irLb 
 
 . ( 
 
 LANGF. LIBRARY OF EDUCATION 
 
 UNlVLF;. CALIFORNIA 
 
 BERKELEY, CALIFORNIA, 
 
 UC-NRLF 
 
 *c 
 
I 
 
The social administration of the modern high school 
 
 By 
 
 Archie Hoy Mack 
 A.B. (Kansas Wesley an University) 1910 
 
 THESIS 
 
 Submitted in oartial satisfaction of the requirements for the decree of 
 
 ^STBR OF ARTS 
 in 
 
 ' !! Vlucation 
 
 in the 
 GRADUATE DIYI3I0IT 
 of the 
 TOIVBHSITT OF CALIFORNIA 
 Bee ember, 1917 
 
N\\53 
 
 )N DEPT. 
 
PREFACE 
 
 There are fundamental instincts in human nature and 
 in every individual, *'hich respond to cultivation and^beoome 
 the bases of all educational progress. A thorough apprecia- 
 tion of these in relation to education might revolutionize our 
 entire sohool procedure. Perhaps the most important, and most 
 negleoted, is the instinct of expression or activity. Now it 
 is a recognized fact that legitimate ambitions and emotions, 
 suppressed or uncontrolled, will result in either soul starva- 
 tion or dramatic oharaoter disaster. In order to avoid both 
 it is imperative that we recognize these impulses and instin&ts 
 and provide for their suitable realization. 
 
 It is the firm conviction of the writer, gained by 
 observation and experience, that there are thousands of teachers 
 earnestly offering their life's full measure of devotion to the 
 cause of education, who are totally inoognizant of these funda- 
 mental instinots. There are heights they have planned to scale 
 and ideals they have cherished at times, but they lack ooraplete 
 imaginations and the driving power to initiate and realize. They 
 laok original thought and action, but they respond with zeal 
 and ^energy when they realize that of which they have been only 
 
 dimly conscious. 
 
 ?45i64 
 
Out of these conditions springe the hope that this 
 article may prove to be both inspirational and instructional. 
 It is to remind many of ideals almost given up, to renew the 
 faltering oourage of some, to point out the way to- those who 
 would willingly follow. There has been no attempt lit origin- 
 ality here. Thoughts, facts and plans have been contributed 
 bV hosts of friends, known and unknown, and assembled for the 
 benefit of those who would but dare not, because they know not. 
 If just one soul has been quickened and his spirit renewed, it 
 has been worth while. 
 
 A. R. Mack. 
 
 University of California 
 July - 1917. 
 
!£££! 2.1 1 2.E IS El 5 
 
 -4c sic *4c sk A >fc sfe 
 
 INTRODUCTION 
 
 CHAPTER I—THE PROBLEM OF SOCIAL ADMINISTRATION - 1 
 
 PART I— i^XTRA-CURRICULUM ACTIVITIES 
 
 CHAPTER II— ADVISORY SYSTEMS 9 
 
 CHAPTER III— SOCIALIZED CURRICULUM 31 
 
 CHAPTER IV— SOCIALIZED RECITATION 50 
 
 PART II— EXTRA-CLASSROOM ACTIVITIES 
 
 CHAPTER V— STUDENT SELF-GOVERNMENT 72 
 
 CHAPTER VI— ORGANIZED ATHLETICS 88 
 
 CHAPTER VII— ORGANIZED DEBATING 100 
 
 CHAPTER VIII— HIGH SCHOOL JOURNALISM 108 
 
 CHAPTER IX— HIGH SCHOOL ORGANISATIONS 113 
 
 PART III— COMMUNITY COOPERATING AGENCIES 
 
 CHAPTER X— SOCIAL SERVICE WOE 1 121 
 
 CHAPTER XI— CIVIC AND SOCIAL CLUBS 134 
 
 CHAPTER XII— SOCIAL AND ART CENTERS 141 
 
 CHAPTER XIII— OTHER SOCIALIZING AGENCIES 146 
 
 CHAPTER XIV— CONCLUSION 149 
 
 OUTLINE 
 BIBLIOGRAPHY 
 
-o-o-o- 
 
 _ •"■ 
 
 -0-0-0- 
 
INTRODUCTION 
 
 niUr i JiiiX JL 
 
 THE PROBLEM OF SOCIAL ADMINISTRATION 
 
 John Dewey says, "What the best and wisest parent 
 wants for his own child, that must the community want for 
 all its children. Any other ideal for our schools is narrow 
 and unlovely, acted upon it destroys our democracy." That 
 which is wisest and "best today may he only good tomorrow, be- 
 cause the "Quest of the Best" implies progress, and progress 
 means constant change. It is not mere change or movement that 
 is significant, but rather the new foxm it takes or the direc- 
 tion in which it moves. In fact, it is the impulse to strike 
 out into new fields of endeavor, to seek the yet unattained, 
 
 or try the untried, which acids color to life and is fundamental 
 
 o 
 
 and hopeful in human nature. 
 
 1. Dewey, John: School and Society, page 3 
 
 2. King, Irving: Social Aspects of Education, page 225 
 
 -1- 
 
-2- 
 
 The public school, grounded on the solid rock of 
 medievalism, has stood for ages as a monumental achievement, 
 but its progress to the twentieth century has been greatly im- 
 peded "by the chains of formal discipline, which later became 
 its fetters. During this march of social progress from ancient- 
 ism to modernism the school has been in a state of metamorphosis, 
 adapting itself to a new, complex, and transitory environment. 
 With the fetters broken it proposes to occupy a position in 
 modern progress such that it may be a guiding star to all "wise 
 men" on their Journey to the promised land, and a leader in all 
 civil and social expeditions into new and unknown fields. It 
 stands today as the champion of the "progress of all through all 
 under the leadership of the wisest and best*" The impelling 
 motive now is interest and freedom as contrasted to discipline 
 and repression* "The spirit is libertarian instead of authori- 
 tarian, initiation is emphasized instead of obedience and con- 
 formity, activity replaces receptivity, and there is a spirit of 
 voluntary cooperation instead of compulsory coordination." 
 This change shows vitality, and is rery promising. While it has 
 been natural, necessary, and radical, its continuance is prophetic 
 of still greater achievements. 
 
 1. Slosson, E.E.- Dewey: Teacher of Teachers, Jvfarch 26, 1917, 
 Independent, Vol. L: r IZIZ, page 541 
 
-3- 
 
 Society Is demanding a ready-made product, a hand- 
 me-down that fits. We have failed to find a wearer for the 
 garment we have r nade. We have failed to measure the man for 
 the job he is to fill. As a result adjustments have "been 
 necessary when real life has he en met, John Dewey thinks this 
 has been the case in the past; he says, "!Phe great waste in 
 the school comes from the student*s inahility to utilize the 
 experience he gets outside the school, in any complete way, 
 within the school itself; while he is unable to apply, In dai" 
 
 life, what he is learning at school. It must come out of its 
 
 1 
 isolation and secure the organic connection with social life." 
 
 Such an indictment of the public school is significant, coming 
 as it does from America's foremost educ&tional thinker. How can 
 the condition he otherwise until we make the school a "miniature 
 reproduction of actual society?" We can fit members for society 
 only when we bring the work, society is doing, into the school, 
 and give every individual an opportunity to exercise his mental 
 powers in the gymnasium of actual life. Irving Zing says, "drain- 
 ing in the so-called conventionalities of polite society is not 
 sufficient, neither is it to be despised, The proper training in 
 social usages affords to adolescents a legitimate outlet to im- 
 pulses, which are in very definite need of both expression and 
 
 1. Dewey, John: School and Society, page 67, 
 
-4- 
 
 regulation* This controlled or conventionalized social life 
 
 is a safety valve to the "super-abundance of spirits" of all 
 
 1 
 normal adolescents." The school can ill-afford to neglect 
 
 the consideration of impulses which actuate social intercourse, 
 and which by its own social corporate life it stirs up. Deeper 
 than social usages there must he social usefulness and resource- 
 fulness. Back of the brain must he "brawn and hoth capable of 
 adaptation to the manifold and fundamental readjustments which 
 are rapidly taking place in society. Back of this ability and 
 
 resourcefulness, must be the spirit, a product as Dewey says, 
 
 2 
 "saturated with the spirit of service," and as Irving King 
 
 says, "actuated by that divine discontent which changes environ- 
 ment instead of submitting to it, and dominated by ideals of 
 social responsibility and social service." 3 
 
 The problem of social administration is giving those ' 
 "pupils showing powers of initiative, qualities of leadership, 
 
 and executive ability, an opportunity to develop those traits 
 
 4 
 
 along with scholastic attainments." It is the business of the 
 
 school to provide supervision of all student affairs, "under the 
 leadership of the wisest and best," in order that there may be 
 proper direction, and the pitfalls so common to immature impulses 
 
 1. King, Irving: Social Aspects of Education, page 267 
 
 2. Dewey, John: School and Society, page 28 
 
 3. King, Irving: Social Aspects of Education, pages 225-29 
 
 4. Davis, J.B.: Administration of Social Activities, in 
 
 The Modern High School - C.H. Johnston, Page 410 
 
-5- 
 
 be avoided. Elaborate advisory systems will direct and super- 
 vise, making possible the development of student leadership 
 under the most favorable circumstances. It means providing 
 work which is utilitarian as well as cultural, and variety of 
 work limited only by the demands of the individual. What we 
 study is greater in importance only to how we study, and it 
 becomes the problem of administration to socialize the recita- 
 tion. The attitude of passivity and receptivity must be replaced 
 by a pulsating spirit of activity. Problems must be assigned 
 instead of pages, and the teacher be an "Alpine guide in order 
 to discover and tap the springs of mental efficiency." "The 
 teacher is no longer to sit as a daily inquisitor and play 
 Sherlock Holmes to the more or less sparsely populated brainpans 
 of the luckless youngsters." 
 
 The spirit of repression is obsolete and must give 
 place to the power and possibilities of expression. Participa- 
 tion in self-government under the spirit of democracy will bring 
 rich rewards over the monarchy ruled by the "divine right" of the 
 teacher. To rule themselves poorly offers some compensation over 
 that of being ruled well by others. The spirit of the "Bed Tri- 
 angle" must be introduced and the symmetry of the "Four-square 
 Man" made possible in our high schools in order that each individ- 
 
 1. Hall-Quest A.I. Direction of study as the chief aim of the 
 High School, in The Modern High School - C.H.Johnston, page 270 
 
 2. Hosic J.F. Waste in Education - September 30, 1916 - Vol. IV 
 page 510. 
 
-6- 
 
 ual may measure up to his own full stature. Supervised, 
 compulsory physical fitness must he our goal. Spontaneous 
 and healthful exercise is to he encouraged instead of com- 
 mercialized and specialized athletics, if we are to he 
 "physically strong, mentally straight, and morally right*" 
 Be hating and journalism will he extended until its henefit3 
 reach and stimulate the least eapahle. Democratic student 
 organizations, including literary, musical, and dramatic 
 are to he encouraged, the memhers safe -guarded, and the 
 social spirit cultivated* "Such organizations are "barome- 
 ters which measure the atmosphere of the school." **• 
 
 The value of all social activities should he 
 measured hy the spirit of cooVe ration and service which has 
 heen implanted. Conditions calling for unselfish service 
 should he consciously created "by the school, that the point 
 of view may he changed from what "1 can get out of society," 
 to a realization of my responsihility,and the joy to he found 
 in contrihuting for the sake of the greater pleasure and hene- 
 fits to all. The adolescent period is a fruitful time for 
 developing the proper - esprit de corps * among the students for 
 social service work. 5?he school offers ahundant opportunities 
 
 1. Kerschensteiner, G.M. - Education for Citizenship, page 109 
 
 2. Francis W. Parker School Yearbook - Social Motives in School 
 
 Work, 1912 - Yol. I, page 15. 
 
for those who are anxiously seeking leadership. The com- 
 munity with its many points of contact is a laboratory 
 rich in possibilities and reward to those willing to give 
 assistance. There is much of the moral give and take in 
 the work, but the cooperation of all means n a community of 
 spirit that shall move us as did the community of faith in 
 the Middle Ages when the tolling of a bell stirred in all , 
 hearts a common disposition to worship, by reminding us of 
 
 a visible agency protecting and gathering to itself all the 
 
 1 
 
 individual lives." 
 
 The purpose of the social administration is to 
 educate and develop the whole man. Anything less than this 
 is inadequate and may be positively dangerous. S. L. Heeter 
 says "Train a child »s intellect exclusively and he becomes a 
 religious zealot; train his body exclusively and he becomes 
 a daring monster; train his hand exclusively and he becomes 
 a human machine •" The opportunities we would give any one 
 student that should we provide for all. To do this we must 
 not give the "brilliant student advantages over the phlegma- 
 tic, but provide equal opportunity for all and a type of 
 training which will enable each to become the most efficient 
 
 1. Paulding, J.K. Public School as a center of Community Life, 
 
 February 1898, Educational Heview, Vol. IV - page 148. 
 
 2. Heeter S.L. The School of Tomorrow, $ec. 1911, Educational 
 
 Heview - Vol XLII - page 474 
 
— S— 
 
 citizen possible with his mental and physical endowments and 
 limitations." It is not sufficient that we "be taken up 
 into the mountain and from there view the promised land only 
 to be denied entrance because we have failed to measure up 
 to our accepted responsibilities. Our mission may lead us to 
 the banks of the Bed Sea but opposition will be swallowed up 
 as were the pursuing hosts of Pharaoh if we but boldly move 
 out into mid-stream* The successful social amalgamation 
 process requires a wise and thoughtful administration, a 
 oodperative spirit between the teacher and the taught, and 
 an insatiate desire for personal service to all mankind. 
 This socializing influence comes from three sources: The 
 school with its extra-ourr iculum activities, the students with 
 their extra-classroom activities, and the community with its 
 codperating influence. 
 
 1. Lewis, W.D. Democracy's High School - page 5. 
 
PART I 
 EXEBA-CTFtEIOUIUM ACTIVITIES 
 
 -»0— O—O— 
 
 CHAPTER II 
 ADVISORY SYSTEMS 
 
 There is a period in the lives of the young when 
 the "well « done" of the home is an accepted and a matter- 
 of-fact evidence of affection • For a time the high school 
 "man" regards home as a stopping place and a free hoarding 
 house. He shakes off any and all responsibilities with an 
 ease that is appalling. He has his allowance and thus he- 
 comes economically independent; he drives Bad f s automobile 
 to school and thus is physically fit; he plays the xikelele 
 and is socially sound; he helieves in personal liberty and 
 of course is morally right. He has leisure to "burn" and 
 usually inhales it. He cherishes a wholesome regard for 
 his own opinions and courts the favor of his bunch, while 
 the unsolicited advise of a friend or the confidential 
 suggestion of a pal far outweighs the tender counsel of the 
 
 -9- 
 
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 1 
 
 home* It is the Influence of the associate during the 
 leisure hours which fosters character reserve or produces 
 social wastage. If we are to preserve moral values, we 
 must somehow prevent that moral deterioration which may 
 never show itself in dramatic character disaster but which 
 does choke the conscience and make a sad reality of "what I 
 
 tit have been" when compared with n what I am. w The social 
 
 t 
 
 and economic conditions of the home makes advisory leader- 
 ship imperative. 
 
 Here is our problem and our opportunity. We must 
 throw a. magnetic personality into the "balance, surcharged 
 
 of 
 
 with the spirit A human reclamation, if we would win. Bvery 
 possible opportunity must be given the student to reach his 
 own extremities, to work up to his full capaoity each day, 
 and to participate in all the affairs of the school. Each 
 is entitled to the benefits of mature judgment and exper- 
 ience, and must be guided in the path time has found to be 
 straight and protected from evils which are always encountered 
 by undirected and untrained youth. As administrators we pro- 
 pose to give the student anything he desires that is right. To 
 insure this many schools have appointed class and student ad- 
 visors* By this plan every student is brought into direct 
 personal contact with, and under the personal supervision and 
 
 1. Hall-Quest, A.L. Supervised Study, pages 7-8. 
 
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 guidance of some instructor. 
 
 1 
 Mr. J. W. Baymer, of Berkeley High School, 
 
 began a study of advisory systems a few years ago "by send- 
 ing out a questionnaire to seven hundred high school Prin- 
 cipals, ascertaining the attention which was being given to 
 advisory work, and the plans in use* A yqty generous res- 
 ponse was secured, and combined with the variety and number 
 of plans on trial, it was indicative of the need and the 
 interest being taken in such work. The large high school 
 feels the need of this socialising work perhaps more than 
 the small high school, when we realize that a year or years 
 may pass without student and Instructor becoming ren^ly 
 acquainted . The high school student is naturally a very 
 sociable being, consciously seeking leadership and it is 
 time that we provide a suitable environment where he may 
 learn the appreciation of true values* By spreading the 
 cement of fellowship and friendship and consciously endeav- 
 oring to provide an opportunity for the cultivation of these 
 amid suitable surroundings the advisor is only making it poss- 
 ible for the individual to reach his maximum social efficiency 
 and directing him into paths worthy of his highest aspirations* 
 
 Ravmer. J»W.; Advisory Systems in High Schools, Dec. 1912- 
 
 Educational Beview, Vol. XLIV, page 466. 
 
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 The success of advisory systems depends on the 
 character of the advisor and his aM ity to generate con- 
 fidence in the minds of his group. He must be prepared 
 to guide in all vocational, ethical, recreational and re- 
 ligious questions which "become prominent and call for 
 solution during this adolescent period. The quality par 
 excellence is sympathy backed by a personality that invites 
 confidence. Thus far it is pioneer work but the "pot of 
 gold" is in every soul and only awaits discovery* 
 
 Perhaps the most wholesome results of Mr* Raymer's 
 work were the suggestions offered of promoting greater 
 efficiency in advisory capacities* Perhaps the greatest 
 emphasis was placed on leadership, with the chief character- 
 istic being sympathy. Select teachers with certain character 
 traits who are capable and willing to undertake advisory work. 
 Recognize and reward effectiveness in leadership* Give teach- 
 ers only as many classes as are expected of students and allow 
 the remainder of the day for more time outside the school to 
 live with the pupils and meet the parents* 
 
 Some have begun the work by searching for information 
 concerning the student who enters the high school. Strange as 
 it may seem little has been gained in this way because few 
 
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 statistics have "been gathered and utilized, and far less 
 reoorded. Wherever there has "been definite organization 
 it has usually taken the form of class advisors and spon* 
 sors f who are members of the faculty and elected "by the 
 class • In some cases this member is appointed by the 
 Principal, but it seems to be a little more democratic 
 to have this member elected* The work of the sponsor is 
 to be the class advisor for the year in all matters educa- 
 tional and social, attend all class meetings and give them 
 the benefit of his experience and judgment . This is a very 
 desirable and profitable work from the standpoint of the 
 school and the class but the touch is rather impersonal or 
 only "skin deep*" To be truly effective the influence must 
 be personal and reach down to fundamental human interests* 
 
 In the larger high schools it has been found advis« 
 able to have the smaller group plan, usually from fifteen to 
 twenty-five being the number supervised by the sponsor. The 
 chief purpose of this plan is to make it possible for qyqtj 
 student to be brought into personal and intimate touch with 
 one who is worthy of their confidence and of being their 
 leader and advisor» The plan farther offers an opportunity 
 for vocational guidance and social amalgamation* This is 
 
•14- 
 
 sometimes called the Home-Room Plan and probably has its 
 foundation in, and is an outgrowth of the old German system 
 of the teacher and his students living together as a social 
 group. This plan has many sympathizers. It is in very 
 successful operation in the East Technical High School, of 
 Cleveland, Ohio. Under this plan there are no rooms for 
 the seating of pupils "by classes, hut each of the Home- 
 Rooms has a seating capacity sufficient for the groups to 
 which students are assigned when they enter for the first 
 time. This assignment is maintained throughout the student's 
 course. Those coming from one school or neighhorhood are 
 assigned to the same room. This Home-Room "becomes a social 
 mixing room, as the different neighborhoods are fused and as 
 a few new students are added each year. These instructors or 
 leaders seldom if ever hear their fellows recite and so each 
 time the House-Room meets it does so as a social unit. As 
 father and defender of the group new interests are developed 
 with each nev/ responsibility. Here is an opportunity to dev- 
 elop school spirit rather than class spirit, and train for 
 real citizenship by practice in the control of school activ- 
 ities. A ^ust and wholesome pride develops in these Home-Room 
 
 1. Barker, J.F. A Home-Room Plan, April 1913, School Review, 
 
 Vol. XXI, page 235. 
 
«*15- 
 
 groups f and there is keen interest aroused as representa- 
 tion is sought in school organizations, and on school teams* 
 Suoh a spirit reacts upon the teacher, and soon permeates 
 the entire school atmosphere* Mr* Froula, of the Lincoln 
 High School, Seattle, has properly evaluated such work 
 when he said, "There is marvelous capacity for achievement 
 and wholesome stimulation under such vigorous and vitalized 
 leadership. The social training which comes from partic- 
 ipation in such groups would he sufficient justification 
 for the encouragement of the time-consuming activities, hut 
 when to these are added the opportunity for social recreation 
 and the professional enjoyment of a work well done, these 
 extra-activities become more justifiable*" **■ Prinoipal Geo. 
 Thompson, of Alameda, California, reports 2 the advisory 
 system and is very enthusiastic about the results* He says, 
 "The advisory room is a small family, complete in itself, or 
 a small state, the object for which it exists being complete 
 citizenship. Here in these groups, especially where the sexes 
 are segregated, questions of sex-hygiene, good taste in dress, 
 manners, and morals, may be discussed and school policies can 
 
 1* Froula, Y.K.: Extra Curricular Activities, National Educa- 
 tion Association Proceedings, 1915, page 737* 
 2* By letter. 
 
—16— 
 
 be developed which reaches every individual in the school." 
 It is all important that advisory systems should 
 have the support of the home* It is an important service 
 and "benefits the school # the student, and the community. 
 The advisors must meet the parents, at)d if the work is to 
 he effective it must have their cordial co8peration# In 
 Gary, Indiana, the city has "been divided into geographical 
 units, and the advisor is known as the "regis tcr teacher. w 
 He is sort of a "sociological overseer for those living in 
 a certain neighborhood, and an intimate acquaintance of "both 
 student and parent is cultivated. He makes a complete survey 
 of his district and this relates him to the general community 
 
 life. His profession takes on a new importance and the work 
 
 1 
 furnishes a fine sociological training." 
 
 Next to the social and vocational sponsor and equal 
 in importance stands the study advisor. They maj- he and often 
 are the same individual. Perhaps supervised study is more 
 important, under present social and economic conditions, than 
 vocational guidance or social supervision. In fact they are 
 inseparable and the emphasis determines the importance. Super- 
 vision of study becomes imperative when we realize that 8 per 
 
 1. Bourne, B.S. : 3?he Gary Schools - pages 97-99 
 
V{ 
 
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 cent of the mothers and 10 per cent of the fathers are 
 absent from home more than two evenings & waek, ana in SO 
 per cent of the homes there is "company" twice a week, while 
 
 less than 54 per cent of the students have the stay-at-home 
 
 1 
 
 habit » 
 
 It is the "Alpine Guide" to whom we must look for 
 success if success is to be attained* Gool ^tudy usually 
 follows good teaching and personal industry will he largely 
 
 the result of "an atmosphere charged with the finest sug- 
 
 2 
 gestion for intellectual achievement*" There is joy in 
 
 achievement and when there is pleasure in the work one is 
 doing failure and mental stagnation are utterly impossible. 
 It is our business to stimulate the individual to attain, 
 and to bring into full fruition all his potential possibil- 
 ities. Trivial hindrances often have tremendous consequences 
 and so individual differences must be considered, and we must 
 not presuppose a habit of study where none exists* Frequent 
 conferences aro necessary for they invite confidences and 
 renew courage when determination is at low ebb. 
 
 Each day's mental climb must be attractively an- 
 
 !• Hall-Quest A»I» - Sxipervised Study, page 9* 
 2, Hall-Quest, A. I. - The Direction of Study - in The Modern 
 High School - C« H. Johnston, page 265. 
 
