of the regular grade teachers, who correlate their pupils' drawing work with their other studies as far as possible, thus making it a part, not an addendum, of the school work. The special teachers inspect and criticize the work of the pupils, and meet the grade teachers in institute classes. They also consult frequently among themselves for the purpose of keeping in touch with each other and with the best methods of interpreting the study course and of relating the art work to the general course of study, as well as to the development of the child as a whole. The aim of the department in teaching drawing as outlined by the special teachers in 1910, is to agree on the fundamentals of subject matter, technique, presentation and criticism in interpreting the study course in the schools, to uphold a reasonable standard in each grade throughout the city, and to encourage adaptation to local conditions and correlation with other subjects in the curriculum. PHYSICAL CULTURE Since 1875 much attention has been given to physical culture in the Chicago public schools. At first the exercises were given by the grade teacher, who conducted them from three to five minutes a day. Then with the appointment of the special teacher the exercises were arranged by grades, and according to the pupil's strength and needs. In 1894 the first high school installed apparatus for heavy gymnastics, and soon afterwards the first grammar school was equipped with a gymnasium. Applications were then made by many teachers and principals for gymnastic equipment in their schools, and as many schools as possible were given apparatus for heavy gymnastics; additional special teachers were appointed to visit such schools regularly and oversee the instruction given by room teachers and principals. During the past fifteen years excellent gymnasiums were made part of the new buildings that have been erected. For the teaching and directing of games in the schools, teachers' institutes were first held in 1905. The field days held in some of the high schools were successful in quickening the interest of both pupils and parents in the work of physical development. In certain playgrounds, heavy, strong apparatus has been erected, which will withstand the ill treatment which it often receives when the gymnastic work is not directed and the playground is left to the undirected activities of any who may chance to go there. Manuals describing, illustrating and grading the exercises are used in connection with the physical training in the schools, which consists of light and heavy gymnastics, and games. Because of the inability of the most of the teachers to direct the heavy gymnastics, the solution of the difficulty was found to be the preparation of the teachers in the Normal school; the need for an adequate gymnasium for that school was therefore urged upon the board of education. Such a gymnasium has recently been provided for the Normal school. The time now allotted for physical training is ten minutes a day in the grades, and in the high school one hour a week. This is well known to be far too little and to place Chicago behind almost every other large American city in its progress in this line. Suggestions are made to have more special teachers appointed (there are now thirteen assistants to the supervisor) and to provide women teachers for the instruction of girls in the high schools. GERMAN The study of German, introduced into the schools in 1865, became increasingly popular as the schools grew. and was elected particularly by the children of German born parents. At first it was optional in the primary grades, and later was restricted as an elective to pupils in the fifth grade and above. With the great number of educators in this country and abroad in favor of including modern language study in the school course, the policy of maintaining the study of German in the Chicago schools had many supporters, and in 1901, it was first taught in the Normal Practice school in order to train special teachers in presenting the subject. By 1902 fifty per cent of the elementary pupils in the public schools were taking German. Then arose a clamor that the time and effort expended on German by these pupils was detrimental to their other studies. Certain ones of the board of education, hearing of this, joined in the complaint, and have gradually succeeded, by 1910, in reducing the number of elementary pupils of German to about two per cent of the number in those grades. OPEN AIR SCHOOL One of the most interesting of the Chicago public school activities is that one recently undertaken when an open air school was started at the Harvard school building during August and part of September of 1910. "Our object," reported the principal, William E. Watt, "was to benefit the children sent to us and to make a demonstration of what fresh air during the day and proper food will do for children predisposed to tuberculosis." The Chicago Tuberculosis Institute cooperated with the board of education and supplied food, carfares, nursing and cooking. The experiment, short as it was, showed that the children improved mentally as they had never done before; that even in the hot summer, there was an average increase in weight of four pounds each; that with delay in starting the school and its short duration, still the work was successful. ASSIGNMENT OF TEACHERS All regular teachers as well as substitutes, are required to hold valid certificates to teach in the Chicago public schools. These certificates are secured in two ways -by graduating from the Chicago Normal school, or by passing the examination for certificates. A list of candidates for positions is kept, on which the names are placed in the order of efficiency. This efficiency mark is given to graduates of the Normal school by counting the average at graduation one-half and the service as cadet as one-half in making up the final mark. In the case of experienced teachers who come from other school systems and secure Chicago school certificates through examination, the examination mark counts one-half and the mark given by the principal of the school in which they substitute during the probation period of four months counts one-half. The adoption in recent years of this method of assigning teachers places the teaching positions in the Chicago public schools out of the possibility of interference in appointments or transfers through outside influence, political or personal. By vote of the board of education in 1902, all teach |