DISCIPLINE AS A PROBLEM IN SOCIALIZATION

The shifting of certain responsibilities upon the pupils does not in any measure diminish the duty of the teacher toward the class. It rather changes its character. In a disciplinary way, the class may have the burden of responsibility. It may be left to devise the means and carry through a system of government that will effect classroom order and control. And yet it is ultimately the responsibility of the teacher to see that the pupils' efforts are efficacious, and that a classroom atmosphere is maintained such as is conducive to a real participation on the part of all members in whatever activities are being carried on.

The socialized classroom gives rise to a great many more disciplinary problems than the teacher-dominated classroom ever would. Under the conditions of group organization, the release of thought and feeling frequently results in conflicting purposes and a clash of personalities.

The

majority of such situations can be handled admirably by the class, and, under the principles of democracy, they belong inherently to the class. But occasions sometimes arise when the teacher must arbitrarily assert authority. A nation, organized on a democratic basis, will sacrifice its self-government in times of grave danger and give to its president the powers of almost dictatorship. And so a classroom, if threatened by the possibility of entire dissolution as a democratic organization, because of internal situations with which the members are unable to cope, will be wise if, for the time being, it sacrifices its democracy and lets the teacher dominate. This, however, is always an unfortunate state of affairs indicative of failure from the standpoint of democratic self-government. Under such circumstances the processes of socialization are temporarily arrested in the class.

Upon the teacher's avoidance of such situations will depend very largely the success of group activity. As class spirit develops, self-government should be encouraged. In the beginning much tact will be required in handling situations. The teacher will do well to appoint as leaders at the outset pupils of pleasant personality who have real qualities of leadership, attractiveness, and executive ability. In a class there are always present some individuals who are more genial, more plausible, more convincing in attitude than others. Select them and depend upon their leadership until the class becomes accustomed to the idea of co-operation. So far as impulses are concerned, there is an ever-ready instinctive tendency in the direction of co-operation. Care must be taken, however, that the instinct of antagonism is not aroused by over ambitious pupils who make themselves unduly prominent. Conflict, thus aroused, within the group may at any time break down solidarity. It is possible that in unexpected ways some recalcitrant individual may attempt to interfere with group work. The teacher should act decisively in such an emergency. There must be a clear understanding once and for all time that under no circumstances will an individual be permitted to make himself obnoxious. The group is nothing so much as human. There are, of course, present in all groups, enterprising individuals whose aspirations are centered upon personal prominence. Dictators will rise up in self-assertion and the socially ambitious will struggle for place and leadership. The skill of the teacher is needed to anticipate the strategy of such individuals. Their power to do harm can be effectively checked through the machinery of organization. The teacher should, therefore, exercise the privilege of appointing chairmen and leaders until the group

has developed sufficient experience to protect itself against selfish individuals. The teacher will be taxed to the limit of his resources as an adviser. He must aid in the creation of typical social situations. A great part of his work is done in anticipation of the actiual time of group activity and consists chiefly in making helpful, judicious suggestions to pupils who need guidance in the performance of their duties. Good judgment, understanding, sympathy, foresight, and ingenuity are virtues under such condition.

Democracy in the schoolroom implies always a definite line at which individual privilege ceases if it proves in any manner to be in conflict with social good. The teacher must assist in setting up standards, establishing criteria of work, and in fixing ends worthy of attainment. The success of the social group depends upon the ethical spirit of the class which develops under these conditions.

It is interesting to note that as the work of socialization has progressed in the schools teachers have fallen into diametrical groups in their attitude toward it. There are those who feel that the process of socialization involves them and their ideals of scholarship in very commonplace situations-that there is involved a stooping to plebian levels. In consequence, the educational "snob" is to day not uncommon. In the auditorium this type of teacher suffers for fear something will be said that sounds commonplace, or uninteresting, or unscholarly, or that something may be done which appears inartistic. In the laboratory it reveals itself in anxiety lest crudeness on the part of the average young human may result in the breaking of retorts, or test tubes, or in the spilling of some valuable chemical compound. In fine the attitude of those who regard each school activity as an end in itself is a constant

apprehension lest some hypothetical value in the nature of aesthetic beauty or material excellence be cheapened or injured in the hands of some child of only ordinary ability or interest.

