The teachers will do their best to make the schools serve in the national defense. In the evenings the old men, the youths, and the women will gather together, and the teachers will tell them the news, explain things that happen, speak to them of patriotism, and read to them from our writers whose pages are inspired with the glorious deeds of our history past and present. It is reported that in the girls' schools in France war has changed the whole aspect of education. History, geography, lectures on literature, subjects for literary composition or moral instruction,--in fact everything,--is treated from the point of view of country and of patriotic duty. In music practically nothing is sung but the "Marseillaise," the "Chant du Depart," and the national songs of the Allies. Reading is confined often to official military orders and reports, while drawings are usually of war material or characters. It is no less the duty of our teachers to make clear to their pupils the "cause" of America. Soon after the opening of the European war a United States senator traveled through the belligerent countries. His articles on Europe at war commented caustically on the ignorance of the English working people of the cause of the war, and of the purpose for which the Allies were fighting. An article on America at war could truthfully contain like criticism of a considerable portion of our population. Shortly after the United States entered the war a teacher in one of our largest city high schools, where a large proportion of the pupils are of either foreign birth or foreign parentage, asked 200 pupils of from 14 to 18 years to write a brief statement of what they considered to be the cause of America's entrance into the war. While these answers covered an incredible range of inaccuracy, not one showed an understanding of the events which led to the declaration of April, 1917. "Congress has declared war so that the rich folks can get richer," "We are at war because this is a rich man's country," predominated as replies. When asked what a citizen owed his country in return for political and religious freedom, students replied in as vague and cynical a way as to the first question. To combat this ignorance of national motives the teacher distributed copies of President Wilson's address of April 2, with the ostensible purpose of analyzing it as an exercise in argument and exposition,--a study which finally resulted in enabling these students to make intelligent, if occasionally unsympathetic, answers to questions regarding the nation's action and policy.