed near the
Rest is also conducted by the school nurses,
though it is hoped that no serious emergen-
cies will call for their attention.

Furnishing a three-room flat for one hundred dollars.
Home Life and Child Welfare
Factors Which Count are Shown in
the Homes Section
HILD welfare begins in the home.
Given wise and efficient parents in
the average city environment, a
baby may escape or survive all the common
perils of infancy and bring a sound body
and unclouded mind to his wrestle with
life—in the kindergarten, the schoolroom
and afterwards. The sounder the body, the
better his chance of mastering the dangers
and diseases which our slowly-awakening
communities permit to threaten him outside
the home. And the more intelligent the
mother, the more she can do to neutralize
these hostile influences by strengthening the
corrective factors in the home.
Five of these main factors are treated and
illustrated in the exhibits of the Home Sec-
tion. They are, in the order of their en-
counter by the visitor, foods and feeding,
clothing, home life and play, furnishings
and housing. The conclusions presented are
the results of the long and careful inquiry
on which the New York Child Welfare
Exhibit was based. All the important fea-
tures of the Home Section in New York
were brought here. In each field a Chi-
cago committee make such addition or
revision as local conditions required.
| tice the home rules of infant health
which she had learned—chiefly a
catalogue of things not wholesome. The
baby, six months of age, was fretful and
thirsty. A neighbor suggested that he be
given some water. “No,” the mother
denied, “don’t do that. The water isn’t
good. But there's some coffee on the stove.
We'll give him that.”
It is the aim of the exhibit on foods
and feeding to show not only what to
avoid, but what to give. Tea, coffee, candy,
sugar, beer and pickles are the things not
to give. The positive illnesses and phy-
sical defects resulting from improper feed-
ing are illustrated in many ways.
Foods and Feeding
HE mother had been trying to prac-

I9
2O C H I C A G O C H I L D
Food is the body’s fuel. The values of
various foods as fuel are shown in this sub-
section. More than this, the kinds of fuel re-
quired for each age and the amounts of each
kind are shown by tables with sample
meals for three children between ages of
two and twelve. These meals are planned
for a family having an income of $800 to
$900 a year, the allowance for food being
over a dollar a day. The menus are se-
lected to give a balanced dietary and are
intended to be merely suggestive.
Of the desirable foods, milk comes first.
It is shown to be one of the cheapest foods,
and dietary contains a quart of milk a
day for each child. If he will not drink
milk, it is used in the food taking the form
of cream soup or cream dressings on vege-
tables, rice cooked in milk and custard
desserts. The relation of nutrition to
progress in school is also shown. The Chi-
cago investigation developed the fact that
in the wards examined 5,000 children were
hungry while IO,OOO more were too poorly
nourished to do efficient work.
The proportion of under-nourished
children diminishes from fifteen per cent
in the kindergarten to five per cent in the
fifth grade. This is due partly to the fact
that in the higher grades there are fewer
children of the poor. Malnutrition, how-
ever, is not limited to the poverty stricken.
Lack of training in home makers, tea and
coffee drinking, too much candy and soda
water, bad teeth and other physical defects
all contribute to the poorly nourished. The
employment of the mother outside the
home also sends out a host of ill-fed boys
and girls to swell the pathetic roll of the
victims of malnutrition.
Not alone the most economical foods,
but the most economical methods of mar-
keting are explained. The alluring pack-
age is usually an expensive bit of paste-
board or glass. It increases the cost of its
contents from thirty to three hundred per
cent. Exactly how much is paid for the
wrappings can be learned from this table:
Bacon by the pound costs thirty cents; in
packages, fifty-seven cents. Rice in a brown
paper sack Costs ten cents a pound; in a
package, thirty-one cents. Much money
W E L F A R E
E X H I B I. T
can be saved by buying foods in quantities
and by cooking at home.
What ten cents spent for food actually
secures in food values is shown in another
exhibit. Milk and oysters, for example,
are contrasted because they contain almost
exactly the same food elements. In point
of value received, one gets from six to ten
times as much food for the same money
from milk as from oysters. Oatmeal, beans,
bread and potatoes are still more econom-
ical, considered from this point of view.
* Clothing
HY is the question of clothes al-
ways before the mother ? Why
do we require three dresses
where our grandmothers were well dressed
with one P Is extravagance, vanity or
poor material responsible for the disap-
pearance of the garments “made over” from
father's suit or mother's or sister's dress?
The clothing committee of the New
York exhibit, experts in economies and
textiles, spent three years in a thorough
and comprehensive investigation of the
clothing situation. The exhibit, to which
little has been added in Chicago, shows the
results of these investigations.
The average income of the city family
does not exceed $900 a year. Of this not
more than one-eighth can be spent for
clothing. If there are three children in
the family this will make the division for
them about $60. The exhibit shows out-
fits for six different ages of children. These
outfits are not considered ideal, but they
are what can be secured for the amount
available to spend. Both home-made and
ready-made garments are shown, each
article bearing its cost mark. So far as
possible the ready-made outfits were
planned to cost the same as the correspond-
ing home-made wardrobe, since one pur-
pose of the exhibit is to contrast the two
methods of obtaining clothing.
The home-made garments were made
by various public schools of New York
city. The ready-made clothing was selected
by a buying committee after careful study
of many stores and street markets. All
the garments were planned to combine
H O M E L I F E A N D C H I LD W E L F A R E 2 I
proper weight and warmth, proper shape
to allow freedom, and the materials avail-
able for the price, and best adapted to con-
serve the child's health. The design and
color of the outfits were considered in the
same way; thus the committee gathered
the best wardrobes in point of material,
taste, and hygienic qualities possible to se-
cure for the money expended.
One screen analyzes the question of
color. The shades which wash best, those
that do not fade in sunlight, those that are
most suitable to children. Brown will
fade; green, too, unless the fabric is very
expensive. Navy blue is good in both
wool and cotton, but not light-blue. Black,
gray or lavender are not suitable.
To the fact that very few women under-
stand textiles, their wearing qualities and
true values is due to the unwise expendi-
ture, in many cases, of that portion of the
income devoted to clothing. Descriptions
of goods are misleading. Laundering and
exposure to sunlight test colors, but cot-
ton in the “all wool” may be detected only
by burning or by an acid test. To deter-
mine the strength or pureness of the fabric
its warp and woof must be examined. To
make this clear, the Exhibit shows sam-
ples of goods tested for defects and adul-
terations. From its studies in fabrics and
prices and from their concrete exemplifica-
tion in the sample wardrobes the committee
reached the following conclusions:
That clothing five people adequately on
$112 a year is a difficult task. -
That $1 I2 a year is not sufficient to en-
able even the capable working mother to
combine economy, good taste and health
when five people must be clothed.
That the next generation of women
would be better prepared for the problem
which is always with us if all elementary
Schools taught the proper division and con-
trol of family expenditures and as a part
of the sewing course taught a practical
knowledge of materials, their widths, val-
ues and prices, offered tests of their wear-
ing qualities and instructed each girl how
to care for her own clothing in order to
obtain the best service from it. Schools
which have begun this work are finding
it worth while.
Play and Playthings
Tº: facts about play which the
average parent overlooks are em-
- phasized in the unique little
Play Shop where the toy exhibit of the
Homes' section are gathered together. The
first is that play is a great educational
factor; the second that the character of
toys and materials furnished the child are
Second only in importance to play itself;
the third that initiative in play may be
cultivated by allowing children to choose
the toys and games necessary for their play
Schemes. They must be protected, how-
ever, from the diversions of the usual toy
shop, which is established primarily to sell
toys of all kinds.
In selecting the toys the tests applied to
each toy or group of toys were playabil-
ity, artistic quality, strength and durability
and suggestiveness for toy making at home.
By playability is meant the quality which
allows the child to do something with it in
Contradistinction to many mechanical toys
which appeal to grown-up people, though
they catch the attention of the child but for
the moment. In selecting the games the
chief qualities kept in mind were interest,
instructiveness and the opportunity given
for activity. In the game and toy materials
illustrated it will be recognized the best
kind of play frequently begins with the
simple construction of toys. An effort
should be made to create a demand for bet-
ter things; to meet the demand for instruc-
tion in the use of play materials, and to
promote a better understanding of the play
instinct.
The exhibit is in charge of a demonstra-
tor, who explains the real place of toys and
play materials, and emphasizes the use of
home materials, such as boxes, spools and
pasteboard. She will also point out that
toys should not be given to a child until
the need of them is felt, and that grown-
up people too often divert children from
play by the introduction of irrelevant toys.
The significance of games of skill and the
value of roller skates will also be made
clear and questions about the best play
activities of individual children will be
answered.
22 T H E
Home Life
T HAT real homes can be maintained
even in crowded tenements and
humble flats, is demonstrated in
the Home Life section. Effort has been
Concentrated on showing how homes may
be made pleasant to look at and to be in ;
how, for example, the exterior of a tenement
may be brightened by window boxes; how
the family may have the delight of seeing
attractive but cheap plants indoors. Visi-
tors may observe in the model homes, win-
dow boxes of simple and inexpensive con-
struction. Printed slips describing the care
of a window box and giving lists of plants
for sunny windows and plants that thrive
best in shady ones may be had for the ask-
ing. Pictures of roof gardens and chil-
dren's gardens and books on children's
gardens and on nature study for children
are displayed.
The importance of good pictures will be
emphasized by those displayed on the walls
of our model rooms. These pictures have
been bought at a very low price—many of
them cut from second-hand magazines—
and have been framed simply in order to
show that good taste is not dependent on
money.
Music in the home is “one of the
strongest influences in the development of
a beautiful home life.” Musical instru-
ments, therefore, form a part of the home
life exhibit. Where a piano is not pos-
sible, a cheap violin may be made to pro-
duce good results and that even where
there are no musical instruments, singing
may furnish an uplifting means of self-ex-
pression. Lists of good music for the piano
and of good song books are also provided.
Careful attention has been given to the
subject of literature in the home, as news-
papers, magazines and books play such an
important part in fixing ideals and forming
character. In the bookcase shown in the
model rooms a few recommended home-
books are shown—books on the care and
training of children, picture books, books
of games and standard children's books,
leaflets and bulletins.
Because play is the first need of children,
the living room has its child’s corner, with
C EI I L D W E L F A R E E X H I B I. T
a home-made doll’s house and other things
for the child's use. The child's room con-
tains a home-made workbench and certain
recommended toys, some of which are of
the “do-with’’ type. Next door, as it
were, is the toy shop, in which the right
kind of toys are exhibited. On a work-
bench by the toy shop experts demonstrate
the proper use of toys and actually make
many of the toys shown inside the shop.
The desire to make “something real” is
strong in every child. Girls require noth-
ing but a needle, a piece of cloth, but boys
are not so easily provided for. However,
an outfit for a home workshop, in which all
sorts of crafts, from wood-carving to cabi-
net-making, can be done, may be secured at
a moderate cost. The bench displayed in
this home shop was made from a dry goods
box costing fifty cents. The tools cost about
fourteen dollars. How adequate this equip-
ment is may be seen from the work done
with it. Printing outfits may be had at
varying prices, depending on the ingenuity
and resource of the boy hunting them.
Furnishing
Tº: aim of the furnishing exhibit is
to show typical interiors, at once
beautiful and comfortable, both for
children and parents. The three-room apart-
ment illustrates, for example, what can be
done with one hundred dollars when taste
and knowledge of the serviceable are fac-
tors. That interesting and harmonious
color arrangements may be had as cheaply
as ugly ones is another fact made clear. The
beauty of house furnishing is determined by
considerations of line, form and color; and
the results do not depend upon extravagant
expenditure. The home may be made a
place which is restful for tired nerves, or it
may become the opposite through lines, form
and color which are out of harmony and
which add to the exhausting demands of
life.
Children reared in a proper environment
not only have the benefit of restful and at-
tractive surroundings, but they also come
to understand what constitutes good fur-
nishings—valuable knowledge for a home-
maker to possess. Consciously or uncon-
sciously, every child is affected by the wall-
paper and furniture of his home. It is de-
sirable, therefore, that these make no extra
demands upon his already overstimulated
nerves.
A separate living room, furnished with
the same regard for economy and good taste,
but with a less rigid money limit, faces the
three-room flat across the way. The total
expenditure, however, is only $90; to keep
to the same scale in a small four-room apart-
ment would require $250. The furniture
is such as can be bought at almost any time
in the open market, and might be had at a
lower cost at special sales. Each piece car-
ries a tag showing the price. The piano
in the living room is not included, of course,
in the $90 cost. Neither are the pictures,
since these need not be purchased at the
time of the home outfitting, and usually
represent the savings or gifts of years.
The aim in selecting furniture should be
to combine simplicity and taste with com-
fort and durability. These four qualities
might be called the cardinal virtues in fur-
nishings. As no apartment of three or four
rooms would allow a separate room for chil-
dren, provision for their comfort and needs
has been made in both living rooms.
Public school training in home making
will be demonstrated in both apartments by
girls from various centers. They will show
how they are taught to sweep and scrub,
dust and wash, nurse the stove to economize
fuel, and other applications of housekeeping
art. Programs of piano music for children
will also be given in the larger living room
at intervals between ten-thirty and two
o'clock, between five and seven and between
eight and nine.
Where space in the home is not limited
the child's room, furnished with fittings
made of old boxes and other neglected ma-
terials, will offer many suggestions to in-
genious parents. The materials are ordinary
packing cases, which may be had from gro-
cery, shoe or dry goods store for very little
money. Fifty-four boxes were bought and
one was used for the work bench in this
case. The bench is left unstained, to show
the condition of the materials before it was
planed and made up into furninture. The
cost for materials was $10.47, the price of
single boxes varying from three to fifty
cents. One box contained two hundred feet
of lumber and required five boys to bring it
The boa; furniture room.
from the store. This width of lumber costs
3 cents a foot, so there was a saving here of
$11.5o on one box alone.
The Housing Problem
OES is make any difference where
and in what sort of house a child
lives? This is the question pro-
posed and answered by the housing exhibit.
Answered in a positive and certain way,
too, as study of the screens will make clear.
Two maps represent, respectively, the
density of the city's population and the
character of the houses of its various sec-
tions. The pictures show the almost un-
believable conditions existing in the Polish
and Bohemian districts of Chicago. No
plant needs sunlight so much as the child,
yet there are dark rooms without number,
and basements into which the sun never
shines. The municipal building code re-
quires 400 cubic feet of air for every adult,
The toy shop.


23
24 T H E C H I L D W E L F A R E E X H I B I T
and 200 for each child, but here are families
of six persons living in one room whose ca-
pacity is but 513 cubic feet.
The Interior views are hardly more dis-
tressing than the outdoor prospects here.
Homes in the country frequently have
rooms musty from drawn blinds and closed
windows, but there children spend few of
their waking hours indoors. In the city,
however, out-doors is little better than the
house. Many back yards are small editions
of the city dumps, and even the adaptable
mind of childhood finds to play in them no
incentive.
To show what a difference it makes when
the child's environment is good or bad, two
typical school districts were selected for
their contrasting housing conditions and
the mental and physical development of the
children were compared. One district com-
prises six city blocks, while the other has
an area of one hundred and eighty-five
blocks. In the former district most of the
pupils live in tenements, while in the latter
ninety-three per cent of the families own
their own homes, and the children have
plenty of room and air. The houses are
scattered; many of them have gardens. In
the last two years the children of this dis-
trict have planted 3,2OO trees.
The investigation revealed that in the
crowded district a large percentage of the
children are retarded in their school work,
while the other district shows a very small
proportion of backward pupils. There are
twice as many cases of contagious diseases,
of defective eyes and ears, in the six-block
area as in the one thirty times as large.
Study of our housing conditions prompts
the question, “Are Chicago's building laws
too good?” The code regulates the building
of new apartments and tenements, but takes
no cognizance of the old ones. In every
residence there are flats with rooms whose
only window opens on a sunless court. The
law requires that in a three-story apartment
this court be eight feet wide. But even this
provision does not insure sunlight in every
first floor room.
Neither builders nor tenants are suffi-
ciently informed on what constitutes good
housing. The latter make too little of the
lack of ventilation.
The aim of the build- *
ers is to put the maximum number of apart-
ments on the minimum amount of ground.
Not because he wants to deprive his tenants
of light and air, but because there is no
other means of securing maximum returns
on his investment. Model apartments in
districts where ground is costly must be en-
terprises more or less philanthropic, in that
the owner must content himself with lower
rents than he could secure by crowding.
The remedy of selecting building sites fur-
ther out is complicated by the transportation
problem, if the worker is to continue in his
present occupation, and a still more difficult
question if he is to change it.
The most satisfactory method of housing
workmen is represented by the English gar-
den cities, which large employers of labor
have built adjacent to their factories, first
removing their works to a convenient site
in the country. Several American com-
panies have made similar attempts to supply
better housing for their men, not as a meas-
ure of philanthropy, but because bad condi-
tions at home are always reflected in the
quality of factory work. Suburban housing
is also illustrated by many photographs of
American communities. Future possibilities
are shown in the plans of the new Sage
foundation for a model city and the low-cost
concrete houses offered by Thomas A. Edi-
son and Milton Dana Morrill.
But the great majority of people must
continue to live where they are, and the only
hope is through improvement of existing
conditions. Features helping to this end,
such as large windows, courts of generous
size, open stairs, arrangements promoting
privacy, comfort and convenience of living
within the apartments, roof play-grounds,
kindergartens, and recreation rooms, as well
as charm of design and good construction
are illustrated by photographs of tenements
existing in New York and foreign cities.
Possibilities in the way of improved sanita-
tion, better domestic arrangements and the
obtaining for every room at least one hour
of sunlight a day are shown by drawings.
The exhibit makes clear that recently
there has grown up an active interest in
scientific housing for workingmen. This is
a happy meeting ground for business and
philanthropy and the outlook is promising.
Little street merchants gathered from one block “in the loop.”
Saving the Barren Years
Work and Wages for Children Are Never
Equal—the Remedy
{ { ANDS up, all who work for
money!”
A fifth grade teacher in a
Chicago school made the request. In the
class of thirty-eight, twenty-six hands shot
into the air; twenty-six children out of
thirty-eight were wage-earners.
One boy went to school and worked ten
hours a day. Others had less striking rec-
ords. They spent twenty, thirty or forty
hours a week selling gum and papers, black-
ing boots, or pursuing various other street
trades which the Illinois law allows to
children of all ages.
“Street trades,” as the Child Welfare
Exhibit points out, are quite untouched by
child labor legislation in the state and city.
Many commonwealths regulate street trad-
ing by children, realizing that it means late
hours abroad in places which are often bad
for the moral welfare of the child. In
Illinois, however, a boy or girl too young
to be permitted to do any other work may
haunt the newspaper offices, the five-cent
shows, theaters and saloons, selling gum
and papers at all hours of the night.
In one of Chicago's public schools 65 per
cent of the fifth grade children were work-
ing out of school hours. They earned $1.18
a week on an average. Thirty-five per cent
of the fourth grade children were work-
ing, at an average of 85 cents a week. Even
among the first and second grade young-
sters, 6 and 7 years old, twelve and fifteen
per cent were wage-earners. Their aver-
age takings amounted to only 36 cents and
43 cents a week, a pitiable sum to compen-
sate for the physical weariness and moral
risks attending street trades in a large city.
House Bill 26o, now before the Legis-
lature at Springfield, prohibits boys under
10 years and girls under 16 years from sell-
ing anything on the streets. Boys between
Io and 16 are allowed to engage in street
trades if licensed by the school authorities.
The exhibits in this section are strongly
in favor of this bill. School reports show
that street trades, when carried on by young
children, lead to truancy, low vitality, dull-
ness, and the breaking down of parental
control. Since the children are on the
streets at all hours, careless habits are de-
veloped, which often lead to moral ruin
for both boys and girls.
“These are the only workers not pro-
tected by the law,” runs the appeal on one
panel. How Illinois statutes cover all other
recognized trades is also shown:
“Children under 14 are prohibited from
working in all mercantile institutions,
stores, offices, laundries, bowling alleys, pas-
senger or freight elevators, theaters, concert
halls or places of amusement, hotels, manu-
facturing establishments, factories or work-

25
No law to protect them.
shops, or as messengers or drivers therefor,
within this state.”
“Children under 16 are prohibited from
working
1. More than 8 hours per day, or 48
hours per week.
2. Between 7:00 p. m. and 7:00 a. m.”
“Children under 14 are allowed to sell
on the streets. Children from 14 to 16
may secure working papers.”
Employment certificates were issued to
more than 20,000 Chicago children last
year, an increase of 8,000 annually since
1904. The school population, however,
has shown no such growth. It follows that
each year a larger proportion of our chil-
dren go to work at the earliest age per-
mitted by law. Last year 2,918 public
school children started to work the day
after they had completed their fourteenth
year. Two thousand four hundred and
thirteen began work before they had gotten
as far as the fifth grade.
What kind of work is open to these chil-
dren? That is the next question raised. A
boy must be 16 to enter any of the skilled
trades, such as carpentry, printing, plumb-
ing, pattern-making, blacksmithing, iron-
molding, painting, engraving, sheetmetal
work, electrotyping and paper hanging.
A boy of fourteen can therefore get a
job only as errand or messenger boy. Un-
skilled work and low pay. He loafs a good
deal—a recent study of the City Club
discovered that he is idle about half the
time. Soon he loses the desire to learn a
trade and becomes a “drifter,” an unskilled
worker. Does it pay for a boy to go to
work at fourteen? Does it pay to barter
these two years for wages which make him
only a little more than self-supporting?
This two-year gap—two wasted years in
the boy's development is the second big
problem put forward in this section. It is
so serious a question that it is taken up
again from another point of view in the
school departments. Two chief remedies
are suggested: “Give the child industrial
training in the schools,” says the School
Committee. “Raise the age limit and the
educational requirements” is the demand of
the Committee on Work and Wages. A
combination of these two remedies sug-
gests itself as the most effective solution.
Two improvements, then, in the present
child labor laws are urged by the Child
Welfare Exhibit: First, regulate street
trading; second, raise the age limit for oc-
cupations not classed as skilled trades. But
there is yet another form of labor by which
the city child is robbed of his chance of nor-
mal development. This is home work.
Shall children be kept from working at
home? Yes, when home work means, not
helping mother about the house, but the
making of artificial flowers or plumes and
sweat-shop products on which a whole fam-
ily sometimes works in close, ill-smelling
bed-rooms for from 35 to 75 cents a day.
Cigars, flowers and clothing are manu-
factured in homes without regulation or
inspection. Child labor is not prohibited
here. Whole families work together, eat-
ing, sleeping, toiling in the same room.
This is not merely helping mother at odd
jobs. It is hard, grinding labor, labor

26
that takes the child from school and play
and sleep, labor that can be engaged in by
babies of four or five without hindrance by
state authorities.
“Home work” is carried on to a much
larger extent in New York than in Chi-
cago. The chief demand of the New York
Exhibit was for a regulation of home work.
Passing swiftly over the factory and mer-
cantile establishments, and suggesting a few
improvements in street trades, the New
York committee made an exhaustive study
of home industries. The results are set
forth here on the New York screens.
Italians furnish 90 per cent of the home
workers in New York. The finishing of
clothing and the making of flowers and os-
trich plumes are the chief occupations,
though a long list of trades may be carried
on in tenements without a license.
Child labor in the tenements means ab-
sence from school. One hundred home-
working children, living in one district,
lost on an average of 30 days out of 89;
Ioo non-workers in the same district lost
Io days only. There were no perfect rec-
ords among the home-workers. Late hours,
the need to finish work on time or to carry
it back to the factory kept them away.
How shall child labor be kept out of the
tenements? It is a difficult problem and
one which does not always command sym-
pathetic attention. “It cannot be per-
ceived,” said a judge of the New York
Court of Appeals in 1885, “how the cigar-
maker is to be improved in his health or
his morals by forcing him from his home
with its hallowed associations and benefi-
cient influences to ply his trade else-
where.” This decision has blocked legis-
lation up to the present.
But the “hallowed associations and
beneficient influence” of a tenement which
is home by night and factory by day are
displayed very clearly by the New York
Exhibit. Crowded rooms, unsanitary con-
ditions and late hours impose a burden on
the child which the state cannot safely al-
low him to assume. Child labor must be
eliminated from the tenements. How?
This is the question raised by the Child
Welfare Exhibit. It cannot be answered
by any group of social workers, however
determined. It is for the people them-
selves, who have seen in the Exhibit the
A dangerous street trade.
effects of home work on child health and
family life, to answer it.
27 Issuing work certificates.