Of course, the opposite point of view is that nothing in the world is so interesting and important as mankind, and that of all the human race, children are the greatest asset. There was a time when most schools were

highly aristocratic in temperament and in practice. They were designed primarily to teach the sons of nobility the fine points of good manners and of subtleness in politics. and diplomacy. The growth in the usefulness of schools, with an expanding population in the schoolroom, led the aristocratic pedagogue for a while to place even books under lock and key to protect them from the abuse of use in the hands of rude, uncouth children. But the time when education was intended primarily for the prince. and the nobleman has passed. In the United States the basis on which the public pays taxes for the support of the schools is that education in them will be made universally democratic. The child is not there for the sake of the school or merely to meet the requirements of the fastidious. On the contrary the school exists for the children and what they represent in terms of a growing democracy. If there is anything in the school of such elegance and of such artistic value that it is likely to be damaged through any use that may be made of it in connection with appropriate activities of children occupied in efforts of an educational nature these should be removed or remain to be consumed in contributing whatever good may result. One thinks of many dramatic teachers of the day who have for their ideals the cleverness and the scintillating artistry of the professional stage and who are ready to combine in the school program performers from the town theatrical in order to satisfy tastes for these things, rather than to satisfy the conditions of educational growth.

No teacher can succeed well in directing.

school who approaches the task from a purely academic standpoint. Standards of scholarship must be combined with deep human interest. Aesthetic achievement and

common sense. The auditorium, the laboratory, all school properties must be utilized to the ends of big human values.

C. C. C.

Classic and modern repertory, consisting of the following plays, Orchestra Hall:

Classic Repertory-"Merry Wives of Windsor," with Nicolai-Verdi Music, Shakespeare; Midsummer Night's Dream," with Mendelssohn's Music, Shakespeare; "Pelleas and Melisande," with Gabriel Faure Music, Maeterlinck.

Modern Repertory-"The Importance of Being Earnest," Wilde; "Pygmalion," Shaw; "Beyond the Horizon," O'Neill.

Calendar of Repertory:

Week of Sept. 19-Monday, Importance; Tuesday, Pygmalion; Wednesday, Beyond; Thursday, Importance; Friday, Pygmalion; Saturday Matinee. Beyond; Saturday evening, Importance.

Week of Sept. 26-Monday, Pygmalion; Tuesday, Beyond; Wednesday, Importance; Thursday, Pygmalion; Friday, Beyond; Saturday Matinee, Importance; Saturday Evening, Pygmalion.

Week of Oct. 3-Monday, Beyond; Tuesday, Importance; Wednesday, Pygmalion; Thursday, Beyond; Friday, Importance; Saturday Matinee, Merry Wives; Saturday Evening, Merry Wives. Week of Oct. 10-Monday, Merry Wives; Tuesday, Merry Wives; Wednesday, Midsummer; Thursday, Importance; Friday, Pygmalion; Saturday Matinee, Midsummer; Saturday Evening, Midsummer.

Week of Oct. 17-Monday, Pelleas; Tuesday, Pelleas; Wednesday, Pelleas; Saturday Matinee, Pygmalion; Saturday Evening, Beyond.

Week of Oct. 24-Monday, Midsummer; Tuesday, Midsummer; Wednesday, Merry Wives; Thursday, Importance; Friday, Pygmalion; Saturday Matinee, Pelleas; Saturday Evening, Pelleas.

Detroit is to have its own drama season. True, it is an experiment. But it will be an inscrutable exception to this city's characteristic attitude if the challenge thrown down by the Detroit Symphony Society is not taken up by the public

with that enthusiasm and loyalty which insure permanent success.

Glancing at the comprehensive review of Detroit's past season of music, appearing in Sunday's issue, one is able to realize more fully the tremendous part music and its associated arts is playing in the life of this community. The roster of symphony offerings, of artists, and no less of audiences, is impressive enough to stand comparison with any metropolis. And we have the verdict of critics in the country's other musical centers where the Detroit Symphony Orchestra has appeared that in performance our own orchestra finds its peers only among the best.

It is quite evident that the Detroit Symphony Society has grasped the intense vitality which is the source of Detroit's amazing progress. There is more in their vision than a mere program of praiseworthy activities: there is fundamentally a generous civic spirit, a readiness to supply the creative leadership for a magnificent testimonial on the part of the public to the cultural achievement of a city whose renown is a reflection of their own works, and grows daily.

Side by side with the assured season of drama, the proposed season of grand opera, there appears the one other vital suggestion-that of a civic chorus which, it is anticipated, may combine with the Symphony Orchestra in presenting some of those noblest of compositions written for chorus and orchestra. Beyond that is the ultimate goal of biennial music festivals, such as have enriched a few cities of the world with a glory that no changing political fortune ever seems to dim.

Detroit is well served by those who have assumed direction of its musical future. Gratitude, pride, and personal delight on the part of the public will certify its triumph.-The Detroit News, April 30, 1921.

