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THE SCHOOL CITY 
 
 A NEW SYSTEM 
 
 OF 
 
 MORAL AND CIVIC TRAINING 
 
 WHAT THE SCHOOL CITY IS 
 HOW IT ORIGINATED 
 HOW IT WORKS 
 ITS ADVANTAGES, 
 
 TO THE SCHOOL 
 THE PUPIL 
 THE TEACHERS 
 AND SOCIETY 
 
 CHILDREN AS LEGISLATORS 
 ILLUSTRATIVE ANECDOTES 
 TESTIMONIALS FROM TEACHERS 
 ENDORSEMENTS BY 
 
 FRANKLIN INSTITUTE 
 PRESIDENT ROOSEVELT 
 EDITORS, MINISTERS 
 TEACHERS AND OTHERS 
 
 HEADQUARTERS : 
 
 PHILADELPHIA, Franklin Institute, 15 S. Seventh St. 
 
 WASHINGTON, 12 Bliss Building 
 
Source unknown 
 21 Mr '08 
 
Direct participation in the legislative, judicial, and admin- 
 istrative functions of these miniature republics awakens great 
 enthusiasm among the children, and gives them a vital, practi- 
 cal knowledge of government and human nature. 
 
 Civic training in early years forms habits of good citizen- 
 ship that are invaluable in after life both to the individual and 
 to society. Purity and efficiency in political life and high 
 character in every relation of life are fostered and developed by 
 the School City. 
 
 The School City is to the child what the town meeting 
 has been to New England — a developer of thought and con- 
 science and civic spirit. 
 
CONTENTS 
 
 Children as Legislators 3 
 
 What the School City Is 4 
 
 How it Originated 4 
 
 How it Works 6 
 
 Illustrative Anecdotes: 
 
 "Tommy Jones" 8 
 
 A Philadelphia Primary 9 
 
 Changed His Ways 10 
 
 A Growing Mayor; "He's All Right" 11 
 
 Protects Property; Raising the Flag 12 
 
 Forming the Lines; How Children Punish 12 
 
 An Extreme Case 13 
 
 One of God's Chosen People; "I Am a Citizen" 14 
 
 A Civic Conversion ; Tough Boys 14 
 
 A Night School Regenerated 15 
 
 Organizing a Cuban School City 16 
 
 Advantages of the System 18 
 
 Endorsements: 
 
 Franklin Institute 19 
 
 President Roosevelt; William T. Stead; Rev. W. S. Rainsford 20 
 
 Dr. Albert Shaw; Henry R. Edmunds; Mr. G. Brumbaugh 21 
 
 Federation of Women's Clubs 22 
 
 An Indian Agency; A State Normal School 23 
 
 Cuba 24 
 
 England and Scotland 25 
 
 South Africa 26 
 
 Mexico 26 
 
 Editorial Comment: 
 
 North American ; The Press 27 
 
 Public Ledger; Telegraph; Independent-Gazette 28 
 
 Boston Transcript; N. Y. American; The Arena 29 
 
 Social Service 30 
 
 Testimonials from Teachers: 
 
 Syracuse; Sanoma, Col.; Minneapolis; Worcester; Idaho Industrial 
 
 Institute 31 
 
 New York City ; Heacham, England 32 
 
 Philadelphia Schools 32 
 
 Civic Apathy, and a Remedy 39 
 
 Bibliography 41, 42, 43 
 
 Books on Citizenship and School City 45 
 
THE SCHOOL CITY 
 
 CHILDREN AS LEGISLATORS. 
 
 In order to get a true idea of what the School City is, let 
 us first look into one in operation in a school in one of our 
 large cities and see what the children are doing. 
 
 It was Monday afternoon. The members of the School 
 City Council of a Philadelphia school were gathered for their 
 twenty-minute fortnightly session in a large room on an upper 
 floor. About sixty alert children from eight to twelve years 
 of age composed the assembly. The basis for representation, 
 the visitor learned, was six councilmen from each of the ten 
 "wards" or classrooms. 
 
 About one-half the number were girls. 
 
 The clerk called the roll. 
 
 "Leon Aravinsky has been absent from council three times 
 and he loses his seat," declared the clerk of the council. 
 
 The "ordinances" proved to be chiefly suggestions, and, very 
 significantly, most of them seemed to turn on some question 
 of right and wrong. 
 
 'T think the children ought not to make a noise on the 
 streets going home and disturb the library," said a Councilman, 
 with reference to a complaint from the Philadelphia Library 
 in the next block. 
 
 "Who knows anything about this?" was asked. A half- 
 dozen spoke in response, and a resolution requesting the 
 scholars to be more quiet on the street, especially near the 
 library, was promptly passed. 
 
 An ordinance was introduced by one of the members pro- 
 hibiting the shooting of peas in the school yard. Discussion 
 was prompt. "It is bad." "It might injure the eyes or hear- 
 ing." A dozen children rose to condemn the practice. The 
 "bill" was passed and became a law. 
 
 "Laws that are passed in this way, and by the children 
 themselves will surely be obeyed," mused the visitor. 
 
 Other ordinances were suggested at this meeting not all 
 of which were passed. One was about bringing pencil boxes 
 to school ; another proposed to substitute noiseless cloth cases 
 for the boxes ; another called for new tin cups at the drinking 
 fountain ; another forbade sharpening pencils on school walls. 
 
4 THE SCHOOL CITY 
 
 "Children are always asking, 'Is it right?' " whispered the 
 principal to the visitor, and in this she touched upon a truth 
 that is a vital element in the successful working of this system 
 of student self-government. 
 
 WHAT THE SCHOOL CITY IS. 
 
 The School City is an organization of the pupils of a school 
 into the city form of government. The pupils are citizens. The 
 three divisions of popular government, legislative, executive, 
 and judicial are established. The pupils elect from among their 
 own number a mayor, judge, city clerk, city council, etc. Each 
 room in the school bears a relation to the entire School City 
 like that of a ward to a city, electing ordinarily two members 
 of the School City council and being apportioned its quota of 
 police, health officers, etc. Elections are held at least four 
 times a year. Responsibility for the good order and discipline 
 of the school rests upon the pupils themselves as citizens of the 
 School City and upon the officers in their various capacities. 
 The teachers or principals give advice and guidance, and super- 
 vise this pupil self-government, and it thus becomes a method 
 of moral and civic training. 
 
 HOW IT ORIGINATED. 
 
 In 1888 Mr. Wilson L. Gill, of Columbus, O., made an 
 effort to have manual training introduced into the public schools 
 of that city. The proposition was defeated at the polls by the 
 most ignorant element of the city's voters. This event deeply 
 impressed upon Mr. Gill's mind the need for a better citizen- 
 ship, and he gradually came to realize strongly the necessity 
 for a higher patriotism and civic training. In 1889 and 1890 he 
 assisted in the organization of the "Sons of the American Revo- 
 lution" and the "Daughters of the American Revolution," and 
 thus came in contact with others of similar patriotic purposes 
 who in 1891 assisted him in the organization of the Patriotic 
 League, of which Hon. Abram S. Hewitt, Gen. O. O. Howard, 
 Rev. E. E. Hale, Gov. Wm. McKinley, Hon. John Jay, Rev. 
 Josiah Strong, Col. George E. Waring, Jr., Rev. W. S. Rainsford, 
 Mr. R. Fulton Cutting and others were members. This league 
 organized local chapters and conducted classes for the study 
 
THE SCHOOL CITY 
 
 of citizenship. After carrying on this work for a while, Mr. Gill 
 became convinced that the place where citizenship can best be 
 taught is in the public schools, and that the best method of 
 teaching citizenship is by the actual practice of it. An oppor- 
 tunity to put these ideas into practice came in the winter of 
 1896-7. 
 
 The discipline had reached so low an ebb in a large primary 
 and grammar school on the outskirts of the city of New York, 
 that a policeman was permanently detailed to keep order in the 
 school yard. Mr. Bernard Cronson, a teacher with a reputation 
 of being a specially good disciplinarian and president of a chap- 
 ter of the Patriotic League, was transferred from a down-town 
 school to improve the conditions in this one. At the end of a 
 fortnight he was in despair and described the situation to Mr. 
 Gill, who suggested that the pupils be organized into a self- 
 governing body with a legislature, executive and judge of their 
 own election. This was done, the boys and girls were delighted 
 with the responsibility, and under guidance of the new teacher, 
 quickly established excellent order. 
 
 Mr. Gill saw the great moral and civic value of his inven- 
 tion, and gave up important business affairs upon which he was 
 engaged to introduce the new system of civic training wherever 
 opportunity was offered. He has organized the School City in 
 more than 30 Philadelphia schools, and in a few schools in other 
 cities. Besides this he has spent two years in Cuba, engaged 
 by the United States government to introduce his system in all 
 the public schools of the Island. 
 
 The School City has been organized in a number of schools 
 throughout the country by teachers and principals, without Mr. 
 Gill's personal supervision, who have learned about the system 
 from magazine articles, newspaper reports and other printed mat- 
 ter that has been issued and from public addresses of Mr. Gill and 
 others. In some of these cases there has been failure or but par- 
 tial success, due either to mistakes in organization or to lack of 
 interest on the part of the teachers or to a change of principals, 
 the new one being uninterested and unacquainted with the sys- 
 tem. In Philadelphia, Syracuse, New Paltz, in Cuban cities, and 
 in fact wherever it has been earnestly and intelligently applied, 
 marked success has been achieved. 
 
THE SCHOOL CITY 
 
 HOW IT WORKS. 
 
 The students elect their own officers, make their own laws 
 and govern themselves. The teachers are not members of the 
 civic organization, but are present to give instruction and advice 
 when it is needed. The ultimate responsibility and authority 
 of course are always with the teachers, but if they are tactful 
 they will seldom or never have to use their power. The pupils 
 govern themselves, although there is an authority above them, 
 just as a city governs itself, although the state legislature has 
 power to revoke its charter. 
 
 As the judges, mayors, and other officers of the adult gov- 
 ernment are enlightened and guided by councillors and by the 
 decisions of others, so very properly these student officers are 
 advised and helped by their teachers and principals. 
 
 The children are quick to understand that the offices may 
 not be taken advantage of for officiousness, but rather are to be 
 used for service to all the citizens and to the school. 
 
