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ers, 67-68.

History, Some New Texts in, A. C. Ross, 354-355. Physical Education, Recent

Publicatie
House System in the Detroit High Schools, The, Will Bussell, 393-394.
iam Redfield Stocking, Jr., 321-325.

Physical Education versus Physica!
Illustrations. At the Mouth of the Calumet River, 224. H. Judd, 41-45.
Spring Festival, 264. March of the Dunes, 308.

Physical Status of Entrants to the ci
White Light Floods the City's Clock Tower, 343.

College, The, D. P. Macmillan, 55-59. Four New Public Schools, 385-387.

Pickett, Ralph E.-What New York City Is Doing Individual Advancement and Instruction Under Chi

Dull Normal Pupils, 161-168. cago Conditions, James H. Henry, 100-103.

Picture-Story Reading Method, An Experiment with Individual Differences, Type Adjustments to, Frederik

the, Denton L. Geyer, 328-332. L. Gjesdahl, 92-95.

Pierson, Paul I.--Health Publications of Aid to TeachIndividuality and Experience, John Dewey, 241-244. Individualized Instruction, Adaptation of, to a Small Pierson, Paul I.—The Scientific Method and Health, High School System, A. J. Stoddard, 87-91.

59-62. Individualizing Education, James E. McDade, 212-217. Platoon School, Some Statistics on the, J. T. Johnson, Individualizing Instruction, An Experiment in, Chris 168-173. tine K. Simmons, 96-99.

Power, Nellie G.–Pupil Government in the Monroe Influence of “The Full Time for Every Child Plan”, School, 27. Harriette Taylor Treadwell, 176-178.

Pre-School Child and the Present-Day Parent, The, International Understanding and the Schools, I. L. Kan Arnold Gesell, 332-334. del, 18-21.

Program for a Double School, A, Jacob H. Hauch, Jenkinson, Jennie S.-Classroom Training for Concen 173-176. tration, 259-261.

Project Method, Social-Group, Values of the, Flora Johnson, J. T.–Some Statistics on the Platoon School, J. Cooks, 81-86. 168-173.

Pupil Government in the Monroe School, Nellie G. Johnson, William H.—Principles of Auditorium In Power, 27. struction, 179-182.

Question, The Technique of the, Will D. Anderson, Judd, Charles H.-Physical Education versus Physical 217-219. Training, 41-45.

Radio, Cultural Possibilities by, R. R. Smith, 334-336. Judd, Charles H.-Saving Time in High School and

Radio Instruction, Survey of, R. R. Smith, 382-384. College, 281-286.

Reading, An Experiment with the Picture-Story Kandel, I. L.-International Understanding and the Schools, 18-21.

Method, Denton L. Geyer, 328-332.

Reading, Recent Texts and Tendencies in, C. L. WillLiterature, Children's, The Selection of (book review),

iams, 234-237. H. D. Roberts, 314-315.

Recreation, New Provisions for Teacher Training in, Loughead, Sybel, and White, Katherine F.-A Survey

James Edward Rogers, 125-128. of Scholarship Funds Available in Chicago, 136-141. McAndrew, William. --Speaking of this and That, 1-5, Religious Education (book review), Turner C. Chand

ler, 117-118. 121-124, 201-204.

Reproducing and Enlarging Outline Maps, Ira N. Van McDade, James E.—Individualizing Education, 212-217.

Hise, 300-303. MacMillan, D. P.—The Physical Status of Entrants to

Ritzma, Peter B.-The Chicago Course of Study in the Chicago Normal College, 55-59.

Citizenship, 5-19. Magazine File for Geography Material, A, Ira N.

Rogers, Don C.-Teaching the Hard Spots in Words, Van Hise, 262-263.

256-259. Manuscript Writing, A Note on, Ernst F. Detterer,

Rogers, James Edward.—A Danger in Modern Educa129-131.

tion, 254-256. Maps, Outline, Reproducing and Enlarging, Ira N.

Rogers, James Edward.—New Provisions for Teacher Van Hise, 300-303.

Training, 125-128. Mental Hygiene, Recent Publications on, Stella Vin

Safety Instruction in the Schools, J. E. Bulger, 251-254. cent 74-76.

