The effect of the public school upon the ideals of peace is no less than that upon their state of mind during war. Every day examples are so plentiful they need not here be mentioned. Suffice it to say that it should be made possible for all the young people to come under the influence of the public school learn the American’s Creed, and be steeped in the symbolism of the flag that stands for true democracy. =Changing Concepts of the Public Schools.=--Schools have continually had to change with changing society. During the pioneer period, and that extended through many years from the first settlements along the coasts, and the occupation of the great fertile areas of the mid-west to recent efforts to subdue the semi-desert and desert regions of the farther west, the schools taught for a few months only a little reading, writing, and arithmetic. The farm and home life supplemented this with manual labor and the attainment of skill in making and repairing necessary articles and machinery by the boys, and the arts of home making, weaving, and cooking, by the girls, thereby completing a well-rounded education for the times. But with the increase in population there came a division of labor and specialization. This meant that the simple school of the pioneers could no longer fit for life, hence new and additional subjects were added to the curriculums, until at the present time no one pupil can hope to complete all the work given by the larger secondary schools. The changing character of society caused the earliest private schools to be transformed into semi-private and semi-religious schools, and these to tax-maintained schools. The graded schools in the larger communities were found to be more efficient than the ungraded. In country districts the advantages of the graded system could only be brought about by consolidating several small schools thus enlarging the districts to get sufficient pupils. This made distances from home so great that walking to and from school was no longer possible; pupils must be hauled. Considerable progress was made in such schools with horse-drawn vehicles, but not until the advent of the motor bus was attained anything like a practical solution of the problem. So rapidly has the consolidated school made its way that now there are more than 12,000 such schools served by motor buses. Since a six-room consolidated school will replace about nine small schools the greater efficiency of a graded school extending through a longer school period is gained at little if any increased cost. In the years to come the results of these schools must have a marked beneficial effect upon the entire country.