Evening star. [volume] (Washington, D.C.) 1854-1972, 1906-01-14
SCHOOL OITYMOVEMENT
CONSIDERABLE INTEREST IN
LOCAL CLUBS.

| Considerable interest is being aroused IN
/ local clubs by the progress of the school
| city movement The organization of the
| National School City League has been fol-
| lowed by the formation of Washington
| School City Federation which will hold a
meeting in the interest of School City ex-
| tension January %. 1t Is understood that
| many Of the local wonen's clubs are ex-
| aiming the merits of the system, and at
| Teneytown. in one of the public schools,
| the methods are being given a trial.
| The school city is an organization of the
| pupils Of school Into a self-governing
| body. The students elect from their own
| number a mayor, city council, judge. clerk,
| etc, and enact and enforce their own laws.
| This is done under the guidance and direc-
| ton of the teachers or principal. The re-
! suits that have been attained by this sys-
| tenn are said to be most gratifying. A New
| York school that was SO dsorderly that the
! teachers were in despair was changed in a
| week by the school city into orderly
! and successful school. A Philadelphia
| night school which had been voted hopeless
| because of the lawlessness of the students
| was redeemed as quickly by the school city
| method On the very night of organizing
| the school city twenty of the boys came to
| the principals desk and re-registered in
| their true names, confessing that they had
given false names to avoid identification by
| the police if arrested One boy in another
| school who undertook to defy the new au-
| thorities was quickly brought to his better
| senses by the strict justice administered by
! his classmates. A careless, disagreeable
| girl appointed policeman in still another
| school became a new creature. tidy. prompt
| and pleasant. Dozens of similar Instances
are given by teachers who have success
! fully used the method. Disorderly schools
| have become models of good discipline I'M
| ruiy pupils have become worthy and re-
! spected citizens. poor scholarship has
4 nv fhyte,t o,,I
| teachers have been relieved from mere dis
| ciplinary duty and enabled to devote them
| serves with more effectiveness to their prop
| er work.
Approved by Distinguished Men.
| President Roosevelt, DR.. Albert Shaw, Dr.
Josiah Strong. DR.. w. S. Rainsford, Presi-
| dent Eliot of Harvard, Prof. NJ G. Brum-
baugh Prof. Paul Fl. Hanus, Prof Frank
! Parsons, Talcott Williams, 3. o. Flower
VIM. T. Stead and many other public men,
| educators and editors have given the sys-
| tenn lhelf most hearty Endorsement The
| FRANKLIN Institute has awarded Mr. Gill
| the orlnnator of the system, it's highest dis
Junction, their gold medal, in token of its
| hearty approval. The United States gov
| eminent has indorsed the system bv in
| PRODUCING 1t in Cuba, and plans to introduce
| II ltlo the Philippines Hearty Endorsements
| nave also come from the Daughters of the
american revolution, from Fedora ton of
| omen S Clubs and from other orga MIA
| IONS. Steps have been taken, also. for It's
adoption in Scotland, Mexico and South
AREA. Ihat the principle involved in this
| system or school government is destined
| 10 general adoption must be the faith of
| all VINO believe in ultimate democracy.
Inc school city is system of moral and
| civic framing To the pupil 1t Is real life
| actual participation in government and ra-
| sponslble dealing with ethical problems
| 10 the teacher it is a method of teaching
and training the pupils In these important
| matters of discipline and character
| The testimonies of teachers who have
hao experience with the school city show
! lhe results OF the system to have been ex-
| cellent. For example in PhilsSeInbia as
| the system was introduced In school after
| school, 1t was found that better order was
| secured almost Immediately The monitor
system was no longer needed Tatling was
| eliminated. Pupils who would deem II
| disgrace to peach on fellow-students came
| to regard 1t as a civic duty TO give evidence
| concerning offenders against the laws of
the republic. Honor and obedience to laws
| or their own making became mainsprings of
| order. Trial by their peers on full evil
| dence took the place of snap judgments.
| The energy of the teachers that had for
| merry gone to police duty was released for
| constructive work. The pupils took hold
| of the system eagerly. They developed an
| astonishing aptitude for legislative, judi
| cial and executive functions. Boys and
| girls showed a keen appreciation of the
| impartial attitude that should character
| ize the judicial mind. A decided improve
| ment was noted in the conduct and morals
! of the children, not only in the school room,
| but outside of school hours also. And an
| Interest in civic affairs was developed
| which put to shame the apathy of many
older and wiser members of society.
| Similar Results Elsewhere.
| Similar results have been achieved in
| other cities. In fact wherever the system
has been earnestly and intelligently applied
most excellent results have followed. All
cause of friction between teachers and pu-
| pills is removed and the most cordial rela-
tions are developed. SeIf-government in
| creases the self-respect and dignity of the
| pupils. Habits of good citizenship are
| formed while the mind Is plastic, open to
the full force of the love Of justice and free
| from the commercial motives and other in
tiuences that IN later life so often interfere
| with the duties of citizenship. A knowledge
! of the forms of free government is obtained
| also facility in the exercise of It's powers,
| a sense of the duties and responsibilities
/ resting on the members of society, and an
| insight into the workings of republican in
| situations that will be a safeguard against
| fraud and imposition when the students
come to take their part in the big republic
| to which we all belong. 1t is doubtful If
| anything can do more than the school city
| to insure a better citizenship for the future
! in this country and better citizenship is
| the vital need of the age-the fundamental
| necessity of the time.
| Since the organization of the National
| School City League last August, with VIII
son l.. Gill of Philadelphia as president, DIR.
| Frank Parsons of Boston as vice president,
| Ralph Albertson of Boston secretary,
| and George II. SHIRLEY OF Washington as
| treasurer, very marked progress has been
| made in the extension of this important
| work in the public schools. A large amount
| of ltera ture has been printed and circuiat-
| ed, many societies, clubs and other meet
| ings have been addressed the subject,
| many teachers have been interested, and
several new school cities have been or
| ganized.
The Secretary Talks.
| Mr.. Albertson, the secretary. speaking or
the organization of school cities, says:
| Many teachers and superintendent have
| expressed an interest in the work and there
are abundant openings where the organi-
| zation would be welcome If workers could
| be sent to start 1t. In the most of schools
| an organizer Is needed to introduce the
| school city quite as much by the teachers
| as by the students, and IN fact the need
| in many schools extends far beyond the