The awakening has begun, however, and thousands of teachers have responded and are urging authorities to burn more coal, to employ more help, to keep the house clean, to make it more beautiful, to make the curriculum more helpful, to make provision for good food to be purchased, and the hundred ways in which the school may be the most powerful civilizing factor the nation has. _But civilization must not spell disease and ruin._ The economic factor must not be lost sight of. To tell the boy and girl that they are as good as any does not give them the right to the most expensive food and clothing they see. How shall they choose wisely in the multitude of new things? They wish the best, naturally, and all America is honeycombed with the wrong idea that the best costs the most. An Alaska Indian came into the store in Juneau one day to buy some canned peas. The storekeeper said, “I am out of the brand you want.” “No peas?” asked the Indian. “No, only some small cans of French peas at forty cents a can. You don’t want those.” “Why not? Me want the best.” The schools of domestic economy, the classes in all grade schools, will have to attack and conquer these prejudices as to values, or, rather, will need to substitute right estimates of value before our people will choose wisely in distributing their income, for that is what right living means. The division of the income according to the necessities of health and efficiency, not according to whim or selfish desire, is sometimes estimated as 20 to 25 per cent for rent 25 to 30 per cent for food 10 to 15 per cent for clothing This leaves only forty-five or thirty per cent for other things, and the pennies must be carefully counted to cover fuel, light, amusements, education, books, insurance, or investments. Something that the family would like must be left out--no matter what, providing only it does not injure their efficiency as wage-earners, as comfortable human beings. The sensation of comfort or satisfaction is so completely a psychic factor that the school training has a great chance to affect after life. The child can acquire the habit of being more comfortable in plain, washable, clean clothes, with clean hands, than in dirty, ragged furbelows. This habit once thoroughly acquired is not likely to be quickly lost. Provision for clean hands is a necessity in school, and ways of making a small amount of soap and water serve may also be taught. All the while, care is to be taken not to introduce unnecessarily expensive materials or to inculcate over-refined notions. Sound instruction as to dangers of transference of saliva, of nose discharge, etc., can be given without also giving the despair of impossible achievement. The teaching in the classes must have this practical bearing on daily life. It is insisted on here because unclean hands are the chief source of infectious disease.