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 nouneed and carefully planned if new heights are to be 
 sealed. The "Alpine Guide" who knows the lay of the land 
 
 can mate the climb exhilarating by pointing out the broad 
 
 1 
 panorama of knowledge at each new altitude. It was the 
 
 tradegy of the unprepared which closed the door to the 
 wedding feast, upon the faces of five of the foolish virgins. 
 It is the tragic realization of the fatalities on the journey 
 which has caused us to recognize the need of supervising the 
 preparation, as well as the climb up the trail in their 
 mental experiences. The teacher must act as a "salesman of 
 truth" and if it is "attractively advertised the students 
 will be curious enough to look over the goods.." Often a 
 "sale" is lost because we expected too much from the cus- 
 tomer. We have too often expected him to grasp in a moment 
 what it has taken us months to attain. This has not been 
 our conscious purpose but it has its evidence in the fact 
 that while the explanation may be recognized it does not 
 accomplish the results. The application is a failure #ien 
 put to the test hours afterwards. Supervision of study *fehen 
 means more than watching and policing while the student is at 
 work on an assignment; it means working with him and helping 
 
 1. Hall-Quest, A. L. : The Direction of Study in The Modern 
 Hi$i School, G. H. Johnston - page 272. 
 
-19- 
 
 him "put it across" whan opposition clocks the way. It 
 is a democratic service "under the leadership of the 
 wisest and the "best*" 
 
 In attempting to administer supervised study 
 there has "been a con3iderahle number and variety of 
 methods devised* It is somewhat difficult to evaluate 
 these but it is hoped that the variety iuentioned will he 
 sufficient for every 3ohool to find the type heat fitted to 
 its needs. The Pueblo plan 1 abolishes all class recita- 
 tions and substitutes supervised individual study. Its 
 fundamental characteristic is the conservation of the in- 
 dividual. ?hey began the work by prohibiting all outside 
 study. They abolished the recitation and all work was made 
 advance work. Every room i3 a studio or workshop wherein 
 each work as individuals and advance as rapidly as ability 
 will permit. Mo student i3 advanced or retarded because of 
 the class. Each is a class by himself and receives attention 
 whenever he needs it. There are no marks, no meohanical re- 
 wards for doing right, no ranking or discriminating honors of 
 any kind. It is claimed for this plan that it develops self- 
 reliant workers, more and better work is done and the opportun- 
 
 1. Search, P.w. • Individual Teaching. Pueblo Plan - February 
 1894, Educational Eeview - Vol. VII, page 154. 
 
-20- 
 
 ity for daily and continuous promotion is an immense stim- 
 ulus* It is a desirable plan if there are sufficient 
 teachers to give tho necessary amount of supervision, for 
 to be effective supervision must "be given Then it is most 
 needed. This plan has many adherents and has been tried in 
 a number of places with satisfactory results. Some object 
 to this plan on the ground that it involves an enormous 
 amount of mental bookkeeping on the part of the teacher , be- 
 cause the progress and peculiar difficulties of each student 
 must be held in mind. It also subjects itself to criticism 
 in that only skilled teachers can use it. By far the most 
 serious objection is the fact that it fails to recognize the 
 school as a social institution in which members should work 
 not only for themselves but with and for others. 
 
 In teaching the pupils how to study in the Uni- 
 versity High School of Chicago, they repaired only the stu- 
 dents who needed the recitation to give attention to it, and 
 provided supplementary work for the fast pupils. They began 
 experimenting with one class by not assigning home work and the 
 result easily proved that it may safely be reduced. This test 
 also showed thrt this class worked with more confidence and 
 
 1. Breslich, S.H.: Teaching Eigh School Pupils How to Study, 
 October 1912, School He view - Tol XX, page 505. 
 
-21- 
 
 pleasure. In the plan now used the new topic is developed 
 in the classroom with the class using the genetic or de ye lop- 
 mental procedure. All start each day at the same place and 
 work independently. No communication is allowed. The teacher 
 passes from one to another, giving the slow pupils suggestions 
 and direction, and encouraging those who lack confidence. Of- 
 ten a general mistake is discussed thoroughly. When it is 
 found that "bright pupils are gaining too much ground, an assign- 
 ment of home work is made, covering the amount of work done "by the 
 "brightest pupil. This is given the slower pupils for home study 
 that all may do a like amount. It is claimed for this plan that 
 the effect is stimulating, and the entire period "becomes a "think- 
 ing, doing, and instruction period." To those who feel that one 
 of the main objects of supervised study is to free the child from 
 any home work, a modification of this plan might be made. There 
 is no particular reason for requiring all to do the same amount 
 of work. It may be unjust, it is at least unreal and not found 
 in actual life. It only means that those who are free for the 
 evening have an opportunity for recreation and social develop- 
 ment which will be denied to the slower, and thus one of the 
 great benefits of supervised study will be lost. 
 
 W. C. Reavis, of Oakland City, Indiana 1 has adopted 
 
 1. Heavis, W.C. - Importance of a Study-Program for High School 
 Pupils, June 1911, School Review, Vol. XIX page 598. 
 
-22- 
 
 a home-stucly plan, in which each student arranges a study- 
 schedule card for home and school. A definite program for 
 the day is required of each student. Duplicate cards are 
 made out stating the periods of recitation and study* Each 
 study period mint indicate the work he has under considera- 
 tion • One of these cards is filed in the study room so that 
 the supervisor may know a is program and intelligently and 
 closely supervise his work. Each student was urged to 
 properly divide his time at home and religiously adhere to 
 the schedule. This plan necessitates the cooperation of the 
 home and this was secured in large majority of cases* On the 
 back of these cards were printed ten suggestions for effective 
 study* This daily program is of great value. It acts as a 
 measuring rod, giving a definite plan to follow, thus saving 
 time and effort. Mr* Reavis found that this program helps to 
 solve the problem of discipline and is of assistance to the 
 teacher in charge of the study hall. It is extremely diffi- 
 cult to find a plan without faults hut it would seem that 
 success will he doubtful where part f the program is left 
 to the parents. Those who need it most fail to properly 
 respect the parental requests, and any half-hearted and half- 
 successful school program only invites disregard for other 
 
-23- 
 
 plans* The machinery is too complex, although the habit 
 of programming yourself is an excellent one to form and 
 industriously followed means economy in time and energy. 
 
 Conference plans are of various kinds* Some 
 principals require the teachers to remain a certain length 
 of time, after the regular session, for conferences* During 
 this time the student call for assistance, or explana* 
 tion at that time, and the teacher has a chance to take up 
 undividual cases and thus learn many of the personal pecul- 
 iarities of the students. If the conference is informal, 
 
 personal and friendly if offers possibilities of influence 
 
 1 
 
 such as no other method can provide. 
 
 Pittsburg, Pa* and Long #each, California u3e 
 the conference hour once a week, to increased advantage. 
 This is a free hour in so much as no assignments are made 
 and no preparation required of the students. Many important 
 uses have arisen as new uses for the hour have been found. 
 Whenever formal school work occupies this time we find the 
 conventional methods being used. It became a review period 
 for the Latin class, vihlle the German department returned 
 
 1. Hall-Quest, A.L.: Supervised Study, page 98. 
 
 2. Rynearson, E.I Conference hour in Pittsburg High School, 
 
 April 1912, School J eview, Vol XV, page 246. 
 
-24- 
 
 correoted papers and discussed them* Others use it for 
 preparation of future work and it then takes on all the 
 phases of supervised work. Very often it is the will of 
 the pupils which determine s the nature of the hour. School 
 problems come in for consideration, or recreation takes the 
 place of formal classroom work. Mr. Bynearson has well 
 called it a "clearing-house for all school affairs •" 
 
 De Kalb, Township High School has gone a step 
 
 further for the conference hour in that a study period a 
 
 1 
 week in each subject is provided. On Monday all first hour 
 
 classes are study periods and the instructors supervise the 
 work. Tuesday the second hour becomes the study period, and 
 this period is advanced each day with a new type of work 
 given. By distributing these periods the instructor has an 
 opportunity to observe the study habits in the various sub- 
 jects and the student may get the necessary help on his 
 difficulties before it is too late. Prospective failures 
 are detected weekly instead of monthly or quarterly as marks 
 may be issued. Besides these regular periods others have 
 been interpolated between the third and fourth in the morning 
 and before the last in the afternoon. The morning it is used 
 
 1. Periods of Study in Hi$i School, January 1913, School 
 He view, Vol. XVI, page 58. 
 
-25- 
 
 for conferences, general assembly, vocational ttlks, lec- 
 tures, musicals, dramatics, rallies and all general pur- 
 poses of the school. In the afternoon v/ork is formal and 
 is usually a general supervised study period. 
 
 The program which does not provide for super- 
 vised study shows lack of concern for the men to 1 progress 
 of the child. It must be constantly on the defense before 
 the public # as well as showing lack of common sense senti- 
 ment* Every failure in school is an indictment against the 
 organization and makes necessary adjustments during the term 
 which might easily be avoided if the school was made the edu- 
 cational workshop* The University High School of Chicago made 
 a great saving in mortality when review groups in Algebra and 
 Latin were formed. After ten weeks, all the prospective fail- 
 ures were given twenty lessons on .the work covered during the 
 ten wee v s. Each lesson us^cl ohe laboratory method and each 
 student was treated as a pathological subject. Such work 
 shows an interest in the welfare of the stiadent and prevents 
 the stigma of failure from falling upon the undeserving* The 
 University High School at Columbia Missouri is attacking this 
 problem from the right angle when they reversed the common 
 practice by reducing the recitation to one -third and used the 
 
 1. Caldwell, O.V.: "Laboratory Method and High School Effi- 
 ciency" - March 1913, Popular Science Monthly, Vol. 
 IXXXII, page 243* 
 
-26- 
 
 remainder in supervised study and careful assignment. 
 If you cannot have the hour or double period program such 
 a plan, while it will not eliminate home study, will make 
 it more effective. 
 
 When we consider the difficulties of initiating 
 such a program of supervised study, it is well to remember 
 that we have something more than that intangible appeal to 
 sentiment upon which to "base our claims. It requires more 
 teachers and usually a longer day. The University of High 
 School of Wisconsin shows that the longer period, sixty 
 minutes, of recitation and supervised study, increasesthe 
 net teaohing time. When we add "fifteen minutes to each 
 non-laboratory subject we gain thirty- three and one-third 
 per cent in teaohing time. With a school year of one hun- 
 dred eighty days, there is approximately a gain of sixty 
 days. Even in a laboratory course the net time is equal to 
 the double consecutive periods twice a week." If mortality 
 can be decreased even in proportion to the increase in teach- 
 ing time, then the necessary increase in the teaching force 
 will be balanced by the cost now sustained in teaching the 
 repeaters. 
 
 Wm. Wiener, Principal Central Commercial and Manual 
 
 Training High School, of Newark, New Jersey/ is very enthusi- 
 
 1. Wiener, Wm: Home Study Reform, School Beview, Oct. 1912 Vol. 
 
 XXt page 526.     
 
-27- 
 
 astic over the results of supervised study on the one hour 
 plan* The school program has five main hour periods with 
 five minutes intermission between hours for relaxation and 
 recitation* The hour is about equally divided between re- 
 citation and study but this is elastic and bends to meet 
 the occasion* The last part may be for study f conferences 
 or individual help* All teachers keep office for one hour 
 after school for the purpose of assisting and advising with 
 those who may come or those who need help. In all this work 
 there has been two very desirable results. Discipline is 
 better because the room is an educational workshop" and every 
 one is busy. Independent and individual work is secured with 
 the result that a fine tsrpe of honesty develops and resource- 
 fulness is exercised* Mr* Wiener ably described the work in 
 the following 3imile, he says, "The school is similar to a 
 corporation, organized on a co-operative basis, each stock- 
 holder puts, as capitaj. his best efforts and energies, and 
 receives, as dividends, confidence, self-respect, and satis- 
 faction through achievements*" Perhaps the greatest benefit 
 accrues to the teacher in the opportunity the period affords 
 to teach the student how to study. He must bev taught "how to 
 tackle" successfully, and to do this he must practice under 
 the supervision of "the coaoh" where wrong methods may be 
 
-28- 
 eliminated and better plana shown. It is a method of eon- 
 serving student resources which is one of the imperative 
 educational needs of the day, The quantity of home-work 
 decreases hut the quality improves* The habit of success 
 becomes established, discouragement is prevented and the 
 teacher is freed from excessive conference work* 
 
 The double-period plan is undoubtedly the ideal 
 one where conditions will permit. In the Joliet Township 
 Hi$i School the plan grew out of the need of devising some 
 plan of preventing the large number of failures in certain 
 classes. It grew naturally and was extended gradually un- 
 til now it includes all the classes of the first two years 
 of high school. The study period is laboratory work and 
 the teacher gives assistance where and when needed. Much 
 of the work is completed in the workshop, and it does 
 insure daily and individual effort. Mental loafing and 
 parasitism is impossible in the atmosphere of such a place. 
 Dr. Brown says, "The soheme, like all others, is dependent 
 largely on the attitude of the teacher. Supervised study 
 reaches its greatest defense in one in whom the qualities 
 of sympathy and interest, inspiration and magnetism, and 
 human uplift, are dominant. n 
 
 1. Brown, Dr. J. Stanley; The Double Period Plan, February 
 1915, School and Home Education. 
 
-29- 
 
 Principal G. C. Jensen, of Elko, Hevada uses 
 supervised study saying in justification of it, "There is 
 really little reason for a student digging away for an 
 hour over a difficulty which the teacher can clear up in 
 a minute hy suggesting the proper method of approach. We 
 are now "beginning to teach our students how to study and 
 something ahout the art of concentration - the only key to 
 success*" 
 
 Several years ago Supt. John Kennedy, of Batavia, 
 
 1 
 
 New York, hit upon a plan of study supervision which he has 
 
 adjusted and modified until he thinks he has a panacea for all 
 evils growing out of the common methods of the recitation. As 
 it applies to high school it is a coach and study supervision 
 plan* It has always "been popular "because the people under- 
 stood it, and thus it is a "reform without martyrs. TT He has a 
 general individual teacher in high school whose work is with 
 those who are slow or are doing unsatisfactory work. In 
 addition to that each teacher gives half of her time to in- 
 dividual supervised work. Some very splendid results, in 
 preventing failures, and in the quantity and quality of work 
 have "been accomplished. 
 
 The study coach is another plan for supervised 
 work. One person devotes all his time to the work of coaching 
 
 1. Kennedy, John: The Batavia Plan, June 1912, Elementary 
 School Journal, Vol. XII, page 449. 
 
-30- 
 
 pupils individually. "This work requires rare ability 
 and the coach must ''j© a psychologist, understanding the 
 motives and attitude of pupils for it is often a very 
 delicto natter to analyze the problem* He is essentially 
 a diagnostician, and the work is individual instruction of 
 the highest kind," Concerning the inception and results 
 of study coach work, Supt« S. J. Gierr, of Hilsdale, Mich- 
 igan sayB t "Four years ago we employed an all around man, a 
 graduate of Harvard, to do what we call coach work among 
 our backward students* It often happens that a pupil will 
 lose out in his work, not "because of lack of ability or 
 application, hut some difficulty arises which throws him 
 off the track and he gets "behind and becomes discouraged, 
 and often students are lost to the school system. The work 
 that this coach has been doing is to take those pupils who 
 have fallen out by the wayside and give them individual 
 attention and assistance, and after a little personal work 
 S they are turned back again into the class and in nearly all 
 
 instances they are able to take up the work and go on with 
 
 p 
 it. Vie have found the results all that we. hoped for*" 
 
 1. Hall-Quest, A,L«: Supervised Study, pages 112-14 
 
 2. By letter. 
 
OHAPTER III 
 SOCIALIZED CURRICULUM 
 
 During the period of educational pessimism, the 
 total depravity theory was in full bloom. What you studied, 
 then, mattered little so long as you didn't like it, and e^ery 
 child was inately wicked, having no good thing in him. Now we 
 believe that it matters everything what we study and what we 
 read and what we think. For ages past, our curriculum has 
 claimed that its composition made it a cure-all for educational 
 ailments, much as did the patent medicine for physical ills. 
 It made a desperate effort to make all children alike by re- 
 quiring all to take the same work. Everything was prescribed 
 regardless of its functioning power in actual life. This was 
 due to the fact that, "The educational train had been through- 
 scheduled for the professions, and thousands, who found that 
 they did not care to reach their destination, were bowled off 
 like mail-sacks, wherever it happened a instead of being com- 
 fortably landed where they ought to have gone." This point 
 of view has changed and the school, with its enriched curricu- 
 lum, is making a determined effort to preserve the natural 
 
 1. Lewie, W.D. Democracy's High School, page 20 
 
 -31- 
 
-32- 
 
 dlfferenoes in children and provide courses of study, that will 
 give them the maximum development of whioh they are severally 
 capable. This becomes doubly necessary as we consider the 
 multiplicity of vocations open to youth to-day. An intelli- 
 gent choice of a life work requires a diversity of training 
 and practice at close range if we would avoid misfits and 
 failures in society, or if we are interested in helping every- 
 one to find the work into which he may put life's energy and 
 draw out happiness. "Someone, somewhere in Prance" has said, 
 'The probability that an adolesoent will hit upon the activity 
 whioh will light up his soul with the consciousness of a 
 special capacity or ability, is exactly proportional to the 
 extent of his opportunity for varied action." 
 
 If the schools are to prepare cltiaens for citizen- 
 ship let us make it a laboratory for solving school community 
 problems. Live facts or dead languages are no longer legiti- 
 mate questions for debate. Let us have a few men with imagi- 
 nations and who are not afraid to use them. Let us put on our 
 own head of steam and feel the pressure from w^ithin instead 
 of compression from without. * Let us cease our preparation 
 to live hereafter lest we forget to live here. The "Kingdom 
 of heaven must be within you" before it can be about you. 
 
 1. Scott, Colin. Socialized High School Curriculum, in Mod- 
 ern High School; C.H.Johnston, page 229 
 
-33- 
 
 Beoause you did not "inherit the Kingdom" is no reason that you 
 may not share it. We oan establish a place of oar own if we 
 but practice a little in trying to work out a few of our day 
 dreams which reappear only to remind us of our unrealized 
 possibilities. One dream poorly realized is worth more than 
 a score of ideas wonderfully idealized. One ethical experience 
 is worth more than a book of moral precepts. Perhaps the making 
 
 of a square joint in the workshop may not guarantee a square 
 
 1 
 deal with your fellows, but it can be as safely assured when 
 
 a similar training in the workshop of human association is pro- 
 vided. 
 
 The appreciation of the public's need for various 
 types of trained service is modifying and enriching the cur- 
 riculum. The motor-minded man is receiving recognition along 
 with the sensory-minded individual. Hew ways of adjustment are 
 being sought in order to provide social and educational exer- 
 cise for "all the children of all the people". Hew courses 
 spring up over night to close the exit from our high schools, 
 and offer alluring invitations for new work and social activity. 
 A hasty review of a hundred catalogues in 1913 showed over two 
 hundred subjects taught in the high schools of America. 2 This 
 enriched program of studieSjWith the varied innovations, is spread 
 
 1. Froula, V.E. Extra-curricular Activities, national Educa- 
 
 tional Association Proceedings, 1915, page 740. 
 
 2. Hall-Quest, A.L. Supervised Study, page 11. 
 
-34- 
 
 out before the youth in a somewhat bewilder Ing way bat with no 
 less a purpose than that of catching his eye and capturing his 
 mind, until he finds the work that will light up his soul to 
 new endeavors. A casual glance at the Educational Directory of 
 1915-16 for the State of California shows sixty-two subjects 
 offered in high schools. Manual Training, including work in 
 wood and iron. Domestic Science and Art, Wireless Telegrajohy, 
 General Science, Chemistry, Agriculture, with gardening, farming 
 and marketing, Physical Education, Military Training, Typwriting, 
 Stenography, First Aid, with scores of others make up the program 
 for the average high school of today. School life is becoming 
 real life as electives increase and the activities of society 
 become the material for laboratory work. Along with this vari- 
 ety of work the school is recognizing the social instincts of its 
 membership, changing its form of government from a despotism, 
 "where the highest virtue is unthinking obedience" to a repre- 
 sentative democracy "where conscientious public service is ex- 
 alted, aggressive public righteousness inculcated, and public 
 
 i 
 Intelligence stimulated". 
 
 The new curriculum is not better characterized than 
 by the attitude we have recently taken of considering the chro- 
 nological and psychological equally with the pedagogical age of 
 
 1. Lewis, W.D. Democracy's High School, page 19. 
 
•*3o«* 
 
 the student as a basis for promotion. The high school is saying 
 to the fellow in the grades, 'Whenever you have a mental age of 
 fifteen years, yes, or even a chronological age of fifteen years, 
 we want you. Come on up higher." Hewtonville, Massachusetts, 
 leads out in this way with a very profitable and hopeful experi- 
 ment, with a special transfer class, consisting of about sixty 
 boys and girls who entered high school without diplomas. For 
 various and unknown reasons, they had been unable to complete the 
 grammar course. With some it was only a pedagogical retardation, 
 with others it was mental, but care was exercised in selecting 
 and the results were gratifying. It required a psychologist to 
 analyze the mental attitude of these students, for a very defi- 
 nite fear of failure possessed most of them* The new work and 
 the practical way in which it was given changed this feeling 
 into one of vague hope, until finally, under the stimulating 
 atmosphere of the school and the personal taste of achievment, 
 confidence in themselves was restored and they began to respond 
 to every appeal to the intellect. Here we see human wreckage and 
 liabilities turned into human resources and assets. They were 
 held, inspired, and then turned back into society, a "workman 
 that needeth not to be ashamed". Ho expedition into frozen fields, 
 forests wild, or dungeons deep, can compare to seeking the paths 
 
 1. Laselle, Mary A. Special Transfer Class - October 1912, 
 Education, Vol. XXXIII, page 109. 
 
-36- 
 
 whieh lead to the hidden interests, and stored~up resources of 
 these untapped and undiscovered mental mines. 
 
 Several years ago the English department, of the Newark 
 High School, began to list and buy books for distribution to the 
 students. **• (This list has steadily grown from year to year, as 
 experience has shown the wisdom of adding new books or eliminating 
 others. The literary and critical value increases from the first 
 to the fourth year. The benefits grow largely out of the selec- 
 tion made and the liberty which is given in the selection of 
 books to be read. Realizing that students coming into high school 
 have read little and have formed few reading habits, and are 
 therefor very largely creatures of circumstances, the list of 
 books is distributed to the classes, suggesting fifty to one hun- 
 dred books suitable for each year. Bach student is required to 
 report, each term, on one book of fiction, one of new fiction, 
 and one poem. The freedom in seleotion, as well as the school 
 requirement, 'overcomes the inertia in some and the possible 
 timidity in others. The variety offered to select from allows 
 the pupil to follow his own bent, and thus creates a prejudice 
 for, instead of against the book. Strange would be the boy or 
 girl who found nothing to oatoh the eye or stay the hand. Having 
 read and enjoyed these, the pupil can and often does read some- 
 thing better. A positive distaste for poor and vulgar forms of 
 
 1. Thompson, Grace. High School Heading: Newark Flan - March 
 1913, Vol. XXI, page 187. 
 
-. .7- 
 
 writing, is created." 
 
 There are times when you can well afford to stoop to 
 conquer, if in so doing you raise the other fellow up to your 
 level* Methods are not to be too closely scrutinized when the 
 prize is a soul you are convoying through the straits of Soylla 
 and Charybdls, and into the Open sea of safety. Many dangers are 
 to be avoided and mental ailments cured. Parasitism, Mental 
 Loafing, pseudo -hydrocephalus, writing atrophy, and spelling 
 paralysis are some of the very prevalent diseases of high school 
 students. The University High Sohool of Columbia, Missouri, 
 started a spelling hospital to cure the last named disease. 
 Those failing to measure up to the standard were quarantined 
 until all evidence of the disease had disappeared. Those who 
 were merely negligent were cured in a week, the minimum time of 
 detention. Hew recruits, who had a temporary slump, or had es- 
 caped detection, were added from time to time. This class was 
 dubbed' the Hospital by the students and usually one eonflnement 
 worked a marvelous cure. With some it required continuous 
 treatment for indefinite lengths of time before their deep 
 seated Inability to spell was cured. This much can be said for 
 the plan that it does stimulate the oareless and help the in- 
 corrigible. 
 
