CONTROL BY PUPILS

Evening Post, Volume CXXXIII, Issue 6, 8 January 1942, Page 9

CONTROL BY PUPILS

TO TEACH DEMOCRACY

A NEW YORK HIGH SCHOOL

An attempt at putting' "democracy in education" into actual practice is being made at the Midwood High School, Brooklyn, New York, by a system of self-govern-ment that gives to the 4000 students almost complete control over their day-to-day scholastic life. By majority vote of the student body, a constitution has been adopted, patterned somewhat upon the New York City charter. Ultimate control rests! with a mayor, or city council, board of ■ estimate, and student court, Various minor offices, such as that of controller, executive heads of departments, commissioners, and secretaries, have likewise been established. This experiment, its sponsors hope, will prove more than a mere "hollow shell." It is easy enough to set up the forms of a democratic student government, but not so easy to put them into practice.

At Midwood, however, it appears as though "practical democracy" is to have an honest trial, particularly since the principal, Dr. Jacob M.Ross, is in full sympathy with the project. Everything has been worked out with the obstacles, handicaps, and pitfalls in mind. * "CITY OF MIDWOOD" CREATED.

To begin with, a teachers' conference was told, the high school community is now known as the "City of Midwood." A bitter campaign culminated in the election of a mayor, supreme court justice, controller, and various other officers. Each candidate had to present 300 valid signatures on his petition to be, placed on the ballot. Campaign expenditures were limited; the size and number of posters were curtailed, and unfair electioneering tactics forbidden.

>-From every outward appearance the students took their first election seriously. They apparently realised that their own democracy was on trial, and desired to show to the principal and faculty that they appreciated self-gov-ernment. In its leading editorial, the "Midwood Argus," the school newspaper, expressed the opinion of the student body as follows:-™ "Let these clear-thinking • young ! Americans have their trial and make their errors to begin with, as we , know they shall, (or in the end we need have no fear as to the soundness and the feasibility of conducting Midwood on a democratic self-rule basis." ■ THE FACTOR OF VALUE. Regardless of the outcome, the conference was told, the valuable factor, from the point of view of the officials, is that the children themselves are dig* cussing their school problems and at- < tempting to solve them. Actually, i most of the things that the principal in : the usual school considers as part of i his administration is now in the hands ] of the students. Through their vari- < ous departments they handle virtually ( every phase of extra-curricular activi- j ties. ..■■•' 1 For example, such questions as safety i and sanitation, athletics, school decora' j tion, publications, food service, elec- ( tions, discipline, student welfare, sec- < retarial service, recreation, attendance, : and finance are controlled by the ( students. A "department of justice" ; has been organised to mete out punish- i ment and maintain decorum within the "city," /■ •■ In the background looms the principal, of course, a super tsar, with the j ever-present power of veto. But Dr. Ross has willingly abdicated his throne, s and is content to peer from the side- ( lines, watching with acute interest the , outcome of this experiment in demo* : cratic living. LINE OF DEMARCATION, Obviously, some line -of demarcation must be drawn beyond which the , students cannot pass, Matters per-. taining to the curriculum and. instruct tional staff, such as course of studies, methods of teaching, or schedule of recitation, belong to the administrative realm. But anything relating to the student's welfare, his conduct in school or within the building, is vested in the self-governing body of student officers. Children cannot learn about democracy through books, but must have an opportunity to practice" its principles, Dr. Ross contends, By running a small city the students will learn more about politics, civics, citizenship, and good government than they could get from a dozen text books. Every student gets an opportunity to participate in the discussions; for forty minutes each week rooms are turned into miniature town hall meetings, where careful consideration is given to the problems facing their city government. Committee meetings explore questions as they arise, and refer back to their,: "constituents" for advice and direction.

Whether this imaginative, almost revolutionary plan succeeds will not be known for a year or more. But regardless of its final outcome, H is regarded as an experiment in practical democracy that will bear watching. There is willingness to allow the students to make mistakes and to be^ come wiser through them.