A Study Was Made to Test the Feasibility of a Small College (Located Some

DOCUMENT RESUME ED 026 979 24 HE 000 773 By-Guthrie, Robert V.; And Others Feasibility of Urban Service Opportunity and Curricular Amplification: "The St. Lo6s Project." Final Report. Mac Murray Coll., Jacksonville, Ill. Spons Agency-Office of Education (DHEW), Washington, D.C. Bureau of Research. Bureau No- BR -8-E-006 Pub Date Jul 68 Contract-OEC-0-8-080006-3533 Note-86p. EDRS Price MF-$0.50 HC-$4.40 Descriptors-Community Involvement, *Community Service Programs,*CurriculumEnrichment, Facility Improvement, *Higher Education, *Residential Programs, Small Schools, Social Services, Student Participation, *Urban Slums Identifiers-*St. Louis Project A study was made to test the feasibility of a small college (located some distance from a city) establishing a residence unit within a slum or transitional area of a city. The purposes of such a program, in which students andfaculty live in the city while continuing their normal course work, would be to: (1) enhance the curriculum by broadening the context in which courses are studied rather than adding new courses (2) rehabilitate housing units in which the project was located. (3) participate in and render service to the community (4) provide college-age personnel to social service agencies already operating. The program is designed both to supplement existing community services and to respond to unmet needs within the community. The provision of college trained people functioning as MEMBERS of the community was aimed at countering a major weaknessincommunity development--the lack oftrained personnel. Research indicated that buying and rehabilitating demands large capital investments but the establishment of residence units on a rental or leasing basis is feasible and desirable. A small college can successfully initiate and implement such an urban residence program without capital outlay. Cost analysis of the project and analySis of the 2eographic area and choice of site are included; the coUrse structure, social service ,,.oportunities, and the administrative problems of implementation are discussed. (US) - . 004 0oN N. cr. 17/9 ...0 cJ Oe--- igsg-- FINAL REPORT Contract No. OEC-0-8-080006-3533 LL/

FEASIBILITY OF URBAN SERVICE OPPORTUNITY AND CURRICULAR AMPLIFICATION

July 1968

U.S. DEPARTMENT Of HEALTH,EDUCATION it WELFARE OFFICE Of EDUCATION

THIS DOCUMENTHAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIGINATING II. POINTS OF VIEW OROPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION POSITION OR POLICY.

U.S. DEPARTMENT OF HEALTH, EDUCATION AND WELFARE Office of Education Bureau of Research

, FINAL REPORT Contract No. OEC-0-8-08006-3533

FEASIBILITY OF URBAN SERVICE OPPORTUNITY and CURRICULAR AMPLIFICATION

"THE ST. LOUIS PROJECT" Robert V. Guthrie and others

Mac Murray College Jacksonville, Illinois July 1968

41111111==11111 The research reported herein was performed pursuant to a Contract No. OEC-0-8-080006-3533 with the Office of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the projects.Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy.

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research CONTENTS

PART ONE: St. Louis ProjectAnalysis and General Description Page

_ 1-4-riftlei.,7 --. Rationale anA Explanation ofMac:Murray...11.&...1.1.4.1.:=1 a a 0 at 1'--- la Plan I - St. Louis Project. 0 0 4 *6 t.71,n 9 Plan I - Estimated CostAnalysis. **** 0 ,, Plan IISt. Louis Project a 0 e . Analysis .. e Plan II - Estimated Cost Ir. a Notes.0 0 4! re * .1% * 4 2 Z 14 Cost Analysis Explanatory 14 1 41'.-17 Explanation. 4* .0 0 0t 0 0 St. Louis Project Curriculum n JI, -20 Plan III - Explanation . : . * 6 e i0 Course Structure (Social ScienceComponent). _.,. , 21 ,t,11 Course Structure(Philosophy-Literature Component). .. 26- 4/

PART TWO: Geographic AreaAnalysis

a r. a II ei 28-29 Introduction and CriticalProblems. 0.- * e 3 n Detail Map Model Cities TargetArea* ** . 4 Sub-City Target Area Detail. ... * . It* . .31 Sub-City Analysis withSocio-Damographic Characteristics (Estimated)Carr-Centralo etc.. ... 33 - 59 Site Location * * I . e li 0*60 - alVI Detail Description(Ecological) possible Site Location 62-64 Explanation of possible Unit choice. # * * * 65

PART THREE: Social ServiceOpportunity Field Work and CommunityParticipation. 66-68

PART FOUR: Conclusion

Conclusions and Plan IVAnalysis. * * * .69-73 Appendix ASupplemental Research Design. 74-75

ERIC Resume Form OE 6000(Rev. 9-66) PREFACE This report is the result of a committeeendeavor. Both stmdents and faculty have aidedvastly in gathering andcorrelating the dal.P.. ThP ortginal ideP was firstproposed by a student who hasgradu- ated from Mac Murray Collegeand will never be able to takeadvantage of the project should itbecome a reality. Other students have workeddiligently in preparing and gathering information but they too will notbe able to take advantageof the project. The sub-city questionnairesand percentage figures are partof the neighborhood manuals being presentlyprepared by the St. LouisModel Cities Agency and the HumanDevelopment Corporation of St. Louis. Acknowledgement is herein given tothe Human Development Corporation of St. Louise Missovrifor supplying vast amountsof socio-democtraphic information; to theModel Cities Agency of St. Louis, Missouri for theirzealous cooperation. Specialthanks are due to Mrs.Elizabeth Kleindienst (Directorof research and planning Model Cities Agency)* whoseadvice cooperation andencouragement saved the researchers vast amountsof time.

ii SUMMARY The following project entitled "The St.Louis Project" originated in 1966 by a student andfaculty committee which felt that thehigh quality education desired by suchcolleges as Mac Murray could not be fully realized unlessome exposure tothe urban situation was part of the curriculum. It was conceived that a groupof students and faculty go to a slum area in St. Louis, live inthe community, rehabilitate a group of houses, maintain them andsubsequently rent the apartments not used by faculty and students topeople in the neighborhood. This was to be done while at the same timeworking through a course ofstudy as if the faculty andstudents were campus located. Since many small collegeshave been located traditionally some distance from major urban complexeshow can '.:he curriculum ofthese institutions be expanded to include theexperience without losing the small liberal arts college uniquene's? This question was addressed in aneffort to see if some urban social service experience could notsatisfy this need. The original plans were to concentrate on therehabilitation aspect thus regenerating the physical aspects ofthe area in which a unit ofstudents and faculty could locate. The plan which stressedrehabilitation has proven to be possible but extremely expensive. Mostsmall liberal arts colleges simply do not have the capital necessary toimplement such a plan. How- ever, the idea still has greatmerit. Subsequent research has indicatedthat other variations are quite feasible and whollydesirable. The plans includehaving a college rent a suitable building orbuildings in an area (with neighborhood action agency cooperating.)With this plan all the advantages of the project without the largecapital investment can be achieved. Thus any curriculum of any institution canbe expanded or amplified with a minimum expenditure.This will not only benefit the student by the amplification,but bring an enthusiatic and supervised group of young college peopleinto an urban setting. This

lii 3

combination duplicated in dozensof cities by many smallcolleaes, can place thousands of people into aservice relationship to acity and de- ploy man-power in a highlyconcentrated and effectivedirection. The census data used arenot accurate for presentday an,alysis. They do not reflect the presentcondition of some areas.Mai 147 of the bi§cks studied have changed inin the last month.Estimated data from the Human DevelopmentCorporation survey are as accurate asany data available. Spot checksof key blocks indicate areasonable degree of accuracy on the part of theH.D.-C. survey material.

iv Statement of Goal - St.Louis Pteoject:

The continued healthof the American society --perhaps its very survival --demands a high and risingawareness ofsocial responsibility on the partof the people. For thesocially responsible person, thewelfare of his fellow manis of deep personal concern. That depth of concern comesfrom a succession ofsocial interactions, beginning in infancy, andfrom the ability to attackwith understanding the complexproblems that face the nationand the world. Development of the ability tothink and understandiseover- role whelmingly, theresponsibility of the schoolsand colleges. The of the schools andthe colleges inproviding the necessarysocial ex- periences can be as large asthe community iswilling to grant and as the maturityof the students willpermit.

---Social Responsibilityin a Free Society, The EducationalPolicies Commission of the NationalEducation Association of the United Statesand the American Association of SchoolAdministrators, 1963

V. PART ONE. St. Lbuis Proiect Analysis and General Description the program entitled"Urban ServiceOpportunity The rationale for that the city and CurricularAmplification" is simple.It is believed modern context inwhich to frameand test humanvalues. provides the best humanities Mac Murray Collegeis a liberal artscollege with a strong believed that thishumanities emphasis canbe emphasis. It is further The City both amplified in itsapplication andintensified in its content. field for any learning process.Because muchemphasis today is the best analysis, on is placed uponspecial programs such asurban problem for deprived citychildren, it is feltthat a special educational programs "educated man," program which isconsidered a necessarypart of the e.g., arts,literature, science,social sciences, canbe better com- municated andunderstood in the urbancontext. Therefore, the fieldwork within thesocial serviceagencies is values learned or the human laboratoryin which to testthe essential studied within thehumanities context. its statementof aims (Re:Collegt) Catalogs MacMurray College in part 1963-1968) clearly allowsfor this project tobecome an integral of the entirecurriculum: "In a liberaleducation the studentexplores what it means to be ahuman being. Weintend this to be his own adventure:studying at firsthand the documents, especiallythose of the classicand Judaeo-Christian traditions in the investigationsof the basicideas and problems in the sciences,social sciencos,and humanities, anddeveloping the power toexpress himself effectively inspoken and writtenform... we provide anenvironment in whicheach student may realize his potentialities." his The modern environment"in which eachstudent may realize potentialities" must include someorientations to thecity if MacMurray College's future is toremain consistentwith its aims. Morethan 90% the United States nowresides in urbanplaces and of the population of Standard each year the populationliving within theboundaries of the Areas increases.It is becomingdifficult to Metropolitan Statistical than justify not having a programthat involvesurban life, rather justifyinghaving one. has already builtinto it The MacMurrayCollege curriculum at possibilities for studyabroad, semester inWashington, semester curriculum Drew (UnitedNations). It would notrequire any major change since the timespent withinthe St. Louis Projectwould be of course loadif the student wereactually within the normal sequence alteration to resident on the campus*In the St. Louisproject no major the curriculum isenvisioned, only thr,,context changes. Thus a student mayelect the St. LouisProject in his firstsemester senior year. In thiscase he would beenrolled in HumanitiesV (Greek, Roman, OrientalWorks, Dante). carried a full loadduring his other semestershe Assuming he had study in might elect anadvanced Social Science course,an independent literature and receivefull course credit(Pass, Fail grade) for hisfield work and writtenevaluation of this experience. Although this is apossibility because ofthe heavy timedemands humanities it is recommendedthat the student takeonly the required advanced social science ornatural science course,and the course, one of field work and evaluation course.This would givethe student a total 12 semester hourscredit for his work. The curriculumoutline for MacMurrayCollege is:

St. Louis Project Major Courses SeniorHum. V,VI 32 hrs. -optional first or Year Lit. Electives second semester. 8 sem. hrs. TOTAL 24 sem. hrs , St. Louis Project Summer AbroadOptional Eoptional St. Louis Project Major Courses Junior Hum. III,IV 37 hrs. optional first or Year Philosophy- Electives second semester Religion TOTAL C. sem. hrs. 24 sem. hrs. Foreign Phys, Major Course Soph. Hum. I or II 34 hrs. Year The Arts Lang. Ed. Electives 4 sem. hrs. 8 sem, hrs.2 hrs. 20 sem. hrs. or elec Fund.of Foreign ScienceRhetcricPhys. Fresh. Ed. 34 hrs. Year Civilization Lang. 8 sem.8 sem. hrs. hrs. 2 hrs. : 8 sem. hrs. 8 sem, his. augmented This curriculumcalled the MacMurrayPlan could be losing either itseconomical or academicpurpose. successfully while not higher intensity Since the St. LouisProject would byits nature require a than afforded bythe relative isolationof campus life of community life considered as likely only those studentsin the upperclasses will be the requiredcurriculum is concernedit would re- candidates. Insofar as course or one quire either theprofessor normallyassigned to teach th qualified to do so. is that this projectwould serve to Therefore the conclusion College and to strengthen theachievement of the aimsof Mac Murray distinction amonginstitutions of higherlearning. The give it added of 1962 by StateMent of Aims ofthe college, asadopted in the Spring the Faculty andBoard of Trustees, is asfollowst Mac Murray Collegeoffers a liberal artseducation. This means: firstand foremost:developing theintellect: its arts - exactlaLs_eaxig_t nj logicalthought, and clear expression; and itsvirtues - sympatheticinsight. aesthetic awareness,spiritual understanding,and social and Leliat tuRcern.We believewith Socrates that "the unexaminedlife is not worthliving:" and with Pascal that "to thinkwell is the principleof morality." In a liberaleducation the studentexplt res what it means tobe a human being.We intend this tobe his own adventure;studying at firsthandthe documents, especially those ofthe classic andJudeo-Christian traditions* which markturning points inthe spiritual and intellectualdevelopment of Western man;engaging Dctively in theinvestigation of the basicideu and problems in the sciences,social sciences,and humanities; anddeveloping the power to expresshimself effectively .1m.spoken and writtenform. A liberaleducation is focused onthe individual. We provide an environmentin which eachstudent may realize his power freedom*and responsibilities: his potentialities - freedom We wish himespecially to prizeand exercise the independence of judgementwhich are vital to of mind and and American democracy,and develophabits of thought study that willlead into lifelongenjoyment ofintellectual pursuits...(emphasis added) College is clearlycommitted to theChristian idea that Thus MacMurray everyday the intellect mustnot be placedin a differentcompartment from -3- life and its ethical problems, that thoughtand action are not to be separated from one another but intimately joined through the mediumof "sympathetic insight, aesthetic awareness , spiritual understanding,and social and religious concern." Numerous recent studies have shown all too often the AmericanCollege fails to achieve this unity which stands at the root of the conceptof a liberal education. Too many students receive a college degree never having tested their basic attitudes and approaches to life in theircollege experience. Merely enumerating a few of the great problems of the Twentieth Century - race relations, anomie, automation, the renewal ofthe environment, the restoration of community, poverty admistplenty - illustrates the degree to which these problems come to a focus in the city.The "Semester in the City" program (St. Louis Project) woulddemonstrate in a most concrete manner the commitment ofthe college to the belief that concerns of the classroom,, far from beingirrelevant to the problems of everyday life, are directly connected to them in. the most intimate way. It would achieve this by directly confronting the studentsinvolved with city life and providing a practical and promising attempt to reconsti, that life on a humane basis. More significaltly, this experiencewould be brought continuously into the classroom in a form which wouldcultivate the insight, awareness, understanding, and ,concern which constitutethe virtues of the intellect; thus the confrontation with citylife would be guided and clarified by the classroom work* The program would bring thirty to forty students from MacMurray and/or other similar colleges and universities, and three resident faculty members, to an academic program which takes its field ofknowledge, the city, in all its manifold aspects, and simultaneously involvesthem as positively motivated and practicing citizensof a St. Louis Neighbor- hood which is attempting to establish itself on a more, viable basis* From the point of view of the college, the cb.Ofbenefit of the program would be as a vital adjunct to itseducational program, two other very significant purposes would be served.The Model Cities program of the city of St. Louis, with thesuPport and aid of the federal government, has begun a coordinated attack on the problemof re- constructing the city. By locating either in one of the "sub-cities"of the Model Cities Program", or immediately adjacent thereto, theSt. Louis Project would thus be working in an area where the necessarycapital investment and professional planning efforts are assured, butwhich would not be subsequently destroyed by an unanticipatedrenewal project. The students, in turn, would aid this program by theiridealism, their -4- legwork, and their intimate involvement with the people of the area. Furthermore, there is reason to believe that such a programwould add to the existing fund of human knowledge. A greatdeal of research has been done on the pathology of the American city. There is nowemerging, however, a new conception of the intrinsic worth of the city - onewhich aives hope of a renaissance of city life. The opportunityfor testing this against the attempt to put it into practice on anunprecedented scale should thus be of great benefit to society at large.It is not unreasonable to assume that this project duplicated many timesby hundreds of institutions could affect a radical revitalization of vast areasof American cities. Three plans follow. While the first alternativeclearly offers great advantages for the achievement of the aims ofthe project, mattars of feasibility (especially as related to obtaining necessarycapital funds) may dictate selection of thesecond, or third. After the;,plans are described with cost analysis estimates there follows supportivematerial in the form of description of the proposed curriculum,the pattern of field work, the proposed area, and financial and administrativedata. -",-4=1.1.77-:".<=2,:i-'.: ,,t4-.t."-tan,

