draw a warrant payable to the treasurer of such city, town or village in which the industrial school is located for a sum equal to one-half the amount actually expended in such industrial school, continuation school, evening school or commercial school, during the preceding year, but not more than three thousand dollars shall be appropriated to any one school in one year.

SECTION 553p.-7. The schools established under this act shall be open to all residents of the cities, towns and villages in which such schools are located, of fourteen years of age or over who are not by law required to attend other schools. Any person over the age of fourteen who shall reside in any town, village or city not having an industrial school as provided in this act, and who is otherwise qualified to pursue the course of study may with the approval of the local board of industrial education in any town, village or city having a school established under this act, be allowed to attend day school under their supervision. Such persons shall be subject to the same rules and regulations as pupils of the school who are residents of the town, village or city in which the school is located.

SECTION 553p-8. The local board of industrial education is authorized to charge tuition fee for nonresident pupils not to exceed fifty cents per week. On or before the first day of July in each year the secretary of the local board of industrial education shall send a sworn statement to the clerk of the city, village or town from which any such person or persons may have been admitted. This statement shall set forth the residence, name, age and date of entrance to such school, and the numbers of weeks' attendance during the preceding year of each such person at the school. It shall show the amount of tuition which under the provisions of this act the town, city or village is entitled to receive on account of each and all such pupils' attendance. This statement shall be filed as a claim against the town, village or city where such pupil resides, and allowed as other claims are allowed.

SECTION 553p-9. Students attending any school under this act may be required to pay for all material consumed by them in their work in such school at cost prices or in lieu thereof the school board may establish a fixed sum to be paid by each student in each course, which sum shall be sufficient to cover, as nearly as may be, the cost of the material to be consumed in such course; any manufactured articles made in such school and that may accumulate shall be disposed of at their market value at the discretion of the school board, and the proceeds shall be paid to the local treasurer for the fund of the local board of industrial education.

SECTION 553p-10. The state board of industrial education shall

also constitute a body corporate under the name of the "Board of Trustees of the Stout Institute," and shall possess all powers necessary or convenient to accomplish the objects and perform the duties prescribed by law. In such capacity, such board shall also employ such clerks and assistants as may be necessary to properly conduct its affairs. The state treasurer shall be ex-officio treasurer of the board, but the board may appoint a suitable person to receive fees or other moneys that may be due such board, to disburse any part thereof, to account therefor, and to pay the balance to the state treasurer.

SECTION 553p-11. Such board is authorized to accept free of cost to the state and to hold as a trustee for the state, the property of the Stout Institute located at Menomonie, Wisconsin, and to maintain such institute under the name of "The Stout Institute." Provided, that the trustees of said Stout Institute turn over to the state, within two months after the passage and publication of this act, said property free and clear of all incumbrances and debt, released from all claims or interest which the city of Menomonie or the heirs of James H. Stout may have had in said property and having put the building in good condition, and having made such repairs as may be necessary before turning over said property. The board is also authorized to accept such other property or moneys as it may deem advisable to be accepted which can profitably be used by it in promoting the interests entrusted to it. Such board may purchase, have, hold, control, possess and enjoy, in trust, for the state, for educational purposes, any lands, tenements, hereditaments, goods and chattels, of any nature, which may be necessary and required to accomplish the purposes and objects of the board, and may sell or dispose of any personal property when in its judgment it shall be for the interests of the

state.

SECTION 553p-12. The purposes and objects of the institute shall be to instruct young persons in industrial arts and occupations and the theory and art of teaching such, and to give such instruction as will lead to a fair knowledge of the liberal arts, a just and seemly appreciation of the nobility and dignity of labor, and in general to promote diligence, economy, efficiency, honor and good citizenship. SECTION 553p-13. 1. The said board shall have power: .

