concerning the form of government used by each. Many schools were addressed because it was known that the coöperative plan had been adopted by them; many others, known to rank among the best schools, in order to learn their method of discipline and government. Two blanks were sent to each principal: blank number one to be filled by those using the coöperative plan; blank number two, by those using the so-called monarchical plan. Blank number one contained the following: 1. What constitutes your governing body? 2. How is the body chosen, and when? 3. To what extent do changes in the body change the plan of discipline?

4. What representation is there from (a) teachers, (b) each class, (c) board of school control?

5. By whom are the rules of the governing body formulated?

6. Are they formally adopted by (a) the school, (b) board of school control?

7. If a majority vote for non-acceptance, do they heartily acquiesce?

8. Is your plan of government that of the Federal Constitution with three departments?

9. What offences are brought before the governing body?

10. Is dishonesty in recitations and examinations lessened?

II. Who report violations of rules? 12. To what extent can the governing body punish offences?

13. With what form of disorder does your governing body have most difficulty?

14. How long have you had this system? 15. Do you suppose it will continue? 16. Have high schools in your vicinity generally adopted the plan?

Replies were received from seventy-two of those addressed. Eleven reported the adoption and successful use of the co-operative system. Four, the discontinuance of it soon after its adoption. One, the inauguration of it at the time of inquiry. Fifty-six reported no attempt at the introduction of it. The schools now using it are:

John Crerar Grammar School, Chicago, Ill., J. T. Ray, Principal.

Hyde Park School, Chicago, Ill., C. W. French, Principal.

Warren High School, Warren, Pa., W. L. McGowan, Superintendent.

Plainfield High School, Plainfield, N. J., I. W. Travell, Principal.

Franklin Grammar School, Syracuse, N. Y., Charles E. White, Principal.

Montclair High School, Montclair, N. J., Randall Spaulding, Principal.

Glendale High School, Glendale, O., E. K. Foster, Superintendent.

William T. Carter, Junior Republic, Redington, Pa., James S. Heberling, Principal. Madison Avenue School, Grand Rapids, Mich., Miss Lucy Bettes, Principal.

Welles School, Boston, Mass., Orlendo Dimmick, Principal.

Linden Street School, Pittsfield, Mass., Charles E. Bennett, Principal.

Some of the schools which adopted it and discontinued its use are:

Hampden-Sydney

Knoxville,

School, Tenn., E. B. Stover, Principal. Washington Schools, Washington, Ind., W. F. Axtell, Superintendent. Princeton Schools, Princeton, Ind., Charles N. Peak, Superintendent.

Girls' High School, Reading, Pa., M. H. Mayer, Principal.

The Citizen and Tribune form is used in several schools, notably in the John Crerar Grammar School, of Chicago. The following constitution explains the plan:

MOTTO.-A government of the pupils, by the pupils, for the pupils.

PREAMBLE.

The object of this organization is to train the students of this school in personal selfcontrol and in exercising a good influence over others; to train the students in exercising judgment in selecting public officers and assisting them in the enforcement of proper conduct, and, finally, to familiarize all with the duties of citizenship, that we may become intelligent citizens of the Republic in which we live.

ARTICLE I.—Senators.

Section 1. There should be chosen, by ballot, a legislative or governing body to be known as the School Senate-which shall have the power, subject to the approval of the principal, of making all rules and regulations for the government of the school, and of removing from office any official for incompetency, misconduct, or neglect of duty.

Section 2. The membership of the Senate shall consist of two senators chosen from the faculty and of a student senator elected from each room in the school. They shall be elected by notice from the principal during the second week of the school year, and the first week of the second half of the school year and shall hold office for one-half of the school year. The Senate shall meet at the call of the principal or upon the call of the president of the Senate, approved by the principal.

Section 3. The presiding officer of the senate and the chief executive officer of the school shall be the president of the senate who shall be elected at the same time as the senators by ballot of all the students in the school.

He shall appoint all committees of the senate and be ex-officio a member of each; he shall see that all rules and regulations are enforced by proper officers and shall generally perform such executive duties as may be ordered by the senate, or the principal of the school.

Section 4. The senate shall have power to create such offices, and prescribe duties and how officers shall be chosen, as seems best

for the general government of the school, in addition to those provided for herein.

ARTICLE II.-Tribunes.