Plan I

1. That Mac Murray College purchase in St. Louis, Mo. eight to twelve buildings in a deteriorating neighborhood on the border of one of the slum areas encompassed in one of the five "sub-cities" of the Model Cities Agency program. 2.Tiltthe College rehabilitate, (possibly through the good offices of the various local agencies resident in each of the sub-cities), these eight to twelve houses and fnstall in most of them several students as resident-superintendents. In the remaining building, faculty and seminar rooms. The remaining apartments(in the other buildings) would be rented to any family having need of low-cost housing.

3.As currently conceived, the program would involveapproximately 20 students hopefully as many as twenty-five to thirty students from other area colleges. 4.The students would pursue a full 16 credit-hour program which would be divisible into four hours of field work, and twelve credit- hours of academic work, all phases supervised by the three resident professors. The students would pay full tuition, room and board to the college, while their maintenance work on the hot,ses would be viewed by the college as student employment and thus would receive normal student compensation.(This could be supplemented by the Federal Colleae Work-Study Prograrn.) The field work would consist of internship prograis with various health and welfare organizations in the community in which the project would be located, studentteaching in neighborhood schools, (for qualified interns) and also industry work with the Model Cities Program. In addition, the program, as I it became more adapted to and accepted in the area, wouldprovide direct ?,ocial services to the neighborhood. The program would thus iP combine "on the job" training with experience in the problems of Urban Sociology, Social Psychology, City Planning, Urban Government ...-, WI and Politics, and Education, along with an intensive academic program which would stress an integrated, liberal, and competent aiiitlysisof the 20th century city from the perspective of many disciplines.

4 5.It would also thus amplify in latitude and depth the basic program which exemplifies Mac Murray College's unique approach. Pr0

Ii Imit -6- Estimated Cost Analysis for Plan #1.

Plan 4i1 Costs I.Basic Investment A. 8 to 12 houses at $6,600 each(1) Total Cost for 8 - $52,800 Total Cost for 12 - $79,200 B. Rehabilitation (2) 1. for 8 houses at $2,000 $16,000 (total) 2.for 12 houses at $2,000 $24,000 3.for 8 houses at$6,000(3)$48,000 4.for 12 houses at $6,000 $72/000 (These represent figures of theupper and lower extremes of rehabilitation costs -- median costs for 10 housos would be $40,000) C. Furniture(4) 1. For nine student dwellings @ 200 per dwelling-$1800 2.For three faculty residences @ 600 . $1800 3.For three seminar rooms @ 100 $ 300 4.Utensils, pots and pans $ 300 5.Refrigerator, stove, and freezer $1200 Total $5400

Maximum Basic Investment OW OM. $156,600 II.Recurring Maintenance Costs A. Taxes -- $100-300 per houseper year(5) 1. 8 houses at $100 $800 (total) 2.12 houses at $100 $1200 3.8 houses at $300 $2400 4.12 homes at $300 $3600 B. Utilities 1. Gas.' and electricity $60 per month per house a.for eight houses $5,760 per year b.for twelve houses $8,640 per year 2.Air conditioning $40 per month per house during the summer a.for eight houses for 6 mos $1,920 b.for twelve houses for 6 mo. $2,880 Phone $10 per mo. per house a.for eight houses $960 b.for twelve houses $1440 C. Incidental repairs $25-50per month per house(7) 1. for 8 houses at $25 - $2/400 2.for 12 houses at $25- - $3/600 3.for 8 houses at $50 - $4,800 4.for 12 houses at $50- - $7/200 -7- D. Insurance(8) $100 per year per house --$800 - $1200 per year Maximum Total Recurring Maintenance Costs --$13,440 rn. Recurring OperatingExpenses for Two Senotters A. Faculty salaries $40,000 per year B. Board for 40 people $240 perweek per year (2semesters) (for 40 people) $8,400 C. Student compensation for maintenancework(10) 1. $408.80 per week 2.Per 2 semesters --$14,308 3.Average student earning persemester--$189.00 Lease of one servicevehicle--$2,000 per semester,$4,000 per year(incl, gas, oil, & maintenance) E. Curriculum budget -- $2,000 persemester, $4,000 per year F. Additional Employees 1. One half-time secretary$2,500 2.Stationery and Postage $200 3.Telephone $200 4.Travel expenses $200 5.Printing costs $200 Total $3,300

Maximum Total for Recurring Operating Expenses $84,008

IV. Summary Costs A. Initial investment costs: $156,600.00 B. Annual recurring maintenancecosts:, $ 13,440.00 C. Annual recurring operating costst $ 84,008.00 Total first year $254,048.00

Plan #1 Income and E>j,', r_assiRevenue I.Rents -- average rent in area$56 per month A. 1. Median rent in area 056 per mo. perapartment 2.Average no, of apartment perbuilding rentable is four B. Assuming full occupancy and norise in rent after re- modeling 1. a.8 houses -- $1,792 permonth b.12 houses -- $2,688 permonth 2.a.per year 8 houses --$21,514 b.per year 12 houses --$32,256 -8- II.Additional tuition and roomand board payments notordinarily collectable $1,307 per student persemester A. (4) B. Total per year --$78,420 for 30 students C. Total tuition, roomand board (studentsand faculty) $81,045 m. Total Revenue A. 12 house base $32,256 B. Additional Tuition Income $78 420 C. 30 students, 3faculty $110,676 N.Funds required fromfoundationand government agencies: $143,372 Anticipated Revenue $110 676 Total $254,048 Plan II

1. This plan is based on the assumptionthat the large capital investment required of Plan I is notavailable. Therefore it is proposed that MacMUrray College, rent for one year,with option to buy at the end of that year, four to five singlefamily dwellings which would be rehabilitated by the local corporate agencyin the sub-city. 2.These single family houses would bewholly student and faculty occupied. 3.This program would involveapproximately 40 students and 3 faculty residents. 4.The students would pursue the same courseof study as outlined in Plan I. The only change in the twoplans is the renting of housesfor the project rather than involving a morecomprehensive kind of communityi, rehabilitation. Note: Mr. A. Donald Bourgeoisprevious director of Model Cities Program (St. Louis) urged participationin his program and indicated that here was a role for student inthe surrey stages. He further indicated that the Model Cities programmight be willing to cover some of the operating costsof the program in addition to paying a number of students for their participationin his agency's operation. Estimated Cost Analysis for Plan#2

Plan 4i2 Utilizing rental property I.Rental for 1 year A. 40 students (10 apartments@150) $1,84poo B. 3 faculty members families,(to payrent)°') Total $18,000.00

II*Recurring Maintenance Costs Same as in Plan 4411 but 5 housesrather than 8 - 12: A. Taxes (None) B. Utilities 1. Gas and electricity --$60 per month per house or $720 per house per year -$3,600.00/year total 2. Air Conditioning -- $40 permonth per house or $240 per house per year -$1,200.001 year total 3. Phone -- $10 per month per house or$120 per house per year -$600.00/year total Incidental repairs and upkeep:$250/mo. or $3,000.00 per house per year -$15,000.00/year total D. Insurance -- $100 per house per year or$500 per year Total $20,406.00 M. Recurring operating expensesfor two semesters A. Faculty -salaries -- $40,000 per year B. Board for 40 people($240/wk. $80400) C. 1. Student compensation formaintenance work -- $7,154 per two semesters 2. Average student earning persemester $90 Lease or service vehicle same asLn Plan #1 -- $2,000 per year includes gas,oil, and maintenance E. Curriculum budget - $2,000 persemester/$4,000 per year F. Additional Employees (Identical toplan #1) - $12,000 G. Administrative costs for supervisingcommittee @MacMurtay (Identical to Plan #1) $3,300 Total $76,854 *TotalCost First Year: $115,254.00

Plan 4i2 Income and Expected Revenue I.Rents (None) Additional tuition and room andbeard payments not ordinarily collectable A. $1,307 per student per semester B. Total per year $ 78,420/30 students $104,560/40 ztudents -11- C. 3 faculty members roomand board@ $865, total$2595.00 D. Total tuitions roomandboard 30 students and 3faculty $81,015 40 stdents and 3 faculty $107,155 m. Total Revenue -1st year $81,01530 students/3 faculty $107,15540 students/3 faculty

N. No foundation orgovernmental funds necessary.

-12-- Cost Analysis ExplanatoryNotes

1. Taken from 1960 Censusfigures for the area. The areahas deteriorated and thus the cost ofthe buildings would beless. 2.Rehabilitation estimates are made onthe basis of infor_lation supplied by the Bi-CentennialCorporation, not on the basisof particular houses. 3.Ibid. 4.Figures based on previousexperience at.the ChocolateHouse an affiliate program sponsoredby Webster College/ Washington University and Bi-CentennialCorporation. 5.Taxes vary widely butordinary tax differentials includethese limits 1967 tax records. 6.These figures are based onthe experience of theChocolate House/ a tripartateproject of Webster College,Washington University and the Bi-Centennial Corporation. 6.Ibid. Based on information suppliedby Bi-Centennial Corporationsaid insurance company estimatesfor total value replacementeach unit. The three faculty memberssalaries would be paidaccording to contract rate.

10.These figures are based on astudent compensation rate of90 per hour and 12working hours perweek/per student. The rate of $1.50 or $1.60 may bemaintained by participation inwork- study program.

11. Mac Murray CollegeCatalogue 1966-67.

12.Faculty members' residencewould of course pay room andboard.

-13- PROPOSED CURRICULUM The proposal is based on30-40 students and 3 residentfaculty members (in Philosophy-literatureand social sciences),for a regular 15 week semester and 16hours of academiccredit. This will be divided into 12 credit hours forregular academic work andfour credit hours for field work. The programwould involve extensivestudentfaculty inter-action and would strivefor a sense of being aunified academic community. Becau e of theintense life stylerequired of each student it is recommended that astudent make a one coursereduction in his total program. The field wrk would be done with theModel Cities Program,with various social service agencies, in studentteaching, in community programs to beestablished by the Project. The varioustypes of field work are described in a later section.The field work would occupy approximately12 hours per week of thestudent's time, in some cases this could e-end into a longer period of time.Each student would write a paper on his fieldwork experience, inwhich he would relate this experince to theacademic content of th program.These papers would alsoserve as a basisfor evaluation of student'sability to relate the experience to the academicpart of his program.The groups doing various types of field workwould meet for a one-hoursession each week todiscuss, evaluate, and plantheir work. The whole group would meet for a two-hour sessioneach week during whichthe various field work groups would report tothe rest of the group.This would serveto keep the entire groupinformed and to effect someevaluation and coordination of the program as awhole. The academic programwould stress an integratedanalysis of the 20th century city from theperspective of manydisciplines.It would beroughly divisible into 4credit hours of literature(satisfying either the Humanities V orVI requirement) and8 credit hours from the per- pective of the social sciences,although the two would beclosely oordinated. One-third of theacademic time (4 hours perweek) would be lectures, mainly from thesocial science perspective.Occasionally, supplementary lectures wouldbe given by outside resourcepersons. Lectures would be attendedby all students andfaculty. The remaining two-thirds of the academictime would be spent inseminar. The students would be divided intothree groups of twelve orfifteen. Each group would meetfor 8 hours per week,probably for four two-hour sessions. Normally, twofaculty members would bepresent at every session. Each student wouldbe responsible for three papersduring the semester, to be read,criticized,, and discussed inthe seminar. The seminar time wouldbe divided equallybetween the literature and social science parts of the program. -14- Attached is a sample week'sschedule.

1. The lectures would be held onweekday nights and on Saturday mornings, and would be theresponsibility of the socal science professors. 2.Field work meetings would be held onSunday evenings. 3.Three seminar meeting times areenvisioned -- 8 a.m. to 10 a.m.; 10 a.m. to 12 noon;and 4 p.m. to 6 p.m. This wouldleave ample time in which to schedule thefield work of the members of eachseminar group during theday. 4.The literatureprofessor would lead two of the meetingsof each up during the week.

5.Eacof the social science professorswould lead one of the remain- ingwo meetings. 6.The professors would distributethemselves so that there wouldbe one professor ateach seminar meeting in addition tothe professor leading the seminar. Eachprofessor would thus be spending 12hours in seminar each week.( A normal teaching load for MacMurrayfaculty) Each student's schedule of fieldwork, lectures, seminar meetings, and co-op work (e.g. maintainingthe apartments, preparingmeals, cleaning, etc.) would be required toshow adequate time left overfor study, (a minimuni of 24 hours perweek). A sample tabulation of the hours a student would spend in thevarious activities is attached.

-15-

, PROPOSED SCHEDULE:

MON. TUES. WED. THURS. FRI. SAT. SUN. 8Brkfst, Brkfst. Brkfst. Brkfst. Brkfst.Brkfst.lkicfst.

