In view of the fact that successive issues of bonds must be made by the United States and other governments of the world, this method of making subscription to the war loan popular is worthy of attention. The public schools have, as never before, the opportunity of showing the practical value of investing, in peace as well as in war time, in government and other bonds. Pupils should realize the difference between money invested in a way to be beneficial not only to the investor but to his state and country, and money invested in ordinary channels. New York State teachers had an opportunity similar to those of England. The Regents of the University of the state of New York gave formal approval of a plan by which teachers throughout the public schools of the state could aid the Liberty Loan committee of the Federal Reserve Bank in giving instruction and information about the second Liberty Loan. A special committee was appointed by the Board of Regents to act in a supervisory capacity to keep the State Education Department in touch with the large financial interests conducting the loan. The secretary to Commissioner Finley, as the representative of the Regents and the State Education Department, was assigned for temporary services in the office of the Loan committee. The program in brief was to have the teachers act as agents for subscriptions for the Liberty Loan. They distributed blanks to pupils in the school, who in turn took them to their parents. They were encouraged to subscribe themselves. They did not handle any money or checks, but turned the subscription blanks over to the local bank, which was, of course, in direct touch with the Loan committee in New York City. A primer of instruction for teachers was prepared in the simplest possible terms. As published by the Publicity Bureau of the United States Treasury Department it was called "A Source Book of the Second Liberty Loan." This primer explained in detail the nature of the bonds, their security, and the terms and prices; it described the nature of bond markets in general, the sources from which interest is paid, the previous records of United States bonds, and all other matter which was of value in elementary financial instruction. It was all set forth in a way which was very helpful not only in assisting in the sale of bonds but in the larger sense of furthering instruction in bonds, interest, discounts, etc., in connection with work in arithmetic. And in what better way could arithmetical instruction be furthered? It is highly probable that this plan of informing the public relative to government issues of bonds and certificates, initiated in New York, will extend to all parts of the country in connection with the next Loan campaign.