Excerpt from The Training School Quarterly April, May, June 1918, Vol. 5
When we remember the stolid conservatism of educational institutions and the tremendous influence of educational tradition, and recall that many of the strong high school men of less than a generation ago used to believe and to say that when the literary society came in the door of the school, scholarship flew out of the window, we realize one of the main directions of recent growth and progress in the American public high school.
At bottom the socialization of a high school through the rational utilization of its extra-class activities is simply a realization of the fact that social energy - to use a figure - is generated by the daily contact of pupils in the school relation; and that it is a professional crime not to see to it that this energy be so applied as to count in the training of these pupils for life. It has, therefore, an aspect of educational thrift, for if not guided, it dissipates itself and turns no useful wheels, or turns only useless or dangerous ones; and if guided, it elicits in many a boy and girl interests, powers, and abilities which he would have been years later in recognizing or which he might never suspect he had.
A few of the activities described below are possible only in large schools; most of them can be carried in schools enrolling as many as 100 pupils; and several can be conducted in schools as small as those of 30 pupils.
Mr. Alexander Roberts, of the high school at Everett, Washington, has very thoughtfully delimited the social aspects of high school work into such as arise from (1) the organization, (2) the course of study, (3) the supervision and administration, and (4) the so-called outside activities of the school. All of these contribute to the social program of the school; but it is with the last named that our interest principally lies. It is true that, through the organization of the school, we have opportunity to create a sense of student responsibility for good order, school cleanliness, and the like. By organizing courses requested by students, by seeing that their shop and laboratory work in manual training and domestic art carries over into actual life, the large schools can go a long way towards socialization. Through liberal, rational supervision of the instruction, teachers can be stimulated to do the sort of socialized, cooperative, group teaching referred to at the beginning of this paper. But the major part of high school socialization must of necessity be accomplished through the so-called outside activities, i.e., the extra-curricular ones.
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