9AX AW AX AZ

10 "

EW BX BZ BX

II 11 12 " 11

ILunch Lunch Lunch Lunch Lunch Lunch Lunch

2Field Work Field Work Field Work

3 II II

4CZ CX CX CW

II 11 5 II 11

6Dinner Dinner Dinner Dinner DinnerDinnerDinner

8L Field Work 9 II II Evaluation Sessions 10 A SeMinar Groups X = Humanities Professor B 10 - 15 students W-Z= Social ScienceProfessor L = General Lecture(All faculty- Students present) Time Distribution Time Distribution Week Week Sleep 56 Field Work Evaluation Meals 21 Meetings 3 Lecture 4 Co-op Work Seminar 8 (Residence Maint.) 12 Field Work 12 (Area Maint.) Study, Personal Unscheduled52 Total 168 -16- Students would read 14 - 16 selected works forthe literature component of the program and selected readings fromvarious sources for the social science component. The specific course structureto be covered during the semester and the specific readings tobe required would be decided upon by the faculty and studentsjointly. A suggested course structure and a bibliography from which the readingscould be chosen is included with this proposal. The students would have accessto university and public libraries in the St. Louis area. The students would receive a pass-failgrade for the field work and a letter grade for the academicwork as a whole. Students wouldbe graded mainly on their papers and their seminarparticipation. Exams would be used at the discretion of theprofessors Involved. The field work papers would be due at the end of the semester.During the last week or two of the semester the field workwould be reduced or eliminated to allow time for the writing of the fieldwork papers I although the student would be expected to keep some on-going,day-to-day record of his field work experience as a basis for the paper. The criteria for the selection of students(other than personality characteristics) would be designed to produce a grouprepresenting many fields; i.e., not limited tosocial science majors.It is recommended that there be no prerequisite courses, and,it is felt that the program can. be made meaningful tothose with varying academic back- grounds. (The order of priority for admission wouldbe based on class standing: seniors, juniors, sophomores; freshmenwill not be able to participat). An absolute minimum cumulative grade point average of 2.5 would be necessary. The question of thestudent's compatibility in the community living situation will beconsidered further on. It is hoped that the selection of thestudents and the general superr. vision of the Pr-Jject would be the responsibilityof a committee composed of faculty, students, and administration.This committee will be re- presentative of the three divisionsi humanities,social sciences, natural sciences. It will be necessary to have a resident groupin Project buildings'during the entire year for maintenance purposes.This will require the staggering of vacations and will make some type of summersession necessary as well as desirable. The summer periodcould in.volve a 6-week academic session with more field work than, and anacademic content differing from, the regular academic year sessions.Other possibilities might involve students living in the Projectbuilding while studying at the summer sessions of the various schools in the area*working on community programs established by the Project, working*ith Head Start, orworking on regular jobs in the area. The same systems ofcommunity living and apartment maintenance would be used during the summer.The summer months might -17- also be used to establish communityprograms that wouldcontinue as field work during the academic year.Students participating tim the Project during the fall semester might arrive twoweeks to a month beforethe semester began for orientationto the community and totheir field work jobs. Students attending thespring semester might wish toremain with the project for the summer.Thus, there are a number ofmethods by which the minimum contingent couldbe maintained throughout the summel'. Seminar rooms and living quarterscould be used during the summerand other vacation periods for urbantraining conferences andother groups representing private, governmentand religious bodies. Although this project does notlend itself to a full courseof study in the Natural and Physical Sciences,it is hoped that anarrangement could be made to introduce natural orphysical science students tothis program. An independent studywhich utilizes the vast resourcesin the natural and physical sciences of suchfacilities as McDonnellAircraft, St. Louis University, Washington Universityand the many hospitals andlaboratories is possible. These agencieshave indicated a willingnessto utilize student work. These agencies could alsoeasily be used to amplifythe curriculum of either the natural or physical,sciences. It is further envisionedthat a natural or physicalscience faculty member be used in either lecture orseminar where theinterdisciplinary approach is mandatory. The mostlogical problems involvingthe interdisciplinary approach would be inover-population and food supply analysis. This major problem wouldbring to bear ama)amum degree of concentration in all thosedivisions. Other suchproblems with a complete interdisciplinary approachwould be urban planning,land use, air and waterpollution. However, even withoutthese areas of specialized problem concentration,the St. Louis Project hasvalue. The project in its new context isvaluable because the contextof urban life itself is a motivatingforce for curricular expansion.This exp4Ssion cannot help but lead to abroader and deeperunderstanding of human life.By changing the contextfrom campus to communityall phases of the curriculum of anyinstitution may be thusamplified. This then leads to Plan_III. Plan III is seen as a reliablealternative for any institutionwhich feels that a contextual alterationsuch as developed in Plan Iand II is a meaningful part of themodern educational structure.This plan, the simplest and least costlyof the three, is simply totake advantage of the vast number of very largeold homes of a previous era.Many of these homes because of their enormoussize (as many as 20and 28 -18- V4,44,

rooms) have been made over into apartments.There are many reasons for this but the most frequentlydiscovered one is that the maintenance of these buildings becomes so expensive afamily of 4 or 5 simply cannot afford to live in these oldhouses. A number of these homes were noted in the 4400 to 4800 blocks on WestWashington Blvd. This street which cuts the central cityin half has, about 3 miles from the central business district, arather interesting sociological configuration which would lend itself welI tothe general aims of this project. In a rough rectangle withDelmar Ave. to the north and Olive Street to the south it is locked inby these two streets.Both Delmar and Olive have been commercially zonedwhereas the great bulk of Washington Blvd. is purely residental.With two commerical arterles bounding it and with the increasinghesitancy on the part a whitef.3 to remain in such a context there arefrequent exits leaving vacantrather large and fairly well kept up homes.These homes athough not new would make excellent fraternityhouses were they located within a university area and were they not in quite soconfined an ecological configuration.It is felt that if an area underother circumstances would become amenable to afraternity system why could this notbe translated into a far more (cOmmunity andservice oriented) desirable unit? The purchase price of these units variesfrom 10 to 20 thousand dollart depending of course, on size andcondition. Several of these homes are owner occupiecL But manyunits have previously been altered to include several apartments.However, in discussion with 2 owners in the 4400 block ofWashington Blvd., it wasdiscovered that they would have been amenableand would have welcomed a group of faculty and studentswho would have paid a fairrental, but in addition would have borne the costof complete maintenance.This would have netted the owner a fixedincome with no deteriorationand no upkeep costs. Thus, a unit with 14 rooms couldeasily accommodate 20 students and 2 faculty, while another house onthe opposite side of the street would have accommodated the remainingstudents and faculty. These two units would rent(in the unaltered state) for $300 per month. Allowing another $300 per house forupkeep (including utilities)the total expenses for a full 12 monthwould be $104.800.00. All ofwhich would be returned through the incomefrom the students' tuition. This plan though virtually devoidof the large scale rehabilitation plan which the other plans incorporated isquite feasible on a small scale with a minimum of capitaloutlay. The major expenses wouldbe furnishing the rooms and feeding thestudents. These expenses have been broken down previously in theexplanations and cost analysis of the previous two plans. -19- The following two proposed coursestructure outlines aredeoigned to acquaint the studentwith material in the socialscience and philosophy- literature components of theacademic aspects. It will benoted that all those subjects and readingspertaining to them will begreatly amplified by the contextual alterationof placing the group withinthe urban community framework. It will be noted that thehistory of the city includesearly forms and problems, but only when onelives in the urban community canit be exemplified how multiple dwellings were soeasily accommodated to the original "town house," or"brownstone" construction of earlier eras. These homes designed withstairwells on only one side and2,3, or 4 floor construction were veryadaptable to the modern needsof multiple occupancydwellings. With the increasedload on all the facilities (originally designed for one family)deterioration quickly set in.This deterioration, unchecked by propermaintenance and community un- willingness to repair property notowned by the occupants,readily facilitated advanced dilapidation.It is a problem such asthis that cannot be fully understood norsolved unless one has firsthand knowledge of its development, thearchitecture, and the increased pressureby population concentration. Thisinformation and many other areasof observation are but one small facetof the St. Louis Project. The proposed course structurewhich follows is designed toshow the minimum amount of studentacademic exposure. Much morewill be involved in this phase of the project.It must be noted that noneof this is the actual social service orcommunity involvement phaseof the project. PROPOSED COURSE STRUCTURE -- SOCIALSCIENCE COMPONENT I.The History of the City: origins of the City;the Greek city- states; the Medieval city; the Renaissance -growth of the middle class, commerce* and urban culture; theIndustrial Revolution - the industrial city. McKelvey, Blake. The Urbanization of America.New Brunswick, New Jersey: Rutqers University Press, 1963. Mumford, Lewis. The City in History. New York: Harcourt, Brace, and World, 1961. II.The Modern City. A. The City as an ecological system:the interaction between men and between men and theenvironment - the limited supply of the environment. The city as a systemof systems. Demography and growth patterns.

Andrews,Richard Bruce. Urban Growth and Development, a Problem Approach. New York:Simmons - Boardman, 1962. B. The Government of the City: influence andleadership; partisan politics; municipal corporations,their structure and operation; systems of services. Adrian, Charles R. Governing Urban AmericaNew York: McGraw - Hill Books , Inc., 1961. Greer, Scott. Governing the Metropolis* NewYork: John Wiley and Sons , Inc., 1962. C. Urban Sociology: the social structure of thecity - class, status, social institutions; the role ofeducation. Hatt, Paul K.* and Reiss, Albert J.* Jr.,eds. Cities and Society. Glencoe, Ill. : The Free Press, 1951. Silvek, Louis. Man in Metropolis. New York:Doubleday and Col.* Inc., 1966. D. Economic structures of the City. Isard, W.* Kavesh, Robert A., and Kuenne,Robert E. "The Economic Base and Structure of the Urban -Met- ropolitan Region." The American SociologicalReview. -21- -771,

XVIII (June, 1953),317-21.

III. Modern Urban Problems.

A.The economics ofCity life. 1. The environment:land use and ulThnsprawl; the frustration of personal and socialgoals by present patternsof land use; zoning. Environmentalcontrol; pollution of airand water; sanitation. Chapin, Francis Stuart.Urban Land UsePlanning. New York: Harper,1957.

2. Transportation:commuting and isolation;traffic and parking; expressways vs. masstransit. Meyer, John Robert.The Urban TransportationProblem. Cambridge: The HarvardUniversity Press, 1965.

3. Poverty: unemployment;unemployability; race; thefailure of welfare. Harrington, Michael.The Other America.Baltimore: Penguin Books, 1962. 4. The cost of services:public or private; taxation;property tax vs. earnings tax.

Renort of the 1/la.n7.1andCommission on State -Local

- Fiscal Relations. 1965.

B. ,Community in the City. 1. The Negro ghettoand race relations:segregation of housing and education;employment discrimination;discrimination in police protection andcity services; thebreakdown of the Negro family; civilrights organization;Black Nationalism. Drake, St. Clair, andCayton, Horace R.Black Metropolis: A Study ofNegro Life in a Northern City.2 vols. New York:Harper, 1962. Glazer, Nathan, andMoynihan, Daniel Partick. Beyond the Melting Pot.Cambridge, Mass.: M.I.T. Press, 1963. -22- 2. The single-use neighborhood: bedroomsuburbs; one- class ghetoes; slums. The flight of thenilliddle class; absentee landlords, housing codes;"incompatible land use." Dobriner, W. M. The Suburban Commun1ty01958.

Tebbel,Robert The Slum Makers* 1963. 3. The integrated community: componentsof stability and regeneration. Jacobs, JaneThe Life and Death of Great American Cities. 1961. 4. Social disorganization: crime; familydisorganization - instability, loss of functional vitality,breakdown of community support, rioting - poverty and race. Gordon, Mitchell. Sick Cities. 1963. Gulick, Luther Malsey. The MetropolitanProblem and American Ideas. New York: Alfred A. Knopf, 1962. C. Values 1. Psychology of city life:psychological stresses of urbanization; alOWaiilism and drug addiction;the autonomous 'man. Srole, Leo, and Others. MentalHealth in the Metropolis. New York: McGraw -Hill 1962. 2. Aesthetics, Philosophy, and the City. a.Aesthetics and the environment: housingand the personal envirdnment: parks; public artand architecture design and content; the role of government. Gideon,Siegfried. Space, Time, andArchitectwe b.Attitudes toward the City: the 'traditionalrural attittide of America; the emerging positiveattitude; the church and involvement. 723-

' Cox, Harvey. TheSecular City. New York: MacMillan, 1965. White, Morton and Lucia.The Intellectual Versus the City. Cambridge,Mass.: Harvard University Press, 1962. D. Allocating Values -governmental and politicalfunctions. 1. Political organizations:the vestigial machine;the failure of "Good Government"movements. Greer Scott; Metropolis:A Study of Political Culture. New York: JohnWiley and Sons.

2. Administration: therole of the expert;effective organization; making officials responsibleto those whom theyaffect. Bonfield, Edward, ed.Urban Government. 3. Machanism vs. Organism:the proliferation ofgovernmental organizations; coordinatingboundaries with functions,i metropolitan government. Wood,' R.C. Suburbia;Its People and theirPolitics. 1959.

4. Intergovernmentalrelations: the federal role;grants in aid and the stringsattached; responsibilitiesof the states; cooperative federalsim. Gonnery, Robert H.,and Leach, Richard H.The Federal Government andMetropolitan Areas. Cambridge: HarvardUniversity Press. 1960.

Ne The Future of the City. A.Megalopolis: the presenttrend; the multiplication andinten- sification of problems;inadequate governmental systems. Fortunet editors of.The Exploding Metropolis. Garden City, N.Y.:Doubleday and Co., 1958. Gottman, Jean. Megalopolis:The Urbanized Northeastern Seaboard.1961. P.odwin, Lloyd, ed. TheFuture Metropolis. 1961,

-24- B. Urban planning: necessity;establishing priorities - what values? divergentphilosophies and approaches; structures and methods for planning;the Model Cities program. American Academy ofPolitical and Social Science. Urban Revival: Goalsand Standards. 1964. Breese, Gerald William,ed. An Approach to Urban Planning, Princeton: PrincetonUniversity Press, 1953. Perloff, Harvey, ed. Planningand the Urban Community., Pittsburg, 1961. Woodbury, Coleman, ed. TheFuture of Cities and Urban Redevelopment.1953. C. The City in relation to thebroad trends of the twentieth century. 1. The City in thedeveloping nations: the transitionto industrialization and urbanization; can welearn from the past to meet presentproblems? 2. The City and the populationexplosion: increasing concentration of urban population;meeting the problem - birth control? decentralization? 3. The City and the scientificand technological revolutions: the basis of urbanization intechnology; the influenceof technology in urban problems;the problems and possibilities of science and technologyrevealed and intensified inthe City. Anderson, .*Nels. TheUrban Community: A World Perspective. New York:Holt, Rinehart and Wilson, 1950. Boulding, Kenneth E. TheMeaning of the Twentieth Century: The Great Transition.New York: Harper and Row,1964. Lewis, Arthur 0., Jr. OfMen and Machines. New York: Duttonand Co., 1963.