The Children and the Law
What it Does to Save Them and
Protect Their Property
HANGING the practice of centuries
in the handling of child offenders, the
first Juvenile court was established
in Chicago, July 1, 1899. And from Chi-
cago, realization of the short-sightedness
and Cruelty of our old methods have spread
eastward and westward until all the chief
cities of the country now boast a “Chil-
dren’s court.” One of the striking features
of the Laws section is a summary in words
and picture of these courts, made for the
New York Child Welfare Exhibit. The
cost of operation, the manner of choosing
judges, the machinery of the probation sys-
tem, the detention home, the methods of
prescribing for the “patient at the bar” are
all compared.
Up to twelve years ago, when a boy of
ten violated the law, he was a “criminal.”
The dignity of the state demanded vindi-
cation. The boy was arrested, put in jail,
formally indicted and arraigned. He was
required to plead “guilty” or “not guilty.”
A judge and a jury solemnly took up the
case of the state against the child.
The change came when a Chicago judge,
yielding to the promptings of a father's
heart, lifted a boy accused of crime to his
knee, and tried his case without the aid or
intervention of the State's attorney. The
Juvenile court followed in time. Now the
bailiff, the prosecutor, the jury and the
judge’s bench all have disappeared. There
is no formal arrest, no indictment, no for-
mal plea. Standing by the judge's chair,
the child tells his version of the thing
wherein he has offended.
The welfare of the child, not the ven-
geance of the law, is the controlling
thought. It is a proceeding for the child,
not against him. The state appears, not
as an offended majesty, demanding vindi-
cation, but as a parent, providing aid for a
child either physically, mentally or morally
unwell. For this, it has been proved, is
the condition of three in every four of our
delinquent children.
No attempt at doing the best both for
the child and for society—the interests of
the two being identical—can be well
founded without intimate study of indi-
vidual peculiarities and causative factors.
In the case of repeated offenders particu-
larly, the problem of why delinquency oc-
curs is most important. The Juvenile
court, when possible, works with parents
on the problem. The help of the Psycho-
pathic institute, indeed, is frequently
sought directly by parents to solve the
problem which they recognize.
In six hundred cases of “repeaters”
studied in this way, no less than seven and
a half per cent were found to be definitely
epileptic. This class includes some of the
most dangerous cases. The need of a state
colony for epileptics is as overwhelming as
28
Twenty-six per cent of
“repeaters” were mentally
below par for various reasons. Some of
them, dull from physical causes, have
made splendid improvement in country
homes. From others, because of low men-
tal endowment, little improvement can ever
be expected.
More than 4, IOO children came before
the Juvenile court of Chicago last year.
About 2,500 were delinquents. Some of
them were sent to institutions; others were
simply placed on parole under charge of a
probation officer. This probation system
looks out for the moral welfare of the child
without removing him from home and
school.
The Detention Home for Children on
the second and third floors of the Juvenile
court building, 771 Ewing street, provides
comfortable room for ninety children.
Aside from the necessary provision for their
detention, the home has none of the fea-
tures of a jail or police station. Clean
it is neglected.
this group of
T H E C H I L D R E N
clothes, good food and all necessary medical
care are supplied. Adequate provision has
not yet been made for out-door exercise, but
that is a project of the near future.
Three rooms of the home are occupied
by a branch public school. The children
are instructed also in the discharge of all
home duties, care of dormitories, dining
room, kitchen and so on. This educational
work is difficult, as the inmates of the home
are constantly shifting and the ages vary
from a few weeks to eighteen years.
The Juvenile Protective association
does not wait for boys and girls to fall un-
der the notice of the courts. It aims to get
at them before they commit offenses, to
influence their parents to raise the stand-
ard of the home, to remove temptations, to
better conditions in the neighborhood, to use
formative instead of reformative measures.
The better to carry on this work, the
city is divided into fourteen districts, each
A N D T H E L A W 29
with a paid officer, whose duty it is to pro-
tect and safeguard the child by dealing
with conditions which tend to produce de-
linquency, such as “can rushing,” improper
shows and theaters, disreputable dance
halls, and so on. Local protective leagues
are established to correlate the social and
educational forces in the various districts,
to create others, and to extend their use
to a greater number of young people. In
every community where something better
has been offered, the children and parents
have made prompt response.
In the promotion of children's gardens
the Protective Association has been very
successful. For two years they have kept
a skilled gardener in the charge of the work.
The ward superintendents of streets have
taken care of the hauling of dirt and fer-
tilizer and in other ways has aided in the
work. So many persons, indecd, from school
teachers to kindly neighbors, have assisted
Talking it over with the judge of the juve mile court.

3O T H E
the children, that the success may be cred-
ited to the whole community. Before school
closed last summer 1,650 children had regis-
tered their names as gardeners. Fourteen
hundred of these gardens were visited. The
visitors found many failures and many gar-
dens which produced only after heroic ef-
forts. The children's handicaps were poor
soil, lack of space and the hostility of goats,
cats, dogs, chickens and other children.
Little Joe, nine years old, hauled dirt
for four boxes a distance of half a mile.
and then carried it up two flights of stairs
to the roof of his father's house. Here was
much debris, and Abe worked several days
to clear space enough for his four boxes.
Several boys spaded up yards that seemed
nothing but cinder beds and made them
into successful lawns with borders of vines.
One little girl in South Chicago attempted
to hide the fence about the steel mills with
three small vines. -
In some counties of the state, children
are still placed in jails with adult offend-
ers—vagabonds, thieves and drunkards.
But in the larger cities the newer method
has abolished jails before conviction and
penitentiaries afterwards. Schools and
manual training shops are substituted. The
farm with its new horizon of interests and
healthful exercise leads the child back to
Sanity and honesty. The modern method
makes good citizens instead of criminals.
Law-breakers are not the only children
who are cared for by the Juvenile court.
Nearly half of its “cases” are dependent or
neglected children, children who lack sup-
port at home or are ill-treated by their
parents or guardians.
Poverty alone should never separate
mother and child. The Illinois laws still
fall short in compelling a judge often to
break up families, sending boys to one in-
stitution and girls to another, in a clumsy
effort to care for them at the public ex-
pense. If, instead, it allowed him to pay
the mother a small sum, the children might
all be caréd for at home.
Ten dollars would frequently keep a
home intact. For lack of this money, the
family is divided, the children are con-
signed to institutions, and the state pays
four or five times as much for their sup-
C H I L D W E L F A R E
E X H I B I T
port under conditions much less human.
Private charity is not always available; the
law could well afford to make provision
for the support of such children in their
own homes.
Truancy is one of the acute school prob-
lems of the large city. The workings of
the compulsory education law in Chicago
are illustrated in this section, though the
bureau which enforces it is a part of the
Board of Education. The exhibit includes
a chart of the organization, the blanks
used, views of the Parental School, the
free transportation service for crippled
children, the school census and statistics.
Among large American cities, Chicago has
held the record since 1905 for the smallest
percentage of truancy and the best attend-
ance. Eight hundred and twenty-three out
of every 1,000 children attend regularly,
while the comparative figures for other
cities were New York, 751 ; Philadelphia,
695; Baltimore, 662.
Foundlings form a group of themselves
and need to be safeguarded by special legis-
lation, and special care. So many socie-
ties stand ready to look after such infants
that it is easy for a mother, or even both
parents, to escape their duty, the burden
falling on the child and ultimately on the
state. The text of the model Norwegian
law is shown on one screen and sugges-
tions for amending Illinois laws are made.
The property rights of minors are cared
for by the Probate court, which appoints
guardians, both of the minor's estate and of
his person. Exacts heavy bonds for faith-
ful fulfillment of the trust and maintains
constant supervision of the management.
The guardians may be removed for any
lapse in their duties. The laws protect-
ing property rights of children are strin-
gent in Illinois and are rigidly enforced.
The theory of the law is that what they
own in their own right shall be preserved
intact for them until they reach their law-
ful majority, and their father and mother
are responsible for their support, mainte-
nance and education during minority. It
is only when parents are deceased, or, if
living, are destitute that the Court will per-
mit the principal of the ward's estate to be
used for his support or education.
A race for boys in one of the municipal play grounds.
The City Playground's Work
Recreation a Vital Need of Children---
What the Small Park Means
ROUGHT to the sand pile in a mu-
nicipal playground, a little boy
viewed it with mild alarm. He
examined the shovel and bucket presented
to him, then turned a puzzled face up to
his conductor and asked:
“What do I have to do wif' 'em 2"
For the play spirit is lacking in many
city-bred children. When left to them-
selves, they play few vigorous games. Small
wonder, indeed, since for most of them
the streets are the chief recreation grounds
—with constant interruptions and occa-
sional perils to forbid organized games.
Chicago has 640,000 children under six-
teen years—therefore, of play age. Up to
eleven years ago there were no proper play-
grounds for this great army of young folk,
who, if they are to develop the best that
is in them, need play as much as they do
school instruction. Now there are in op-
eration sixteen playgrounds supported by
the park boards, sixteen municipal play-
grounds or “special parks” designed to pro-
vide recreation room in the more congested
districts, and this summer there will be five
municipal bathing beaches. In addition,
there are one hundred and sixteen public
schools which have good-sized play spaces,
seventy-five with smaller grounds, sixty-one
with very small plots, and three with no
play space whatever.
All this looks like a magnificent equip-
ment. It is. But it is also a machine
greatly lacking in efficiency. In only a few
of the school playgrounds, for example, is
there apparatus or any attempt at organized
direction. Even the small parks and play-
grounds are not always used as they should
be—by all the children of the neighbor-
hood. Where the man in charge or his
assistants have not measured up to their
jobs or understood the real purpose of the
playgrounds, gangs have formed and have
“run” the playground. Foreign-born chil-
dren and their parents have been kept out

3 I
Girls' day in the swimming pool of a “small park.”
in some cases by these cliques; in others the
younger children have been sacrificed for
the older ones.
For the play of children in city parks
or squares is free only when directed. There
must be a division into groups, according
to age and sex, and careful supervision by
Their first day at the playground.
someone who knows child-life and child
psychology in its various stages. The in-
stincts and tendencies of a group of boys
fourteen years old, for example, differ from
a group of lads of nine or ten. Up to the
latter age boys and girls can play together.
The desire of the small child is for a
plaything of his own, while the boy of
twelve likes an organized game—and no
girls in it, either. Girls of this age, too,
like company in play. To place all, or
even two, of these groups in the same place
means that only the stronger group will
achieve freedom in its activities. The most
popular amusements, among both boys and
girls, are swimming in summer and skat-
ing in winter. The halls, libraries, club
rooms and skating pools are militant ene-
mies of the dance halls and cheap theatres.
That the public playground holds a dan-
ger as well as an opportunity is a truth,
therefore, which the committee has tried
to emphasize. Without constant, intelli-
gent and trained supervision the play-
ground's efficiency can easily run down to
a fraction of what it should be, and become,
indeed, a negative influence. The trouble,
too, is that this condition might continue
for many years without discovery of the
harm being done. One suggestion made is
that all the play, social and educational


32
A hot day in a small park—the sand court and wading pool.
work of the small parks should be put un-
der the charge of the Board of Education,
while the work of maintenance, improve-
ment and so on should be done, as now,
by the park boards. Play ought to have a
definite place in the program of the public
schools; the business of correlating the
activities of school and playground could
best be done by the school board.
All this is not to say that the parks and
playgrounds are not now doing fine and
much-needed work. They are. Their aim
is threefold. The fundamental function is
to teach the law of service and the beauty
of order and cleanliness. The utmost use
of their equipment is promoted. To this
end they co-operate with all the organiza-
tions of their districts. The assembly halls
may be had for any purpose except religious
or political meetings. If a club wishes to
give a dance, the board will decorate the
hall. If a lecture, the lantern, an operator
for it and, in fact, everything but the
speaker, will be furnished.
About one-third of the play space of the
small parks and playgrounds is reserved for
little children. The tiniest wading-pool
will accommodate eighty children, while
three hundred can find room in the larger
pools. For the older children, the most
popular feature is the swimming pool. One
hot Saturday last July, 2,762 men and boys
used the Davis Square pool and shower
baths after 4 o'clock. Besides the gymna-
siums and libraries, which are used inces-
santly, there are four or five club rooms,
an assembly hall and a lunch room.
The influence of the playground is best
Sia weeks play transforms them.


34. T H E C H L L D
summarized in the findings of the inquiry
promoted by the Russell Sage foundation.
"Juvenile delinquency in districts having
playgrounds has decreased thirty-nine per
cent,” the report says; “other districts have
shown an increase.” Of the 6,oooooo vis-
itors to the small parks in 1910, seventy-five
per cent were children.
At each of the small parks a play festi-
val is held each year. The morning is de-
voted to little children, the afternoon to
young folk, and the evening to the grown-
ups. At these are given May-pole dances,
Turner exhibitions and native dances in
COStume.
The sixteen municipal playgrounds have
a less uniform and a less complete equip-
ment than those under the park board.
Two have wading-pools, and two field
houses offering some of the facilities which
the park field houses provide, such as club
rooms for neighborhood organizations, and
attendants who teach the girls sewing and
raffia work, when it is too hot for outdoor
activities. All have gymnastic apparatus
The little folks have sand courts.
In considering what the parks should be,
the Special Park commission made a care-
ful study of the density of population, the
character of the buildings, the infant mor-
tality, the juvenile delinquency, and the
proportion of the population under twenty-
one, in various crowded districts. On
these investigations they have based the
recommendations which will result in the
establishment of three more playgrounds
in the congested districts of the west side.
W. E. L. F. A. R. E.
E X H I B I. T
These will be in the Sixteenth, Nineteenth
and Eleventh wards, in quarters where the
population is largely foreign born.
The governing fact to consider in en-
larging our playground system is the radius
of efficiency. This varies with the age of
the child, of course; up to ten, it is about
half a mile. Four blocks is the distance
for children under school age. In the ideal
playground system one center would con-
nect with another, and the chain encircle
the entire city. In no other way will every
child have a fair show.
For example, an attendant in one park
interested himself in a frail little boy who
came to the park every morning and re-
mained until late afternoon. The lunches
he brought were of varying materials, but
always insufficient. He explained that he
got them himself, as his mother was busy.
Besides the fourteen screens on which are
set forth the facts about Chicago play-
grounds and the city's further needs and
the interesting New York exhibit of seven-
teen screens just across the way, the Rec-
reation section offers play facilities to
small visitors to the Exhibit. There is a
sand box, a rocking boat, a toboggan slide
and other devices designed to give enjoy-
ment to boys and girls. The whole is
“mothered” by a kindergarten teacher—an
illustration of the committee's conviction
that every playground for very little folk
should be “mothered” by someone who
knows the instincts and needs of her little
charges.
A play festival—waiting for the Maypole dance.

Nothing to do but patronize the “hokey pokey man.”
Making Street Play Safe
“Play Zones” for Children in Idle Thoroughfares is
the Committee’s Answer
Four of every five normal children in
Chicago play in the streets. Not all of the
time, but some of the time. It may not
be their one and only playground, but it is
the nearest one. What, then, is the city of
Chicago doing to make this enforced play-
ground safe?
Miles and miles of boulevards where
children can play under ideal conditions,
amid grass and trees, is Chicago's suggest-
ive attack on the problem of street play.
Every game except baseball is allowed on
Garfield boulevard, for instance, from
Michigan avenue west to Sherman park.
And for baseball, Sherman park, at the end
of the street, provides diamonds. No traf-
fic trucks are permitted on this street, of
course, so the children's only hazard is the
automobile.
But the boulevards and the congested
districts seldom touch elbows. Where the
greatest number of boys and girls swarm in
the streets, the only recreation place, the
conditions are often dangerous to life, as
well as unsanitary. Therefore, the domi-
nant message of the street section to the
city is: establish play zones. Reserve for
the children parts of those thoroughfares
from which traffic can be diverted with-
out loss or inconvenience. Exclude motor
cars, as well as heavy trucks, from these
sections and give the space thus insured
against danger over to the children of the
neighborhood for their play.
There are many side streets, short
“places” and blind-end “courts” which are
invaded by traffic teams and automobiles
only often enough to make them dangerous
as playgrounds. To reserve these for chil-
dren would work hardship on no one. To
the children it would furnish an outlet for
the spirits and energy which, when re-
pressed, take the shape of petty outlawry
and result in stunted moral and mental de-
velopment.
Sixty-seven children were killed in ten
months, and one hundred and ninety-six
seriously injured, in street play in New
York. Automobiles killed 29; wagons,
18; trolleys, 20. No figures are obtainable
for like accidents in street play in Chicago,
but the casual reader of the newspapers can
recall the recurrent accounts of such dis-
tressing accidents.
Many public and parochial schools are
situated on streets much used by motor
cars. To guard the pupils against acci-
dent, it is suggested that the London prac-

35
“One-o-cat” in a side street.
tice of putting up of signs warning motor
cars that a school is close by and children
are likely to be in the streets should be
adopted. At some of the more acute dan-
ger points, like the Ray school on East
Fifty-seventh street, and Holy Angels
Play on a settlement sidewalk.
school on Oakwood boulevard, the police-
men on those beats are on hand mornings,
noons and at each recess to “shoo” their
charges out of the path of danger. Proper
organization of the patrolman's work
should insure like protection at other dan-
gerous places.
Some of the undesirable phases of street
life are reflected on the screens in this sec-
tion. Real play takes room, and craps and
tops do not afford sufficient employment
for a healthy boy's body and mind, if he is
to develop into a valuable citizen. Chicago
makes few, in fact, almost no, arrests for
street play. Even so, opportunities for
healthful exercise in wholesome surround-
ings are very limited in many quarters.
Nor are cramped space and dirt the worst
features of some Chicago streets. Children
play daily in front of saloons and low re-
sorts. Colored children, particularly, are
deprived of clean and decent environments.
The one playground in a neighborhood
where many negro families live is claimed
by the white children, who refuse all oth-
ers admittance. This gang instinct of ex-
clusiveness, indeed, prevents many foreign-
born children from using and enjoying what
has already been provided for them by the
city.
What use do the children make of the
streets? Nine hundred and thirty-eight
children were observed on the lower east
side of New York. Most of the boys, rang-
ing from two to fourteen years, were stand-
ing around, eating or buying from carts.
The next largest number were playing ball,
reading or playing in the dirt. A few were
selling merchandise and playing craps. The
girls' activities were slightly different. They
were eating, minding babies, playing jacks.
Some of them were reading and chatting.
Hopscotch, sewing and the selling of mer-
chandise took up the time of the remainder.
These are the pastimes in which children
engage. Are they the best the city has to
offer?
In New York many children are ar-
rested for playing in the streets. In July,
1909, 717 children were brought into the
New York children's court. Over half
the arrests were made for playing games;
128 were for playing baseball; 177 for
playing cat; 23 for playing craps. Shall
children cease playing? Shall the law be


36
modified ?
space?
Of arrests in Chicago, the majority are
made for petty larceny. The streets com-
mittee believes these could be decreased if
the children were given more room to
play. The stealing of grain and coal from
cars in railroad yards, for instance, presents
a serious problem. Serious from either the
viewpoint of child morality and the effect
of these pilferings on the boy's character as
he grows up, or from the standpoint of the
immediate danger which he runs of being
crippled or killed. Another phase of this
instinct to grab what is unguarded is the
petty thieving from fruit peddlers, grocers
and the like. The old proverb covered the
case. Work for idle hands and uninter-
ested brains is usually provided.
Observations of children on the streets
between 6 and Io o'clock were made three
evenings last March. The streets observed
were Clark and State streets from Lake to
Van Buren, Madison and Randolph streets
from State to Market. The children were
either peddling papers or gum or simply
loafing. On State street, twenty-six boys
were counted, the average age being thir-
Or shall we provide more play
Asphalt plus roller skates.
teen. On Clark street thirty-one boys were
counted; on Madison, forty-six; on Ran-
dolph, eleven. On the last three streets
the average age seemed to be fourteen.
Real play takes room: craps and other gambling games flourish where baseball is
forbidden.


A museum class in mature study observing birds in Lincoln Park.
The Work of Museums
Special Service and Interesting Courses Arranged
for Children
F a lens maker should send me an
instrument as poorly made as the
human eye,” said a German
scientist, “I would return it to him as
unusable.” But the exhibit in the Museum
section suggests that our trouble is unsee-
ing rather than weak eyes. The Art In-
stitute, the Academy of Sciences, the His-
torical Society and the Hull House Labor
Museum present collections of interest to
children and also living exhibits of children
interested in the attractions they offer.
Children from the free Saturday classes
of the Art Institute are drawing, modelling
or working in oils, water color or pastel.
The pictures, drawings and models shown
are the work of children under sixteen.
The Institute is free to school children,
accompanied by a teacher, or alone if they
present a certificate of school attendance.
& 4
The Public School Art Society began its -
work in a modest way in 1894. Today it
has more than fourteen hundred works of
art, valued at $22,000, distributed in more
than one hundred schools. Special gifts
have enabled the society to place adequate
collections in the Hamline, Drake, Wash-
ington, Franklin, John Worthy, Libby,
Ryerson and Kosciusko Schools and small
collections of four to twenty pictures in
about one hundred other schools. Two
travelling collections of forty pictures are
placed for a year's stay in different schools.
Talks on art are also given to the children,
frequently illustrated by the stereopticon.
The works of art which the society dis-
tributes are not merely things of beauty to
brighten for a time the otherwise bare walls
of a school room, but they have a far
greater value in the creation of ideals at a
time when the child's mind is most open to
impressions, good or bad.
The Hull House Labor Museum illus-
trates by actual processes the evolution of
the manufacture of textiles. From the
most primitive Indian looms and the sim-
ple spindle to the spinning wheel and the
complicated fly shuttle loom the machinery
of weaving is collected in the room handi-
crafts, where women of the neighborhood
spin and weave flax, cotton, silk and wool.
They are eager to preserve their inherited

38
T H E W O R K O F M U S E U M S
crafts, and homesick immigrant men are
often found looking wistfully through the
windows at the simple activities so asso-
ciated with the homes of their childhood.
The European life of their parents takes
on new color and interest in the eyes of
native-born children when any can see and
study in use the machines used in the
fatherland—respect, too, for the mother
whose foreign craft is a thing of value in
the eyes of Americans. The textile room
of the museum is used for classes in milli-
nery and sewing, which are related as
closely as possible with the older processes,
of which the sewing trades are a part.
Like efforts have been made to provide a
historic background for domestic science,
metal work and pottery, through the col-
lection of primitive instruments and dem-
onstration of earlier processes. The mu-
seum is an outpost in the educational plan
of Hull House, which seeks to extend cul-
tural interest to neighborhoods unprovided
with the means of acquiring them. It is
open for visitors every Saturday from Io
A. M. to Io P. M. During other days
and evenings it is used for a classroom and
workshop for the peasant industries dem-
onstrated at the exhibit.
In the Academy of Science section chil-
dren are “learning to see”—to identify
birds by their plumage, their nests and
their notes, to recognize various members
of different families of wild flowers and to
know what sort of creature inhabits various
shells. Others are working with the mic-
roscope in elementary science.
Besides the children, the Academy ex-
hibits collections specially arranged to in-
terest children. Lantern slides selected
from those used for instruction at the
Academy and loaned to school teachers are
shown. There are bird houses to counsel
young boys how they may care for the
birds that visit Chicago every year. The
aquaria, bee hives, ant houses and vivarium
are intended to suggest to children mate-
rial interesting for study, and to parents
and teachers means of building up the
child's interest in scientific work.
To waken love of out-of-doors, to inspire
parents and teachers to take children out
for first-hand observations of Chicago's
trees, birds, flowers and shells as often a
possible is the purpose of the academy. Ad-
mission to its library and museums is free,
and it loans its collections to public and
private schools, to settlements and parks.
Another field of research both interest-
ing and profitable to children is that opened
by the museum of the Chicago Historical
Society on Dearborn avenue and Ontario
street. The addition of Chicago history to
the public school course has stimulated this
interest, but special anniversary exhibitions
adapted to children have grown out of the
museum's work. These have been so pro-
ductive of result that it is a question
whether the Society renders to the com-
munity any service more valuable than
that of fostering reverence for American
institutions and traditions. Children visit-
ing the building are given assistance and
classes accompanied by teachers are person-
ally conducted through the collections.
Children’s class at Academy of Sciences.


