Now to residents of favored parts of the country where the population is English speaking and largely American born, inheriting American ideals and traditions, the ignorance of these high-school pupils seems exceptional, but educators know from experiments made in colleges and secondary institutions that the majority of students are not intelligent on modern events of national significance, any more than is the average worker. Nearly all high schools have in their curriculum the study of current events, whether in history or oral English courses. It is the duty of the teacher to use the study in such a manner as to obtain a patriotic reaction to the topics presented and discussed, and in this manner to make clear why we are fighting and what we are fighting for. Out of this war we must obtain a new spirit of patriotism. Now is the time to strike. Events depicted in the daily press show how great is the need. In this connection the Council of Defense of Connecticut, in an effective campaign working through the schools, states in a recent publication: The war is bound to have a deep influence on American life and thought, and we should be watchful to direct this into right channels. The country is shot through and through with the one-sided philosophy that the State is an institution to be leaned upon and filched from, but not to be served. The schools should train the children in the fundamental contract between citizen and State. The idea of mutuality should be developed. The State owes duties to the citizen, but the citizen owes reciprocal duties to the State. In September, 1914, as soon after the declaration of war as military and agricultural conditions would permit the schools to open, the French Minister of Public Instruction sent an official circular to all of the schools. He stated that the first lesson in every school should be devoted to France: to its present danger and its heroic resistance; to the ideals of humanity and justice for which she fought; to the memory of the valor of her soldiers; to the justice of her cause. He desired to make certain at the earliest possible moment that every school child in France take his part spiritually and intellectually in the epic conflict which France was waging for right and justice. His decree outlining the first lesson for every child of France expresses so clearly the French attitude and feeling that the following free rendering of the circular letter is well worth reading. The _lycées_, colleges, and public schools are about to open everywhere except where the superior need of improvised hospitals in school buildings caring for our glorious wounded renders this impossible. I decree that on the opening day in every city and in every class the first words of the teacher to the pupils shall be designed to bring the hearts of the pupils into accord with the sacred struggle in which our armies are engaged.