Mississippi, and Arkansas. Other states have had these intensive campaigns and innumerable counties thruout the Union have been covered thoroly.

While commercial bodies, boards of trade, granges, community clubs and other agencies have co-operated in all this propaganda, it is thru the school organization that the larger part has been carried on. The village and rural school, the district or county superintendent, or the progressive local teacher offers a medium for the greatest cultivation of the project. We have seen maps showing how county school superintendents have arranged for the use of the equipment in a regular circuit in every school under their control. Smaller territory has been covered by the same system. There is nothing which brings the school and its teaching into closer and more practical co-operation with the community than does this sort of work. The material furnished by the I. H. C. is of the highest educational value. It puts agricultural teaching on a high plane and makes it of vast importance, but equally valuable are the demonstrations in other lines of education. The school itself is magnified, the importance of education which shall lead to practical efficiency in life is emphasized, the causes of defection from school are set forth and remedies suggested, sanitation and hygiene are taught, home improvements are indicated, and all that goes for community

betterment is covered in the work of the Agricultural Extension Department of the Harvester Company.

As stated several times before, there is no charge for this service. All that the Harvester Company wishes to know is that you have a definite plan by which to use it and that you follow the plan and report results. Here is a wonderful opportunity for teachers to secure the proper material for their schools, for superintendents to benefit the citizenship of a district or county and by co-operating with the agencies here freely offered, carry on the work which will tend to improve the social, physical, and financial standards of the people among whom they work.

These are strenuous, trying days. Every nerve is strained to the utmost, and every instrumentality should be used which will contribute to the great problems which are now confronting us. The seed sown in the past is bearing fruit and the greater needs of the future will be best conserved and satisfied by the intelligent, thoughtful, far-seeing efforts which are put forth today. It is not a temporary condition which we are facing, nor a transient improvement which is being sought. The Agricultural Extension Department of this great manufacturing company is, in all of its work, looking to the future for the full benefit of its methods, but the needs of the present hour make this lesson more impressive and for that reason we have chosen it as our text.

THE Republic of the United States

has just entered the struggle which in concert with our allies we are carrying on for freedom of the nations, the safeguarding of our civilization.

I expect very shortly to ask the teachers under your direction to devote on the same day an hour to the celebration of this great event. I shall send you, to be read to the pupils, an historic outline and a lesson drawn up by eminent professors of our University. But immediately after the Easter vacation and in accordance with the desire expressed by Parliament I beg you to invite the teachers to make known to the children of all our institutions and all our schools the message of PRESIDENT WILSON, the telegram addressed by the PRESIDENT of the French Republic to the PRESIDENT of the Republic of the United States and the addresses delivered by the PRESIDENTS of both houses of our legislature and by the PRESIDENT of the cabinet of ministers. You will invite the teachers to point out the civic and moral significance of the tremendous step which we have witnessed......

In a burst of brotherly feeling, England, the land of political rights, and Italy, the land of civil law, ranged themselves on her side, eager to take part in a struggle which involved the moral life of the European world.

Of the great democratic nations, only the United States seemed to remain impassive before the poignant drama which unfolded itself before our eyes. The distance, the heterogeneousness of its population, the complexity of its economic problems, all helped to explain a reserve which at one time seemed destined to remain permanent.

But now America, in its turn, carried away by an irresistible idealism, has with its entire fighting ability joined the cause in favor of which its conscience and its heart had long since taken sides.

Marvellous reaction of the impulse which long ago before the hour of their own delivery, compelled our forefathers to go to the assistance of liberty crying for help across the waters. The ideal which unfolded the flags of LAFAYETTE and ROCHAMBEAU has not vanished in the smoke of their victories; in this new world of a rejuvenated humanity it has found its natural home. It rises today in its immortal freshness against the evilminded brutality of an atrocious militarism, against the despotic governments which have given birth to this militarism and which have consciously turned it loose.

For it is not, I beg you to note, under the impulse of an ill-considered enthusiasm that America throws itself into the struggle. No, the earnest words of PRESIDENT WILSON

attest that only a deep sense of responsibility, a clear and deliberate vision of international duty have dictated his decision and that of a henceforth united people. These new allies have come to us, to our cause, after long meditation, under the imperative force of traditional principles which are dear to them, at a time when the savagery of the enemies of liberty revealed itself cynically to the gaze of horrified humanity. The impartial witnesses have become judges.

Let us honor the part which France has borne in the triumph of an idealism to which thruout her long history she has sacrificed everything without ever stopping to ask whether she would receive a reward. It depended on her whether this idealism should succumb or secure its victory. It was necessary that our heroes should show of what vigor of action and of what superiority over systematic violence and the organizers of rapine and destruction our national spirit was capable. They have taught and they have proved that our undying faith in the forces of liberty and justice was something very different from their vain and bloody visions. What is it that has aroused in their souls that sense of

supreme duty which requires that one shall sacrifice oneself gladly, completely? We must give thanks for it to the education in civic virtue which in cultivating and refining the noble instincts of our democracy has raised an entire people to the level of the unheard of task which it has managed to accomplish without faltering.