-25- PROPOSED COURSE STRUCTURE PHILOSOPHY-LITERATURE COMPONENT

7' Interdisciplinary introduction A.The general theory of interpretation:what is "understanding"? Text: Portions of Gans-GeorgGadamer's forthcoming Truth and Methodology:Principles of a Philoneneutics (Sheed &Ward, 1967 or 1968) Text: Portions of the Develo Richard E. Palmer (unpublished) B. Levels and modes of understanding inliterary interpretation compared with focus, objects of interest,and methodology in sociology, political scienceand social psychology. Text:C. Wright Mills: The SociologicalIma ination. Stephen Strasser, Phenomenology inthe Social Sciences. Martin Heidegger, Discourse onThinking. Richard Palmer, "Is Objectivity andIdol?" in The Teacher and the University. Kenneth Burke,Grammar of Motives. Welleck and Warren, Theory ofLiterature. II. The Larger Context The modern temper as reflected in20th century European novels, poetry, and drama. Text: Kafka, The Trial and Selected Stories. Camus, The Plague, Rilke, Duino Elegies. Sartre, No Exit and otherplays. Some forerunner such as Zola,Balzac, Dickens, Gogol, Hauptmann, Ibsen, and Shawmight be read. The works will be explicated in termsof the way they reflect certain distinctly modern problems:the loss of a dependable sense of reality, theexperience of personal alienationin technological society, the difficultiesof communication which produce feelings ofspiritual isolation and sterility, devaluation of peity and religious norms.

III.Film and Drama as ContemporaryMediums Text:Arnheim, The Film as Art. Taylor, Cinema Eye, Cinema Ear. Bergman, Four Screenplays(Smiles of a Summer Night, Seventh Seal, Wild Strawberries,the Magician) Gardner, A Thousand Clowns. Miller, Death of a Salesman. Albee Tiny Alice ( ? ) or The ZooStoryl_ Max Frisch, Andorra.

IV. The Negro and Negro Writer in theUnited States concentrating on urban problems -26- Text:Herbert Hill (ed.) Anger and Beyond. Ralph Ellison, Invisible Man. Richard Wright, The Outsider. James Baldwin, Go Tell It on theMountain. Brown, Manchild in the PromisedLand (Harlem) Ossie Davis , Purlie Victorious. Soon One Morning: New Writingby American Negroes. Griffen, Black Like Me. Oscar Lewis, La Vida. Henry Roth, Call it Sleep.

V. Urban Ethos An effort will be made in thefinal portion of the semester to focus on formulating a conception ofthe "urban ethos as reflected in the various works read,especially from works more directly related todepicting modern American city life. Text:Arthur Miller, Death of a Salesman. Henry Miller, Sunday in New Yorkand 112elrop.c of Capricorn. William Hanley, Slow Dance on theKilling Ground. Bernard Malamud, The Assistant. Paul Goodman, Growisurd. Nelson Algren, The Man with the Go enArm and The Neon Wilderness. Kafka, America.

-27- PART TWO:

Geographic Area Analvsio The critical problemwhich faces any institutionembarking on such a venture isthe choice of a proper site.The good offices of the Model City Agency were veryhelpful in minimizing a problemthat would have taken vast sums of moneyand time to duplicate theinformation. Before a consideration of anyspecific block which would meetall the criteria for the Project somegeneral information must beintroduced. Since the Project is designedprimarily to work in conjunctionwith such an institution as theModel City Agency, thenthis information is primary. The Model City Agencyof St. Louis has selected atarget area and this target area hasbeen divided into fivesub-cities. These sub- cities are by no meanssimply arbitrary choices but arethe result of vast research andobservation to determine the areasof greatest need and potential. The actual areaencompassed in the Model CityTarget Area is shown on thedetail map following. It can be seen thatthe Target Area (see scaleof miles) encompasses several square miles. This areais infested with dilapidatedand deteriorating housing. The streetsand alleys are strewnwith litter and various types of. debris. However, onesingle fact is quite clear,that the people of the area have a senseof .neighborhood. Thisis quite evident when talking with thepeople of the area. Theydo not refer to themselves as living in "northside" or"downtown", they simply refer to their section such asCarr-Central, or Yeatman or others.This fact has been duly noted by theModel City Agency. Theyhave accordingly tried to take advantage ofthis fact by establishingorganizations for cooperative activity withinthe entire Target Area,while preserving the unique characteristics ofthe neighborhood. EachSub-City has a distinct characteristic thatshould be preserved if at allpossible. In order to fit into this schemeif a college unit shouldlocate within one of the sub-city areas itshould be known by the nameof that neighborhood and not by any othernomenclature. This will at leastidentify the unit with the neighborhood.An example might be:Yeatman Project or Carr-Central Project, rather thanSt. Louis Project.Although this may seem to some as amoot or irrelevant pointit is in fact quite important. The main point ofidentification must be with theneighborhood and not with any other agency oroperation. To do so will beginthe alien which has characterized somuch of the social service aCtivities in years past. Another important considerationin site location and initial consideration is to note theessential philosophy of the ModelCity Agency. "The need for exchange ofideas goes beyond our own needs as a Model City Target Area.We mus-e remember that the Model City Programis a 'demonstration' program. It is an experiment. We aretrying to prove to the rest of the country and to the governmentthat the democratic -28- way of dealing withthe problems of the cities is the best answer. The Model City way saysthat cities can be im- proved only when the people who live in them decide what changes need to be made." (Model City Agency Planning Manual) Although a site may seem to be the ideal location for the Project if the full. support and acceptance of the community is to be forthcoming, then they too must have some say in the placing and type of dwelling involved. The Director of Planning has assured the Project Directorthat personal introductions and meetings will be arranged to determinethe final location and area. This fact also could easily bG omitted from a planning session, but to do so would be to jeopardize the project.

-29- - . i.-. ,, 'I 0....,.,...... - mratc:mall. Nim, lialis - .ve, - / I It ,z \'A _, - , A z .. -ii* .. ,. le,131P-VrOt ----Ili" 01. tetlIF441443 gilL," Atte/ - i) 1 1 irtariqrstfarir,SEA - - t s - J- -- °.101112 ...'. 0 MO, -11Pk-loo*S.0%04%.'COI IF* F,-ettrifiLioNztf.pelt,..-.4 kft P,94/N 'N *,\L'141,._ g .... ' a .-° - 10 tolfre-:- *AL 4 az,v4r AiarkiwikOteek,01*, lir . We '' maiort4trt, 'ft 10)0) w..4's i .III etook004, 04pr , -' * NO .0.* -0°0 --010:1E% 4. t.- -- *.°V)51. 160/e4%;t11::Wiritte1041 aft '''4411.1.004k174:pir .-1V.**418f4kAt 44006Plioe a?" ' 41/4/1144k N 4'" 7 AO 1,,,,asfiatrAt#4%.,..-1111ittw' ittIZ.`, VI*1.41 OittoittiftlY:ottrz***1 Voiltii- "..-1217.11. e a 0 0 - . izektv: 1-11 54 - 414',',) I ,,,,,,ok,Att tkpe ig, f.-;-, Ad _Ark pir 42% )p,44,. it t c ,t*,44 0°1,, 4 414, 7! 1,,_,SUCt'fr -4. 0440'' MAtotp.0,itift;VATIO*,,i4atoV Ita 40t, 4: to,,,,, ..41,"Pw \11.11CM4'4-114-141, I ratiCiolikty- i . ar 4 . I ,44,14WI.,,c-p-WcOVie*: ,filibla _. ... 474/4,1PVt1 fj 17: w 1k 4lettbir ki,4*,4t f I& ifitN 4.,,t,t444:/* x : f .412 17064,4, ti: IMO ..1 r% jr ./. t.):! z ---Ir-f7,4,-.44-two 0 iikoteMtviat..,,,,A. iiiisoft.,,,,.,t-..,44,ekiffchrijr; 4 I, - ` I-I k.,./fdpogif-1,-4,,,,,, I ' 44,6_0444\ tk. 44,41.':'''cP\ 4AfeiteitS4Lib:z Nkt 441*/ 0:e',04470priralfaill5FILMEIng-74t-ivsiV.t.P.-.7.4,viramii.-.-.-mmi gisi lermoursii -.:f - -VieffeltjoiiirliiLW.:Eingtralfiiiii all ilLiaill4114 .iiiial AoriediNC gi lay , p Italia'. -:-.,/iijf I l.04'2A40_, Pt.3 w4,t? 4w F. . 1,4*-,4744:laninTORSWP441.1 tip 4441 1 . A P , di eark ' gizi,a4 i'' . 1 Plisiti t eio *N04 i -re, ACIMV44-,"- N4*-**41411144. 'a 1 ' ' 4 Z r A 1044 Pica; 2 ie -3.04ffe1/ :14, Se ./ FittietAiiminioviteli, 4 444/is **''' 4. bill " . - 4'i Wiliterfilliiial*HELMIRREP lig 1*-11 t, ' I.,illttNy -14114,11artire*14, . OA ' Sit %/Atitet..PrO S # 4' ' /**-44 11,494M-*** 40 1117 .z4t.itt-iiiiq 7 SE ' ' 40 TP wArigotil 1#41:1;ifflalift- czAraill Vvr17,4047r - lreagili641 4 eislAr P iitevaleitee4,,,r . - I 4-4v: \P4k, v - : g i c kir" )114'41 -111177 raft The area outlined roughly on thedetail map preceding encompasses all five of the sub-city areas. These areascorrespond somewhat to the actual neighborhood districtsidentified by the Human Development Corporation. The Sub-Cities are however,in all cases somewhat smaller than the original neighborhoods. The following sketch shows how theentire target area is broken up into the five sub-cities.

A. Carr Central Area B. Montgomery Hyde Park Area C. Murphy-Blair Area D. Pruitt-Igoe Area E. Yeatman Area

Each of these areas has alreadyestablished a neighborhood coordination group. These agencies willbe'responsible for coordinating the planning for each of the fiveModel-City sub areas.

-31- The basic criteriafor membership inthe coordinatingcommittee can besummarized briefly inthe followingstatements: in the area (a) A minimum of80% of themembership must reside is to be 16 yearsof age (b) The minimum age by the (c) At least 33%of the membershipmust be classified Opportunity as "Poor." Office of &Nal cannot at the same 4c1) A member of theBoard of the organization time be employedby the corporationwhose job it is toactually:44 perform the rehabilitationwork. Project need The essentialdetails which will mostgenerally affect the to be outlinedand explained foreach of the sub-cities. been developedby The questionsand percentagecomputations have The ligfures areonly estimates the HumanDevelopment Corporation. form of public based upon answersgiven by peoplewho have sought some are not fullyindicative of the areas,they do reflect aid. Although they and mirroraccurately the stark conditionspresent in each areaor sub-city the unique natureof each sub-city.

-32- Sub-City: A.Carr-Central District andModel Cities' Desoto-Carr This district isbounded by Broadway,Jefferson, Delmar, Carr,20th and Cass. Thedistrict office islocated at 1121 N. 9th St.with a 1521 Carr Street,(Plymouth House). TheModel sub-station located at for this City Agency has easof this writing,notestablished an office sub-city. because It is important to use1965 estimates ofvisual identification of the rapid tiansitionthrough which manyof these neighborhoods go in a short periodof time. estimated by researchesof both the ModelCities As of 1965 it is people are program andthe Human DevelopmentOffice that 12,000 living in this area.The estimates indicatethat about 75% ofthe population is Negro.There has been adefinite populationdecrease since 1960 due tourban renewal slumclearance which hasproduced vacant land not yetredeveloped, the intrusionof the Mark Twain expressway whichtook out residencesand the expansionof the central, business district. total of 14,457 peoplein the area.2,824 whites In 1960 there was a total and 11,633 Negroes.Whereas the estimatefor 1965 indicates a in the area with3,034 whites and8,203 Negroes. of 11,237 people living of These figures wouldindicate that there hasbeen a sharp decrease Negro population with aslight increase ofwhite population. characteristic of the areais characterizedby dilapidated The ecological warehouses row housesinterspersed with truckinglots and companies, and loading platforms.The George VaughnApartments, the CarrSquare Village and CochranHousing Development arethe low-incomehousing projects in the area. indicated that 7,095 The educationallevel is low. The 1960 census people were over the ageof 25. Of that grouponly 251 has reached the first year of college orbeyond. 2,001 had anyhigh school education, whereas 4,843 hadeither an eighth gradeeducation or less.There were also 385recorded as havingnatformal education atall. striking by its deprivation.Only 204 family units The economic level is 50% of the had an income of$6,000.00 per year orhigher. More than 2,816 family units has atotal income of lessthan $3,000.00 per year. This area embracesproblems of majorproportion. Asocio-demographic form was circulated to atotal of 3 , 294respondents. Althoughthe results are not necessarily areflection of thepopulation as a wholethey do reflect accuratelywho has sought servicesfrom the various programs in the district. -33- I. Race: Caucasian 6.8%, Negro92.9%, Other 0.3% 2. Sex: Male 32.6%, Female 67.4% 3. Marital Status:Single 29.6% Married fi 38.1% Divorced 5.3 % Separated 21.1 % Widow(er)5.9 % 4. Higheat Grade Completed:Under 4 2.5% 4-8 22.7% 9-11 51.7% 12 20.6% Over 122.5%

5. Type of Residence:Home Vor Flat 10.4% Apartment 85.7% Rooms 3.2% Institutional Residence 0.1% Other 0.6% 6. How Long at Present Address:0-6 Months 22.7% 0.5-1 Year 41.1% 1-5 Years 20.0% 5-10 Years 15.80/0 10 Years over 0.4%

7. How Long in St. Louis Area:0-6 Months 2.0% 0.5-1 Year 0.5% 1-5 Years 10.4% 5-10 Years 9.2% 10 Years over 77.9%

8. Are You the Head of theHousehold or family: Yes 55.2%1 No44.8% If no, What is Your Relationship tothe Head of Family or Household? Wife 2.7% Son 3.1% Daughter 1.7% Other 92.5% (Combines "Other"and "no Response")

-34- 9. Write in the Age ofeach Person in YourHousehold or Family:

1-5 8.9% 6-9 5.4% 10-19 17.8% 20-29 32.8% 30-39 18.7% 40-49 9.4% 50-59 4.1% 60 over 2.9%

