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Cash Aly Paytn-ents Yo.u don't neçd ALL CASH* to be weIl dressed Any responsible person May enjoy the privilege of Mary Ann's Budget Plan Mary An frocku "lExclusive but not Ex pensive " 1183 Wilmette Avenue Phone Wihnette 1759 k I ,/i4 IL First Greenhouse on Glenvt'ew Road We are now planting Pine and Src trees in window boxe. and urn. nec iiau lJIC- Iinrougnllmei)ooKs vi a given grade. The course of studY, of the schiool,. of -todav consists of (1) the abililies to ,be.developed in the pupils'- the habits and. skilis to be developeci, the attitudes to -be. formed, and the un- dersandngsand appreciations to he .gaiined, (2) the, desirable materIas for ulse,,in.*developing those abilities, and (3) the activitieis througbi which the pupils reacli the desired goals in ab-lities. WThte the school. stili uses, the traditional niacbinery and organizes the pupils into grade groups-grade 1, grade Il, etc.-in actual operation theý conception of grade J, grade Il, and ou through grade 8, bas greatly cbanged. Certainly 'ail pupils in any given grade are'not considered as on the-same level of: educationai attain- ment. For example, ail pupils in the second. grade are no)t readv to read seodreaders, for are ail the pupils in the sixth grade ready to read wvide- iyv on a given topic and organize their owiithinking on that topic. * cite placemeet Plan -In'the modern school à 1)111)11 s g iv en bis,,placemnent acc ording to. bis stage' of maturity. With reference to educational achievement, two levels are apparent in the elèrnentary schoo1s. (1.) tbe period in ivbiichi the pupil is mnaking prixnar3' adaptations. or acquiring the tools of learniîig--- learning to read, to write, to bandle nujubers, and to get along well with other pupils, (2) the period in which a pIUl beçornes skillful in ulsing tbe tools of learming. He is learning under. the guidance of a teacher to use read- 1-ing. writi-ngnumbers and- social con- tacts in gaining uniderstandingsi, iti solving problems, in apprecaigthe beauti fut and worthwbi le p=dcs 1of oUr Civilizationt; and'he. is acquiring a ba ckground in > experience through which the schbool hopes he ivili be- corne an independent student 7-onç w-ho wil continue through lhf eto, study eff ectively and ihgtln interest in iife's problerns. jThe school considers these different levels of 1Uerninzinyln nnz itt *are encountering tne same problemsv concerning how to live well together; they enjoy the same activities. The school therefore adapts the aduca-2 tionai activities to the individual. dif- ferences in the group, but keeps each child working in a room withother Balance in T'r. wllich we have to lve andci fnd our happiness is full of duties and op- portunities which are fan from initi- ally intenesting, and the individual whlo bas learned to react only to that2. which is self -motivated becomres a (Continued onl* Page 68) iGar scn8ooLi WA .ir rne g '.oup 4l**41 t,,A wi th whom he entered the kinder- garten. Failure to learn to read in the first grade does flot mark a pupil a failure; he is given appropriate ma- teniais and the kind of guidance bie needs in the second grade. On the' other band, ail- pupils *ho made the primary adaptations qui ckly are given oéther goals and other: activities. Ini a few. Cases, pupils, wbo are socially,. iuentgl1y, and physically advanred and. who have mastered the tools of learn- ing early are transferred to groups working on a* higbe r level. Pupils who have not mastered the tools of learni- ing in the tbree years of the pnimarv school are .problem cases. The. han- dling- of problem cases in the ViI- mette schools will be ,discuËssed in a later article.-NeIle E. Moore, super- visor of elemfentary education. (Another phase of the Sehool Curri- culum wiIl be treated Ini next weeks article.> LARGE UNITS 0F LIEÀRNING' The. modern curriculum is organ- ized into largeIëàrning units. In so*- cial science the learning unit may be. .-How Factories. Came About.". For several weeks the ý upils carry, on activities'through which they gain an understanding> of that inovement ini history. But the pupils bave no dailv. assignments of ltessons. Instead they listen to the teacher's overview story," of the movemeint at one class period; at other periods they read nanv books; they observe pictures and miodels; they constnuct objects. dramatize scelles, Miale outhnes, con- verse about the ideas tbey have gained, and finaily tell or write an ex- planation of the movenert ini their own words. The class work is not. rnerely a study of bistorical facts. The pupil is gaining an understainidiing of an! historical ýmovement,,but lie is ai.- so: gaitiing habits of study, attitudes, ability to ëexpress hirnseif ve1lin-i Words and in pictures. *In the drili subj.ects, such as speil- ing and arithmetic iacts, the p)upils> %vork with large blocks of words or niumber comnbinations ini order that each individual may study only tIhose words or combinations whichi lie finds