ABSTRACT
School climate is much like the air we breathe-it tends to go unnoticed until something is seriously wrong. The concern for the climate or atmosphere of the school and its effect on the student and the learning environment, has been a concern of the educational community for more than a century. School administrators at the turn of the twentieth century wrote about these concerns. Arthur Perry, principal of school No. 85 in Brooklyn, New York, wrote a book in 1908 for other school administrators entitled: The Management of a City School. He underlined the importance of the school surroundings to support the learner:
Although it is quite impossible to reduce to any mathematical ratio the extent to which pupils are affected by the quality of their material environment, nevertheless it must be admitted that they are distinctly influenced by their surroundings, and that it becomes a duty of the school to provide something more than mere “housing”. (p. 303)
Perry continues his discussion of the school environment with what he feels is “One of the most potent ideals…in school is that of esprit de corps…” He explains further by stating:
This esprit de corps, school atmosphere, pride in the school and thought for its name and honor, is not to be gained in a day. It must become a matter of tradition and, once established, be handed down from one set of pupils to another. The influence of the older pupils upon the younger; of the graduates of the school upon their younger brothers and sisters, and their friends; of the parents and other citizens in the community-all this is of immense and direct value in its effect upon the conduct of pupils. It counts for much if the parents advise their friends, “Get your boy into No. 100 if you can; it is a great school”; if the alumni think that it is a special honor to graduate from
the school; and if the older pupils correct the young offenders in the name of the school. (p. 304)
Perry recognizes that many agents are involved in the development of the esprit de corps including the teacher, parents, older students, principal, outside speakers, and enthusiastic alumni. He also describes in the section of his book devoted to esprit de corps the effective use of assemblies, student exhibitions, discussion forums, celebrations of special days including birthdays, student organizations, school journals, and athletic programs that all add to common spirit of the school.