Saving Time in High School and College, Charles H. Moving Pictures in Our Schools, The Place of, J. J.

Judd, 281-286. Zmrhal, 132-135.

Scholarship Funds Available in Chicago, A Survey of, National Education Association as a Formative Force,

Sybel Loughead and Katherine F. White, 136-141. The, Francis G. Blair, 340-342. National Education Association Convention at Wash

Science Books, General, Published in 1925, Paul I.

Pierson, 315-318. ington, High Points of the, 303-307.

Scientific Method and Health, The, Paul I. Pierson, New Types of School Examinations (book review),

59-62. Daniel Hannon, 233-234. News and Comment, General Educational, 28-32, 68-72,

Secondary School Technique (book review), R. H. 108-112, 145-148, 184-187, 225-229, 265-270, 309-313,

Wetherbee, 355-356. 344-349, 387-391.

Sharp, Dallas Lore.--Five days and an Education, News of the Chicago Schools, 72-74, 112-114, 148-151,

361-369. 187-192, 229-230, 271-273, 313-314, 349-350, 391-392. Shorthand, The Direct Method Applied to (book rePayne, E. George.—Health Education in Schools, 46-51. view), Frances Perlstein, 392-393. Periodicals, 32-34, 114-115, 151, 192-194, 230-232, 273-275, Silent Reading, Diagnostic and Remedial Work in, 350-351.

D. J. Beeby, 204-212. Philosophy, Some Recent Contributions to, Denton L. Simmons, Christine K.-An Experiment in IndividualGeyer, 152-156.

izing Instruction, 96-99.

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Itural Possibuches by Radio, 334-336. vey of Radio Instruction, 382-384.

Method, Values of the, Flora J.

Teacher Training, New Provisions for, James Edward

Rogers, 125-128. Technique of the Question, The, Will D. Andersen,

217-219. Thompson, Ruth.—Vocational Guidance for the Handi

capped, 22-24. Thrift in the High School Curriculum, The Teaching

of, Mary E. Fuller, 292-295. Treadwell, Harriette Taylor.-Influence of “The Fur

Time for Every Child Plan", 176-178. Van Hise, Ira N.-A Filing System for Geography

Material, 262-263. Van Hise, Ira N.—Reproducing and Enlarging Outline

Maps, 300-303. Vocational Guidance for the Handicapped, Ruth Thomp

son, 22-24.

mcpe in Making a Curriculum, Limitations

ne, Frederick S. Breed, 325-327. al Studies, Five Good Books in the, Lucie H.

Schacht, 351-354. Speaking of This and That, William McAndrew, 1-5,

121-124, 201-204. Standardized Tests and Statistics, Selected References

on, D. L. Geyer, 219-223. Standardized Tests, Recent Publications on, D. L.

Geyer, 35-37. State Laws of Interest to Teachers, Some New, Bertha

S. Armbruster, 107-108. Statistical Method in Education (book review), D. L.

Geyer, 195-197. Statistics and Standardized Tests, Selected References

on, D. L. Geyer, 219-223. Stocking, Jr., William Redfield.—The House System in

the Detroit High Schools, 321-325. Stoddard, A. J.--Adaptation of Individual Instruction

to a Small High School System, 87-91. Student Self-Government, John O. Chewning, 9-13. Superintendent of Schools, Official Notice from the.

Principal's Record of Teacher's Efficiency, 182-183.

Wells, Dora.-Fundamentals in a High School Course

for Girls, 288-292. White, Katherine F., and Loughead, Sybel.–A Survey

of Scholarship Funds Available in Chicago, 136-14!. Wilson, H. B.-Classroom Procedure in Relation to

Character Education, 13-18. Words, Teaching the Hard Spots in, Don C. Rogers,

256-259. Zmrhal, J. J.—The Place of Moving Pictures in Our

Schools, 132-135.