COLLEGIATE STANDARDS

LEO J. BRUECKNER

Detroit Teachers College

The history of college entrance requirements in this country shows a development from a narrow, rigidly prescribed list of subjects to a relatively broad one. The history of college entrance requirements begins in America in 1642, when Harvard published the following announcement:

"When any scholar is able to read Tully or such like classical Latin Author extempore, and make and speak true Latin in verse and prose (suo (ut aiunt) Marte), without any assistance whatever and decline perfectly the paradigms of nouns and verbs in ye Greek tongue, then may hee bee admitted into ye College, nor shall any claim admission before such qualifications."

The foregoing is a translation from the Latin of a part of the college statutes.

In the College of William and Mary, Latin and Greek were the only subjects required for entrance at the beginning of its career in 1693, although no definite statement of the requirements is given.

As early as 1720, Yale College made the following announcement:

"Such as are admitted Students into ye Collegiate School shall in their examination in order thereunto be found expert in both ye Latine and Greek grammars, as also skilful in construing and grammatically resolving both Latine and Greek authors and in making good and true Latin."

As time progressed some difficulty was found at Harvard in keeping up that part of the requirement which obliged the candidates to speak Latin. In 1734 this obstacle was removed, and in 1790 the word "translate" was substituted for the word "construe." Yale followed suit in 1795.

In 1745 Yale College added common arithmetic to the entrance requirements together with the request that the student submit "sufficient testimony of his blameless and inoffensive life." In

1807 Harvard College added geography. In 1817 Princeton required English grammar. Then followed algebra, geometry, history, and physical geography. Since 1875 French and other modern languages have been required for admission by certain of our higher institutions. Science was added to the requirements by Harvard in 1876, Cornell followed with physiology in 1877, and Michigan included natural science and botany in 1890.

It is apparent that the order of importance of prescribed entrance subjects has been completely reversed in recent years. Until a few years ago Latin and Greek had always occupied first place, but since 1885 English has gained the ascendancy. Starting out with simple grammar the subject has been developed so as to include composition, rhetoric, and a broad range of study in the best of both English and American literatures. Latin and Greek still have a place in college entrance requirements, but they are seldom required unless it be in combination with modern languages. The present tendency is to consider all languages under one general group; the privilege is then given to the student to make suitable electives in harmony with the specific purpose of the college course.

Mathematics is the only entrance subject that in the long run of years has maintained its place. Next to English it appears most frequently in the list of prescribed subjects.

Science and history are well established, although they are considered as electives by nearly one-half of the institutions of our list.

The most recent development is the growing recognition of a large group of vocational subjects which command within certain limits equal credit with the literary subjects.

In the United States Bureau of Education Bulletin No. 7, 1920, W. C. John presents a detailed statement of the requirements for entrance upon the work leading to the Bachelor's Degree and the requirements leading to the degree itself. It is most interesting to note the variation among various colleges and universities as far as these are concerned.

Table I shows the number of credits required for entrance for work toward degrees in 49 state

Industrial studies are not prescribed in any of the schools, state or endowed.

The table gives the minimum, maximum, and median requirements in the five major fields, English, foreign languages, mathematics, science, and social sciences.

There is not much variation in the amount of English required, the minimum amount for any degree being two credits, the maximum, four, and the median, three. The range is much larger in foreign languages, ranging from a minimum of two to a maximum of ten credits. Here we see reflected clearly the traditional stand of colleges and the influence of the idea of the cultural value of foreign languages. This wide range of requirements in foreign languages is in striking contrast to the very small amount of credit required in social sciences. One phase of learning that is being particularly stressed is an adequate understanding of the development and significance of our social institutions. The whole trend of effort and psychological study in the elementary and intermediate school curriculum is the attempt to develop a methodology which will result in the acquisition of worthy social ideals. Bobbitt's recent study published in the School Review shows a clear tendency on the part of the high schools to strengthen their work along

Some institutions prescribe as few as three credits while others prescribe all but one-half credit. The general tendency is to prescribe nine out of the fourteen or fifteen which are ordinarily required for entrance. The range of electives that may be submitted is from one-half credit to thirteen. The state institutions are more liberal in the electives allowed than are the endowed. Here again we see reflected the historical development of the state and public institutions. These latter were founded to permit the state to control what was placed into the curriculum. The schools reflect the demands of society and where society can bring pressure to bear, variation takes place. This results in the rapid addition of courses in public institutions in response to the popular demand. Institutions under private control usually follow. It is probable that with the increasing recognition of the importance of social studies, universities and colleges of the country may require more of them for admission. It should be quite possible for this subject to take the place of foreign lan