 Except the hour or two used in the original organizing, no 
 recitation or study time is absolutely necessary to this work, 
 though it ought to have at least one hour each week, and this 
 or more can well be devoted to it, for much of the time ordinarily 
 consumed in discipline is saved. 
 
 The exercise of civic duties devolving upon the students 
 is not a burden, but a pleasant relaxation. 
 
 Sometimes one room alone is organized as a School City. 
 Sometimes a number of School Cities form a School State by 
 federation. 
 
 The monitor system and tattling are eliminated. Pupils 
 who would feel it a disgrace to tattle on a fellow student count 
 it a duty to give evidence concerning offenders against the laws 
 of a republic. The citizens and officers of the School City pre- 
 serve order and enforce law upon honor in obedience to the 
 expressed will of the students themselves. This removes all 
 pretext for the concealment of wrong, because a false sense of 
 honor cannot stand against the acknowledged requirements of 
 public welfare. 
 
 In the School City court it is usually found that real offend- 
 ers will plead guilty. The wisdom and tact displayed by some 
 
THE SCHOOL CITY ; 
 
 of the juvenile judges, after a little training, is quite surprising, 
 and in nearly every case displays a purpose to cure rather than 
 to seek either personal or social revenge. 
 
 Referendum votes are taken upon the acts of the School 
 City Councils, and the system, as a whole, is a guarded repre- 
 sentative government in which the responsibility of the indi- 
 vidual citizen for the public welfare is always apparent. Neither 
 this referendum nor any other special feature, however, need be 
 adopted before the students and teachers are ready for it. The 
 plan can be used in as simple a way as a teacher may wish. 
 
 The School City for little children is not more complicated 
 or difficult than kindergarten work. For older children the 
 plan is enlarged according to the convenience and capacity of 
 the teachers and pupils and the peculiar circumstances of the 
 school community. 
 
 The plan provides for the organization of School Towns 
 where this is desirable and for an application of the town meet- 
 ing system of government. 
 
 The students are not allowed to look upon judicial or police 
 functions as the chief phase of government, but are gradually 
 led into other lines of public work and usefulness. 
 
 Some teachers declare that aside from the civic and moral 
 value of the work, the School City has an actual cash value to 
 the community. Mr. C. R. Drum says : "The other day I stood 
 in the lower hall of the Franklin School, which is governed by 
 this method. I was a stranger to the pupils. No teachers were 
 in sight. The children were entering the building in perfect 
 order. Order seemed to be the first law in this school. The 
 time formerly spent in duties outside their rooms saved to my 
 teachers amounts in one day to five hours and twenty minutes, 
 in one week twenty-six hours and forty minutes, in one year 
 214 school days. If the teachers are using that time in prepara- 
 tion of lesson work, at the present salary rate, the value to my 
 school in one year is $642. In Franklin School 321 days are 
 gained, amounting to $963 per annum." 
 
 As in any other part of the school work, the success of this 
 system very largely depends upon the tact and interest of the 
 teachers. 
 
THE SCHOOL CITY 
 
 ILLUSTRATIVE ANECDOTES. 
 "Tommy Jones." 
 
 In one of the Philadelphia slums there lives a little boy 
 whom we will call Tommy Jones. This little boy lives in a 
 dirty alley where there is a great deal of misery. You would 
 think that Tommy would rather go to school than hang around 
 such places. But Tommy hated to go to school. He had just 
 the nicest teacher that you can imagine, but yet he disliked 
 school. He was frequently a truant ; and when he did deign 
 to go to school — the truant officer can force such a little fellow 
 to go sometimes — he was very apt to be tardy. 
 
 Tommy was careless as to his clothes, and as to the condi- 
 tion of his face and hands. He was a troublesome boy alto- 
 gether. He had entered this school when about six years old, 
 and now he was nine. 
 
 One day we had the pleasure of making a republic of the 
 little monarchy which was governed by the excellent ruler we 
 have mentioned and in which Tommy had been an unwilling 
 subject. 
 
 As it happened, this dirty, mischievous, troublesome little 
 boy was elected in his room to be a member of the city council. 
 This was a disagreeable surprise to the teachers. They felt: 
 Well, if the children are going to choose such a little rascal as 
 that to be a member of the city council, we fear for our little 
 republic. 
 
 The next day came and the little fellow was at school on 
 time. Instead of his clothes hanging on by moral suasion, the 
 buttons were tightened and he was slicked up. It is not known 
 whether he had ever been seen at school before with his hair 
 brushed and combed, but this morning his hair was tidy, his 
 hands were clean, even his face was tolerably clean. This was 
 simply a revolution for that boy. The next day again he was 
 prompt, and he was just as neat as he was the day before; and 
 this thing kept on. He did not play truant again. He picked 
 up in his class, and instead of being at the tail end, very quickly 
 that little fellow came right up to the head of the class. 
 
 Six weeks afterward the teacher, going through the room, 
 
THB SCHOOL CITY 
 
 stopped at his desk and said: "Tommy, I am just delighted to 
 see how nicely you are getting on. You have not been absent 
 once, and you are never tardy any more. You are as neat as 
 a little gentleman, and you have improved splendidly in your 
 lessons. I am proud of you." The little fellow looked up and 
 said, "You know they expect so much from a member of the 
 city council." — W. L. G. 
 
 Incidents of this kind illustrating the nature of the influence 
 the School City has upon children are of frequent occurrence. 
 
 The following extract from an account given by a visitor 
 to one of these juvenile democracies shows the system at work 
 in its quiet and ordinary way. 
 
 A Philadelphia Primary. 
 
 It was the morning intermission at a Philadelphia Primary 
 School. A visitor was asking questions of the principal about 
 the School City organization that has been in operation in that 
 school for seven years. Court was in session. In came two 
 boys followed by a number of other children. One of the boys 
 was a policeman, the other was under arrest. 
 
 "George climbed on the fire escape," said the policeman. 
 
 The culprit, who was a bigger boy than the "policeman," 
 sheepishly hung his head and pleaded guilty. The "case" was 
 tried at once. It occupied but a few minutes, for the evidence 
 was conclusive. George was sentenced by the magistrate to 
 lose his recess for the remainder of the week. 
 
 "Do they impose severe sentences on each other?" asked 
 the visitor, who had been an interested spectator of the scene, 
 
 "Well, it must be granted that the children are liable to 
 inflict harsher punishment than the teacher would," said the 
 principal thoughtfully. "We have to curb that tendency. They 
 are inclined to be a little too strict with each other." 
 
 "The officer seemed to have no trouble in bringing in the 
 offender, though the prisoner was so much bigger than himself. 
 Is that always the case?" 
 
 "Invariably," was the response. "No boy in our record of 
 seven years as a School City has ever resisted 'arrest.' And it 
 is an interesting fact that no girl has ever been arrested." 
 
io THE SCHOOL CITY 
 
 The visitor's eyes followed those of the principal to the long 
 lines of children now inarching in regular order through the 
 corridors to their respective classrooms. 
 
 "You may see this refreshing spectacle every day in the week 
 and every week in the school year," declared the principal 
 enthusiastically. "The teachers are all where they should be, 
 at their respective desks in the various classrooms, ready to 
 receive the scholars who come in, self-directed. All the lines, 
 you may notice, have captains to take them up and down." 
 
 A visit to the classrooms showed the children as busy and 
 occupied where the teachers were absent temporarily as where 
 they were present. "This astonishing condition," explained the 
 principal, "is entirely due to the School City organization which 
 arouses a keen, personal sense of responsibility for the good 
 order of each room." — Jane A. Stewart. 
 
 Changed His Ways. 
 
 The transformations wrought in the character and behavior 
 of pupils are well illustrated by the case of a boy about whom his 
 teacher writes as follows : "The boy was causing me much 
 anxiety. He was obliged to sell papers, and on this account was 
 permitted to leave school every day one-half hour before the 
 time of dismissal. This arrangement was to hold as long as the 
 boy was faithful and conscientious in his school work. 
 
 "All went well for a time, but after a while the boy grew 
 careless in his work and deportment, and was obliged to remain 
 during the whole session. 
 
 "One day when told to remain, my attention being else- 
 where, he slipped from the room. He was remonstrated with on 
 his return the next day, but a few days after he again disappeared 
 in the same way. This happened whenever he was told to re- 
 main, unless he was personally supervised. 
 
 "It had come to such a pass that I was actually lying awake 
 nights, trying to devise some way of treating the subject which 
 would appeal to the boy's honor. When hope was darkest, the 
 blessed School City came to the rescue. The next morning I 
 talked the matter over with the chief of police who was a mem- 
 ber of the same class. That afternoon when our little friend 
 
THE SCHOOL CITY n 
 
 was about to escape from the room, the chief placed a detaining 
 hand on his arm and said quietly, 'Miss Fox told you to stay, 
 and just because she's not watching you, that's no reason for 
 running out.' 
 
 "The boy slipped back into his seat, took a hasty survey 
 of the room and decided that public opinion was on the side 
 of the chief, and so quietly went on with his work. 
 
 "The most remarkable part is that the boy never again 
 has attempted to leave the room when told to remain, and has 
 completely changed his careless ways, is industrious and inter- 
 ested in his work, and is on the most intimate and friendly 
 terms with his teacher and his chief." — Agnes M. Fox, Teacher. 
 
 A Growing Mayor. 
 
 "The effect of the School City," says an earnest teacher, 
 "has been to stimulate growth in the true elements of character ; 
 a conscious aiming for the highest results in self, and a reaching 
 out to others in a helpful spirit. Our mayor has illustrated this, 
 as have others. He is a popular boy and well-meaning at heart, 
 but last term he was a trial in the schoolroom. He was careless 
 in deportment, inattentive in his recitations, and full of boyish 
 pranks. His election caused me a little worry, but it told upon 
 him. At first he reformed outwardly — it was necessary that 
 he should — but he soon found that he had deeper work to do in 
 himself than anywhere else, and how that boy has grown ! With 
 others the same good work is going on." — Estelle B. Nye, Teacher. 
 
 "He's All Right." 
 