10. Are You Employed? Yes40 0%, No 60.0% If Yes, How Many Hours perWeek do You Work?

0-15 33.8% 16-35 1.1% 35 over 65.1%

11. Current or Previous Typeof Occupation: Professionals Technical or Managerial 3,4% Clerical 5.4% Sales 2.0% Manufacturing or Construction 13.9% Service 39.3% Miscellaneous 1805% None 17.4%

12. How Long Have You BeenUnemployed? 0-3 Months 16.9% 3-6 Months 33.3% 6-12 Months 4.4% 12 Months over 4504%

13. Are You Looking for WorkNow? Yes 71.1%, No 28.9% 9.1% If Yes, Are You Lookingfor:'2 ulltime 90.9%* Partime 1

-35- 14. If You Are Not Working, Are You Just Starting to Look for Work 29.1% Unable to Find Work 39.3% Sick or injured 7.8% Busy Caring for Family 13.9% Retired 1.2% Other 8.6%

15. Do You Receive Income From any of theFollowing Sources:

Odd Jobs 4.4% Job Pension 0.4% Aid to Dependent Children 35.3% Old Age Assistance 3.0% Social Security 6.2% Child Support 5.1% Veteran's Administration 1,8% Unemployment Compensation 2.3% Other Public Assistance 1.9% Miscellaneous 1.9% None 37.8%

16. What is the Total Yearly Family orHousehold Income? Less Than $1,000 12.6% $1,000 1,499 0.5% $1,5002,999 4.0% $3,000 over 82.7%

17. What is Your Weekly Total EarnedIncome if Employed: Less Than $20 7.0% $20 - 35 2.9% $35 - 50 0.2% $50 - 75 0.2% $75 over 89.7%

18. Have You Ever Been Convicted: Yes4.2%, No 95.8%

19. Do You Have: Driver's License - Yes 93.9%, No6.1% Chauffer's License - Yes 0.0%,No 100.0% Transportation to Work - Yes 82.9%,No 17.1%

20. Are You a U.S. Citizen? Yes90.9%, No 9.1% -36- 210 Do You Have a Physical Disability? Yes 6.0%, No 94.0% 22. Military Services Yes 7.0%, No 93.0%

23. Employment Records

Type of job - (1)* (2) (3)

0-Professional 0.0% 0.0% 0.0% 1-Technica1 or Managerial 0.2% 20.4% 0.0% 2-Clerical 10.1% 6.4% 25.6% 3-Service 37.1% 24.3% 7.9% 4-Farming, Fishery, Forestry and Related 0.0% 0.0% 0.0% 5-Processing 14.9% 7.1% 1.5% 6-Machine Trade 20.5% 7.8% 10.9% 7-Bench 13.0% 24.5% 36.0% 8-Structural Work 0.7% 0.5% 1.3% 9-Miscellaneous 3.4% 9.0% 16 9%

Length- Less Than 1Year 73.2% 65.6% 44.2% 1 3 Years 26.3% 31.6% 9.2% 3 Years over 0.5% 2.8% 46.6% *Most Recent job

Several programs exist within the area which would welcome the volantary support of several college trained young people. A summary of these programs follows. There are three Neighborhood Action offices located in the area. They are Carr-Central, Plymouth House and Vaughn Branch. There are four head start units operating at St. Patrick's School, Franklin School, Dumas School and St. Nicholas School. A voluntary Improvement Program is resident at St. Patrick's School. A voluntary Improvement Program is 1535 N. 7th Street, and a Concentrated Employment Program Office is at 1904 O'Fallon. These programs are in present operation. It can be readily appreciated that the peculiar nature of Desoto-Carr Sub-City would be an excellent area for the Project to locate.

-37- Montgomery-H de Park Districtand Model Cities Mont omeSub-Cit The Model Cities Sub-Cityis bounded by Cass Avenue,Jefferson Avenue, 20th Street,Natural Bridge, Palm Streetand North Florissant Street. There are approximately25,000 people in this area asof the 1965 estimate. The percentageof Negroes has iacreasedfrom 4% to 32% from 1960 to 1965, while whiteresidents have decreasedapproximately from 96% to 65% since 19600Present populationdistribution is a total of 25,855 people,17,432 white and 8,453Negro. Whereas in the 1960 census there was atotal population of 27,302with 26,175 white and 1,127 Negro. It can be appreciatedreadily how dramatic hasbeen the racial characteristics change in the yearssince the last census. Although the area markedfor the Sub-City isconsiderably smaller than the Human DevelopmentCorporation Area, theModel City Sub- City is located in the partof the area most affectedby the enormous changes which have occurredsince the 1960 census. The 1960 census indicatedthat there were 6,329people over the age of 25, but only 124 hadreached the first year of highschool. Only 1.644 had any high school,and 4,561 had only aneighth grade education or less. In this area in1960 there was a largewhite population with a low levelof educational achievement. In relation to economicachievement about 21% of thefamily units in the entire HDC area had anannual income of less than$3,000.00. Of the 7,248 family units3,291 had total annual incomesof between $3,000.00 and $6,000.00. This area is one of theold neighborhoods of St.Louise- Most of the housing is composed ofbrick tenements, which wereoriginally designed as singlefamily homes, but which ashas been stated previouslylent themselves peculiarly tomultiple family occupancy asthe areas changed. A number of agenciesoperate programs in the area.Such as the Greeley PresbyterianCommunity Center, MonsignorButler Neighbor- hood Center, NeighborhoodAssociation, CrudnenLibrary, Y. M.C.A. North Side Branch, The Societyof the Little Sisters ofthe Poor, Jewish Center for Aged, St. LouisAssociation of Homes for Aging,Montgomery Health Center, BicentennialCivic ImprovementCorporation. These agencies operate specialized programsand could use the servicesof both students and faculty toexcellent advantage. Thedetailed analysis based on the Socio-Demographicforms circulated (3,762)indicate the following information. -38- 1. Race: Caucasian 22.7%,Negro 76.8%, Other 0.5% 2. Sex: Male 40.1%, Female59.9% 3. Marital Status: Single 50.7% Married 34.3% Divorced 3.9% Senarated8.9% Widow(er)2.2% 4. Highest Grade Completed: Under 4 1 6% 4-8 24.8% 9-11 54. 3% 12 16.4% Over 12 2.9%

5. Type of Residence:Home Vor Flat 53.5% Apartment 43.0% Rooms 2.7% Institutional Residence 0.2% Other 0.6%

6. How Long at PresentAddress: 0-6Months 32.8% 0. 5-1 Year 58. 3% 1-5 Years 4 9% 5-10 Years 3.9% 10 Years over 0.1%

7. How Long-1n St. LouisArea: 0-6 Months 0.5-1 Year 1-5 Years 5-10 Years 10 Years over

8. Are You the Head of theHousehold or Family: Yes37.3%, No. 62,7% If no, What is YourRelationship to the Head of Family orHousehold? Wife 5.7% Son 6.2% Daughter 7.0% Other 81.1% (Combines "Other"and "no Response" 9. Write in the Age ofeach Person in Your Household orFamily:

1-5 6.6% 6-9 7.7% 10-19 28.9% -39- 20-29 36.4% 30-39 11. 5% 40-49 5.2% 50-59 2.0% 60 over 1.8%

10. Are You Employed? Yes28.0%INo 72.0% If Yes, How Many Hours perWeek do You Work?

0-15 39.8% 16-35 4.7% 35 over 55.5%

11. Current or Previous Typeof Occupation: Professional, Technical, or Managerial 3.4% Clerical 10.4% Sales 2.5% Manufacturing or Construction 16.0% Service 37.0% Miscellaneous 14.2% None 16.4%

12. How Long Have You BeenUnemployed? 0-3 Months 21.2% 3-6 Months 41.2% 6-12 Months 5.5% 12 Months over 32.1%

13 Are You Looking for Work Now?Yes 78.9%, No 2110/0 If Yes, Are You Looking for:Fulltime 91.2%, Parttime, 8.8% 14. If You are Not Working, Are You: Just Starting to Look for Work 48.4% Unable to Find Work 34.4% Sick or Injured 3.3% Busy Caring for Family9.8% Retired 0.1% Other 4.0% 15. Do You R6ceive Income From anyof the Following Sources: -40- Odd Jobs 3.1% Job Pension 0.2% Aid to DependentChildren 17.8% Old Age Assistance 0.5% Social Security 3.6% Child Support 3.6% Veteran's Administration 1. 3% Unemployment Compensation1.3% Other Public Assistance 1.1% Miscellaneous 1.9% None 65.7% 16. What is the TotalYearly Family orHousehold Income? Less Than$1,000 $1,000-1,499 $1,500-2,999 $3,000 over 17. What is Your WeeklyTotal Earned Incomeif Employed: Less Than $20 $20-35 $35-50 $50-75 $75 over

18. Have You Ever BeenConvicted? Yes 10.2%,No 89.8%

19. Do You Have: Driver's License - Yes87.9%, No 12'.4% Chauffer's License - Yes0.4%, No 99.6% Transportation to Work -Yes 93 3%, No 6.7%

20. Are You a U.S.Citizen? Yes 99.9%,No 0.1%

21. Do You Have APhysical Disability?Yes 9.1%, No 90.9% 22. Military Service:Yes 4.8%, No 95.2%

23. Employment Record: Type of Job- (1)* (2) (3) 0-Professional 1.4% 1.2% 1.6% 1-Technical or Managerial 2.7%2.0%3.5% -41- 2-Clerical 8.2,°/0 20.8% 14.7% 3-Service 50.3% 42.6% 26.2% 4-Farming, Fishery, Forestry and Related 0.6% 0.3% 0.0% 5-Processing 13.8% 12.0%-8.7% 6-Machine Trade 7.5°,6 3.1% 17.8% 7-Bench 5.3% 4.2% 8.0% 8-Structural Work 1.6% 2.3% 4.2% 9-Miscellaneous 8.5% 11.0% 15.2% Length-Less Than 1 Year 55.3% 73.2% 63.0% 1 - 3 Years 42.8% 22.1% 15.4% 3 Years over 0.9% 4.7% 21.6% Reason Left- Quit 3.7% 3.0% Fired 41.5% 15.2% _ 0/0 Laid Off 52..4% 81.8% Other 2.4% 0.0%

* Most Recent Job

Several Human Development Corporation).Programs are presently operating in the Montgomery-Hyde Park District.These programs are Neighborhood Action programs 2520 Benton and2305 Herbert, a CMP office at 2520 Benton, Neighborhood Youth Corp.office at 2520 Benton, 4 Headstart offices at Greely Presbyterian2240 St. Louis, Sacred Heart 2505 St. Louis, HAT Trinity 3606 Blair, NeighborhoodAssociation 2930 N. 21st St. A Day Care center at GreelyPresbyterian is also in operation. These agencies who are in constant need of personneland funds would welcome the students avaikiple for various tasksneeded to insure the continuing operation of such programs. C.Murphy-Blair District andModel Cities MurphySub-City: The Murphy Sub-City isactually smaller than HDCMurphy-Blair District but again itinvolves the area of mostserious need. The Model City is boundedby Cass Avenue on theSouth, N. 20th Street on the West, PalmAvenue on the North,and the Mark Twain Expressway on the East.These are also theboundaries of the proposed Murphy-Blair UrbanRenewal Area. The Districtis sub- divided into five areas which arenot pertinent for the purposesof this study. The populationof the Model City Sub-Cityis 12,835 according to the 1965 estimate.This represents a decreaseof 1,800 people from 1960 to1965 when the estimatedpopulation analysis was made. In 1960the census datarevealed 14,667 total population with14,211 whites and 456Negroes. The sub- city estimated populationis 12,835 total populationwith 12,282 whites and 553 Negroes. Thedistrict totals for 1965 are17,231 total population, with 16,490whites and 741 Negroes. The Murphy-Blair District is anentrepot for whitemigration. These people are predominantlyfrom the rural areas ofIllinois, Kentucky, Missouri, andArkansas. A rather large groupfrom Kansas also is resident.Although there is somerelatively permanent settling at least25% of the total populationis still highly transient. This fact alonemakes accurate censusdata extremely difficult if not impossible toaccomplish. The area ispredominantly a residentialneighborhood, however, thereis a large industrial complex in the Broadway area.Practically all the housingis over 100 years old or older and mostof the houses are three orfour flats. Most are at least twosturies and contain twoflats. Over 85% of the housing units arerenter occupied. Thesignal characteristic of the housing is theflagrant violation of thehousing codes. A rather largenumber of trucking companiesand small plants have moved into the area which waspreviously residential. The educationalachievement of the area is as dramaticin its lack of success as the other areaspreviously outlined. Ofthe 7,719 people over 25 in the 1960 census,only 100 had reached thefirst year of college orabove. Only 1,715 of thepeople had any high school education. This is even moredramatic when one realizes the small percentage these samefigures would represent. Economically 72% of the totalfamily units had an incomeof less than $6,000.00 in 1965. Ofthese 26% of the familyunits had income of less than $3,000.00.

-43- HDC area. A number ofagencies also servethe Murphy-Blair These are St. LouisCatholic Women'sLeague of Missouri, Grace Hill House,Little Sisters of thePoor, LutheranMission Association of GreaterSt. Louis, MonsignorButler Neighborhood Center, Boys Club,Food StampCertification Office,Neighbor- Catholic Charitiesof St. Louis,State hood Health Center, Sal- Division of Welfare,Malcolm BlissMental Health Center, vation Army, and manyothers. based on 5,021 The Socio-DemographiOconfiguration of the area forms responded toindicated the followinginformation.