ºn m.
º º
º
ill-
| || º
-
A “story hour” for children in a Branch Library.
The Chicago Public Library
Through Branches, “Story Hours” and Other Services
it Appeals to Children
SIDE from the collection of chil-
dren's books, the exhibit of the
Public Library consists entirely of a
series of screens, showing something of the
vast influence of that institution on all sorts
and conditions of children. As means of
reaching the people of Chicago, the Library
has established twenty-three branches in dif-
ferent sections of the city.
Of these, eleven are in neighborhood
parks and recreation centers. The other
twelve are in rented quarters. Ten settle-
ments and other institutions, fifteen public
schools, and half a dozen business houses
and factories have deposit collections.
There are also six old style reading rooms,
where the books are not circulated. These
will be turned into the more modern type
of branches as soon as possible. There are
also one hundred and three distributing sta-
tions, where calls can be left and books
claimed next day.
The ingenuity of the library board in
securing quarters can be deduced from the
screens. Here is an abandoned railway sta-
tion at Lawndale fitted up for a library,
and a second screen shows what was once
a saloon, metamorphosed into a branch
library. Each branch makes special provi-
sion for children, and a trained assistant
helps in the selection of the child's reading.
The attendant in charge of branches in
settlements and small parks visits the homes
and is thus enabled to provide books suit-
able for the children of the neighborhood.
How well the children avail themselves
of the opportunities for reading can be seen
from the screens. Whether the branch be
in one of the better residence districts or
in a congested quarter, the children are
there. Though the library keeps no special
record of children's books, 1,135,848 vol-
umes were circulated by the various branches
last year. It is to be remembered also that

40
T H E C H I C A G O
children consult more books in the reading
room than they take home. After school
and on Saturdays they throng the reading
rooms, looking up references on the day's
work or collecting material for a debate.
Figures tell little of the influence of the
library, however. Even photographs can
show only a little of the most interesting
feature of all—the children, and how their
manners as well as their literary tastes are
modified and transformed. The street-
trained boy, who comes first out of curi-
osity, or to annoy, is sent away time after
time, until he begins to behave properly.
The library acquires value in his eyes, be-
cause it requires self-repression to enjoy it.
And having attained its privileges, he feels
a proprietory interest in it and a right to
discipline his less enlightened fellows.
In the districts where the foreign-born
congregate the children are a means of
reaching the parents, since the latter fre-
quently are unable to speak English. In
one home an un-Americanized Polish father
was absorbed in “Goops and How Not to
be Them,” while Elsie, “what's going to
be a girl,” was blissfully sucking a spoon,
her bare feet planted on Pyle's “Wonder-
clock.” It is hard to tell, therefore, just
what books will be most useful. In such
neighborhoods the attendant has to watch
carefully that the children take out books
which are sufficiently “easy,” as most of
them read English with some difficulty.
The book that is too hard will be re-
turned with the statement, “I don't want
to take a library no more.” “Why not?”
asks the libraian; and the query usually
elicits any answer but the real reason. “My
dog might chew the library,” or “My baby
cries for my library,” are types of the eva-
sions, though sometimes they ask, “Ain’t
you got no easy books?” Yet from one
branch like this an average of 550 books is
circulated every week. The deposit num-
bers 1,800 volumes.
“Men are too tired to read anything but
the newspapers,” the librarian of a factory
branch declares.” Young men and girls are
too busy having a good time, but the boys
will read anyway. Small boys will often
read a book a day. They come in and find
what they want in a hurry, because they
P U B L I C
L I B R A R Y 4 I
know. It must be something exciting, or a
good school story. They begin with one
author, read all we have and then start with
another. But the problem comes when the
boy wants to try a novel. He is usually
disgusted with the first one—can't stand
the love story—but after a while that's all
he does want.
“The boys start their fiction with Par-
rish, Beach, Dixon, London. Some go
through the line of McCutcheon and Mc-
Grath, and some read Connor, Crawford,
Smith and Churchill, but all read Conan
Doyle. If a boy doesn't know Sherlock
Holmes, his companions introduce him, as
soon as they discover his unenlightened con-
dition. After his first taste, he will not
-
* .
º
º
|
- º
* * *
º-
In a branch reading room.

A story hour in a small park.
touch another thing until every Doyle is
finished. Then he tries Oppenheim.
“Technical books come in for their share
of attention as well as fiction. Probably
electricity is the most popular subject.
Quite a few boys have various kinds of ap-
paratus at home, and if they do not take
At a branch delivery desk.
the books out, they run in often, to read a
little or to look up something. Little use
is made of histories or books of travel, except
at noon hour, when they will read snatches
or look at the pictures.”
The library does not neglect the child too
little to read. At many of the branches
the story hour is a feature. All stories are
told with one end in mind, to direct the at-
tention to books, and to arouse the desire
for them. The story-hour pictures on the
screens testify eloquently to the interest
aroused. For, though the photographer
with his fascinating apparatus is working in
the room, every eye is fixed on the story-
teller's face. In Davis Square story-telling
does not cease in summer, for the story-
teller goes to the sand-piles or sits in the
shade and leads the way into the enchanted
country of “once upon a time” all the year
around. There are story hours also at the
Public Library itself, but only on special
occasions, like the anniversary of a great
man's birth or of some important event in
the country's history. It was thus the story
hour began, but it was so much easier for
the story teller to go to the children in a
small park or branch that the plan was thus
extended.
Of the twenty-three branches all but
three are open from one in the afternoon
to nine o'clock. These three are the Black-
stone, Lewis Institute, and Lincoln Center
branches, which are also open forenoons.
The full list follows:
Blackstone, 49th St. and Lake Ave.
Lewis Institute, 1943 W. Madison St.
Austin, 5642 Lake St.
Burr School, Ashland and Wabansia Aves.
Lincoln Center, Oakwood and Langley Ave.
Lawndale, Millard Ave. and 23d St.
26th St., 33.47 W. 26th St.
West Park I, Chicago Ave. and Noble St.
West Park 2, 14th Pl, and Union St.
Sherman, Loomis and W. 53d Sts.
Cornell, Wood and W. 51st Sts.
Mark White, Halsted and 30th Sts.
Hebrew Institute, Taylor and Lytle Sts.
Logan Square, 3125 Logan Boul.
Seward Park, Elm and Orleans Sts.
Morgan Park.
Hamlin, Pine and Barry Sts.
NON-CIRCULATING BRANCES.
Ogden Park.
Bessemer.
Armour Square.
Davis Square.
Hiram Kelly.
West Park 3.


42
Outdoor study and play transform sick school children into stout and clever ones.
The Open Air School
How the Value of Fresh Air in Brain and Body
Building has been Demonstrated
“W HAT shall it profit a child if
he gain all knowledge and lose
his health P’’ Illinois spends
$1,187,000 every year in educating children
who die of tuberculosis before they are
twenty years old. They are largely chil-
dren from the crowded sections of the city.
Their fathers died, perhaps, of the same
disease. The children might have been
saved. But poor food, insanitary living
conditions, lack of fresh air wore down the
child's naturally feeble constitution, and
early death was the result.
Until recently American schools have
been doing nothing to meet this problem,
though Switzerland requires her children
to be in the open air at least ten minutes
out of every school hour. The life of the
average school child, sitting at a desk sev-
eral hours a day in a heated and inade-
quately ventilated school-room, is very far
from nature. To correct this condition and
to demonstrate the value of fresh air in
public school education are the purposes of
the open air schools. There are two of
these in Chicago; there should be between
eighty-five and a hundred, to care for all
the children who are predisposed to tuber-
culosis and many other diseases traceable
to bad air and insufficient food.
Chicago's Open Air schools were estab-
lished by private benevolence working in
co-operation with the Board of Education.
Children under weight and below grade in
their school work are the pupils. For the
fact is that the child who loses his health
does not gain more than a minimum of
knowledge. He fails to make his grade
oftener than the strong and vigorous.
Plenty of rest, plenty of food, and, above
all, plenty of fresh air, are the means used
in the Open Air schools to build up body
and mind alike. No long confinement at
tiring desks, for instance. The children

43
44 T H E
come to school at 8 o'clock, are inspected by
the nurse and are given a lunch to supple-
ment their often inadequate breakfasts at
home. An hour and a quarter in the open-
air school room is followed by fifteen min-
utes' recess; then another school period and
then dinner. The food is carefully chosen
for its tissue-building qualities. In cold
weather, the children are all clothed in
heavy blanket wraps, wool trousers and
wool boots. There is a hood for the head
and mittens for the hands.
The period of rest after dinner is a fea-
ture of the school. Low canvas cots are
set out in the fresh air; the children,
wrapped in warm blankets, sleep for an
hour and a quarter. Then comes a period
of play, followed by another rest. Health-
ful outdoor weariness, followed by sleep,
starts the child on the road to health.
When the child goes home, he is sup-
posed to find supper awaiting him, but the
school does not rely upon home food. An-
other lunch, just before starting, makes up
a total of five meals a day—none too many
for a child suffering from anaemia, mal-
C. H. I. L. D. W. E. L. F. A. R. E.
E X H I B I. T
nutrition or tuberculosis, as are every one
of these children.
The results of the first year's work are
eloquent. The children who entered the
school were below grade. They brought
records of slow progress, trouble with
teachers, irregular attendance. One child
had been absent seventy-five days of the
preceding year; another was already des-
tined for the Parental School as unmanage-
able. In the Open Air school the first was
absent only six days; the other completed
two grades in one year and became one of
the most tractable pupils.
No home studying is allowed. The time
spent in school work is distinctly less than
the time spent by normal children. Yet,
of thirty children in regular attendance from
January to June, 1910, twenty-three com-
pleted one grade, three completed two
grades, and one completed three grades.
All these children were below grade.
Under average school conditions, all were
destined to failure. Seek first for health
and education shall be added unto you.
In addition to II screens containing facts
An “open window” room at the Moseley public school, where pupils learn while resting.

Study session at the summer camp maintained for children of the Open-Air school.
about Open Air Schools, an actual school
completely furnished is shown in the Ex-
hibit. There is the tent, too, under which the
children find shelter from stormy weather;
there is even the back yard in which they
play between classes. There are the open-
air costumes, worn for protection when
studying outdoors, and the cots for sleeping.
Unfortunately, the children are absent. The
Coliseum is not really “open air,” and such
children must be protected from the strain
and excitement inseparable from a public
exhibition.
The teaching of the Open Air School is
that the city must make itself responsible
for the health of its children. Too many
families cannot afford it; private philan-
thropy cannot achieve it. The work now
being done in the two Chicago schools only
points the way to work which must be un-
dertaken by the Board of Education itself,
supported by public opinion. Therefore,
the people of Chicago must know the facts.
The child's own parents are not always
intelligent enough to act for the child's
best interest, even if they had the means.
In spite of the fact that one little girl's
father was in the second stage of tuberculo-
sis, and she herself had an incipient case,
she was not permitted to go to Camp Al-
gonquin, the summer home of the Open
Air children, because of her approaching
confirmation. Tony, another Open Air
School boy, came from Italy six years ago.
He has never been well since. Tony slept
with two brothers in a dark bed-room with
one window, which was never opened. His
parents refused to let him go to camp
because they wanted him to work in a
barber shop during the summer. Fortu-
nately, the Juvenile court intervened and
the boy was given his outing.
Tony was thirteen when he entered the
Open Air school advanced him to the sixth
fourth grade, and his conduct was the de-
spair of his teachers. Six months in the
Open Air School advanced Tony to the
grade, and made him a happy, compara-
tively healthy boy.
When the people of Chicago realize the
need and benefits of fresh air treatment for
tuberculosis and other child ailments there
will be a popular demand for the exten-
sion of the treatment throughout the public
schools. It is estimated that 14,600 chil-
dren in Chicago are in an anaemic or
weakened condition which predisposes them
to disease. Only enlightened public opin-
ion can make it possible for the Board of
Education to give these children the care
now received by the children of the two
little Open Air schools.

45
A conference for mothers at an Infant Welfare station.
Child Health and Welfare
What Chicago and Chicago Men and Women
are Doing to Promote Them
HILD health is the general text and
inspiration of the whole Welfare
Exhibit. Hardly a section but con-
tributes something towards solving the prob-
lem of giving every baby born a better
chance of living and growing up, a surer
title to strength, happiness and usefulness.
But the Health section has no other end or
aim except to show what the city and a
score of philanthropic agencies are doing to
correct the handicaps and dangers so many
Chicago children are born to; and to point
out to the community and to individual
fathers and mothers how much remains to
be done and how to do it.
Thirty-five hundred children died in Chi-
cago last year from preventable diseases.
No more pathetic array of dolls was ever
assembled that that with which the Health
Department, in one of its rooms, illustrates
the army of little citizens who had to fall
out of the ranks before life's march was
fairly begun. They carry the colors of the
enemy that overcame them—scarlet fever,
diphtheria, meningitis, stomach troubles,
tuberculosis and other deadly ills. They are
there as grim reminders that the child-sav-
ing work of the community, though well
begun, is not one-half, or one-tenth done.
The entire Health section is no more than
a big object lesson demonstrating what can
be done, what must be done before Chi-
cago's children all get a fair chance at life
and what it holds for each of them.
Broadly considered, the Health section
divides itself into three groups of exhibits:
first, those illustrating the organized efforts
of philanthropic men and women to meet
the problems of child-saving in the child's
own home; second, the efficient but still
limited work of the City Health Depart-
ment to correct blighting conditions and
spread the gospel of pure air, proper food
and the prevention of contagious diseases;

46
third, the work of the various children's
hospitals and dispensaries—the institutional
side of the growing campaign against the
crippling and destroying influences in city
life. This classification is only general;
one group merges into another. While as
background for the splendid Chicago show-
ing is the remarkable series of thirty-nine
screens covering like activities in New York.
Prevention of Blindness
ROPER care of the child begins long
before birth. The first acute danger
the babe encounters after greeting the world
strikes at its vision. Ophthalmia of the
new born the doctors call it. It is not in-
appropriate, therefore, that the exhibit deal-
ing with the prevention of blindness in in-
fants and little children should be at the
outposts of the Health section.
Of the 89,000 blind persons in the
United States at least one in every four
labors through life in the dark because the
ignorance or carelessness of those who at-
tended him the first hour failed to apply a
The treatment to prevent blindness.
“A fair chance for every baby.”
simple, cheap and harmless remedy before
the infection of his eyes could begin. The
last census showed more than 4,000 blind
in Illinois, though only sixty-four children
are under instruction in Chicago schools.
Of the thirty-two little ones in the kin-
dergarten of our state school for the blind
at Jacksonville, no less than sixteen, or
fifty per cent, were sightless because of neg-
lect at their birth. Of new pupils admitted
to the schools in as many states in 1907,
more than twenty-eight per cent were blind
from the same cause. And the remedy is so
simple: thorough cleaning of the eyes at
birth and the dropping into each of two
drops of a one per cent solution of nitrate
of silver to neutralize infection. Because it
is so simple and quite harmless, every care-
ful physician uses this precaution now.
Should he neglect it, however, it is the
patient's duty to insist upon it and not take
the chance which may put so terrible a
handicap upon the babe.
Other causes of blindness and weak vision
are pictured on the remaining panels of this
sub-section—as well as the measures which
are taken to prevent or correct them in
many cases but which should be extended to
all. How backward girls and boys are
transformed from dullards into bright and
active youngsters by treatment of their eyes
and the fitting of proper glasses; what
leads to injuries and defects of vision; what
steps are being taken to safeguard the sight
of children in and out of the public schools;
how children hopelessly blind are saved
from dependence and trained to business and
professional careers—these and many more
vital facts are urged on parents. The need


47
48 T H E CIH I L. D. W. E. L. F. A. R. E. E. X H I BIT
of action is pressing. Of a round 20,000,-
ooo of children of school age in the United
States, it is estimated that 8,000 are ham-
pered in their school work by some defect
in seeing.
The “Baby Tent”
NFANT welfare in the home comes next.
Right from the firing line of the “river
- wards” has been brought a typical “Baby
Tent,” the emergency hospital and relief
station in which the summer ailments of
small folk are treated and anxious mothers
taught how to restore their little ones to
health. Set on flat roofs or vacant lots in
districts where a light, clean, airy room
suitable for the work could hardly be had
for love or money, the Baby Tents have
proved a happy solution of the difficult prob-
lem of carrying help to the neighborhoods
where help was most bitterly needed.
To find these places, consult the last
mortality map issued by the Health De-
partment. Dots represent the deaths of in-
fants from diarrhoeal diseases. The dots
are thickest in the quarters where the
three-room house and the house sub-let to
several families are most frequent, where
the streets are cleaned seldom or not at all,
where the poorest milk is sold, the stalest
bread, the oldest meat. To combat these
forces, which conspire to kill and are hardly
less cruel when they spare, the first Baby
tack on these plague spots of the health
chart organized. Ten tents were in opera-
tion last summer; 1,753 babies were cared
for behind the screened walls of the canvas
hospitals and 3,500 more were hunted out
for treatment in their homes.
On arrival at the tent, the baby is first
taken to the dispensary where the physician
on duty examines him, the nurse remaining
for consultation. Then the child is re-
moved to the tent, and given a bath and a
colonic flushing. If the clothing is dirty,
clean garments are provided.
When the infant is claimed by the
mother at five thirty, she receives also the
food for the night. If some child in par-
ticular need fails to come back, a nurse is
sent to investigate. She reports conditions,
and if she thinks it advisable, some member
of the family is sent to the Baby Tent for
the child's food. The milk is sold to those
able to pay for it. Much is also given away.
Three in every five of the children cared
for are “returned” babies. One in every
twenty must be kept all summer. Though
the tents have no provision for keeping chil-
The “Baby Tent” sometimes finds a vacant lot to rise in.

º
***".
º
One baby in every twenty, to save him, must be cared for all summer.
dren over night, in emergency cases this
has been done several times, and has re-
sulted in saving lives otherwise lost.
The most important work done in the
Baby Tents, perhaps, is the education of
the mother. She brings the baby appre-
hensively. Often she cannot speak Eng-
lish and baby's older brother or sister must
come along as interpreter. It takes some
coaxing to persuade her to leave the baby,
while the treatment often alarms her.
Once converted to the methods of the
Baby Tent, a mother becomes an enthu-
siastic supporter. She brings her neighbors
who have ailing babies. They follow the
doctor's instructions at home. Whenever
possible, a nurse pays a visit, so the good
work of the tents is extended to 3,500
babies who have never come into them.
Results were immediate and emphatic.
“During the month of August,” the bulle-
tin of the Health Department for Sept.
Io, 1910, declared, “deaths of babies from
diarrhoeal diseases decreased ten per cent in
the congested areas of the city. In the bet-
ter residence sections of the city, they in-
creased forty-four per cent.” The contrast
is the best testimony to the effectiveness of
the tents as infant relief stations and cen-
ters of instruction in common sense care.
Infant Welfare Station
If the baby is to have his “rights”—pres-
ent comfort and a positive chance of health
and strength as he grows up—his parents,
and his mother particularly, must learn
how to get them for him. In the “Baby
Tent” just reviewed, one method of in-
structing her and bringing relief to the
little sufferer was indicated. The glass-
walled Infant Welfare Station which ad-
joins is another hospital-school of infant
care which offers help and advice all the
year round. One of its functions at the
Exhibit is to examine and suggest the proper
treatment for any ailing babe that may be
presented, as well as to illustrate and dem-
onstrate for observers the best methods of
housing, tending, feeding, dressing and
safeguarding an infant from disease.
There are ten of these Welfare Stations
in the city. Up to the present year the
work was carried on only during the sum-
mer. In January last it was put on a per-
manent continuous basis, with a medical
director, seven physicians and six nurses.
Conferences are held several times a week
at each station at established hours and a
thorough examination is made of each baby
presented. The children are weighed; if
there is any falling off or failure to gain

49
Contrast this bottle-fed baby with the one
opposite, whose mother nursed him.
the proper amount, the cause is ascertained
—sometimes by lengthy questioning of the
mother—or the ailment diagnosed and the
remedy prescribed.
Frequently the mother volunteers the
necessary information; especially if she has
been a regular attendant and has learned
some of the basis rules of infant health.
“I know why she's lost,” one matron ex-
plained when the scales registered four
ounces less than the week before. “I’ve
been housecleaning and didn’t want to be
bothered. So whenever she cried, I nursed
her and now I see I was wrong. But she'll
gain all right next week, doctor, for I'll
feed her regular, as you ordered.”
This woman had mastered one of the
primary rules of baby health. Here are
some of them as taught by the Infant Wel-
fare Stations and, indeed, by the city Health
Department, the Visiting Nurses, the chil-
dren's dispensaries and all the other agen-
cies enlisted in the child-saving campaign.
"Nursing. Nothing will do the baby so
much good as to nurse him. The breast-
fed child has two chances for robust health
to the ‘bottle' baby's one. Remember, how-
ever, that the mother's condition of mind
and body will affect the child. Worry, an-
ger, illness or overwork on the mother's
part are as harmful as improper food or
lack of cleanliness.
"Amount of food. Feed the baby as
often, but only as often, as the doctor di-
rects. More children are overfed than un-
derfed. Most of them are given too much
to eat and too little to drink. If baby cries
between feeding times, he is probably
thirsty. Give him boiled water that has
been cooled, but not exposed to the air.
"Bottle feeding. If artificial food must
be used, it should be pure milk diluted ac-
cording to the formula. This will vary
according to the baby's needs, but the modi-
fying can be done at home. However, it
must be done under professional direction.
Keep the milk on ice or in cold water. Boil
all bottles and nipples every day. Use a
fresh bottle for each feeding. When the
child is old enough to have other food (nine
months to one year), prepare the food ac-
cording to the directions of your physician
or the directions given at the welfare sta-
tion.
"Sleep. A baby should sleep twenty
hours of the twenty-four the first month,
and from twelve to fifteen hours during the
first two years. Daily naps should be taken
until he is old enough to go to school.
Train the child from birth to sleep from
6 or 7 o'clock at night to 5 or 6 o'clock in
the morning. If he is wakeful or sleeps
fitfully, it may be because the air in the
room is not fresh. Keep the windows open
all the time for the sake both of the baby's
lungs and nerves.
"Bathing. Give the baby a tub bath
every day. Wash his eyes and ears very
carefully, but NOT his mouth.
"Clothing should be loose, light, warm
and washable. Tight bands are bad for the

50
muscles and starch scratches the delicate
skin. Don't swaddle him, give him room.
“Have the baby vaccinated when a few
months old. Give no medicine except when
the doctor prescribes. The effect of ‘sooth-
ing syrups' is like hitting the child on the
head with a hammer.
“If the baby has dioerrhea, give no food,
only boiled water, and send for your doc-
tor, or bring him to the welfare station.
“The common house fly is the enemy of
health and the chief cause of the deadly
summer dia.orrhea. Keep your doors and
windows screened, therefore, and keep the
flies away from the screens. They will not
come where they find no food and they like
nothing so well as filth. Milk into which
a fly has fallen should be thrown away.
“Do not pick up your baby every time
he cries. Teach him for his own sake, as
well as yours, to be content alone. Make
holding him a treat, not a practice. Keep
him quiet; a baby who is 'jiggled' will be a
“nervous' child.
“The baby should be weighed every
week, especially if he is bottle-fed. The
baby's weight, not his age, determines what
modification of milk is necessary.”
These and other basic rules of infant
care are the subjects of ten-minute talks on
“How to Keep the Baby Well,” which are
given four times daily in the Welfare Sta-
tion, at II in the morning, 4 in the after-
noon, and 8 and 9 in the evening. The
demonstrations will be by the St. Eliza-
beth's Day Nursery staff on Fridays, by
Henry Booth House on Mondays, Wednes-
days and Saturdays, by Davis Square on
Sunday, and Chicago Commons, Tuesdays.
More Infant Welfare stations are needed.
Twenty nurses would not be too many to
carry on the work, and a hospital of one
hundred beds devoted exclusively to chil-
dren under two years would never lack
patients.
Following is a list of the Welfare Sta-
tions in Chicago, with the hours and days
on which consultations are held:
Henry Booth House, 714 West Four-
teenth place, Monday, Wednesday Friday,
2 p. m.
Association House, 2150 North avenue,
Monday, 2 p. m.
Davis Square, Forty-fourth and Marsh-
This mother was persuaded to nurse her boy
by the nurse at a Welfare station.
field avenue, Tuesday, Thursday, Saturday,
I p. m.
St. Elizabeth's Nursery, 1360 North
Ashland avenue, Wednesday, Friday, 2
D. m.
Gault Court, 526 Hobbie street, Tues-
day, Thursday, 2 p. m.
Chicago Commons, Grand avenue and
Morgan street, Wednesday, Friday, 2 p. m.
Gads Hill Center, Twentieth and Robey
StreetS.
Northwestern Settlement, Augusta and
Nobel streets.
Mary Crane Nursery, 820 Ewing street.
Jewish Aid Dispensary, IoI2 Maxwell
Street.

