form of government, and bind themselves to abide by its actions. They elect their own officers. The teachers of the school may or may not hold important offices and exercise important functions in the administration of the government. In case they do, they are regarded simply as one in the community and not as an arbitrary governing authority. In some cases there is a governing council of pupils which coöperates with the principal in the making and enforcement of rules. In other cases it assumes the form of the "city State" in which all the officers of the common city government are elected by the pupil electors. The advantages claimed for this form of government are: that it develops a consciousness of membership in society and of obligation to it; that it is the most effective way of teaching practical civics; that it makes pupils more thoughtful and considerate of the rights of one another in their associations; that it develops a higher sense of honor among pupils; that it makes them more independent; and that it is easier than any other method of discipline. The objections urged are: that it is a complicated way of carrying out a principle which every pupil should be taught to acknowledge in its simplicity; that pupils object to holding office which requires them to report upon or punish their fellows; that, even when they are elected to office, they decline to perform its duties faithfully; that, when they are conscientious in their efforts, they fail of success because they lack maturity of judgment; that the method actually fails to maintain itself in many cases; and that, even where it is successfully carried out, it is harder for the principal and teachers than the direct method of discipline. Another Method. The third method, which seems to lie midway between the other two, is that in which there are few specific rules laid down and no machinery of government outside of the teachers. It combines the acknowledged direct authority of the first method and the individual self-government of the second. The rule of the school is: "Be a gentleman, a lady; conduct yourself according to the requirements of good society, common courtesy, and the needs of the social organization of which you are now a part." These requirements are not stated in specific form. Knowledge of them is assumed until ignorance is demonstrated. When the rule is broken, instruction is given and perhaps punishment administered in such a way that the incident is not likely to be forgotten either by the offender or by his fellows. There is no neglect of discipline, but it is enforced in the simplest possible way. Authority is maintained, but the independence and self-respect of every pupil are acknowledged and stimulated. To maintain such a system of discipline successfully requires everlasting vigilance and no shirking on the part of both teachers and pupils. It is not an easy method, nor can it be used successfully except by those who are good disciplinarians, but it is probably the best method as far as results are concerned. No method of government will work automatically. No group of high-school boys and girls will, if left to themselves, effect a discipline that will satisfactorily meet the requirements of the school and of good society. They would not be true to their undeveloped nature if they did. They need the assistance of mature personality, and that influence must be exerted no matter what the method. Pupil self-government of whatever form fails utterly except as it is inspired and supported by the forceful personality of teachers. No teacher can escape the responsibility. Nor is the easiest method necessarily the one to be chosen. It is not a matter of ease for the teacher, but of effectiveness as far as pupil and society are concerned. The absolutely essential thing is that there shall be good discipline maintained in some way. Having come to an unequivocal conclusion on this point, there remain for each teacher two questions: first, in what ways can I secure good government? second, which of these ways is based upon the best educational principles and brings the best results from an educational point of view? REFERENCES BRIGGS, L. R. Routine and Ideals. Houghton, Mifflin Company, 1904. CALL, A. D. Government in school and college. Ed. 27: 253, CRONSON, B. Pupil Self-government. Macmillan, 1907. DENFIELD, R. E. Discipline in the high school. Proc. N.E.A. 1892: 341. DEWEY, J. Teaching ethics in the high school. Ed. Rev. 6:313. FRENCH, C. W. The school city. Sch. Rev. 13:33. School government. Sch. Rev. 6:35. School government the problem. Sch. Rev. 8: 201. HULING, R. G. Discipline in the high school. Acad. 3: 101. MACKENZIE, J. C. Honor in student life. Sch. Rev. 7: 69. Sch. Rev. 14: 505. NASON, A. H. Cony high-school assembly. Ed. 22: 538. PUGSLEY, F. L. Control over school children by school authorities. Ed. 28: 265. SMITH, B. H. Self-government in public schools. Atlantic, 102: 675. STOWE, L. B. School republics. Outlook, 90: 939. TUCKER, H. R. Government in the high school. Ed. 25: 1, 81, 152. Bibliography. Educational pathology or self-government in school. Rep. Com. Ed. 1902, I: 235. CHAPTER XI SOCIAL LIFE THE Social life of the high school, which is often looked upon as merely incidental, sometimes amusing, sometimes troublesome, is a matter of far too great importance to be passed lightly by. It presents more than one serious problem in educational theory and practice. In discussing the question the topics considered will be the social needs of the pupil, the social necessities of the school as an organization, the educational value of the social life possible in the high school, the principal forms in which the social activities of the school usually manifest themselves, and the control of these activities. SOCIAL NEEDS OF THE PUPIL The nature of a substance determines what can be done with it. To disregard its characteristic qualities is manifestly foolish. Iron is strong, steel hard, coal combustible. To ignore these attributes in dealing with iron, steel, and coal would be to lose their value. What is true of these inorganic substances is much more true of a complex, |