1. Race: Caucasian81.9%, Negro 17.7%,Other 0.4% 2. Sex: Male44.4% Female 55.6% 3. Marital Status: Single 21. 6% Married 55.0% Divorced 6.5% Separated 11.5% Widow(er) 5.4% 4. Highest GradeCompleted: Under 4 5.1% 4-8 46.0% 9-11 36.6% 12 10.3% Over 12 2.0% 29.6% 5. Type ofResidence:Home Vor Flat Apartment 56.3% Rooms 12.7% Institutional Residence 0.7% Other 0.7%

6. How Long atPresent Address:0-6 Months 30.3% 0.5-1 Year 48.4% 1-5 Years 1401% 5-10 Years 7.0% 10 Years over 0.1%

7. How Long inSt. Louis Area:0-6 Months 3.0% 0.5-1 Year 1. 7% 1-5 Years 17.7% 5-10 Years 12.1% 10 Years over 65.5% -44- 8. Are You the Head ofthe Household or Family:Yes 54.7%1 No 44.8% If no, What is yourRelationship to the Head of Family orHousehold? Wife 3 .3% Son 1. 0% Daughter 0.8% Other 94.9% (Combines "Other"and"No Response") 9. Write the Age of each Personin Your Household orFamily:

1-5 10.7% 6-9 19.9% 10-19 26.0% 20-29 17.9% 30-39 11.5% 40-49 8.3% 50-59 4.6% 60 over 7.1%

10. Are You Employed? Yes46.5%, No 53.5% If Yes, How Many Hours perWeek do You Work?

0-15 39.6% 16-35 2.0% 35 over 58.4%

11. Current or Previous Typeof Occupationi Professional, Technical, or Managerial 2.9% Clerical 3.7% Sales 3.0% Manufacturing or Construction 39.9% Service 20.7% Miscellaneous 16.7% None 13.1% 12. How Long Have You BeenUnemployed? 0-3 Months 16.70/0 3-6 Months 34.9% 6-12 Months 5.2% 12 Months over 43.2% -45- 13. Are You Looking for WorkNow/ 'Yes 52,8%,No 47.2% If Yes, Are You Looking for:Fulltime 89.9%,Parttime 10.1%

14. If You Are Not Working, Are You: Just Starting to Look for Work 37.2°/0 Unable to Find Work 15.9% Sick or Injured 11.4% Busy Caring for Family 25.9% Retired 0.8% Other 8.8% 15. Do You Receive Income From anyof the Following Sources:

Odd Jobs 3.2% Job Pension 0,0% Aid to Dependent Children 12.4% Old Age Assistance 0.8% Social Security 7.6% Child Support 6.5% Veterants Administration 206% Unemployment Compensation 2.2% Other Public Assistance 1.3% Miscellaneous 1.0% None 62.4% 16* What is the Total YearlyFamily or Hou5eho1d Income? Less Than $1,000 12.9% $1,000-1,499 1.9% $1,500-2,999 2.9% $3,000 over 82.7% 17. What is Your Weekly TotalEarned Income if Employed? Less Than $20 12.9% $20-35 0, 5% $35-50 0.5% $50-75 0.0% $75 over 86.1% 18. Have You Ever Been Convicted? Yes5.3%, No 94.7%

-46- 19.Do You Have:Driver's License - Yes 98.0%, No 2.0% Chauffer's License - Yes 1.1%, No 98.9% Transportation to Work - Yes 96.2%, No 3.8%

20.Are You a U.S. Citizen? Yes 99.8%, No0.2%

21. Do You Have a Physical Disability? Yes16.4%, No 83.6% 22.Military Service: Yes 12.8%, No 87.2% 23.Employment Record: Type of Job -

0-Profes s iona 1 0.0% 0.0%0.0% 1-Technical or Managerial 0.1% 1.4% 0.1% 2-Clerical 7.0% 19.0%12.1% 3-Service 40.1% 35.5%24.6% 4-Farming, Fishery, Forestry and Related 0.2% 0.1% 0.4% 5-Processing 35.3% 18.6%15.7% 6-Machine Trade 3.1% 3.2%30.3% 7-Bench 3.5% 11.4%1.7% 8-Structural Work 1.3% 0.7%6.7% 9-Miscellaneous 9.4% 10.0%8.3% Length-Less Than 1 Year 72.3% 69.6%73.1% 1 - 3 Years 27.4% 29.4%9.5% 3 Years over 0.3% 1.0% 17 4%

* Most Recent job

Although there are a number of agenciesoperating throughout the city actual HDC programs in the Murphy-BlairDistrict indicates a vast need. Three Neighborhood Action Committees arelocated at 2600 Hadley, 1444 Madison, and 3440Blair. One CMP office operategj out of Murphy-Blair EmploymentCenter at 1315 Montgomery and four Head Start Groups at Ames School,Webster School, Jackson School, and sat. Michael's School. GraceHill Settlement House operates a VIP program from their office at2600 Hadley. Since MacMurray Colleae is predominantlywhite (although a rather large number of Negroes are resident atthe College), the Murphy- Blair area might be the best choicefor a site, since it is predom- inantly white and there would be lesslikelihood of racial problems arising should the Project beimplemented with mostly white students. Since neighborhood identificationand acceptance is mandatory to the success of the programit would be wise to considercarefully this -47- alternative. Natur.ally,need should dictate thefinal choice, but certain practicalconsiderations as thoseoutlined above should be taken into account. D.Pruitt-Igoe District and Model Cities' Pruitt-Igoe Sub-City: The HDC District is considerably larger than Model Citiessub-city area. The HDC Pruitt-Igoe Districtis bounded by Jefferson Avenue, Cass Avenue, 20th Street and Delmar Blvd. TheModel Cities Sub- City includes the same boundaries but is limited to CarrStreet on the South edge the HDC area contains 11,298 practicallyall Negro, while the estimated population of the Sub-City is9,548 all Negro. The area has a number of public housing units. Therevirtually are no single family dwellings and even fewer owner occupied homes in the area. The HDC area has the highest percentageof families with, less than $3,000.00 annual income.(70.6%). Obviously, the residents of this area are suffering severe poverty.In 1960 the median income of white families in the St. Louis area was $6,275.00, for Negroes it was $3,622.00 and for residents of the Pruitt-Igoe Area it was $2,311.00. Since 1960 the incomechange has been minimal. The median income for the area roseonly to $2,454.00 since 1960.It could be argued that the cost of living rose More than that in the sae time period. Thus the povertyof that area gets relatively worse each year.Startling figures indicate that 54% of the families receive some form of publicassistance since 1960. In 1965 this had increased to 55.3 per cent. In1966 this had increased to 62.1 per cent. In short the researchindicates that this area is rapidly getting worse. Mr. William L.Yancey in an unpublished demography monograph hasfurther suggested that in 1966 nearly 70% of the households are withoutmale heads. .The population figures for the area show dramaticimbalances. HDd District (1960 Census Data) Total population: 12,501 White 67 Negro 12,434

11_02-Lgit i_y_!!._reat(19 65) Total Population: 10,12 5 White 577 Negro 9,548 These figures indicate the complete reverseof the Murphy-Blair area, but the lower incomefigures indicate that Negro poverty seems to be worse than white poverty.A condition hard to ex- plain and even harder to prove, by research. A number of agencies serve this area.Significantly there is a Maternal and Child Health Clinic, a ChildGuidance Clinic, a Public Health Nursing: and others. Publichealth is a most serious problem in this area. Enormously high infant mortality rateand an incredibly high morbidity rate.One interesting problem is that the majority of churches that serve the Pruitt-Igoe area are

*. -49- not in fact located there but are on the contrary located in the Yeatman area. The Socio-Demographic data indicates respondents to 2,529 forms and the data show figures much more dramatic than any of the previous studies.

1 Race: Caucasian 1.3%, Negro 98.6%, Other 0.1% 2. Sex: Male 38.5%, Female 61.5% 3. Marital Status: Single 48.2% Married 28.3% Divorced 5.3% Separated 16.2% Widow(er)2.0% 4. Highest Grade Completed: Under 4 0.8% 4-8 22.1% 9-11 561% 12 17.1°/.3 Over 12 3. 9%

5. Type of Residence:Home &/or Flat 20.5% Apartment 75 .4% Rooms 3.3% Institutional Residence 0.2% Other 0. 6% 6. How Long at Present Address: 0-6 Months 35.1% 0.5-1Year 58.7% 1-5 Years 1.9% 5-10 Years 4.1% 10 Years over 0.2%

7. How Long in St. Louis Area:0-6 Months 2.6% .5-1 Year 0.5% 1-5 Years 9 8% 5-10 Years 8.2% 10 Years over 78.9% 8. Are You the Head of the Household or family: Yes 37.6%, No 62.4% If no, What is your relationship to the head of family or household?

-50- Wife 3.5% Son 5.1% Daughter 4,0% Other 87.3% .(Combines"Other" and "noResponse") 9. Write in the Ageof each Person in YourHousehold or Family:

1-5 2,1% 6-9 10.6% 10-19 26.7% 20-29 33.4% 30-39 14.2% 40-49 8.6% 50-59 3.4% 60 over 1.0%

10* Are You Employed?;Yes 26.9%, No 73.1% If Yes, How ManyHours per Weekdo You Work? 0-15 29.7% 16-35 4.7% 35 over 65.6%

11. Current or PreviousType of Occupation: Professional* Technical, or Managerial 2*5% Clerical 13.6% Sales 1.8% Manufacturing or Construction 16.3% Service 4106% Miscellaneous 8.4% None 15.8%

12. How Long Have YouBeen Unemployed? 0-3 Months 18.0% 3-6 Months 45.1% 6-12 Months 6.0% 12 Months over 30.9%

13. Are You Lookingfor Work Now? Yes92,8%, No 7.2% If Yes, Are youLooking for:Fulltime 87.8%, Parttime12.2% -51- 14. If You Are NotWorking, Are You: Just Starting to Look for Work 40.1% Unable to Find Work 39,2% Sick or Injured 1.4% Busy Caring for Family51% Retired 0,0% Other 14.2%

15, Do You Receive IncomeFrom any of theFollowing Sources:

Odd Jobs 9.1% Job Pension 0.0% Aid to DependentChildren 27,8% Old Age Assistance 0.6% Social Security 4.6% Child Support 4.2% Veteran's Administration 0.6% Unemployment Compensation 1.6% Other Public Assistance 2.1% Miscellaneous 0.5% None 48.9% 16. What is the TotalYearly Family orHousehold Income? Less Than $1,00022.7% $1,0004,499 3.1% $1,500-2,999 3.1% 3,000 over 71.1%

17. What is YourWeekly Total Earned Incomeif Employed: Less Than $20 4.9% $20-35 3.6% $35-50 0.0% $50-75 0.0% $75 over 91.5%

18, Have You Ever BeenConvicted? Yes 15.0%, No85.0% 19. Do You Have: DriversLicense - Yes 96,1%, No3.9% Chauffer's License - Yes1.2% No 98.8% Transportation to Work -YeS 84,2%, No 15. 8%

20. Are You a U S.Citizen? Yes 99.3%, No0.7% -52- (1) 21.Do You have a PhysicalDisability? Yes 99.4%. No 0.7%

22. Military Service: Yes 4.0%, No 96.0%

23. Employment Record: Type of Job- (1)* (2) (3) 11 /1.1.10=1.1111.1. 0-Professional 0.2% 0.1% 0.7% 1-Technical or Managerial 0.4% 1.4% 0.7% 2-Clerical 11.7% 25.2% 8.5% 3-Service 54.7% 32.0% 21.0% 4-Farming,Fishery, Forestry and Related 0.5% 0.3% 0.4% 5-Processing 15.0% 20.0% 7.7% 6-Machine Trade 3.2% 2.7% 22.8% 7-Bench 2.0% 11.0% 3.1% 8-Structural Work 1.7% 2.0% 24.3% 9-Miscellaneous 10.5% 5.7% 10.9% Length-Less than 1 Year 72.6% 68.6% 61.3% 1 - 3 Years 26.2% 27.2% 26.0% 3 Years over 1.2% 4 2% 12.7%

* Most Recent job Although a number of churchesand other agencies operateprograms in the Pruitt-Igoe section, itis highly doubtful whether aprogram such as the St. Iluis Projectcould perform an effective serveto the community. There is too little largefamily housing availablein an area.Pruitt-Igoe ,is composed mostly ofpublic housing, has a largeracial imbalance.It is doubtful if the communitywould accept a unit livingwithin its boundaries. There is evidenceof some serious hostilitytoward the whites in the area. However, if aunit were to be composedof mostly Negroes it could conceivably become asuccessful unit. At this timeit is rtot advisable to risk the successof the project by trying toestablish in this sub-city area. AlthoughPruitt-Igoe probably is inthe most serious condition of communitydisorganization, the prognosisof the St. Louis Project making a significantimpact is extremely tenuous.It is therefore, one ;pf the least likelyof the sub-city areas, tobe used.

(I) This figure although completelyreversed from other distributions* is, nevertheless* that givenby HDC.

-53- E. Yeatman District and ModelCities Yeatman Sub-Cit The boundaries of theYeatman Sub-city areconsiderable smaller than the HDC districtboundaries. The Yeatman Area(HDC) contains approximately 62,500inhabitants.It contains many multiple dwelling units mostlydilapidated or seriouslydeteriorating. The population is virtually allNegro.There is a high crime rateand low health standards, highunemployment rate. The 1960 census indicated: (1) 41.5% of all families hadincomes less than$3.000.00 (2)62.1% of persons over 25had less than 8 yearsof school (3) 9.8 % of males over 14in the labor force wereunemployed (4) 43.0% of all housing units weresub standard (5)76.0% of all residents wereNegro Further evidence indicatesthat the population hasdecreased in total size since 1960(from 71,335 in 1960 to62,426 in 1965). However, there has been asizable increase in theNegro population. The Yeatman Sub-Cityfigures show the sametrends but on smaller scale. The total populationin 1960 was 25,528with 2,070 white and 23,458 Negro.In 1965 the totalpopulation was estimatedat 21,817 with 3,954 white and17,863 Negro. This isdistributed in percentage figures to Negro82% and White 18%. A number of agencies servethe Yeatman Area ofwhich some are: Jefferson-Cass Health center,Maternal and Child Healthclinics, Child Guidance centers,John Cochran VeteransHospital, Father Dempsey's Charity Workshopsfor unemployable men,and a host of other agencies. Several HDC programs areactive in the areaincluding Neighbor- hood Action Program,Civil Legal Aid,Voluntary Improvement(VIP), Family Planning, andComprehensive ManpowerProgram (CMP) , Headstart and ConcentratedEmployment Program(CEP). The Yeatman District hasthe general characteristicsof the Pruitt- Igoe area but isgeographically considerablylarger.It is the largest of the five subcities areas and represents someof the most difficult area problems.The area contains a strongblack national- list group and othermilitant organizations.This organization would not be amenable to aunit entering the area, norwould they be inclined to cooperate inthe solution of problemswith such a unit -54- once it did locatethere. The facts discoveredby the Socio-Demo- graphic survey indicate,s; thefollowing information.