 1. Charters, W.W. Spelling Hospital in High Sohool, March 1910 
 School Review, Vol XVIII, page 192. 
 
-38- 
 
 One of the most hopeful signs of the times is the en- 
 richment of the curriculum by physical training. Many states, 
 during the last legislature, enacted laws providing for physical 
 education and making the work compulsory. Just the form this 
 training is to take is left largely to the school* It may be 
 gymnasium work, after careful physical examination, or it may 
 adopt general minimal essentials, such as authorised in the 
 
 1 9 
 
 Badge Test for Boys and Girls. It may be the Andover plan 
 of "everybody out" or it may be cadet work. Whatever the plan 
 the great significance lies in the fact that we are consciously 
 recognizing the need of physical fitness, as a basis for in- 
 
 trt 
 
 tellectual supremacy, and to fit the body to^the temple of the 
 soul. It has taken Wyoming to show us the socializing influence 
 of cadet work. Some people can only see a gun in military train- 
 ing while others see everything else but a gun. They see hiking, 
 camping, first aid, wall-scaling, and countless other activities, 
 all of which are highly acceptable and beneficial. Regardless 
 of our view, Lieutenant Steever hat done a splendid work with 
 the Cheyenne High School boyB. Superintendent Fees writes very 
 enthusiastically of the work. He says, "Cheyenne was the first 
 city in the United States to adopt the modified system of Swiss 
 
 1. Playground and Recreation Association of America - Bulletins 
 
 #106 and #121 
 
 2. Case, H.J. How Andover solved the Athletic Problem - May 
 
 1910 Outing, Vol. LXII, page 231. 
 
-39. 
 
 Cadets. It originated in 1911 under the direotion of Lieutenant 
 E. J. Steever, who was detailed for military instruction for the 
 State Militia, The work is purely elective hut at the present 
 
 time about sixty per cent of the boys are talcing this work and 
 
 i 
 
 others would be glad to do so but are engaged in other forms of 
 athletic sports. The Drills are held twice a week during school 
 hours for a period of forty-five minutes each. They consist of 
 manual of arms, military setting-up exercises, hospital relief 
 drills, examination drills and wall-scaling. Usually the day 
 following the close of school the cadets assemble for the annual 
 hike into the mountains* They hike the twenty-six miles to their 
 camping grounds. In camp they do their own cooking, squads being 
 detailed for the several duties of camp life. During the day 
 they engage in military maneuvering and drills under the military 
 instructor* During the encampment and at night sham battles are 
 engaged in. During recreation hours, fishing, hunting and moun- 
 tain climbing are the main sports. Twice a year public exhibi- 
 tions are given in the public school gymnasium. The parents are 
 enthusiastic over these cadet tournaments and attend in large 
 numbers* The Cadets appear in uniform, the State making an 
 appropriation to assist in purchasing thesi. Each Cadet is re- 
 quired to sign a certificate agreeing to refrain from the use 
 of tobacco among members of any cadet corps in the state. 
 
-40- 
 
 Pupils of small stature are welcomed to the organization, a 
 policy in sharp contrast to that, usually prevailing in other 
 forms of athletic sports, of training those whose physical 
 powers are already very marked. Furthermore, the drills prove 
 very beneficlent, resulting in increased chest capacity, strong- 
 er muscles, a surer eye and a clearer brain. Training boys to 
 think true, live true, and shoot true has been the purpose of 
 this cadet movement at Cheyenne. For five years they have been 
 pioneering in the delicate matter of military instruction in the 
 schools. The Swiss and Australian models have been followed in 
 some degree but the big outstanding features of the plan are en- 
 tirely original, having particular regard for American ideals 
 and prejudices." This work Is so gripping, and the results so 
 far reaching, that I am going to pay my compliments to Mr. George 
 Creel who has so vividly reviewed the history of the cadet work 
 in Cheyenne, and who has so dramatically pictured the possibili- 
 ties, under the. splendid leadership of such men as Lieutenant 
 Steever. Mr. Creel says, ^ 
 
 "Like most big ideas, the Wyoming experiment "just 
 happened". It was organized after the acid test of opposition 
 had been applied. Time hung heavily on the hands of Lieutenant 
 Steever and it was out of this restless energy that he oonoelved 
 the idea of a cadet oorp in the high school of Cheyenne. 
 
 1. Creel, George: Wyoming's Answer to Militarism - February 
 1916 Everybody's, Vol. XXXIV, page 160. 
 
-41- 
 
 Qpposition sprang instantly into angry life. The labor unions 
 saw nothing in the plan but a training school for the militia; 
 parents based their objections upon the ground that military 
 instruction would result in exalting martial ideals in the minds 
 of every youngster; preachers opposed it because it scented of 
 militarism; educators were antogonistio out of fear that indi- 
 vidual initiative would be destroyed and personal responsibility 
 undermined* Lieutenant Steever, instead of denouncing his 
 opposition, analysed the objections and devised ways of satis- 
 fying them in all fairness. 
 
 "The Cheyenne School-Board gave its consent at last 
 and Lieutenant Steever issued a call for volunteers. Sixteen 
 boys responded, their ages varying from twelve to sixteen with 
 even greater differences in physique. They were divided into 
 two squads each containing an equal number of strong, medium, 
 and weak fellows. Steever straightway made appeal to the three 
 fundamentals of juvenile life — love of games, the competitive 
 instinct, and the gang spirit. "It's one squad against the 
 other," he said, "Hip and Tuck." "We are going to have a 
 tournament in January and the winners will get gold medals. 
 Remember now, team play does it. Your squad is your gang." 
 He got the game spirit by wall-scaling in competition. The 
 two walls were of plank: eight feet four inches high. A fifteen 
 foot run started the climb, and the race was to see which squad 
 
-42~ 
 
 cmuld scramble over first. Won by the good time the cadets 
 seemed to be having, other boys dropped into line so that by 
 the day of the tournament, fifty- five boys were working away 
 and having the sport of their lives* The Governor of the State 
 opened the tournament, the national flag was presented to the 
 eadet oorp and then the squads took the floor and commenced 
 the struggle for medals. The enthusiasm aroused shook the 
 gymnasium as those youngsters whirled through the drill or 
 tore over the high wall, and when the bugle shrilled its last 
 note the last objection to a cadet corps died with it. 
 
 "Looking over his ground Steever hit upon a new idea 
 that not only accentuated the non-militaristic emphasis, but 
 also gave promise of stimulating youthful ardor to an even 
 higher pitch. Each squad was to have a sponsor chosen from the 
 girls of the school, who should be a member of the squad to all 
 intents and purposes, sharing in the high hopes, softening 
 Juvenile savageries, and giving a note of chivalry to the com- 
 petitions. 
 
 "In February 1916, the first inter-city eadet tour- 
 nament was held at Cheyenne, Casper sent one squad, Laramie two, 
 Cheyenne entered three. Sot even the famous Frontier Bays 
 caused larger measure of excitement in Wyoming. To the amaa- 
 ment of all, but its devoted supporters, the Casper squad raced 
 away with the medals, hanging up the remarkable time of eight 
 
-43- 
 
 seconds in the wall-sealing competition* It was a victory 
 that enabled Lieut* Steever to point a smashing moral. The 
 ages of the Gasper squad ranged from eighteen down to twelve, 
 hut not a youngster of the eight had ever touched tobacco in 
 any form or been a victim of evil habits* The lesson was not 
 allowed to lose its vividness* In Hay 1915 , a second inter-city 
 tournament was held, with Rawlins added to the list, and again 
 the Casper squad carried off the honors. Wall-sealing calls 
 for five trials, and three times that gallant little eight did 
 the trick in six and one-fifth seconds* Think of it I A fif- 
 teen foot dash, a wall eight feet four inches high, each young- 
 ster with a heavy rifle in his hand and then all piling over 
 in six and one-fifth seconds. 
 
 s The idea must not be gained however that the Wyoming 
 plan cares for nothing but a boy's chest and legs* There are 
 scholarship squads as well as wall-scaling squads, and while 
 the competitions are not fought out before cheering thousands, 
 there are medals for the winners and the rivalry is Just as 
 keen* The squad leaders are elected* They take turns ohoos- 
 ing members and the fight is to hang up the highest average in 
 every branch of school work* These scholarship squads have 
 their sponsors to urge them on, and the standings are posted on 
 the bulletin boards every week, medals being awarded at the end 
 
of the term. One a quad leader -whose team had lost in the 
 wall-sealing tournament, set sail for a scholarship medal, 
 and he won his by going to the homes of his backward members 
 at night, for the purpose of helping t&em in their lessons. 
 The results are not more mysterious nor miraoulous than the 
 commonest of common sense* Every fellow realizes the absolute 
 necessity of keeping in shape and if a fellow will not do it 
 drastic action is taken by the squad • 
 
 Another tremendous benefit lies in the complete 
 elimination of class distinction and caste lines. Snobbery 
 finds it impossible to live in the democratic atmosphere of 
 the cadet corps. Another democratizing influence lies in the 
 entertainment arrangements during the inter-city tournaments. 
 The boys and sponsors are billeted on the members of the local 
 oorps. They believe that the time to sow the seeds of demo- 
 cracy is in youth, before prejudices have had a chance to har- 
 den. A by-product of this system is good breeding. No fcquad, 
 when attending a party or visiting away from home, wants to be 
 disgraced by a "rough neck" lessons in deportment that would 
 be resisted and derided if they came from adults, are heeded 
 when they proceed from the squad-pals. 
 
 'At the beginning of each year an election is held by 
 secret ballot. At the start boy politics exercised a dominant 
 
-45- 
 
 influence, and many inefficients were chosen because of 
 personal popularity or social standing* It was soon seen 
 that an inefficient leader meant an inefficient squad, and 
 each succeeding election witnessed an increase in the intell- 
 igence of voting that is based on the merits of the candidate 
 rather than his personality. Today the one thing that counts 
 in cadet election is the ability to deliver the goods. Thus 
 the rery selection of squad leaders is in itself a training 
 in citizenship." 
 
 Mfeny centuries ago, a young man, well-educated, 
 well-groomed, "well-healed," a man who was conscientious, 
 sociable, and anxious to make a place for himself in the 
 world, approached the Master of Men and inquired the way to 
 eternal life. The examination which followed showed him to 
 be a worthy traveler, and deserving of a place among men, 
 but an indictment was brought against him, "One thing thou 
 lackest," which caused the young man to go away sorrowing. 
 The curriculum today is well-educated and sociable but a simi- 
 lar indictment must be brought against it. A hasty inspection 
 of the courses of study shows a progressive spirit and a grow- 
 ing interest in supplying the mental powers with suitable 
 activity, public sentiment and legislative enactment recog- 
 nize the need of physical fitness, educational thinkers are 
 
-46- 
 
 zealous in their attempts to provide a healthful social 
 environment, but scarcely a voice is raised in "behalf of 
 the moral and religious cravings of every normal individ- 
 ual* The pseudo -spirit of personal liberty which prompts 
 men to throw up their hands in holy horror when religious 
 training in the school is mentioned causes them just as "bold- 
 ly to bring down the clenched fist of opposition when their 
 position on moral education is questioned. Ho man can be 
 truly educated who does not have an intelligent understanding 
 of the Bible* It is the only piece of literature which has 
 come down to us through the ages, that has retained its place 
 among the literatures of the world* Bo book of fiction, his- 
 tory or poetry has had as large a circulation, and it is 
 doubtful if any book had a larger circulation during the 
 current year. It is the basis of every treasured poem, be- 
 loved song, and standard piece of fiction* It is broad enough 
 and rich enough for Protestant, Catholic and lew* Why not use 
 the liberty which was so carefully instituted for us* negli- 
 gence is not liberty* Liberty comes in the ability and right 
 to choose, and its fullest realization will be manifested when 
 intelligence has had a chance to develop under training instead 
 of abandonment and iggorance* Is there any reason to believe 
 that a o our so of study, broad enough and free enough, could not 
 
-47- 
 
 be worked out t if the same degree of intelligence is used 
 as la other parts of the curriculum? Definite religious 
 instruction, with its accompanying ethical and moral impli- 
 cations, should be a part of the course of study of every 
 school in America, and a minimum amount of work required 
 for graduation. Equal emphasis should be given to the 
 mental, physical, social and moral. Then the symmetrical 
 development of the whole man, the "four-square man" would 
 be represented by four lines each. When properly developed, ea.cH 
 should form the equal side of a perfect square. May the time 
 soon come when advanced ground will be taken on this great 
 question, and a course in religious training will be as nec- 
 essary as military training; when we will cease to hide be- 
 hind the skirts of mother constitution, and when religious 
 liberty will have a chance to flourish in the soil of the 
 soul. 
 
 Opposition, to a righteous cause, often melts away 
 when faced by the faith of a mustard seed. The soil always 
 responds to cultivation, and often produces a harvest , where 
 only desert was thought to be. Individuals, organisations and 
 state legislatures are considering this question and receiving 
 splendid cooperation, Supt. irt, of Gary, Indiana is fearless 
 in the exercise of his imagination, and has the faith of his 
 
-48- 
 
 eonvictions* In 1914 he permitted any, who desired, to attend 
 the church schools during the auditorium period. These 
 schools were conducted "by the Pastors of the various churches • 
 In 1915-16 he so arranged the program so that those desiring this 
 training might come directly from home to these schools, or go 
 directly after school* In speaking of the influence of these 
 schools Supt* Y/irt says, "The church schools have naturalized 
 religion so that it takes its place along with other interests. 
 There has been an appreciable difference in conduct and ideals 
 
 or purposes between those in the church schools and those who 
 
 1 
 did not' go." 
 
 Z 
 The North Dakota plan is perhaps the most widely 
 
 used and practical* The work is planned, outlined in a sylla- 
 bus, standardized, examinations, and credit o^-ven by the State 
 Board of Education* No sectarianism is allowed and partisanship 
 is avoided. It is practical because no new legislation is needed* 
 The course emphasizes the value of scriptural history and liter- 
 ature as broadly cultural subjects* It is vitally related to 
 the home and its influence upon the lives of the students is very 
 
 1* Brown A* A.: - The Week-Day Church Schools of Gary Indiana, 
 February 1916, Heligious Education, Vol* XI, pages 5-19 
 
 2. Squires, Vernon, P. - The North Dakota Plan of Bible Study - 
 February 1916, Religious Education, Vol XI, page 20* 
 
-49- 
 
 marked. The writer has observed and taught this course f 
 with the pleasure of having "both pro te stand and catholic 
 in regular attendance. In the state of Washington ■** thirty 
 
 high schools are giving credit for Bible Study • Birmingham, 
 
 2 
 Alabama gives credit solely upon certificate of attendance t 
 
 diligence, faithfulness, and deportment. In 1914 Austin, 
 
 Texas 2 had two hundred enrolled in various classes for 
 
 g 
 school credit* In the same year Colorado ' had six hundred 
 
 fifteen enrolled in nine cities. In Wyoming 3 the Ministers 
 
 teach the classes, which are held in the school building each 
 
 Wednesday* All denominations are represented and the reflex 
 
 influence has been felt throughout the community. 
 
 1. Coe, ^eorge A. - A General View of the Movement for 
 
 Correlating Religious Education with Public Instruction- 
 April 1916 - Religious Education, Vol XI, page 109. 
 
 2. Osborn, Loran D. - The Colorado Plan of Bible Study - April 
 
 1916 - Religious Education, Vol, 21, page 124. 
 
 3. Lynch, Laura V. - Teaching the Bible in a High School, 
 
 June 1915 - Religious Education Vol 2, page 256. 
 
CHAPTER IV 
 SOCIALIZED HECITATION 
 
 The formal school room, with its rows of desks 
 of uniform size and hardness, and so compact that it takes 
 an athlete to get out of them gracefully, the walls of 
 somewhat doubtful shade, dotted here and there with artistic 
 decorations of baskets of fruit or Pharaoh f s Horses, and the 
 teacher's desk "backed by his chair of authority, presents a 
 somewhat overdrawn idea of the conditions under which school 
 work is carried on. It would be a natural consequence to 
 see the students file into this place, and ceremoniously 
 prepare to listen while the teacher stands behind his pul- 
 pit and hurls out historical facts or moral precepts. This 
 is education for it is the pouring-in process. This may be 
 the day when the master plays "Sherlock Holmes to the more or 
 less sparsely populated brain pans of the luckless youngsters' 
 and the contest then becomes one of seeing if they can get by 
 each attack although they may not get far. The third and 
 seemingly the last method for the master is to settle down 
 quietly and, with the text as a measuring rule, listen while 
 
 -50- 
 
-51- 
 
 the students repeat or recite the facts of the lesson. 
 The successful completion of this work "brings a smile of 
 satisfaction and a feeling of contentment to the master, 
 while the students hold a congratulatory service in the 
 hall. 
 
 In striking contrast to this Hoosier Schoolroom 
 scene is the modern twentieth century huilding t "beautiful in 
 architecture, splendidly equipped, and artistically decor- 
 ated. The room has adjustable desks or movable chairs ar- 
 ranged about the room and the teachers desk completes the 
 circle. Each room has an atmosphere peculiar to the work 
 being carried on there. The history room becomes a workshop 
 with its pictures of the wo rid* s great men and the stories 
 of their lives. You feel history when you enter and the 
 spirit of the room contributes to the success of the hour. 
 The drawing room has the air of an art gallery with its 
 paintings of masters and the attempts of the amateur. All 
 the seats may be moved where the best light may be had. The 
 
 easels become the desk and all the work is given an artistic 
 setting. 
 
 Only the Keystone of the arch is to be fitted to 
 1. Bourne, R.S. - The Gary Schools, page 116. 
 
-62- 
 
 complete the structure and supply the strength which is 
 necessary if it is to stand. A wholesome environment, 
 and variety of work needs only the touch of the leader in 
 directing the activity to "be given, in order to "bring to 
 full fruition all the potential possibilities of the 
 millions of high school students. Without this touch all 
 will he as "sounding "brass or tinkling cymhal." There are 
 at least four in3tinots upon which social activity and develop- 
 ment is dependent. The art and desire of communication is per- 
 haps the simplest form of expression and capable of the great- 
 est expansion* The constructive instinct is the has is for 
 all socializing work of high school • It is the impulse to 
 make, to create and to do, and it can he irected into "results 
 of value as well as allowed to go on at random." Along with 
 these there is the instinct of inquiry which, in the proper 
 atmosphere, stimulates pupils to investigate, and discover 
 with a satisfaction that cannot he compared to that of telling 
 and showing. Then there is the dramatic or expressive instinct 
 which impells every individual to share with others or present 
 for their approval. "These are the natural resources, the un- 
 invested capital, upon the exercise of which depends the active 
 growth of the child." 
 
 1. Dewey, John: School and Society, pages 42 - 45. 
 
-53- 
 
 The socialised recitation recognizes the in- 
 stincts and impulses which control the activity of 
 adolescents and attempts to provide opportunity for the 
 exeroise of these in the social relationships of the 
 school. It means giving them a chance to try out their 
 abilities, it means making the formal recitation informal. 
 It is a time when teacher and pupil meet as a social group 
 to discuss various phases of life, and where the work done 
 is under the supervision of the teacher hut initiated and 
 carried on by the students. The position of the teacher in 
 such work is that of remaining in the background, encourag- 
 ing, helping and guiding. The students organize and conduct 
 the class work and in some cases have made their own assign- 
 ments, and submitted their rankings to 12ie approval of the 
 class. This work requires rare wisdom on the part of the 
 teacher f but there is rich reward for the service. "The 
 teacher is an artist, under whose inspiring touch human beings 
 grow in strength, in good fellowship, and even in righteousness. 
 If his vision is clear, his faith, strong, and his heart devoted 
 
 he may lead his band up the mountain and be permitted to view 
 
 1 
 the promised land, and yes even enter it.* 
 
 1. F. f. Parker, School Year Book, 1912, Vol, I pages 13-14 
 
-54- 
 
 A few pioneers have "blazed the trail for us and 
 while no general plan has "been, or probably ever will be, 
 worked out, it does give us courage to attempt to realize 
 the hopes of which we have been only dimly conscious* Miss 
 Lotta Clark, formerly in the Chariest own Hi^b. School but now 
 connected wlt-h Vm Boston 3?ormal School, had the courage of 
 her convJctions and decided to give the students an opportun- 
 ity to be responsible for their work in history* Many con- 
 ditions seamed tj forecast failure but the novelty appealed 
 to the students and they proceeded to organize. In disposing 
 of Miss Clark the class called her the 'executive officer 1 
 with power in times of need. Each session was a business 
 meeting and as usual the recognition by the president was 
 necessary before a student could speak. This shows that the 
 initiation was by the students, as the president only acted 
 as a medium. Each lesson began by a volunteer presentation 
 of the historical events* Points of disagreement were held 
 over and evidence brought in the next day. Mistakes were 
 often made in the selection of officers but this only 
 offered training in citizenship and impressed them with the 
 need of selecting the proper kind of leadership* It was 
 soon found that they had time to spare and so they received 
 
 1* Clark, Lotta: A Good way to teach History, April, 1909 
 School He view, Vol. XVII, page 255* 
 
-55- 
 
 practice in assignment. Some sug nested "bringing pictures 
 to show the remainder of the time, others suggested stories 
 
 to read, clubs were formed, all contributing to the wealth 
 
 r 
 
 of the work. Discipline was no problem here. Mirjs Clark 
 was only a good psychologist appealing to the proper in- 
 stincts and impulses and making work a pleasure instead of 
 a task. The socialized recitation has waveringly taken one 
 step forward. 
 
 The spirit of the truly socialized recitation is 
 not content with individual progress hut shows concern in class 
 progress as well. The failure of anyone student becomes the 
 interest of all the others. The development of such a spirit 
 reflects the true value of socialized work. , It is no small 
 task to generate a feeling of responsibility and to shock a 
 fellow out the commendable pride he takes in his own success 
 while at his side are friends going down to utter failure. 
 Miss Clio M. Chilcott, a co-worker with Miss Clark in high 
 
 school, made this phase of her work stand out in unusual 
 
 1 
 prominence, in her mathematic classes. All her classes are 
 
 divided into groups with leaders and secretaries elected. Each 
 
 day's progress is recorded individually *>*& by groups. They 
 
 take as much interest in this as many do in following the score 
 
 1. Chilcott, Clio M: An Experiment in Cooperation, February 1912 
 Journal of Education - Vol. 75 page, 125. 
 
-56- 
 
 and standing of teams in some league. Perfection "benefits 
 not only the individual but the group and incidentally the class,, 
 while failure brings chagrin for it lowers the standing of the 
 group.. Graphs took on new life when they meant showing the 
 students own progress, in home work, class exercises and tests. 
 A comparison of these showed the necessary emphasis* This in- 
 formation or "bit of "expert management" gave Miss Chile ott a 
 line on all her classes revealing individual and class differ- 
 ences in no unmistakable terms* When the line on the graph 
 remained steadily high it was evident that the subject had been 
 sufficiently treated and a new one was introduced. A fear of 
 cheating or unfair play grips one^but Miss Chilcott assures us 
 that the class spirit against cheating showed itself to be very 
 strong on several occasions* and the experience was a complete 
 revelation to her. By far the greatest work of the group lead- 
 ers was the responsibility placed upon them by the class. All 
 misunderstandings were taken to the leaders for further explan- 
 ation and then, if necessary, they came to Miss Chilcott. The 
 group leaders also give special help to all those who fall below 
 the standard or who may be absent for a time. The benefit is 
 mutual as the helper gets as much from the work as the helped 
 and a spirit of social service is developed. 
 