Section 1. There shall be elected a girl and a boy tribune in each room of the school. They shall hold office for two months and until their successors are elected and installed, unless removed by order of the teacher of the room or the principal of the school.

Section 2. The tribunes may organize by electing one of their number chief tribune. They may consult together as to the best methods of enforcing the rules of the senate or suggestions of the principal or teachers; they may, by majority vote, make recommendations to the senate as to regulations they believe would be wise to have adopted by that body.

The tribunes may at their discretion appoint marshals to assist in the general movements of the students about the building. These marshals shall be under the control of the tribunes, and report any misconduct to the tribune of the room who will take all further action in the case.

Section 3. (a) The tribunes shall be the official spokesmen of the room. To them all complaints or reports of misconduct shall be made by the students, and from them the teacher shall first seek any information pertaining to order and discipline.

(b) The tribune shall receive all complaints, and investigate, caution, advise, and warn students as to their conduct, settling the disputes and protecting the rights of the individual and of the school against wrong-doers, if possible.

(c) The tribune shall report misconduct to the teacher only after a student has been warned. The teacher shall deprive the offender of privileges abused until he goes to the tribune and makes proper pledges of future right conduct, when the tribune will ask to have the offender restored to privileges.

ARTICLE III.-Citizens.

Section 1. Before the election of senators, tribunes, or other officers there shall be elected by the students of the room or appointed by the teacher, or part elected and part appointed as the teacher may decide, citizens in each room, to the number of onehalf of those in attendance, or all, if the student body so decides.

Section 2. Citizens shall be appointed or elected from those who excel in personal good conduct and particularly in assisting in the general good government of the school.

Section 3. All persons elected to any office or appointed to serve on any committee, created by the senate, tribunes, or teachers, shall first be citizens of the school and upon removal from citizenship as hereinafter provided, shall no longer be eligible to hold any office in the school.

Section 4. Citizens of the school must

continuously exercise personal self-control and are expected to take the same active interest as the teacher in securing good order and right conduct among their fellow pupils about the school. Upon failure to do these things, and after being cautioned by the tribune and teacher, they shall be removed from citizenship by the teacher or principal. They may at any time have the citizenship restored at the discretion of the teacher. Citizenship shall continue for the school year unless removed as provided.

Section 5. Citizens shall be accorded all special privileges possible about the school, the same as teachers, and it is hereby made the duty of the Senate to specify what these privileges may be and to distinguish carefully between a common right of every student and these special privileges accorded to citizens.

ARTICLE IV.—Miscellaneous.

Section 1. Since the principal of the school is by law responsible for the work of the school and the care of the property, it is hereby expressly provided that he shall have absolute veto power over all acts of the student body; that he may, at his discretion, direct the enforcement of any regulation without formal action of the Senate. The principal shall be, ex-officio, a member of the Senate and of all committees.

Section 2. The officers of the school shall, while attending to the duties about the school, wear a badge or pin to show their authority.

Section 3. Citizens expecting to take advantage of the special privileges granted them shall wear a "Citizen" badge or pin, that their rights to these privileges shall not be questioned.

Section 4. Formal pledges shall be taken by officers, senators, tribunes and citizens when assuming their duties, and the badge principal or teacher. of office shall be presented to them by the

Section 5. These fundamental rules may be amended by the principal at any time, or by the student body when passed by a twothirds vote of the Senate and approved by the principal.

The following summary is made of the replies to the inquiries in blank number one: The governing bodies vary as the plans vary: The John Crerar School, Wells School, Plainfield High School, Warren High School, Franklin School and Madison Avenue School have Senates. The William T. Carter Junior Republic has a town meeting. Hyde Park High School and Linden Street School have city councils. Montclair has a joint committee of seniors and juniors.

The governing bodies are elected by pupils and elections occur monthly, semiannually or yearly.

Changes in the governing bodies apparently modify the plan of discipline little or not at all. New governing bodies occasionally inaugurate new rules. There are few

governing boards in which teachers are not represented, e. g., Montclair and Warren. In the first named, the principal has the power of veto. In the second, teachers as well as students may report misdemeanors.

In all cases, the rules of the governing bodies are formulated by the pupils, by and with the advice and consent of principals and teachers.

There seems to be no particular trouble with the minority of students who are not in sympathy with the plan. If they are not willing to submit to the discipline of the school, they are required to withdraw from it.

The offenses brought before the governing bodies are the ones formerly brought before faculties.