1. Race: Caucasian 3.9% ,Negro 95.6% ,Other 0.5%

2.Sex: Male 37.4% ,Female 62.6%

3.Marital Status: Single 37.9% Married 36.6% Divorced 5.1% Separated 13.5% Widow (er) 3.9%

4.Highest Grade Completed:Under 4 2.7% 4-8 23.2% 9-11 48.6% 12 20.9% Over 12 4.6%

5.Type of Residence:Home Vor Flat 47.3% Apartment 47.0% Rooms 4,9% Institutional kesidence 0.1% Other 0.7%

6.How Long at PresentAddress 0-6 Months 36.2% 0.5-1 Year 37.4% 1-5 Years 13.5% 5-10 Years 11.1% 10 Years over 1.8%

7.How long in St. LouisArea: 0-6 Months 3.1% 0.5-1 Year 0.7% 1-5 Years 9.7% 5-10 Years 10.5% 10 Years over 76.0%

8.Are You the Head ofthe Household or family.Yes 39.7%, No 60.3% If no, What is YourRelationship the Head ofFamily or Household: -55- Wife 2.5% Son 2.0% Daughter 2.9% Other 92.6% (Combines"Other" and "no Response")

9.Write in the Age ofeach Person in YourHousehold or Family: 1-5 2.5% 6-9 19.4% 10-19 2.0.8% 20-29 28.2% 30-39 13.4% 40-49 9.4% 50-59 4.0% 60 oVer 2.3%

10.Are you Employed?Yes 43.6%, No56.4% If Yes, How ManyHours per week doYou Work?(1) 0-15 37.6% 16-35 1.6% 35 over 30.8%

11.Current or PreviousType of Occupation: Professional, Technical, or Managerial 3.1% Clerical 8.4% Sales 4.6% Manufacturing or Construction 13.4% Service 47.6% Miscellaneous 11.3% None 11.6%

12.How Long Have YouBeen Unemployed? 0-3 Months 25.4°/0 3-6 Months 33.2°/0 6-12 Months 3.6% 12 Months over 37.8%

(1) Per cent of thoseresponding -56- 13. Are You Looking .for Work Now ? Yes25.4%,No 31.8% If Yes, Are You Looking for: Fulltime 86.7%,Partime 13.3%

14.If You Are Not Working, Are You: Just Starting to Looking for Work 36.0% Unable to Find Work 36.7% Sick or Injured 2.. 8% Busy Caring for Family 7.5% Retired 0.2% Other 16.8%

15.Do You Receive Income From any of theFolloWing go.urces

Odd Jobs 4.2% job Pension 0.2% Aid to Dependent Children 11.1% Old Age Assistance 0.,8% Social Security 3.7% Child Support 3.7% Veteran's Administration 0.5% Unemployment Compensation 1.5% Other Public Assistance 1.1% Miscellaneous 0.6% None 72.6%

16.What is the Total Yearly Family orHousehold 'Income? Less Than51,000 $1,000-1,499 $1,500-2,999 $3,000 oxrer

17.What is Your Weekly Total Earned Incomeif Employed: Less Than $20 12.4°4 $20-35 0.9% $35-50 0.90/3 $50-75 0.0% $75 over 85.8% -57.- 18.Have you Ever Been Convicted? Yes7.1%, No 92.9%

19.Do You Have: Driver's License - Yes 95.6%, No4.4% Chauffer's License - Yes 0.4%, No99.6% Transportation to Work - Yes 82.7%, No17.3%

20.Are You a M.S. Citizen? Yes99.4%, No 0.6% 21.Do You Have a Physical Disability:Yes 22.4%, No 77.6%

22.Military Service: Yes 1.7%, No98..3% 23.Employment Record: i4 Type of Job- 11.)1e_ .._121. (3) 0-Professional 0.5%0.3%0.0% 1-Technical or Managerial 2.6%2.4% 0.1% 2-Clerical 9.4% 37.2% 23.6% .3-Earvice 53.1% 24.0%9.4% 4-Farming, Fishery, , Forestry andRelated 0.2%0.0%0.0% 5-Processing 4.0%9,1% 1.8% 6-Machine Trade 8.7%0.4% 15.0% 7-Bench 3.0%8.9%0.3% 8-Structuru1 Work 0.5%0.1% 7.9% 9-Miscellaneous 18.0% 17.6% 41.9% Length Less Than 1 Year 44.1% 50.8% 56.1% 1 - 3 Years 55.4% 47. . 10/035.30/0 3 Years over 0.50/0 2. '10/0 8.6% 0/ 6.6% % Reason Left - Quit 0/ Fired 26.7% 0/ 66.7c/0 % % Laid Off 0/ Other 0.0% `X, ;:,.

* Mo'st Recent Job Although the configuration of the areais similar to Pmitt-Igoe and has many of the sameproblems, and although it could use to good advantage suchfacilities as would be provided.ty the -58- establishment of such a unit,it is highly unlikelythat the first unit would be successfulif Yeatman werechosen for the pilot program. However, an all Negrounit might be capableof successful enclave which would workeffectively. This wouldnecessitate choosing highly skilled Negrostudents but also highlyskilled Negro faculty, and since the situationmight prove to be sovolatile it would be reallycliefeating the basic intentof the project since manyof the Negroes who wouldbe in the unit wouldhave wide experience in city living andlife style previously. Thus Yeatman becauseof its peculiarconfiguration and present state of Neighborhooddevelopment would not be themost advisable area in which tolocate. Yeatman is another caseof need being present,but the utilization of outside resources atthis time would not proveto be effective. In order to havebetter criteria of theconsiderations for sitechoice, a detailed block analysis.wasperformed. This analysisof the ecology of the street is importantfor final decision. A moredetailed analysis of the communityattitude would be required oncethe site choices had been reduced to three orfour possibilities. As an example ofthe type of ecology bestsuited to the projectneeds, the streets, Warren,Montgomery, and Bentonbetween 22nd and 23rd were chosen,Although these streetsindicate the needs that theSt. Louis Projecemightsuccessfully meet, theydo not necessarily mean that they would be theactual streets on whichthe project would be located.

-59- SITE LOCATION

The research indicatestwo very importantfacts. That the St.Louis Project is a viableproject with a highlevel of feasibilityprovided that the site is carefullychosen and chosen inconjunction with theexisting agencies now at workin the several areas.It also indicatesthat the highest level ofeffectiveness both to thestudents project will have its fully with and faculty and thepeople in the communityif it cooperates the Model CitiesProgram. From the standpointof the students thebest area would be some- area wherethere is a predomanceof whites. where in the Murphy-Blair beina perpetrated This would obviatethe possibility of anyNegro hostility against the students.But the areas ofgreatest need arePruitt-Igoe and the most possiblediffuse area and still Yeatman. In order to .serve is maintain the strict purposeof project to serve asmuch as learn, there brings the major focusof all the advantages.This only one place which It wilI place is somewhere inthe vicinity of Cassand Twentieth Street. be noted by examiningthe Sub-City map on page31 that the point at which these two streetsintersect is also theonly point in thefive sub- city areas wherefour of the areas cometogether. Literallyif one stood in the middle of Cassand Twentieth Streethe would besurrounded by four of the five sub-city areas. It is here or nearhere that the firstproject most likelyshould be housing is another majorconsideration. There are located. However, of more than a no availableunits large enough toaccomodate a project few students. It will be necessaryfor some further researchto be performed once the project has beenaccepted by thosemembers of the faculty,student body and administration mostintimately concernedwith the project. send a One method toperform the additionalresearch would be to and one facultymember as a pilot unitto live in team of four students will the area and attempt tofind out what sortof reaction the community have to this project.This could be donefor one semesterand then the project will have thefinal data necessary toinsure its success. 23rd The streets Warren,Mnntgomery and Bentonbetween 22nd and Streets, are located inthe MontgomeryHyde-Park Sub-City area.The three blocks selected arein the primarytransition area in thissub-city. and three-story apartmenthouses: 20% of The area consists of two housing which are owner-occupied,10% are vacanthousing, 50% of the units are deterioratedand 7% dilapidated.The median valueof owner-. $6-600; the median rentcharged is $56 perweek. occupied housing is is The total population1960 census is12,014; non-white population 1088. The percent ofnon-white populatibn tothe total populationis -60- 10%. The median for years of education among theresidents of the area is 8.3 years. The percentage of unemploymentin the male civilian work force is 5.1%. Of the 26 census districts which comprise the cityof St. Louis, this area ranks ninth in family income under$3,000; the median family income is $4,600.It ranks fourth in births; as of 1965, thebirth rate was 25.4 per 1000. The death rate was12.8 per 1000.It ranks tenth in infant mortality; the infant death rate after live births as of 1965 was42.4 per thousand. In amount of deliquency, it ranks eighth: 36.2 per1000 for ages 0 - 16. The proposed site of Benton, Warren and MontgomeryStreet is suggested as a possibility for Mac Murray St. Louis Projectbecause of its strategic proximity to the Negro ghettos extendingfrom Cass to 'Madison Streets.It is now being assisted in its rehabilitationby the Webster Mullanphy Center, five blocks south of theproposed area of Benton, Warren and Montgomery Streets. Southof this sub-city are situated the City Project Puritt-Igoe houses which havefacilities to house 12,000. To the southwest is predominately Negro area.As it is now, the Negro population is moving into these areasat a rapid rate. Negro immigration into this area has so far produced abreakdown in the stability of the community and has contributed tothe expansion of the ghetto. The proposed area would be deliberately situated inthe direct path of this movement. The objective is to stabilizethe integration of this area. The proposed area has the further advantageof not being seriously deteriorated; thus the cost of rehabilitationwould be minimized. Nevertheless, the area has a definite lack of communityorganizations and social welfare agencies operating effectively. Some morespecific reasons for selection of this area are: 1. The area has certain physical potentialities:the brick town- houses are of the distinctive quality of amarkedly creative period in St. L ais architecture. 2. In the three blocks there are at least twelvebuildings for sale at present. 3. There are also a number of abandoned stores; abakery, dry goods store, and hardware store which are insatisfactory operating condition. These units could bereestablished as parts of the community effecting economicstability and hopefully could be operated later by private enterpreneurs,thus effecting economic stability. The previous operators of these establishmentshave retired and have not yet. been replaced. The reintroduction of privateenterprises is consistent with Model City plans in creatinglocal participation in enterprise of the immediate area. Benton St. Between 22ndand 23rd house numbers anddescription house number and description South Side North Side

2200 2201 grocery store 2 story

2202-044 apts, white 2203 4 apts lived in

2206-08white apts 2205 2 story lived in walk-up outside back 2210 3 apts good condition 2207-0910 apts 5 abandoned

2212-16 3 stories very poorwhite 2213-11 ocCupied all negro 6 apts bad condition 2 for rent 2217 3 story abandon hotel- 2218 4 apts white type 1st floor old warehouse abandoned 2 story store 2221- 2 story 2 apts yard 2220 white for sale by 2222 2 story2 apts Duerbeck realtor PA7-4341 2226 wrecked 2227 2 story yfard with trees

2228 wrecked 2231 furnished apt for rent 3 story White WmHoff- 2234-382 story and some yard man Realtorfurnished apt for rent 2240-422 story 4 apt 2233 North St. Louis IronWorks Zoned B Keating Realty decorative iron work small store 2237-39Ne gro 2 apts for rent 2244 6 apts in all 2246 abandoned 3 story Harry Fine realtor 2243-41 White 2 story good solid brick 4 apts 2 studio apts roof needs repair Benton Hardware 3 story lOOft length good apts. Warren St. Between22nd and 23rd

Street number anddescription Street number anddescription South Side North Side 2257-478 apts 2 studios 2246 2 story brick bldg. white family white families house 2245-1 2 apts 2 story 2nd very deep someyard:. story back entrance 2242 For sale by K&T remodeled and painted 2 apt brick set back for sale by K & T Rlts. 23 ft from sidewalk 2nd 2239 Empty for sale by K&T 2240 For rent by Brune - poor condition floor 2nd story 2 apts 2237-352 stories and apts 1st floor mixed family occupied 2238 2 story for sale 223 3-1 2 apts and stories outside back entrance to attics good condition 3rd story studio apt3rd except wooden back, good condition storm porches windows good 2229 brick house single unit 2236 3 story 3 apt units 2227 2 apts front yard shrubs condition for sale by K&T trees side entrance 2225 remodeled 2 story brick 2234 good condition 2 apts 2223 large brick home studio for sale by S&G 80 ft wide lot and 2228-306 apts4 occupants good condition 3stories flowers 3 stories 2221 bottom floor occupied 2224-6 in good condition 2' floors (very poor back entrance white) 2222 attic 2 floor and apts wanted 2215 2 apts same as above back entrance buyer 2211 old brick home wellkept K&T 2209 large 2 apts very poor 2220 3 stories white only one floor 2216-18 4 apts occupied 2212-24 identical bldgs.

Note:Most houses showedUnited Fund Stickers,Brick Sidewalks, wide tree lined street.

-63- ly12nt orIlem.S.__.treet Between22nd and 23rd house number and description house number and description West Side East Side

2147 grocery store 8windows 2248-422 story brick 2 stories above no side 9 wiz,.,-ors on windows back entrance 4 front entrances and porch side yard yard in back 2145 3 stories 8 front windows2238 1 story brick vacant side entrance Alley between houses large side yard fenced 2143 2 stories small attic 3 furnished rooms for windows occupied side rent yard 2228-4 2 story brick small 2141-39 4 apts brick s'eparation between 1 apt upstairs for rent houses for rear 2137 small brick house front entrance porch 2222 set back on lawn 2 or3 2135 red brick house apts long frontyard 3 rooms for rent4 brilk windows 1 or 2 vacant 2218 1 story brick apt all same style big side yard fenced 2211 2 story brick little front 2214 1 story frame house yard side entrance porch 2209 2 story brick in back Alley 2207 3 story small side alley Large warehouse quite long Large building on corner one story store at corner front 3 stories vacant An example of a suitablehouse in the proposed area islocated at 2234 Warren Street. Thehouse is listed with S&GRealty Inc., EV 2-6526 and the asking price is$5,950. Presently, taxes are $106 per year. The house is a brick structurewith a stone foundation of approximately 15 x 54 feet on a20 x 111 foot lot. The external and internal appearanceof the house indicates a sound structure. At the rear of thehouse is a two-car garagewhich is in good condition. The garage isseparated from the house by a back yard brick patio which isenclosed by a chainlink fence.There are three to fourfeet between neighboring houses oneither side. There is a fairly sound outside rearwooden staircase which is the only entrance to the secondand third floors. The stairway orig- inates in an outside open porch;there is no steel fire-escape orother exit. The roof of the house meetsthe building code standards. The first floor, which is presentlyoccupied and is in excellent condition, rents for $40 a month. Itconsists of three rooms and a bath and has ceiling fixtures, drywalls.. and storm windows asdoes the second floor. As in the restof the house, the first floorhas 11-12 foot ceilings, poor electrical wiring,and tenant-owned spaceheating. The unoccupied second floor alsoconsists of three roomsand a bath and was last rented for $45 per month. The third floor is unfinished withthe exception of a small roomat one end. This roomcontains a half bath, has asound floor and storm windows. The remainder of thethird floor, which has brickwalls and exposed beams, could be finished to serve asliving space or 'simply painted for use as a study hall ordiscussion room. As a typical structure,this house provides excellentopportunities for living space on the first andsecond floors and studydiScussion rooms in the basementand third floor. The only mechanics necessary toplace the project in operationis to notify one or more the agenciesin the Sub-City Areasgiving them general descriptions of the kind ofproperty necessary for theproject and ask their assistance infinding such dwellings. Thisshould not take much time and once asuitable site has been chosen,by the continuing committee of faculty,students and administrators, the project can get underway. It remains now to outlinebriefly the field work aspectand community participation phaseof the project. -65- PART THREE: Social Service Opportunity Field Work and Community_Participation