 For a number of years Miss Dora Williams, of the 
 
-57- 
 
 Boston Hormal School, showed that spirit of healthy 
 discontent which eventually leads to progress . Each year 
 she approached a little nearer the socialized class with 
 her students in physiology. It is inspiring to read the 
 account of the progress of one class from "their first 
 
 glimpse of cooperative study to the full enjoyment of so- 
 
 1 
 cial solidarity." It was the ordinary class of students, 
 
 and they proposed to use the community as a laboratory. The 
 inception of the work was as quiet and gradual as the grow- 
 ing of a plant, in fact Miss William's problem was that of 
 sowing the seed of self-activity and initiation where tradi- 
 tion had flourished for years. It was a delicate task but it 
 was destined to bring forth the fruits of accomplishment in 
 due season. Possessing the usual qualities of curiosity, 
 initiative, and love of adventure, which had been "strapped 
 down by the conventions of the schoolroom and by a hyper- 
 consciousness of the teacher's superiority" they organized 
 with the proper officers and selected the topics they were 
 interested in. Timidity and shyness soon gave way to satis- 
 faction and confidence, which is the "first milestone in all 
 
 1. Williams, Bora: Details of Class Management in its Rela- 
 tion to the Family, the Outside Community, and the 
 Subjeot - in The Modern High School - C.H. Johnston, 
 page 245 • 
 
-58- 
 
 oooporative wor>:. n As the work grew in complexity it 
 necessitated the advice and help of people of the com"* 
 munity and they were impressed with the spirit of read- 
 iness to help. Elaborate presentations were made which 
 attracted the community to the sessions, and elicited hoth 
 praise and discussion. The work received a severe test 
 when the class realised that they must evaluate the work 
 done in terms of credit* It was a very decided shock when 
 it was learned that some had done so much and others so 
 little. In the struggle to make an individual showing, 
 others had been forgotten. Ordinarily there might be re- 
 gret felt for the unfortunate but no responsibility was 
 accepted but, under this cooperative plan a new light came 
 to them and they as diligently set about correcting the 
 condition. New pairings were made, friendly coaching was 
 given, and while inequalities remained, solidarity brought 
 all into port with flying colors . n In a third year class 
 in English, Comus was to be studied. The work was checked 
 up to the student" and after reading it through carefully, 
 they decided that since it had been written to be played, 
 they would like to play it. Several days were spent in 
 weighing and discussing all the various points of the story. 
 
 1. Reported by Miss Lotta Clark per letter. 
 
-59- 
 
 Here was appeal to the instinct of play and expression and 
 they got down into it in a way that was of far more value 
 than the usual analysis of the poem. Characters "began to 
 grow f some volunteered, and others were drafted* The cos- 
 tumes were made or borrowed and the music was loaned from a 
 neighboring college. On Milton's "birthday, Comus was given 
 for the enjoyment of the whole school. Parents requested a 
 performance and a request from a literary club necessitated 
 a third performance. More than a thousand people enjoyed 
 the work of this English class and not a cent had been spent 
 in producing it. The pupils enjoyed it thoroughly, and felt 
 that they had done something worth while. They will certain- 
 ly never forget Gomus. The value of it was appreciated by 
 one of the teachers who said, "You have saved my life with 
 that production of Comus. My pupils have never liked it and 
 I have been in despair." 
 
 At another time incidents from the story of Rip Tan 
 Winkle were dramatized and the production proved so successful 
 it was repeated for the school. Hot many things in the English 
 course should be dramatized but one such experience in each 
 class in a year will act as leaven to a mass of rhetoric and 
 grammar drill work. One of the most noticeable and important 
 forces in all this work is the realization by the pupils that 
 
-60- 
 
 there is real fun, their kind of fun, to be enjoyed in 
 studying what their elders have decided to "be the finest 
 in literature* What they have enjoyed, they will hold in 
 their minds and think of again and again. What they dis- 
 like, they will put out of their minds as soon as possible. 
 The crowded conditions in the Eastern High School, 
 
 Detroit, pushed Miss Marsh and her English students down into 
 
 1 
 
 a Janitor's supply room. She used this opportunity to so- 
 cialize the rich and poor, black and white, and the Jews and 
 Gentiles wjiich made up the membership of her class. Groups 
 were organized and a remarkable spirit sprang up in their 
 endeavor to transform the room and give it a real English 
 atmosphere. The occasion was somewhat enlivened by a few 
 spreads and a social hour, wherein the classes alternated in 
 playing host. As a result of this cooperative work they or- 
 ganized literary societies where debates and discussions 
 often displayed more heat than light. To vitalize the work, 
 selections were dramatized, and n fliers in journalism" attempted 
 with "local color" generously spread over the entire production. 
 Social group work came in for its share here for the commercial 
 students did the writing, letter designers produced artistic 
 headlines, cartoonists with only microscopic gifts diligently 
 
 1. Marsh, Alice L. Socializing Influences in the Classroom, 
 February 1916, English Journal - Vol. 5, page 89. 
 
-61- 
 
 portrayed the lady of the Lake and prepared posters for 
 advertisement. Social pressure stimulated the delinquents 
 and "our newspapers ," says Miss Marsh, "were a fitting 
 climax to the year's work and really demonstrated the growth 
 in group spirit. n Here is the opportunity to lay the founda- 
 tions of good taste in the choice of dramatic amusement. 
 Civics, because of the nature of the subject, lends itself 
 to the socializing influence .very readily. Perhaps no sub- 
 ject has had so many failures and tradegies as civics, due 
 no doubt to the large number of attempts and to wrong plans. 
 The development of the teaching of civics from the formal to 
 the socialized plan is interesting. It is a patriotic sub- 
 ject and the love of Flag and Country has been the theme of 
 song and sermon for centuries • W l ile the Fathers were aealous 
 in their attempts to impress the youth of the land with loyalty 
 and devotion, it was a regrettable fact that the singing of 
 national songs and the preaching to youth, failed to develop 
 a sturdy citizenship. The passivity of the students was no 
 indication that a great moral and patriotic regeneration was 
 in process. After several centuries some sage arose and de- 
 clared that "knowledge is power." In feverish haste they be- 
 gan to tell boys and girls about good citizenship. The busy 
 
 1. Kiernan, Frank - Development of Socialized Recitation 
 Craftsman, September 1914, Vol. XXVI - page 627. 
 
-62- 
 
 presses flew and ground out books by the thousands* "They 
 seemed to feel that all opportunity for this knowledge will 
 close when the student leaves school and the rest of his 
 life will "be through a howling intellectual desert, in which 
 each one will he dependent for his supply of this "water of 
 life" upon the amount which he has stored away in the reservoirs 
 in his interior, like a camel." Good citizens failed to #ppear 
 and they were amazed. At last a new vision came to them and 
 the present attempt is to prepare good citizens hy giving the 
 student a part in the running of the school, and using the 
 community as the laboratory for further experiments. At present 
 we are in a dilemma for it is difficult to decide whether to take 
 the pupil to the government or bring the government into the 
 school for the students to experiment with upon themselves. Miss 
 Nellie Hammond, of the Wo burn High School was very successful in 
 taking the students to the government. ^ She organized a school 
 city, and after a thorough knowledge, of how to run a city, was 
 secured, officers were nominated , elected and installed, with all 
 the pomp and ceremony that the falseness of the occasion permitted. 
 It was reported that the inaugural address of the young Mayor was 
 a splendid piece of work and one which a bona-fide mayor need not 
 have been ashamed of. The young mayor received an admiration and 
 
 1. Reported by Miss lotta Clark per letter. 
 
••6S-. 
 
 loyalty from Ms citizens which was enviable* While this 
 experiment was a success, there have "been hundreds of sim- 
 ilar ones go on the rock. However when the government is 
 brought into the school and the students participate in it t 
 a wise leadership will insure success and prove highly ben- 
 eficial as a socializing factor. 
 
 The excursion comes in for its share of considera- 
 tion whenever any serious attempt is made to socialize class- 
 room work. Realizing that a large per cent of students leave 
 
 1 
 high school at the end of the first year f Miss Clark de- 
 termined to make this one year as profitable as possible. 
 About a hundred good story books were placed at the disposal 
 of the class, and they were allowed to read as much as they 
 desired. Each week a liberal time was given to discussion of 
 the reading and later in the year standard literature supple- 
 mented these. The composition work had a vocational aspect 
 and all had a definite purpose from the boy's point of view. 
 Everything of interest in the commiinity was noted and made 
 preparatory to the work which was to follow. 
 
 *!Phe greatest interest was in the coal wharves* 
 Letters were written to the largest firms, asking permission to 
 visit them, a group of fellows looked over the letters, selected 
 
 1. Reported by letter. 
 
-04- 
 
 the "best and mailed it# The others were used as a "basis 
 to discussion and improvement. A member of one of the 
 large firms called in person and invited the class to visit 
 upon the arrival of the next "barge. The visit materialized 
 a little lrter and the class returned with material suffi- 
 cient to last a week. The whole process was reviewed from 
 the ship to the bin t while an opportunity was given to 
 visit the accompanying departments including the office. 
 Letters of thanks were penned and the "best mailed. 
 
 There had been genuine enjoyment in the trip and 
 the subsequent work. Scores of other places were suggested 
 and groups were organized with one of the number as leader. 
 Each group arranged outlines of what had been seen and then 
 the trip was reviewed before the class. This gave expression 
 in oral and written work and both improved noticeably. Per- 
 feot written English was the goal and it was frequently at- 
 tained. The ideal of eliminating certain glaring mistakes 
 from English was established and often it was accomplished • 
 forceably. The process occasionally required a gap and a 
 swallow in order to prevent a mistake from slipping out but 
 improvement is near at hand under such pressure. Miss Clark 
 says "when a boy takes himself in hand, he is a good way along 
 on the right track." A total of eighteen different industries 
 
-65- 
 
 were visited during the year. The hoys had met fellows of 
 their own age at work and had talked to them. They hr ought 
 work from the world into the school and sent work "back into 
 the world, and as a result they had an intelligent idea of a 
 boy f s chance in it. Common instincts had been appealed to in 
 this class and were found to he powerful allies. n? 
 
 Miss Mulrey tried a similar plan with her class of 
 eighty pupils, after the formal methods were weighed in the 
 balance and found wanting. A saw-mill, steam engine, water 
 system and an automobile furnished examples in arithmetic, 
 and a basis for English work. As far as possible every 
 suggestion of the boys was carried out, and it made a vigor- 
 ous and lasting appeal. Their interest in the gymnasium was 
 made an incentive for good work. They established a business 
 standard which required every boy to be ready ererj day with 
 every lesson when he came to school. That was "delivering 
 the goods on time." With the cooperation of the other teachers 
 and the development of the social group spirit, a definite so- 
 cial resource was secured for society which might easily have 
 been a heavy liability. 
 
 During the last three summers Miss Clark has been 
 giving courses in history methods and pageantry at the Univer- 
 sity of Wisconsin and at Boston University, with encouraging re- 
 sults. As a means of socializing and vitalizing history work, 
 
.66- 
 
 It can hardly "be excelled* When it reaches out in all its 
 possibilities it becomes a tremendous socializing agency for 
 the entire community. Louis S« Parker defines the pageant as 
 "a festival of thanksgiving to Almighty God for the blessings 
 of the past, the opportunities of the present, and the hope of 
 the future*" Mr. Langdon, the American pageant master says, 
 n a pageant is the drama of a community in which the place be- 
 comes the hero and its history is a plot." Miss Clark speaks 
 of the pageant as "the doing of one's local history." At 
 least it is an attempt to give a big community history lesson. 
 If it is local history that is to be shown it uncovers ancient 
 traditions, awakens old memories, and reviews step by step the 
 historical progress of the community from frontier days and the 
 stage to free delivery and the automobile. The old men dream 
 dreams and the young men have visions, and all unite in a mag- 
 nificent effort to make the event a festive occasion. 
 
 The most important socializing event of the history 
 work in the Charlestown High School was the historic pageant 
 whioh Miss Clark relates so vividly; ** She says, "It brought 
 back to lifo scenes of an Indian Camp in old Mishawum as the 
 
 1. Clark, Lotta A. - Pageants and local History - November 
 
 1914, History Teacher's Magazine, Vol. 5, page 287. 
 
 2. Clark, Lotta A. - Charlestown Pageant - November 1914, 
 
 History Teacher's Magazine, Vol 5, page 287. 
 
-67- 
 
 Indians used to oall it. There we saw Captain John Smith 
 in the Court of King James t in England, showing a map 
 of our coast which he had explored* We listen while little 
 Prince Charles names our river for himself and expresses a 
 hope that a town may grow up there and hear his name. We 
 feel a pang of sadness when we realise that the gay little 
 Prince "becomes Charles I of England, and was beheaded. We 
 never cared so much "before. 
 
 1 Next comes Governor Winthrop to the great house 
 made ready for him If the Spragtie brothers and their neigh- 
 bors. We go in turn to the Dame School; we welcome John 
 Harvard and listen while he repeats the covenant which makes 
 him one of our townsmen; we hear the towncrier f s bell and 
 look on grimly while the sheriff places a man in the stocks 
 for speaking against the magistrates; and we hush the little 
 ones who laugh or jeer at the oulprit whose offense means 
 nothing to them yet. Paul Revere steals in and we are thrilled 
 with excitement as he discovers the lanterns in the church- tower 
 across the river; our hearts keep time to the clatter of hoofs 
 as he rides away on the horse which Beacon Larkin had ready 
 waiting for him. Then we live through Bunker Hill battle day in 
 the house of one of its soldiers who came there to have his 
 wounded arm bound up before going back to the Hill to resist the 
 
-68- 
 
 third charge* Before he leaves them, he bide his aged 
 mother and his brave little daughters to escape to safe- 
 ty across the Heck before the fire kindled by the British 
 cannon reaches their home. There are tears in our eyes as we 
 watch it all for this is not acting mm we are living through 
 it all together. 
 
 * But the days of rejoicing together as well are at 
 hand* Washington comes to visit our town and we greet him in 
 the garden of the ^rothinghams whose services for their coun- 
 try during the Revolution he has come to acknowledge. Later 
 we lay the corner-stone of the great monument with the impress- 
 ive Masonic Ceremony, the sacred hymns, the revera"ble presence 
 of Lafayette, and the immortal oration of Webster. We listen 
 with delight while the words of our present day orator and 
 poet praise those of our townsmen whose work has brought fame 
 and credit to us all* We see our young sculptor unveil his 
 massive bust of Morse, the electrician, whose birthplace is but 
 a stone's throw away. Our Poet has administered us to take up 
 the torch and bear it on bravely as we make the history for the 
 future. We answer the call by showing the mothers among us 
 gowned in the g*~rbs of many nations and bearing in their arms 
 the babies, the citizens of tomorrow. We show how we will guard 
 them from disease and how cleanliness, good food, fresh air and 
 
-69 
 
 sunshine shall "build for them the s tardy "bodies they will 
 need to do the work which is soon to he theirs* 
 
 *hen the whole pageant passes in order before our 
 enthroned Goddess of Liberty, all singing the hymns of patri- 
 otism which inspire resolutions for the future faith and 
 services* And then it is gone, but its memory its lesson, 
 will never be forgotten. The elders never tire of talking 
 about it t and the youngsters act it out over and over again. 
 Ever; one feels that it has been worth while » and before many 
 years some one will speak the irresistible thought: "Let's do 
 it again!" and we will when our achievements show real progress 
 since the last one. 
 
 The whole town had the experience of seeing it as his- 
 tory comes to life again. The pageant was the product of the 
 united effort of the history pupils and talent and interest of 
 all kinds in the niehgborhood. The Army in our midst furnished 
 its great Armory; the United States Navy gave us of its splendid 
 music; our poets, scholars, artists, and citizens of all classes 
 and ages and religions contributed their best. The result was 
 that our Governor and his Lady who came to the performance on 
 Patriot's Day leaned over the railings of their box and enjoyed 
 it from beginning to end, The profits amounted to several hundred 
 dollars, nearly all of which were given to improve the health of 
 
-70- 
 
 the babies, the little eitiaens among us* The history de- 
 partment of the school enlisted tfco interest of the commun- 
 ity in teaching the lessons of its history in such a way 
 that it felt proud to show it to the Chief Executive of the 
 Commonwealth and all who witnessed it. We felt that we had 
 proved the educational, patriotic and financial value of 
 history teaching* 
 
 Undoubtedly the most brilliant and spectacular 
 event in the history of the Dubuque High School, Iowa, was 
 the school pageant and fete given a little over a year ago. 
 I quote Mr, Harris: "Certainly no school event ever elicited 
 such enthusiastic and spontaneous expressions of approval. 
 Not the least of the effects was the community and civic spir- 
 it awakened. The pageant of three hundred and the parade of 
 eleven hundred pupils, all costumed, made a beautiful and 
 inspiring spectacle as it wended its way down the street and 
 won the enthusiastic applause of the thousands of spectators 
 who lined the walles. At the Municipal Athletic Field, where 
 the folk dances and drills of the grammar grades were given, 
 the Shakespearian pageant and parade by the high school swept 
 in a large circle around the field, affording the crowded stands 
 a wonderful flew, and elicited unqualified admiration. A large 
 section of the grandstand was reserved for the children, and 
 
 1. Harris, Jas. H: - Dubuque Pageant and Fete - November 1916 
 School Board Journal, Vol. 53 - page 42. 
 
-71- 
 
 when they took their seats a riot of colors was "blended 
 as in a massive "bouquet of flowers • Much hard work, 
 most careful planning and organization, considerable 
 anxiety and not a little patience were required to bring 
 the affair to a successful conclusion. All this was for- 
 gotten by the success which attended the efforts, and by 
 the unanimous and enthusiastic receiption which it met 
 at the hands of the public. w 
 
PART II 
 EXTRA-CLASSROOM ACTIVITIES 
 
 «"0""0""0"* 
 
 CHAPTER T 
 STUDENT SELF-GOVERNlEirT 
 
 In all extra-classroom activities the center of 
 gravity is entirely changed, at least it is found centered 
 in the student rather than in the faculty or the school* 
 Withdrawing initiation does not mean the withdrawal of super- 
 vision, in fact increased vigilance is necessary. Student 
 government means getting them to do for you what you would 
 like to require them to do, and for themselves what it some- 
 times required you to do. It is "capturing the young scamps 
 in their scampering," and it is sometimes a perry pace they 
 set for us. If we ean*t keep up we must somehow hang on as 
 character and not scholarship is now in the "balance. If the 
 object of the public school is to improve the human race 
 physically, develop it mentally, and strengthen it socially 
 and morally, then it becomes necessary to give exercise in 
 
 1. Potter, Milton C. - Social Organization in the High School 
 - National Education Association Proceedings 1912. 
 page 181. 
 
 -72- 
 
7 pl- 
 
 each of these fields of activity in a free and spontaneous 
 way. Men and women everywhere are seeking social service 
 work, and even martyrdom, as shown by the hundreds who 
 annually enter slum work, social settlement, playground, 
 and every other type of public and private social service 
 activity. Why do they not crowd into the leadership work as 
 offered in the modern high school? It is not neoessarily the 
 salary for many service activities require a far greater 
 financial sacrifice. Whatever the cause or your answer, the 
 time will come when the "care for the interest of the young, 
 
 growing, well-folks will be as attractive as the office of 
 
 1 
 Doctor or fliirse," when prevention will bring more joy than 
 
 reclamation or cure. 
 
 When we realise that high school students are 
 
 educational raw material to be tested and assorted, their 
 
 social activities become a laboratory where the acid test of 
 
 character can be most thoroughly applied. Here an ounce of 
 
 experience will be worth a pound of moral persuasion. A most 
 
 significant opportunity for getting first-hand and effective 
 
 training in citizenship is to be found in the various forma 
 
 of student-government which are being tried at this time. It 
 
 is not I new idea, but it is democratic, and under proper 
 
 1. Bentley, Rufus, C»: Extra-Classroom Activities - National 
 Education Association Proceedings, 1911, page 581. 
 
-74- 
 
 oultivation it will produce dependable leaders and good 
 followers* The number and variety of plans in use is only 
 characteristic of the spirit of our educational ideal and 
 privileges of trying anything once, "Many of these tries 
 spell tragedy not because the plan was wrong but because the 
 "vigilance committee failed at their vigils. n 
 
 Objections are always raised to any and every plan 
 which is a change from the old to the new. Mr. Richard Welling, 
 Chairman of the School Citizen's Committee of Hew York, has 
 evidently collected all the objections that could possibly be 
 brought against student government. Mr. Welling sees through 
 these and far beyond into the silver lining of this cloud of 
 "it can't be done* 1 * It has been said that self-government in 
 school calls for a mental development that students do not 
 possess; that students, when invested in power, become arrogant; 
 that the supervision, necessary, makes mere puppets of the stu- 
 dents; that the machinery is so elaborate that the purpose is 
 destroyed; that the energy expended is not worth whilb, that 
 pupil cooperation is simply for show, it cannot take care of the 
 serious cases; that the pupils of our day are more in need of 
 respect for authority than the exercise of it; that it destroys 
 the. principal's and teacher's influence; that the activities of 
 
 1. Welling, Biohard - Self-Government as Training for Citizenship- 
 Hat ional Education Association Proceedings 1911, page 1005 
 
-75- 
 
 self-government are mere play as they realize that the Prin- 
 cipal constitutes the real governing "body; that the students 
 are orderly, polite and considerate, and do not needi legis- 
 latures, courts, police etc; that there are so many other and 
 more desirable ways of improving the schools that they should 
 hesitate to adopt this; and finally that it takes too much 
 time. Such an arraignment would ordinarily leave little faith 
 in the undertaking, hut "because plans have failed and will con- 
 tinue to fail, and "because fear overrules faith, that is no 
 reason why it should he condemned, or "blind us to its undeniable 
 merits. n To be aware of risks and to appreciate them in full is 
 a sign of wisdom and a stimulus to true courage. To have fear 
 and see no outcome, to be chronioally afraid, expresses the 
 depth of defeat* To be so cautious as to be afraid to stir or 
 to take risks for worthy ends is a conservative attitude governed 
 by a subconscious fear." A few genuinely successful experi- 
 
 ments turns the "evening sunset's blue to gold." 
 
 A splendid example of tke efficiency of student gov- 
 ernment was related, to the writer, recently. Cases for discipline 
 were referred t* the government committee who reviewed the evidence 
 and passed judgment upon the offender. Previous and near to the 
 
 1. Scott, Colin - Social Education - pages EE4-885 
 
mid-year graduation a somewhat popular fellow decided to 
 test the power of the student committee, and deliberately 
 planned to bring himself before them, in order to "show 
 them up*" In due course of time his offense came up for 
 consideration before the Committee and he was summoned 
 before them for an explanation* With a bravado and some- 
 what haughty spirit he came in and sneeringly confessed to 
 the act and challenged their authority, at the same time 
 ridiculing the committee and Jeering at their assumed pos- 
 ition* The result was a verdict of suspension which re* 
 ceived the approval of the Principal, He appealed in person 
 to the Principal, Superintendent and Board of Education but 
 with a spirit of decreasing haughtiness as he proceeded* It 
 was all to no avail, and it began to dawn upon the young man 
 that he had committed a serious offense and unless he could 
 be reinstated, it meant failure to graduate. Reappearing be- 
 fore the authorities, with the re guest for reinstatement, he 
 was referred from the Board to the Superintendent, from there 
 to the Principal, and the latter named one condition, that 
 being that he secure the recommendation of the student committee. 
 This was a bitter punishment to the young man and it hurt his 
 pride, but he rose to the occasion and in all humility and 
 respectfulness he reappeared before the committee and pleaded 
 
-77- 
 
 his cause, apologizing for his attitude, and assuring them 
 that he was sorry for his conduct and asked for a recommenda- 
 tion of reinstatement, and then occurred a scene which tries 
 all souls and softens all hearts, as the chairman of the 
 committee extended the right hand of fellowship and the assur- 
 ance of forgiveness. Great you say? Yes, even wonderful. It 
 was worth a hundred failures. It is worth trying again. 
 
 In an eastern city, not so long ago, it was decided 
 to place the high school on a self-governing "basis, and on the 
 following morning all teachers were withdrawn from the study 
 room. A temporary organization was formed after the problem 
 had "been placed squarely before the students. A chaotic con- 
 dition resulted for some time, but the storm was weathered, 
 and when they realized that disturbances must be handled as they 
 were in actual life, they rose to the conditions and trouble 
 
 ceased. An invaluable lesson had been learned, and a forward 
 
 1 
 step made in social self-government. 
 
 In the Los Angeles High School for girls there is a 
 
 g 
 group of girls known as the self-government committee. £his 
 
 1. Lewis, W.D. - Democracy^ Hi^h School - page 16. 
 
 2. Dorsey, Susan, P - Self -Government Committee - national 
 
 Education Association Proceedings 1913 - page 496. 
 
-78- 
 
 committee has fall charge of the discipline in all places 
 except the recitation room. All offenses are tried "before 
 them and they prescribe the punishment. There is always the 
 appeal to the Principal hut it is seldom used and less fre- 
 quently is the decision of the committee revoked. These girls 
 as well as many others perform a very valuable service in first 
 aid or as ushers. Each day some girl f selected from the older 
 classes, is made assistant to the Vice -Principal. She is gen- 
 eral helper, showing visitors about, collecting records, sum- 
 mons students to the office, and does much of the clerical work 
 for that day. "This day at headquarters," says Miss Dorsey, 
 "gives a liberal eduoation in the real meaning of school life 
 and work. Each girl thereafter has a slightly different atti- 
 tude toward the school administration, can be counted on to 
 measure up a little more nearly to the fall stature of a right- 
 minded school girl." 
 