The students' courts, senates, committees and councils treat with offenders according to the nature of the offense. At Hyde Park, all violations of students' rules come before the judiciary and the court punishes offenders, subject to the approval of the principal. The constitution of Warren High School gives the Senate power to punish all misdemeanors to the extent of lowering a pupil's grade. Greater punishments are administered by the faculty.

While the plan of government is not new, yet it is passing through the experimental stage in most schools where it is in operation. It has been used in Warren thirteen years; Hyde Park, eight; Montclair, five; Plainfield, five; Wells School, Boston, four; Franklin School, N. Y., three; Madison Avenue School, three; Linden Street School, Pittsfield, Mass., three; Glendale, Ohio, two. There is no want of enthusiasm on the part of principals and superintendents who have adopted the co-operative plan. Most those in whose schools it has not been successfully carried on do not condemn the plan; they uphold the idea as right, they believe that pupils better understand their duties as responsible citizens, that they are benefitted by the responsibilities placed upon them, and they emphasize the fact that its success depends upon the sympathy, tact, self-control and strength of the teacher under whom it is operated, and that it is sure to fail under those who are not strong in discipline, and who are not solicitous of the details of the plan.

The plan is not so much for the benefit of the teacher as for that of the pupil. It contemplates teaching him moral and physical self-control, his rights and duties as a responsible individual, and instilling into him those principles of civic life which will enable him to take his place in the state or municipality and become an intelligent citizen thereof. In order to accomplish this, the strongest type of manhood must be at the head of the school. More details are to be looked after than by the monarchical plan. Students elected to positions of responsibility must be advised, counseled, supervised, and helped. The best pupils

must be educated to perform for the general good, a service which is sometimes irksome. Such supervision demands much of a teacher's time and energy, and one who is not the strongest type of disciplinarian, had better not add to his difficulties by attempting such a plan.

The

The following deductions are made from the testimony of those that have used the device. It is not an innovation. It has been proved that it can be made effective under certain conditions. There must be no shifting of responsibility from the teacher to the pupil, only a shifting of methods of teaching conduct. Tireless vigilance must be exercised over every student upon whom the mantle of office has fallen. There must be as much care in teaching government as in teaching history or mathematics. plan of government must be limited to the capacity of the students. Students must understand the spirit of the device. They must be in sympathy with it, and must be willing to perform all the offices demanded by it fearlessly and tactfully, and what is said of the pupil applies with greater force to the teacher who tries the plan. He must have strength of character. He cannot lead effectively if he is not all that he tries to teach in the way of citizenship. After having learned it himself, he must teach pupils their duties to our three national and sacred institutions, the home, the church, and the state.

Blank number two contained the following inquiries concerning the monarchical plan:

I. Have you printed rules for discipline? 2. Do you require permission for (a) talking to near-by neighbor, (b) leaving one's seat, (c) leaving the room, (d) going to reference library, (e) talking while going to and from classes?

3. Who suspends pupils?

4. Do teachers make rules for their own class rooms?

5. What class of offences is taken to the principal?

6. Do your teachers detain pupils for lessons?

7. Do you think school authorities ought to have control of pupils going to and from school?

8. What organizations in your school are governed by students themselves?

9. Is each organization under the supervision of a teacher?

10. Where do you stand in regard to student government, (a) opposed, (b) in favor, (c) indifferent?

II. How do you avoid dishonesty in examinations and recitations?

Replies were received from fifty principals and superintendents of schools in Pennsylvania, some neighboring states and some New England states, in which the so-called monarchical plan is used.

Eighty-eight per cent. of these stated that no printed rules are used. Those used by

the remaining twelve per cent. are of a general character concerning privileges and limitations about the school rather than specific rules of conduct.

The code of rules by which high schools are governed, like the rules of polite society, are unwritten, but should, nevertheless, be well understood. To the new pupil, everything is strange; he has no cloud to guide him by day, no pillar of fire by night. The customs of the school and the unwritten rules of behavior should be explained to him. Instruction in practical high school ethics should be given at intervals during the year, and especially at the beginning of the year when so many pupils are

new.

Fifty-eight per cent. of the schools require permission for talking to a near-by neighbor; eighty-two per cent. for leaving the seat to talk; seventy-two per cent. for leaving the room, and forty per cent. for going to the reference library.