SPEAKING OF THIS AND THAT Democracy, Appearances, Personalities, Professional

Pride, Being Respectable

By WILLIAM McANDREW

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CANUTING THE BOSS

THE TREND TOWARD BROTHERHOOD WO years ago I had to go to the office On reading the Declaration and the

of an old friend who had been ap- Constitution we note the appetite for

pointed at the head of a municipal equality and fraternity, the desire to do department. He was greatly annoyed by away with titles of distinction. We know the deference paid him by employes. “I that the same pioneers who framed these don't like this King Canute stuff,” he said. two basic documents proposed that the "I'm just the same man I was yesterday principles of them would be kept alive by but they're making a fool of me with all this a universal system of education. Democobeisance”. The other day I was in his racy, with its avoidance of attempted disoffice again. Just as he was about to tinctions for different men by the use of smoke a cigar someone called him on the titles, is one of the aims of our school busitelephone. The "office boy", an obsequiousness. Chicago is more successful in it employee fifty years old, held the telephone than New York or Boston. In those eastto the commissioner's ear, put the cigar in ern cities, the school principal has secured the commissioner's mouth, lit the commis a general usage of getting himself called sioner's match, and held it while the com- “doctor”. Chicago no longer applies even missioner sucked. King Canute would “professor” to its men teachers. A newshave hard work with the commissioner. paper note is going the rounds to the effect

that the faculty of the university of VirDEMOCRACY AND TITLES

ginia has organized a society "for encourAdulation for officers in a republic has agement of the use of mister as applied to disturbed many of our people now and all men, professional or otherwise". Let's then. The first two administrations had form a Chicago branch. much of it. Washington and his friends

A GENTLE EMPHASIS UPON EQUALITY discussed different proposals for epithets, seeking a suitable one for the president.

In one, maybe more, of our schools, He was said to prefer “your high mighti- when girls of the cooking class serve a ness”. The democrats laughed it out of dinner to the principal, or to teachers, or sight. Mr. Jefferson banished most of the

to adult guests, there is one course during pomp which Adams had enjoyed in official which a girl sits at the table with the life. It is said that Jefferson did away is a good significance in this. Serving a with all the titles he could and then spread dinner is essential practice for every girl

. “mister” and “sir” over everybody. Brown, If the dignity of service instead of the who came to mend the White House drain, obloquy of it is emphasized by letting the became Mr. Brown. day it is the usage to begin a letter to the girls always see serving actually shared as

a regular thing by the respected lady or garbage man or to the governor, “Dear Sir.” Theretofore “Sir” was reserved for gentleman, the effect is likely to be fine.

When I heard of the usage in the school the gentry and nobility. Kentucky has just referred to in which the gentlewoman gone so far as to dub every man over forty who is the principal always puts a school a colonel.

girl among guests for a little while when

she, the principal, goes from place to place teachers, four girls, and three boys slowly passing the biscuits, I confess it gave me a passing with no movement toward service. good American thrill.

When I picked up the debris myself I felt

that somehow I should have persuaded THE GREATNESS OF SERVICE

better co-operation among all ten of us. I'm sorry our school readers have left So I went in and exhorted the principal out the story they had in for the previous to let up on his campaign to coax the price generation : “One day a general in civilian of pictures from the parents and to devote clothes rode near a redoubt on which a

himself to getting his school suitable to small company of soldiers were making hang pictures in. repairs. The general observed that the men could scarcely move the large timber

DECORUM PICTORIAL they were trying to put into place. He Speaking of decorating the schoolroom, stopped his horse and asked the officer there is a curious psychology connected directing the work why he did not take with it. Some rooms show an evident inhold and help. The latter was astonished. tent of the teacher to produce the effect Turning upon his questioner he said with which we are told decorations in rooms great dignity, ‘Sir, I am a corporal. we are much in should produce. That is

“I beg your pardon,' said the other. a soothing, rather than a stimulating, atUpon this he dismounted and joined the mosphere. There are three or four good hard-working men. He pushed and lifted pictures placed with care. There are no until the sweat poured from his face and mussy papers stuck up here and there. hands. When the timber was in place he The eye is not distracted or bewildered. turned to the corporal and said, 'Sir, when In several of our schools the whole buildyou have another such job and have not ing, room after room, seems to have this men enough, send for the commander-in- idea. Maybe the principal discusses it at chief.' It was Washington.”

teachers' meetings. The disciples were well able to wash Frequently, however, you find rooms their own feet. The Master's girding him- that give you the fidgets. There are chilself with a towel and performing that dren's color work, cuttings from soap admenial service was, of course, a demon- vertisements, penmanship charts, bluestration, a symbol. How great it was! birds, everywhere. It is jazz decoration.

