ary" work. When through the home and school association the teacher and parent co-operate, it is like saying, "Come with us; working together we will do the child good"; while the policy of the visitor is more like saying: "Come with us; we will do thee good." To do efficient work in such a delicate position, the visitor should be a person of highly developed social sympathy and one of wide experience, sound judgment, and tact.

The Larger Work. The larger work, however, of welding the constituents of the school into a psychic unity cannot be undertaken or accomplished by the home and school visitor. The work of the visitor, in the nature of the case, is confined to particular situations and problems. It seems quite evident that the larger work of bringing the constituents of the school into a close and vital relationship demands a social or civic engineer, who shall be associated with the superintendent or himself be the superintendent, and whose special duty it shall be to organize the school in all of its phases for social efficiency. This position demands a person with a thorough and practical training in sociology. He must be familiar with the recent social movements as related to the school. He should possess in high degree the qualification of a leader, initiative and capacity as an executive. He must possess a breadth and depth of sympathy that will give him a real and vital interest in people. He must approach his vocation with a devotion akin to religious zeal. The cry of the needy, the oppressed, the ignorant, the weak, and the misdirected must be heard. distinctly by him.

Summary and Conclusion.-In meeting the demands. of modern education, there seem to be certain welldefined principles that relate themselves to the school

and its co-operative agencies. A favorable public sentiment relative to the school should be created. The common interest that binds the constituents of the school and the teachers together, and the common end for which both work, are the welfare of the child. The life of the school should be so formed and the curriculum so constructed that the pupils may become actual participants in the life of the community. The work of social reconstruction undertaken in connection with the school should be prosecuted under the direction of a social expert.

PART III

DEFINITE INTERNAL EXPRESSIONS OF THE SOCIAL NATURE AND SOCIALIZING FUNCTION OF THE HIGH SCHOOL

CHAPTER XIV

THE INTERNAL GOVERNMENT AS AN EXPRESSION OF THE SOCIAL CHARACTER OF THE HIGH SCHOOL

H. L. MILLER, A.B.

ASSISTANT PROFESSOR OF EDUCATION AND PRINCIPAL OF THE WISCONSIN HIGH SCHOOL, UNIVERSITY OF WISCONSIN

The tone or spirit of the school eludes descriptive analysis. Many and varied factors taken in their composite setting are contributory. To assert with dogmatic conviction the precise value of any particular school activity invites scepticism. The exact contribution of any one of the many forces operating in the development of personality, character, public opinion, or an institution such as the school is not easily determined. One of the vital problems confronting us to-day is to find out how to array the forces of secondary education so that those who are to constitute the citizenship of to-morrow may realize more fully and effectively that "this adolescent nation is growing ethically self-conscious and is

learning to give battle with the moral weapons of its available public spirit-the habitual expression of character socialized." In a very definite sense, education may be regarded as a kind of social debt which the State owes its prospective citizens.

Application of Social Standards to Educational Forces.It is significant to note the increasing tendency to apply -the social standard in the interpretation of educational forces. The expression, "social efficiency," has gained wide acceptance and bids fair to become our best statement of the goal of education. Culture, utility, discipline, and other variants are gathered up in this harmonizing standard. It is the capacity to deal effectively with social situations that attaches importance to this more or less universally accepted view. Those who urge the adoption of this all-inclusive aim find it necessary to extend the meaning of the term social in order that the varied proximate and ultimate aims may be included. For example, the moral element is focal in the consideration of human-welfare problems. The mere control of situations, however complex, is insufficient. At once the comprehensive term "social" must be regarded as equivalent to moral or defined broadly enough to include all that is implied in the ethics of human relations. Hence, the "socially efficient individual," capable of "pulling his own load," must be mindful of the rights of others. The capacity to deal effectively with social situations implies altruistic conduct.

It is not a valid objection to this statement of the aim of education that its meaning must be examined in great detail. The present tendency to relate educational practice to life is a corrective to mere generalizing. A 1 Alexis F. Lange, N. E. A. Report, 1907, p. 719.

standard of "social efficiency" applied to the school is valuable in so far as definite situations are more intelligently and fruitfully worked out. The chief value in the social interpretation of education lies in the suggestiveness of the view. No aspect of the school has been left unsurveyed under its stimulus. The school is regarded as an essentially socializing institution. Out of this conception have developed new possibilities for productive modification and redirection of practice. To regard the school, however, as a social institution and nothing else is misleading. The school is not simply an aggregation. Its character is determined "partly by the streak in human nature" and "partly by the influence of social surroundings." To say that the school exhibits social aspects in its varied activities is a valid contention. We may expect to find varying amounts of social significance, of greater or less importance, attaching to any phase of education we may wish to examine.

For the purpose of still further orientation in the particular field of this chapter it may be well to point out the fact that the school has long been a social institution. The old-fashioned three R's are now presented as the fundamental social arts. Language is a kind of intellectual currency-an effective instrument in working out the manifold relationships in our complex civilization. Number concepts are essential to effective participation in the affairs of life. Ability to express ideas and communicate plans economically implies facility in the use of the common means of expression. Our forefathers were dealing with fundamental training for "social efficiency" in their devotion to the impartation of common knowledge and the creation of common sentiment whereby the interchange of ideas and the recipro