476 TEE POPULAR SCIENCE MONTHLY 



early years has reference to immediate ends: as appreciation of the 

 claims of other persons intensifies in adolescence, all pursuits can be 

 interrogated from the standpoint of their consequences. The indi- 

 vidual and his group can be recognized to be players in a complicated 

 drama. 



Without venturing dogmatic judgments, a few considerations to be 

 taken into account may be outlined. If we adhere to the principles 

 underlying American democracy, it may be asserted that in a pro- 

 gressive society every institution must demonstrate its right to continue 

 by its fruits; that, on the whole, the claims of the community within 

 which a group exists is superior to the corporate demands of the 

 smaller group. The fraternity is one outlet of natural desires for 

 companionship; it expresses the tendency of the like-minded to unite 

 for forwarding their purposes : but whether the fraternity is a help 

 or a drag is to be determined according to the same standards which 

 decide the right to persist of any other group — family, school or polit- 

 ical party. The queries to put- to it are : Is the group open to others 

 who are fit ? Is the basis for selecting members a worthy one ? Does 

 this purpose conduce to petty rivalry or to catholicity ? Is there a rule 

 of custom which can not be reconciled with the function and public 

 opinion of the whole school ? After long experience with the workings 

 of fraternities and sororities in secondary schools, Dr. Owen writes : 



It is idle to object to them that they are selfish and inadequate, when we 

 remember that they are creations of young and inexperienced children. It is 

 equally idle to declaim against them unless we can provide some other system 

 that will do for all what they do for some. I am strongly opposed to the fra- 

 ternity system in our schools, but I hope I am not bigoted on the question. My 

 fundamental and single objection to them is the fact that they organize the school 

 on a social basis that is narrow and selfish. I can conceive, however, of a social 

 organization of the school in which they might possibly be of but little signifi- 

 cance. But as long as the life of the school is what it now is, they serve but to 

 emphasize our neglect. I can appreciate the theoretical defense made in their 

 behalf by a culture-epoch theory of history. The simple fact is that they stand 

 in the way of a social organization of the school that shall provide for all free 

 expressions to social instinct, controlled development of social power, and a 

 happy enjoyment of the society of one's fellows. The best way to deal with the 

 school fraternity is to beat it at its own game.* 



The specific means of attaining the "controlled development of 

 social power" comprise all those reorganizations of outlook, method, 

 curriculum and "uses of the school plant" which have engaged the 

 attention of educators in recent years. In spite of considerable con- 

 sensus of judgment regarding the relation of school to society, much 

 remains to be accomplished. After years of discussion it is still perti- 

 nent to state that the work of making the secondary school a genuine 



* W. B. Owen, "Social Education through the School," The School Beview, 

 Vol. 15, pp. 23-24. 