Rather a pity, it is, I think, that my lady DEMOCRACY AND LITTER

wouldn't motivate herself before she sticks It is curious how this spirit is evident up these things. She could decorate with in some schools, and absent in others. On

a purpose. Unfortunate it is that after the North Side there is one of our build- she does litter the walls she doesn't study ings in a beautiful region. The neighbors the effect upon herself and on her school have lovely homes. If we permitted our- family. These decorations in some rooms selves to think of there being an aristoc are mere slang-pictorial slang, displays racy we would say these children belong not found among refined people. Chilto it. "How do you keep the floors of dren's drawings and color work are hung your corridors so clean?” I asked the pre up to show what has been done, but, bless siding genius. “Oh,” she said, “if any of your heart, they are not soothing nor eduus see any litter we pick it up.” Over West cative, nor fit to be kept up more than a among the hovels there is another school day or two. We wouldn't attempt to fully as well tended. The same inquiry form our children's literary taste by readbrought the same answer. On the South ing to them children's written composiSide I saw in the front hall more than a tions. Herbert Adams, the sculptor, says half dozen good sized scraps of paper and one masterpiece in the front of a room, an apple core on the floor. I counted two changed once a month, the walls being

simple, in soothing color, is the best thing asserting that I said you wore them too for the children. Wouldn't it be rather short? All, like the skirts themselves, interesting to get Mrs. Tieken of the Pub- made out of whole cloth. But now that lic School Art Society, or Mr. Harshe of the matter of clothing has been thrust the Art Institute, or Mr. Taft of the upon us, what is in it? U.S. A. to take a real schoolroom and put

CLOTHED AND IN THEIR RIGHT MIND it into the best style of interior finish and adornment known to man, or to woman,

If you really owned the schools and had and to invite us all to come to a tea party

to run them on an efficient basis, how

would in it, giving us an expert talk about the in- clothed? Better or worse or just as good

you want your working staff and

as the banks or the high-grade department nerves?

stores require? There are schools in SURROUNDED BY BLACK

which the teachers dress for their work as I wonder what they would do with the if they had a pride in being connected with blackboards ? Could we have lambrequins, a first class institution. There are teachportieres, curtains on brass rods? Whew! ers who seem to use the classroom as a Wouldn't the dust fly when one drew the place in which to wear out their old veil? Some sort of sliding panels in clothes. which the children couldn't get their

SUCCESS AND LOOKS fingers pinched might do. Maybe the fu Why is it that if we were employed by ture school builder, who is a mental a theatrical company or a hospital or a hygieist, will wake up to the fact that to first class restaurant the managers would put sensitive souls into a room five hours insist upon our dressing for the part? Apa day, surrounded by black walls, may be parently it is because they want to please the culture of gloom. We have a lady the customers. Do you know of any serprincipal who utters distressing sounds at vice that ought to strive more than ours short periods during the school year an to please its customers? There are many nouncing that her teachers are unhappy.' who remark that our business does not The wise ones say she should coax them command the respect that it should. They to look at blackboards less and at smiling cite that the measure of respect for us as faces more. Pink is the most cheerful of shown in financial form is low. Education all the colors. Many children are pink. is the most vital of all public works, but It really would be worth while to try in not the most highly paid. that school equipping a room with delicate sometimes that we do not look to be worth peach-colored slate boards on which the more than we are getting. Those cities children can add and prove with lavender which have secured a more adequate rechalk. Don't laugh. Some hospitals in ward for teaching service are the ones in France claim to have discovered remark- which the teachers have more decidedly able curative properties of certain colored looked to be worth it. If we protest that surroundings.

we cannot afford to look well on the wages THE MAIN DECORATIONS

paid, we may reason correctly, but we con

tinue to offer visible argument against While we are talking about beautifying higher pay. It is a cruel situation, but the schoolroom we ought to say something the wicked human mind works that way. as to the ornament on which the eyes of The shabby agent who urges you to invest the children are bent more frequently than with his company because he needs to live upon anything else: my lady herself. Did you read those ridiculous allegations, one

better doesn't get very far. The dapper Chicago newspaper saying that I remarked salesmen who start a new business and you wore your skirts too long; another impress you with the evidence of prosper

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