 Eugene, Oregon started their student government wnrk 
 last year and Principal P. A. Sco field writes concerning the 
 plan of organization, and comments on the sucoess of it. He 
 says, "The plan for student government is not yet complete and 
 the first idea is rather to give the students some more respon- 
 sibility rather than too much freedom. This may come later but 
 
 1. Reported by letter. 
 
-79- 
 
 for the present it does not seem wise to offer too muciw 
 This school is organized into Roll Rooms and this is where 
 the first beginning is made. Each teacher in charge of her first 
 period class which is known as her roll room group organises her 
 room. Each room has a president t secretary, two guides and two 
 commissi one rs« The different rooms have different methods of 
 doing things* but in general all student body announcements are 
 handled by these officers and all special activities in the room 
 are taken in charge by this group. The student council is com- 
 posed of the presidents of the different rooms, the student body 
 president, and henceforth the members of the executive committee 
 of the Junior Chamber of Commerce. This group meets at the call 
 of the Principal of its members and discusses questions of gen- 
 eral student interest. One question discussed last year was 
 "smoking on the athletic teams. M 
 
 Each room has a boy and girl guide who serve as assis- 
 tants in collecting attendance slips and have a station in the 
 hall known as the Information Bureau. They direct visitors over 
 the building and run errands during the two periods per week they 
 are on duty. It is their business to collect the attendance slips 
 from each room each period and check them over with the office 
 list of absentees and make a report of students absent from differ- 
 ent sections. Often times they look these students up and assist 
 
-80- 
 
 in other ways in the routine work of the office. Two guides 
 are on duty each period of the day so this necessitates quite 
 a complete system of schedules hut they work out their pro- 
 gram themselves after they hare "been given a few general 
 directions and instructions. This feature . is very useful 
 to the office and helpful to the students in that they acquire 
 a thorough knowledge of the working conditions of the school, 
 know the different pupils, different rooms and the schedules, 
 besides being responsible for the part of the machinery of the 
 school government. The Commissioners attend to the attendance 
 in the roll rooms the first period in the day which they gather 
 and take to the office at once. In addition to the student 
 body council there is a special committee who works on the 
 problem of school discipline and thievery. 
 
 * The Junior Chamoer of Coerce ia just now being 
 started. It consists of about a dozen groups organized under 
 bureaus. The students enroll in various groups in which they 
 are interested, and their main work is done there, such as the 
 Literary Club, German Club and others. The presidents of these 
 groups form an executive committee. Once a month all members 
 meet in a gene i*al assembly for the discussion of civic problems 
 and a general program is arranged. While we have not yet had 
 such a program, we have these arranged for nearly the entire 
 
-81- 
 
 school year. Outside speakers will address the assembly in 
 addition to the prepared program by the students and extempor- 
 aneous speaking from the floor. Just how this will turn out 
 we are not quite sure, hut we believe it has many possibili- 
 ties and so far half the students are enrolled in some of these 
 organizations. n 
 
 The twenty- two hundred students and teachers of the 
 
 Manual Arts High School, of Los Angeles, are organized into a 
 
 1 
 most efficient society, called the sta&nt "Body Organization. 
 
 Its one gre t purpose is to do, at all times it can, and in 
 all the ways it can, all the good it can, for Manual Arts. 
 Each semester the student body with a rousing campaign speech- 
 es and amid great enthusiasm and excitement elects its seven 
 officers by popular vote. The end of every school term is a 
 time of intense excitement. Ho great political campaign ever 
 saw greater rivalry. Ambitious student, for months, have been 
 planning for these last two weeks. They have organized their 
 workers and figured on erery possible emergency which mjght 
 arise. This is the time of the student body election. Etqtj 
 member of the school takes an interest in each candidate. His 
 qualifications are debated so critically that it is a sad day 
 for the fellow who has not lived up to the high standard whieh 
 
 1. Reported, by letter and student publication, n The Life of 
 Manual Arts," and quoted here. 
 
-82- 
 
 the student body has set for those who Shall hold office. 
 After the nomination speeches, which are interesting and 
 entertaining as well as good training, the students vote 
 by ballot in their respective classrooms. Experience has 
 shown that the average student is a good clean citizen, for 
 very rarely is the wrong boy or girl chosen for office* He 
 is subject to recall at any time. He is given an opportunity 
 to address the members of the organization in the assembly and 
 through the school paper, in his o\ra defense before such elec- 
 tion is held. The presidency of the Student Body is the big 
 office of the school. Every Freshman with a spark of ambition 
 dreams of the day when he might have a retiring president 
 hand over to him the gavel of office. This is no small ambi- 
 tion, for the president takes upon himself a real responsibility 
 which he must prove himself worthy of, beside standing high in 
 his scholarship. 
 
 * The Council, a great democratic legislative body, 
 composed of all the classroom presidents, is probably the most 
 important organization within the Student Body. At least once 
 a week a meeting is held and important questions concerning 
 school are debated and decided. Here plans are made and laws 
 enacted, the constitution amended, policy changed or the nature 
 of certain assemblies determined. On these measures at any time 
 
-85- 
 
 the Council may ask the advice of the Student Body or the 
 Student Body may call for a referendum vote on any measure 
 which the Council has passed* Manual Arts has real self- 
 government* Each student is expected to so conduct himself 
 that no control from the out3ide is necessary. Of course 
 among so many there are some who will not willingly obey the 
 rules necessary for the welfare of all. and in order to pre- 
 vent them from doing things which would oast reflections on 
 the whole student body, the Self-government Organization en- 
 force the proper attitude and will of the majority and such 
 rules as are necessary* They also have charge of tardiness* 
 Each organization of the hoys and girls has a real court of 
 its own where offenders who plead "not guilty" are tried* A 
 jury composed of students renders the decision, and each case - 
 is given a square deal* The court ic not to convict hut to 
 correct, if possible the attitude of the student who breaks 
 the rules laid down by the Stuacnt Body and Principal* As long 
 as students do not look upon the self-government committeemen as 
 policemen but are made to remember that self-government means the 
 government of one f s own self and that the committeemen are elected 
 to look after those who have no control of themselves, self-govern- 
 ment will be a success* 
 
 One of the most lasting impressions received at the 
 Washington Junior High School of Rochester N.Y* is the spirit 
 
-84- 
 
 of cooperation between faculty and students. Those who hare 
 watched and seen the development of strident government step 
 by step t are still in wonder at the success which has accom- 
 panied the experiment. Everlasting diligence has been t&e 
 price of success. The unit of self-government is the home- 
 room section of an average of thirty students* Each room is 
 thoroughly organized. The president is recognized as the class 
 leader and teacher's representative in her absence. He is 
 seated at her desk and conducts the class work as planned by 
 the teacher. Visitors have happened into such rooms upon these 
 occasions and seated themselves, thinking that the teacher was 
 present. The secretary, besides his ordinary duties, is the 
 medium of communication between the home-room teachers and the 
 office and takes charge of report cards. The treasurer also 
 assumes charge of deposits made by class members in the school 
 savings bank. Class guides lead the class in corridors, in fire 
 drills and to school assemblies. Class ushers receive visitors, 
 escort them from class to class, answer questions as to class 
 work, and in general extend the courtesies of the class. The at« 
 tendance seerotaries have initiated contests for perfect atten- 
 dance and punctuality championship, which have been genuine con- 
 tributions. 
 
 1. Glass J.M. - Student Participation in School Control. This 
 article was sent to me and is a quotation. 
 
-85- 
 
 The home-room sections are federated into a Sohool 
 Community upon the pattern of states and federal government. 
 It furnishes concrete direct applications in the study of 
 civics* The Luncheon committee has charge of between one 
 hundred and two hundred fifty students remaining for lunch. 
 The Bicycle committee receives the wheels at the bicycle room 
 and at dismissals return the wheels to their owners. Office 
 messengers carry urgent notices to the faculty when such notices 
 cannot be handled through the Ball system or bulletins. The 
 School Community Deputies maintain order and discipline at the 
 
 school entrance and upon the sohool grounds. Here was a 
 critical test of student control, but it is today an indispen- 
 sible feature. The Safety Mrst committee has general oversight 
 over all conditions in the buildings and on the school grounds 
 which may menace general safety, report upon fire hazards, unsan- 
 itary conditions and assist in the proper care of school property. 
 v Once a term, reports of work undertaken and accomplished 
 are made in school assembly by the chairman of the groups of offi- 
 cers and committee f It would be difficult to overestimate the 
 inspiration which has resulted from these reports. Buttons have 
 been adopted a3 the insignia of offioe. These are worn with the 
 same degree of pride as are the insignia of offioe whioh occas- 
 ionally come to you or me* Self-government has developed a keener 
 
-86- 
 
 sense of responsibility and creates conditions favorable to 
 the growth of self-control. It has constructed the internal t 
 invisible, but vital school. It has created a school atmos- 
 phere of oo-ope ration. It is practicable and useful. It is 
 good citizenship, not merely training for good citizenship. 
 No teacher does police duty in the corridors, at the exits, 
 or upon the school grounds. They are there only to study the 
 situation for the sake of improvement and assistance. There 
 is a degree of order and decorum in the classrooms, hallways, 
 assemblies, at dismissals, and during the lunch hour of which 
 we are Justly proud. The businesslike earnestness character- 
 izing student participation in school control is reflected in 
 a similar attitude of mind in all features of school work. Many 
 a troublesome disciplinary case has been transformed into a 
 trustworthy and helpful student officer. There is a deep-seated 
 confidence on the part of faculty and students in the plan.' 
 The best kind of discipline is that which is least 
 seen, and that which is least exercised. It is least felt 
 when you are able to get the students to rule themselves. From 
 the standpoint of the administrator it is not self-government 
 which so interests him, but rather self-control. Police regu- 
 lations will never generate self-control in adolescents. The 
 reins of government must be placed in the student's handis 
 
-87- 
 
 even if they "rock the "boat" to the point of capsizing. 
 It may take a little life-saving work Tmt "to succeed 
 here t " says Colin Scott, "even as a follower, is an 
 honor, to lead is a tritoaph." 
 
CHAPTER VI 
 ORGANIZED ATHLETICS 
 
 Joseph Lee tells us that t "play is not only proper 
 "but necessary* Every individual is endowed with the love of 
 play, and what nature has taken care to give, we may not safe- 
 ly disregard." Many have tried to disregard it and have en- 
 dured its manifestitions in a spirit of toleration or as a 
 necessary evil. To some, this love of play, when it has 
 taken the form of athletics for high school students, has "been 
 looked upon as a positive curse to he eliminated. Others have 
 reoogniaed this instinct as an ally, and an influence, counter 
 to injurious and dangerous tendencies, which may he made up- 
 lifting and wholesome. Competitive sports date hack to 
 primitive conditions, when personal encounter determined leader- 
 ship. As civilization advanced physical supremacy became less 
 necessary hut none the less exciting and stimulating. The con- 
 tests have taken numerous and sometimes trivial forms. Impromptu 
 boxing or wrestling matches are not uncommon today, and the chase 
 or foot race is a popular event on the village green. Seldom is 
 an opportunity avoided of sizing themselves up with others, and 
 
 1. Stearns, A.E. - Athletics and the School-February 1914, 
 t Ian tic. Vol. CXIII, page 148 
 
 -88- 
 
-88- 
 
 a man soon reeo jnizes his master* These events are pastimes 
 which scatter conceit at every encotinter # and sometimes turns 
 the bully into a decent citizen. It is claimed that the idea 
 of "best man n had its inception at the time when he was more 
 necessary at the wedding ceremony than he is today, !r hen 
 wives were not 30 plentiful and suitors were more intent, the 
 "best man became a necessity as a muscular backer, while the 
 bridegroom was in the act of capturing a wife and carrying 
 her into captivity* * 
 
 Character is here at stake and in a very vital w?$r. 
 The athletic field becomes a laboratory where honor rises 
 or perishes, and where one acts as he really is. Virtue or 
 vice takes hold of the mind and heart and the final analysis 
 of character reveals merit or worthlessness, 2 "Here are 
 taught and developed self-control and self -surrender, alert- 
 ness of mind and body, courage and restraint and self-denial. 
 The meaning of democracy is driven home with compelling force 
 at the psychological moment," and the lessons of right and /rong 
 clinched by immediate application, 
 
 1, Sargent, E.A, - Athletics: Competitive and Cultural, 
 
 National Education Association Proceedings 1910, 
 page 223, 
 
 2, Hicks, C,S. - Moral Effects of Athletics - National Education 
 
 Proceedings 1912 - page 114$, 
 
 3, Stearns, A.E. * Athletics and the School, February 1914, 
 
 tlantic, Vol, CXIII, page 148, 
 
-90- 
 
 For decades administrators have "been struggling 
 for the public recognition of athletics. In our haste and 
 enthusiasm to make a showing, many evils have crept in f and 
 at the present time Y^ry just oritioisms have been made* The 
 plan used has lacked comprehensiveness. The policy has been 
 the survival of the fittest and as a result only about five 
 per cent of the students receive ninety per cent of the 
 attention and supervision. Gate receipts and popular interest 
 has determined the major sports. The physically fit receive 
 the training and devotion while those who need it most remain 
 unfit and untried. The typical American athletic event shows 
 tens in the contest and tens of hundreds in the stands. The only 
 opportunity the grandstand players have of stretching their legs 
 is x&en the heat of the contest brings them to their feet. While 
 such setting up exercises are good, they are hardly conducive to 
 making robust men or records. Any plan which will somewhat 
 reverse conditions will be heartily received. 
 
 The Playground Recreation Association of America has 
 recognized the need of the high schools and has endeavored to meet 
 a universal need by providing some minimal essentials for all 
 students. They have selected certain events which require a cer- 
 tain degree of proficiency to perform, and which are universal in 
 their application. They have provided efficiency badges as a 
 
-91- 
 
 reward to all those who successfully perform the tests. 
 It is not presumed that the variety of exercises is suf- 
 ficient to supply the cravings of all high school students, 
 nor do they attempt to meet the entire needs of any local 
 community, hut it can he positively said that they are all 
 things which every normal individual should he ahle to do, 
 they do afford a basis for individual and school competition 
 and comparison, and they are so simple and practical that 
 any and every community can adopt them. Certainly it would 
 not he requiring too much to make the successful badge test 
 standard a requisite for graduation. Every community has 
 ample facilities for, and every climate offers opportunity 
 for a variety of outdoor sport such that the school would 
 he Justified in requiring each student to select some form of 
 exercise, in season, and devote at least two hours per week 
 to it. Such a plan requires little supervision, and less 
 
 equipment, hut it does look toward the physical fitness of 
 
 i 
 
 our young people* 
 
 Mr. Gordon, who is master of St* Paul's school, 
 advocates local club competition, as a basis of enlisting more 
 students. He compares us with Germany and England in athletics, 
 
 1. See - Athletic Badge Test for Boys, Playground Recreation 
 
 Association of America, Bulletin #105; also Athletic 
 Badge Test for Girls, Bulletin #121. 
 
-92- 
 
 and gives us an idea of the work he is doing with his clubs* 
 He says, "We talk athletics hut ours is too much grandstand 
 and too little participation in games* In Grermany at the annual 
 Turn Festival at Frankfort, twenty- thousand active athletes are 
 on the field and there is no grandstand* These men love the 
 sport and they exorcise for that reason* England is an ath- 
 letic nation, when the masses play Cricket or Football the 
 year round and the women walk miles for love of it* We never 
 will become athletic under our present system* When our schools 
 get all fcf the boys and girls playing and competing then we will 
 have hope for the future* To secure this ample playgrounds and 
 gymnasiums must be provided and a diversified system of games the 
 year round presented so that it will attract all boys naturally* 
 Under such a plan the nation would become athletic and we should 
 see a moral and social improvement in the nation at large* In 
 St« Pauls the Club system has embraced every branch of athletics* 
 Virtually every boy of the three hundred and fifty is playing 
 something throughout the year. There are twenty-one regularly 
 organised football teams each playing a series of three matches* 
 There are many club hockey teams* There are ten eight-oared crews 
 and six four-oared crews rowing from January to June and about one 
 hundred boys training for the various club track teams* Forty 
 
 1* Gordon, M*K*: Reform of School Athletics - January 1910, 
 Century, Vol. LZZIZ, page 469* 
 
-93- 
 
 tennis courts, as fine as any in the country, a golf links, 
 lakes and streams for canoeing and swimming and an ample 
 gymnasium, meet our athletic needs. 
 
 One of the most practical and wholehearted plans to 
 interest everybody was that instituted at Andover a few years 
 
 ago. Mr. Case has so vividly related the history of the experi- 
 
 1 
 ment that I quote him. He says, "At Andover, Massachusetts, 
 
 there is an Academy pretty nearly as old as the goernment itself, 
 
 where on the walls in the Principal's office hangs a letter of 
 
 Greorge Washington's committing two of his nephews to the care of 
 
 the Master then in charge. This old school with an enrollment now 
 
 of over five hundred students has worked its way along over a hard 
 
 and stony path for nearly a century and a quarter, solving its own 
 
 problems in its own time. 
 
 Out-of-door sports at Andover are made compulsory and 
 
 when the play hour begins there are from two hundred fifty to five 
 
 hundred boys in playing togs, cheer leaders, rooters, and class 
 
 officers included. Everybody gets out. Football, baseball, track, 
 
 oceer and cross-country running are taught by the same men, who 
 lecture and hear recitations. The professional coach is gone,* the 
 
 position abolished. The training table has gone to. Each boy has 
 to learn what he can eat with safety and what is injurious to him. 
 
 1. Case, H.J. - How Andover Solved the Athletic Problem - May 1913 
 Outing, Vol. IM%I t page 231. 
 
~94- 
 
 At Andover one of the faculty coaches uses a primer « The "boys 
 are taught and quizzed from it in the same manner as they are 
 in Algebra and Latin. The idea is new and different "but it has 
 come to stay. It is one of the most democratic ever put into 
 effect. "Grinds" rich "boys, poor boys, laay boys, society 
 leaders, and "drifters" all come down to the level of the chalk 
 line where brains are made to count as well as bora and muscle. 
 More than one "find" has oome up from the rut and more than one 
 "star" pulled down in his ascendency. The idea of "getting 
 everybody out" at this school had its inception in football 
 practice, but the elimination of the professional coach is cred- 
 ited to the baseball squad. Previous to 1902 Andover passed 
 through its athletic season much as did other schools, about ten 
 per cent of its boys taking part. Dormitory and House rivalry 
 started scrub games in 1902 and Dr. Page, the school physician and 
 physical hygiene instructor, capitalized this by organizing var- 
 ious scrub teams and calling them the "Gauls" - "Saxons" - "Romans" 
 etc. They met in spasmodic conflicts on Saturdays. In 1907 Mr. 
 Lillard oame into the faculty as instructor in English. Having 
 been a Dartmouth player he was asked by the boys to take charge of 
 their squad. In co-operation with the Principal Andover won from 
 their rival, Exeter, that fall and confidence was gained in the 
 faculty coach idea and the faoulty accordingly rose a peg higher in 
 the students estimation. The Gauls and Saxons had produced a school 
 
-95- 
 
 quarterback and the "scrubs" were correspondingly elated, 
 
 Mr. lillard then took a year's leave of absence and 
 went to Oxford and there influenced by the wholesome and demo- 
 cratic spirit of the play life of England, seeing the hundreds 
 out on the field enjoying themselves, the absences of coaches 
 
 from the side-lines and the influence of the Captain in directing 
 
 home 
 the play, he thought of the crowded grandstands at A the cheering, 
 
 the singing and the bands. Where hundreds in England were play- 
 ing he saw only tens at home. So he returned to Andover filled 
 with the desire to get more into the game. Plans were made and 
 presented to the students* Quite naturally enough such proposed 
 changes did not meet with instant approval, but eventually it was 
 decided to give It a trial. Dr. Page made careful examination of 
 the men and then each fellow was asked to select one oaf more out- 
 of-door sports on a schedule of so many hours per week, advising 
 the boy to take this or that kind of sport aocording to his 
 physical condition. After class if ieation lists were turned over to 
 the faculty coaches who made up their schedules and placed the stu- 
 dents for work in squads on the track, in football, tennis, soccer, 
 baseball and cross-country running* In football they had four squads 
 of fifty each on the fields each day with three teams and substitutes 
 in each squad. A maximum of tv/elve teams were playing matched games 
 each Wednesday and Saturday. 
 
 A 
 
 The work in all lines of sport was mapped out a week in 
 
-96- 
 
 advance* Mr. Lillard wrote a Primer and each boy was given 
 one and drilled in this instruction. After each practice 
 game was started the testing of the teams was left in the 
 hands of the Captain* The practice hour came from 2:00 to 
 3:30 each day, returning for school work from 4:00 to 6:00 
 
 P.M. The hoys are better for the new system and disciplinary 
 
 it 
 
 measures have been cut down materially. 
 
 Whatever may be the plan accepted in the individual 
 school, when we compare the above plans with the general con- 
 ditions existing in almost every school it is difficult to 
 keep from shouting Eureka I Eureka J and you covet the opportunity 
 which the high schools offer, to do that kind of work. After a 
 brief recapitulation of existing conditions, it is proposed to 
 suggest some ideals to be encouraged, and propose a working plan 
 for athletics in hi£th school. 
 
 The evils as they now exist:- 
 
 1. Only a small number participate* 
 
 2. Those \iho do often overexert themselves. 
 
 3. Coaches are too often not permanent members of 
 
 the faculty* 
 
 4. Their success depends on the number of games won, 
 
 5. There is a tendency to over specialization. 
 
 6. This means coached to the limit of the rules and 
 
 often beyond the spirit. 
 
 7. Inducements are offered athletes to enter. 
 
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 8. Championship is placed ahead of development. 
 
 9. There is had organization due to too much 
 
 student control. 
 
 10. There is a loss in material and money by. trust- 
 
 ing undeveloped minds* 
 
 11. Too keen rivalry between schools. 
 
 12. Must resort to gate receipts to make athletics pay. 
 
 13. Scholarship is jeopardised. 
 
 SOME OF THE IDEALS TO HE ENCOURAGED 
 
 1. The direqt management should he under the control 
 
 of the faculty. It has been proven many times 
 that athletics can't and won't run itself. 
 
 2. Our plans should be extensive. This can't be done 
 
 by developing ten per oent of the students* 
 
 3. There should be loyalty to school ideals* There 
 
 should be some ideals established for each year. 
 Fair play, clean sport, and others should be 
 flherished 
 
 4. Courtesy to opponents. The "rooters" should adopt 
 
 this policy. Their comfort may well be bought 
 with your sacrifices. 
 
 5. Consider your opponents as your guests. Entertain 
 
 them in your home. Plan a get-together party 
 after the game. 
 
 6. Self control during and after the game. Toleration 
 and moderation in speech and act. '/hen you are 
 struck, be sure to ring true. A soft answer 
 will turn away wrath. 
 
 7. Have the faculty coach and eliminate the professional 
 coach. Select him for his leadership and not 
 his driver ship. let his success be in winning 
 boys and not games. 
 
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 8, Make good citizenship as well as scholarship a 
 
 prime requisite for participation. This means 
 attitude, spirit of cooperation, ambition, 
 industry and morals • 
 
 9* Require a thorough physical examination* Thus we 
 can promote health, prevent overstrain, and cure 
 physical defects* 
 
 10* Make athletics compulsory . The right kind means 
 no excuses. Physically fit and "everybody out" 
 to be the slogan* 
 
 11. Place development ahead of championship. This 
 means more efficiency and less notoriety* 
 
 IE* Absence entirely of gate receipts. When ath- 
 letics must pay, the team must win* 
 
 13* Support athletics and physical education by 
 public funds. 
 
 Recognition and support is preferable to neglect 
 and its consequences. 
 