Nurse teaching home modification of milk.
Milk Modification
HE home modification of milk com-
pletes this group of exhibits in in-
fant welfare. To keep the demon-
stration typical, the process is carried on
under conditions like those found in the
Weighing the baby to check his gains.
|
average home. No special utensils are re-
quired, but perfect cleanliness of the pails,
bottles, spoons and forks used must be in-
sured. A clean cloth is spread upon the
table and the mother is urged to put on
a clean apron. She washes her hands thor-
oughly and does not touch anything but
the dishes used in preparing the milk. These
are all carefully sterilized; boiling water is
poured over the covered milk bottle so that
no germs may get into the certified milk in
pouring it out. When the food is ready,
the unused milk is tightly covered up, put
into a pail, and hung out of doors in win-
ter time to keep cool. In summer cold
water is put into the pail if ice is not avail-
able. Somehow the milk must be kept sweet.
Mothers are also taught the value of
certified milk as compared with ordinary
market milk. The former has less than
Io,000 bacteria per cubic centimeter, while
market milk has from three to four hun-
dred thousand per centimeter. Certified
milk is supplied by the Infant Welfare sta-
tions for ten cents a quart. They are en-
abled to do this through the generosity of
one firm of milk distributors.
Eugenics
BETTER crop of boys and girls—
this is the aim and meaning of
eugenics. We study agricul-
ture, chemistry and household arts to find
out how to raise better crops of wheat, how
to improve the breed of cattle, how to bake
better bread, how to produce material
wealth. We should study eugenics in the
same spirit—to know how to endow child-
hood with its birthright of wholesome in-
stincts and vigorous life, how to prevent
conditions that now handicap thousands of
children before birth and throughout life,
how to produce human wealth.
The best test of a civilization, a culture
or an institution, is whether it contributes
to produce sound children, well-endowed
mentally and physically, and to advance
them to their highest possible efficiency at
maturity. The rising generation is the
hope of the future, the chief national as-
set. Its entrance upon and progress in
the common life cannot be left to chance.
Most of the ills by which its numbers
are reduced and its quality lowered have


52
their roots in ignorance and cowardice.
The vast majority are known to be pre-
ventable. This means that responsibility
for these ills rests with the parent, the
community and the state. Preventive
rather than remedial measures are de-
manded. It means further that the policy
of silence and suppression of information
must be abandoned for one of decent frank-
ness and reverence, that condemnation and
prohibition must give place to education.
Society must be relieved by sound in-
struction of the doctrine that the begetting
and bearing of children are in the slight-
est degree sinful or foul. That doctrine is
at the root of the feeling of shame in con-
nection with these processes, and of the
desire for secrecy.
The purpose of the exhibit is two-
fold—to present the terrible results of the
old policy and to indicate how any one hav-
ing the same cause at heart may assist in
inaugurating the new.
Infant mortality as a result of early
marriages, strong drink, overwork and
work in certain industries—the manufac-
turing of lead products, for example—are
shown by statistics. The ravages of
diseases are similarly set forth. A strong
argument for preventing the mating of the
unfit is made by chart and photograph il-
lustrating the heredity of feeble-mindedness.
() the food is put into a dirty mouth 2
This is the question proposed and
answered in the dental hygiene room.
Medical science has concluded that the
mouth is the chief lodging place of the
germs of at least six most dangerous dis-
eases – tuberculosis, diphtheria, scarlet
fever, measles, pneumonia and whooping
cough. Mouth hygiene, then, is of pri-
mary importance. Good health waits on
good digestion and good digestion upon
good teeth. The care of the teeth should
begin before they appear, for in the jaws
of the baby are lodged the crowns of his
twenty teeth, almost completely formed.
The condition in which they come to view
depends upon how carefully the baby has
been fed before. Most of the difficulties
of teething result from indigestion.
Mouth Hygiene
F what use are pure food laws if
One of Chicago’s five free dental clinics.
There is a harmful notion prevalent
that the temporary teeth are of little impor-
tance, and that it makes little difference
when they are lost. On the contrary, it is
of essential importance that they remain
in the mouth up to the time the second
teeth are ready to take their place. Other-
wise the child will probably suffer from
feeble digestion brought on by insufficient
mastication, or from toothache, a little con-
sidered affliction, but one likely to perma-
nently affect the nervous system.
The mother must safeguard the child
by careful watching of conditions, and by
teaching the child the proper care of the
teeth. Cleanliness is the first require-
ment of health everywhere and pre-emi-
nently of the mouth. This must be sup-
plemented by frequent visits to the dentist
to control such disorders as the tooth
brush cannot affect.
Children should be taught to brush not
only the teeth, but the gums and tongue
every morning. This not only cleans them,
but stimulates circulation. Brush the
upper teeth downward and the lower teeth
upward. Pay especial attention to the part
of the teeth next the gums. After the
brushing the mouth should be thoroughly
rinsed with water, taking care that it
reaches all the spaces between the teeth.
Supplementing the exhibit will be a
dental clinic such as should be in certain
public school buildings to look after the
care of pupils' teeth. One such clinic is
now maintained by the school board and

53
54 T H E
there are four in addition supported by
private beneficence. All of these, of course,
have established hours for examining the
mouths of the children of the neighborhood.
Besides demonstrations of various dental
operations there will be short talks—some-
times with live subjects in the chair—on
the care of the mouth and teeth.
No analysis or description of New York's
C II. I. L. D. W. E. L. F. A. R. E.
E X H I B I. T
contribution to the Health Section can be
attempted, because of space limitations and
because it covers much the same field as the
Chicago exhibit. On thirty-nine Screens
arranged to the south and east of this last
group, it puts forward the same gospel
that most of the ills afflicting children are
preventable, points the cause and urges the
remedy. -
The Work of the Chicago Health Department
HE exhibit of the Health Depart-
ment, the second division of the
Health Section, is frankly educa-
tional. It takes up the factors in city life
and environment which bear upon child
health and welfare one by one, and tells
how to make the most of the good ones and
how to avoid those which threaten and
destroy.
Ventilation, for example. In one of the
first booths the visitor encounters, there is
a mechanical model to demonstrate how
quickly the air is vitiated in a room with
closed windows, and how fresh it remains
if the windows are kept open. Backed by
the posters and diagrams on the surround-
ing walls, this drives home the necessity of
a constant supply of pure air, and suggests
Fighting tuberculosis in a tent at home.
how, in the ordinary house, this may be ob-
tained without danger or discomfort.
Motherhood has its booth, of course, for
the Department never tires of urging the
advantage which the breast-fed babe has
over his neighbor with a cow, or a whole
drove of cows, for his foster-mother. A
striking cartoon indicates some of the
chances of pollution which dairy milk must
run in its sixty-mile journey from the farm.
Even when the detail of its own work is
presented, there is a conscious effort to
show citizens how they can use or co-
operate with the city's machinery in safe-
guarding the health or relieving the ail-
ments of their little ones. In the room
where the school nurse system is explained
through a series of photographs covering
every phase of her labors with pupils, there
are models showing all the common physical
defects, and the treatment to which each
will yield entirely or in a measure worth
considering. There are also diagrams,
charts and cartoons which trace the effects
of these defects or diseases on a child's men-
tal and physical development.
Contagious diseases among children are
treated much in the same manner; models
show the different stages of the develop-
ment of diphtheria, for example, to familiar-
ize mothers with the danger signals. Maps
and charts show how it concentrates in cer-
tain zones. The precautions to be taken
to minimize the danger of infection are set
forth and a simple method of disinfecting
after a case of any contagious disease is
demonstrated. Every time you move you
should disinfect your new house or flat, the
Department declares. How the city does its
limited civic housekeeping through sanitary
inspectors is also described and illustrated.

Banish the common drinking cup from schools and public places. It transmits disease.
The doll army of 3,800, representing the
children who died of preventable diseases
in Chicago last year—a community crime—
has already been mentioned. In the same
room there is another mechanical procession
which enforces the unnecessary slaughter
of child life. Every fourth doll in the line
drops into a grave to illustrate the fact that
only three in every four infants “grow up.”
Here, too, are many graphic cartoons which
put various health commandments into vivid
and unforgettable form.
How foods affect the health of the city
child is graphically told in another room.
Chicago consumed last year 91,235,400
gallons of milk—as much as twenty-three
cans the size of the Masonic Temple would
hold. In the process the city and its chil-
dren consumed also two carloads of dirt.
To prove the latter statement, you are
shown a sedimentation test in the labora-
tory across the passage, and incidentally an
effective and relatively cheap method of
filtering milk.
How cheats and adulterations in other
foods, from re-processed canned goods to
“hokey pokey” ice cream, may be detected
is also demonstrated. One of the wall
decorations is a “health-burst,” the colored
rays of which are stained with the dyes ex-
tracted from various foods.
Demonstration is the perpetual program
in the laboratory. There is a model dem-
onstrating the danger of the tubercular cow
to children, and illustrations of the proper
methods of home filtration, pasteurization
and modification. There is a demonstration
of the life of the fly, calculated to stir in
every observer a desire to “swat” it, and
demonstrations of the causes and contrib-
uting factors in the common contagious
diseases. Next door, in the reflectoscope
booth, illustrated fifteen-minute talks are
given each half hour on aspects of the
health and care of infants and children—
home conditions, preventable diseases, foods
and feeding, and the like by members of the
department staff.
Children's Hospitals and
Dispensaries
Proper care of the child begins before its
birth. In the section devoted to the ex-
hibits of the children's hospitals and dis-
pensaries are shown a room illustrating the
extreme care with which a home bed
chamber must be prepared for a maternity
case—the actual work of cleaning and dis-
infection done by the internes and nurses of
the maternity dispensaries when the mother
cannot be removed to a lying-in-hospital.
Lectures are given and methods demon-
strated from three-thirty to eight-thirty.

55
Teaching a mother how to bathe her baby.
For the babe prematurely born the in-
cubator treatment, plus proper feeding, sup-
ply the best means of nursing it to full life
and strength. The necessary equipment,
therefore, is shown in a booth adjoining.
Balancing this, on the other side, is a diet
kitchen, where everything pertaining to
the preparation of an infant's food, the
care of milk and its modification, the
sterilization of bottles, nipples and the like
are demonstrated from ten to four o'clock
daily. Part of the equipment here is a
baby scales. The importance of frequent
weighing is emphasized, since it offers a
sure test of the child's condition—whether
he is gaining or losing.
So important is the matter of the modi-
fication and care of milk that the proper
methods are illustrated in no less than three
places in the Health Section. Here in one
room is shown the bottle room and milk
laboratory of a children's hospital. Ad-
joining it are two booths, one reproducing
a ward in a children's hospital, the other
illustrating orthopedic work. The actual
work of the hospitals and dispensaries
among needy children is presented on thir-
teen charts in another room.
Fighting Tuberculosis
- NE citizen of Chicago dies of tuber-
culosis every two hours and fifteen
minutes. Because it kills slowly
we do not fight it as we do other contagious
diseases such as measles, scarlet fever or
diphtheria, yet it claims more victims than
any of these diseases. Like them, it is a
germ disease and therefore controllable.
Tuberculosis germs thrive in dark and
stuffy rooms, and in the outdoor places—
often used as children's playgrounds—where
stagnant water and heaps of garbage make
lodging places for all forms of germs. The
map of the city shows 1,250 black dots,
representing open cases of tuberculosis
which have come to the attention of the
Tuberculosis Institute in three years. The
greatest number of these are in con-
gested districts of the city, chiefly because
there sanitary conditions are poorest and
sunlight is scarcest. There, too, whole
families sleep in the same room, resulting
in a rapid increase of the infection. Of
1,559 children examined at the Tubercu-
losis Institute clinic, 773 had some form
of infection. The nurses discovered 6,000
exposed children in congested districts.
To stamp out tuberculosis, two things are
necessary—to care for those already in-
fected, and to prevent the infection of
others. Tuberculosis is a curable disease.
It is only necessary to take it in time. The
best treatment is fresh air and good food.
The patient should live out of doors. If
this is not practicable, he must get as much
of outdoors as possible into his house. The
best sleeping place for the tubercular is out
of doors. Models show how the bed can
be made up so that even on the coldest
nights the child will keep warm, especially
if he is clad in the outdoor sleeping outfit,
which covers all except his nose and mouth.
A window tent is also exhibited to show
how to give a child the benefit of outdoor
slumber. Outdoor living for children in
its most effective form, together with the
results, is shown on a number of screens.
Every half hour there is a demonstration
—a doll is dressed and the bed made up
for outdoor sleeping. As part of the cru-

56
sade against the public drinking cup, in-
structions in the folding of paper cups is
given at intervals.
Parents are urged to watch the weight
of their boys and girls. What this should
be for various ages is shown on one screen.
Underweight means malnutrition, and mal-
nutrition is at once a cause and an evidence
of tuberculosis. If there is any suspicion
that children are infected, parents should
consult their doctor or go to one of the
seven free dispensaries which are co-operat-
ing with the Institute in its effort to wipe
out the “great white plague.” Advice and
medicine are to be had free from all of
them.
To protect children from tuberculosis
we must have first, healthy parents and
healthy homes. This means proper sleep-
ing conditions, separate rooms if possible,
separate beds always, and plenty of air.
We must have well-fed children; they
must have not only a sufficient quantity of
food, but it must be of the right kind. We
must have playgrounds accessible to all;
and these must be clean. School rooms
must be clean and well ventilated. There
should be a periodical examination of school
children, and separate schools provided for
the tubercular ones. In short, the war
against tuberculosis means cleaning up in-
doors and out, and preaching the gospel of
fresh air by precept and by example, in sea-
son and out of season.
District Nursing
HE Visiting Nurses’ Association
both directly and indirectly is active
in child welfare work. In co-opera-
tion with the welfare stations four thousand
babies were cared for from June to October.
There is no red tape connected with this
organization, and no requirement for re-
ceiving attention, except the need of it. A
telephone call brings the nurse, and the
only limitation of their work is the physical
capacity of the workers, too few for the
tasks before them. Some of the work done
for children is shown by the photographs
on the screens. More than one thousand
sick and delicate children are now being
cared for.
Each nurse is a sort of traveling board
of health, so various are her functions. She
Protecting an infant’s eyes against
ophthalmia.
teaches the mother how to care for her
child, how to prepare food properly, and
how important are cleanliness of person and
of surroundings.
Since the nurse must do her work with
the means available in the most squalid
homes, she is obliged to teach better ways
of housekeeping. Fresh air and baths are
accepted at first purely as a concession to
her. Later the mother learns their value.
“I’d be glad to let you give her a bath,”
said the Bohemian mother to the nurse,
“but I have just sewed on all her clothes.”
The colored nurses are doing splendid work
for their own people, both in immediate
service and in promoting better home con-
ditions.
One Polish mother, scarcely able to speak
English, was made to understand that flies
and dirt are dangerous to life, and that
her first duty was to clean up. Her reply
was an eloquent indictment of municipal
housekeeping. Shaking her head, she
pointed to the noisome alley and neglected
garbage outside. “What use?” she asked.

57
58 T. H. E. C. H. I. L. D. W. E. L. F. A. R. E. E. x H I B I. T.
The association's ambition is to work it-
self out of existence. Its desire is so to
improve conditions that there will be no
further need of its services. Instead of
this, the field increases beyond the power
of the association to cover even half of it.
The present staff might easily spend all its
time upon very young children alone. The
sanitary conditions of the city are such that
every summer increases demands. The
nurses can do little to change conditions.
They can only attend to the victims.
Relief is not a function of the visiting
nurse. Nevertheless she is able to perform
many services for her people. Some of
these may be seen on the screens—the se-
curing of a breathing place in a crowded
district or “making Christmas” for chil-
dren who would otherwise be neglected.
From three-thirty to six-thirty every
afternoon lectures will be given on the care
of children with a picture accompaniment.
Baby Comfort
IME is long to childhood, and
doubly so to the little sick folk who
must spend it in a hospital. One
Chicago institution has devised equipment
-
allowing them to “rest” out of bed at in-
tervals. Anyone who has been sick or has
had the care of a sick child can imagine
how much this lightens the weariness. This
hospital also makes a special bed for chil-
dren, as the exhibit shows. This is so con-
structed that the four sides can be raised
at once and the bed be transformed into
an examining table. There is a nursing
bottle, too, which the baby will not lose
if he moves a little. In its room in the an-
nex, near the Private Sschools exhibit, it
shiws these and other inventions designed
to make little folk more comfortable.
In the milk department is shown the hos-
pital apparatus for pasteurizing milk, the
special glass table upon which the modifica-
tion of milk is done and one of the churns
with which the butter used in the hospital
is made. A chart shows the comparative
values of the four varieties of milk used
for infant food, mother's milk, donkey's
milk, cow's milk and goat's milk. One of
the imported Abyssinian goats belonging to
the hospital forms a part of the exhibit.
Sweet milk pasteurized and buttermilk
made by artificial process is served to
visitors.
A neighborhood school for mothers—teaching first aid, bandaging and antiseptic dressing
of wounds

The Chicago Public Schools
“A Living Exhibit’’ in the Coliseum Annex of the
Training they Give Children
What are the public schools doing to fit
Chicago's children for the life beyond the
class-room *
Thirty-one thousand pupils combine to
answer the question at the Child Welfare
Exhibit. They represent every grade and
every school in the city. And they present
in vivid, living cross-sections every fashion
and form of school work, except the teach-
ing of the “three R’s.” School-play also;
for the big central court or arena of the
Coliseum is given up a good part of the
afternoons and evenings to the music, the
folk dances, the gymnastics and other ex-
ercises with which class-room strain is lifted
and all-round development promoted.
On the second floor of the annex—trans-
formed for a fortnight into twenty busy
little school-rooms—all the vocational and
esthetic activities of the schools are shown
in operation, with chosen classes, not as
actors, but as performers of the tasks which
are part of their regular training. Normal
children for the most part—but there are
also “living exhibits” which illustrate how
the blind are taught to read, to write and
to fit themselves for future usefulness; how
the deaf have learned to read syllables and
words in the faintest motion of the lips;
how life has been made to appear worth
while to the maimed and crippled, to the
sub-normal and anemic.
Absorbingly interesting as is this living
exhibit, there is back of it no thought of
entertainment or of contributing to the
satisfaction of the community by demon-
strating how much is being done. On the
contrary, the needs of the rising generation
may be said to be the text. The present
work of the schools along vocational lines
is summarized and shown in process chiefly
to arouse a general public interest in the
problem of equipping our boys and girls for
mastering and getting the most out of the
day's work—in factory, store and home.
To carry the message of the child to its
parents and to the public—the court of last
resort in any constructive reform—the pu-
pils selected to represent the Chicago
school system devote generally three and
one-half hours of each day, almost as much
time as they spend in the class-room, to
their demonstration exhibit in the annex.
These demonstrations are in progress from
2 to 4 o'clock each afternoon, and from 7 .
to 8:30 o'clock in the evening. In them the
evolution of the school from a place for
dispensing mere book-learning to a distribut-
ing point for specialized training is un-
folded for all who have eyes to see. -
Cooking, for example. In successive
companies from various schools, the girls
of the fifth and sixth grades prove the value
of their training by preparing before the
eyes of visitors biscuits, bread, soup, cakes
and other viands for consumption by visit-
ors. If you question them, the young cooks
will show you that they know how to do
more than “make things taste good.” They
have been taught how to buy, what to buy,
when, where and at what price to buy.
They understand food values; know how
to keep a balance between meat or eggs and
vegetables, as well as how to prepare ordi-
nary materials so as to be palatable. Their
neat kitchen bears testimony to their good
housekeeping, too. “They learn,” a younger
brother explained, “how to make meat you
couldn't chew easy to eat and nice-tasting.”
While this may not be an exact description
of the function of the course in cooking,
the students do learn how to buy seasonable
materials, as well as how to cook them.
The training in sewing will be illustrated
by girls of the fourth and eighth grades.
Girls of another age practice on samples.
59
But now doll clothes have been substituted,
for children take more interest in making
something that is useful. A complete doll’s
wardrobe, therefore, will be made at the
Shop work at a manual training center.
booths, and if one spends enough time there,
he may see the entire process from the cloth
to the garment.
This making of a complete doll's ward-
robe is training for the making of their
own garments. This, the children of the
upper grades are doing. Underwear,
dresses and millinery, “hats that can really
be worn,” as one admiring parent expressed
it, are made by the eighth-grade pupils.
They do both machine and hand sewing
on these garments, for which they are also
taught to draft their own patterns.
The doll serves not only to teach the
elements of dressmaking, but of what
might be called household sewing as well.
For there is a doll's house at each school,
built and furnished by the boys in the man-
ual training classes, and for this house the
girls make the sheets and curtains, and
weave the rugs. For weaving begins in the
lowest grades, where the kindergarteners
make doll hammocks, and is carried up
through the eighth, where the girls weave
rugs and mats, and the boys fashion man-
size hammocks. And the classes in weaving
are among the most fascinating of the “liv-
ing exhibits” in the Annex.
Other arts are taught through several
grades, too, such as basketry and bookbind-
ing. All the processes of the latter craft
will be in operation at the Exhibit, begin-
ning with making envelopes and binding a
single section and continuing through all
the stages to the completion of finished vol-
umes. Even the printing can be done by
school children, as one booth shows. For
here boys from the fourth to the eighth
grades are setting type, making up pages
and printing a little paper. This document
has especial interest, for it relates to a task
the pupils in woodworking are pursuing.
These are constructing little houses for
martins, and the press gang is printing an
account of this feathered vagfirant's habits.
But martin boxes are a small part of the
woodworkers' exhibit. This includes both
bench and table work—wood carving, car-
pentry and cabinet-making, dolls' furniture
and life-size articles to be used by the mak-
ers themselves.
Another eminently practical booth here
will be that which is devoted to laundry
training. Only ironing is done.
Another “living exhibit” which the cas-
ual observer might take for an Art Insti-
tute class except for the youth of the art-
ists is a class in drawing sketching from a
lay figure posed before them. Pupils in
a separate division of the drawing class
stencil book covers, curtains and other ar-
ticles. In one corner of the booth children
evidently much younger, members, indeed,
of primary classes, are working out impres-
sionistic landscapes in colored crayons.
Pottery has its place in the exhibit also.
All the processes, from preparation of the
clay up to the modeling and decorating of
the vase or bowl, are demonstrated in ac-
tion. Firing, of course, is not attempted,
but the finished products of various school
classes are exhibited as earnest of the thor-
oughness and the value of this teaching.
Basketry is another of the neglected arts
which will be shown in process. For many,
the construction and operation nightly of
a wireless telegraph plant by boys of the
upper grades will be an interesting mani-
festation of the new idea in education.
So much for the section of the “living

6o
exhibit” devoted to normal children handi-
capped only by the limitations of our pres-
ent schools in their preparation for the
business of life. Like passing suddenly from
day into night, the visitor finds the transi–
tion to the classes of defective children,
silent groups of mutes who go through their
class work without uttering a sound, and
perform the manual training work with
marvelous precision. Here, too, are the
blind, reading from pages of raised letters,
their “eyes” in their finger tips. The olden
girls sew, crochet and embroider and the
older boys use tools with almost as much
skill as those who can see. Besides the blind,
comrades in affliction, are the deaf, carrying
out instructions read from the lips of their
teacher and speaking in voices they them-
selves cannot hear.
Wonderful as is the work that has been
accomplished, the “living exhibit” of prog-
ress accentuates the need of greater facili-
ties within the schools. Compared with
conditions now obtaining in Germany—con-
ditions which constantly are being im-
proved—vocational training in Chicago is
in its infancy. Additional kitchens, addi-
tional workshops, are needed—vitally
needed. So great is the demand for voca-
tional education from parents and children
whose premature contact with the world
has taught them to think for themselves,
that the facilities are greatly overtaxed.
The children contributing to the “living
exhibit” in the annex represent 257 ele-
mentary and grammar schools, four schools
for the blind and two schools for crippled
children. The high schools are represented
only in the choruses and in the musical and
gymnastic programs presented in the cen-
tral court or arena. The program printed
in the final section of this hand-book gives
the dates and hours of these entertainments,
with specimen programs. The grammar
school choruses are arranged by districts
and vary in number from 1,000 to 2,100,
Of the city's elementary schools, 203 are
equipped for manual training and 85 have
facilities for the teaching of domestic science
in its various branches. Thirty-nine spe-
cially equipped centers of instruction for
exceptional children will not be repre-
sented at the exhibit, however.
The work among crippled children has
been carried on by the board of education
Little housekeepers learning how.
for more than ten years, and two schools
—the Spalding on the west side and the
Fallon on the south side—now are devoted
to them. No medical treatment is given
in connection with the school work, but
teachers co-operating with parents, take the
children after class hours to hospitals,
clinics and the offices of charitable physi-
cians, so that each child in need of medical
attention is sure of receiving it.
Some recent evidences of the “new idea”
reflected in the work of the public school
have been: The establishment of a center
for dental work. The serving of penny
lunches, consisting of soup, sandwiches and
milk and costing actually a little over two
cents, in three schools. The opening of
nine schools during winter as neighborhood
centers, thus winning young people from
dangerous attractions of the streets. Grant-
ing the use of all school buildings ten even-
ings of the year to alumni associations.
Formation of parents' clubs, which meet
twice each winter and discuss the needs and
opportunities of their district.

61
Chicago Private Schools
Resources and Equipment Allow Them to Advance
Vocational and Special Training
RIVATE schools, by reason of their
P greater freedom and larger re-
sources, are able to keep in advance
of the public schools in some lines. They
try out methods, and the public school bene-
fits by their experience. Their exhibit
shows how well some of the work out-
side strictly academic lines, can be done in
ideal surroundings with sufficient equipment.
Nature study in the vicinity of Chicago
is one of these features. A map points out
many interesting places for field study
around Chicago, with enchanting pictures
of swamp lands, sand dunes, glacial bluffs
and forests. The place of nature study in
the city itself is shown by pictures of home
and school gardens, and by an absorbing
picture history of a robin, studied and
photographed in a city park. Special em-
phasis is laid upon all forms of out-door
work, one school conducting classes in the
open air on its spacious roof-playground.
The need and place of vocational train-
ing for boys and girls is one of the impor-
tant messages announced. Twenty-three
thousand four hundred and fifteen Chicago
children between fourteen and sixteen are
not in school. Three-fourths of them left
before reaching the eighth grade; half be-
fore reaching the seventh. Large numbers
of them are idle, neither steadily at work
nor learning. Not wanted in skilled oc-
cupations, they turn to odd jobs, at which
their average wage is only $2.00 a week.
The ordinary high school does not at-
tract these children. Yet in the city of
Chicago, where high school students num-
ber only 17,781, there are 19,000 boys and
girls paying tuition in private commercial
schools. Why not give them in the public
schools the training they need and want?
Three private schools, the School of
Education, the Francis Parker school and
the Jewish Training school contribute to
the exhibit. In the training school do-
62
mestic science, physical culture and man-
ual training are taught from the first
grade to the eighth. Little children of
six and seven learn the fundamentals of
housekeeping, making beds, dusting, wash-
ing dishes and the like. Special empha-
sis is laid on hand work as a means of
imparting knowledge of actual industrial
value as well as of cultural development.
Social service as an adjunct of school
work is illustrated by another school, which
presents a “Santa Claus Annex,” in which
hundreds of battered toys were mended and
rejuvenated for Christmas gifts to poor
neighbors last year. This to impress the
children with the responsibility of the com-
Space and light in woodworking shop.

munity for all its members. Suggestive
experiments in transforming backyards into
a garden or playground are also shown.
The printing work done in the private
schools is complete enough to be of prac-
tical use. The exhibit shows pupils setting
type, correcting proof, working at the
press, locking up and distributing type.
Printing is connected with the study of
English composition and the combined
training makes for progress in both studies.
Weaving is part of the school course.
Printing is a subject which can be easily
installed in any school; one screen shows
results produced by “printing in a corner
with only twenty-five square feet of space.”
Appreciation of color values and of artistic
arrangement and design are among the cul-
tural effects. -
Kindergarten influences in Chicago are
set forth in four screens. One shows a
large map on which the locations of kinder-
An ancient but absorbing occupation.
gartens are marked by colored pins. Chi-
cago has two hundred and thirty-six kin-
dergartens, reaching sixteen different
nationalities. Although the kindergarten
has been introduced into many public
schools, it is still largely a private activity.
Mothers' meetings, Parents' clubs, Day
nurseries, Vacation schools, Industrial arts
in the schools, School gardens, Play-
grounds and Story hours are some of the
results of the spirit underlying the kinder-
garten. “An impulse given in widening
circles moves.”
We need a concerted effort for more
intelligent care of children in home and
school and at work. The Parents' clubs
are making an effort to supply this lack.
Several results of co-operation between
teacher and parent are shown in the ex-
hibit. Playgrounds have been equipped,
social service encouraged, field trips taken
with the help of Parents' clubs.


