the Public School Athletic League, which organizes
meets and games, open to all public school pupils free of charge.
Besides field days, baseball, soccer and football there is an athletic
badge awarded to all pupils who pass an "efficiency" test in athletic
activities.

The academic work of the grades is alive with enthusiasm. History, so
often made a mass of dead names and dates, is taught in terms of life.
The children learn that history is in reality a record of the things
which people did, and of the forces which were at work in their lives;
furthermore, that the commonplace acts of to-day will be the history of
to-morrow. Translated into ideas and social changes, history stimulates
thought, turning the child's mind from the purely personal side of life
to the social activities of which history is made.

Arithmetic and geography begin at home, in the things which the children
know and do. Both are taught in terms of child experience. Both call to
the child mind the things of daily life.

English, too, which is so important an element in education, is made to
reflect child experiences. Teaching the reading lesson of "Eyes and No
Eyes" one teacher asked her class: "Well, children, what did you see on
your way to school this morning? What did you see, Elmer?"

"Well, I saw--I saw--" and Elmer sat down.

"I saw that it had been raining in the night by the mud in the streets,"
said Alice; while John had seen trolley cars, and remembered that the
number on one of them was 647.

A seventh grade girl had read the Psalm beginning, "Who shall ascend
unto the hill of the Lord, or who shall stand in His holy place?" After
asking what a psalm was, and who wrote the Psalms, the teacher asked:

"Who was David?"

"He was the king of Palestine," replied one boy promptly. After
straightening out the history the teacher next asked:

"For what was David noted?"

"For being Solomon's father," ventured one little girl.

"Oh, no," protested a boy, "He was the fighter."

"Sure enough," said the teacher, "would the fact that he was a warrior
naturally influence his thoughts?" After an affirmative answer from the
class: "Where do we find any evidence of that in this Psalm, George?"
asked the teacher.

George considered the reading a moment. "Oh, I see, it's where he says,
'The Lord mighty in battle.'"

After an elaboration of this idea the teacher went on to ask why David
wrote, "Lift up your heads, oh ye gates, and the Kin