 A WORKING PLM FOR HIGH SCHOOL ATHLETICS 
 
 1* Secure a physical director* 
 
 Capable of doing corrective work, conduct first 
 aid, and coach athletics* 
 
 2. Provide an athletic field and gymnasium* 
 
 Get this as close to the school as possible* 
 
 3. Make athletics and gymnastics compulsory* 
 
 This will have a good moral effect* 
 
 4. Make it a definite part of the curriculum and pro- 
 
 gram* Plan for it and provide for it* 
 
 5. Provide adequate medical and physical examination* 
 
 A penny in prevention here will save a do liar f s 
 worth of cure later on* 
 
 6* Make it possible for all to be a member of some 
 team* The club or weight plan secures this* 
 
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 7. Cut down the privileges of the first team. 
 
 Limit the number of games - amount of 
 equipment - and time on the field. 
 
 8. Take the emphasis off the large game. 
 
 Some suggest eliminating spectators. 
 
 9. Definitely plan to financially support ath- 
 
 letics. Then play for the sport and not 
 necessarily the championship. 
 
 10. Make many awards. 
 
 Base them upon personal achievement. 
 
 11. Provide plenty of equipment. 
 
 Pools, gymnasiums and fields. 
 
 12. Promote faculty control and student leadership. 
 
 The school must guarantee the square deal. 
 
 13. Require mental gymnastics inside as well as 
 
 physical fitness outside. 
 
 Note: The existing evils - ideals - and working plans were 
 collected from lectures in "Practical Conduct of 
 Playgrounds" - conducted Toy Jay B. Nash. Assistant 
 Superintendent of Becreation, Oakland, California. 
 
CHAPTER VII 
 ORGANIZED DEBATING 
 
 The adolescent period is a debatable one so far as 
 knowing what is the most effecient training for the time. It 
 is a period in which response is easily secured, when the 
 individual is most susceptible to influence, and when the human 
 clay can be most easily molded and fashioned under the hand of 
 the artist. Opinions, at this time, are formed and reformed 
 daily, arguments spring up with amazing rapidity and fall as 
 readily, with heat instead of light as the chief characteristic. 
 The idea of debating rests upon the fundamental instincts of 
 expression and the spirit of encounter. It has its practical 
 application in every business transaction or decision in court. 
 Debating, arguing, or the exchange of opinions becomes the most 
 valuable form of expression and the most natural when it is 
 realized that seldom does a conversation ensue which does not 
 possess it in some form. All leadership, whether physical, men- 
 tal, social or moral, depends upon the power of one to convince 
 another of his superiority. If it is debating it is a measure- 
 ment of minds, and the contest is just as keen and the man- 
 euvering just as skillful as in any physical combat. The satis- 
 faction derived from such a mental contest or exercise far 
 
-101- 
 
 surpasses any other form of contest. The sueces3 of the encount- 
 er depends largely upon the forces which can he marshaled in supp- 
 ort of the argument given, and the ring of sinoerity which 
 accompanies it, as well as the influence of the personality 
 hack of it. Major Nance, Head of the Department of Military, 
 in the University of California, in speaking of the qualities 
 of an officer said, "He must know and show that he knows, if he 
 is to generate confidence in his men. It is a splendid thing 
 to know and to know that you know; it is fatal when you don't 
 know, and don't know that you don't know.* This applies equally 
 well in dehating. 
 
 When we think of the adolescent's craving for leader- 
 ship, we must realize how often, daily, he is called upon to 
 champion his own ideas, convictions, and beliefs. He seldom 
 leaves his guns even though the body of his arguments have been 
 riddled by the attack of the enemy. He is not content to defend, 
 he frequently takes up the advance and fearlessly attempts to force 
 others to capitulate. Too often he is like a raw recruit, whose 
 wisdom needs tempering, and whose zeal, impetuosity, and haste, 
 show immature Judgment and faulty inferences. He needs to be 
 trained and disciplined. In debating "he is too eager, and needs 
 to learn the value of discussion for the purpose of enlarging 
 knowledge and clearing vision, thus often making debate unnecessary*! 
 
 1. Stone, A. Monroe,- Student Debating Activities - in, The 
 
 Modern High School, by C.H.Johnston, page 465 
 
-102- 
 
 Many of the high school do ha tea are anti-social in 
 their tendencies , and develop qualities which are contrary to 
 good morals and totally apposed to actual conditions met in 
 life. It is not at all uncommon to find a student de hating 
 against his own convictions, thus injuring himself and deliherate- 
 ly attempting to estahlish his ideas in the minds of his audience 
 and the judges. Ho individual can long maintain his own person- 
 ality and integrity who follows such a practice, and he will 
 soon lose his prestige in the community when such an attitude 
 is discovered* The school has often heen guilty of further offense 
 when the spirit of winning has so modified its good judgment 
 that the de haters have only he come the mouth-pieces of the 
 faculty advisers and coaches. In this case all originality has 
 heen stamped out and the language and form of the dehate has 
 heen put into the hands of the de haters. While these are very 
 undesirahle features, they are not insurmountahle when the 
 real purpose of donating is understood, and a real desire to 
 realize that purpose takes possession of the school and advisers. 
 
 Dehating as it exists today is either intra-school 
 or inter-school. If either is to he an activity countenanced 
 and encouraged hy the school, and if student activities have 
 the educational possihilities which many "believe they possess, 
 then the program should arrange a regular time for meetings of 
 this nature. It would not he opposed to present day spirit to 
 
-103- 
 
 allow credit for conscientious and regular participation 
 in such activities. Any activity increases in its social 
 influence as its benefits are extended and the intra-school 
 debating work seems to offer the greatest opportunity to the 
 largest number of students. Too often intra-school debating 
 is only superficial and used as an elimination process, in 
 order to select the representatives for inter-school debates* 
 To be sure this is better than having the faculty select them 
 but both are in a sense unsocial and undemocratic. In intra- 
 school work debating squads may be organized throughout the 
 school or several non-coeducative debating societies. The size 
 of these squads would neoessarily have to be limited in order 
 that there might be sufficient advisers for them. The membership 
 in these should be voluntary but all encouraged to become an active 
 participator in one. Instead of the faculty selecting the question, 
 giving it form and arbitrarily assigning the debaters, the plan here 
 in mind would leave the matter of the question in the hands of the 
 squad, both to propose and formulate. Let the interests of the stu- 
 dents suggest the problem for discussion. The most democratic plan 
 would be to ask each member of each squad to submit a problem which 
 he thinks would be of vital interest to other members. From these 
 it would be a simple matter to select a few for investigation, and 
 one for discussion at the next meeting. At this time the various 
 solutions may be given, and if the disoussion failed to propose a 
 
•104* 
 
 solution which was quite universally acceptable, then this 
 problem wouia he a legitimate one for further debate. A 
 natural division in opinion, supported by honest convictions, 
 is here established and the matter of selecting speakers may 
 be left entirely to the squad* At the time of formal debate, 
 the decision may be left to other members of the squad, and 
 make a two- thirds majority necessary to win. If the debate is 
 considered of unusual merit it may be presented to the entire 
 school, some literary club, or civic league and let the decision 
 be given by the vote of every member present or by a large committ- 
 ee selected by the governing body. Such a plan with weekly meet- 
 ings will afford abundant opportunity for development, and such an 
 organisation will make the participation of a large member possible 
 while inter-squad debates will create keen competition and generate 
 healthy enthusiasm* When the audience gives the decision, it puts 
 a punch into the argument, and gives a touch of reality which is not 
 altogether present In the ordinary high school debate. 
 
 In inter-school debates, much of the democracy found in 
 the squads may be maintained f <and many of the prevailing ills 
 eliminated. In proposing questions for debate between schools each 
 squad might propose a problem to be submitted for discussion. A 
 list of these might be returned to the squads with the request 
 that they select three or five of the most desirable ones and then 
 
 request that they rank the final three or five in the order of their 
 
-105- 
 
 importance. With this list as a "basis the faculty is in a pos- 
 ition to submit questions knowing that it has the support of the 
 entire school back of them. Interest will be keen as negotiations 
 progress and a good spirit will be accumulating which is so all- 
 essential to the successful promulgation of any plan. As soon as 
 the question has been decided, it may be sent to the squads who 
 begin investigation and discussion at once. Squad pride will 
 develop in the attempts to secure representation on the team, and 
 inasmuch as the side the school is to take is as yet unknown, &t 
 least to the squads, investigation will proceed along broad lines, 
 the integrity of the debater is preserved, and the whole school 
 becomes a unit in its efforts to prepare for the event. The selec- 
 tion of the side of the question should be left to the latest poss- 
 ible moment, and, if conditions will warrant, it may be left until 
 the day of the debate. This would necessitate the school having 
 two teams or having the one team prepared to debate either side. 
 The former would seem to be more preferable. 
 
 In case of the triangular debate Mr. Stowe suggests a 
 somewhat radical plan of having both home teams debate away from 
 home, thus "doing away with the intense partisanship which some- 
 times mars debates, m well as to take advantage of the inter-school 
 debate as a means for training students socially." The social 
 
 1. Stowe, A. Monroe - Student Debating Activities - in The Modern 
 High School - by C. H. Johnston, page 477 
 
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 opportunity comes to the home school in acting as host to the 
 representatives of the other two schools* Every courtesy should 
 be extended to them to make their visit as pleasant as possible* 
 A social hour planned to follow the debate will do much to cool 
 the sting of defeat or increase the charm of victory. It is the 
 home-school's chance to show its colors, and show itself to be a 
 good sport and a mayhaps good loser* It sends the visitor* home 
 feeling that defeat from such a foe is no disgrace, or that vic- 
 tory was gained from a worthy adversary* Such a reception es~ 
 tablishes the finest kind of relationship, between schools and 
 promotes a social solidarity between them which lasts for years* 
 
 In all of these triangular debates, in order to obviate 
 the added expense of judges, it has been proposed that local men, 
 or high school students act in this capacity* In the latter these 
 judges are to be supplemented by a committee of citizens who are , 
 to Judge in public speaking or presentation* When the judges are 
 all citizens, and in this particular kind of debate, it is well 
 for the judges to give individual rankings based on grades given 
 in argument, presentation, and personal appearance* 
 
 The plans suggested here for high school debating may 
 be far-fetched in some ways, and impracticable in others, but it 
 may have a grain of truth in it, and if so it has life; if it 
 has life it has possibilities* Modifications of the plan may be 
 made to suit local conditions or as experience shows them to be 
 
•107- 
 
 necessary* It will preserve individual integrity, and ring 
 true if subjected to the rigid scrutiny of present day ideals. 
 It is democratic because representation and participation has 
 been extende >, and student initiative has been preserved. 1 
 
 1. The writer is indebted and grateful to Mr. A. Monroe Stowe, 
 for his suggestions, and the inspiration received from 
 his article on |$tudent Debating Activites" in The Modern 
 High School * by C. H. Johnston. 
 
CHAPTER VIII 
 HIGH SCHOOL JOURNALISM 
 
 Journalism in its "broadest sense means getting 
 news, reading news, writing news, and printing news* The 
 function of journalism in high school is to give Business 
 training, disseminate school spirit, reveal student opinion, 
 encourage student activities, and promote school enterprises. 
 When properly conducted it will react on both students and 
 school. Its possibilities are so great that it deserves a 
 p3ace and recognition in the social administration of any- 
 high school. The successful promotion of a school paper or 
 annual is a business course in itself* It requires more than 
 mediocrity in business acumen as is evidenced by the fatalities 
 which mark the highway of past progress. There is a responsi- 
 bility to be met each day or week, in the recurring obligations 
 
 1 
 to the subscribers and advertisers. Someone has said that you 
 
 never know the public until you serve it* Satisfaction is the 
 keynote to the financial success of the venture. Each issue be- 
 comes a challenge to the finest ability of the manager, as he 
 meets his recurring obligations to the printer* New business is 
 a daily challenge to the push, and the perseverance of the manager. 
 
 1. Abbott, Allan - Hifh Sohool Journalism, December 1910, School 
 Review, Vol. XVIII, page 657. 
 
 -108- 
 
-109- 
 
 It stands waiting to "be captured. It seldom gives up without 
 a struggle, and will not stay without fair treatment. Sometimes 
 it goes for the sake of charity, or just because it is a good 
 fellow, hut it seldom sticks, and if it does, it remains reluct- 
 antly. New business of that kind is poor business and keeps re- 
 minding one of the fact that it came across instead of being put 
 across. 
 
 Perhaps the most important function of the school paper 
 is to reveal and reflect student opinion. The editorial column 
 gives students a chanoe to air opinions, and offer criticisms. 
 Suggestions creep in and pert paragraphs point the direction of 
 the wind* Here occasionally is found a hint which is well to 
 follow or a plea which is worthy of support. In another column 
 is found the choice productions of the literary celebrities, the 
 near and would-be writers. Some of these show sparks of thought 
 and a young talent struggling for light. It is a pardonable pride 
 which encompasses the author as she tremblingly awaits the re- 
 ception of her master piece. On another page may be found the 
 jokes and near- jokes, bits of humor, at least twice-told tales. 
 Sometimes they are old wine in new bottles having the same gen- 
 eral result. At times they are so touched up with local color 
 that they almost seem original, but they show effort and a few 
 incrlsive outs of criticism by the student public often work a 
 
marvelous change in the nature of the puns* Then the ath- 
 letic page, perhaps the moat popular of all t stands out in 
 conspicuous headlines and reveals the ability and the punch 
 of the editor. He is in the spot light of opportunity, both 
 in making good, personally, and in shaping athletic sentiment. 
 Here we find evidence of the school artist and the cartoonist 
 of more or less ability giving the players a chance to see 
 themselves as others saw them. Society and clubs come in for 
 their due share of attention and sometimes there is quite a 
 comprehensive idea of past social functions and entertainment 
 
 This somewhat gives the idea of the average high 
 school paper* This has been something of a joke and the paper 
 is likely to be* It is a plaything * oftentimes and a very ex- 
 pensive one when all the consequences are considered. What it 
 is or has been may or may not be indicative of its possibilities. 
 All of the departments represented require editors who are able 
 to get ten to work instead of trying to do the work of ten. The 
 greater the number of contributors the greater the interest, and 
 usually the better the paper. It is a power in embryo. What it 
 may be is perhaps not entirely known* In many places it has 
 given evidence of becoming a real factor, and in measuring up to 
 fall capabilities* Wherever it has shown such potentiality it has 
 
 1. Thorpe, Merle - High School Journalism: Study of newspapers 
 and utilizing the school paper - in The Modern High 
 School - by C. H. Johnston, page 484. 
 
-Ill- 
 been under the wise leadership and friendly surveillance of 
 some interested teacher. The school paper should "be utilized, 
 vitalized and encouraged. Recently the Manual Arts High School 
 of Los Angeles sent a copy of their school paper. It was pub- 
 lished in a small pamphlet form and contains many of the special 
 features of the High School. The spirit is social as expressed 
 in the Foreword, "That the spirit of Manual Arts may he "better 
 known to those who have not yet walked among our arcades, that 
 the life of the institution and the happy days spent there may he 
 kept in rememhranoe of those who have "been among us and have since 
 gone forth into the world, and that the public who knows us only 
 by hearsay may have more definite knowledge of what Manual Arts 
 mean to one's community — this book is issued by the Student 
 Body Organization of the Manual Arts High School. " 
 
 When the school paper is used to vitalize the English 
 work, then it performs a somewhat limited service but a highly 
 social one. Compositions take on new life and dramatization be- 
 comes a special edition plus the enthusiasm and backing of a 
 special class. These are real "fliers in journalism" and some- 
 times they reach record-breaking heights. Elko, Hevada, High 
 School attempted some new altitudes along this line and from 
 Principal G. C, Jensen's report one is almost compelled to be- 
 lieve that a new and distinct function of journalism has been 
 re-discovered« He says t "Each class publishes its paper once 
 
-112- 
 
 a month at different times. The object is high literary 
 achievement and valid criticism. They are serious about it 
 too* Good newspapers are examined with care for study of what 
 is the "best style of the hour* There is keen rivalry between 
 the classes but it is a moral rivalry t where the object is not 
 to down the other fellow, but to raise him higher by climbing 
 higher yourself* Hote the attempt at poetry in the Junior paper. 
 Of course it is not Milton {thank goodness) but at least the stu- 
 dents have tried, which is far beyond where the usual students 
 get, at least so far as the public is concerned. f e believe that 
 if we create a desire for self-expression in the student he will 
 soon learn to express himself adequately, that he will develop a 
 style built out of the native stuff of which he is made and not 
 out of what he reads in a book. The freshman program is somewhat 
 different. This class is studying Homer. The first three weeks 
 were given over to a careful study of the ancient civilization which 
 surrounded the Mediterranean Sea during the time of Homer's Troy, 
 and before. This makes these people human to the Freshmen. Now the 
 class has been divided into four editorial staffs. Each staff will 
 write and illustrate the characters of the Iliad. The class has 
 chosen Achilles, Agamemnon, Helen and Jove. The latter was a reve- 
 lation to me, it was interesting to see Freshmen electing by ballot, 
 a God. When the Iliad is finished the book of diaries will be pub- 
 lished as a finished produot of the class. Maybe you think they are 
 not interested. These papers sell like hot-cakes." 
 
CHAPTER IX 
 HIGH SCHOOI ORGANIZATIONS 
 
 When we step "back a few paces in the history of the 
 high school and view the organization as it now stands we must 
 necessarily appreciate the great change that has taken place. 
 Magnificent structures now house the increased thousands of 
 students who daily attend high school • Extensive grounds pro- 
 perly kept invite the student to healthy exercise, while within 
 a beautiful and splendid workshop challenges every instinct and 
 impulse of youth to new and fascinating endeavor. A little 
 closer piering in shows the same type of high school fellow hut 
 with new equipment of cuffed coats and trousers, yells, pennants, 
 cigarettes and automobiles* He has the air of prosperity hut 
 upon close inspection it is found to he only "hot-air-" Neverthe- 
 less he radiates confidence, and has the appearance of a 
 finished product, hut looking beneath the manicured surface it 
 is observed th- t he is only a by-product, a popular side-line 
 with a highly veneared surface. All these strange sights pro- 
 phesy an entirely changed educational system, but it only re- 
 quires a little ingenuity to perceive that fundamentally it ia the 
 same institution which has taken on twentieth century ways and is 
 endeavoring to meet the demands which the new order of things has 
 
 -113- 
 
-114- 
 
 made imperative* As we get down into the heart of this great 
 enterprize, we find it tuned to the sensitive touch of the 
 millions of high school students who are seeking life and want 
 it more abundantly. 
 
 In response to the insistent demands for a good time 
 the school has again referred to the instincts whioh prompt this 
 holy desire and find that it is an outgrowth of the imitative 
 instinct and the gang spirit. The plan which moat nearly fits 
 that need is the high school organizations, such as music, 
 including Glee Club, hand, and orchestra, dramatio and athletic. 
 As we view them now they "border on necessity and when properly 
 supervised they are a very desirable feature of any high school. 
 They have all the ear marks of the very finest types of social 
 and recreational institutions. They do much in creating a spirit 
 of unity, of inspiring loyalty, and in establishing a real school 
 atmosphere. The leadership is being found among those numbers of 
 the faculty whose only reward for the service is the joy found in 
 seeing the youth have a really good time and seeing character 
 developed as a by-product. Often they are time consuming and 
 nerve racking and so in many places less classroom work is being 
 assigned to those who show ability and are willing to accept such 
 leadership. In Lincoln, Nebraska, these organizations are deemed 
 so important that they have provided experts to handle such activ- 
 ities as music, dramatics and athletics. Superintendent Fred 
 
-115- 
 
 Hunter, now superintendent of Oakland, California, in speaking 
 of school clubs and social activities, says, "I do not ask my 
 teachers to accept the leadership of such activities. If we must 
 have them, and it seems that we must, the Board should provide 
 such exports and it is being done. A special leader of the Band 
 and Orchestra is provided* The instructor in public speaking has, 
 as part of her work, the conduction of all school plays* Coaches 
 for special forms of athletics are provided and practically all of 
 the regular teachers are excused from such work." 
 
 Almost every conceivable form of club and society has 
 been formed. The purpose of many of these is almost rfholly to 
 supplement classroom work, with names indicative of their function, 
 such as French, German, Spanish, History, English and mathematics. 
 While the purpose is utilitarian, there is a social value and 
 appreciation in these which makes them doubly valuable. When so 
 organized^ might easily be olassed as the Socialized Recitation. 
 Such an organization, which is having a splendid socializing and 
 vitalizing Influence is to be found in the Economics class of the 
 Elko, Nevada High School. The students have organized a real live 
 school bank, which does all the work of a small institution. 
 Principal G. C. Jensen says, "The Bank has just made its first 
 loan; a loan of $49.00 to one of the students upon good security 
 at 8/5 interest. Deposits too are beginning to come in, while the 
 stock at 10 cents per share is going fine. The Economics class of 
 
-116- 
 
 some twenty-five students purchased $42*00 worth of stock the 
 first day it was offered for sale. They use of course all the 
 forms of "business, officers, directors, examiners, that they can 
 find* The attorney directs the constitution of the "bank. Immed- 
 iately after it was organized, it was found that we, had two things 
 to offset; first preventing the stock from being monopolized and 
 thus offices controlled and in the hands of a few, second a care- 
 ful regulation of the security at the base of the loans. Some 
 could not see why an Auto was not good security. That gave an ex- 
 cuse for the attorney and his assistants and officers to carefully 
 study the question of security. Business morals too are always 
 right at the surface in our Economic Class." 
 
 Many other organizations have a double purpose, such as 
 supplementary classroom work, and social. The Camera and Art 
 Clubs are of this nature. Others are "based upon scholarship and 
 thus stimulate mental gymnastics in study as well as physioal 
 prowess on the field. Finally there are those for purely social 
 and recreational purposes and this list includes the host of cluhs 
 and societies which are many in number and always willing to in- 
 crease. These really require more vigilance and careful super- 
 vision than the others. The problem here is to avoid exclusiveness, 
 snobbery, and the improper use of their leisure ti#». One of the 
 chief forms of entertainment and amusement in these social organiz- 
 ations is dancing which in certain localities becomes a troublesome 
 
-117- 
 
 question. Questionable forma of danoing certainly should be pro- 
 hibited* Some feel that any form of social activity should not have 
 the approval of the school which, for conscientious reasons, will 
 not permit all to engage in. While i2iis can hardly be accepted as 
 a rule still there are certain school functions at which such a 
 policy certainly is justifiable and should be adopted. Many schools 
 have eliminated the High School dance entirely. If dancing is per- 
 mitted, entertainment should be provided for those who do not desire 
 to do so. In a questionaire sent out last year to Principals in 
 Kansas, it was found that the High School Dance as a social function 
 was being discredited and severely censured. Where it was tolerated 
 it was being done reluctantly and in some places it was not being 
 countenanced. The writer's experience in the Kansas field leads 
 him to believe that "washing the hands of the whole matter" does 
 not eliminate the dance nor justify the administrator in sd doing. 
 
 The Manual Arts High School of Los Angeles is a represen- 
 tative school in this section and I quote from their high school 
 Paper which mentions several of their clubs and societies. One of 
 the largest is the Pen and Pencil. "This organization was formed 
 to bring out the literary talent of the school in a democratic way. 
 The Club furnishes stories and verses to the Artisan and its own 
 magazine. The Penaand Pencil will receive any literary material 
 submitted to it and if the article is accepted the writer is voted 
 into membership. The Club is supervised by the English department. 
 Ribbons are given for the best work of various types. 
 
-118- 
 
 Another club of importance is the Commercial. This 
 is called the "Dollar Mark." The membership is limited to students 
 holding important positions in school "business or those who are in 
 some way connected with the school hand. The club is of a social 
 nature and good times are guaranteed. 
 
 The Mimerian Society is a scholarship organization. To 
 become a Mimerian, four Jl's must be recorded in subjects yielding 
 four credits in any one semester. This society is very prominent 
 and honored by all students and members of the Faculty. The old 
 fable tells us how Odin sacrificed an eye for the privilege of 
 testing the waters of wisdom from Mimer's well. Our Mimerians no 
 longer think it necessary to give up everything but their studies 
 for fine wisdom is found not only in books but in the association 
 of life. 
 
 * The Adelphic society serves a varied and important func- 
 tion. It unites the two Senior Classes into one organization thus 
 avoiding the rivalry often found. Post graduates and teachers are 
 included in this Society. Each term the Sooiety offers programs 
 of varied character to the student body, bringing before the school 
 the talent in any line it has discovered among students. A schol- 
 arship fund to enable students to continue their studies is one of 
 the goals the Adelphic has devoted to this end." 
 
