in your mind as the ones which did you the most good and supplied you with the most information were not the ones in which the essentials were made to stand out very definitely. That ought to clinch matters in your own mind.-Contributed Editorial by Kenneth W. ARCHIBALD, San Jose, California.

"All work and no play makes Jack a dull boy," so says the familiar proverb; and then, to catch him, anyway, another version says that "All play and no work makes Jack a mere toy." We warn parents not to name their boy, "Jack." It's too confusing for the poor fellow. If, however, he has been already named, who is to save him? If the question is put to parents they will say, "The teacher must do it"; if to the teacher, the answer is, "The parents." Between the two, Jack is in real danger of contracting bad habits and getting an unfavorable reputation in the community.

Now Jack, while he is just "Jack," will not mind it very much. His boyish nature craves a good time, and the adventures which give him a questionable reputation satisfy him. They require initiative, and courage, and a sort of leadership. No one likes a "sissy" kind of boy. Some of Jack's adventures have in them the replicas of those who are counted as heroes. Don't reprove him indiscreetly. Be rather discriminate and prudent. Recall your own youth and its escapades, and get after him with some considerable reflection of boys' impressions and incentives. He will feel your sympathy, instantly; and instead of lying to you and hating you he will know that you are his friend and that you are trying to help him. That impression will grow steadily stronger and more influential. If you catch a boy in his early 'teens you have done well, and you will be likely to be his "hero" for life. Then you have done something that makes your own life worth while.

Let Jack, then, choose his play, and, as far as possible, sympathize with him in all his recreational doings; but besides this do your best to inspire him with the values and rewards of real hard work. Acquaint him with the habits of the leading notables in the world of politics, business and the professions. Show him the value of time. Make it plain to him that his use of time will determine very largely the successes of his life. Contrast the losses,-of money, esteem of one's neighbors and fellow citizens, his business associates, and the leaders in his home city or town, that are sure to follow him if he is an idler and a shirk in his school days.

All this must be done discreetly. First, one must capture the favor and confidence of the boy. Patience is needed. Thought, and

tact will mean success. And no service that any teacher can give to the community will be as much noticed, or more valuable than the results of such personal service to the "Jacks" that are to be found in every school and college in the land. The teacher who succeeds in and along these lines will be sought for by other schools; and will have rewards and satisfactions that none can have but those who have experienced the awakening of a dull pupil's mind, and the rebirth of soul that was meant to be noble, but that was somehow dwarfed until we were enabled to awaken and inspire him.

What about Children and the "Movies?" How important is the question of children attending the "movies?" Rather so, because of the enormous number attending. In Los Angeles it was found. that 60,000 children under the age of 12 were going to the picture shows every week, and in a large group of school children in Kansas, a typically rural State, nearly half of the 8-year-old children and two-thirds of the 14-year-olds went once a week or oftener. These facts indicate the need for regulating indiscriminate attendance by children, for higher standards in the matter of pictures on the part of parents and the general public, and for the cessation of the habit of parking unattended children at the moving-picture theaters, which some parents seem to find an easy way to assure themselves an evening for their own amusement purposes free from responsibility for their offspring.

Mother Goose Rhymes and Children's Plays Teach Safety. A resourceful lieutenant of police at San Jose, Calif., is writing plays and spinning Mother Goose rhymes to teach the children of that city how to take care of themselves in the dangers of modern city life. Enthusiastic children and the author himself take part in the plays, which are given in the San Jose Theaters. One play shows. what might happen to a child who rides with a stranger, and another depicts the results of jay walking, including realistic hospital scenes. The Mother Goose jingles have been illustrated with drawings made by the school children, and these have been turned into stereopticon slides for exhibition in the schools.

The same police lieutenant three years ago organized a school traffic reserve of about 275 boys from 18 schools, and there has never been an accident at their crossings during their periods of duty.

Pittsburgh's Playground Safety Contest. A safety contest was held last summer among the public playgrounds of the city of Pittsburgh, carried on by the bureau of recreation and the better traffic committee of the city. A large pennant was offered to the playground making the best score in the prevention of accidents on the playground and its vicinity, in organizing a safety and traffic committee among the playground children, in attracting children from the streets, to safe play on the grounds, and in first-aid efficiency.

KEEP-WELL CLINICS FOR MINNEAPOLIS CHILDREN. The mothers of Minneapolis are being educated by the keep-well clinics which have. been conducted in that city to realize that the periodic examination of their children is worth paying for. Attendance at the free clinics became so heavy that the physicians were unable to examine all the children, and as a consequence private physicians are offering a keepthe-child-well service in their offices at a flat rate, which is considerably less than their regular office fee. A minimum family income, varying somewhat with the number of children, has been decided on as the factor determining whether the mother shall be entitled to the service of the free clinic, and many mothers who formerly took their children to the clinic now take them to the family physician.

