A correspondent in the London _Times_, June 14, 1917, writing of that indispensable teaching of thrift in household affairs, of making the present generation of young girls intelligently self-sufficient in domestic and industrial life, cries, "This brings us to the crux of the whole situation: Who shall teach the teachers?" The government and state bulletins on food production and conservation, the literature sent out by state councils of defense and public safety on improved methods of preserving, the pronouncements by banking houses on thrift measures and means of attaining them, the Boy Scouts, Y.M.C.A. and Y.W.C.A. leaflets on war gardens and food economies are, in America, beginning to answer this question. Assuredly the war places an additional burden on the teachers and gives them a new opportunity for educating the pupils. A teacher does not have to belong to the department of domestic arts and science to organize Red Cross circles nor to instruct girls in food conservation. A ten-minute talk each morning by teacher or pupils, before the opening of school, with discussion on such topics as "Why a man with a hundred dollars to invest should buy a Liberty Bond," "New occupations open to women because of the war," "The reason for the scarcity of certain products," "Home substitutes for various manufactured necessities," and many others suggested by new conditions should be very helpful. An unusually significant experiment known as the "War Savings" movement has been made in English schools. On May 5, 1916, the Board of Education issued a circular asking for the assistance of local education authorities in making known through public elementary schools the facilities afforded by the issue of War Savings certificates. Then, with the coöperation of these authorities and teachers, special lessons were given on the subject, and copies of a leaflet explaining the purpose of the War Savings Association were widely distributed to the parents through their children. As a result a large number of War Savings associations were formed in direct connection with the schools. The success of the movement is evident from the records given in the report of the Board of Education for 1915-1916. In one populous midland county the great majority of the schools have established associations; in another, a northern county, some 70 per cent of the schools have taken part and record nearly 10,000 subscribers. In one midland town a school of about 1400 children purchased certificates to the value of £585 in three months. But it is not only in large schools that the pupils have contributed generously; a remote little school in a northern county, with only 10 children on its register, has 10 subscribers to its credit and has saved £35, buying 43 certificates.