It will be observed that the majority of high school principals think it expedient to control talking during school hours, by requiring permission for it. Indiscriminate talking is a form of disorder and should not be tolerated. It disturbs near by pupils; it generally annoys the teacher; it distracts attention, and it is ruinous to intensive study. The majority of pupils are unable to judge of times when talking is necessary. This is a prerogative of the teacher, and if exercised judiciously by him, he will find it necessary to grant but few permissions.

In nearly three-fourths of the schools, permission is required to leave the room. The functions of the human body can be controlled to a considerable extent, and with some effort on the part of the teacher, much of the annoyance of leaving and entering the room by the pupils who have formed the habit, can be avoided. Methods of keeping a record of these pupils vary. In some schools, pupils are required to register their names, with the times of leaving and entering, in a registry on the teacher's desk. In some a card is pinned on the door, to indicate the withdrawal of a pupil. In some instances, permission is given direct by the teacher. Whatever method is used should record who has left the room and the times of going and returning.

During changes of classes, deportment is largely influenced by the arrangement of doors, halls, stairs, etc. If there are defects in architecture which cannot be remedied, teachers should be especially careful to reduce disorder among pupils to a minimum.

Ninety-eight per cent. of the schools reported that assistants make their own regulations for class-room discipline. In order to procure some degree of uniformity, the principal generally confers with the teacher concerning the regulations. The personality of the teacher being such a strong factor in discipline, is generally allowed to assert itself.

Concerning detention for unprepared lessons, seventy-eight per cent. stated that their teachers do some of this but many deplore the fact. One principal stated, "Pupils are detained for lessons when there is evident shirking." I approve of this answer. In such cases, the pupil should be detained and be obliged to prepare his work and recite it at a time suitable to the

teacher. Pupils should not be allowed to fail day after day until their place in school is lost. I have known of several instances in which pupils were compelled to prepare work and recite it and were in this way kept in school and with their class.

In answer to the question, "Do you think school authorities ought to have control of pupils going to and from school?" seventy-one per cent. answered affirmatively. Many do not want to be held responsible, but when a pupil is known to be boisterous, immoral or abusive, and when officers of the law do not correct the misdemeanor, it should be within the jurisdiction of the school authorities to punish such pupils, inasmuch as their conduct has a degrading effect upon the good name and discipline of the school and is dangerous to the safety of fellow pupils.

Student organizations, such as literary societies, debating clubs and athletic associations, are generally under the supervision of the faculty. Seventy per cent. of the schools replying stated that such organizations are supervised by teachers. Objectionable actions of organizations are prevented, and if each is controlled by the faculty, it may bring a benefit to the school.

There is apparently a growing interest in "Student Co-operation in High School Government." While but seventeen per cent. of the seventy-two replies received stated that cooperation is in successful operation, many principals favor it and realize that there is some advantage in it to the pupil. Of the seventyseven per cent. of the schools, where it has not been tried, thirty-eight per cent. of the principals favor it, thirty-five per cent. are opposed, and twenty-seven per cent. are indifferent to it.

The following is a summary of the answers to "What class of offenses is taken to the principal?" Serious neglect of work, offenses against the school, impudence, profanity, insubordination, malicious mischief and willful destruction of property. The teacher becomes a stronger disciplinarian if he can manage his own cases of discipline rather than send them to the principal. The principal should be an adviser rather than a "lord high executioner."

Authority to suspend is generally vested in the principal, who suspends until action is taken by the board of education. In the Central High School of Philadelphia, a Committee of Discipline from the faculty has the power. A given number of demerits suspends a pupil from the Central High School of Pittsburg; in a few schools individual teachers have the right; in others, principals of buildings; and in still others, principal and superintendent act jointly.

There are many conditions to be considered before a pupil should be suspended, and suspension should be a final resort. Very many principals suggested that this form of punishment is resorted to very rarely; and, in a few cases, never. It is a good disciplinarian who can have a suitable punishment for each offense of which young America is capable, The schedule of punishments is very limited, but should we not avoid placing such a stigma upon a pupil's life, sending him from the wholesome atmosphere of the school into the vicious atmosphere which he is almost sure to find outside?

Let us deliberate, consult with parents, and

consider the pupil's welfare before resorting to suspension.

In eighty seven per cent. of the schools, vigilance is exercised by a teacher during examinations, as a means for preventing dishonesty. Ten per cent. of them place pupils on their honor, and in one school, a written statement is required from each pupil stating whether or not his paper has been fairly written. One principal wrote that he had no trouble whatever with any form of dishonesty.

