The sun., 1905-09-10

Ever since Wilson l.. Gill organized the
first school city in the world In the public
school on Norfolk street in this city in 1897
school cities have been springing up all
over the United States. Nobody knows
Just how many there are or have been.
School cities are organized, flourish, die
and spring up again, according as teacher,
a principal or q supsrintendent is interested
in the new method q; self-government IN
schools.
Then the Government sent MIR. Gill to
Cuba to introduce the school city into the
schools Of the new republic during the
American occupancy, In 1900 and the
following two years, as the general super
visor Of moral and civic training in the
schools OF Cuba, he organized 800 school
cites In the island.
Meanwhile the school board OF Phladel-
phis, back In 1898, had passed resolution
indorsing the school city and introducing
1t as an experiment in one school. Upon
his return to the United States MIR. Gill
was invited to go to Philadelphia, and
there, under a semi official connection with
the board, he has since organized thirty
three school cities In as many different
school buildings.
No other city has adopted this method
of school government so generally as Phil
adelphia, so far as is known. In fact,
nothing is definitely known as to the spread
of the movement No statistics have
heen gathered. 1t is merely known that
school cities have cropped up widely over
the country.
Now, however, the movement has assumed
q new phase. A National School City League
was organized few weeks ago In Washing
,on, which aims to gather in all the scattered
elements interested and to push the organi-
zation Of school cities vigorously. Mr.. Gill
hns been retained as national organizer
and lecturer. and various organizations
have been asked to lend their influence to
the movement.
The interest aroused may be judged
ythe response Of the Massachusetts, Fedora
tion OF Women's Clubs. This body recently
appointed q committee to push the move
ment until a school city shall be organized
In every city in Massachusetts,.
The committee brought the matter before
the last quarterly meeting Of the school
surerint endents of New England and it
aroused such interest that several superin-
tendents have invited the national organ
i2er to visit their cities with the opening
of the fall term to organize the school city.
The SUPERINTENDENT of the Lowell schools
acted before the close Of the spring term,
md Mr.. Gill organized two school cities
there in q building accommodating 1000
children. In the fall the five buildings
In that part OF Lowell will be organized
into a school state.
tote 90 bo al,
tors in the matter may be gagged from the
fact that when the federation committee
sent out circular letters to 200 school super
intendents Of New England it received
replies within ten days from 1cO asking
for literature and lecturers. The new
ational league expects an equal response.
The method Of organizing a school city
varies according to conditions. Some
times one class constitutes the city, IL only
one teacher is interested In the enterprise
Again, the whole building constitutes the
city, in which case each room forms one
ward Again, for the sake of keeping those
children who are somewhere near together
in age and size in one body, each floor in
tho building forms city.
In cases in which each room is a ward
two members Of the city council, boy and
a girl, are elected from each class. Equal
ruffrage always prevails in the school city,
md Offices are evenly divided between
the sexes 80 far as possible. Then the city
n, whole elects a mayor, city clerk, judge,
clerk OF the court and sheriff
There may be police force, with four
policemen, two girls and two boys. from
each room. The idea is constantly incul-
Gated that police service Is one OF helpful
ness. not oppression. Police officers are
e'ected who by reason Of age. wisdom and
character can instruct and help the weaker
6nes in the fulhlment OF the law. Arrests
are made only in cases Of wilful defiance.
There are sometimes boards. sometimes
not In all details Of government the school
ei.v tries to follow the government Of the
s-"e citv in which it is lotated
"-he school city Is no. a mimic govern
r~rt. but miniature government" said
Mr. Gil. 1T i, real so far as it goes.
School is a real thing. To attend 1t
ard profit by It sr the business OF the child's
lie, just az earning living or caring for a
family Is to be the business Of the child's
airt lie. Therefore whatever govern
nent the child is under at school is real
government, governing him during a large
NIlf1 pOi'ioh VI hAs
Now, did you ever stop to think that
willie the American child is dest ined to take
~. place in q democratic government he
s. brought up under an autocracy' He has
eu,ooratic government at home. he has
artocratio government at school. The
rule of his parents may be too indulgent or
too severe but in either case it is govern
rnent imposed upon him from without.
He goes to school and finds another
n-tocra' ic force ready to impose government
, ron him. II it wers not for the rough
and tumble democracy which the children
got among themselves they would all grow
up r.tls serfs As it Is, the preeminent
l,sson taught them by every form Of gov
crnment with which they come in contact.
from parent to policeman, is respect for
authority.
ow, respect for authority is right and
70. essary in it's place, but it is not the
: imerican ideal. 1t il an Oriental ideal.
Tho American ideal is self-government;
- .:-Lk L.