•
changed ccordingly.
Recognizing th t each school
h it own power y tem or
political machinery, Marshall
h s gathered an impressive
amount of re e rch which
reveals that the major source of
ho tility in the choo can be
found in the way the chool is
governed. A democr tic lyle of
dmini tration in which stu­
den and te er feel they
can be eard d th t ey are
respected brings bout an at­
m phere of cooper tion and a
pe ceful learning environment.
On the 0 her hand, an ad­
ministration which is either too
dictatorial or too weak creates a
climate of re entment. This
resentment, ar hall shows, 'is
expres ed in "counterattack,"
hich t es the form of bsen­
tee' m, fight vandalism and
other egative be vio .
M r hall remind us that
every perso e the young
h the power to counteratt ck.
The theory of "counterat­
t • an explan tion for hos­
tile juvenile b eh vior is one
w . ch certainly deserves con-
ider tion, for hen the
counteratt motive crystalizes
into gang formation, the ole
co unity uffer.
ll's boo m es an
impr ive for ins' ting that
our schoo be governed in the
e y th t we ant our
ciety 0 be governed. If e
want teind of ociety hich
Hitler pr uced, then e houdl
promo Hitler-type tyle of
leadership. But if e
nt democr tic . ely,
mu ins' th t our schoo be
go e d in democr ti c maD­
nero