Even in the elementary schools, democracy is taught and practised.
I remember visiting a public school for children in Philadelphia,
which I shall never forget. There were about three or four hundred children,
boys and girls, between seven and fourteen years of age.
They elected one of their students as mayor, another as judge,
another as police commissioner, and in fact they elected
for the control of their school community almost all the officials who
usually govern a city. There were a few Chinese children among the students,
and one of them was pointed out to me as the police superintendent.
This not only eloquently spoke of his popularity, but showed
goodwill and harmony among the several hundred children,
and the entire absence of race feeling. The principals and teachers
told me that they had no difficulty whatever with the students.
If one of them did anything wrong, which was not often,
he would be taken by the student policeman before the judge,
who would try the case, and decide it on its merits,
and punish or discharge his fellow student as justice demanded.
I was assured by the school authorities that this system of self-government
worked admirably; it not only relieved the teachers of the burden
of constantly looking after the several hundred pupils,
but each of them felt a moral responsibility to behave well,
for the sake of preserving the peace and good name of the school.
Thus early imbued with the idea of self-government, and entrusted
with the responsibilities of its administration, these children when grown up,
take a deep interest in federal and municipal affairs,
and, when elected for office, invariably perform their duties efficiently
and with credit to themselves.
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