In the early 1900’s, non-resident settlement houses were created throughout the country to assist with immigrant adjustment to America. In 1912, the Richmond Section of the National Council of Jewish Women established Neighborhood House at 19th and Broad Streets. Programs of social, recreational and religious activities were provided for the children of recent Jewish immigrants.
Neighborhood House was eventually funded by the Richmond general community, offering activities for all immigrant children and their families. In April 1945, after attendance had declined, Neighborhood House was closed.
In the early 1900’s, non-resident settlement houses were created throughout the country to assist with immigrant adjustment to America. In 1912, the Richmond Section of the National Council of Jewish Women established Neighborhood House at 19th and Broad Streets. Programs of social, recreational and religious activities were provided for the children of recent Jewish immigrants.
Neighborhood House was eventually funded by the Richmond general community, offering activities for all immigrant children and their families. In April 1945, after attendance had declined, Neighborhood House was closed.
The professional images in this collection are the work of the Dementi Studios, one of Richmond's foremost portrait and documentary photographers. The series was made shortly after the Demonstration Kindergarten opened in 1957. They present an idealized image of childhood experience, social expectations, and gender roles, as well as the educational philosophy and methods of the time.
]]>Three young boys stand around a sawhorse using hammer and saw at the Josephine Newbury Demonstration Kindergarten, Richmond, VA.
Before the Newbury Center opened in 1957, there was no education available in a school setting in Richmond or the surrounding counties for children younger than five. Preschool itself was an innovative concept then. This new purpose-built facility was created to become a model preschool for the training of teachers and the design of innovative curriculum. Professor Josephine Newbury of the Presbyterian School of Christian Education, Richmond, Va., established the school.
The professional images in this collection are the work of the Dementi Studios, one of Richmond's foremost portrait and documentary photographers. The series was made shortly after the Demonstration Kindergarten opened in 1957. They present an idealized image of childhood experience, social expectations, and gender roles, as well as the educational philosophy and methods of the time.
Before the Newbury Center opened in 1957, there was no education available in a school setting in Richmond or the surrounding counties for children younger than five. Preschool itself was an innovative concept then. This new purpose-built facility was created to become a model preschool for the training of teachers and the design of innovative curriculum. Professor Josephine Newbury of the Presbyterian School of Christian Education, Richmond, Va., established the school.
The professional images in this collection are the work of the Dementi Studios, one of Richmond's foremost portrait and documentary photographers. The series was made shortly after the Demonstration Kindergarten opened in 1957. They present an idealized image of childhood experience, social expectations, and gender roles, as well as the educational philosophy and methods of the time.
]]>Before the Newbury Center opened in 1957, there was no education available in a school setting in Richmond or the surrounding counties for children younger than five. Preschool itself was an innovative concept then. This new purpose-built facility was created to become a model preschool for the training of teachers and the design of innovative curriculum. Professor Josephine Newbury of the Presbyterian School of Christian Education, Richmond, Va., established the school.
The professional images in this collection are the work of the Dementi Studios, one of Richmond's foremost portrait and documentary photographers. The series was made shortly after the Demonstration Kindergarten opened in 1957. They present an idealized image of childhood experience, social expectations, and gender roles, as well as the educational philosophy and methods of the time.
French bacteriologists Albert Calmette (1863–1933) and Camille Guérin (1872–1961) finalized the Bacille Calmette-Guérin (BCG) vaccine for tuberculosis in 1921. The vaccine remains the only tuberculosis vaccine in use today. While not perfect, it is one of the most widely used vaccines and reaches more than 80 percent of all children in countries where the disease is common.
The BCG vaccine was a major weapon in public health efforts to fight tuberculosis—an ongoing battle dramatized by Richmond children in this 1921 play. In this panoramic photograph, a "Modern Health Crusader" brandishes a sword shaped like the double-barred cross that was the emblem of the crusade. The crusader carries a "Modern Health Crusader" shield and fights "Tuberculosis" who is dressed all in black.
The Modern Health Crusaders campaign was devised by Charles De Forest of the National Tuberculosis Association.
Pamphlet by W.H. Hand, State High School Inspector, Columbia, South Carolina. Reprint from the Child Labor Bulletin, 1/1, June 1912. Includes data from the 1910 U.S. Census.
Excerpts:
p. 6 "...in a democracy where manhood suffrage practically prevails, institutional life is exposed to tremendous dangers when twelve per cent. of the voting population are unable to read the names printed on the ballots they are supposed to cast intelligently for the government of the State. Ignorance stands for narrowness, bigotry, selfishness and stagnation ; intelligence stands for liberty, liberality, tolerance, sympathy and growth. We must choose between the two."
p. 8 "The material prosperity of the present South is one of the marvels of modern times. The faith and courage with which our people rebuilt their ruined homes, reclaimed their neglected fields, bridged the rivers, tunneled the mountains, built factories and constructed railroads challenge the admiration of the civilized world. In that struggle to rise from the ashes the greatest hindrance has been our load of illiteracy, and to-day it is our heaviest burden."
p. 8 "Who are these illiterate white children of the South, and why are they not in school?"
p. 9 "Argument against the right of the State to send a chld to school is specious and superficial. Those who make such argument would not for one moment deny the right of the State to compel the parent to vaccinate his child, to compel the parent to feed and clothe his child, or to compel him to fight for his country, and to shoot him if he deserted. The State has the right to carry the law-breaking child to the reformatory or to jail to protect society. Has not the State as much right to carry the child to the schoolhouse to save him from the reformatory or the jail and to train him to benefit society?"
p. 12 "Temporizing patriots, with one ear listening to the call of duty and the other listening to the hostile rabble, declare for compulsory education when pressed to take a stand, but they usually add that the people are not quite ready for it."
p. 12 "The argument against compulsory education on account of the negro has been worn threadbare ; surely the time has come to let it drop....Is it wise or expedient to permit thousands of white boys and girls to grow up in ignorance, lest in forcing them to school we should awaken the aspirations of the negro child? Shall we remain ignorant in order to encourage the negro to remain ignorant? Is it better for white and black to remain ignorant than to have both intelligent? The only logical conclusion to such argument is that the ignorant white man can compete successfully with the ignorant negro, but that the educated white man cannot compete with the educated negro. Then what becomes of the boasted superiority of the white man? Has the white man so nearly reached the zenith of his possibilities that he cannot keep well in advance of the ambitious negro?"
(For similar arguments with regard to woman suffrage, see The Negro Vote in the South.)