 A careful observer relates the following incident: 
 "The children, as a rule, intuitively choose the very ones 
 among their number who are best fitted for the offices. An 
 illustration of this was given in one of the Philadelphia schools 
 where there were 500 pupils, including about a half dozen negro 
 children. A colored boy was one of the first pupils to be nomi- 
 nated for office ; but before he was finally elected, the children 
 successively nominated him for council, judge, clerk of court, 
 and sheriff, and his election eventually as sheriff was virtually 
 
12 THE SCHOOL CITY 
 
 unanimous. Such persistency on the part of his supporters 
 led to a query as to the reason ; and the response was : 'He's all 
 right. He's awfully severe, but he wants things to go right.' "— 
 Jane A. Stewart. 
 
 Protects Property. 
 
 Another teacher says : "An immediate benefit which we have 
 derived is the protection to lamp posts, fences, pavements, etc. 
 Since the organization last year there have been no marks of 
 any kind to be erased from any public or private property which 
 is exposed to our children. This was not the case previously." 
 
 Raising the Flag. 
 
 "Formerly the janitor unfurled the flag and no one seemed 
 to notice it. Now the children of the Department of Public 
 Works raise and lower it with patriotic ceremony, and the flag 
 never gets a day's rest nor a wetting. The love, respect, and 
 care which the children now have for our flag and country can- 
 not possibly be expressed in words. Their badges have given 
 them something tangible to which they can look and remember 
 they stand for loyalty to all that is right and must be honored." 
 
 Forming the Lines. 
 
 "Time and energy are saved in the forming of lines. It 
 stands to reason that five policemen can do more than one 
 teacher, and they do. At the same time the children do not 
 resent the word from their policemen, because they themselves 
 have invested them with power and are aiming to use the same 
 authority some time in the future. It saves the teacher from 
 appearing in the light of a monitor, dictator, or spy." — Anna A. 
 Gorgas, Principal. 
 
 How Children Punish. 
 
 They may not inflict any punishment not approved by the 
 school principal. 
 
 In one School City the principal says that "the first arrests 
 were for profanity in the school-yard and street. This was a 
 
THE SCHOOL CITY i 3 
 
 surprise to the teachers, for they did not know such offenses 
 were committed by their pupils. The judge, in each case, sen- 
 tenced the offender not to speak to any person at recess time 
 for two days. Every citizen seemed alert to see that the sen- 
 tence was strictly complied with. Popular opinion was evi- 
 dently against swearing. One arrest was for trying to pick a 
 fight because of an unintentional provocation. The sentence 
 was to copy neatly and carefully twenty times the first law of 
 the School City, which is as follows : 
 
 : ' 'Do unto others as you would wish them to do to you.' " — 
 Kate W. Shaffer, Principal. 
 
 An Extreme Case. 
 
 The principal of a school in Syracuse, N. Y., who relates 
 the following incidents from experiences in his own school, says 
 that he would never voluntarily revert to the old system of gov- 
 ernment by the teacher. He has used the School City for nearly 
 six years. 
 
 "A boy was disorderly in the hall. The officers on duty 
 had spoken to him several times ; he resented it as an infringe- 
 ment upon his personal rights. One noon, in attempting to 
 fight the mayor, he used indecent language. One of my teach- 
 ers, who happened to overhear the trouble, came back from din- 
 ner ready to return to the old method of discipline. I felt dis- 
 couraged. Soon the justice and a policeman came. They re- 
 ported the behavior and ianguage of the boy, asked for and were 
 granted permission to hold a special session of court. It seemed 
 to them something that should be settled at once. The offender 
 was tried, found guilty, and was sentenced to be deprived of the 
 privileges of citizenship. This was an extreme sentence, and 
 the boy felt it keenly. He returned to the School City after a 
 few days and came before the judge a most humble penitent. 
 He found it impossible to withstand public opinion. Every 
 citizen in his ward, except one, said the court had done right in 
 suspending him. This occurred some time ago. That boy has 
 done well ever since. He always caused trouble before. Now 
 he causes none." 
 
H 
 
 THE SCHOOL CITY 
 
 "One o£ God's Chosen People." 
 
 "A young Hebrew was brought before the court charged 
 with swearing. Two witnesses testified to the fact; he finally 
 admitted it. The attorney for the people, himself a Jew, taking 
 two steps forward and making an emphatic gesture with his 
 hand, said: 'And you, a Jew, one of God's chosen people, and 
 take His name in vain ! You have been taught better than that 
 at German school. You have been taught "Thou shalt not take 
 the name of the Lord, thy God, in vain !" What kind of a fel- 
 low are you, any way?' The effect of that speech upon us all 
 was wonderful. No teacher ever wielded greater influence for 
 good." 
 
 "I Am a Citizen." 
 
 "A lady met one of our small boys on the street and asked 
 him: 'Are you a policeman?' 'No,' he said, and with promptness 
 and evident satisfaction added: 'But I am a citizen.' They have 
 been led to feel that to be a citizen is a great honor — the honor 
 of responsibility and of personal proprietorship." 
 
 A Civic Conversion. 
 
 "We had a dirty, disagreeable, tardy, runaway girl in one 
 of our rooms. She was appointed a policeman. The change 
 in that girl is marvelous. She is clean, agreeable, in school 
 every day, and comes on time. She is a new creature." 
 
 Tough Boys. 
 
 "Superintendent Blodgett has placed in a room in my build- 
 ing an ungraded school of fifty boys of all ages and conditions. 
 For the most part they are the tough boys from neighboring 
 schools. I confess that he gave me a hard proposition. I did 
 not at once bring these boys into the School City, but did 
 presently. By the School City method, those boys have been 
 led to think healthfully, to decide justly and wisely, and to act 
 promptly and courageously. They are themselves doing more 
 to bring order out of disorder than both of their teachers, and 
 this is by no means a discredit to the latter. The present judge 
 
THB SCHOOL CITY I5 
 
 of our School City is from that room, and he is the best we 
 have ever had." — C. R. Drum, Principal. 
 
 A Night School Regenerated. 
 
 In Manayunk, a manufacturing suburb of Philadelphia, 
 there has been for many years a night school composed of boys 
 and girls and full-grown men and women, most of whom are 
 employed in the factories. The school was unruly and the girls 
 were said to be as lawless as the boys. In the spring of 1904 
 part of the Evening School Committee favored its permanent 
 discontinuance. Miss Chappel, the principal of a day school, 
 believed she could secure better results, and was given the 
 opportunity to try. She was getting good results from the 
 School City method in her day school, and saw no reason why 
 she should not in the night school. She asked Mr. Gill to assist 
 her, and, after consultation with the pupils, the School City 
 was instituted. A youth known by the name of Thomas Smith 
 was nominated to be a member of the city council, when he 
 arose and said, "If you are going to vote for me, call me Henry 
 Jameson !" 
 
 A large number of the boys were convulsed with laughter 
 and they applauded vigorously. No explanation was given. The 
 organization proceeded smoothly, and at the close of the even- 
 ing's session about twenty boys came to the principal's office 
 and said that they had entered under fictitious names, but now 
 that they were going to have a government of their own they 
 wished to be registered under their right names. In view of 
 the history of the school, this action revealed the fact that they 
 had entered almost wholly for the sake of adventure, and in 
 the event of serious trouble they did not wish to appear under 
 their own names in police court; but now that the responsibility 
 for order had been placed upon them, they had accepted it and 
 turned over a new leaf. 
 
 The disorder was at once greatly reduced. Neater dress, 
 better manners, and improved scholarship were in evidence. 
 Previous to this any boy wearing a linen collar to school was 
 sure to have it torn off. Within a week every boy, with . the 
 exception of a few who wore white sweaters, appeared in a stiff 
 collar. They had set up for themselves new and higher stand- 
 
16 THE SCHOOL CITY 
 
 ards and maintained them to .the end of the night school year 
 in the spring of 1905. — W. L. G. 
 
 Organizing a Cuban School City. 
 
 At half past one, the five hundred boys filed into a hall 
 down town, and each two chairs held three boys. The Ayunta- 
 mento or City Council of Guines adjourned its session that the 
 members might witness the organizing of a School City. They 
 were given seats on the stage. Members of the Board of Edu- 
 cation, the Chief of Police and other city officers were there, 
 and about a hundred, possibly as many as a hundred and fifty 
 other men were present. 
 
 The Alcalde made an address, explaining the purpose and 
 importance of the meeting, and introduced Provincial Superin- 
 tendent Aguayo to preside. Mr. Aguayo spoke further on the 
 same theme and introduced me. I told them that as I had not 
 sufficient command of the Spanish to enable me to address them 
 directly, I had asked one of their teachers with a strong voice 
 and good delivery to read my address for me, which he did. I 
 spoke briefly in introduction of the purposes of the School City 
 and the boys responded to my remarks with great earnestness 
 and enthusiasm. 
 
 After the speeches and the election of officers, I called the 
 newly elected councilmen and the mayor to the stage. The 
 mayor's name is Antonio Franqui. A handsomer, more gen- 
 teelly dressed boy you could scarcely find in New York. The 
 large stately Alcalde of Guines, Mr. Rodriguez, presented this 
 little Alcalde to the citizens of the School City, who clapped 
 their hands and cried "Viva." Young Franqui catching his cue 
 from his introducer, bowed, smiled and thanked his fellow citi- 
 zens for the honor conferred upon him, assured them that he 
 would try to be worthy of their confidence, and begged them to 
 do their part to make theirs a noble city. The citizens fully 
 demonstrated their approval and determination in that matter. 
 By the same process, all the other elective officers were chosen. 
 The Alcalde Franqui speaks English quite well, and thus he was 
 able to assist me in getting prompt and rapid work. I told him 
 to attend to the appointment of the appointive officers the next 
 
THE SCHOOL CITY I? 
 
 day. I then told the citizens that their organization would not 
 be complete till they should have a code of laws, and as they 
 had not yet had experience in such matters and I had, I would 
 offer to them a little code, which I would advise them to accept, 
 and add to and change to suit themselves when they should 
 have had time to see the special needs of their School City. 
 
 I told them they must choose a name for their city. Vari- 
 ous names were suggested without awakening any great enthu- 
 siasm until one boy shouted "Maximo Gomez," and there was 
 bedlam for a few moments. When quiet was restored, they 
 voted unanimously to name their city "Maximo Gomez." They 
 then sang the Cuban National Hymn and adjourned. 
 