A minimum of twelvehours per week per person mustbe spent in field work. The work will bestbe performed through the socialservice agencies presently in the area.This program would be an integralpart of the educational aspect of the projectby giving students an insightinto the problems of the 20th centurycity. As part of the overall program, the objectives of the field work componentwould supplement the class room work by an attempt to act inthe city, i.e4stablizing the neighborhood. It should be emphasizedthat the project would not moveinto the neighborhood and impose standards uponthe community, but rather use neighborhood resources to supplementand complement the talentalready there. More specifically, thismight well be handled in two ways: 1. Students could participate ininternship programs with existing neighborhood and community organizationsand social agencies. 2. The Project itself could build uponthe existing programs ofthe area by instituting its own programsin cooperation with those already in operation. The Project could develop programsin response to theneeds of the neighborhood. These could fill gaps inthe community's social structure_ which have not as yet been metby existing social agencies.They would not be initiated untilrelevant knowledge of the area wasavailable through research and participation inexisting neighborhood socialagencies and involvement in the Model CitiesProgram. Here, as elsewherein the project, the objective is to helpdevelop a stable, self-sustainingand self-regenerating community. The participationin both types of programs would take place not on a one-to-onebasis but on a group-to groupbasis. The rationale behind-the group-to-groupis to deal with the community as an entity and not as anunstructured aggregate of diffuseindividual relationships. Among the opportunitiesfor students to engage in super- vized field work and internship programs are: I. Social Research-in conjunctionwith the Model Cities Program and the Health and Welfare Departmentof St. Louis, valuable aid can be rendered by the studentswho would be able to give much time at a lower pay scalethan others. II.Child Welfare-each of the areashas need of young people to aid in homecare of children,Responsible baby sitting services can be rendered amongothers. III. Adult Education-here inconjunction with the agencies atwork in the areas, the students andfaculty could be of significant aid in providing support and manpowerto those programs. I V. Work withAustudents in theiryouthful zeal have frequently been shown to be the mosteffective in working with agedpeople. Here very often thesimple concern of the young personfor the older person is sufficient toredirect the old person whohas lost the desire to liveeffectively. V. Youth Agencies-thestudents could work verywell vvith agencies such as the YMCA. Thestudents would work wellwith recreation programs and renderservices in parks, evening programs for youth and other such programs. VI.Svecial Eduoation-hereMacMurray can serve a unique purpose. Since MacMurray Collegehas a program whichleads to Deaf Education and Special Educationcertification in Mentally handicapped children, it couldprovide students who arehighly skilled in these areas. The moreadvanced students couldbe serving both the communityand the institution byinterning in St. Louis at one of the manyschools with such programs,or helping the parents of suchchildren to better deal withtheir children and thus increasethe family understanding. consuming, VII.Social research-since thisphase oS study is so time the students and facultyboth can render valuableservice to any agency particularlythe Model Cities Agencyin a continuing research to more accuratelydelineate the needs andqualities of the neighborhoods. VIII. Blue tio -naturally a groupafenthusiastic college students can make the mosteffective recreation andathletic programs. They canorganize games and activitiesnot just for youth but for people ofall ages. DC. Consumer education-oneof the most valuableservices that can be rencitered to a communityis to help in educatingboth adults and youth in intelligentbuying habits and quantityand quality analysis. The studentsand faculty can aid incommunicating sound and economicbuying habits and consumertechniques. X. Instbecausemany of thehours spent in the field work areas willbe divided up intoshort segments it could be a valuableadjunct to the existingprograms if responsible baby sitters wereavailable when emergencies arise within the home.A quick call to anyclearing house group would have a youngman or young womenalmost immediately available 5-t o. the parent. XI. =Dila'.latostranisz-MacMurray Collegehas for three years now had (fullY studentOrganized) a tutorial program.This program is a strictly voluntaryoperation where thestudents take over a junior high or high schoolperson. A studentis assigned who has special qualities inthe areas in which theyouth is deficient. He then works withhim helping him developstudy habits, or proficiency in the area inwhich he was previouslyweak. This -67-

, Program in cooperationwith the classroom teacherwho identifies and refers, has beenimmensely effective in the Jacksonville schools. Manyteachers have noted an almost immediate positive change in thechild. Some students have become so proficient that theyhave raised their averagesfrom a very lowgrade to A. These and many other programssuggested by the various agencies will be the proper subject forfield work. The student byparticipating in existing social serviceagencies will not only gainvaluable experience but he will also acquire researchdata which would enablethose agencies to determine the futureneeds of the neighborhoods...... ,

PART FOUR:

,Conclusion Conclusions andConsideration of PlanIV administrative The research hasindicated thatAlirelY the most difficult encountered will bethat of feeding thestudents and problem which will.be the number faculty members. Using40 students and3 faculty members as computations andestimates have beensubmitted involved the following College. Several pos- by the Director ofAuxiliary Servicesof MacMurnay sibilities are evident.

Plan At Feeding in the Homes(5) Number of meals:14 kitchen in Feeding place :Five separatehouses (one small each unit) Where to cook :Largest kitchenof the 5 houses Transportation of food:Yes responsible Staff required 2 cooks, truckdriver (students for serving andcleaning up afterthemselves) Breakfast :responsibility of eachstudent Lunch and dinner :on thepremises Estimated cost perweek: Labor: 400.00 Food :600.00 Paper supplies:60.00. Truck maintenance:30. 00 Brea-kfast subsistence:43.00 Total cost perweek:1,133.00 PLUSEgUIPMENT

IPlan Bs Feedirg3ni Number or meals:14 :1 house Feeding place cooking place) Alsohouses Where to cook :1 house (same as staff Transportation offood: No Staff required :2 cooks, 1 porter Meals (Same asabove) Estimated cost perweek: Labor: 400.00 Food:600.00 Paper supplies:60.00 Breakfast subsistence:43.00 Total cost perweek:1.103.00 PLUSEQUIPMENT

121slita; Catered Service Number of meals:14 Feeding place :1 house Where to cook :none(Meals catered) -69- Staff needed: None (Catering companywould be responsible for everything) Meals: same as above Estimated cost per week: Breakfast subsistence:43.00 Catered meals: 1806.00 Total cost per week: 1850.00 NO EQUIPMENT

Plan D: Subsistence in excess of standard tuition payment: Number of meals: 21 Feeding place: Local restaurants (this will also give impetus to communityparticipation) Estimated cost per week: Faculty subsistence: 105.00 per week (3 men at 5.00 per day) Student subsistence: 840.00 per week (difference between normal rate for food and 5.00 day subsistence) Plan D represents the most feasible solution.There is a very high fre- quency of "no-show" amongcooking professionals.It is not feasible economically to staff for three meals per day, forthis small a group. It is even highly questionable whether or not acate ing service would be willing to cater three meals a day. Above these considerations are even moreimportant ones. With a subsistence allocation such problems ofstaffing, rodent control, food poisoning, sanitation standards, menu planningand supervision of staff would be omitted. /n the normal housethe prcilebt simply could not satisfy the local health requirements without anextensive outlay of capital for sterilizing equipment etc. The coats for .setting up a kitchen sufficient tosatisfy the needs of good sanitation and proper food handling wouldbe; Equipment purchase: $ 7 , 000 .00 Refrigerator: $1, 600 . 00 Ovens, grills, fryers:$4,000.00 Miscellaneous equip: $1,400.00 Since the student would be payingapproximately 2.00 per day or14.00/week for food in his normal tuition outlay, theadditional expense could be handled by scholarship ornoan or by voluntary outlay onthe part of the student.It could also be dealt with by simply not charginghim for his board and letting

-70- him take care of hismeals personally. Hisrent would beused to pay for the upkeep of thebuilding. least the This would permitthe minimum outlayof capital and insure at trial period of the project,costing the collegesthe rent for thebuildings plus a meal subsistencefor the faculty only. The Aormal tuitioncharge for each studentwould cover the living expenses for the project, sincethe room and boardfee would be in excessof what would be required torent and feed eachstudent. As has beenstated before the only drawbackto this program isthe loss of thefaculty member number of contact hourswith students. Becauseof the vast to a smaller be benefits to the community,and to the students,this does not seem to unreasonable than if afaculty member were tolimit his classes any more colleges often do in the normalteaching load. Thesmall liberal arts this and further thesmall class in a plusfactor in the entireeducational spectrum. be accomplished Two otherelements of research needbe stated. They cannot is accepted andimplemented. The 'estaspect until such time as the program would at is to design andadminister a series ofpsychological tests which of predictability for successinsofar as choosingthe least lend some element indicated proper type ofstudent for the initial program.Many students have a strongdesire to participate inthe project. Theadministrative committee, which will be thefinal contxol factor in thedecisions pertinent tothe St. have results of thesetests in order toselect the best Louis project, should such a students. The departmentof psychology hasagreed to formulate series of tests whenthe time comes. present a The other element tobe considered is sexdistribution. This can problem in that somehousing may not lenditself readily tomixed housing arrangements. This mattercannot be decided uponuntil such time asthe actual houses are chosenand then the mattershould be taken intoaccount.

-71- whichtis really analternative plan toPlan III is designed Plan I wttich was detailedearlier. to rent theproperty in an areasimilar to that elaborate livingfacilities to simply However, ratherthan to attempt to rent in closeproximity tenapartments whichwould accommodate up These would be ineither a large house orin several four students each. for their own smaller units.Then the studentswould be responsible attempt made toparticipate incommunal meals.This meals, with no the amount could be accomplishedby reducing thetuition rate by ($2.00 per dayapprox.) The amountusually usually allocatedfor meals used for the allocated for room rentwould be paid tothe college and rental on theprope4y in St. Louis. and board for one The amoiintnormally paid by astudent for room to $18,000.00for one semesterfor semester if$450.00. This amounts the This amouztwould be morethan adequate to pay forty students. subsidy for mealsto all the rent onsufficient housingand to allow for a studthts for faculty etc.Once The tuitionwould cover theother expenses semester a certainmin imum numberof the unit wasestablished, each Should students could berequired in order tocontinue the project. sufficient interest onthe part of thestudent body to there not be could be insure a minimumnumber of students,then the property to non-studentsusing the advicearid guidance of rented temporarily rehabilitation. the corporationsin the neighborhoodsresponsible for has indicated that nomatter howsmall the Thus the research which makes itfeasible involvement adesirable plan canbe suggested arts college tomake positiveincursions tl.nto any for a small liberal support to various urban situationand to rendersignificant aid and programs such asthe Model CitiesProgram. Louis Area, Lengthy interviewswith leadingresearchers in the St. Chairman Departmentof Sociology,Washington (Dr. Robert Bogaslaw, Model University, and Mrs.Elizabeth Kleindienst,Dirertcir of Planning others such as Dr.Richard Muth;Professor of City Agency, plus Institute Washington Economics andDirector of theUrban Research Center forUrban Studies St.Louis Univ. , and Mr.Arthur Stickgold program, but University) not onlyindicate the:,feasibility of stich a highly desirableand sorely neededin the area. that the program is would welcome ourarrival The abovementioned peopleand many others just as soon:As wecould move intothe community. that to the knowledgeof those Furthermore theinterviews indicate con- abOve and others thereis no such programeither in operation or teMplated in the nearfuture now in St.Louis. -72- These people also felt that theplan which would be the mostfeasible for the college at this time wouldbe some variation of Plan III orPlan 1110 Their considered opinion isthat the college should not embark upon a large scale rehabilitation programuntil such time as theneighborhood has had time to adapt to the programand the students have had time toadapt to the neighborhood. Furtherthe decision to rehabilitateshould come from the corporate entities which are presentin the neighborhoodsand whose job it is to determine areas of mostneeded rehabilitation. This is amajor consideration of the research staff ofModel Cities program because many of the problems resident in thecities today were caused by poorcoordinate control and little planning. It remains then only forthe administrative offices ofthe small college to give affirmative considerationto the program to embark onwhat has been called by members of the ModelCities Agency of St. Louis"a highly desirable and wholly welcome and creativeidea, which can and shouldbe implemented at all haste." APPENDIX A Supplemental Research Desi n After Decision to 1mlement When the project has been accepted by theadministration and faculty of the small college, there are still somephases of the research which should be completed. First, prior to actually placing the unit inresidence, four students and one faculty member shouldbe sent to the city to live for a time in the areas which are the most likelysub-cities of the Model Cities Target Area. This will bring a more practicaldimention to the final site selection. These people can effect an on-premisesinspection of those areas in which the project has thebest possible chances for complete succes s Second, small colleges with quality programsshould then be approached by either the development officer or the Presidentof the initiating college in an effort to invite either students orfaculty to participate in the project. Although MacMurrayCollege would be the primary institution, this invitation would involve the othercolleges even in the pilot study to bring a fuller perspective. Thepilot project should be held to 10 students and 1 faculty member for atleast the first year. This would minimize the college's initialinvolvement but provide enough sound research data to determine whether or notthe plan can be worked out on a permanent basis. By establishing apilot unit such as this estimates l'tof costs will be translated into more concrete expenses. These figures will then indicate whether theoriginal estimates are high or low. The pilot program will also Show anyhidden costs which were not originally anticipated inthe Feasibility Study. Third, the administrative committee composed ofstudents, faculty and administrators will then have the feasibility study, plusthe results of the pilot study by the end of the spring semester 1969. This program can then be evaluated by them and reported on further,thus giving some more research data and opportunity towork out any further unanticipated problems. Fourth, during this period of time academic criteriaand psychological testing with some follow-up data can be utilized to moreeffectively evaluate the project. Such tests which would indicatedegree of stress, developmental problems directlyattributable to the close and intense living style may be more fully evaluatedwhile the project is in progress during the pilot period.. Fifth, reputational studies can then be madeof residents in the neighborhoods to determine the exact degree of acceptancewhich they have -74- be observed such asthe given the project.Behavioral problems can and men, housingarrangements, andthe amount acceptance of women neighborhood re- of actual interactionbetween the pilotunit and the sidents and agenciesfunctioning in the area. supplemental evaluationreport At theconclusion of thepilot period, a the originalresearch contract.The total document should be filed with the Presidentof the then wouldprovide the'Oevelopment 'officer or analysis of the Projectfor fundingpossibilities college with a thorough the Departmentof on a muchbroader scope. Itwould also provide and Welfare Officeof Education with ananalysis Health, Education appraisal of thisfeasibility of a working modelfor a more complete study. to beimplemented The St. LouisProject is at presentin a position administrative decisionto use thesupple- further and now awaits an either in total mental researchdesign phase of theFeasibility Study or in part.

-75-