It is observed that in the great majority of the high schools, the temptation to cheat in examinations is removed by the presence of a teacher who is supposed to exercise unobtrusive watchfulness. As it is necessary for a commonwealth to maintain officers of the law to protect the honorable citizens as well as to punish criminals, so in a school where the morality is but an index of the moral status of the community, it is necessary to protect the honest as well as to punish the dishonest pupils. The importance placed upon examinations, the consequence of a failure, and the tension of the immature mind, during the process, will put the strongest mind and one of the best intentions to the test, and as the most noble animal will balk when the load is too heavy to draw, so the mind of the pupil of the best intentions has been known to yield to temptation under the strain, when no effort is made to remove it. There are scores of other ways to teach selfreliance, strength of character, and honesty, where the risk of yielding to the inevitable is not so great. Honest pupils rarely object to the vigilance of a teacher during an examination. It is generally the questionable ones who consider it a discount upon their honor to be watched, and in most schools, these are greatly in the minority.

Government of the high school is essential, not incidental. The plan which will procure good order, respect for authority, willing obedience, and a good spirit between students and teachers is the best plan. The primary object of the school is to develop brain power. Biography has shown that literature, history, mathematics, and science will give such power. Let us not subordinate them to those things which appear to train the pupil directly for citizenship. Good citizenship and character will follow if the training in the branches of study is right. Let teachers use wisdom and tact in government, let them study the pupils themselves, let them be thoroughly prepared to present their subjects forcibly and interestingly, let them set a standard of character and good citizenship and the problem of school government becomes one of easy solution.

The question of government in the High School was further discussed in the following paper by Principal J. Donald Geist, of Hazleton:

During the last few years we have heard much of self-government or co-operative government-a training that prepares the pupil to be a self-governing being.

The essential element in school discipline is training, and this training should have a very definite end in view-viz.: the power of selfgovernment in conduct.

What is this power of self-government in conduct? I should answer this by saying that character is the source of all conduct, may it be good or bad. Character is the spring, conduct the bubbling stream. Hence, true discipline as to conduct, must be character training—instilling into the heart of the pupil such feeling and action as will easily and pleasantly produce a right conduct. It is not merely the external control and ruling of the pupil's conduct, but the vitalizing of its inner source and principle. We must remember that every act of the soul leaves an increased power to act, and a tendency to act again in the same manner.

Power and tendency are the abiding results of all psychical activity, and therefore every power of the soul is developed by its appropriate activity. This not only refers to the training of the intellectual powers, but also to the training of the sensibility and the will, and above all to the training of the moral powers or moral actions-an action that has reference to duty or obligation-the executive energy of the soul itself and the Will that gives binding force to the obligation. We all know and believe that the sense of duty and a free act of the will give moral qualities to human conduct. That the will acts in view of motives, but it must be free to determine what its acts shall be.

Motives impel the Will, but they do not compel it; and this is true in all moral actions. Obedience to authority by a free voluntary act, prompted by a sense of duty and obligation is of a high moral quality, but when obedience results from fear of punishment, reprimaud or exposure, its results as to discipline and training are very meager. This plan of co-operative government from the standpoint of a pupil shows, in almost every instance, that obedience and better conduct is obtained through fear of being reprimanded, punished and exposed by the classmate. The power of this form of government or fear of being censured by the classmates may keep the pupil from wrong-doing. but will it win him to right-doing?

If the pupils obey through fear, what advantages has this system over the so-called monarchical system? The ever-present rod and rule reminded the pupil of the teacher's authority, here the ever-present tribunes and perchance the marshals remind the pupil of their authority.

What is the difference as to the results? If this system secures obedience through fear, then from an educational and pedagogical view it should not be adopted. I believe in self-government, but I am not fully persuaded whether the school ought to be organized as to a self or co-operative form of goverment. In our school we have self-government. Thus far, during the whole year, our A Senior class occupies a side room for a study period, no teacher being near, and these are governing themselves just as well as by any system of co-operative government.

There are only about io per cent., and at the most not more than 15 per cent., who violate any rules of great importance. Why inflict the torture of governing these upon the other 90 or 85 per cent.? The trouble is we are not sympa thetic enough. We fear to place the required confidence in our pupils we ought to.

By way of looking at the question from the other side, we asked the pupils a number of