speak another language at home than the one they come to the school to learn, and often have to work their way in by pantomime. It is encouraging to know that these schools are almost always crowded to their utmost capacity. A census of the Society's twenty-one day schools, that was taken last April, showed that they contained that day 5,132 pupils, of whom 198 were kindergarten children under five years of age, 2,347 between five and seven, and 2,587 between eight and fourteen years of age. Considerably more than ten per cent.--the exact number was 571--did not understand questions put to them in English. They were there waiting to "catch on," silent but attentive observers of what was going on, until such time as they should be ready to take a hand in it themselves. Divided according to nativity, 2,082 of the children were found to be of foreign birth. They hailed from 22 different countries; 3,050 were born in this country, but they were able to show only 1,009 native parents out of 6,991 whose pedigrees could be obtained. The other 5,176 were foreign born, and only 810 of them claimed English as their mother-tongue. This was the showing the chief nationalities made in the census: -------------+---------+-------- Born in. |Children.|Parents. -------------+---------+-------- United States| 3,050 | 1,009 -------------+---------+-------- Italy | 1,066 | 2,354 -------------+---------+-------- Germany | 460 | 1,819 -------------+---------+-------- Bohemia | 198 | 720 -------------+---------+-------- Ireland | 98 | 583 -------------+---------+-------- At that time the Jewish children were crowding into the Monroe Street and some other schools, at a rate that promised to put them in complete possession before long. Upon this lowest level, as upon every other where they come into competition with the children of Christian parents, they distanced them easily, taking all the prizes that were to be had for regular attendance, proficiency in studies, and good conduct generally. Generally these prizes consisted of shoes or much-needed clothing. Often, as in the Monroe Street School, the bitter poverty of the homes that gave up the children to the school because there they would receive the one square meal of the day, made a loaf of bread the most acceptable reward, and the teachers gladly took advantage of it as the means of forging another link in the chain to bind home and school, parents, children, and teachers, firmly together.