Larger Social Organization
With this larger view of discipline in mind, one may legitimately introduce into this discussion a reference to those forms of elaborate organization of the school group which are sometimes attempted in the school-city or the school-state. Under these plans the pupils of a school are organized into an imitation city or state patterned after the adult corporation. The purpose of such an experiment is twofold. First, the conduct of a miniature organization prepares the pupils for participation in later life in the duties of citizenship, and second, there grows up a feeling of responsibility for the conditions in the immediate social group. The officers of the school-city are more active than they would otherwise be in restraining their fellows from possible disorder and in promoting acts which redound to the advantage of all.
These elaborate organizations are educational devices which often stimulate great interest and serve their twofold purpose admirably. In general, it must be remembered that a sense of responsibility cannot be cultivated in a day and is not the natural possession of an immature mind. Unless there is constant supervision the school-city is likely to go on the rocks even as a real municipality suffers from the tendency of human nature to backslide. The teacher must bring to the school-city those experiences and those social stimulations which will train and keep alive the community spirit.
It is a mistake to assume that social organization exists only where it finds expression in some such elaborate form as is discussed in the foregoing paragraphs. Social attitudes of some kind are always present. The teacher who leaves the matter to mere chance runs risks. The teacher who overdoes organization suffers from the reaction which commonly follows restraint. The teacher who deals with the situation with plan and foresight may mold the social group into a helpful agency contributing greatly to the work of the school.