 The whole thing was thoroughly dramatic. Mr. Rodriquez 
 said : "I fear, Mr. Gill, that it may sound extravagant, but I say 
 to you with deliberation, this is the greatest day of my life; it 
 is the greatest event in the history of this town. I have seen 
 the seeds of citizenship sown and take root, not only in the 
 minds and hearts of these 500 boys, but in the hearts of the 
 representative men of "this city." * * * One after another of 
 the chief men of the city came up, and, unbidden, pledged me 
 their support for the movement inaugurated that day. (From 
 Mr. Gill's Cuban Report.) 
 
 Many other illustrative incidents indicating the good re- 
 sults of the School City, could be given if space permitted ; but 
 the above examples with the general remarks and descriptions 
 in other sections afford a fair idea of the workings of the 
 system. 
 
18 THH SCHOOL CITY 
 
 ADVANTAGES OF THE SYSTEM. 
 
 The facts presented in the preceding pages disclose advan- 
 tages in the School City System which are abundantly corrobo- 
 rated by other experience wherever the system has been fairly 
 tested, and which may be briefly stated as follows : 
 
 i. — It produces better order and discipline in the school. 
 
 2. — It is a beneficial influence upon the children when out 
 of school. 
 
 3. — It releases for constructive work much of the teach- 
 er's energy formerly consumed in police duty. 
 
 4. — It removes causes of friction between teachers and 
 pupils and develops most cordial relations. 
 
 5. — It gives the students an acquaintance with govern- 
 mental forms. 
 
 6. — It tends to preclude snap-judgments by establishing a 
 system of judgment upon evidence. 
 
 7. — It cultivates in the students the judicial frame of mind. 
 
 8. — It improves the personal morals of the students. 
 
 9. — It develops in the young people honor, respect, and 
 obedience to laws of their own making, and hence to all properly 
 constituted authority. 
 
 10. — It increases and gives valuable support to self-respect. 
 
 11. — It forms habits of good citizenship while the mind is 
 
 plastic and open to the full force of the love of justice and free 
 
 from the commercial motives and other influences that in later 
 
 life so often interfere with the duties of citizenship. 
 
 12. — It prepares for future participation in the city, the 
 state, and the nation, a body of citizens who are informed as 
 to their duties, trained in the practice of them, and imbued with 
 the interests and purposes of a true public spirit. 
 
 13. — It furnishes "a new motive for discipline, to the end 
 that all the school's activities may be made educational." 
 
 14. — It furnishes a means, proven to be thoroughly success- 
 ful, for constant training in the application of the Golden Rule 
 and other ethical ideas. This is a decided improvement on the 
 simple memorizing of moral precepts. 
 
THE SCHOOL CITY i 9 
 
 ENDORSEMENTS. 
 
 The Franklin Institute. 
 
 The Franklin Institute, organized in Philadelphia in 1824, 
 one of the most famous scientific societies in the world, and a 
 most notable leader in establishing expositions of mechanics and 
 industries, investigates and passes upon the value of inventions 
 and discoveries. Following is an extract from page 11 of their 
 report, adopted June 1, 1903, awarding to Mr. Gill their highest 
 distinction : 
 
 Wherever the principles of parliamentary government hold 
 sway, and especially where they are established on the founda- 
 tion of popular sovereignty, as in our country, the necessity of 
 training the electorate in the art of government is felt as a crying 
 need of the present day, and as an imperative necessity of the im- 
 mediate future. If the material well-being which has resulted 
 from the gains of science and the arts is to be free from the 
 dangers of a growth of civic apathy and the decay of civic virtue, 
 and if the further progress of industrial development is not to be 
 hampered and the normal evolution of our political and social 
 system is not to be hindered and perhaps arrested by civic in- 
 capacity, then some adequate means of civic education must be 
 applied. Hitherto our only constant reliance in this direction has 
 been the public press, but this agency must as yet make its appeal 
 to a body of citizens for the mass of which the art of government 
 is but a vague, and at best, largely an academic proposition. 
 Through the School City this and all other existing agencies of 
 civic education will be effectively reinforced by a practical train- 
 ing of the rising generation in the duties of civic life, imparted in 
 the schools and during the years when culture and training have 
 their most lasting effect. 
 
 In recognition of the great value and importance of the Gill 
 School City system and of its usefulness as practically demon- 
 strated, the Franklin Institute herewith awards to the originator, 
 Wilson L. Gill, the Elliott Cresson Gold Medal and Diploma. 
 
20 THE SCHOOL CITY 
 
 President Roosevelt. 
 
 The following letter was read at the School City banquet 
 given by the Franklin Institute : 
 
 WHITE HOUSE 
 Washington. 
 
 May 27, 1904. 
 My Dear Sir: 
 
 I hear with satisfaction that an earnest movement is well 
 advanced in Philadelphia to establish in the schools of that city 
 the teaching of civics by the admirable plan originated by 
 Wilson L. Gill in the School City as a form of student govern- 
 ment. I know of the work of Mr. Gill, both in this country 
 and in Cuba, where Mr. Gill inaugurated this form of instruction 
 upon the invitation of General Wood. Nothing could offer 
 higher promise for the future of our country than an intelligent 
 interest in the best ideals of citizenship, its privileges and duties 
 among the students of our common schools. I wish for your 
 efforts in this direction the utmost success. 
 Very truly yours, 
 
 THEODORE ROOSEVELT. 
 
 W. T. Stead. 
 
 In the London Review of Reviews for October, 1897, Mr. 
 Wm. T. Stead, the editor, remarked that in his recent visit to 
 America the most interesting and valuable idea that he came 
 across was that of the School City. He described it at length, 
 saying he did not wish to lose any time in giving the advantage 
 of it to educators and statesmen. 
 
 Rev. W. S. Rainsford. 
 
 "It has been given to no other educator, so far as I know, 
 both to conceive and develop an idea so timely, so fruitful of 
 good, as Mr. Wilson L. Gill's idea of the School City. He has 
 supplied a practical and successful method by which to teach 
 the coming generation what its civic and political responsibili- 
 ties are, and how to fulfill them."— W. S. Rainsford, St George's 
 Rectory, New York. 
 
THE SCHOOL CITY 21 
 
 Dr. Albert Shaw. 
 
 "We can see no flaw in Mr. Gill's reasoning, and in his prac- 
 tical suggestions, based upon that reasoning, we see everything 
 to commend and encourage. Naturally, the introduction of a 
 system like this calls for some enthusiasm and for willingness 
 to get out of the old ruts ; but the idea has been shown to be 
 capable of very successful application." — Albert Shaw, Editor 
 Review of Reviews. 
 
 A Prominent School Official. 
 
 "You may rest satisfied that the movement you are making 
 in favor of the School City has not only my sympathy but my 
 warmest support." — Henry R. Edmunds, President Philadelphia 
 Board of Public Education. 
 
 An Eminent Educator. 
 
 "The formal activities of a school must always include in- 
 struction and discipline. By instruction one understands that 
 sum of effort through which the pupil achieves knowledge and 
 its attendant virtues, skill and efficiency. By discipline one 
 should understand that sum of mental activities by which the 
 mind becomes facile and its powers formed for use. But by the 
 majority of persons discipline is regarded as those coercive acts, 
 negative in character, which the school puts forth to maintain 
 right conditions for instruction. This latter view is fundamen- 
 tally false. There must be no conflict between the instruction 
 and the discipline of the school. Both should be constructive. 
 Our schools need a new motive for discipline, to the end that 
 they may make all the school's activities educational. 
 
 "If, then, we can make discipline as significant educationally 
 as we now make instruction significant, we shall have gained 
 much. Any plan that aims to accomplish this end is well worth 
 the sympathetic concern of all educators. The School City is, 
 in its conception, such a plan. 
 
 "It is manifestly wise to regard with favor an activity that 
 offers so much helpful guidance to our pupils, both in giving 
 positive educational value to discipline and in giving this educa- 
 
22 THE SCHOOL CITY 
 
 tional guidance a specific determination to citizenship. The 
 usual activities of the school in academic interests will thus be 
 supplemented by an actual training in citizenship. This is a 
 tremendous gain, and we must assuredly commend any such 
 activity as will accomplish this much-needed and much-neg- 
 lected result." — M. G. Brumbaugh, University of Pennsylvania. 
 
 Federations of Women's Clubs. 
 
 On February 3, 1905, the Massachusetts State Federation 
 of Women's Clubs passed the following: "Resolved, That it is 
 the wish of the Massachusetts State Federation bf Women's 
 Clubs hereby to place upon record its hearty approval of the 
 Gill System of Moral and Civic Training ordinarily known as 
 the School City, and to urge its consideration by our clubs and 
 its adoption in all the schools of our State." This Federation 
 has appointed a committee for advancing the work in Massa- 
 chusetts, of which Mrs. H. L. Chase, 172 Aspinwall Avenue, 
 Brookline, Mass., is the chairman. This is a sub-committee of 
 the Conference Committee. 
 
 The New York State Federation of Women's Clubs took 
 similar action May 5, 1905. 
 
 Daughters of the American Revolution. 
 
 The Daughters of the American Revolution in their Conti- 
 nental Congress at Washington in April, 1905, passed the 
 following : 
 
 "Whereas, It is essential for the well-being and preservation 
 of our form of government that the children of our country 
 shall be trained in the knowledge and practice of pure and noble 
 citizenship ; and 
 
 "Whereas, This matter is not adequately provided for in 
 the present curriculum of the schools : 
 
 "Resolved, That this Congress direct the appointment of a 
 special committee by the President-General to promote the in- 
 troduction of the School City into all the schools in the United 
 States." 
 
 The following School City Committee was constituted : 
 Mrs. Donald McLean, President-General, ex-officio ; Mrs. Caro- 
 
THE SCHOOL CITY 23 
 
 line M. Murphy of Cincinnati, Chairman; Mrs. J. B. Forker 
 of Washington, Mrs. Samuel Amman of Pittsburgh, Mrs. Elroy 
 M. Avery of Cleveland, Mrs. John Swift of California, President 
 National Council of Women. 
 
 From an Indian Agency. 
 
