An evaluating test for each of our school subjects has at last been found. _The test is the capacity of the subject to respond to a national need or a national ideal._ In many instances of the countries concerned in this great war the schools as a whole have amply justified their existence, and many of the subjects taught have stood through this world emergency the acid test of meeting national needs. The scientific and efficiency spirit of Germany is reflected in the posters spread over Berlin: "Send your cherry, peach, and plum seeds to the schoolhouse with your children," seeds being used for making fat and oil. The spirit of France has been reflected, as will be seen in the following pages, in the work of the teachers and the children for the preservation of that wonderful nationalism of France. The schools of England are reshaping themselves--in fact, are being remade--as a result of the shortcomings set forth by the war. The schools of America are to go forward. Patriotism now has a new meaning. The principal from his school platform has opportunity for announcements and talks other than those dealing with routine matters. The cooking teacher has opportunity to develop new recipes adapted to present needs. The teacher of history may redraw almost every day the map of Europe. The teacher of manual training may substitute problems in concrete for those requiring high-priced wood materials. The school buildings near soldiers' camps may, like the Washington (D. C.) buildings, be opened for educational purposes for soldiers, that they may take up general or special educational work. Teachers of English may have their pupils study President Wilson's messages of state as models of English composition and expressions of American democracy. The opportunity is before the schools and the children. There are in our school system three elements which may be of use in war: the building itself with its equipment, the school population of boy and girl power, and the teaching force.