The directors published in it the programme of the school, interesting notes about it, statistical details, original pædagogical articles by the teachers, accounts of the progress of rational education in our own and other countries, translations of important articles from foreign reviews and periodicals which were in harmony with the main character of our work, reports of the Sunday lectures, and announcements of the public competitions for the engagement of teachers and of our library. One of the most successful sections of the Bulletin was that devoted to the publication of the ideas of the pupils. Besides showing their individual ideas it revealed the spontaneous manifestation of common sense. Girls and boys, with no appreciable difference in intellect according to sex, in contact with the realities of life as indicated by the teachers, expressed themselves in simple essays which, though sometimes immature in judgment, more often showed the clear logic with which they conceived philosophical, political, or social questions of some importance. The journal was at first distributed without charge among the pupils, and was exchanged with other periodicals; but there was soon a demand for it, and a public subscription had to be opened. When this was done, the Bulletin became a philosophical review, as well as organ of the Modern School; and it retained this character until the persecution began and the school was closed. An instance of the important mission of the Bulletin will be found in the following article, which I wrote in No. 5 of the fourth year, in order to correct certain secular teachers who had gone astray:— A certain Workers’ School has introduced the novelty of establishing a savings-bank, administered by the pupils. This piece of information, reproduced in terms of great praise by the press as a thing to be imitated, induces us to express our opinion on the subject. While others have their own right to decide and act, we have the same right to criticise, and thus to create a rational public opinion. In the first place we would observe that the word economy is very different from, if not the opposite of, the idea of saving. One may teach children the knowledge and practice of economy without necessarily teaching them to save. Economy means a prudent and methodical use of one’s goods: saving means a restriction of one’s use of one’s goods. By economising, we avoid waste; by saving, the man who has nothing superfluous deprives himself of what is necessary.