 "Having tried the School City for one year in one of my 
 Indian schools, I am very desirous of extending the method 
 to all the Indian schools beneath my jurisdiction. * * * We 
 find that it not only betters the discipline of a school but that 
 it develops a sense of manliness, womanliness, independence, 
 and personal responsibility as nothing else has done and cer- 
 tainly in a manner that mere oral instruction can never do. 
 This is all aside from many other virtues, such as the inculca- 
 tion of practical principles of civics totally different from the 
 memorization of dry-bone passages from the Constitution, etc. 
 We are preparing the Indian for citizenship." — Charles M. 
 Buchanan, Superintendent, etc., Tulalip Indian Agency. 
 
 From a State Normal School. 
 
 "The School City organized in this school five years ago 
 is in more vigorous operation than ever, and is a powerful factor 
 in our daily work. To me it is simply indispensable as an aid 
 in school management, and I would not think for a moment 
 of dropping it, or of substituting some other form of organiza- 
 tion. The participation of students in the management of the 
 school is essential in any scheme of American education where 
 children are to be trained and fitted to carry out the kind of 
 government and to fill the responsibilities outlined in Lincoln's 
 Gettysburg address, and I consider the School City the best 
 scheme ever devised for giving to our young people the kind 
 of training that they need so much in these particulars." — 
 Myron T. Scudder, Principal State Normal School, New Paltz, 
 N. Y., and Lecturer on Pedagogy in the University of New York. 
 
 "The School City is practicable. It has been used in our 
 school for several years and proved to be successful in many 
 respects and directions, of which the following is but a partial 
 summary : In improving the spirit of school life ; in saving 
 
24 THE SCHOOL CITY 
 
 time for both teachers and pupils; as a form of government 
 to preserve order, and thus relieving the teachers to a large 
 extent of that element of labor, the maintaining of discipline, 
 which is the greatest source of worry and hindrance to the 
 accomplishment of the chief objects of a school; in arousing 
 and maintaining an interest in the study of citizenship and civil 
 government ; as a means of shaping the character of the pupils ; 
 as a pretty accurate thermometer to show the degree of warmth 
 of the teacher's interest in the pupils and enthusiasm for the 
 educational welfare of the school." — Rebecca C. Cocks, State Nor- 
 mal School, New Paltz, N. Y. 
 
 "During the last three years we have seen some of the 
 most important phases of school reform worked out at New 
 Paltz. The school is successfully governed, for the most part, 
 by itself — better governed than it could be by any force from 
 without." — Jeanette E. Graham, Instructor in Psychology, New 
 Paltz, N. Y. 
 
 From Cuba. 
 
 Havana, February 20, 1902. 
 
 "It gives me great pleasure to testify to the good work 
 accomplished in the schools of Cuba by the establishment of 
 what is known as the School City. Mr. Hanna, Commissioner 
 of Schools, speaks enthusiastically concerning it, as does Mr. 
 Varona, Secretary of Public Instruction, and such members 
 of the School Board of Havana as I have had occasion to speak 
 with on the subject. Mr. Gill's idea is an excellent one, and 
 he deserves much credit for its development. I can say with- 
 out reserve that the experience in Cuba justifies the strong 
 endorsement of the School City plan. It tends to develop the 
 child's idea of his civic responsibility and, I believe, will send 
 him out from school much better fitted to assume the duties 
 of a citizen of a republic." — Leonard Wood, Military Governor of 
 Cuba. 
 
 "The introduction of Mr. Gill's system into our public 
 schools opens up a vast horizon to our young people. It is 
 wholesome, moral, patriotic education. If our future citizens 
 do not know how to exert their rights and fulfill their duties 
 
THB SCHOOL CITY 25 
 
 as tax-payers and electors, then indeed all treasure which has 
 been spent, the generous blood which has been shed, and the 
 heroic lives which have been sacrificed on the altar of Cuba's 
 liberty, shall have been in vain. If, on the other hand, our 
 schools shall develop our young men and women into industri- 
 ous, moral, patriotic members of a free country, fulfilling all 
 the duties and obligations of their sphere in life with conscience 
 and fidelity, the republic of Cuba will be worthy of all the 
 sacrifices which have been made on its behalf, and assured of 
 a long, prosperous, and glorious existence. The hope of Cuba 
 is in her boys and girls. No work, no labor, no sacrifice can 
 be too wearisome or dear, if the object is to bring up honest, 
 conscientious citizens of the future republic in right principles 
 of civic duties. Mr. Gill's system of moral and civic instruc- 
 tion will convert every schoolroom into a miniature republic 
 and every scholar into a peaceful, law-abiding, righteous citi- 
 zen." — Editorial in "La Patria," Havana, Dr. Lincoln De Zayas, 
 Editor. 
 
 "The great problem of moral education through the school, 
 which rightly overweighs at present all other pedagogic prob- 
 lems, has inspired a thoroughly American invention — the School 
 City. : The controlling idea in this system is to wake up, in 
 the children, the conscience of solidarity ; that is, not only a per- 
 sonal, but a community conscience, and not only the knowledge 
 of the importance of co-operating for the general good, but the 
 knowledge of how to do it and the habit of actually co-operating 
 for the welfare of all. This is the foundation of morality, and 
 this method is to exercise the children in performing the func- 
 tions of civic life, in a miniature municipality." — Enrique Jose 
 Varona, Secretary of Public Instruction, Cuba. 
 
 From England and Scotland. 
 
 Much has been published on the subject throughout Eng- 
 land and Scotland, and has resulted ' in the formation of a 
 national "Society for the Reform of School Discipline." The 
 General Committee consists of prominent educators through- 
 out the United Kingdom. This society is large and is said 
 to be growing rapidly. The society put up one candidate for 
 
26 THE SCHOOL CITY 
 
 the Glasgow School Board, who was elected by an overwhelming 
 majority on a platform which included the following: 
 
 The establishment of the American 'School City System' 
 under which children, acting as the citizens and officials of 
 their school as a 'City,' under good guidance make and enforce 
 their own laws, thus in a practical way acquiring the principles 
 of good citizenship and developing the faculties of self-govern- 
 ment, the climax of education." 
 
 From South Africa. 
 
 The following is an extract from the annual report, May 
 5, 1904, of the Charlestown Government School, Natal, South 
 Africa : 
 
 "Mr. Beckett, headmaster, has instituted the School City 
 system — that is to say, the children govern themselves on the 
 model of a city or corporation, electing their own mayor and 
 aldermen, and making their own rules for the maintenance of 
 the School City discipline. Punishments are also inflicted by 
 the magistrates for breaches of these rules — all, of course, being 
 under the vigilant and guiding hand of the master. Corporal 
 punishment is now a thing of the past, and the school children 
 are examples of good behavior both inside and outside the 
 school walls." — R. H. Dukes, Inspector of Schools. 
 
 From Mexico. 
 
 "I spent an hour with Governor Teodora Dehesa of the 
 State of Vera Cruz, in Xalupa, the capital. I spoke at length 
 of the origin and progress of your work, and gave him a copy 
 of your book on the School City, published by the Cuban Gov- 
 ernment ; and, do you know, he has had it reprinted, every word, 
 in the government printing office and distributed throughout 
 the State with a view of its adoption in the public schools." — 
 From a letter written by Mrs. Addie Northam Field, Representa- 
 tive of the International W. C. T. U. 
 
THE SCHOOL CITY 2j_ 
 
 EDITORIAL COMMENT. 
 
 The North American, Philadelphia, June i, 1904. 
 
 Though originated by Professor Wilson L. Gill only a few 
 years ago, the School City has long passed the stage of experi- 
 ment. More rapidly, perhaps, than any other educational inno- 
 vation it has proved its worth and become a permanent feature 
 of the system of instruction. The object now is to bring about 
 its universal adoption. 
 
 As expressed by the Franklin Institute, the School City is 
 "designed to prevent in the rising generation such civic apathy 
 as at the present time is a menace to popular government in 
 the cities of the United States." Here will be found, surely, 
 enough justification for forwarding the idea. 
 
 The Press, Philadelphia, June 1, 1904. 
 
 The public school, as every one knows, has only begun to 
 fill its full place in the work of the community. It began by 
 teaching books. It must end by teaching life. It began with 
 the "three R's." It must end by educating in social relations. 
 Nothing better for this has yet been proposed than the School 
 City, which was last night the subject of explanation and 
 approval at a dinner given by the Franklin Institute to those 
 prominent in education in Philadelphia. 
 
 The civic organization of the school on the lines of self- 
 government has now been in existence for several years. The 
 plan has been successful here. It succeeded in Cuba. Wherever 
 tried it has worked. 
 
 The cause is plain. The "School City" follows a sound 
 principle. It develops by imposing responsibility. It relates 
 the teaching of institutions and of civic life to the daily life of 
 the pupil in the schoolroom. Like the kindergarten and manual 
 training, it educates by employing the normal and personal 
 activities of the student for education. It trains not by pre- 
 cept, but by action. 
 
 The kindergarten, cooking, and manual training were all at 
 first introduced in our schools by private aid which developed 
 into public support. The "School City" promises to take the 
 
28 THE SCHOOL CITY 
 
 same course. It is no longer an experiment. Philadelphia 
 ought to train in good citizenship by introducing it in every 
 school. — Editorial written by Talcott Williams. 
 
 The Evening Telegraph, Philadelphia, October 3, 1904. 
 
 Right living, including faithful citizenship, is a practical 
 art. It can be learned only as. other arts are learned, by a long 
 apprenticeship. The apprenticeship should begin as early as 
 possible in that part of one's life in which his character and 
 habits are established, and continue, if not from the cradle, at 
 least from the kindergarten through the high and normal schools 
 and the university. The School City is such apprenticeship in 
 the schools. 
 
 Independent-Gazette, Philadelphia, January 15, 1904. 
 
 Let us urge every man, woman and child who has a spark 
 of love for our country and care for the preservation of a "gov- 
 ernment of the people, for the people and by the people," who 
 wishes to contribute to the moral and spiritual well-being and 
 happiness of the children, to encourage and help the children 
 to maintain their interest in their little republics, and to do 
 whatever each one may find practicable to forward this cause, 
 while Mr. Gill, its author, is still at work in our midst. After 
 he shall have gone to some other field it is quite evident that it 
 will be necessary for the best development of this work of 
 moral and civic training, that parents give encouragement to 
 the teachers and co-operate with them to maintain the enthu- 
 siasm of the children in their endeavors to be faithful citizens. 
 
