tion of the citizen
to business life, the growth of commerce and industry in Cincinnati;
Cincinnati as a manufacturing center, the labor problem, and the
regulation of business by the government; the necessity for civic
beauty; the educational forces of the community; the care of dependents
and delinquents; the functions of government; and the collection and
expenditure of city funds. In this way the child, before he leaves the
elementary school, is given an idea of the real meaning of citizenship.

Beginning in the kindergarten, the art work extends through the high
school, including in the lower elementary grades, paper-cutting and
pasting related to school work, the seasons and the holidays. From the
third grade on, the children make real products--trays, boxes, blotter
pads, calendars, booklets and folios--work which is supplemented by
object and constructive drawing and designing.

Shop-work is given to boys, and domestic science to girls, in all of the
schools. The point at which these subjects are introduced and the amount
of time devoted to them depends upon--what do you think? The regulations
prescribed in the course of study? Not a bit of it! It depends upon the
needs of the community and of the child.

Schools which are located in the poorer districts begin manual training
and domestic science with the second grade, though ordinarily they are
not introduced until the sixth. Normally the children are given one and
one-half or two hours a week of such work, but over-age, backward and
defective children may spend as much as half of their time upon it. For
some of the girls a five-room flat has been rented, in which they are
taught housekeeping in all of its phases. Otherwise the domestic
science consists of hand and machine sewing, the designing and making of
simple garments, the planning and preparation of food, and the
organization and care of a household. Wherever possible, the boys make
useful products in their shop-work, instead of constructing show pieces
which have no value.

From top to bottom the grades are shaped to meet the needs of children.
Each class and each school is built around this central idea. The school
system, instead of taking the usual form of a cumbrous machine, is a
delicate mechanism adjusted to the wants of Cincinnati children.

V Popularizing High School Education

Not content with making the grades interesting, the school authorities
of Cincinnati have made the high schools