 The dramatic instinct, calling for expression with 
 someone and for someone, responds perhaps as early in life and 
 
-119- 
 
 re tains its susceptibility to appeal longer than any other. 
 Its appeal lies in the fact that it claims the whole individual 
 demanding the "graceful and interpretative use of the "body, good 
 manipulation of the organs of speech, trains the ear and mind to 
 an appreciation of literary "beauty, and produces a joy in the 
 worker, peculiar to itself." It is character study of the deep- 
 est kind and a moral agency forceful, and definite, driving truths 
 
 •i 
 into the heart deeper than the impressions from eloquent sermons. 
 
 The drama is a socializing factor, when the individual 
 
 submerges the self for the group purpose and the entire caste works 
 
 as a team unit. It has an increased socializing influence when the 
 
 players both write and act the drama. While the literary quality 
 
 will suffer, usually in the hands of the unskilled, still it had 
 
 "better be a poor play well acted than a good play poorly executed, 
 
 A new spirit and understanding creeps into the expression when it 
 
 has passed through the hand of the player in the making. The time 
 
 has long since passed when we said that the high school students 
 
 were unable to write their own plays or dramatize the conversations 
 
 of others. Everything in connection with the preparation, and 
 
 presentation has a tendency to develop unity and foster the spirit 
 
 of cooperation. The entire school may have a share in its prodiic- 
 
 tion as was shown in the Berkeley High School ?jhen Dramatic Club 
 
 1. The Social Motive in School Work - F. W. Parker School Year 
 Book, Vol. I, page 54. 
 
-120- 
 
 presented a Shakespeare play. The Art Department designed the 
 costumes and assisted in the stage setting; the Household Arts 
 Department made the costumes; the Mechanical Arts Department 
 constructed the stage properties; the Commercial Department man- 
 aged the financial part; the Science Department looked after the 
 electric lighting effects; the Physical Education department 
 had charge of the dancing; the Music Department furnished the 
 orchestra, the English Department did the coaching; and the class 
 
 in Journalism saw that the play was properly advertised in the 
 
 1 
 local papers* Such a cooperative piece of work does much to 
 
 harmonise all school elements, and thus the drama incidentally 
 
 furnishes an opportunity for expression for the entire school* 
 
 1 # Pamphlet* Special Features in the Administration of the 
 
 Berkeley High School - 1914, page IE* 
 
PART III 
 COMBTOHITY COOPERATING AGENCIES 
 
 -O-O-O- 
 
 CHAPTER X 
 SOCIAL SERVICE WORK 
 
 Someone has said, "In any system there should be 
 tendencies and under takings which, like the trusses of a 
 new cantilever "bridge, are reaching out to meet the struc- 
 ture which society is pushing toward it." The school and 
 society must meet, and learn to work together or for each other 
 "before the greatest progress is assured. There are times when 
 each must hear the cry of the other to n come over into Macedonia 
 
 and help us." It has taken centuries to change the answer to 
 
 /t 
 Cain's question into the affirmative, out/, shows the spirit of 
 
 this age* The school must consciously seek out and provide oppor- 
 tunities for social service work for the community which is so lav- 
 ishly providing school facilities. An opportunity to Join hands 
 with the community in aome great civic campaign should never "be 
 lightly considered* It inculcates a spirit of voluntary service for 
 
 others without thought of reward or material remuneration. "It is a 
 
 « 
 greet lesson to teach and a greater one to learn." Such work pre- 
 vents the "sufficient unto themselves" spirit, and the development of 
 the narrow "tie that hinds," and uncovers the talents under a hushdl. 
 
 -121- 
 
-122- 
 
 When community work is carefully directed it will supply a great 
 opportunity for the many students who want to get into the lime 
 light and get the well-done of public opinion. It is activity, 
 leadership, responsibility, all of which makes a mighty appeal 
 to adolescents. 
 
 Too much independence on the part of individuals and 
 communities has prevented a greater spirit of social service work, 
 and has called forth an indictment against us which is truer than 
 we like to admit. When Louis N. Parker, the great English Pageant 
 Master, was invited to Boston to discuss the desirability of pag- 
 eants in this country, he said, among other things, "In England, 
 where we are so democratic, pageants are sure to succeed, hut in 
 America, where you are so aristocratic, I am in doubt about their 
 success." When asked, by his surprised listeners, what he meant 
 he explained that in England if a person of distinction wished to 
 undertake anything, he had no difficulty whatever in getting a 
 large following to help carry it out. In this country where every 
 man's opinion is sufficient for himself, there is an "aristocracy 
 of individuals" which makes concerted action, voluntary coopera- 
 tion, difficult to obtain in any kind of undertaking. Every in- 
 dividual has to be convinced separately and even when convinoed 
 he may change his mind tomorrow. 
 
 1. Clark, Lotta A. - Pageantry in America - English Journal, 
 March 1914 - Vol III, page 146. 
 
-123- 
 
 The impression, which Mr. Parker had, of America was 
 not altogether unfounded, hut perhaps somewhat exaggerated. We 
 are too reluctant to "begin reforms which are obviously necessary • 
 W© are greatly moved by every great calamity, and pour out our 
 money in abundance to help the needy, and we will even give gen- 
 erously to help a good cause, but we are too busy to give much of 
 our time in promoting civic or philanthropic enterprises. It 
 seems to be so much easier to give a pound of cure than an ounce 
 of prevention. If we want a good time we pay someone to come in 
 and entertain us. "If we want a celebration we hire the perform- 
 ers , appoint a committee, appropriate funds, work the committee to 
 death, and reward them with fault-finding and oritioism, and then 
 suspioion them of graft in expenditure s. n There is some service 
 that is above hire in which it is "more blessed to give than 
 receive" where good-fellowship and comradeship is strengthened 
 by shoulder to shoulder work and when personal differences are 
 forgotten. As a nation we cannot afford to educate students with- 
 out some sense and conception of and practice in this social ser- 
 vice work. *- 
 
 All service of this nature must be viewed from three 
 angles: what the school may do for the community; what the com- 
 munity may do for the school; and what may be done under the 
 
 1. Clark, Lotta A. - Pageantry in America - English Journal, 
 March 1914 - Vol. Ill, page 146. 
 
-124- 
 
 oooperating influence of "both. There is ample opportunity for 
 each phase of this servioe and it is a splendid evidence of the 
 spirit of the school when a ready response is given to an appeal 
 of this nature. Sometimes there is a spirit of animosity aroused 
 when any attempt is made to "better conditions, and in some oases 
 there is active opposition, "but differences are usually soon for- 
 gotten and as a general rule there is a ready welcome extended or 
 there is a willingness to unite forces in the work proposed. As 
 an example of the high school doing a service for the community, 
 Supt. W. J. McXone of AIM on, Michigan, tells how his students 
 responded to a challenge which he made to the Chamber of Commerce 
 in his oity. As is the case in most places the population of any 
 city depends womewhat upon the enthusiasm of the Heal Estate men. 
 Commercial Club, or the Civic Booster. Guesses and estimates are 
 
 made "but these are usually colored to meet the needs of the moment. 
 
 1 
 Mr. MeKone says, "I proposed one day at the weekly 
 
 luncheon of the "Boosters and Knockers" the city's Commercial 
 Club, that If the club cared to foot the small printing "bills nec- 
 essary and to give my plan moral support I would take a n One-hour 
 Census" and guarantee the figures. The plan was outlined and 
 £iven enthusiastic endorsement. The plan was exceedingly simple. 
 Wo one thing contributed more to its smooth working and successful 
 finish. The city has four wards. These were used as limits. Each 
 
 1. McKone, W. L. - One-hour Census in Albion - February 1916, 
 School Board Journal, Vol III, page 38. 
 
-125- 
 
 ward was divided into a convenient number of districts, the total 
 for the whole town being 168. Ho district contained less than 5 
 houses and it was planned to make the maximum twelve. A student 
 was assigned to each district as enumerator * Assignments were made 
 from the High School so far as possible but a number of boys were 
 seleoted from the 7th and 8th grades* The student selected was a 
 resident of that district* Three days before the census was to be 
 taken a School of Instruction was held for the enumerators and care- 
 ful directions were given* All the questions and problems that could 
 be anticipated were answered, and they were given two days to study 
 their district* A column in the daily paper coupled with the pub- 
 licity given the plan by the students who had enlisted aroused very 
 general interest and created considerable enthusiasm* 
 
 A card wa3 made for each family* In the preparation of 
 the card t the idea was to obtain all the necessary data with as few 
 questions as possible* The start was made at nine o'clock and re- 
 turns began coming in fifteen minutes later* All was done easily 
 within the hour* A public service was rendered   The young people 
 undertook and accomplished a definite piece of work outside of books. 
 Young folks were shown how to do things and at the same time showed 
 that they are capable of doing things* 
 
 It is thought that this may have broken the record for 
 census enumeration, and without doubt it exceeded the "speed limit w 
 established by Uncle Sara in his decennial efforts at "counting noses * w 
 
-126- 
 
 The results have "been accepted by the press and "by the people 
 and it is believed that AIM on now has the moat accurate census 
 ever taken for the city." 
 
 Where the community is positively and openly antagon- 
 istic to social service work on the part of the high school, it 
 requires the greatest skill and diplomacy to fight its way into 
 the hearts and homes of the people • This difficulty is accentu- 
 ated when those homes are in the congested districts of large 
 cities and filled with foreigners. Such was the environment into 
 which the Eagle School, of Cleveland, Ohio was placed. Here the 
 in-pouring streams of alien civilization and the wheels of indus- 
 try were producing a social stratification which has been well 
 put by Mr. Perry. He says, "Machinery has sliced us into horizon- 
 tal layers, and immigration, by clearing us vertically, has chopped 
 us into isolated chunks. There are not only social gulp but fissures 
 
 If n 
 
 running up and down through the laboring classes. It is with one 
 
 of these chunks that the Eagle School attempts to work. Mr. Perry 
 
 2 
 says, "What obstacles the teachers of the Eagle Sohool had to 
 
 contend with in preparing the pupils for successful life careers 
 
 can be partially appreciated when it is pointed out that only a 
 
 few years ago, a 1- rge proportion of t^e pupils had skin disease, 
 
 1. Perry, C. A.- Wider Use of the School Plant, pages 365-366   
 
 2. Perry, C. A.- Education; 1 Extension Monograph - pages 40-45. 
 
-127- 
 
 many of them had been discovered foraging in garbage cans, 
 "begging was a common occupation of the hours which belonged 
 to play, the truancy records had placed the district at the 
 top of the list, and parents abounded who were not averse to 
 the marriage of their daughters at the early age of fourteen • 
 That an unpromising soil in which to grow seeds of decency, 
 industry and intelligence. How could a teacher hope to give 
 the lasting shape of American citizenship to a bit of soft clay 
 which, after a brief handling she had each day to turn over to 
 the molding influences of such a social environment? The tre- 
 mendousness of the task, however, seems only to have called forth 
 from the Principal and teachers more persistent effort and greater 
 skill. In the classroom emphatic but inoffensive ways were con- 
 stantly sought for impressing upon pupils the inherent degradation 
 of begging. An investigation into the causes of tardiness revealed 
 the time-consuming methods (already referred to) of securing break- 
 fast, which, if they were to have one at all, some of the children 
 were obliged to use. To remedy this condition systematic feeding 
 was inaugurated at the school. The diseases of the skin were grad- 
 ually banished by the medical inspection staff, while in handling 
 the early marriage problem effective co-operation was obtained from 
 the neighborhood Priest. 
 
 A 
 
 An instrument specially adapted to the peculiar needs of 
 the district was placed in the hands of the school staff, by the 
 
-128- 
 
 educational authorities, when the present Eagle Building was 
 erected. First opened in September 1913, the amelioration of 
 social conditions in the neighborhood, traceable directly to the 
 special features of this edifice, had already demonstrated the 
 wisdom which the school board displayed in selecting that type of 
 architecture for that particular locality* The "Model Flat" the 
 lunch room, the superior shop and kitchen facilities, the ample 
 dispensary accommodations, the shower-room and gymnasium, the 
 open-air classrooms, and the spacious auditorium, have all been 
 most useful means in developing sound physiques, housewifely skill, 
 and industrious dispositions along with facility in the use of the 
 instruments of knowledge* 
 
 If, however, the teachers had used their pedagogical 
 skill and their material apparatus upon the pupils only, and during 
 olass hours, their efforts would have been subject to serious coun"* 
 eractions. Such deposits of sound living methods, as they might have 
 made upon those boys and girls from nine to three o'clock, would 
 have been largely rubbed off by the sights, sounds aid habits that 
 surrounded them between the hours of three and nine* If you are 
 poor and your child helped to eke out your subsistence by begging, 
 it seems to hurt you when somebody shuts off that souroe of inoome* 
 If by marrying off your many daughters you attach wage-bringing sons- 
 in-law to the family treasure, it feels like a deprivation if some 
 stranger succeeds in retarding the recruiting prooess* You resent 
 
-129- 
 
 such Interferences with your comfort, with special keenness, if 
 you have never met the meddler and do not understand her aims. 
 Also, unless your ability to free yourself from prejudice is 
 rather well developed, you will he disposedtto frown upon and 
 oppose any changes in your child* s behavior which seems to be 
 proceeding from contact with the meddler, largely because that is 
 the only way you can get back at her • It is hardly necessary to 
 add that such resentment is not confined to the immigrant class 
 alone • 
 
 x The Eagle school people took the psychological way of 
 neutralizing home hostility. They brought the parents into 
 immediate contact with themselves and into an understanding of 
 their aiAs. Beginnings came febout naturally in connection with 
 the medical inspection r/ork, when the school nurse visited par- 
 ents to explain why their boy needed his adenoids removed, why 
 their daughter required glasses, or how a discharging ear should 
 be treated. The contact was further broadened by occasions which 
 brought mothers and fathers to the school. Domestic Science class- 
 es were thrown open for housewives and manual training shops were 
 opened to men. Here prospective^* brides learned how to cook and 
 prospective bride-grooms made furniture for future homes. Mothers 
 were invited to bring their daughters to a dancing class and to sit 
 and crochet in the library while waiting for them. The gymnasium 
 and game-room were thrown open to the children of parents, who 
 
-130- 
 
 could attend the mother's club or the citizenship class only 
 if there was some place where their youngsters could he left 
 in the meanwhile. These opportunities soon won the confidence 
 and co-operation of the parents* They may not have appreciated 
 immediately what the teacher had in mind when she urged their 
 "boy to stop throwing "banana peelings in the street, hut at least 
 they reached the point of view where they did not at once see 
 in it an attack upon their rights. They came to "believe sincere- 
 ly, even if sometimes, blindly in the "benevolence of the school's 
 attitude, and they gave evidence of this belief in the assistance 
 they began to seek at the hands of the school staff. If a woman 
 cut her hand she could come to the iapensary to have it bandaged. 
 If a man was out of work he could ask the Principal to help him 
 get a job. Widows have besought aid in getting pension money; 
 indeed, all sorts of trouble — even martial troubles — have 
 been brought to the Eagle School and the supplicants have not 
 gone away disappointed. 
 
 * The results of this intimate relationship between the 
 school and its patrons can best be stated in the words of the 
 Principal, "It used to be one of the hardest schools to discipline; 
 it is now one of the easiest. As a matter of fact our pupils give 
 us practically no trouble on that score. We used to be highest in 
 truanoy; now we are Just average." The friction between school 
 and home has been largely removed or reduced to a minimum. What 
 the school places in the child is not only allowed to remain, it is 
 
-131- 
 
 encouraged to take root and to grow. 
 
 ii 
 
 Other schools in Cleveland also have points of direct 
 
 contact with parents. The majority hold entertainments or exhi- 
 bitions at least once or twice a year. In over fifty "buildings 
 mothers' clubs hold monthly or semi-monthly afternoon meetings, 
 while throughout the system parents are brought in now and then 
 to see their child receiving a gardening diploma, to explain why 
 he is not wearing glasses which were prescribed, or for some other 
 educational purpose. Besides these connections, there are many 
 night-schools, lectures, concerts, amateur theatricals, and other 
 evening occasions which bring parents into school buildings and 
 thus acquaint them with the physical, if not the personal, aspects 
 of the daytime environment of their children. But there is no 
 other school in Cleveland in which the direct contact with the home 
 is quite as extensive and continuous as at the Eagle School." 
 
 The whole du';y of the community has not been accomplished 
 to the school when buildings have been erected, teachers hired and 
 books supplied. The results of the training given are too vital 
 to be entirely dismissed. It is a most natural consequence to see 
 parents clubs and civic organizations consciously thinking and 
 planning how they may assist in conserving the students' resources 
 and aiding in producing a finer type of citizenship. Superintendent 
 Fred Hunter of Lincoln, Nebraska, tells how the Oommercial Club 
 may be of distinct help to the school, and then the community in 
 turn receiving the benefits through the better service of better 
 
-132- 
 
 trained high school fellows. This is known in Lincoln as the 
 Junior Civic and Industrial League* Mr* Hunfcer says, "This 
 
 League was organized in 1914, initiated by the Lincoln Commer- 
 cial Club* Membership in this League has been extended down as 
 low as the Sjifth grade* Any student becomes a member upon committ- 
 ing the "Ephebic Oath" as follows: n We will never bring disgrace 
 to our city by any act of dishonesty or cowardice* We will fight 
 for the ideals and sacred things of the city both alone and with 
 many* We will revere and obey the city's laws and do our best to 
 incite a like respect and reverence in those who are prone to annul 
 or set them at naught* We will strive unceasingly to gjuieken the 
 public's sense of civic c^ty* Thus in all these ways we will trans- 
 mit this city, not only fc$t less but greater, better and more 
 beautiful than it was transmitted to us*" 
 
 Fifteen professional men and business men addressed the 
 boys at their meetings. During the year one hundred twenty- two 
 visits to th±±ty-six of Lincoln's houses and civic institutions were 
 made* The Commercial Club has not only fathered and promoted this 
 league but has instituted within the organization a system of reward- 
 ing merit in education and accomplishment* They have instituted the 
 "Efficiency List" composed of those students who may be able to 
 reaoh a definite standard of reliability and efficiency* This list 
 
 1* Board of Education, Lincoln, Nebraska - Report of Superintendent 
 of Schools 1914-15 - page 37. 
 
-155- 
 
 is always available and is sent from time to time to any 
 "business or professional men who desire It. To get on this 
 list the students must "be fourteen years of age, have a good 
 character as shovn by truthfulness, obedience, industry, and 
 good habits, The following note is attached to this which reads 
 "No boy shall be eligible who smokes or drinks. If a boy has 
 been a smoker, he shall show by a year's abstinence from this 
 habit that he has permanently given it up." As further quali- 
 fications the student must be able to express himself in a 
 courteous, yet concise and businesslike way, to his employer and 
 business associates. He must also be able to write a good busi- 
 ness letter of one ordinary page in legible hand without error in 
 spelling- Those who qualified were recommended and placed on the 
 "Efficiency Li3t" of the Commercial Club, and this list was sent 
 to all large employers at the opening of the summer vacation. The 
 members were also given an "Efficiency certificate" by the sec- 
 retary of the Club as evidence of Qualification." 
 
CHAPTER XI 
 CIVIC AW SOCIAL QWU 
 
 The value of any organisation is best determined by 
 what it works for rathor than what it stands for. Its motor- 
 power is more valuable than its sensory power. To be efficient 
 it must be found doing* The work is usually carried on by Gcm» 
 mittees which have the moral support of the entire membership* A 
 splendid evidence of community activity through its various clubs 
 and organisations is found in the response which was given to the 
 appeal of the High School Commission, which was appointed by the 
 Board of School Visitors of Jforwalk, Connecticut, to solicit gifts 
 for the interior decoration of the new high school building, which 
 was approaching completion with its appropriations entirely ex- 
 hausted. As a result of two years work the building was syiaaet- 
 rioally and appropriately filled with pictures, statuary and othor 
 gifts, by a more or less perpetuating method* Mr. MacFarland re- 
 ports the work as follows $ * 
 
 The first appeal was made by a circular letter to the 
 more well-to-do citisens and business firms of the tottu, who sent 
 in their gifts in money. The next more was an appeal to the var- 
 ious organisations, c ubs, societies and unions asking that they 
 
 • l&i Rev. Chas S. - Story of Interior School Decor- 
 
 ation, October 1911, American City, Vol V, page 197. 
 
 -134— 
 
-135- 
 
 be represented in the "buildings lay appropriate gifts, represen- 
 ting their various professions and special interests. Next a 
 request was made that the trades and professions and "business 
 enterprises place gifts in the "building representative of their 
 work and interests. The various municipal "bodies were similarly 
 approached. Then the Alumni were solicited. The various nation- 
 alities composing the cosmopolitan population of the town were 
 reached through other organizations. As a result a most splendid 
 response was given. As an idea of the interest it may he said 
 that a life sized "bust of Lincoln with a pedestal was placed in 
 the building by five men representing the gift from the Negro race* 
 A physician presented a picture of "The Doctor." The Knights of 
 Columhus sent in two pictures of the "Arrival" and "Departure" of 
 Columbus. These are only indicative of the interest taken in this 
 fine work* 
 
 The movement has deepened the interest of the donors in 
 the school. The various gifts from the organizations and represen- 
 tations of the foreign races constitute a certain bringing together 
 of the democratic elements of the town. It has shown a fine civic 
 spirit and has "spread the cement of common helpfulness" and made 
 possible the aim of the Board in making the High School a civic and 
 social center*" 
 
 There is perhaps no better example of an entire commun- 
 ity or communities becoming interested in their school and doing 
 
~1£6- 
 
 so much for each other as in La Salle t Illinois. Principal 
 
 McCormack writes of the splendid work of all cooperating influ- 
 
 1 
 enees in their attempt to promote the general welfare. He says, 
 
 "The plan is to provide healthful and rational recreation for the 
 
 twenty-eight thousand people in the township. A real Community 
 
 Center for all the people is the ideal set. We began in March 
 
 1914 and it has been allowed to grow naturally and spontaneously 
 
 according to local conditions, needs and sentiment but under the 
 
 guidance of a trained staff. Our aim has been to interest the 
 
 young people of the township; that is to lay special emphaiis 
 
 upon adolescent and juvenile activities. 
 
 The work has been made easier by the generous co-opera- 
 tion of the merchants and business men, the backing of the clergy 
 of all denominations, the public sohool people, and assistance of 
 various kinds. The sohool plan consists of a Recreational Build- 
 ing given by Hon. J*. W. Matthiessen of La Salle costing $75,000. 
 The principle features of this building are the Gymnasium, fifty- 
 three by one hundred six feet; a swimming pool, sixty by twenty- 
 five feet and locker rooms, besides several rooms for wrestling, 
 a bowling alley, rest rooms, sewing rooms, history, music and 
 art rooms. 
 
 The High School consists of a main building, and a 
 Domestic Science and Manual Arts Building both of which are used 
 
 1. Pamphlet, 1915: The Social Center, Welfare and Community 
 
 Work of the tri-cities, La Salle - Pern - Oglesby, Illinois, 
 
-137- 
 
 for social center activities. The main feature is the auditor- 
 ium located on the ground floor of the main "building with an 
 independent entrance to the street. It accommodates seven hun- 
 dred people and is modeled after the "Little Ttteatre" of New 
 York. The Athletic Field includes two tennis courts, a five lap 
 cinder track t baseball diamond, football gridiron, jumping and 
 vaulting pits, and an open air bathing pool. It is used not only 
 for high school athletics and social center events, but for field 
 and track sports for the entire township as well. 
 
 The work began by practically the entire school taking 
 advantage of the facilities from the start. Saturday morning 
 Gymnasium classes were organised by boys upon insistent demand 9 
 During the summer, gymnasium and swimming privileges are offered 
 to both children and adults. The women are very enthusiastic over 
 the opportunities offered and they evince greater enthusiasm than 
 the men. Indopr Baseball is the Township national game. The teams 
 are adult men representing widely diversified interests. This has 
 a very strong socializing and community unifying influence. Good, 
 clean wholesome sport is provided not only for those participating 
 but also for the spectators. Entire families are very much in evi- 
 dence, in fact space had to be provided in the vestibule for the 
 parking of baby carriages. All kinds and conditions of mankind are 
 present and on hand to "root" for their favorites. 
 