 The Public Ledger, Philadelphia, June 2, 1904. 
 
 The Franklin Institute has shown sound judgment in the 
 support it has given to Mr. Gill's "School City." In the award 
 of its gold medal for this "useful invention," it testifies its recog- 
 nition that not in the mechanic arts alone is progress to be 
 sought; but that the welfare of the community is based upon 
 the quality of its citizenship. The School City involves no 
 addition to the already overloaded "curriculum." Instead of 
 laying an additional burden on the teachers, it lightens their 
 
THE SCHOOL CITY 
 
 29 
 
 load by transferring much of the exercise of discipline to the 
 children themselves. If the primary object of the public schools 
 is to make good citizens, no portion of the course provided 
 seems so well calculated to promote this end as the School 
 City. 
 
 Boston Transcript, January 10, 1905. 
 
 Here in Boston we can accord, as has been done in Phila- 
 delphia, the heartiest welcome to the School City enterprise, 
 embodying as it does not only the teaching of the practical 
 duties of citizenship in the schools of every grade with as much 
 care and thoroughness as reading, writing and arithmetic, but 
 also the substitution of natural and educational methods of 
 discipline for doubtful forms of punishment. * * * In view 
 of what it has demonstrated in its preliminary workings in 
 Cuba, and notably at Philadelphia, where more than thirty 
 public schools, evening and day schools of all grades, have suc- 
 cessfully adopted the plan, the School City system has a dis- 
 tinct claim upon the attention of New England educators, 
 parents and school administrators. 
 
 New York American. 
 
 A move is on foot for a finer and nobler citizenship — a 
 citizenship which shall represent the best in us rather than the 
 worst, and which shall make this land of ours what the fathers 
 intended it should be — the home of liberty, of righteousness 
 and of the large and substantial happiness that liberty and 
 righteousness always insure. Every one who loves America 
 and the great principles for which it stands will with full 
 heart exclaim : "God bless the School City !" Why is it that 
 this splendidly patriotic work is not being carried on in every 
 public and private school in the land? 
 
 The Arena, May, 1905. 
 
 It remained for Mr. Wilson L. Gill, of the Franklin Insti- 
 tute of Philadelphia, to perfect in a practical manner a plan by 
 which the public schools of America shall awaken a deathless 
 civic spirit in the young, and not only fit them for the exercise 
 of good citizenship, but so habituate them to perform their 
 
30 
 
 THE SCHOOL CITY 
 
 duties that it will become as natural as the performance of any 
 other serious obligation of life. By his well-considered and 
 practical plan the children early become inculcated with a 
 knowledge of public duties, while through their daily practice 
 they are indelibly impressed upon the plastic brain so that the 
 pupils go forth from the public school with a quickened civic 
 spirit which shall make democracy a part of the religion of life. 
 Next to the introduction of the initiative and referendum into 
 the organic law of our land, we know of no movement so vitally 
 or urgently demanded for the restoration and perpetuation of 
 the fundamental demands of democracy as this splendid meas- 
 ure which fosters the civic spirit, inculcates the ideal of free 
 institutions, and habituates the child to perform the duties 
 and requirements of a citizen of a true republic. 
 
 Social Service, July, 1905. 
 
 The "School City" of Mr. Wilson L. Gill appeals to the 
 same elements in human nature as the well-known George 
 Junior Republic. If, as it is well known, this Republic has 
 taken children needing to be reformed, and made a very large 
 proportion of them law-abiding and valuable citizens, surely 
 the same methods of giving children responsibility and practice 
 in civic activities should produce, if possible, still better results 
 among the children of our public schools, needing formation 
 but not reformation. An education which "calls out" should 
 surely call out civic responsibility. If our public schools gen- 
 erally should organize the "School City," the problem of munici- 
 pal government would be solved in a single generation. — Edi- 
 torial by Rev. Josiah Strong, D. D. 
 
 Favorable quotations could be multiplied almost indefi- 
 nitely, as most of the educational and religious as well as a 
 large number of the general newspapers and magazines of the 
 country have commented favorably upon the system. 
 
THE SCHOOL CITY 31 
 
 TESTIMONIALS FROM TEACHERS. 
 Syracuse, N. Y. 
 
 "Quite a large number of our schools are using the School 
 City in some form with most excellent results. We are satis- 
 fied that it has more elements of strength and character-building 
 than anything else that has been incorporated in our schools 
 for many years." — A. E. Blodgett, Supt of Schools. 
 
 "I doubted its practicability for little children. Mr. Gill 
 insisted on organizing them, and it works well in the primary 
 school. I have learned some valuable lessons from the School 
 City method. I expect great things from it in the future. I 
 would never voluntarily revert to the old system of govern- 
 ment by the teachers. The popular government method is the 
 only one by which children of a republic should be educated. 
 The School City method works perfectly. America ought to 
 have had this method for fifty years." — C. R. Drum, Principal. 
 
 Sanoma, Cal. 
 
 "As principal of the Sanoma Grammar School, I organized 
 a School City here. After three weeks of self-government by 
 the pupils I feel that we have found the right plan." — Charles E. 
 Jared, Principal. 
 
 Minneapolis, Minn. 
 
 "The moral effect has been to stimulate growth in the true 
 elements of character; a conscious aiming for the highest results 
 in self, and a reaching out to others in a helpful spirit." — 
 Estelle B. Nye. 
 
 Worcester, Mass. 
 
 "In watching out for the welfare of the city the individual 
 pupil watched himself more closely. I am heartily in favor of 
 the School City and ready to give it my support whenever and 
 wherever I can." — Allen Latham. 
 
 Idaho Industrial Institute. 
 
 "Throw the responsibility on the class to be governed, and 
 interest, honor and public welfare are no longer at variance, 
 
3 2 THE SCHOOL CITY 
 
 and success is achieved in three directions — the school machin- 
 ery works without friction, a practical knowledge of civics is 
 attained by every pupil, and the teaching force is relieved from 
 the wearing details of government, to be expended in the actual 
 education of the pupil." — Jane M. Shewn, LL. B., Principal of 
 Ladies' Department. 
 
 New York City. 
 
 "The lesson to the child of self-government in a practical 
 form, as taught by the School City in the daily performance 
 of its duties, the constant and continued recognition of its motto 
 and the natural willingness and love in the child to imitate its 
 elders, all unite to make for character and manliness." — Millicent 
 Baum, Principal. 
 
 Heacham, England. 
 
 "Our School City has worked very well. It has deepened 
 our sense of corporate life. Offenses have been more rare, and 
 punishment lighter under the Court, than under our direct rule." 
 — Harry Lowerieson, Headmaster, Ruskin School. 
 
 FROM PHILADELPHIA SCHOOLS. 
 
 The following extracts are from letters written in response 
 to a letter of inquiry addressed to principals of Philadelphia 
 schools by an associate superintendent of the New York City 
 schools : 
 
 Thomas Meehan School — Colored. 
 
 April 26, 1905. 
 
 "We have used the School City for two years in our seven 
 grades. 
 
 "We have always done the best we have known how, to 
 prevent cigarette smoking, but, do the best we could, were never 
 able to eradicate it, but now, by means of the School City, I am 
 happy to be able to say, with perfect confidence, it is utterly and 
 
THE SCHOOL CITY 33 
 
 completely eradicated. Almost the same may be said of the use 
 of bad language, which has been greatly reduced. 
 
 "With proper guidance by the teachers, the School City 
 cannot fail to make better pupils, better doers in every capacity 
 of life, and better citizens to serve their community." — Isabel 
 Tanner Woodson, Principal. 
 
 Camac School. 
 
 April 17, 1905. 
 
 "We have been using the School City in the grammar 
 grades of the Camac School for nearly two years. During the 
 first year we were more than pleased with the results of its use, 
 but there came a time when my teachers requested me to drop 
 the system. Many of them now see that the results in the 
 character of some of the pupils justify my decision to con- 
 tinue it. 
 
 "The teacher who has charge of the School City makes the 
 following report: 
 
 " 'The great object of such a form of government is to train 
 young citizens in civic duties, but, based as it is, upon the high 
 principle of reciprocal relations, there is more frequent oppor- 
 tunity in giving lessons in strong motives of true citizenship 
 than under the ordinary school work, even though the teachers 
 in schools with and without this new system be equally faithful. 
 I have found arising among our citizen pupils many of the 
 same weaknesses that figure in adult politics, and it seems to 
 me that this is rather helpful to the attainment of the chief 
 object of the School City, for the appearance of the evil now 
 gives opportunity to prove the educational power of this pbn 
 of government in its training of character, with view to future 
 duties, both personal and civic. 
 
 " T have found progress in our school in the following 
 points : A growing sense of responsibility in official position, a 
 really maturing judgment in selection of proper officers, a care- 
 ful observation of needs of the city, a helpful thoughtfulness in 
 forming plans for improvements, with marked results in order 
 of lines in the yard and on the stairs — all these with a visible 
 strengthening of character in the forgetting of self as duties 
 
34 THE SCHOOL CITY 
 
 demanded action on the part of some of our timid girls. Some 
 of the necessary formalities of parliamentary law and court 
 customs are becoming familiar to our citizens. The intense 
 earnestness of court proceedings certainly impresses upon 
 offenders the high value placed upon law by the principal of 
 the school and the authorities of the School City. Through all 
 of these, there runs the secondary result — that in a carefully 
 guided government of this sort, school discipline is aided and 
 burdens of that class can be lifted from the teachers to a great 
 extent.' 
 
 " 'The strength of this system is in its high purpose, by 
 which a deep interest may be aroused and maintained in the 
 hearts and intelligence of the pupils. Necessary to this — the 
 interested co-operation of all the teachers, and a wise distribu- 
 tion of the work among those members of the faculty who are 
 competent to advise. The system, in order to be a permanent 
 success, must be a part of the school curriculum.' "-^-E. Caskey, 
 Principal. 
 
 Jos. E. Hill School— Colored. 
 
 April 14, 1905. 
 "The School City plan of school government has been used 
 in all the grades of the above named school (Grades 1st to 8th). 
 