63
New York Public Schools
Reinforces the Messages of the Chicago Exhibit for
More Vocational Training
A interesting contrast and supple-
ment to the “living exhibit” of the
Chicago public schools is afforded
by the imposing display in word and pic-
ture made by the New York schools on
the first floor of the annex, just beyond the
Health Section. Only the screens were
brought to Chicago, since the handwork
and the quality of the drawings and articles
produced do not differ greatly from Chi-
cago.s. In New York, as here, the educa-
tion section occupied more space than any
other exhibit.
Father Knickerbocker has put $130,000,-
ooo into his educational plant. The effort
of the exhibit is to show how the money
was spent and how the city is helping its
children to find their right places in life
and equip themselves for those places. The
passing of the “three R’s” as the only things
of moment in school work is emphasized.
Reviewed, the screens cover instead recrea-
tion centers, study rooms, vacation schools,
afternoon playgrounds, trade schools, un-
graded classes for mental defectives, rapid
progress classes, classes for foreigners, em-
ployment certificate classes, and special
classes for the blind, deaf, crippled, anemic
All these things
and tubercular children.
A school boy’s “roof gardem.”
have been added to New York's school
system in the last ten years. Some of them
are still lacking in Chicago's schools.
Every activity of the child, from sleep-
ing to brushing his teeth, is taken account
of in the curriculum. The rest hour of
the open-air schools, and the daily inspec-
tion by the school nurse, the classes in
cooking and other housewifely arts, are all
shown on the screens.
Vocational training receives especial em-
phasis. Boys and girls are taught trades
which they expect to practice in later years.
But the two vocational schools now open
in New York cannot begin to supply the
need. The New York exhibit demands
more vocational schools. The exhibit also
notices many private organizations which
co-operate with the public schools. There
are photographs of the activities of the
girls' and boys' branches of the Athletic
League. Games, folk-dances, play-festi-
vals are carried on by this league. The
school lunch committee provides lunch for
many under-fed children; its chief work is
in connection with the open-air schools.
Parents' associations are also doing much
to bring about better conditions in the
schools, by investigating causes of truancy
and failure, by providing visiting teachers,
and by assisting the schools in many ways.
But there are serious needs felt by the
New York public schools. Five hundred
thousand children are in classes of more
than thirty children; 15,000, in classes of
more than sixty. A class of thirty is a
good-sized class; one of sixty is monstrous.
The plea of the exhibit is for more money
to abolish part time, to relieve overcrowd-
ing, to provide more workshops, to multiply
summer schools and vacation playgrounds, to
provide for a wider use of the school plant,
to give all of the children all of the time
what some of the children have only part
of the time.

64
Summer camps and other organized outings are promoted by
many churches and tem-
ples for their Sunday schools.
The Church and the City Child
The Work of Sunday Schools, Churches
and Temples
HURCHES and temples are touch-
ing the lives of more children in
Chicago than any public institutions
except the city schools. Yet the extent and
importance of their work is not clearly per-
ceived because it has not been customary
to bring it as a whole to the attention of
the people. This work is preventive and
constructive and is carried on largely by
unpaid workers, who number thousands.
Of late years the realization of their duty
towards children had developed rapidly
among churches and temples, and the illus-
trations of their activities contained in this
section might be indefinitely extended.
In the selection of the photographs and
other illustrative material effort was made
to represent the activities of all phases of
religious belief. In the very nature of the
case the effort could be only partially suc-
cessful because of the great number of in-
stitutions. Despite this difficulty the ma-
terial presented will give parents a clear
understanding of the opportunities offered
by churches and temples to the children of
the city.
These opportunities may be roughly de-
scribed as falling into two main groups:
The strictly educational activities of
churches and temples as seen in the Sabbath
schools, and
The less strictly educational activities
which are intended to enrich the social life
of the children, and are not immediately
connected with Sabbath schools.
The welfare of children, like that of
adults, depends largely on their ideals. High
and happy thoughts are likely to make
healthy and happy children. The Sabbath
School aims to train children in this sort
of thinking. Whatever may be the the
ological beliefs of the various schools, this
purpose is really fundamental, for churches
and temples believe that religion should
make the world happier, as well as better.
The pictures of the Sabbath schools ex-
hibited on these screens show two things:
that some schools come much nearer to ideal
efficiency than others in the matter of re-
ligious and moral education; and that all
schools can be improved, and are being im-
proved.

65
-
66 C H I C A G O C H I L. D. W. E. L. F. A. R. E.
Each screen endeavors to show some defi.
nite activity connected with some church
or temple. The following brief notes may
assist the visitor to understand this purpose
if he studies the screens in their numerical
order.
The problem of the Sunday School is to
furnish the child a moral and religious
training equal to the general education ap-
plied by the public schools. To do this,
however, few Sabbath schools have avail-
able more than one hour a week as against
the twenty-eight hours at the disposal of
the public schools. Their teaching, too, is
not done in buildings always well adapted
or properly equipped for the purpose.
A “short-weight” education is as bad in
a Sabbath school as in any other school.
The child has a right to be trained to a
right use of those ideas and of those powers
which will prepare him for a happy and
helpful life. To train him to use his hands
without training him to use his head, to
develop his memory without teaching him
E X H I B I. T
how to weigh the motives of life, to leave
him destitute of those religious ideals which
have meant so much to his parents and fore-
fathers, is to give him, according to the be-
lief of churches and temples, a “short-
weight” education. This belief is one of
the reasons why there has been of late such
great advance in the methods and the ideals
of the Sunday schools.
A model Sabbath school is organized for
the sake of its pupils. During the last ten
years there has probably been more improve-
ment in Sabbath schools than in the aver-
age educational institution. There is, of
course, room for much further improve-
ment, but it will pay parents who believe
in moral and religious training for their
offspring to study the evidence of improve-
ment presented in this section.
The Sabbath School is the recruiting
ground of churches and temples. It would
be a mistake to think of them as places
where children are merely taught doctrines.
They are really being prepared to join a
Cooking classes, classes in sewing, basketry, pottery and manual training help to stimu-
late the child’s interest in the activities of churches and temples.

- -
- -
- - - -
-- -
- - -
- -
Picnics and week-end excursions break the monotony of the summer vacation and keep
the child in touch.
great institution now awakening to its so- In the better type of Sabbath school the
cial task. Children of many nationalities teaching is as well organized as in the pub-
are brought together and learn how to be- lic schools, and that, too, although their of
come the best sort of American citizens. ficers and teachers are mostly volunteers
While they are not taught politics, they from business life. The plans worked out
are taught the art of living and working in the modern Sabbath school can be car-
together for the common, as well as for the ried on in any school that is ready to un-
individual, good. dertake the work seriously. The pictures
The newest churches and temples make show that studies in such admirably organ-
special provision for the training of their ized schools are really designed to train
children. Typical structures are shown to the youth of the country to live competently
illustrate this advance. On an adjoining according to right ideals. The Religious
group of screens are pictured also some Education Association is composed of sev-
of the activities which Sabbath schools are eral thousands of the leading educators of
carrying on for the benefit of their mem- the country, who are studying the problem
bers. Not the least interesting and attract- of religious education in all its aspects.
ive of these is the vacation Bible school, The social activities carried on in addi-
which runs daily during the summer. tion to Sabbath schools have an important
The more advanced ideals of Sabbath place in securing and holding the interest
school work are shown on screens taken of children. Many churches and temples
from the permanent exhibit of the Religious carry on kindergartens in regions where
Education Association. It will appear that the public schools do not supply such teach-
progressive Sabbath schools are giving ing or where parents are unable to send
prominence to the effort to prepare children their children to public or private kinder-
for life by teaching them how great lives gartens. The instruction given is in addi-
have been lived and by showing them some tion to the work done by the same institu-
of the things which make life worth living, tions in the Sabbath schools. It will sur-
Much of our social misery is due to the prise many people to know that churches
fact that the various members of the com- are teaching children how to make tables
munity do not know, or at least are unwill- and crockery, how to cook and sew. There
ing to practice, the principles of right living. really is little excuse now for the children
-



67
68 C. H. I. C. A G O C H I L. D. W. E. L. F. A. R. E.
of any family not receiving such instruc-
tion, which is offered practically without
cost to parents.
That boys and girls have a right to play
is another thing recognized. Many church
buildings have gymnasiums and play-
grounds attached to them. These institu-
tions are under competent oversight and are
much safer places for girls and boys than
the street. A healthy child likes to sing,
or, at least, to try to sing. Church choirs
have been in existence for hundreds of years,
and to-day they include large numbers of
boys and girls.
Summer time is always a difficult period
for children, and for parents as well. In
addition to the vacation schools already de-
scribed, many churches and temples are or-
ganizing outings for children who never
otherwise would see anything but the part
of the city in which they live. A final
E X H I B I. T
interesting activity illustrated is the Sun-
day school work of the numerous negro
congregations in Chicago.
A study of screens in this section will
show parents the opportunities which thou-
sands of children already enjoy, but which
are open also to every child in the city of
Chicago. Nothing could better illustrate
how all religious institutions are grappling
with the pressing problems set for parents
in a great city where the influences making
for the injury of the child's character are
altogether too numerous and unopposed.
To illustrate the work of the classes in
cooking, sewing, carpentry and the like,
carried on by so many churches and tem-
ples, there will be demonstrations every
morning, afternoon and evening, from IO to
12 o'clock, from 2 to 5, and from 8 to IO
o'clock. Among the classes shown at vari-
ous times will be:
Kindergartens are accorded a recognized place among the social activities of churches and
temples for the benefit of children.

Training-through-doing in a church kindergarten. Public school kindergartems are often
too distant to allow children to attend.
A carpenter shop with graded classes.
A class in burnt-wood work.
A class in basketry.
A class in raffia.
A class in hammock-making.
A class in weaving.
Graded classes in sewing.
Graded classes in dressmaking.
A class in millinery.
A class in embroidery.
A class in Irish lace making.
Classes in metals and pottery.
Classes in cooking, kitchen and gardens.
Kindergartens in circle, games and exer-
cises.
Classes in singing.
Classes in games and athletics.
Saturday, May 13, will be Cooking
school day. Favors for visitors at night.
Afternoon outing on the beach.


69
Child Saving and Helping
Public and Private Philanthropy
( , ſ \ ET out o' here, or you'll get hurt, the savings in time and money are most im-
an exasperated mother warned portant.
when queried for the “severalth.” Child-saving and child-helping takes two
time about the feeding of her children, definite channels: first, the strengthening
both backward pupils in a public school. of the home, to enable the parents to care
“I’m fair driven crazy with the lot of you for the child there; second, the caring for
coming around asking questions I can't an- the homeless either by placing them in other
swer. They get what I can give 'em—no homes or by caring for them in institu-
more.” - tions.
That was under the old form of phil- Strengthening the home is accomplished
anthropic organization in Chicago, when in many different ways. It may assume
two or three or half a dozen investigators the frank guise of material aid in the shape
for as many charitable associations might of food, clothing, rent, fuel, and so on. It
knock at the same tenement door in one may be accomplished by helping the mother
week. All were bent on the same mission— to fit herself to support the child at home.
to find the child in need of help and bring A flat is maintained, for instance, in con-
to its succor the particular kind of aid X. with the Mary Crane nursery where
(medicine, clothing, food, medical care, others are trained for domestic service.
nursing, fresh air outings, or the like) If the mother is efficient, a child is not a
which the society was trying to provide. serious handicap, and this instruction equips
Duplication of effort, over and over again, her for self-support. Where there are two
was inevitable; the records of one society or three small children the mother is some-
were frequently of little use to another; the times pensioned in order to preserve the
children and families in direst need too of— home. One society has a “compensation”
ten were overlooked. fund for the support of widows left with
How this has been changed is symbolized families. On condition that the mother re-
in the Philanthropy section by a telephone mains at home, she is paid on the following
switchboard which figures as the United scale: If she has two children, she receives
Charities with lines radiating to all the $30 a month; if three, $35, and if four $50.
child-helping organizations of the city. Work which the mother can do at home,
Through its registration department, the without detriment to the children, is per-
work of the various agencies is correlated, mitted and encouraged. No decrease in her
lost motion cut out and real co-operation Aallowance from the compensation fund is
established. The neglected child profits, its made on account of this home work—Eor-
parents are spared unnecessary irritation and merly, at the father's death, the mother

7o
usually put the children in an institution
and wº n a factory. Now the
home is preserved, and the family kept to-
gether. Another association has a fund
which is lent in sums of $10 to $100. To
receive such aid, the applicant must have a
guarantor, a person known to the associa-
tion. One-twentieth of this is repaid each
week. The association loses less than $100
out of an average of $5,000 loaned each
year.
For the mother who is obliged to go out
ſto work, the day nursery supplies a safe and
comfortable place where she can leave her
child. Chicago has twenty-six of these
nurseries; five on the north side, ten on the
south side, and eleven on the west side. The
service offered in each differs according to
the resources of the nursery. Those with
adequate funds can provide more comforts
for the children and their parents. All give
the baby a bath, proper food, necessary
medicine and a place to sleep. The cost to
the mother varies from one to ten cents—
the latter being the usual charge. The ef-
fect of the day nursery is to enable the
working mother to keep her children with
her rather than in an institution. Nor–is—it
A “Little Mother.”
mothers alone that take advantage of the
nurseries; Tāst year forty fathers brought
infants to the nurseries. Some were wid-
owers who wished to hold on to their chil-
dren; others told of wives in hospital, or
asylums.
* * * * * * *
W
Twenty-six day nurseries offer to wage-earning mothers a safe and comfortable place
to leave their babies during working hours.


71
Watching a race at a summer camp.
The aggregate attendance last year was
154,682 in all the nurseries. 4,038 indi-
vidual children were taken care of; 3,000
parents brought children to the nursery.
The cost was about $50,000 for all.
The more completely equipped nurseries
have not only accommodations for babies,
but a laundry and a sewing room. In the
former, the washing for the nursery is done,
and women of the neighborhood may use
it for their own work for a nominal fee.
In the sewing room, classes are held both
for children and mothers. At least one
nursery made provision for keeping sick
children over night, when it was found that
this was often necessary to save the baby.
As the nurseries are now, they are often
ten or twelve blocks from the home. This
is a hardship to the working mother, for in
almost every case she must carry the baby
that distance. To make the nursery ideally
helpful, it should be no further than six
blocks away. At least three more centers
are needed on the west side, and several on
the south side. More nurseries mean more
children growing up in their own homes,
more mothers understanding how to feed
and care for their offspring; fewer sick
children and fewer small boys and girls on
the streets.
Visiting housekeepers also seek out neg-
lected children in their homes, tend the sick
and teach incompetent mothers how to
clean up, how to keep the house, how to
care for their youngsters. For those who
have difficulty in securing their rights, either
º
-
-
L.
-
…
1,400 children are now in foster homes.
from lack of knowledge or from lack of
funds, one society provides legal service for
a nominal fee. There is an average of over
sixteen applicants for this service every
day.
Outings for mothers and children are
made possible by kind-hearted folk on
farms and in village communities in neigh-
boring states. Illinois, Indiana and Wis-
consin take hundreds of boys and girls;


72
even Iowa entertains many children from
Chicago.
“Why, Abraham!” one hostess protested
to the eldest of four little guests who had
spent two weeks with her “You don't
want to take all those back with you.” For
each of the children carried a basket or an
old bucket full of tomatoes “You can't
use them before they spoil. Your mother
would rather have something else that will
keep.” “But father will sell them,” Abra-
ham explained. And it took some time and
patience to make the young business man
Home-finding societies retain supervision.
understand that the proper thing to do was
to relinquish his spoils.
Summer camps and hospitals are main-
tained by various organizations which give
outings to children and mothers. “Trees,”
said a ten-year-old visitor to one of these
with an air of conscious superiority, “I’ve
seen them already before. A lady once took
me to ride in the park.” Which brief
speech is a full commentary on what a
country outing means to some little citizens.
A singing lesson in a vacation camp.
Last summer 2,640 women and children
were given outings of two weeks' duration
in the country. In addition 1,305 enjoyed
free steamship rides on Lake Michigan.
It is the constant effort of the philan-
thropic societies to provide, of course, for
the care of children who have lost or must
be separated for their own good from their
parents. The ordinary process is to find
for the child a fit foster home or to sup-
port them in orphanages. In the first case
the society retains supervision of the chil-
dren until they are eighteen years old. The
state map, with the red spots of light scat-
tered over it which is shown in this section
indicates the number of children now in
homes, and still under supervision. These
number about 1,400. This makes no ac-
count, however, of the hundreds past eight-
een for whom homes have been found. Social
workers agree almost unanimously that this
is the best method of providing for the child
who cannot be cared for in his own home.
Institutional care of children falls nat-


73
A country home transforms delinquents."
urally into two divisions: temporary homes
until permanent homes can be secured, and
permanent homes for dependent children in
asylums or in industrial and manual train-
ing schools. The number and scope of
such orphanages and homes and the charac-
ter of their work is indicated on the screens.
Delinquent children are cared for in special
schools and defective children, including the
blind, deaf, crippled, feeble-minded and
epileptic in various institutions. For these
last the provision is neither adequate nor
suitable. With 11,000 epileptics, of whom
at least 5,500 are minors, the great and
wealthy state of Illinois provides no homes
for them except the county poorhouses and
the asylum for the feeble-minded.
To make clear in character of the work
done in various philanthropic institutions,
there will be demonstrations from 3:30 to
5 on Sundays, Tuesdays, Thursdays and
Saturdays, of the methods by which the deaf
are taught to speak by the McCowen School
for the Deaf. On Wednesdays and Fri-
days at the same hour the girls of the Illi-
nois Industrial School will illustrate butter-
making in a scientific dairy. Typewriting
and shorthand by the blind on both ordi-
nary machines and those specially equipped
will be shown from 7:30 to 9 on Sundays,
Tuesdays, Thursdays and Saturdays. On
Mondays, Wednesdays and Fridays at the
same hour, boys from the Glenwood school
will do lathe work as it is there taught.
“Getting acquainted”—Outings two weeks long are provided for hundreds of children by
kind-hearted folk in Illinois and neighboring states.


... ."
in º-
Iºl.
Children’s room in a branch library.
Books on Child Care and Training
A List for the Use of Parents, Teachers and
Students on Various Phases of Child Wel-
fare, with a List of Children's Reading
TRAINING OF CHILDREN.
The Education of M. Friedrich Froebel.
Appleton.
Gentle Measures in the Training of the
Young. Jacob Abbott. Harper's.
Letters to Mothers. Susan E. Blow. Ap-
pleton.
The Early Training of Children. Malleson.
Heath.
Children's Rights. Kate Douglas Wiggin.
Houghton, Mifflin & Co.
The Study of Child Nature.
Harrison. Chicago Kindergarten
ing School.
The Efficient Life. Luther Halsey Gulick.
Doubleday, Page & Co.
Elizabeth
Train-
The Song of Life. Margaret Moreley.
McClurg.
Healthy Boyhood. Trewby. Longmans,
Green & Co.
The Moral Instruction of Children. Felix
Adler. Appleton. -
The Development of the Child. Oppen-
heim. Macmillan.
The Boy Problem. Forbush. Pilgrim Press.
The Punishment of Children. Felix Adler.
American Ethical Union.
Through Boyhood to Manhood. Richmond.
Longmans, Green & Co.
How to Tell Stories to Children.
Houghton, Mifflin & Co.
Picture Work. Walter L. Hervey. Revell.
Duties in the Home and in the Family.
Bryant.
Walter L. Sheldon. Wm. M. Welch,
Chicago.
Ethics for Young People. C. C. Everett.
Ginn.
Parables for School and Home. Wendeli
P. Garrison. Longmans, Green & Co.
A Primer of Ethics. Benjamin B. Comy-
gys. Ginn.
A Teacher's Handbook of Moral Lessons.
A. Waldegrove. Swans, Sonnenchen
Co., High St., Bloomsbury, London, W.C.
Mother Nature's Children. Allen Walton
Gould. Ginn.
The Children’s Book of Moral Lessons. F.
J. Gould. Watts & Co., 17 Johnson's
Court, Fleet St., London, E.C.
The American Citizen. Charles
D. C. Heath & Co., Boston.
F. Dolt.