Dedication of the great new Chapel at the University of Chicago hailed by architects as the most beautiful church of the decade was celebrated on Sunday, October 28th. Dominating the University by its mass and beauty, the Gothic structure, which cost over $1,800,000, was dedicated not as a monument to any formulated creeds but as a symbol of "the spirit of religion" and an expression of the University's ideals of truth-seeking, scholarship, service, and art. Fifteen years of planning and three years of construction culminated when the processional of 800 faculty members and trustees joined the congregation to hear the opening St. Ann hymn, "O God Our Help in Ages Past," given by the choir of 150. After a prayer by the people and an invocation by the Reverend Dr. Rufus M. Jones of Haverford College, James Minott Stickney, a selected student, read from the Scriptures. The choir sang "Exultate Deo." Following an address by Frederic C. Woodward, Acting-President of the University, John D. Rockefeller, Jr., whose father gave the Chapel to the University in 1910 as part of a ten-million-dollar gift, spoke on "Religion and Modern Life." The dedication was

led by Dr. Arthur H. Compton, Nobel Prize winner, the President of the University's Board of Social Service and Religion and Professor of Physics, with responses by the congregation. After the dedication hymn and the Doxology, President Woodward installed Dr. Charles Whitney Gilkey, formerly pastor of the Hyde Park Baptist Church, as the permanent Dean of the Chapel. Dean Gilkey responded and gave the prayer of dedication. The ceremony concluded with the prayer of St. Chrysostom, a hymn, the benediction, and recessional.

Architects, builders and administrators of the Chapel have sought to carry out the words of John D. Rockefeller's letter of designation at the time of the gift, a copy of which rests in the cornerstone of the edifice. "As the spirit of religion should penetrate and control the University," he wrote, "so that building which represents religion ought to be the central and dominant feature of the University group-proclaiming by its position and architecture that the University in its ideal is dominated by the spirit of religion, all its departments are inspired by the religious feeling, and all its work is directed to the highest ends." To fulfill these aims, the University set aside a square block along the Midway at Woodlawn Avenue, near the middle of the University grounds, as the site. Bertram Grosvenor Goodhue, regarded as America's leading Gothic architect up to the time of his death in 1925, was commissioned to design the Chapel. Architects hold this effort to be his masterpiece.

DEANS AND ADVISERS OF WOMEN AND GIRLS. By Anna Eloise Pierce, Ph.M., Dean of Women, New York State College for Teachers (Albany). Professional and Technical Press, New York, N. Y. $4.00.

In her book "Deans and Advisers of Women and Girls," Miss Pierce has rendered a conspicuous service to a phase of school and college education which is fast growing in importance. For a generation the responsibility for giving to students direct training in social conventions, in ideals, standards and habits of living, has been increasingly placed upon our institutions of learning. As to details and scope, however, it has long been only vaguely appreciated, although its need has been keenly recognized. What it should comprise has perforce been left to the individual dean or adviser of students to determine. Its value and even the actual character of its practices have varied with the person in charge of it. There has been no uniformity in practice, no common understanding of what should be included in its field, no agreement as to its extent or its emphasis. Yet it has been steadily gaining a more important place in the school training, and earnest women like Miss Pierce have given it serious study and have tried out many experiments more or less successfully. This situation Miss Pierce has taken in hand and has, in this book, undertaken to crystalize and standardize the ideas and principles that have been formulated. She has done a notable piece of work, one greatly needed and one which alone will go far toward placing the dean's work on a definite basis of understanding as to its field, its scope, and the type of person fitted to direct it.

In Part I she has described in great completeness the fields of work for the dean, including social activities, athletics, recreations and amusements, health, student government, dress and manners, studenthousing and its management, etc., with many valuable suggestions for talks, for guidance and for inspiration. Had she written this part only and thus given to the public the clearly-defined statement which she has of the scope of the dean's work, she would have rendered a valuable service. But she has supplemented this with Part II, in which she has set forth in equally definite terms and in most sympathetic spirit the type of person demanded for this work and best fitted to give real help to students, together with her professional status and her relation to the faculty, to the parents and to the community. She has described the desirable qualities which a person contemplating entering this field should have, or should cultivate, and has stated means of winning respect and support, and other distinctive features of the work. In this way she has made her book doubly valuable. For whatever modifica