Wheelock College - Wheel Yearbook (Boston, MA)

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'76 WHEELOCK Socializing the Schools c'The feeling of a new need has become evident. It is not enough that the individual be sufficient unto himself, he must have such ideals and receive such training as will make him cooperate effectively with his fellow-citizens in all phases of life, where individual effort is insufficient. The newer ideal is just beginning to affect the school. ,At present, the means of realizing it are rather vague and theoretical. It may be the work of a century to make it tangible and elfectivefl But now, in less than a year since this statement was published. this ideal is being introduced and welcomed into many of the schools of the country. Among the many schools where the idea is put into practice most advantageously, is our own YYhec-:lock School. The term 'cSocializing the Schools, has meant this to us so far: the conducting of the class by the students themselves. giving differ- ent members of the class, opportunity to lead in the discussion. and encouraging all the members to participate. The aim is to train young people to be better leaders, and eflicient in cooperation. ln order to attain this ability, one needs confidence in himself: and as hfliss W'illiams told us in her lecture--group work of this kind will give it. In using this method of class work at Boston Normal School, hliss'lYilliams says her girls criticize each other in a wholehearted, helpful way, which promotes the social spirit we are seeking. Such a feeling of good will and desire for improvement has been established, that they actually seek criticism from their classmates. Quoting hliss XYilliams, c'L'nsellishness has put criticism on a higher planefl We have given the name C011-l.c'I'g?7lC'c' to the hour when we have used this method. Such subjects as, The Free and Organized Group,

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. , - -l -- - - g 7 ,....,.-,.-7 - -, .,.,,...--f,,?,,Lr......,,n f,,,,,,,1,g '- e f ' 1 I I l i I 2 . ' i WHEELOCK l 1 nl l in If YQ w I E t l 1 1 Jokes y, I stood on the bridge at midnight, p I f In the White rnoon's silvery glare, ' I When some poor fool took theibridage away, , And left me standing there. k -Cornell Widow. ii We're going to the theatre. Q Oh, goodie, goodie! Not at all, -Uh, Lady, Ladyf, 4 e H armrdi Lampoon l . ll' . SoME+HoW did you become such. a powerful orator? SPEAKER+I began by addressing envelopes. NIAY-3-Did you enjoy the connmencement exercises? ' BELLE-Ch, We didn't do any. . ' ' i . i A - - - I-Yale Record ED-I Want a funny picture for this joke. V i HEELER1Th3t7S what lim here for. li ED-We don't use photographs, ' SHE-Haveyou been economizing? 'i ' Es HE-Used last yearls resolutions overagain, 1, i i 4 J , Acertain Ray of lighthas c-eased Q ,i To shine upon c'FlossH this year, ' ,. - F But now another has corne'along,f And Knocks CKnoXD quite oft, We hearg ,ll , - n I bl . i- . . l I i Latest Engagemen'tsg- Uneils abell i- , V Une Kidd- ' R No Goats' - ei But one Moore li .. F r i 1

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WHEELOCK 77 School Gardens, School Centers, Gary Schools, Montessori Schools and Parent-Teachers, Associations, have been discussed. Conferences of this nature have proved to be of great value. In some instances the full charge of one Ofthese meetings is the first taste of responsibility a girl has had. Should not those who formulate. our educational systems feel it one of their first duties to arrange for the development of a sense of responsibility? It is one of the first requirements of a leader, that he know how to shoulder responsibility. In other ways also, we have had opportunity to enrich our power of responsibility. Gne important experience was the correcting of our own examination papers in f'Thef History of Educationfi Each girl corrected nine papers and therefore 'nine girls corrected one-paper. Inthis way the average mark for the paper would be a fair estimate of its worth. Much knowledge was gained through this experiment, not only in regard to History of Education, but in the better under- standing of the task of the teacher in every paper she examines. We feel that much good has come from our endeavors in social- izing the school, especially so, perhaps inthe conferences, for many latent qualities have found expression, that otherwise might have remained dormant. Girls who before had shown no initiative have proven to be perfectly capable of leading or supervising a meeting. All that was needed was stimulus and opportunity. lt is the function of a teacher, while providing stimulus and guidance, to make himself, less and less important as an animating force. Current periodicals abound in articles, and several books have been written on this subject, so we have reason to believe that this idea of socializing the schools is' spreading through the educational world, and that results will be successful. ang PAULINE MITCHELL. i9FThe School as a Social Institution.-MR. ROBBINS.