 "Since its introduction in the fall of 1903 I have found it 
 beneficial in the following respects : It has been a means of 
 raising the standard of conduct; the children are more orderly 
 on the stairways, in the yards and in the classrooms. There 
 has been no defacing of school walls, fences, etc., by the children. 
 It seems to have inculcated a spirit of neatness and cleanliness 
 in the pupils — their desks, the floors and yards being much 
 cleaner than they formerly were. There also has been noticed 
 improvement in the personal appearance of those who were 
 heretofore very careless. 
 
 "At the last election of officers, only those pupils who were 
 best fitted for the office were elected. It is teaching the children 
 to select for public office, not just any person who may be 
 nominated, but the one they know to be capable of performing 
 the duties of the office in the best possible manner. 
 
 "The officers endeavor to see that the laws are enforced. 
 
THE SCHOOL CITY 35 
 
 The court meetings are orderly and the sentence of the judge 
 is generally well suited to the offense committed. The children 
 have made the laws, and say just what the punishments for 
 breaking these laws must be, therefore they are willing to be 
 punished when they break the laws, and accept the penalty 
 without a murmur. Finally, it is teaching the pupils how to do 
 things systematically. 
 
 "The longer we have the School City, the better the teach- 
 ers understand how to use the method and obtain the results 
 for which we are seeking. The more practice the pupils have 
 in performing their duties as citizens, the better they are pleased, 
 the more interested they become, and the more heartily they 
 co-operate with the teachers for every good purpose." — M. B. 
 Roland, Principal. 
 
 Chestnut Hill Primary School. 
 
 April 15, 1905. 
 
 "I have used the School City plan of school government 
 in the first and second primary years — I have no other grades — 
 since October, 1903, and am continuing the same. The strength 
 of this system, in a large or small school, lies in its high aim. 
 It is founded on that divine law of kindness and conduct ex- 
 pressed in the Golden Rule. If any weakness can be found 
 therein, that is the weakness of the School City system. It 
 appeals acceptably to. a child's better nature. 
 
 "The children enjoy and develop under the responsibilities 
 given to them on which to exercise their judgment. If these 
 appear to be complicated, the person who is intelligently hand- 
 ling the system will withhold the complications until the 
 developed foundation is ready for the question. By means of 
 the police department, the spirit of tattling is checked and a 
 helpful kindness to one another is encouraged. The court 
 affords a child an insight into the right estimate and grades of 
 doing wrong." — Anna A. Gorgas, Principal. 
 
 Chestnut Hill Primary School. 
 
 April 3, 1905. 
 "In response to a request similar to yours, about a year ago, 
 I wrote the following statement, which represents my feelings 
 now, just as truly, as it did at that time: 
 
3 6 . THE SCHOOL CITY 
 
 " 'I most heartily approve of the use of the School City in 
 my class of first grade children. While it does not deprive me 
 of any of my influence or authority, it is a great help in practi- 
 cally carrying out those moral principles which are necessary 
 in the development of conscience, and the building up of char- 
 acter, which I regard to be of as great if not greater importance 
 than the ability to read or write. My pupils are learning to 
 know what to do as good citizens, and as officers how to perform 
 their duties. The method is a great help to me in training the 
 power of observation and the power of judging between right 
 and wrong.' 
 
 "After another year's use of the method, I take pleasure in 
 saying that I think more highly of it than when I wrote the 
 above statement. The time that is given to it is well spent, as 
 it enables me to accomplish more in the moral training of my 
 pupils ; in raising the whole moral tone of the class and in giv- 
 ing me opportunities of teaching objectively, practically and 
 effectively the duties and responsibilities of citizenship. 
 
 "This training, by exercising the reasoning powers of the 
 child, strengthens those powers and leads the child to form 
 its judgments, to act according to its judgments and to see the 
 results of its actions. I have the faith to believe that this early 
 planting of the seeds of good moral and civic character cannot 
 fail to bring forth good fruit if the method is continued regu- 
 larly through the school life." — Rebecca M. Nelson, Teacher. 
 
 James Forten School. 
 
 April 13, 1905. 
 
 "The James Forten Elementary Manual Training School 
 organized a School City in May, 1903. The citizens are children 
 of the third, fourth, fifth and sixth grades. The weekly meet- 
 ings are held in the school house directly after school hours. 
 Although I am always present at the meetings, I leave the busi- 
 ness as entirely as possible in the hands of the children. The 
 pupils of the school are nearly all Russian Jews, where they 
 receive little or no instruction concerning the duties of an 
 American citizen. I believe this method of Mr. Gill's enables 
 
THE, SCHOOL CITY 
 
 37 
 
 them to learn by practice, in a way pleasant to them, many use- 
 ful lessons of good citizenship." — Hannah A. Fox, Principal. 
 
 Webster School. 
 
 "My practical experience with the School City has shown 
 the most gratifying results. It fosters individuality and stimu- 
 lates school spirit and proper personal pride. Fundamentally 
 it teaches civics and inculcates valuable lessons in regard to the 
 proper exercise of choice. I have not had occasion to retract 
 anything which I have said on the subject. My interest and 
 that of my teachers has not lessened and the more experience 
 we have the better we know how to use the method and to get 
 the results for which we seek." — Bnvilie V . Jacobs, Principal. 
 
 In a previous letter Miss Jacobs wrote : 
 
 "It has been practically demonstrated that the School City 
 does actually produce better order. This is not a minor detail, 
 as will be recognized by the careful thinker. What does the 
 improved discipline signify? It means that the child is building 
 character, that he subjects his will to his conscience. Obedience 
 to law is largely a question of habit, the habit of self-control. 
 If, through self-government the child becomes accustomed to 
 governing himself, he will learn the most valuable lesson in 
 life. In the School City every tendency is toward encouraging 
 the child to do right, while the autocratic government attempts 
 to compel him, with doubtful success and much failure. Here 
 we are confronted with the simple problem of the value of self- 
 activity, which lifted Froebel above the heads of all the preced- 
 ing educators. The School City embodies a development of 
 the law of self-activity from the Kindergarten continuously 
 through the school life, until the youth emerges from the 
 University into the larger citizenship. 
 
 "The School City is a development, on a higher and more 
 mature plane, of the principles upon which the Kindergarten 
 discipline is founded, and will effectually close much of the gap 
 which has existed between the Kindergarten and the Primary 
 School. The one great requisite to success with a School City 
 is enthusiastic and intelligent supervision. The children will 
 supply whatever else is necessary." 
 
3 8 THE SCHOOL CITY 
 
 FROM OTHER PHILADELPHIA TEACHERS. 
 
 "My observation of the School City has satisfied me of its 
 efficiency. The pupils are coming into a realization of the 
 moral rights of others, of their duties toward one another and 
 their school, and of the principles of good government." — C. 0. 
 Luckenbach, Wyoming Grammer and Primary School. 
 
 "It is with great pleasure that I tell of the success of our 
 School City. It has positively reformed quite a number of our 
 troublesome boys. The order in the yards and halls and on 
 the stairways is admirable. Indeed, I find the children are 
 much stricter than the teachers. No boy ever gets into school 
 now without wiping his feet on the door mat. My janitor is 
 delighted, as the yard and school house generally are kept in 
 so much better order." — Sallie Gilbert Morley, Thomas Wood 
 School. 
 
 "The great value of the School City, to my mind, is its 
 splendid method of teaching civics. It is also a great factor in 
 developing self-discipline." — Margaret J. Mellinger, Andrew G. 
 Curtin School. 
 
 "There can be clearly observed a more loyal school spirit 
 animating our boys and girls." — Anna J. McKinney, Wm. Mc- 
 Kinley School. 
 
 "Our first week was not the success I would like it to have 
 been, but there has been an increased interest and better results 
 ever since." — Margaret T. Rule, J. H. Bartram School. 
 
 "There is an esprit de corps among the pupils which was 
 lacking before." — Ella Jacobs, Warner School. 
 
 "Our School City grows in favor with us ; we find it inter- 
 esting and helpful. Our police help in a most kindly and sympa- 
 thetic way to maintain order, and are respected and liked by 
 the people of the City.' " — Agnes M. Fox, James Forten School. 
 
 "During the time in which the School City has been in 
 operation in our school I have noticed a considerable improve- 
 ment in the conduct of a number of our unruly boys, several of 
 whom chanced to be elected to office." — Lydia M. Wolfe, J. Q. 
 Adams School. 
 
THE SCHOOL CITY 39 
 
 CIVIC APATHY AND A REMEDY. 
 
 In some of our cities 50 to 60 per cent, of the registered 
 voters, including a large proportion of the best educated people, 
 do not go to the primaries or to the polls. The apathy of the 
 educated and the gullibility of the uneducated give the "ward 
 healer" his opportunity, and form the foundation of "boss rule" 
 and machine government. At bottom bad government means 
 that the schools are not doing their duty in training the young 
 people for citizenship. 
 
 About 18 millions of young people are passing through our 
 schools at the present time. Not far from two millions are 
 leaving the schools yearly to take up their life work. The great 
 majority leave school before the age of fourteen. Our only 
 chance to train them systematically is in the primary and gram- 
 mar schools. 
 
 Most important habits as well as lasting ideals are formed 
 during this brief school period, and among these are the ideals 
 and habits of the civic life. The government of the future is 
 made in the schools. What kind of government will that be 
 if in the children the habit is established of accepting govern- 
 ment without participating in it? There is small hope that the 
 civic conditions of the future will be better than those of the 
 present, unless we provide such an environment for our children 
 as will help them to be self-governing and public-spirited. 
 
 The School City establishes in the young people the habit 
 of active participation in public affairs. It habituates them to 
 improve and support the law, rather than to accept and avoid 
 that which is imposed upon them without their consent. Citi- 
 zenship rather than subjecthood becomes their life-habit. Begin 
 to send forth from our schools two million students a year who 
 have formed the citizenship-habit, and the days of bossism and 
 gross political corruption will be numbered. 
 
40 THE SCHOOL CITY 
 
 BOOKS ON CITIZENSHIP. 
 
 "OUR COUNTRY" SERIES. 
 
 THE LITTLE CITIZEN, also called "THE YOUNG CITIZEN," by Charles 
 F. Dole, is in the form of questions and answers, for the same pur- 
 pose as the "Citizen's Catechism," but written especially for young 
 children. Its simplicity renders it no less attractive to .children of 
 larger growth. Cloth, 35c. 
 