Certainly the Republic has known its difficulties and its internal disorders; it is not without crises that it has developed the radiant principles which it bore in its bosom. It has nevertheless proceeded with its task. Battered by many a storm, the French democracy has lived and grown. Its consecration is at hand; a solidarity which heretofore was unknown binds France, the leader of nations, to all peoples that are lovers of beauty, peace and liberty. Humanity bleeds from the wounds of France and the world acclaims with shouts of joy the first signs of her coming victory.

The teachers of our schools will know, I am sure, how to exalt in the hearts of their pupils the sentiments of confidence and pride which are strengthened by the fraternal and magnificent action of the great Republic of the United States.

NLESS a teacher has had time

UNLESS

to get well acquainted with the Drill Book sent to all Model-Store schools last spring, it will be easy to

overlook the wide use that can be made of Drill No. 31. (pages 100 to 103) in almost every grade, especially in the early days of the term.

The taking of Inventories is, as a rule, the best first step, especially as it enables the principal to supply the organizers with correct information regarding the condition of the goods on hand so that fresh boxes may be sent to replace soiled and damaged "stock" and any additional goods needed may be secured.

Then study Drill 31.

Its basic lesson, profit and loss, cannot be presented too early in the lives of pupils who are to grow up in a commercial nation. But its adaptability is due to the fact that the interest in the play presented is always keen, whether the teacher slights the profit factor and presents the element of counting only, or makes it a demonstration of addition only, or includes the bill, the fraction of profit or the decimal expression of that fraction, obtained by division.

Requesting that teachers note how simply a few changes will adapt this play to the first presentation of the fundamentals, fractions, decimals and many other subjects, we re-print the drill for those who may not have the book at hand when reading this department.

Drill 31 Profit and Loss

(Probable answer): "By selling goods."

"Does he have to pay for the goods he sells?" "Yes."

"Then who can tell how he makes a profit on them?"

Develop that he must sell them for more than he pays.

Teacher: "Let us see if we can show how to make a profit on some goods that we may buy in the Model Store. Each pupil in the (first) row may purchase five articles at the lowest price the store keeper will make for you Return to your seats with your purchases."

Teacher: "John, you may sell yours to any pupils in the class asking any reasonable amount for the goods."

Encourage appropriate use of language; let class suggest and criticise. (John finds that he cannot get more than the store price. If any pupil offers more, teacher calls attention to the error of judgment.)

Teacher:

"Tell me one way you might make money, James, Mary," etc. (probably will get answers specifying different sorts of personal labor, etc.).

Accept these answers for what they are worth, question several to stimulate thought and ask:

Teacher: "Mr..... keeps a lot of things in his store, so you can get a little of each conveniently whenever you want it. He has to pay rent. So his customers are willing to pay for this service too."

Teacher: "We will call the store a

It will soon be time for holiday exercises, and pupils sufficiently advanced in language should be made acquainted with the article on page 147 of the Drill Book, ending with a Thanksgiving Day playlet. A competition to produce the best similar play for some of the approaching festivals is an inspiration to many students and notice cannot be given too far in advance.

(Other pupils may be buying and

"How much profit did you make?" "What part of your cost was your profit, John, Mary, James?" etc.

"If your profit is 1-3 of your cost, John what per cent is that?"

"How many hundredths is that?" (Question quickly, and insist on rapid, accurate answers.)

(Class may find total loss of each pupil, working together, or may have each pupil work his own.) In the latter case a good exercise might be given as follows:

"John, how much did you lose on your goods?"

"How much did you sell them for?" "Mary, how much did John's goods cost?"

"What fraction of his cost was his loss?"

"What per cent is this?" (find quickly.)

Question quickly.

"How do you find cost when we have selling price and loss? Selling price and gain?"

"How do we find selling price when we have both profit and cost?" "Loss and cost?" etc.

go to the store for their purchases afterward.)

Drill 31-Continued-Variations

Note: In connection with this drill the teachers' attention is called to an article in Part Three of this book entitled "Why is a Profit." See page 144.

Teacher: "We have been selling at a profit. Do you think merchants always make a profit on the sale of goods?"

(Let several pupils respond, get as many ideas as possible from them-as to what goods are apt to be a profit, a loss, etc. In what way goods may become a loss as-by damage, fruit spoiling, eggs broken, etc.)

Teacher: "Today, class, we are going to have a very good business day, for we are going to sell goods for less than they cost us, just as all store keepers must do sometimes."

Note: Get morning newspaper, note prices on corn, wheat or other articles in store. Be sure the salesman has higher prices.