75
76
Concerning Children. Charlotte Perkins
Gilman. Small, Maynard & Co.
The Making of Character. John MacCunn.
Macmillan.
Nature Study and Life. Clifton H. Hodge.
Ginn.
Sex Teaching. The Eighth Year Book of
the National Society for the Scientific
Study of Education. Charles Richmond
Henderson. University of Chicago Press.
Youth. G. Stanley Hall.
Parents and Child; a Treatise on the Moral
and Religious Education of Children. Sir
Oliver Lodge. Funk & Wagnalls Co.
The Kindergarten in the Home; a Book for
Parents and for all Interested in Child-
Training. Carrie Sophia Newman. L. C.
Page & Co.
Child Culture According to the Laws of
Physiological Psychology and Mental Sug-
gestion. Child of Light Publishing Co.
Study of Child-Life. Mrs. Marion Foster
Washburn. American School of Home
Economies.
PHYSICAL CARE OF CHILDREN.
The Care and Feeding of Children. L.
Emmet Holt. Appleton.
Short Talks with Young Mothers.
G. Kerley. Putnam.
The Care of the Baby. J. P. Crozer Grif–
fith. W. B. Saunders.
Gulick Hygiene Series. Ginn & Co.
Open-Air Crusaders. Sherman C. Kingsley.
Chicago. -
The Physical Care of the Child and How to
Study It. Stuart Rowe. Macmillan.
The Boys' Venereal Peril. American Medi-
cal Association.
FOODS AND FEEDING.
The Essentials of School Diet. Clement
Dulces.
Care of Children. Alfred Cleveland Cotton.
Chicago American School of Home Econ-
Omies. º
The Theory and Practice of Infant Feeding.
Henry Dwight Chapin. W. Wood & Co.
The Practical Care and Feeding of Chil-
dren. Mary Amelia Duns. Chicago Med-
ical Book Co.
The Children of the Nation ; How Their
Health and Vigor Should be Promoted by
gºate Sir John Eldon Gorst. Methuen
O.
Children’s Diet in Home and School. Louise
E. Hogan. Doubleday, Page & Co.
How Two Hundred Children Live and
Learn. R. R. Reeder. New York Chari-
ties Publishing Co.
Growth and Education. John Mason Tyler.
Houghton, Mifflin & Co.
Charles
C H I C A G O C H I L D W E L F A R E
Ex H I B I T
TRAINING THROUGH DOING..
The American Boys' Handy Book. Dan
Beard. Scribner. &
The American Girl’s Handy Book. Lina
and Adelia Beard. Scribner.
Little Folk’s Handy Book. Lina and Ade-
1ía Beard.
How to Amuse Yourself and Others. Ade-
lia B. and Lina Beard.
Indoor and Outdoor Handicraft and Rec-
reation for Girls. Adelia B. and Lina
Beard. e
What a Girl Can Make and Do. Lina and
Adelia Beard.
What Shall We Do Now? Dorothy Can-
field and others.
Occupations for Little Fingers.
Cooley.
Handbook for Kindergarten and Primary.
Jane L. Hoxie. tº
The Child’s Rainy Day Book. Mary White.
Home Occupations for Little Children.
Ratherine Beebe. Werner Co. -
Pleasant Day Diversions. Carolyn Wells.
Education by Plays and Games. Emma
Johnston.
Wºº. Mother Lets Us Cook. Moffat, Yard
& Co.
When Mother Lets Us Garden. Moffat,
Yard & Co.
Box Furniture.
Company.
Sage and
Louise Brigham. Century
THE HOME AND FAMILY.
BOOKS FOR STUDENTS.
Parenthood and Race Culture. C. W. Sa-
leeby. Cassell.
Heredity. C. W. Saleeby. Cassell.
Heredity. J. Arthur Thomson.
Sex and Society. W. I. Thomas. Univer-
sity of Chicago Press.
Matrimonial Institutions. G. E. Howard.
University of Chicago Press.
The Family. Helen Bosanquet. Macmillan.
The Family. Elsie Clews Parsons.
Marriage and Divorce. Felix Adler. Mc-
Clure, Phillips & Co.
Marriage and Divorce in the United States.
Carroll D. Wright. Department of Labor,
Washington, D. C.
Woman’s Share in Primitive Culture. O. T.
Mason. Appleton.
Man and Woman. Ellis. Scribner.
The Home. Charlotte Perkins Gilman.
Small, Maynard & Co. -
Woman and Economics. Charlotte Perkins
Gilman. Small, Maynard & Co.
Economic Function of Woman. Edward T.
Devine. American Academy of Political
Science, Philadelphia, Pa.
Woman in Industry. Edith Abbott. Ap-
pleton.
The Education of Woman. Marion Talbot.
|University of Chicago Press.
B O O K S O N C H I L D C A R E A N D T R A I N I N G 77
HOUSING.
Does Improved Housing Pay? E. R. L.
Gould, president, City and Suburban
Homes Company, New York.
Housing Reform. Lawrence Veiller. Char-
ities Publication Society, New York.
Model Tenement Law. Lawrence Veiller.
English Garden Suburbs, in No. 142 of Vol.
I for 1910 of the Town Planning Review.
Published at half a crown each by the
jo of Civic Design, Liverpool, Eng-
land.
Many articles on housing and allied subjects,
published in the Survey, New York.
Article in the American City, published
monthly at 92 Nassau street, New York.
Occasional articles in the American Maga-
zine, Everybody’s, World’s Work, etc., by
Charles Edward Russell, Lincoln Steffens,
Frederick C. Howe and others.
A series of five articles in the Brickbuilder,
during IQ09, by George B. Ford, published
at 85 Water street, Boston, Mass.
Publications of the National Housing Asso-
ciation, IOS East Twenty-second street,
New York.
Reports issued by the Committee on Conges-
tion of Population in New York, Room
222, at 320 Broadway, New York. Benja-
Imin C. Marsh, secretary.
Reports of the National Housing Reform
Council of England. H. R. Aldridge, 18
Dulverton Road, Leicester, England.
Publication of the Copartnership Tenants
Housing Council, 6 Bloombury Square,
London, W.C. -
Publications of the Garden City Association,
Birkbeck Bank Building, Holborn, Lon-
don, England.
A Guide to reading in Social Ethics and al-
lied subjects—Harvard University.
Further references will be given upon appli-
cation to The Department of Social Ethics,
at Harvard University, Cambridge, Mass.,
or to George B. Ford, at 347 Fifth avenue,
New York City.
Chicago’s Housing Problem. S. P. Breck-
enridge and Edith Abbott. American
Journal of Sociology; 3 articles; Septem-
ber, 1910.
FURNISHING OF THE HOME.
A Color Notation. Albert H. Munsell.
The Book of One Hundred Houses. O.
Coleman. -
The House that Jill Built. E. C. Gordon.
Homes in City and Country. J. R. Sturgis
and others.
Homes and Their Decoration. Lillie Hamil-
ton French. -
The House Dignified. Lillie
French. -
Home Furnishings. Alice Kellogg.
Art and Economy in Home Decoration.
Mabel Priestman.
Hamilton *
Principles of Home Decoration. Candace
Wheeler.
Chats on Old Furniture. Arthur Hayden.
Old Furniture Book. N. Hudson Moore.
Furniture Designing and Draughting. A. C.
Nye.
Ancient and Modern Furniture and Wood-
work. John Hungerford Pollen.
How to Know Oriental Rugs. Mrs. M. B.
Langton.
Oriental Rug Book. M. C. Ripley.
The Furnishing of a Modest House. F. H.
Daniels.
The Craftsman. Ladies Home Journal.
Craftsman Homes.
The House Beautiful.
ORGANIZED WORK WITH BOYS.
Boy Life and Organized Work with Boys.
J. T. Bowne. Classified bibliography. 49
p. New York. International Committee
Of Young Men's Christian Association.
IOO6.
Boys' Self-Governing Clubs. . Winifred
Buck, 218 p. New York. Macmillan. IOO3.
Applied Ideals in Work with Boys. C. W.
Crampton and others. 256 p. New York.
Young Men’s Christian Association. IoIO.
Boy Problem: A Study in Social Peda-
gogy. W. B. Forbush. IgA p. 2d Ed. Rev.
Boston. Pilgrim Press. Igor.
Church, Work with Boys. IoS p. Boston.
Pilgrim Press. IoIO.
Organization for Boys. W. L. Gelston. 53
p. IOOO.
Boys’ and Girls’ Agricultural Clubs. F. W.
Howe. 23 p. (United States Department
of Agriculture—Farmers’ Bulletin, 385.)
IQIO.
Working Lads' Clubs. C. E. B. and Rigby
jell 445 p. London. Macmillan.
IQOö.
Clubs and Club Work Amongst Working
Lads and Men. C. W. Steffens. 87 p.
London. Stock. Ioſo.
Boys of the Street; How to Win Them.
Charles Stelzle. 96 p. New York. Re-
vell. IQ04.
Studies of Boys' Life in Our Cities. E. J.
Urwick. 320 p. London. Dent.
Work with Boys. Quarterly, Vol. 1, 1901,
to date.
Boy Scouts. R. D. Blumenfeld. (Outlook,
July 23, 1910, p. 617–29.)
Boy Scouts. (Association boys.
June, IOIO, p. 83-132.)
Boys’ Brigade. Annual reports, No. 26,
Issue,
I908-9. -
Birchbark Roll of the Woodcraft Indians.
E. R. Seton. Containing their constitu-
tion, laws, games and deeds. 71 p. New
York. Doubleday. Igo7. -
Boy Scouts of America. E. R. Seton. (Out-
look, July 23, 1910, p. 630-35.)
78
Boy Scouts of America. E. R. Seton and
Baden-Powell, Sir Robert S. S. Official
handbook. Ig2 p. New York. Doubleday.
IOIO.
PLAYGROUNDS.
Gentle Measures in the Training of the
Young. Jacob Abbott. Harper & Bros.
Mutual Development in the Child and the
Race. J. M. Baldwin. Macmillan.
Games for the Playground. J. S. Barker.
65 p. New York. Longmans. Igro.
The Child. A. F. Chamberlain. London,
Scott. -
Athletic Games in the Education of Women.
Gertrude Dudley and Francis A. Kellar.
Henry Holt, New York.
The Boy Problem. W. B. Forbush. The
Pilgrim Press, Chicago.
Education of Man. Frederich Froebel. D.
Appleton & Co.
Play of Animals. Earl Groas. D. Apple--
ton & Co.
Play of Man. Earl Groas. D. Appleton &
O.
Physical Education of Muscular Exercise.
L. H. Gulick. P. Blakston & Sons. Co.,
IoI2 Walnut St., Philadelphia.
Healthful Art of Dancing. L. H. Gulick.
272 p. New York. Doubleday. Ioſo.
Adolescence. G. Stanley Hall. D. Apple-
ton & Co.
School Days at Rugby. Thos. Hughes.
Talks to Teachers on Psychology. Wm.
James. Henry Holt Co.
Education by Plays and Games. Geo. John-
son. Ginn & Co.
The Psychology of Child Development.
Irving King. U. of C. Press.
Fundamentals of Child Study. E. A. Kirk-
patrick. Macmillan.
Constructive and Preventive Philanthropy.
Joseph Lee. Macmiilan.
Playground Construction and Playcraft.
Arthur Leland. F. A. Bassette Co.,
Springfield, Mass.
American Playgrounds. E. B. Mero, Box
I36, Back Bay, Boston, Mass.
The Development of the Child. Dr. N.
Oppenheim. Macmillan.
The Mind of the Child. W. Preyer. (In-
ternational Education series.) D. Apple-
ton Co.
A Ten Year's War. Jacob Riis.
The Battle with the Slum. Jacob Riis.
Physical Nature of the Child. Dr. S. H.
Rowe. MacMillan.
Studies of Childhood. James Sully. D. Ap-
pleton & Co.
The Child, His Thinking, Feeling and Do-
ing. Amy Tanner. Rand, McNally & Co.
The Study of Children. Dr. Francis
Warner. Macmillan.
American Municipal Progress. Chas. Zeub-
lin. Macmillan.
C H I C A G O C H I L D W E L F A R E E X H I B I T
FOLK DANCES AND GAMES.
Marches, Dances, Games and Motions with
Songs for Primary Schools. Martha M.
Barnes. Milton, Bradley Co., Springfield,
Mass. .
Old Swedish Folk Dances; Description and
Music. Nils Berquist. F. A. Bassette.
Co., Springfield, Mass.
Swedish Song Plays. Jacob Bolin, Madison
Ave., New York.
The Folk Dance Book. C. W. Crampton.
A. S. Barnes & Co.
Folk Dances and Games. Caroline Craw-
ford. A. S. Barnes & Co.
Dancing and Its Relation to Education and
Social Life. Allen Dadworth. Harper’s,
New York.
Dance Songs of the Nations. Duryea. John
Church & Co., New York.
Old Danish Folk Dances; Description and
Music. Lida Hanson. F. A. Bassette
Co., Springfield, Mass.
Folk Games and Dances. Mari R. Hofer.
A. Flanagan & Co., Chicago.
Old and New Singing Games. Mari R.
Hofer. A. Flanagan & Co., Chicago.
May Pole Possibilities. Jeanette E. C. Lin-
coln. F. A. Bassette Co., Springfield,
Mass.
Graded Games and Rythmic Exercises.
Marion B. Newton. A. S. Barnes & Co.,
New York.
SPECIAL PHASES OF EDUCATION.
Agricultural Education Including Nature
Study and School Gardens. Ralph James
Jewell. (U. S. Bureau of Education—
Bulletin No. 2, 1907.)
Open Air Crusaders. Sherman C. Kingsley.
Wider Use of the School Plant. Clarence
Arthur Perry. (Russell Sage Foundation
Publication.)
The Continuation School in the United
States. Arthur J. Jones. (U. S. Bureau
of Education—Bulletin No. 1, 1907.)
Development of the Child in Later Infancy.
Gabriel Compayre. D. Appleton & Co.
An Introduction to Child Study. Wm. B.
Drummond. E. Arnold, London.
A Working System of Child Study for
Schools. Maximilian Grossman.
Adolescence—G. Stanley Hall.
The Psychology of Child Development. Irv -
ing King. The University of Chicago
Press.
Mind in the Making. Edgar James Swift.
Chas. Scribner Sons.
The Study of the Child. Albert Reynolds
Taylor. D. Appleton & Co.
Outdoor Schools. E. W. Curtis. (In Amer-
ican City, November, I909, and January,
I9IO.)
International Congress on School Hygiene.
Proceedings.
B O O K S O N C H I L D C A R E A N D T R A I N IN G s 79
CHILD LABOR.
Children in American Street Trades. M. E.
Adams. (In Annals of American Acad–
emy, May, IQ05.)
Labor Problems. Chap. 2, Woman and
ºld Labor. Adams and Sumner. Bib-
1O.
Newer Ideals of Peace. Chap. 6, Protec-
tion of Children for Industrial Efficiency.
Jane Addams.
The Spirit of Youth and the City Streets.
Chap. 5, The Spirit of Youth and Industry.
Jane Addams.
American Association for Labor Legislation.
Child Labor. Summary of Laws in Force.
IQIO.
New Encyclopedia of Social Reform. W. D.
P. Bliss. Articles on Child Labor by
Owen R. Lovejoy.
Some Ethical Gains Through Legislation.
Chap. I. The Right to Childhood. Chap.
2. The Child, the State and the Nation.
Florence Kelley.
Wage Earning Children in Chicago. Flor-
ence Kelley and A. P. Stevens. From Hull
House Maps and Papers. Chap. 3.
National Child Labor Committee. Proceed-
ings of First and Sixth Annual Confer-
ence on Child Labor, Igos–I9IO.
National Consumers' League. Child Labor
Legislation; Schedules of Existing
Statutes and the Standard Child Labor
Law. Hand Books for IQ07, IQ08, Igoo,
IQIO.
The Bitter Cry of the Children. Chap. 3.
John Spargo. Deals specifically with the
working child.
United States Bureau of Labor. Child La-
bor in the United States, by Hannah R.
Sewall. Bulletin 52, May, IOO4.
United States Bureau of Labor. Child La-
bor Legislation in Europe by C. W. A.
Veditz. Bulletin No. 89, July, Iglo.
United States Bureau of Labor. Women
and Child Wage Earners in Great Britain,
by Victor S. Clark. Bulletin 80, January,
I909.
VACATION SCHOOLS.
Benefits, Etc. Education, Vol. 22, p. 141,
November, Igoi.
Chicago Vacation Schools. American Jour-
nal of Sociology, Vol. 4, pp. 289, 309,
November, I898.
Chicago Vacation Schools. Elementary
School Teacher, Vol. 5, p. 432, March,
I905. Vol. 6, p. 21 I, December, IQ05.
Chicago Vacation Schools. Outlook, Vol.
72, p. 30, September, 1902.
Design of. Forum, Vol. 30, p. 492, Decem-
ber, Igoo.
Idea of. Charities, Vol. 9, p. 220, Septem-
ber, IQO2.
Nature of. Education, Vol. 22, p. 626, July,
IQO2.
New York Vacation Schools. Harper’s
Weekly, Vol. 45, p. 842, August, I90I.
Oakland Experiment. Overland, N. S., Vol.
35, p. 426, May, IQOO.
Purpose of. Independent, Vol. 54, p. 1792,
July, IQO2.
Spread of. World's Work, Vol. 8, p. 5405,
October, IQO4.
Vacation Schools. Harper’s Bazaar, Vol.
33, p. 578, June, IgoO.
Vacation Schools. Charities Review, Vol.
Io, p. 587, February, IQOI.
History and Purpose of. Education, Vol.
26, p. 509, 614, May, June, I906.
Extension of Idea. Elementary School
Teacher, Vol. 5, p. 298, January, Igo5.
SOCIAL SETTLEMENTS.
Democracy and Social Ethics. Jane Addams.
281 p. New York. Macmillan. IOO2.
Punction of the Social Settlement. Jane
Addams. (Annals of American Academy,
May, 1899, p. 323-45.) --
Newer Ideals of Peace. Jane Addams. 243
p. New York. Macmillan. Igo7.
Spirit of Youth and the City Streets. Jane
Addams. I62 p. New York. Macmillan.
IQO9.
Neighbourhood Guilds. Stanton Coit. Ed.
2. I5o p. London. Sonnenschein. I892.
Vacation Schools, Playgrounds and Settle-
ments. (United States—Commissioner of
Education, Vol. I, IQ03, p. 2-37.)
Social Settlements. C. R. Henderson. Igó
p. New York. Lentilhon. I898.
Social Settlement; Its Basis and Function.
G. H. Mead. (University Record, January,
I908, p. IOS-IO.)
Philanthropy and Social Progress. 268 p.
New York. Crowell. I893.
Social Settlements. (New York Labor Bul-
letin, December, IQOO, p. 296-327.)
Civic Activities of Social Settlements.
Graham Taylor and Graham Romeyn.
(Chautauquan, June, IQ07, p. 86-88.)
Social Settlements and Children. Graham
Taylor and Graham Romeyn. (Chautau-
quan, June, IOO6, p. 360-69.)
Democracy; a New Unfolding of Human
Power. R. A. Woods. 30 p. IOO6.
Twenty Years at Hull House, with Auto-
biographical Notes. Jane Addams. 462 p.
New York. Macmillan. IQIO.
Hull House Maps and Papers. 230 p. New
York. Crowell. I895.
Visiting Nurse and the Nurses’ Settlement.
M. B. Sayles. 6 p. (Outlook, October 21,
I905.)
Nurses’ Settlement. L. D. Wald. (Inter-
tiational Congress of Nurses, IQOI, p.
26I-7I.) *
8O
Americans in Process; a Settlement Study.
R. A. Woods. 389 p. New York. Hough-
ton. IOO2.
City Wilderness; a Settlement Study. R. A.
Woods.
New York. Houghton.
I898.
3I9 p.
RELIGIOUS TRAINING OF CHIL-
DREN.
BOOKS RECOMMENDED As HELPFUL TO PROTES-
TANT PARENTS.
The Bible for Children. The Century Co.
Children’s Series of the Modern Reader’s
Bible. Richard G. Moulton. Macmillan.
Jesus, the Carpenter of Nazareth. Robert
Bird. Scribner.
Christian Nurture. Horace Bushnell. Scrib-
11er.
Unconscious Tuition. Huntington. Kellog.
The Point of Contact in Teaching. Patter-
son DuBois. Dodd, Mead & Co. -
Stories from the Bipie. A. J. Church. Mac-
millan.
Education in Religion and Morals. George
Albert Coe. Revel1.
The Historical Geography of the Holy
Land. George Adam Smith. Armstrong.
BOOKS RECOMMENDED AS HELPFUL TO ROMAN
CATHOLIC PARENTs.
The Religious Training of Children. Car-
dinal Vaughn.
The Child of God and Other Books, by
Mother Mary Loyola.
Catholic Teaching for Children.
Wray. Benziger Bros.
Catholic Practise at Church and at Home.
Alexander L. Klauder.
Story of the Divine Child. Very Reverend
Dean Lings.
Little Lives of the
T. H. Berthold.
Winifred
Saints for Children.
BOOKS RECOMMENDED As HELPFUL TO JEWISH
R
PARENTS.
Bible for Home Reading. Claude C. Mon-
tefiore. Macmillan.
A Thousand Years of Jewish History. M.
H. Harris. Bloch Publishing Co.
People of the Book. Bloch Publishing Co.
Child’s First Bible. F. de S. Mendes.
Outlines of Jewish History. Lady Magnus.
Jewish Publication Society.
The Talmud. E. Deutsch. Jewish Publica-
tion Society.
Judaism in Creed and Life. Morris Jessup.
ELIGIOUS EDUCATION.
Sunday School Pedagogy, Child Study and
School Organization. Smith. Young
Churchman Co.
Religious Education. Smith. Young Church-
man Co.
Up Through Childhood. Hubbell. Putnam.
Education in Relation to Religion and Mor-
als. Coe. Revel1.
C H I C A G O C H I L D W E L F A R E E X H I B I T
The Modern Sunday School. Cope. Revell.
The Principles of Religious Education.
Longmans.
Unconscious Tuition. Huntington. Barnes.
The Training of the Twig. Drawbridge.
Longmans.
The New Psychology. Gordy. Hinds.
Talks to Teachers. James. Holt.
Syllabus to Above. Hervey. S. S. Co.
A Study in Child Nature. Harrison. Chic.
Kind. Co.
The Unfolding Life. Lamoreaux. Revell.
The Point of Contact in Teaching. Du Bois.
Revel1.
Syllabus to Above. Hervey. S. S. Co.
A Pot of Green Feathers. Rooper. Flana-
ga11.
The Pedagogical Bible School. Hazlett.
Revel1.
Childhood. Birney. Stokes.
The Boy Problem. Forbush. Revell.
Through Boyhood to Manhood. Richmond.
Longmans.
The Spiritual Life. Coe. Revell.
The Teaching of Bible Classes. See. Y. M.
C. A
Adult Classes. Wood. Pilgrim Press.
How to Plan the Lesson. Brown. Revell.
How to Conduct the Recitation. McMurry.
Flanagan.
The Teacher and the Child. Mark. Revell.
A Primer on Teaching. Adams. Scribner's.
Hand Work in the Sunday School. Little-
field. S. S. Times.
Pictures and Picture Work. Hervey. Revell.
How to Interest. . Mutch. Mutch.
The Art of Securing Attention. Fitch. Flan-
agan.
How to Hold Attention. Hughes. Flanagan.
How to Keep Order. Hughes. Flanagan.
The Art of Questioning. Fitch. Flanagan.
How to Strengthen the Memory. Holbrook.
Flanagan.
How to Conduct a Sunday School.
rence. Revell.
The Sunday School in the Development of .
Law–
the American Church. Michael. Young
Churchman Co. º
Stories and Story Teijing. St. John. Pil-
grim Press. tº º sº º
Organizing and Building Up the Sunday
School. Hurlbut. M. E. B. C.
The Organized Sunday School Teacher.
Axtell. Cumberlands.
The Contents of the Boy. Moon. S. S.
Times.
Ch. Work with Boys. Forbush. Pilgrim
Press.
Education Evangelism. McKinley.
Psychology of Religion. Starbuck. Scrib-
ner’s.
Psychology of Religious Experience. Ames.
Chicago University.
Principles and Ideals for the Sunday-School.
Burton and Matthews.
The Graded Sunday School in Principle and
Practice. Meyer. M. E. B. C.
B O O K. S
CHILD-SAVING PHILANTHROPY.
Waifs of the Slums and Their Way Out.
Leonard Benedict. F. H. Revell Co.
The Dangerous Classes of New York and
Twenty Years’ Work Among Them.
Charles L. Brace. (1872.)
The Children of the Nation; How Their
Health and Vigor Should be Promoted by
gºate Sir John Eldon Gorst. Methuen
O.
Foward Movements (an account of the Geo.
Junior Republic.) Arthur Pierson.
Children of the State; the Training of Juve-
nile Paupers. Florence D. Hill.
The Humane Journal.
Constructive and Preventive Philanthropy.
Joseph Lee. Macmillan Co.
Juvenile Offenders. William D. Morrison.
|History of Child-Saving in the United
States. National Conference of Charities
and Convention.
The Children of the Poor. Jacob A. Riis.
The State and Its Children. Gertrude M.
Tuckwell.
CHILDREN'S READING.
A Mother’s List of Books for Children.
Gertrude Weld Arnold. McClurg & Co.
Books for Boys and Girls. Caroline M.
Hewins. Hartford Public Library.
Children’s Reading. Franklin T. Baker.
Teachers’ College Record.
HOME BOOKS FOR CHILDREN.
Our Farmyard. Dutton.
Mother Hubbard. Walter Crane. Lane.
The Fairy Ship: Walter Crane. Lane.
This Little Pig. Walter Crane. Lane.
The House that Jack Built. Caidecott.
Warne.
A Book of Cheerful Cats and Other Ani-
mated Animals. J. G. Francis. Century
Company.
The Nursery Rhyme Book. Andrew Lang.
Warne. -
Uncle Remus. J. C. Harris. Appleton.
The Boys’ King Arthur. Sidney Lanier.
Stories from the Arabian Nights. Hough-
ton, Mifflin & Co.
The Blue Fairy Book.
Longmans, Green & Co.
The Brown Fairy Book. Andrew Lang.
Longmans, Green & Co.
German Household Tales. Grimm. Hough-
ton, Mifflin & Co.
The Wonder Book. Hough-
ton, Mifflin & Co.
Andrew Lang.
Hawthorne.
O N C H I L D C A R E A N D T R A I N I N G 8I
The Children’s Book. H. E. Scudder.
Houghton, Mifflin & Co.
The Merry Adventures of Robin Hood,
Pyle. Scribner.
Alice in Wonderland. Carroll. Macmillan.
Child's Garden of Verses. Stevenson.
Scribner.
A Book of Famous Verse. Agnes Repplier.
Houghton, Mifflin & Co. -
The Heroes of Asgard. Annie and Eliza
Keary. Macmillan.
The Heroes. Charles Kingsley. Russell.
Fairy Stories and Fables. James Baldwin.
American Book Co.
The Jungle Book. Kipling. Century Co.
The Story Hour. Kate Douglas Wiggin.
Houghton, Mifflin & Co.
The Brownies. Palmer Cox. Century Co.
Just. So Stories. Kipling. Doubleday, Page
& Co. -
Ten Boys. Jane Andrews.
Robinson Crusoe. Defoe.
The Story of a Bad Boy.
Houghton, Mifflin & Co.
Treasure Island. Stevenson. Scribner.
The Adventures of Tom Sawyer. Mark
Twain. Harper.
How to Know the Wild Flowers. Wm.
Starr Dana. Doubleday, Page & Co.
House Plants and How to Grow Them. P.
T. Barnes. Doubleday, Page & Co.
Trees Every Child Should Know. Julia E.
Rogers. Doubleday, Page & Co.
Flowers Every Child Should Know. Stark.
Doubleday, Page & Co.
Water Wonders Every Child Should Know,
Jean Thompson. Doubleday, Page & Co.
The Friendly Stars. Martin. Harper Bros.
Mary’s Garden and How It Grew. Duncan.
Century Co.
The First Book of Birds. Olive Miller.
Handbook of Birds of Eastern North Amer-
ica. Frank M. Chapman. Appleton.
Ways of the Six-footed. Comstock. Ginn.
Nature Biographies. Weed. Doubleday,
Page & Co.
Songs Every Child Should Know. . Dolores
M. Bacon. Doubleday, Page & Co.
The Music Life. Thomas Tapper. Ameri-
can Book Co.
Musical Education.
pleton.
Studies of Great Composers. Parry. E. P.
Dutton.
T. B. Aldrich.
Albert Lavignac. Ap-
Preludes and Studies. Henderson. Long-
mans, Green & Co.
The Story of Music. Henderson. Long-
mans, Green & Co. -
What Is Good Music? Henderson. Scrib-
116.1".
The Orchestra. Mason. Novello.
How to Listen to Music. Krehbiel. Scrib-
11621.
Music and How It Came to Be. Hannah
Smith. Scribner.
Officers and Committees
Chicago Child Welfare Exhibit
HONORARY PRESIDENT
Mrs. Cyrus H. McCormick, Jr.
CHAIRMAN
Miss Jane Addams
VICE-PRESIDENT
Sherman C. Kingsley
GENERAL SECRETARY
Thomas W. Allinson
TREASURER
Colin C. H. Fyffe
EXECUTIVE OFFICER
Edward L. Burchard
EXECUTIVE COMMITTEE
Miss Jane Addams Mrs. W. F. Dummer Rev. P. J. O’Callaghan
Elmer H. Adams Dr. W. A. Evans A11en B. Pond
T. W. Allinson Dr. H. B. Favill Henry Porter
Mrs. Emmons Blaine Colin C. H. Fyffe Julius Rosenwald
Mrs. Joseph T. Bowen Mrs. Charles Henrotin Howard Shaw
Edward L. Burchard George Higginson Mrs. Henry Solomon
Dr. F. S. Churchill Mrs. Frank Jerome Graham R. Taylor
Charles R. Crane Sherman C. Kingsley Henry W. Thurston
F. A. Crosby Prof. Geo. H. Mead Mrs. Russell Tyson
Mrs. E. C. Dudley Miss Anna Nicholes Frederick T. West
ADMINISTRATIVE COMMITTEE
Mrs. Emmons Blaine Miss S. P. Breckinridge E. L. Burchard
William Hard Howard Shaw and general officers
COMMITTEE ON FINANCE
Colin C. H. Fyffe, Chairman
John W. Lowe Chauncey McCormick Mrs. Russell Tyson
B. M. Winston
COMMITTEE ON INSTALLATION
Howard Shaw, Chairman
E. L. Burchard Arthur Heun Wm. A. 111sley
B. H. Marshall W. J. McCahill
COMMITTEE ON EXETIBITS
E. L. Burchard, Chairman
W. J. McCahill, Miss A. L. Strong, Secretaries
Frederick T. Greeley Arthur Heun Howard Shaw
Ralph Fletcher Seymour - E. S. Brandt
ÇOMMITTEE ON CONFERENCES
Miss S. P. Breckinridge, Chairman
T. W. Allinson Mrs. Chas. Henrotin Miss Marion Talbot
Mrs. W. F. Dummer Mrs. Raymond Robins H. W. Thurston
82
O F F I C E R S A N D C O M M I T T E E S 83
COMMITTEE ON MUSIC AND ENTERTAINMENTS
Miss Amalie Hofer Jerome, Chairman
COMMITTEE ON EXPLAINERS
Miss Anna Nicholes, Chairman
Mrs. Mary H. Wilmarth Mrs. E. L. Murfey Miss Ina Law Robertson
Mrs. William Monroe Mrs. James Warner Mrs. Irvin McDowell
Mrs. Anna W. Thompson Mrs. Payson S. Wild Mrs. Evelyn B. Polachek
Miss Anna Talbot Madame Pelenyi
COMMITTEE ON PUBLICITY
William Hard, Chairman
Edwin Balmer George Higginson, Jr. Willoughby G. Walling
I. K. Friedman Miss Lucy Huffaker Frederick T. West
Karl Edwin Harriman Graham R. Taylor T. J. Zimmerman
Herbert Vanderhoof
RESEARCH COMMITTEES
COMMITTEE ON HOMES
Alien B. Pond, Chairman
ADVISORY COUNCIL
Mrs. Emmons Blaine Miss Minnie Ahrens Mrs. GeO. M. Bril1
Miss Marion Talbot Miss Harriet Vittum
SUB-COMMITTEE ON HousING
Jas. H. Tufts, Chairman
Chas. B. Ball S. J. Larned E. C. Jensen
Victor Elting - T. W. Allinson James H. Henry
C. W. Thompson
SUB-CoMMITTEE ON FURNISHING
Mrs. Geo. M. Brill, Chairman
Mrs. Wm. D. Allen Miss Margaretta Brown Mrs. Arthur Manierre
Miss Adele Barrett Miss Eliz. E. Langley Miss Jennie H. Snow
Miss Ada Walker
SUB-CoMMITTEE ON CLOTHING
Mrs. Arthur Manierre
SUB- CoMMITTEE ON FOODS AND COOKING
Miss Mabel Wellman, Chairman
Mrs. Alfred H. Gross Miss Elizabeth Mace Miss Jennie Snow
Dr. Caroline Hedger Mrs. Alice P. Norton Miss Elizabeth C. Sprague
Miss Jennie P. Roch -
SUB-CoMMITTEE ON CARE OF INFANTs
Miss Minnie Ahrens Dr. Katharine B. Rich
SUB-COMMITTEE ON ATTENDANTs
Miss Harriet Vittum
SUB-COMMITTEE ON PUBLICATIONS
Mrs. Arthur Manierre |Mrs. Emmons Blaine Miss Marion Talbot
SUB-COMMITTEE ON CONFERENCES
Dr. Caroline Hedger Mrs. Cassius D. Wescott
84 C H I C A G O C H I L D W E L E A R E E X H I B I. T
SUB-CoMMITTEE ON Homſ E LIFE, RECREATION, ETC.
Mrs. Harold Cleveland, Chairman
Plants and Gardening—Mrs. E. H. Haines, Mrs. Geo. M. Brill.
Pictures—Mrs. Geo. M. Brill, and sub-committee on furnishing.
Music—Mrs. Paul O. Kern.
Literature—Mrs. Harold Cleveland, Mr. H. E. Legler.
Toys and Games—Mrs. Mary Boomer Page, Miss Myra Brockett,
Miss Mary Ely, Miss Elizabeth Harrison, Miss Alice Temple.
Occupation for Boys—Mr. Frank M. Leavitt, Prof. C. H. Judd.
COMMITTEE ON REST ROOM FOR BABIES
Mrs. E. C. Dudley
COMMITTEE ON work AND WAGES
Mrs. Harriet Van Der Vaart, Chairman
Miss Grace Abbott Miss E. Head Rev. Harry Ward
Mrs. F. S. Churchill . Thos. Jamieson Mrs. M. H. Wilmarth
Miss Amelia Sears
COMMITTEE ON RECREATION AND AMUSEMENTS
Miss Mary MacDowell, Chairman
J. F. Petrie, Secretary
Miss Dora Allen Miss Georgine Faulkner Miss Edith Nancrede
Miss Neva L. Boyd Theodore Gross Dr. Anna Norris
E. B. DeGroot Miss Mary W. Hinman Chas. A. Sartain
Miss Gertrude Dudley Nels Hokansen A. C. Schrader
Miss Helen Dwyer Miss L. Montgomery Joseph W. Wright
F. I. Moulton
COMMITTEE ON STREETS
Mrs. Harry Hart, Chairman
Miss Kate J. Adams Dr. Josephine Peavey Miss Sara Tunnicliff
Rev. J. D. Hunter Mrs. Henry Solomon
COMMITTEE ON SCHOOLS
Mrs. Ella Flagg Young, Chairman
Miss E. C. Sullivan, Vice-Chairman
Mrs. M. B. Blouke Dr. George N. Carman Mrs. Wm. S. Hefferan
Mrs. Orville T. Bright Miss Flora J. Cooke Dr. Chas. H. Judd
Mrs. Geo. M. Brill Mrs. W. F. Dummer Dr. O. W. McMichaels
Mrs. Wm. H. Browne Mrs. Lawson A. Gilbert Dr. Wm. B. Owen
Mrs. A. W. Bryant Miss Mary S. Snow
COMMITTEE ON LIBRARIES AND MUSEUMS
N. H. Carpenter, Chairman
Henry E. Legler, Vice-Chairman
Miss Mary E. Ahern O. C. Farrington Miss Caroline McIlveane
Dr. Wallace W. Atwood A. G. S. Josephson Mrs. Gudren Thomson
W. N. C. Carlton Walter Lichtenstein Miss Irene Warren
COMMITTEE ON HEALTH
Frank E. Wing, Chairman
Gustavus Tuckerman, Secretary
Vice-Chairmen are heads of sub-committees, as follows:
SUB-COMMITTEE ON MUNICIPAL HEALTH WoRK
Dr. William A. Evans, Chairman
Dr. C. St. Clair Drake, Secretary
Dr. Gottfried Koehler Dr. Heman Spalding
O F F I C E R S A N D C O M M I T T E E S 85
SUB-COMMITTEE ON CHILDREN’s HospitaLS AND DISPENSARIES
Mrs. Russell Tyson, Chairman
Dr. Frank S. Churchill, Vice-President
Miss Rose J. McHugh, Secretary
Dr. Isaac A. Abt Miss B. M. Henderson Dr. J. L. Porter
Dr. Chas. S. Bacon Dr. D. S. Hillis Dr. Edwin W. Ryerson
Dr. Joseph Brenneman Dr. Anna Ross Lapham Dr. Frank X, Walls
Dr. J. B. DeLee Dr. C. E. Paddock Dr. J. Clarence Webster
Dr. Wm. B. Fehring Dr. J. A. Hornsby Dr. Rachel Yarros
SUB-COMMITTEE ON VISITING NURSEs
Mrs. Arthur Aldis, Chairman
Miss Harriet Fulmer, Secretary
Miss Bertha Belden Mrs. James Keeley Mrs. Francis Taylor
Mrs. Uri B. Grannis Mrs. W. B. Langmore Mrs. George Taylor
Mrs. C. J. Hambleton Mrs. George Ranney Mrs. James W. Thorne
Miss Mary Westphal Mrs. M. Pearl Ringland Miss Anne Crowley
Miss Mary Lanser Miss Rose Bange Miss Eva Anderson
Mrs. Paul Noyes
SUB-COMMITTEE ON INFANT WELFARE
Sherman C. Kingsley, Chairman
Miss Minnie Ahrens, Secretary
Dr. Frank W. Allin Miss Harriet Fulmer Dr. Henry F. Helmholz
Dr. Frank Churchill Dr. Caroline Hedger Prof. C. R. Henderson
Miss Harriet Vittum
SUB-COMMITTEE ON CHILDREN AND TUBERCULOSIs
Dr. Theodore B. Sachs, Chairman
Miss Edna L. Foley, Secretary
Dr. James Britton Mrs. Joseph Fish Dr. John Ritter
Mrs. A. W. Bryant Mrs. Emma Mandl A. J. Strawson
Mrs. R. B. Ennis Mrs. W. F. Wilson
SUB-COMMITTEE ON MoUTH HYGIENE
Dr. Charles E. Bentley, Chairman
J. J. O’Connor, Secretary
Dr. Truman W. Brophy Dr. C. N. Johnson Dr. Fred. B. Noyes