SECTION 2. There is hereby appropriated out of any money in the state treasury not otherwise appropriated, a sum sufficient to carry into effect the provisions of this act. However in no case shall the sum appropriated for the purpose of carrying out the provisions of

this act exceed the sum of thirty thousand dollars during the fiscal year ending July 1, 1912, nor more than fifty-five thousand dollars per annum thereafter. Twenty thousand dollars of the above moneys shall be set aside annually, beginning July 1, 1911, for the purpose of maintaining the Stout Institute as provided in this act.1

SECTION 3. All acts and parts of acts conflicting with any provisions of this act are repealed in so far as they are inconsistent therewith. Provided, however, nothing in this act shall be construed to interfere in any manner with trade schools established under chapter 122, laws of 1907, and amendments thereof, unless the school board of any such city or school district shall by a majority vote adopt the provisions of this act and shall proceed in the manner provided for, for every town, village or city of over five thousand inhabitants as provided in this act.

1 (SECTION 172-49). 1. There is annually appropriated on July first, to the state board of industrial education out of any money in the general fund not otherwise appropriated, a sum not to exceed one hundred fifty thousand dollars, to carry into effect the provisions of sections 553p-1 and 553p-3 to 553p-9, inclusive, and section 553p-15. No part of this appropriation shall be available as state aid to continuation schools for the school year ending June 30, 1913. (1913 c. 677.)

CHAPTER XV

SUPPLEMENTAL EDUCATION

The New Public Education. Time was when education had a meaning practically synonymous with school. This meant a narrowing of the conception of education, and a restriction of the activities of the school. As the state school system has been expanded and has assumed new duties, gradually the real meaning of public education has become more apparent. Public education might properly comprehend any socially organized project which had for its justification the communizing of intelligence, the essential prerequisite for the attainment of popular culture; whether that culture be expressed in terms of a bettered physical condition of life, a higher standard of social conduct, an enlarged sphere of common appreciation and sympathy, or an improved economic productivity. The school as a social center, the library, the farmers' institute and university extension are typical representatives of the expanding dominion of public education. The modern board of health, as it has gained in efficiency and importance, has become less of a police agency and more of an instrument for popular education.

I. THE SOCIAL CENTER

A Means of Common Understanding

[From an address delivered by Woodrow Wilson, then Governor of New Jersey, before the First National Conference on Civic and Social Center Development, at Madison, Wis., October 25, 1911.]

I do not feel that I have deserved the honor of standing here upon this occasion to make what has been courteously called the

principal address, because five months ago I did not know anything about this movement. I have taken no active part in it, and I am not going to assume, as those who have preceded me have assumed, that you know what the movement is. I want, if for no other purpose than to clarify my own thinking, to state as briefly as possible, what the movement is.

The object of the movement is to make the schoolhouse the civic center of the community, at any rate in such communities as are supplied with no other place of common resort.

READY FOR USE THE MEANS OF CONCERTING COMMON LIFE

It is obvious that the schoolhouse is in most communities used only during certain hours of the day, those hours when the rest of the community is busily engaged in bread-winning work. It occurred to the gentlemen who started this movement that inasmuch as the schoolhouses belonged to the community it was perfectly legitimate that the community should use them for its own entertainment and schooling when the young people were not occupying them. And that, therefore, it would be a good idea to have there all sorts of gatherings, for social purposes, for purposes of entertainment, for purposes of conference, for any legitimate thing that might bring neighbors and friends together in the schoolhouses. That, I understand it, in its simplest terms is the civic center movement that the schoolhouses might be made a place of meeting-in short, where by meeting each other the people of a community might know each other, and by knowing each other might concert a common life, a common action.

SPONTANEOUS DEVELOPMENT

The study of the civic center is the study of the spontaneous life of communities. What you do is to open the schoolhouse and light it in the evening and say: "Here is a place where you are welcome to come and do anything that it occurs to you to do."

And the interesting thing about this movement is that a great many things have occurred to people to do in the schoolhouse, things social, things educational, things political,- for one of the reasons why politics took on a new complexion in the city in which this movement originated was that the people who could go into the schoolhouses at night knew what was going on in that city and insisted upon talking about it, and the minute they began talking about it, many things became impossible, for there are scores of things that must be put a stop to in our politics that will stop the