y--excursions, stories, folk-dancing, and a wide variety of
games."

The field of industrial activity is a broad one, including cooking,
nursing, housekeeping, sewing, knitting, crocheting, weaving and
basketry; drawing and color work, brush and plastic work; bench work
with tools, making useful articles; sports and games, including
folk-dancing for girls and ball for boys. The primary and kindergarten
classes offer a delightful round of song, story, games, excursions,
paper work and other forms of construction. For the girls who have to
take care of babies there are special classes. The boys make useful
articles in the shops, and the girls, in sewing-room and cooking
laboratory, learn to do the things around which the interests of the
home always center. By co-operation with the park commissioners, the
playgrounds were made an integral part of the summer school work.

Besides the recreational summer school Cincinnati has maintained for the
past five years an academic summer school, in which children might make
up back work in school, or do special work in any line which was of
particular interest to them. In these schools "the very best instructors
that can be secured" are employed, and their recommendations are
accepted by the school principals when the fall term opens. "This school
is one of the means taken to deal with the problem of repeaters in our
schools," says Mr. Dyer. "Instead of requiring children who are behind
to fall back a year, they may, if they are not hopeless failures, but
only deficient in a few studies, remove their deficiencies in the summer
school and go on with their class. We have followed up these pupils,"
Mr. Dyer adds, "and found that a normal percentage keep up with the
class in succeeding years."

X Mr. Dyer and the Men Who Stood With Him

A spirit of comradeship and hearty co-operation breathes from every nook
and cranny of the Cincinnati schools. Principals and teachers alike
sense the fact. Alike they aim toward the upbuilding of the schools.

"Never in my life have I found such a spirit of mutual helpfulness,"
says Assistant Superintendent Roberts. "Every teacher has felt that she
had a part to play, that she counted, that her suggestions were worth
while, and she has worked earnestly toward this end."

"Everywhere I encounter the same willingness to co-operate with the
schools," said Superintendent Condon, after spending three months in the
place that Mr. Dyer vacated when he