Dr. F. F. Molt
SUB-COMMITTEE ON PREVENTION OF BLINDNESS
Dr. Thomas Woodruff, Chairman
Dr. Casey A. Wood T}r. Frank Allport E. J. Nolan
Dr. Wm. H. Wilder Dr. Alfred N. Murray Richard J. Tivnen
Dr. E. G. Darling J. E. Otis Dr. Willis O. Nance
Dr. Chas. P. Small Dr. J. B. Ellis Dr. L. N. Grosvenor
SUB-COMMITTEE ON EUGENICs
Mrs. Chas. Henrotin, Chairman
Dr. G. L. Meigs, Secretary
Dr. W. L. Baum Dr. Jas. A. Britton Judge M. Pinckney
Miss Mary Blount Wirt W. Hallam Dr. Clara Seippel
R. E. Blount Dr. Wm. Healy Dr. Josephine Young
Prof. Frank Lillie
86
C H I C A G O C H I L D w E L F A R E E x H I B I T
COMMITTEE ON LAWS AND ADMINISTRATION
Miss Mary M. Bartelme, Chairman
Judge M. E. Pinckney
H. E. Smoot
Frank W. Swett
John H. Witter
John L. Whitman
Miss Adelaide Bartelme
Charles Alling, Jr.
W. L. Bodine
Judge Chas. S. Cutting
Chas. E. Frazier
James J. Forsta11
Judge Chas. N. Goodnow
Mrs. Chas. Henrotin
M. L. McKinley
Judge Harry Olson
Judge John E. Owens
COMMITTEE ON SOCIAL SETTLEMENTS
|Prof. Geo. H. Mead, Chairman
Mrs. T. W. A.11 inson
Miss Gertrude Griffiths
Miss Nora Hamilton
Miss Annette Mann
Mrs. L. A. Martin
Miss Anna Nicholes
Miss Lea Taylor
Miss Harriet Vittum
W. E. Hotchkiss
F. L. Barnett
COMMITTEE ON ASSOCIATIONS AND CLUBS
E. A. Halsey, Chairman
F. A. Crosby, Vice-Chairman
L. C. Hollister Miss Lucy Peet
Nels Hokanson John D. Shoop
Miss Rebecca Hefter F. C. Whitehead
C. H. Mills
Glenn D. Adams
Mrs. M. Ashcroft
Harry Berkman
COMMITTEE ON CHURCHES, TEMPLES AND SUNDAY SCHOOLS
Dr. Shailer Mathews, Chairman
H. F. Cope and Charles B. Hall, Vice-Chairmen
Wm. C. DeWitt
Rev. T. F. Dornblaser
C. W. Gilkie
Rev. W. E. Hopkins
Dr. Jenkin Lloyd Jones
Rev. J. B. Martin
Rev. W. P. Merrill
Rabbi Joseph Stolz
Dr. J. Timothy Stone
Dr. E. G. Hirsch V. Rev. F. C. Kelly
COMMITTEE ON PUBLIC AND PRIVATE PHILANTHROPY
Henry W. Thurston, Chairman
Wm. C. Graves, Vice-Chairman
Mrs. G. W. Eggers, Secretary
Ferdinand L. Barnett
Mrs. Kath. L. Briggs
Edward J. Brundage
Richard C. Cannon
Miss Miriam Kalisky
James F. Kennedy
Sherman C. Kingsley
Adolph Kurz
Miss Minnie Low
Mrs. Emma B. Mandl
Rev. C. J. Quille
Rev. A. F. W. Schlechte
Rev. Andrew Spetz
Very Rev. Dean W. T.
Sumner
Mrs. S. K. Wilson
GENERAL COMMITTEE
Mr. and Mrs. Wm. A. Amberg
Rt. Rev. and Mrs. Chas. P. Anderson
Mr. and Mrs. J. O. Armour
Mr. and Mrs. Edward F. Bailey
Mr. and Mrs. Alfred L. Baker
Mr. and Mrs. R. P. Bates
Mr. and Mrs. Cyrus Bentley
Mrs. T. B. Blackstone
Mr. and Mrs. Watson F. Blair
Mr. and Mrs. Chauncey B. Borland
Mr. and Mrs. Edward Bradley
Mr. and Mrs. E. B. Butler
Mrs. Hermon B. Butler
Judge and Mrs. Geo. A. Carpenter
Mr. and Mrs. John A. Chapman
Mr. and Mrs. H. C. Chatfield–Taylor
Mr. and Mrs. Joseph G. Coleman
Mrs. L. A. Coonley-Ward
Mr. and Mrs. E. C. Coulter
Mr. and Mrs. R. T. Crane, Jr.
O F F I C E R S A N D
Mr. and Mrs. John Crerar
Mr. Josiah Cratty
Mrs. John Cudahy
Dr. and Mrs. N. S. Davis
Mr. and Mrs. Frederic Delano
Mr. and Mrs. A. B. Dick
Mr. and Mrs. Morrill Dunn
Miss A. Durante
Dr. and Mrs. W. A. Evans
Mr. and Mrs. J. M. Ewen
Rev. I. Ezerski
. and Mrs. Kellogg Fairbank
. and Mrs. Francis C. Farwell
and Mrs. John V. Farwell, Jr.
. and Mrs. Edwin S. Fechheimer
Mr. and Mrs. Stanley Field
Hon. and Mrs. Walter L. Fisher
. and Mrs. John Fitzpatrick
. and Mrs. P. D. Flanagan
... and Mrs. Henry G. Foreman
. and Mrs. David R. Forgan
. and Mrs. James B. Forgan
. and Mrs. Chas. G. Fuller
. and Mrs. George Glessner
. and Mrs. J. J. Glessner
... and Mrs. John C. Grant
... and Mrs. Louis M. Greeley
Rev. and Mrs. F. W. Gunsaulus
Miss Anna R. Haire
Mr. Richard C. Hall
Prest. A. W. Harris
Hon. and Mrs. C. H. Harrison
Mr. and Mrs. Wallace Heckman
Mr. and Mrs. Wm. G. Hibbard
Judge and Mrs. Lysander Hill
Dr. and Mrs. E. G. Hirsch
Dr. and Mrs. Henry Hooper
Mrs. James T. Houghteling
Mrs. William Hubbard
Mr. and Mrs. Marvin Hughitt
Mr. and Mrs. Morton D. Hull
Mr. and Mrs. Chas. L. Hutchinson
Mr. and Mrs. Samuel Insull
Dr. and Mrs. Geo. S. Isham
Miss Agnes Johnson
Mr. Thomas D. Jones
Prest. and Mrs. Harry Pratt Judson
Mr. and Mrs. James Keeley
Mr. and Mrs. Chauncey Keep
Mrs. N. Sieboth Kennedy
Mr. and Mrs. H. H. Kohlsaat
. and Mrs. W. A. Kolacek
... and Mrs. Victor Lawson
. and Mrs. Bryan Lathrop
. and Mrs. Andrew MacLeish
. and Mrs. Horace H. Martin
. and Mrs. Rudolph Matz
. and Mrs. Hugh J. McBirney
Dr. and Mrs. J. G. K. McClure
C O M M I T T E E S 87
Mr. and Mrs. Harold F. McCormick
Mr. and Mrs. Medilí McCormick
Mr. and Mrs. Robert G. McGann
Mrs. John McMahon
Dr. and Mrs. W. P. Merrill
Mr. and Mrs. L. Wilbur Messer
Mr. and Mrs. John J. Mitchell
Mr. and Mrs. Edward Morris
Mr. and Mrs. Frank I. Moulton
Rev. and Mrs. Gottfried Nelson
Miss Agnes Nestor
Pres. John S. Nollen
Mr. and Mrs. John O’Connor
Mr. and Mrs. J. M. Patterson
Mr. and Mrs. James A. Patten
Mr. John Barton Payne
Mr. and Mrs. Geo. S. Payson
Mr. and Mrs. Romoula Piatkowski .
Mr. and Mrs. H. H. Post
Most Rev. James E. Quigley
Mr. and Mrs. Henry S. Robbins
. and Mrs. E. T. Ryerson
Mr. and Mrs. Lessing Rosenthal
. and Mrs. Julius Rosenwald
. and Mrs. John S. Runnells
. and Mrs. Martin A. Ryerson
Dr. and Mrs. Theodore B. Sachs
. Mary Sakowski
. and Mrs. John G. Shedd
. and Mrs. Wm. P. Sidley
. and Mrs. F. T. Simmons
... and Mrs. Albion W. Small
. and Mrs. Byron L. Smith
Mrs. Dunlap Smith
. and Mrs. John A. Spoor
... and Mrs. Alex. F. Stevenson
Dr. and Mrs. James S. Stone
... and Mrs. C. H. Sudler
. and Mrs. Francis O. Taylor
... and Mrs. H. K. Tenney
. and Mrs. Slason Thompson
Mr. and Mrs. Henry W. Tuttle
Miss Mabel S. Vickery
Mr. C. J. Vopicka
Mr. Chas. H. Wacker
Judge and Mrs. Chas. M. Walker
Mr. and Mrs. James B. Waller
Mr. and Mrs. Moses J. Wentworth
. H. A. Wheeler
Mr. A. Stanford White
Mr. and Mrs. Lawrence Williams
Mr. and Mrs. Mark Willing
Mrs. H. M. Wilmarth
Mr. and Mrs. John P. Wilson
Miss Martha Wilson
Mr. and Mrs. W. H. Winslow
Mr. and Mrs. Wallace C. Winter
Mr. and Mrs. Ira Couch Wood
Mr. and Mrs. Edward R. Wright
Conferences and Entertainments
To be held in the
Conference Room,
First Floor of the Annex (Section O)
and in the Main Court of the Coliseum
O interpret the entire Exhibit and
supplement the teaching of the
photographs, charts and legends
which constitute so large a portion of the
showing, conferences of various kinds will
be held in the theater in the annex under
the auspices and direction of the several
committees.
Demonstrations for parents, teachers
and others to whom the custody of chil-
dren is entrusted will form an important
part of the conference programs. Effort
will be made to explain in simple terms
the bearing of the exhibits on the treat-
ment of the child. Such subjects as the
care of the new-born child, especially in
Connection with the prevention of blind-
ness; the various aspects of infant and
child feeding; plays and games to be used
at home with both boys and girls; se-
lected groups of books suitable for home
reading; the importance of regular school
attendance; the difficulties connected with
the proper selection of a trade; the work
of the Juvenile court and of the various
relief agencies, will be so presented as to
suggest the application in the simplest
home of sound principles of child care.
The times and places at which these dem-
onstrations will occur have been fixed with
a view to correlating them as closely as
possible with the various exhibits.
A second group of conferences will be
held every morning at half past ten, at
which experts in various lines of child
service will discuss the problems connected
with their work and the direction in which
an advance is most needed. Such ques-
tions as the teaching of social hygiene, the
further development of the Juvenile court
88
work, the better classification of children
with reference to mental and physical de-
fects, better co-operation between parents
and teachers, the treatment of dependent,
truant and delinquent children, the better
organization of recreational facilities will
be presented by those most competent to
speak and to suggest advance.
The third group of conferences will be
public gatherings, to be held in the after-
noon at a quarter past four and in the
evening at half past eight. These will be
addressed by those who can best interpret
the claim of child-life and child-care to
the interest, support and service of the
whole city. Except when otherwise indi-
cated, these are held in the Conference
room on the first floor of the annex.
On the main floor of the Coliseum, daily
entertainments will be given by children
of all ages. Children's choruses from every
high school in the city, and orchestras of
boys and girls from other institutions, will
take part. There will be a procession and
review of ten boys' bands, athletic drills,
apparatus work of every kind, tumbling
and mass drilling by boy Scouts, kindergar-
ten and folk games, a masque of the seasons,
a Greek play, tableaux and other dramatic
performances. Though the interest of these
programs entitles them to be classed as en-
tertainments, they are actual demonstra-
tions of the training given and the results
attained in the public schools, in child-sav-
ing institutions and in various clubs and
associations. Only one of these musical
programs, that for the opening night, is
printed, because of space limitations, and
because it is a fair specimen of what all
the choruses, classes and glee clubs will do.
Program of Conferences
Thursday, May 11, 6 p. m.
OPENING SESSION.
7:OO p. m.—High School Musical Pro-
gram: I,500 boys and girls from Hyde
Park, Bowen, and Farragut High
Schools. Mr. Oscar E. Robinson, Con-
ductor.
I. sº “The Happiest Night of My
Life.”
Orchestra of the Hyde Park High School.
2. Part Song, “Morning Invitation.” Cho-
rus of five hundred voices, represent-
ing the Bowen, Hyde Park and Far-
ragut High Schools, accompanied by
the Orchestra of the Hyde Park High
School.
3. (a) Choral, “Holy, Holy Lord”. . . Bach
Sovereign
tº tº a c e º gº e º e - - - e. Mendelssohn
Class of second-year pupils, Farragut
High School.
4. “Water Lilies” . . . . . . . . . . . . . . . . Linders
Girls’ Glee Club of Bowen High School.
5. (a) “‘Tis Morn”. . . . . . . . . . . . . . . . Geibel
(b) “My Dream of You”. . . . . . Rodney
Arranged by O. E. Robinson.
Boys’ Glee Club of the Hyde Park High
School.
6. Choruses (a)
Sunsline.” -
(b) “See the Harvest Moon Is
Shining”. From Sylvia, Rhys-Herbert.
Senior class, Bowen High School.
“Come Out Into the
7. (a) “The Nightingale”. . . . . . . . . . . . Gaul
(b) “Roses Everywhere”. . . . . . . . Denza
Girls’ Glee Club of Farragut High School.
8. (a) “Olav Trygvason”. . . . . . . . . . . Grieg
(b) “The Miller's Wooing”. . . . . Faning
Choral Society of Hyde Park High School.
9. (a) “Gently Float” (Tales of Hoff-
man) . . . . . . . . . . . . . . . . . . . . . Offenbach
(b) “In May”. . . . . . . . . . H. W. Parker
Girls’ Glee Club of Hyde Park High
School.
IO. “The New Hail Columbia”. . Chadwick
Chorus of five hundred voices, ac-
companied by the Hyde Park High
School Orchestra. -
8:OO p.m.—Opening Addresses:
Mr. Cyrus H. McCormick, presiding.
Miss Jane Addams.
Friday, May 12,
PERSONAL SERVICE.
“God’s possible is known through this
world’s loving.” -
IO:30 a. m.—General Conference of Ad-
visory Committees, United Charities. Dr.
Richard C. Cabot, “Social Service and
the City Child.” Dean W. T. Sumner,
presiding.
2:OO to 4:OO p. m.—2,OOO Public School
children of District No. 8. Musical
program, gymnastic demonstration and
folk dances in the Court.
Italian folk dances, 24 boys and girls,
Montefiore School.
Folk dances, 80 girls; parallel bars and
high jumping, 64 boys, Altgeld School.
Folk dances, 40 boys and 40 girls, Greeley
School. -
Games, 20 girls, Ogden School.
Reed exercises, IOO girls, Greeley, Ogden
and Alcott Schools.
4:15 p.m.—Conference, Medical Societies,
Visiting Nurses, Tuberculosis Nurses,
School Nurses, Hospital Training
Schools, Infant Welfare Society, etc.
Dr. Richard C. Cabot, “The Completion
in the Home of the Hospital Treatment.”
Dr. Frank S. Churchill, presiding.
7:OO to 8:OO p. m.—High School Chorus
and song program in the Court. Wen-
dell Phillips and Englewood High
Schools.
8:30 p.m.—General Meeting. “The Hu-
manization of the Public Treatment of
Dependents.” Dr. Richard C. Cabot, of
the Massachusetts General Hospital and
the Harvard Medical School. Rt. Rev.
Bishop Charles P. Anderson, presiding.
89
QO C H I C A G O C H I L D W E L E A R E E X H I B I T
Saturday, May 13.
SCHOOL, EXTENSION.
IO:30 a. m.—Meeting of the Chicago Per-
manent School Extension Committee
(formerly the Vacation School Commit-
tee). Open Air Schools. Mrs. A. W.
Bryant, presiding.
I2 :30 to I :OO p. m.—Story Hour for West
Park No. 3 Library League of sixty chil-
dren. Miss Ruth Webster Herrick,
Story Teller.
I :OO to I :30 p.m.—Vocational Games and
Dances by girls from the State Industrial
School for Girls. Mrs. R. C. Collins,
Instructor.
Old Morris Dance, Bean Setting.
Swedish Dance, Reap and Flax.
Swedish Dance, Weaving.
Swedish Games, Wash the Clothes,
Tailor, Shoemaker. -
French Dance, The Vintage.
Finnish Harvest Dance.
I :3O to 3:OO p. m.—Francis W. Parker
School, Dramatic Presentations by (1)
Fourth Grade children, “Dionysos.”
(2) Eighth Grade children, “Where
Love Is, There God Is Also,” adapted
from Tolstoi.
3:OO to 4:OO p. m.—Special Park Commis-
sion, Theo. A. Gross, Superintendent.
Sixty boys and sixty girls of Municipal
Playgrounds engage in Races and Games,
Pyramids, Flag Drills, Fancy Dancing
and exercise with elementary apparatus.
THE CARE OF THE YOUNG.
“It may be, the children say, that we die
before our time.”
4:15 p.m.—The Feeding of Children, Dr.
Winfield S. Hall, Northwestern Univer-
sity Medical School. The Clothing of
Children, Miss Nellie Crooks, Milwau-
kee—Downer College. Dr. W. A.
Evans, Commissioner of Health, presid-
Ing.
8:30 p. m.—The Prevention of Blindness.
Dr. F. Park Lewis, of Buffalo, Chair-
man of Committee on Prevention of
Blindness, of the American Medical As-
sociation, Chairman of Board of Direc-
tors of the National Association for the
Prevention of Blindness and the Con-
servation of Vision. Dr. Thomas A.
Woodruff, presiding. In the Conference
Room.
Sunday, May 14.
MOTHERS’ DAY.
“That ye may have life.”
2:OO to 4:OO p. m.—Complimentary Con-
cert by Chicago Band, William Weil,
directing. te
4:15 p. m.—Organized Motherhood, by
Mrs. Frederic Schoff, President, Na-
tional Congress of Mothers.
7:30 p. m.—Address on Motherhood by
Father P. J. O’Callaghan. Musical
program by the Paulist Choir, Rev. Wm.
Finn, leader. In the Conference Room.
Professor Shailer Matthews, presiding.
Monday, May 15.
THE CHILD IN THE HOUSE.
IO:30 a. m.—Mothers’ Congress. Unre-
alized Parenthood. Mrs. Frederic
Schoff, President National Congress of
Mothers. Mrs. L. K. Gillson, Presi-
dent Illinois Congress of Mothers, pre-
siding.
I :OO p. m.—The Chicago Woman’s Out-
Door Art League, Home and Community
Gardens. Prof. John Wilks Shepherd,
Head of Science Department, Chicago
Teachers’ College; Prof. Otis W. Cald-
well, Head of Natural Science Depart-
C O N F E R E N C E S A N D E N T E R T A I N M E N T S 9 I
ment, School of Education, the Univer-
sity of Chicago. Mrs. Geo. B. Carpen-
ter, presiding.
2:OO to 4:OO p. m.—Public Schools, Dis-
trict No. 9, 1,050 children. Musical
Program and Gymnastic demonstration
in the Court.
Showing socializing effects, 90 boys and
girls, West Pullman School.
Folk dances and games, 40 girls, primary
grades, Sullivan School.
Folk dances and games, 80 boys and girls,
Ward School.
Long wand exercises and Ox dance, 45
boys, 45 girls; folk dances, Harvard
School.
Exercises on combination apparatus, 90
boys and girls, Barnard School.
4:15 p. m.—The Child at Play. “Sing
out, children, as the little thrushes do.”
“The Newer World for the Child.” Rab-
bi Stephen D. Wise, Free Synagogue,
New York City. President Harold F.
McCormick, Chicago Playground Asso-
ciation, presiding. (The Annual Meet-
ing of the Association will follow the ad-
dress.) -
7:00 p.m.—High School Chorus and Mu-
sical Program. Medill, Waller, Austin.
Mr. Harvey E. Bruce, Director. In the
Court. -
8:30 p. m.—The Home and the School.
Francis W. Blair, State Superintendent
of Public Instruction. Mrs. Ella Flagg
Young, Superintendent Chicago Public
Schools, presiding.
Tuesday, May 16.
LIBRARIES AND MUSEUMS.
“One whose child feet chanced to walk
green paths of fairyland.”
IO:30 p.m.—What we really know about
children. Dr. J. M. Dodson, the Uni-
versity of Chicago, presiding.
:30 p. m.—Public School Art League.
Address by Mrs. A. H. Goodhue. Mrs.
John M. Buckingham, presiding.
I :OO to 3:OO p. m.—Musical Program and
Gymnastic Demonstration by 1,2OO chil-
dren, Public Schools, District No. 1,
in (the Court).
Couple dance and ring games, IOO boys
and girls, Haven School.
IParallel bars, boys, Jahn and Schneider
Schools.
High jumping, boys, Monroe and Brentano
Schools.
Dumb-bell exercises, 300 boys; Indian club
exercises, 200 girls, Jahn, Schneider,
Monroe and Brentano Schools. g
3:OO to 4:OO p. m.—Gymnastic Exercises
by 3 IO Public School children.
Polk dances, 50 boys and girls, Whitney
School.
Bohemian folk dance and song, 20 boys
and 20 girls, Komensky School.
Fancy steps and arm movements, 40 girls,
Fallon and Komensky Schools.
Games without music, IOO boys, Davis
School.
Tactics and calisthenics, IOO boys, Garfield
school.
4:15 p. m.—THE CHILD’s WoRLD OF
I
BOOKs. “Children’s Reading and Mu-
nicipal Libraries,” Prof. Charles H.
Judd, Director University of Chicago
School of Education. “Library Exten-
sion in Chicago,” Mr. C. D. Roden, As-
sistant Librarian of the Chicago Public
Library. Mr. W. N. C. Carlton, Di-
rector, Newberry Library, presiding.
7:30 to 8:30 p.m.—Entertainment by 460
children, West Chicago Parks, directed
by Theo. J. Szmergolski.
Singing by Children’s Chorus.
Athletic Drill.
Russian Cossack Dance, girls.
Pyramid Dance, and mat tumbling.
\ Folk Dance, girls.
|Relay races and games, boys.
Singing and folk games, little chil-
dren.
Calisthenics, free hand exercises.
8:30 p.m.—MUSEUMs. The Hull House
Labor Museum, Miss Jane Addams;
Children's Work at the Chicago Art In-
stitute, Mr. W. M. R. French; History,
Patriotism and the Child, Miss Caroline
M. McIlvane, Chicago Historical Mu-
seum. Address by Dr. Willis W. At-
wood of the American Academy of
Sciences. Prof. T. C. Chamberlin, the
University of Chicago, presiding.
92 C H I C A G O C H I L D W E L E A R E E X H I B I. T
Wednesday, May 17.
THE CITY CHILD.
“What life and love on earth bring thee
for gifts at birth.”
IO:30 a. m.—Conference on School At- School. To Groups of Adults, Prof.
tendance. Mr. W. L. Bodine, Super- O. E. Blount. The Work of the Chi-
intendent Chicago Compulsory Education cago Women’s Club, Mrs. Ellen M.
Department, presiding. - Henrotin. Paper by Dr. Prince A.
I :OO to 2:OO p.m.—“Haensel and Gretel,” 7 M ºo p. m.—Entertainment by 28O
adapted from Humperdink's fairy op- children of the Lincoln Park Play-
era, a play by sixth grade children of
the Francis W. Parker School (Con- grounds, and Olivet Institute band,
ference Room). C. A. Sartain, directing.
Partner Dances, girls.
I :OO to 4:OO p.m.—Musical and Gymnastic Sailors’ Horn Pipe, girls.
Program by 1,500 children from the Wand Drill, boys. e
Public Schools, District No. 2, in the American Beauty Waltz, girls.
Court Tumbling, boys.
* } Wild Bird Mazurka, girls.
National and folk dances, Parker Prac- Game, Dangerous Neighbors, boys.
tice School. Polka Wand Drill, girls.
Polk dances, 24 girls, Webster School. e ©
Tactics and Indian club exercises, 40 8:30 p. m—The City Child at Play, Mr.
boys, Douglas School. Charles Zubelín. Judge John Barton
Wand exercises, I60 boys, Lincoln, Trum- Payne, South Park Commission; Mr.
bull and Yates Schools. William Kolacek, West Park Commis-
4:15 p. m.—The Teaching of Social Hy- sion; Mr. A. W. Beilfuss, Special Park
giene. Prof. Frank R. Lillie, the Uni- Commission; Mr. Francis T. Simmons,
versity of Chicago, presiding. By the Lincoln Park Commission, have been in-
High School Teacher, Miss Mary vited to attend and to speak. Mr. Har-
Blount, the University of Chicago High old F. McCormick, presiding.
Thursday, May 18.
GIRLS’ DAY.
“Young creatures claiming their share of
the joy of life.”
Io:30 a.m.—Trades for Chicago Children. 3:OO to 4:OO p. m.—Program illustrating
(I) Training for Girls, Miss Mary Snow. recreation for girls.
(2) Training for Boys, Superintendent L. (I) School of Cducation, Twenty Sixth
D. Harvey, Menomonie, Wis. © Grade girls. Game of Newcomb.
Dr. J. B. McFatrich, President Chicago (2) School of Education, Fifteen High
Board of Education, presiding. School girls. Indoor Baseball.
(3) Kinzie Public School, seventy-five
girls, Folk Dancing.
THE DELINQUENT CHILD.
I :OO to 2:00 p.m.—Girls’ Chorus, Chicago
Refuge for Girls (Conference Room).
2:OO to 3:OO p. m.—Francis W. Parker
School (in the Court). 4:15 p. m.—Probation and Institutional
(1) Singing Games, forty Primary Grade Care of Girls, Miss Mary W. Dewson,
children. Superintendent Probationers’ Massachu-
(2) º éº" ji setts Industrial School for Girls. Judge
dren. M. W. Pinckney, presiding.
:
:
:
:
3.
;
C O N F E R E N C E S
7:15 to 8:15 p. m.—Recreation for Girls.
(I) South Park Playgrounds — Volley
Ball, Basket Ball.
(2) Scotch Folk Dancing, sixteen girls,
John E. Dewar, Instructor.
(3) Irish Folk Dancing, eight girls, John
McNamara, Instructor.
A N D E N T E R T A T N M E N T S 93
(4) Folk Dancing, sixteen girls. Miss
Mary Wood Hinman, Instructor.
8:30 p. m.—The Child and the Law.
The Child and the Municipal Court,
Judge Harry A. Olson; The Juvenile .
Court, Judge Merritt W. Pinckney.
Judge Charles S. Cutting, presiding.
Friday, May 19.
THE COLORED CHILD.
IO:30 a.m.—Conference of Probation Of-
ficers. Mr. J. H. Witten, Chief Pro-
bation Officer, Chicago Juvenile Court,
presiding. Roger N. Baldwin, St. Louis,
will speak on Presenting a Case in Court.
Other practical topics will be discussed.
2:OO to 3:OO p.m.—Musical Program and
Gymnastic exercises, Public Schools,
District No. 3, 1,400 children (in the
Court).
Folk dances, 40 girls; groupings and pyra-
mids, 40 boys, Raster School.
Games, I50 boys and girls; dumb-bell ex-
ercises, I2O boys ; wand exercises, I2O
girls; Indian club exercises, I2O boys
and girls, Franklin School.
4:15 p. m.—The Claim of the Colored
Child, Dr. Booker T. Washington. Miss
Jane Addams, presiding.
7:OO to 8:OO p. m.—High School Musical
Program, Lake View, McKinley, Mar-
shall. Geo. A. Blackman, Conductor
(in the Court).
8:30 p.m.—The Economic Basis of Sound
Family Life, Prof. Edward T. Devine,
General Secretary New York Charity
Organization Society. Mr. Charles H.
Wacker, presiding.
Saturday, May 20.
CLUBS AND ASSOCIATIONS.
“The Vision Splendid.”
IO:OO to 12:OO a. m.—Musical and Gym-
nastic Program by I,2OO children from
Public Schools, District No. IO.
Wand exercises, boys; “Hamilton Galop,”
girls, Bismarck School.
Song roundel, “Tenting Tonight,” girls,
Bismarck and Ole A. Thorp Schools.
Folk dances, 60 boys and girls, Madison
School.
Folk dances, 60 boys and girls, Wadsworth
School.
Morris dance, 60 boys, Sherwood School.
Combination flag and wand exercises, I25
boys and 125 girls, Lewis-Champlin
School. o
Io:30 a. m.—Meeting Woman's City
Club. Mrs. Mary H. Wilmarth, pre-
siding (Conference Room).
I :OO to 2:OO p. m.—Story Hour with
stereopticon. King Arthur and His
Knights, Miss Georgine Faulkner (Con-
ference Room).
2:OO to 3:30 p.m.—Review of Boys' Band
and award of Banner by a Committee
of Citizens.
Allendale Farm Cadet Band.
Bessemer Park Band.
Boys’ Scout Band.
Daily News Band.
Glenwood Boys’ Band.
Hull House Boys' Band.
Juvenile Band of Chicago Home for Jew-
ish Orphans.
Lane Technical Higli School Band.
Off-the-Street Club Band.
Paulist Drum Corps.
3:30 to 4: I 5 p. m.—Drills and exercises
by Glenwood School Boys, Allendale
Farm Boys, Hebrew Institute Boys.
4:15 p. m.—Conference on Boys’ Clubs.
Mr. F. A. Crosby, Superintendent Boys’
Work, Chicago Young Men's Chris-
tian Association, presiding.
94 C H I C A G O C H I L D w E L F A R E E x H I B I T
7:30 to 8:30 p. m.—Boy Scouts,
Scouts, directing.
(I) The establishment of the camp.
(2) Camp Choruses.
(3) Surprised by Indians.
(4) First aid given to the wounded.
(5) Scouts trail the Indians.
(6) Building of a bridge.
(7) Scouts marching across the bridge.
(8) Physical drill with staves to music.
25O.
David Pollard, Chicago Counsel for Boy
(9) Fancy drills by scouts.
(IO) Breaking up of camp and marching
a Way.
8:30 to 9:30 p.m.—Y. M. C. A. Demon-
stration, 200 boys. F. A. Crosby, di-
recting.
(I) Wand Calesthenics drill.
(2) A maze run.
(3) Four Pyramid Gymnastics Groups at
the same time.
(4) A relay race.
Sunday, May 21.
SUNDAY SCHOOL DAY.
“Except ye become as a little child.”
2:OO to 3:OO p.m.—The Provident Kinder-
garten and Day Nursery Association of
the Episcopal Churches of Chicago.
Kindergarten Sunday School, 50 chil-
dren.
3:OO to 3:45 p.m.—Auburn Park Metho-
dist Sunday School, Primary Department,
5O children. Children of Many Lands in
Costume.
4:OO p.m.—Address by Rev. John Timothy
Stone.
7:OO to 7:30 p.m.—Program by the Lyric
Band of Mark Nathan Jewish Orphan
Home. Conference Room.
7:30 to 8:30 p. m.—Dramatic Presenta-
tion—Demeter and Persephone—24 play-
ers. Henry Booth House Settlement.
Conference Room.
8:30 to Io:OO p. m.—Joint Musical Pro-
gram by Choirs of St. James and St.
Paul’s Episcopal Churches. Address by
Rev. Frank W. Gunsaulus.
Monday, May 22.
THE FOREIGN CHILD.
“Inasmuch as ye did it unto the least of
these.”
Io:30 a. m.–Ministers' Meetings. “He
set a little child in the midst of them.”
I :30 p.m.—Illustrated Lecture on the Con-
servation of Vision (Conference Room).
2:OO to 3:OO p. m.—Musical and Gymnas-
tic Program by I,4OO children from the
Public Schools, District No. 4 (Court).
Indian club exercises, I2O boys and girls,
Sexton School. -
Tactics, 80 boys; dumb-bell exercises, I2O
boys; gymnastic dancing, “Hamilton
Galop” and “Circle Polka,” 120 girls;
wand exercises, I2O boys; exercises on
combination apparatus, I2O boys and
girls; parallel bars and vaulting bucks,
or long horse, boys; horizontal bar,
horse and slanting ladder combined,
girls; games, boys and girls, Hamilton
School.
4:15 p.m.—My Neighbor’s Child: Train-
ing for the Service of Children in the
Crowded City Neighborhood, Miss Lil-
lian D. Wald, Henry Street Settlement,
New York City. Miss Vittum, Head
Resident Northwestern University Set-
tlement, presiding. *-
7:30 to 8:30 p.m.—Entertainment by 3OO
children from the South Parks and Play-
grounds. E. B. DeGroot, directing.
Playground Circus.
(I) Grand Entrance Parade, animals, ac-
tors and band.
C O N F E R E N C E S A N D
(3) Indian March and Dance, boys.
(4) Spanish Dance, girls.
(5) Stunts by Horses,
Bears, three rings.
(6) Irish Lilt, girls.
(7) a. Club Juggling. b. Pyramid. c.
Vaulting Bucks by clowns. d. Spring
board acrobatics and other exer-
cises by boys.
(8) Jumping Jacks, girls.
Elephants and
E N T E R T A I N M E N T S 95
b. Military drill,
d. Pos-
(9) a. Acrobatics, boys.
girls, c. Pyramids, boys.
tures, girls.
(IO) Chariot and other races.
8:30 p. m.—The Social Awakening and
Child Welfare, Henry Moskowitz, Hen-
ry Street Settlement. Mr. Alexander A.
McCormick, President Immigrants’ Pro-
tective League, presiding.
Tuesday, May 23.
THE WORKING CHILD.
"For, oh, say the children, we are weary.”
3)
Io:30 a. m.—Factory Inspection. Miss
Mary E. McDowell, Chairman Illinois
Federation of Woman’s Clubs Commit-
tee on Industrial and Social Conditions,
presiding.
I :30 p.m.—Dental Hygiene. Dr. Charles
E. Bentley. Illustrated lecture with
stereopticon.
2:OO to 3:OO p. m.—Musical and Gymnas-
tic Program by 1,2OO children from Pub-
lic Schools, District No. 5.
Irish folk dance, 40 boys and 40 girls,
Brownell Schooi.
Folk dances, 40 poys and 40 girls, Gallis-
tel School.
Wand exercises, 40 boys, Taylor School.
Dumb-bell exercises, IOS boys; Indian
club exercises, 90 girls, Audubon and
Burley, Schools.
Tactics, boys, Parental School.
4:15 p.m.—The Artist Child. Mrs. Em-
mons Blaine, presiding.
7:OO to 8:OO p. m.–High School Grand
Chorus—Curtis, Calumet, Lake, Hyde
Park, Branch and Schurz. Mr. Wm.
ApMadock, directing.
3:30 p.m.—The Street Trader—Still Un-
protected Under Illinois Law. Mrs.
Florence Kelley, Secretary National Con-
Sumers’ League. Rev. Harry Ward,
presiding. . . . . . ».
Wednesday, May 24.
THE CHILD AT PLAY.
Io:30 a. m.—Conference — Playground Rgºal steps, 75 boys and girls, Field
º - chool.
Worke rs. Miss Mary E. McDowell, Combination wand and ring exercises, 3OO
presiding. boys and girls, Rogers and Smyth
1:00 to 2:30 p.m.—Abraham Lincoln Cen- Schools.
4:15 p. m.—Special Services to Special
Groups. Mr. Henry W. Thurston,
presiding.
7:OO to 8:OO p. m.—Musical Program and
Physical Demonstration, Chicago Teach-
ers’ College. Henry W. Fairbank, di-
TeCtOr.
8:30 p.m.—The City Beautiful; the City
Street, Prof. Allen Hoben. The City
Plan, Mr. Charles H. Wacker.
ter Sunday School, 16 players (Confer-
ence Room). Longfellow's Masque of
Pandora, Maurice S. Kuhns, director.
2:OO to 4:00 p.m.—Musical and Gymnas-
tic Program by 1,475 children from Pub-
lic Schools in District No. 6.
Flag exercises, IOO boys and girls, Jirka
School. º
Folk games, 25 to 150 boys; games with
music, 25 to 150 girls, Howland School.
96 C. H. I. C. A G O C H I L. D. W. E. L. F. A. R. E.
F x H I B I. T
Thursday, May 25.
FINAL DAY.
Io:30 a.m.—The School of Tomorrow.
Mr. W. B. Owen, Director Chicago
Teachers' College, presiding.
2:oo to 4:15 p. m.–Play Festival, con-
ducted by Playground Association of Chi-
cago. Court.
(1) Procession of all groups participat-
11ng.
(2) Singing and Circle Games, ſoo. Kin-
dergarten children. West Park No.
3, Bohemian Settlement House and
Bethlehem Church.
(3) “Dancing on the Green,” boys and
girls, McCowen Homes for Deaf
Children.
(4) Electric Lighted Pole Drill, 30 girls,
Chicago Hebrew Institute.
(5) Tarantella in Costume, 40 Italian
girls, Paulist Fathers, St. Mary's
Church.
(6) Aesthetic Dances, 50 girls, Chicago
Home for Jewish Orphans.
(7) Danish, German and Dutch Folk
Dances, 20 girls, Chicago Commons.
Folk Dances in Costume—
(1) Polish boys and girls, 8 couples.
(2) Bohemian boys and girls, 8 couples.
(3) Hungarian boys and girls.
(9) Industrial Folk Dances, 24 girls, In-
dustrial School for girls.
7:15 to 8:30 p.m.—Masque of the Sea-
sons, 125 children. Hull House Music
School. Miss Eleanor Smith conducting,
in the Court.
8:30 p. m.–Lessons from the Chicago
Child Welfare Exhibit. The Next Step
to Be Taken. Closing of the Exhibit.
A play festival in a small park.

