Marshall High School - Cardinal Yearbook (Minneapolis, MN)

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CARDINAL OF 1929 so that they will he in their places when the hell rings. They are representatives of their classmates and are there to see that no one thoughtlessly does something that he shouldn't. The students were passing along, laughing and talking with one another. Perhaps the thing that struck me the most was the air of liberty and freedom, perfect relaxa- tion from concentration. I spoke of this to John. Yes, he said, that is the policy of this school. The faculty believes that the five minutes between classes should he spent in relaxation. Thus the mind is re- freshed and more ready to concentrate on the next study. In the junior high depart- ment the teacher usually allows two or three minutes in the middle of the hour also for relaxation. They find it pays. Second period ,We decided to brush up our knowledge of triangles and squares and visit a geometry class. Again we were greeted by the host and given seats and booksg but this time there was another innovation. The class was proceeding entirely under the direction of the students. There was no teacher in the room. The theorems were Sixteen

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BOOK OF SCHOOL BRIDGE SQUARE IN 1851 This is a reproduction of the oldest picture taken on the site of Minneapolis and shows 11 group of Indian Lepees on the site now known ns Bridge Square. Partly concealed in the background is the Stevens house. A VISITOR AT MARSHALL E are really proud of our schoolfl said the six month alumnus as we walked up the broad sidewalk to the door of the buildingg and from the cheerful exterior I could not but agree with him. The grass was luxurious and green, and the flower beds were shining with red and yellow tulips. I-Ie, seeing my glance in their direction, hastened to explain. '4The June graduating class left those flowers and shrubs as a memorialfa he said. Then we entered the quiet building. As we came into the front hall, a boy rose from behind an information table and asked if there was anything that he could do for me. However, I had a guide, so I merely thanked him and passed on. It was the middle of first period, and John asked me where I should like to visit. My mind was made up. HEnglish, I answered. - So English it was. I had scarcely entered the room until the host came up to me and made me welcome. He gave me a book and pointed out where the class was reading. Then in a low tone he explained what the lesson for the day was. The hour slipped by as though it were only a few minutes, and then the bell rang and there was a five minute intermission. We slipped out of the room, and as we walked up the steps I noticed that in each corner of the hall was a boy wearing a pin with the word nservicen on it. I looked to my guide for an explanation. Those are the hall pagesfl he told me. They leave class a few minutes early Fifteen

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l l BOCK OF SCHOOL put upon the board and explained by the member of the class themselves. 4'The teacher was probably taken ill this morning. These Honor Society students often help out until a substitute can arrive, whispered John. Now we entered the chorus room, and seated ourselves in the rear. The instant the bell rang the students began singing their memory lesson. No teacher was in the room, but the order was perfect. I thought that if all classes were as prompt in their beginnings, a great deal of time would be saved. The period closed a little early, and We went down stairs again to an advisory period. As we entered, a student was before the class giving an oral report from the book, Every Man a King. At the table sat another student who was quietly and systematically taking care of the banking needs of the group. As the reader took his seat, theadvisor assigned the book to another for the next week's talk. The students study this book by Marden and receive and read their school paper The ,ludgew on alternate Thursdays. A fContinued on page 133D Seventeen