 THE CITIZEN'S CATECHISM, by Charles F. Dole, revised by many 
 eminent social and political scientists, is designed to present in com- 
 pact, simple form the principal ideas of citizenship. State and City 
 School Superintendents in every part of the country have written 
 commendations of this book, and the opinion has been expressed 
 by several of them that ability to answer its questions intelligently 
 should be a requisite to naturalization of foreigners. It has been 
 adopted for use in the public schools of New York, Philadelphia, 
 New Haven and other places. Paper, 10 cts.; cloth, 35 cts. 
 
 TALKS ON CITIZENSHIP, by Charles F. Dole, follows the arrangement 
 of topics in the "Citizen's Catechism." The two books can be used 
 to advantage together or separately. Cloth, 50 cts. 
 
 THE AMERICAN PATRIOT, by Charles F. Dole, discusses in the most 
 simple and charming way the principles and right practices of 
 citizenship. Cloth, 50 cts. 
 
 CITY PROBLEMS, by Delos F. Wilcox, Ph. D., for grammar and high 
 schools. Five chapters on Fresh Air, Light and Room for Play, 
 The City's Waste, Life, Property and Good Order. The City's 
 Finances; The Citizen — His Rights and Duties. Cloth, 35 cts. 
 
 COLONEL WARING, Sketches by Albert Shaw and others. Cloth, 35 cts. 
 
 BOOKS ESPECIALLY FOR SCHOOL CITY USE. 
 
 OUTLINE OF AMERICAN GOVERNMENT, for teachers and pupils of 
 high schools and lower grades, prepared especially for schools that 
 adopt the Gill School City government, by Delos F. Wilcox, Ph. D., 
 and Wilson L. Gill, LL. B. Cloth, 50 cts. 
 
 THE GILL SYSTEM OF MORAL AND CIVIC TRAINING, as exemplified 
 in the three' School Cities and State at the New York State Normal 
 School, New Paltz, is a symposium by the principal, faculty and stu- 
 dents, the author of the system and other educators. It contains 
 the School City Charter, School State Constitution, ordinances of 
 the city council, and many details to assist those who wish to adopt 
 this system. Cloth, $1.00 
 
 SCHOOL CITY HELPS, for teachers, by Wilson L. Gill, LL. B. Cloth, 35c. 
 
 A SOCIAL AND POLITICAL NECESSITY, by Wilson L. Gill, LL. B., 
 advocates the cause of moral and civic training. Cloth, 35 cts. 
 
 Published by 
 THE PATRIOTIC LEAGUE. 
 
 15 South Seventh Street, Philadelphia. 
 
THE SCHOOL CITY 
 
 4' 
 
 PARTIAL BIBLIOGRAPHY. 
 
 The Gill System of Moral and Civic Training as exemplified at the 
 New York State Normal School, New Paltz. Published by the Patriotic 
 League, New Paltz, N. Y. $1.00. 
 
 Outline of American Government, by Delos F. Wilcox, Ph. D., and 
 Wilson L. Gill, LL. B. Published by the Patriotic League, New Paltz, 
 N. Y. 50c. 
 
 School City Helps, by Wilson L. Gill. Published by the Patriotic 
 League, New Paltz, N. Y. 35 cents. 
 
 A Social and Political Necessity, by Wilson L. Gill. Published by 
 the Patriotic League, New Paltz, N. Y. Contains endorsement by Gen- 
 eral Leonard Wood, extracts from reports of Secretary of Public Instruc- 
 tion of Cuba, Enrique Jose Varona and other school officials, letters 
 from General Superintendent of Schools, Alexis E. Fry, and letters and 
 reports of other civil and educational authorities. 35 cents. 
 
 How to Teach Civic Duty to Scholars, by William T. Stead, Review 
 of Reviews (British), October, 1897. Reprinted in the report of the United 
 States Commissioner of Education, 1898-9, Vol. I, p. 681. 
 
 The School City, by Albert Shaw, in American Review of Reviews, 
 December, 1899. 
 
 The School City, editorial in Public Opinion (New York), August 
 26, 1897. 
 
 Self-Government in Schools, editorial in Public Opinion, March 12, 
 1903. 
 
 Philadelphia Schools Making Good Citizens, by Harry B. Call, in 
 Public Ledger (Philadelphia), May 24, 1903. 
 
 Charter of The School City, Published by the Government in Cuba, 
 April 1, 1901. English and Spanish. 
 
 Charter of the Hollingsworth School City, authorized by the Board 
 of Public Education (Philadelphia). Printed by the Eighth Section 
 School Board, 1898. 
 
 * 
 
 The School City. By James T. White, in Gunton's Magazine, June, 
 1902. 
 
 Our Country, monthly magazine of the Patriotic League, contains 
 many articles on the School City. 
 
 Education: Disciplinary, Civic and Moral. By Llewellyn Wynn Wil- 
 liams, B. Sc, Hon. Secretary of the Society for the Reform of School 
 Discipline. Simpkin, Marshall, Hamilton, Kent & Co., London, 1903. 
 
42 THE SCHOOL CITY 
 
 The Gill School City. By Francis H. Tabor, in The Teacher (Phila- 
 delphia), November, 1897. 
 
 Civil Report of Major-General Leonard Wood, Military Governor of 
 Cuba, 1900, Vol. VIII, contains in the last fifth (the book is not paged 
 consecutively) the School City Charter, by Wilson L. Gill, issued by the 
 Government; Suggestions for School City Teachers, by Wilson L. Gill; 
 Some Principles of Government and Citizenship, by Wilson L. Gill; Re- 
 port of Dr. Alejandro Maria Lopez, General Superintendent of Schools 
 
 ad interim, p. 4, endorses Mr. Gill's work as important; on p. 28, E. B. 
 Wilcox, Ph. D., Special Inspector of Schools of Cuba, reports most favor- 
 ably on the School City. 
 
 Report of the War Department, 1900, part 11, Vol. I, part 4, p. 193, 
 School City Charter, Suggestions for School City Teachers and Some 
 Principles of Government and Citizenship, by Wilson L. Gill; on p. 216 
 General Superintendent of Schools, Dr. A. M. Lopez, endorses Mr. Gill's 
 work as important; p. 229, E. B. Wilcox, Ph. D., Special Inspector of 
 Schools of Cuba, reports favorably on the School City. 
 
 Primera Memoria Anual sobra las Escuelas de Cuba [First Annual 
 Report of Commissioner of Public Schools of Cuba], Vol. II; p. 126, The 
 School City, report of Commissioner; p. 128, report of Dr. Manuel Aguiar, 
 Superintendent of Instruction, City of Havana; p. 129, reports of princi- 
 pals; p. 344, all above reports are repeated in Spanish; p. 647, report of 
 Wilson L. Gill, Supervisor of Moral and Civic Training. 
 
 Civil Report of Brigadier-General Leonard Wood, Military Governor 
 of Cuba, May 20, 1902, Vol. I, part 2. Report of First-Lieutenant Matthew 
 E. Hanna, Commissioner of Public Schools, p. 46, emphasizes statements 
 in previous reports. 
 
 The School City. Three pamphlets published by The Franklin Insti- 
 tute, 15 South 7th Street, Philadelphia, 1903. The first is an address 
 before the Society by Wilson L. Gill. The second is the report of the 
 committee of investigation, awarding to Mr. Gill the Elliott Cresson Gold 
 Medal and Diploma, the Institute's highest recognition. The third is a 
 selection from the material collected by the committee of investigation 
 and published to give an idea of that on which their award was based. 
 
 Proceedings of the Detroit Conference for Good City Government 
 and the 9th Annual Meeting of the National Municipal League. Address 
 on the School City by Wilson L. Gill, 1903. 
 
 Proceedings of the 10th Annual Meeting of the National Municipal 
 League, held in Chicago, 1904. Address on the School City by Rev. 
 Thomas R. Slicer, of New York. 
 
 The School City, an address by Rev. Thomas R. Slicer at a banquet 
 given by the Franklin Institute in the interest of the School City, May 
 31, 1904. Pamphlet issued by the Franklin Institute. 
 
 The School City, a Tried, Practical Remedy for Civic Apathy, by 
 Wilson L. Gill. The Four-Track News, January, 1904. 
 
THE SCHOOL CITY 43 
 
 The School City. Editorials in all the Philadelphia newspapers. 
 June 1st and 2d, 1904, and from time to time following. 
 
 The Commons, January, 1905, article by Wilson L. Gill. 
 
 The Federation Bulletin, March, 1905. Editorials; address by Wil- 
 son L. Gill before Massachusetts State Federation of Women's Clubs, at 
 Woburn, February 8, 1905. 
 
 Social Service, July, 1905. Editorial by Rev. Josiah Strong, D. D. 
 Article by Wilson L. Gill. 
 
 The Arena, May, 1905. Bulwarking American Institutions by Prac- 
 tical Civic Education, by B. O. Flower, editor. 
 
 The Arena, September, 1905. Editorial. 
 
 The Outlook, August 18, 1905. "The School City and Its Effects" 
 and "Its Plan and Progress," editorials. 
 
 The Review of Reviews, August, 1905. The School City — a Review. 
 
 National Education Association, Boston meeting, 1903. School City. 
 Address by R. W. C. Welling. 
 
 The Religious Education Association, Boston convention, 1905. School 
 City. Address by Myron T. Scudder. 
 
 A large number of editorials and articles have appeared in the 
 religious, educational, and literary magazines and newspapers and in 
 the published proceedings of various societies, which we have not re- 
 corded here. The Patriotic League, the School City Committee of the 
 Franklin Institute, and the National School City League have all issued 
 leaflets on the School City. They can all be reached through the 
 Franklin Institute, 15 South 7th Street, Philadelphia, Pa. Mr. Ralph 
 Albertson, Secretary of the National School City League, Jamaica Plain, 
 Boston, Mass., will welcome correspondence concerning School City 
 matters. 
 
Persons who wish to know more about the School 
 City, are invited to correspond with the National School 
 City League. 
 
 RALPH ALBERTSON, Secretary, 
 
 Jamaica Plain, Mass. 
 
 Philadelphia, Pa., Headquarters, 
 
 Franklin Institute, 15 S. 7th Street. 
 Washington, D. C, Headquarters, 12 Bliss Building.