By Way of Acknowledgement
ULLY to acknowledge the debt of the Child Welfare Iºxhibit
for services and material assistance received would be impos-
sible. This is true not only of the many associations, clubs,
settlements, hospitals and other organizations which have assisted
the committees in planning and executing the various exhibits, but of
many business houses which have co-operated by supplying equipment,
furniture, decorations, motion-picture films, books and other articles
needed to make the exhibit complete.
Among those to whom thanks are due particularly are:
The Edison Company, for four motion-picture films; the Chi-
cago Health Department, for three ; the New York Child Welfare
Exhibit, for two; the Selig Polyscope Company, for two, and the
Essanay Film Company, for one. The “Sunlight” Curtain Company
for two motion-picture curtains.
The American Type Founders Company for printing equip-
ment. Carson, Pirie, Scott & Company for kitchen equipment, in-
cluding the range and refrigerator for the demonstration kitchen.
The Chicago School of Applied and Normal Art for posters in the
Law and Health sections. The United Charities for beds and fur-
nishings of the Babies' Rest room.
Lyon & Healy for four pianos for use in the Court, the Con-
ference room and the living room of the Homes section. Rudolph
Wurlitzer Company for a Victrola. John A. Colby & Sons, Mandel
Brothers and the Tobey Furniture Company for furniture in the
Homes section, and A. C. McClurg & Company for books.
The Wolff Manufacturing Company for sanitary fountains. The
Murphy Keeley Company for sinks and a laundry tub. The People's
Gas Light & Coke Company for the stove in the three-room flat. Th
Library Bureau for the equipment of the children’s room. Marshall
Field & Company for equipment in the Recreation section, and framed
pictures. W. Scott Thurber for pictures. -
The Chicago Telephone Company for switchboard. Montgom-
ery Ward & Company for child's crib, mattress and table in the
Health section. Fairbanks, Morse & Company for baby scales.
Mrs. H. H. Porter, I 322 Astor street, for a doll used for dem-
onstration.
The Church and Temples section was supplied with furniture
by various church institutions and temples.
Printed by The Blakely Printing Co.
Chicago


“And a little child shall lead them.”
Mr. Lorado Taft’s inspiring group, “The Blind,” one of the
chief decorations of the Child Jºelfare Eaºhibit, suggests a world
groping toward the light through the guidance of the child.