"(4) The lesson of the day was called for. Whoever wished to arose and began to describe the historical events in the lesson. If he made a mistake or omitted anything another pupil who noticed it arose, and when recognized by the president made the corrections he thought necessary. Sometimes these corrections were not correct or did not go far enough and several others entered into the discussion. When there were several pupils on the floor at once the one who was recognized first by the president had the right of way and the others had to do the same in turn. That prevented disorder. This part of the work proved to be of great value. The pupils questioned each other's statements and when they could not agree the point was left over as unfinished business until the next day. In the meantime they consulted authorities to be able to prove their points and they used their reasoning powers to good advantage. 'There were all sorts of unexpected interesting developments as the work went on. Whenever difficulties arose we solved them together. My opinion was considered of no more importance than theirs. When we did not agree I urged them to try their way so that they might have confidence in their own judgment if they succeeded or see its weakness if they failed. Sometimes they elected officers who were not efficient and who bungled matters uncomfortably. The pupils suffered immediately and got some pointed lessons in civil government at first hand.

66

"To tell all this sounds as if it must have taken a great deal of time. As a matter of fact we soon found that we had time to spare. The time which previously had been taken up by the teacher's questions was all saved and the pupils could easily recite in half an hour what it

had taken them an hour to prepare. The reports of the secretary helped considerably with the review work and as the class grew more critical of both the history and the English of these reports, the secretaries grew more careful and very often we had reports read with which no fault could be found.

"The roll call and report were sometimes finished in five minutes, the lesson of the day in thirty more, and we found ourselves with ten minutes to spare.

"There were various suggestions as to what we had better do with the extra time. One was that they take longer lessons, and this led us into the habit of letting them assign their own lessons and they almost always took longer ones than I had been in the habit of assigning them. Another suggestion was that the scholars collect pictures and show them to the class during spare minutes. One boy said he didn't have much luck finding pictures but he would like to read things in other books and tell them to the class. A girl asked if she might draw some pictures from a book in the library and another boy asked me to get permission for him to take photographs at the Art Museum of the casts that related to our work. We did all these things and many more, and these suggestions led to the richest development of all in the work of that year. They formed themselves into little volunteer clubs, met at recess and after school and considered what they could do to contribute things of interest to the lessons. There were drawing clubs, camera clubs, and the club that brought in pictures and newspaper clippings and gave interesting accounts which they had read called themselves the 'Side-lights Club.' We used the last half of the lesson each week for the reports of these clubs. They all did well for beginners,

but the work of the drawing clubs was truly remarkable. Never before have I had such beautiful illustrative material. A point worth noting is that some of the finest drawings were made by the poorest talkers. . . .

"The discipline of these three classes was the easiest I had ever had and it became almost unnecessary as the years went on. . . . And what was the teacher's part in this new order of things? She was learning the truth of the statement that 'no teacher is equal to the dynamic force of the class before her.' Her time and energy were taxed to the utmost to utilize all that the pupils produced, to help to get materials for them, to find and suggest books to be consulted, and to give them credit for the work done."

Such an organization of work consists in something much more than a mere change of method. Methods are only means for carrying out a given plan or aim. What is proposed here is to allow the public, and particularly that part of it the school is directly in contact with, i. e., the pupils, to help to shape the content of the course of study in harmony with their most lively and productive interests. This will not exclude the full impingement of the best of the teacher's contribution. He will probably find a greater opportunity than ever before to impress his best ideas upon his pupils. They become more willing to hear and to co-operate with him when he has already shown his willingness to co-operate with them.

The following chapter will deal with other aspects and further instances of this kind of organization.

CHAPTER IX

THE DETAILS OF CLASS MANAGEMENT IN ITS RELATION TO THE FAMILY, THE OUTSIDE COMMUNITY, AND THE SUBJECT

DORA WILLIAMS

TEACHER OF PHYSIOLOGY AND HYGIENE, BOSTON NORMAL SCHOOL, BOSTON, MASS.

Initiative in Class Work.-There have come under my charge each year during the last three years no less than five parallel classes for the study of physiology and hygiene. Every year we succeed in getting a little nearer to what we believe is the socialized class and its co-opertive activities. I have here undertaken to sketch the intimate history of one set of students, showing their progress from the opening of the course, when they caught their first glimpse of co-operative study until near the close, when they had begun fully to enjoy the advantages of social solidarity.

These students might be described as, on the whole, good scholars. They were bright, docile, and obedient; they were willing to learn any lessons that a teacher might assign from day to day. Most of them memorized well and many recited with great fluency.

That they considered physiology a schoolroom subject and studied hygiene as a lesson, seldom connecting it in any vital sense with their home affairs or their neighborhood life, was not their fault. Neither was it the fault of

their previous teachers, who did but reflect the limitations that almost universally hamper the present courses of study.

The schedule in physiology, like that of other studies, had been mapped out long ahead for the students, not by or with them as democracy would suggest. Our purpose was to cover the ground prescribed-a necessary precaution in order to disarm criticism—and in addition to make the classroom, as far as possible, a centre of genuine pulsating life. As to subject-matter, there should, according to our plan, be drawn into this extended course whatever of current interest to the community could be utilized. As regards human relationships, these should be socialized.

Most important to establish first would be the relations of the students themselves one to another and to the teacher. These relations would rest upon a foundation of co-operative work. As this work grew these relations would naturally extend more widely-like the everenlarging circles made by a pebble on a still pool-so as to include the family, the neighborhood, and, at least in sympathy, the world. Where, indeed, need they stop?

The attitude of the class at the beginning and the means by which it was gradually changed can be shown in no better way than by an actual picture of what took place.

The scene is a room intended for the study of science. Work-tables stand near the windows; there are cabinets containing models; charts hang on the walls. In the centre is a large oval table with chairs for twenty persons.

The dramatis personæ are seventeen active young girls, the teacher of physiology, and numerous visitors who drop in from time to time-a high school teacher, a phy

1