 The facilities of the social center were extended to the 
 six thousand Poles in the township, who warmly cherish and preserve 
 
, -138- 
 
 all the folk- traditions brought over from the old country. 
 This class was a gymnastic and military organization. The cel- 
 ebration of the most important of all Polish national holidays — 
 Constitution Day — was held in the Auditorium. This affair was 
 observed with all pomp and ceremony. The entire congregation 
 marched to the high school led by their own band and accompanied 
 tjy the Falcons and Hussars dressed in full regalia. This was a 
 splendid demonstration of patriotism. Here were potential qual- 
 ities of good citizenship and a group that can make important con- 
 tributions to American life, only awaiting the call to citizenship. 
 Social development only awaits an opportunity for expression and 
 they have been changed from a liability to a positive asset to the 
 cotaunity. 
 
 Baseball followed with inter-class teams, the varsity 
 team, and church leagues. Shields, trophies, cups aid monograms 
 are offered "by various organizations and clubs to the winners of 
 league games. Proficiency tests with gold, silver and bronze medals 
 are given each month to those who take part in the teams , including 
 both boys and girls. This has promoted a keen rivalry and interest 
 and has united all the commtqJ|.ty in tb^ welfare of the young and old. 
 Non-athletic activities are popular as evidenced by such organiza- 
 tions as the Glee Club of the la Salle Commercial Association. Dan- 
 ces by the Fortnightly Club and High School Alumni, parties by the 
 Deutsche Gesellschaft featuring a Washington Birthday Party at which 
 
-139- 
 
 a program in German was followed by German dances In the Gym- 
 nasium* The Camp Fire Girls and their Hew Year's night danoe 
 took the form of a masquerade, the costumes and decorations 
 transforming the gymnasium into a veritable fairyland* The 
 Young Men's Club 'which was originally the neighborhood gang is 
 now applying their efforts to athletic and club activities, in- 
 cluding their annual minstrel show. Teacher's Associations, con- 
 ferences, concerts, lectures, musicals and entertainments, have 
 been held at various times in the Auditorium* The wider use of 
 the Auditorium looms large with possibilities for the future. The 
 center is becoming more and more a reference bureau for all Ques- 
 tions on recreation* The outlook for the future is encouraging. 
 They propose to offer a "Farmer's Short Course" for twelve weeks 
 organizing evening classes in citizenship for foreigners and club 
 activities along literary, musical and dramatic lines* 
 
 V A11 of the activities of the three cities, Oglesby, Peru 
 and La Salle are safe-guarded by the Hygienic Institute, housed 
 in a building near the High School* The tree tor is the health 
 officer of the three cities f Medical inspection of school children 
 is carried on and physical examinations required. Thirteen hundred 
 fifty-nine were examined last year revealing one hundred four oases 
 of defective vision, forty-nine cases of defective hearing, one 
 hundred sixty-eight oases of defective teeth and thirty- two oases 
 of defective nasal breathing* 
 
 These cities have a co-operative Associated Charities and 
 
-140- 
 
 the members are doing a fine work* They help in visitation, 
 giving material relief, medical care, employment, advice and 
 friendly supervision. Certainly this is not the least of that 
 great community, co-operative, socializing work. The women's 
 clubs and civic leagues help in promoting the civic and general 
 welfare of the cities. Twice a year a clean-up campaign is made 
 against every unsanitary condition and everything is removed that 
 tends to mar the "beauty of the cities. They petition the council 
 for enforcement of law prohihiting the sale of cigarettes to minors 
 and take an interest in debaring cheap carnivals from entering the 
 city. It has organ issed a children's civic league of good citizen- 
 ship. Other organizations such as the Women's Industrial Associa- 
 tion, the Child Welfare League and the La Salle Anti-Tuberculosis 
 Society are contributing to make that community a good place to 
 live in, giving every individual an opportunity to live his life 
 in a healthful, happy and worthwhile way. Is not such work signi- 
 ficant?" 
 
CHAPTER III 
 SOCIAL AHD ART CENTERS 
 
 Ella Bond Johnston, Chairman of the Art Department 
 of the Art Association of Richmond, Indiana, and also a member 
 of the Advisory Committee on selection of paintings at the 
 Panama-Pacific International Exposition, gives a splendid ac- 
 count of the High School as an Art Center of the Community, 
 
 1 
 She says, "The emotions that make up so much of the conscious 
 
 secret life of youth, and are the great source of inspiration, 
 
 
 
 are too often ignored in our scheme of education. We take it for 
 granted that taste is inborn* It is really a matter of education, 
 and bad taste is ignorance. It requires for its development the 
 actual, environing presence of works of art - poetry, mu3ic and 
 painting - to hear and see familiarly. Art in the schools should 
 have for its purpose, an appreciation by the many with the conse- 
 quent happiness and spiritual enlargement thus added to life. The 
 story of this work in Richmond is a plain tale of sixteen year f s 
 work in establishing an art movement in connection with the high 
 school. 
 
 1. Johnston, Ella Bond - The High School as the Art Center of 
 the Community - in The Modern High School - by C. H. 
 Johnston, page 692. 
 
 -141- 
 
-142- 
 
 An art association was formed, by a few art loving 
 citizens, school officials, and local artists, that has developed 
 a democratic community art movement which is an inspiration and a 
 model to those who are interested in the spread of art in America 
 and believe that the school should he the center of the intellectual 
 life of the community. Neither rock-ribbed traditions nor fixed 
 standards of taste impeded this work. They had a conscious human 
 desire for beauty and happiness, but lacked the opportunity to enjoy 
 and appreciate works of art, and to acquire a higher standard of 
 taste and refinement of the emotions which an intimate acquaintance 
 with art gives. 
 
 Community interest was used as a basis of beginning, and 
 interest was obtained by borrowing for exhibition every picture, 
 every piece of handicraft, and every curio having an artistic merit f 
 from citizens of the town* iu he work of local artists and craftsmen 
 was exhibited. The expense of these exhibits was met by dues and 
 contributions of members and by subscriptions from interested citi- 
 zens* The school furnished the place, light and heat. After seven 
 years of this work the City Council began to make appropriations 
 for the maintainence and furtherance of the art movement. For four- 
 teen years the exhibit was held in one of the school buildings which, 
 with suitable backgrounds, had its twelve rooms and two corridors 
 magically transformed into an art gallery where it was possible to 
 display works of art attractively. Beginning with exhibits of local 
 
-143- 
 
 production and interest, it was gradually extended to include the 
 works of artists of the state and, later on, when the public was 
 educated to "better standards, it included the addition of repres- 
 entative work from the foremost American painters, sculptors and 
 craftsmen* These exhibitions were attended by fifty per cent of 
 the population and visitors from afar were attracted to this "dem- 
 ocratic festival." They began to feel the need of a suitable place 
 to display the permanent collection of paintings which the Art 
 Association was acquiring by special gift and purchase. The Art 
 Lovers needed an art gallery where their collection might hang per- 
 manently and where there would be time and opportunity for workers 
 of art to make a more lasting impression both on the children and 
 citizens. Here, again, the inevitable happened. An art gallery 
 was included in the new High School being built. It occupied the 
 space on the floor above the auditorium and has a natural art atmos- 
 phere in its setting and arrangement. The "Tortoise Fountain" in 
 bronze, given by a former student of the high school, with its 
 tin&pLe of falling water and its setting of greenery, and this 
 gallery of art, lie in the daily path of the pupils, unknowingly t 
 perhaps, to them but surely fixing in their minds an ideal of 
 beauty which will remain for all time an ideal, lifting their taste 
 above the ugly and commonplace. The gallery is a special classroom 
 for the high school pupils where they learn the language of form 
 and of color. English teachers make good use of the exhibits for 
 
-144- 
 
 themes. Grade pupils visit the gallery where they sit at the 
 feet of the world's "best productions and talk about and study 
 these until they become as one of their neighbors. The Art 
 Study Committee meets here to study the exhibits with the aid of 
 lectures and the best wDrks on modern art* To the local painters 
 and craftsmen the gallery furnishes a place to display their own 
 work and offers an opporturdty to get help and inspiration from thw. 
 work of their contemporaries. The art g|ller#? fills a deficiency 
 in the high school education and meets the natural human demand 
 for beauty in life. Henry Turner Bailey says: "Verily the people, 
 who have turned the educational world right side up at last, live 
 in Bichmond. They have put the solid living rooms of the manual 
 worker beneath and the "chambers of imagery" of the poet and artist 
 above; they have builded at last a sure house, fully equipped for 
 every good work, a fit home in which to bring up children who shall 
 be worthy citizens of a republic." 
 
 Supt. Wirt of Gary, Indiana, believes in this plan of 
 making the school the center, from which radiates all the light of 
 the oommunitv, and to which every phase of community life is at- 
 tracted. We find in his Emerson and Froebel Schools, architectural 
 creations of unusual beauty and impressiveness. The school buildings 
 are built around a great court, having broad halls as wide as streets 
 and well lighted from the court. M*« Bourne says, * "They suggest 
 
 * . Bourne, R. S. - The Gary Schools - pages 23 - 25. 
 
-145- 
 
 to the visitor that they serve the community in the same way that 
 the Agora or Forum did the ancient city* It contemplates "bringing 
 all the cultural resources of the community to "bear on the Softool. 
 In the Emerson School the "beginning of an art gallery has "been made* 
 Pictures a&d objects of art and interest become unreal and arti- 
 ficial when immured in isolated museums t which can be visited only 
 at special times and with effort* They should be at hand in the 
 school fertilizing and beautifying erery moment of its daily life* 
 The artistic sense can be cultivated only by bringing people into 
 contact daily and almost unconsciously with beautiful things. The 
 schools themselves must be art galleries, and these fine corridors 
 indicate the way by which a wholly new orientation is to be given 
 to our public galleries by using them as adjuncts to the education 
 of the people* Similarly with museums; instead of taking the pu- 
 pils dolefully and docilely about to visit the museums it contem- 
 plates bringing the museums into the schools so that the children 
 can know the treasures and live with them and learn about them." 
 
CHAPTER XIII 
 OTHER SOCIALIZING AGENCIES 
 
 At least one other cooperating agency is doing muck 
 to better the life of the community and enrich the lives of the 
 students, notably the even^and recreation center 3 • Mr* Perry 
 says, "Ho school, that is sincere in its desire to make its de- 
 posits stick in the pupils marrow, can overlook the plucking de- 
 vices which await him outside the door." These influences of the 
 street act and react upon the students and so the evening recrea- 
 tional centers are trying to provide a class of entertainment 
 which will attract and hold these care-free and leisure-loving 
 high school folk* They do much to make life worth living to the 
 thousands who have been shunted off into the factory, and into 
 industries where they may become mentally and physically stunted 
 and socially unfit* They must find a recreation in the evening 
 that will somehow remunerate them and re-create them for each new 
 day's work* 
 
 The center becomes the forum where "social and intellec- 
 tual grades meet on a level, and where hereditary and acquired so- 
 cial and class distinctions are- obliterated." There is a social 
 assimulation here which tends to break up the isolated chunks and 
 mold into a common brotherhood* 
 
 The gymnasium, in these centers, is perhaps the prin- 
 -146- 
 
-147- 
 
 oipal attraction, with Its exercise of various kinds, and the 
 multiple uses to which it may be put* Friends meet friends here, 
 a fine social evening is spent together and the result is that 
 they go to rest, happy and recreated, ready for efficient service 
 on the following day. Mr. Perry tells how these community centers 
 
 stir up enthusiasm in public spirited men, and how character has a 
 
 1 
 chance to flourish in the sol ool of experience; he says, "One 
 
 winter a local newspaper offered medals for hoys and pins for girls 
 as prizes in a series of basketball games and athletic sports* Im- 
 mediately the best players were organized into midget, middle and 
 heavy w|ight teams and the inter-contest began* During the pre- 
 liminary games fifty athletic meets and two hundred fifty games of 
 basketball were played, each successive event heightening the gen- 
 eral enthusiasm* The finals took place before a large audience which 
 cheered to the echo the winners as they received their prizes at the 
 hands of a representative of the newspaper that donated them* Ho 
 more enthusiastic audience ever filled the vast building. 
 
 Many instances of striking changes in character of the 
 yo-ang men who patronized the center has been observed. One evening 
 a noted "tough" of nineteen years strolled into a center for the 
 declared purpose of clearing the house out. He discovered that a 
 few determined athletes had something to say about that, and he 
 
 1. Perry C* A* - Wider use of the School Plant - pages 226,-834 
 
-148- 
 
 subsided into a quiet observer of the evening sports. He later 
 
 "became a regular attendant and was invited to join a club. He 
 
 of 
 did so t and was told,, the study room, the longed for oasis of his 
 
 desert life. Earnestly he applied himself to take tte eivi* 
 service examination, and now he is acceptably filling a position 
 in one of the city's departments. The athlete's code of honor is 
 a triumph over lawlessness, and often the beginning of a citizen's 
 conception of duty. These are a few examples of the great mrk 
 being carried on in one of the great recreational centers of New 
 York. Athletics in these recreational centers develop a social 
 cones iveneas and a unity of purpose. Indeed "athletics" is the 
 touchstone of success and its influence in frequent public exhi- 
 bitions, often works a regeneration in the lives of many and con- 
 tributes to the welfare of society in no small degree. 
 
 The evening schools are doing much to meet the needs of 
 the individual communities. Here a variety of courses and work 
 are offered only limited by the wants of the applicants. : T ou the 
 least of the socializing influences come through the opportunity 
 of meeting different people and becoming acquainted with them and 
 learning to work with them. It helps to make more self-reliant ard 
 self-re spec ting men and women, certainly two very desirable things 
 to be accomplished. The possibilities of these schools have scarcely 
 been imagined. " 
 
CHAPITER XIV 
 CONCLUSIOH 
 
 The inspiration for the study of this phase of school 
 administration developed under the leadership of Dr. W. W. Kemp, 
 of the school of Administration in the University of California. 
 The universal needs are being crystal ized into multiple forms and 
 devices for vitalizing and socializing the high school* Almost 
 paralleling the need f was an appeal for proper leadership and 
 supervision. Boards of Education are giving moral and financial 
 support to the program, while administrators are rdc ing the 
 field to find teachers with the proper character traits, and then 
 recognizing this ability by assigning less classroom work. Trad- 
 itionalism and conservatism are giving way to freedom and interest, 
 and the recognition of the social cravings of the adolescents. A 
 circulating agency is greatly needed which will bring to the of-^ice^ 
 of every administrator, the successful experiments which are being 
 tried for the purpose of making the school just a little better 
 able to train students for a little better citizenship • Men w ^' Ml 
 imaginations are needed, who are students of just common ordinary 
 
 human nature who know it when they see it, who believe in the work 
 they are in, and in the fellows they are to train; men who are not 
 afraid to crystalize their hopes, and realize their dreams; men 
 
 -149- 
 
-150- 
 
 with a little nerve and a "big faith; men who would rather 
 do and die t than float along and never try; men with "big 
 hearts and willing hands * 
 
- OUTLINE - 
 
 INTRODUCTION 
 
 I Problem of Social Administration 
 
 1 - The Educational Ideal 
 
 2 - Pedagogical Mo tamo rpho sis 
 
 3 - Demands of Society 
 
 4 - Characteristics necessary 
 
 5 - The Problem 
 
 PAET I - KTRA-CUBRC CULTM ACTIVITIES 
 
 II Advisory System a 
 
 1 - Arise out of the Social and Economic needs 
 
 2 - Attitude toward Advisory Systems 
 5 - Success Depends on Leadership 
 
 4 - The Work of the Class Adviser - 
 
 5 - Home-room Plan and Influence - 
 
 6 - The n Alpine Guide" and the Climb 
 
 7 - Pueblo Plan 
 
 8 - Uniform Quantity Plan - U« H* S« Chicago 
 
 9 - Home- Study Plan 
 
 10 - Conference Plans 
 
 11 - Review Groups 
 
 12 - The Hour Plan of Supervised Study 
 
 13 - Double-Period Plan 
 
 14 - The Batavia Plan 
 
 15 - The Study Coach 
 
 III Socialized Curriculum 
 
 1 - The Social Pressure 
 
 2 - The Enriched Program 
 
 3 - Special Transfer Class 
 
 4 - Newark Plan in Heading 
 
 5 - Spelling Hospital 
 
 6 - The Awakened Conscience for Physical Training 
 
 7 - 7/yoming Cadet Work 
 
 8 - Heed of Moral Education 
 
 9 - North Dakota Plan of Bible Study 
 
- OUTLINE - 
 
 17 Socialized Recitation 
 
 1 - The school of yesterday and today 
 
 2 - Social instincts and social activity 
 
 3 - Socialized history 
 
 4 4 Vitalized mathematics 
 
 5 # Revolutionized physiology 
 
 6 - Dramatized -English 
 
 7 - Naturalized civics 
 
 8 - Excursions in English 
 
 9 - Pageantry as a vitalizer 
 
 PART II - EXTRA-CLASSROOM ACTIVITIES 
 T Student Self -Government 
 
 1 m testing raw material 
 
 2 - Objections to student government 
 
 3 - Personal application in a practical way 
 
 4 - Self- Government and first aid work 
 
 5 - The Roll Room plan 
 
 6 - Efficient Student Body Organization 
 
 VI Organized Athletics 
 
 1 - Present attitude toward athletics 
 
 2 - Character versus scholarship 
 
 3 - The major sport - Grandstanding 
 
 4 - Minimal Essential program 
 
 5 - Club Organization 
 
 6 - Everybody out plan 
 
 7 - T -vils - ideals and a working plan 
 
 VII Organized Debating 
 
 1 - A natural form of expression 
 
 2 - Heat versus light in debating 
 
 3 - Anti-social tendencies 
 
 4 - Intra-sohool debating 
 
 5 - Debating squads 
 
 6 - Inter-school debates 
 
 7 - Triangular debates and social training 
 
 8 - Popular decisions 
 
- OUTLINE - 
 
 VIII High School Journalism 
 
 1 - Its importance and possibilities 
 
 2 - Disseminator of student opinion 
 
 3 - Fliers in Journalism 
 
 4 - Vitalizer of English 
 
 IX High School Organizations 
 
 1 • The new or renewed school 
 
 2 - Develops from age - old instincts 
 
 3 - As a supplement to class work 
 
 4 - Social and utilitarian organizations 
 
 5 - Dramatic clubs and social cooperation 
 
 PART III - COMMUNITY COOPEBATIHG AGENCIES 
 
 X Social Service Work 
 
 1 - The School and Society united 
 
 2 * Independence gone wrong 
 
 3 - A pound of cure or an ounce of prevention 
 
 4 m Social limitations 
 
 5 - One-hour census 
 
 6 - The 3agle swoops down 
 
 7 - Junior Civics and Industrial League 
 
 XI Civic and Social Clubs 
 
 1 - Club work evaluated 
 
 2 - A community decorated school 
 
 3 - The school - a social center 
 
 XII Social and Art Centers 
 
 1 - Taste - inherited or acquired 
 
 2 - The school as the center of intellectual life 
 
 3 - From small beginnings to great endings 
 
 4 - The Gary idea 
 
<»■ ! 
 
 -OUTLINE- 
 
 ZIII Other Socializing Agencies 
 
 1 - Evening recreation center 
 
 2 - A social assimulator 
 
 3 - The gymnasium and its influence 
 
 4 - Public spirited men interested 
 
 5 - Moral generator 
 
 XIV Conclusion 
 
 1 - The source of inspiration 
 
 2 * The universal appreciation of the need 
 
 3 - The quality of leadership wanted 
 
 4 - A medium of exchange needed 
 
 5 - Wanted: - Men 
 
i a o 
 
 BIBLIOGRAPHY 
 - o - 
 
 BOOKS AND MONOGRAPHS 
 
 Democracy's High School - Monograph - - - W» D» Lewis 
 
 Houghton Mifflin Company 
 Education for Social Efficiency • * * * m Irving King 
 
 Dm Apple ton and Company 
 Educational Extension - Monograph - - - - C. A« Perry 
 
 Cleveland Survey Commission 
 Francis W# Parker School Yearbook, 1912 Vol»I 
 
 P. W« Parker School, Chicago 
 Education for Efficiency -------- G. M. Kerschensteiner 
 
 Chicago Commercial Club. 
 Gary Schools, The R« S. Bourne 
 
 Houghton Mifflin Company 
 Problems in Secondary Education ----- d« Sneddon 
 
 Houghton J'ifflin Company 
 Modern High School, The - - - - Chas. H» Johnston 
 
 Chas. Soribner's Sons 
 Moral Training in tho Schools C. £• Rugh 
 
 Ginn and Company 
 Motivation in chool ..ork -«--- — -H* B.& G» M. Wilson 
 
 Houghton Mifflin Company 
 New Possibilities in Education, September 1916 
 
 Annals of American Academy of Political 
 and Social Science 
 Social Education ------------ Colin Scott 
 
 Ginn and Company 
 Social Aspects of Education ------- Irving King 
 
 The Macmillan Company 
 School and Society, The - - — --- John Dewey 
 
 University of Chicago Press 
 Supervised Study ------------ A. !• Hall-^uest 
 
 The Ilaomillan Company 
 Vitalized School, The -P#B» Pearson 
 
 The ilacmillan Company 
 Wider Use of the School Plant C. A. Perry 
 
 - o - o - o - 
 
BIBLIOGRAPHY 
 - o - 
 
 PERIODICALS AND PAMPHLETS 
 
 National Education Association Proceedings - 1911:581 
 
 Extra-Classroom Activities 
 School Review, 17: 665 - Social Organization of the High School 
 
 National Education Association Proceedings - 1915:737 
 
 Extra-Curricular Activities 
 national Education Association Proceedings - 1913:496 
 
 Self -Government Committee 
 National Education Association Proceedings - 1911:1005 
 
 Self -Government as Training for Citizenship 
 Craftsman, 26: 628 Student Government 
 
 American City ,5:173 Laboratory Method of ^caching Citizenship 
 
 national Education Association Proceedings - 1912:1146 
 
 Moral Effects of Athletics 
 Atlantic, 113: 148 Athletics and the School 
 
 National Education Association Proceedings -1910:223 
 
 Athletics Competitive and Cultural 
 Educational Review,40:132 Objections and Suggestions for 
 
 Athletics 
 Outing, 62: 231 How Andover olved the Athletic Problem 
 
 English Journal, March 1914 Need of Socializing Influence 
 
 in Cooperation 
 Pamphlet - Co.Supt* E* M. Rapp, Reading Penn. 
 
 Educational Pageant 
 School Board Journal, November 1916 Dubuque Pageant and Pete 
 
 History Teacher's Magazine, November 1914 
 
 Pageants and Local History 
 Elementary School Journal, 12: 449 Batavia Plan of Study 
 
 Educational Heview,7:154 Individual Teaching: Pueblo Plan 
 
 Educational Review,44:466 Advisory Systems in High School 
 
 - o—o—o—o - 
 
\- 
 
 BIBLIOGRAPHY 
 
 - o - 
 
 PERIODICALS AHD PAMPHLETS 
 
 School Review,20:505 Teaching High School Pupils How to 
 
 Study 
 School Review, 21: 58 Periods of Study in High School 
 
 School Review, June 1911:398 Importance of Study Programs 
 
 School Review, 20: 526 Home-Study Reform 
 
 School Review, 21: 235 A Home -Room Plan 
 
 School Review, 20 : 246 Conference Hour in Pittsburg High School 
 
 Eduoation,33:109 Special Transfer Class 
 
 School Review, 21: 184 High School Reading: Hewark Plan 
 
 School Board Journal February 1916 One-Hour Census of 
 
 ATbion , Michigan 
 School Review, 18:192 Spelling Eospital in High School 
 
 Manual ^raining, 15: 161 Credit for Home Work 
 
 American City, 5: 197 Story of Interior School Decoration 
 
 School Review, 18: 657 High School Journalism 
 
 Good Housekeeping,55:518 Home -taking and Housekeeping 
 
 Everybody's Magazine, February 1916 Wyoming's Answer to 
 
 Militarism 
 Craftsman, 26: 627 Development of Socialized Recitation 
 
 School and Society, September, 30, 1916 Socializing of 
 
 High School Methods 
 Popular Science Monthly, 82: 243 Laboratory Method of 
 
 High School Efficiency 
 School Review,17:634 Making a High School a Center of 
 
 Social Life 
 
 - o—o—o— - 
 
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