Experiment has demonstrated in our own land that it is entirely practicable to provide at a minimum cost warm, well-cooked, wholesome foods to either supplement or replace the cold indigestible lunches so commonly carried by school children. The cities and towns enjoy few if any advantages over the rural districts in this regard. The plan is workable and advisable, and it should be more commonly adopted. COMPARATIVE ATTAINMENTS In the study of the school system of Norway it is interesting to compare the school life and attainments of the pupils with those of American children. It is true that until we have established norms for measuring the results of education, we cannot make accurate statements regarding the relative standing of pupils nor estimate precisely their accomplishments. However, we are able to single out some features of importance and compare them in a general way. It has been noted that the Norwegian pupils begin school at seven years of age, while the American children commence at five or six. Many prominent educators believe that our American children start to school too young. They are of the opinion that their development, physical and mental, would be better if they did not begin formal school work until at least seven or eight years of age. The greater physical development of the Norwegians, due to their later start, gives them a distinct advantage. Their bodily strength and vigor supplement and aid their mental growth. Passing through Norway's successive grades of school to the completion of the gymnasium requires twelve years. The same length of time is used in reaching graduation from our American high school. Now it is generally conceded that a graduate of the gymnasium in Norway is two years in advance of a graduate of the American high school; or in other words a student entering the university from Norway's gymnasial course has an education equivalent to that of an individual entering the junior year of work in an American college or university. Some would rank the Norwegian even higher than I have here suggested; however, only a very general comparison can be made. In consideration of these conditions the question arises: How shall we account for the fact that we use two extra years in order to reach approximately the same standard? It is recalled that the Norwegian entering school at seven and progressing at the normal rate are ready for university work at nineteen while the Americans begin two years earlier in order to reach the same attainments at the same age. If the Norwegian pupils accomplish as much in twelve years, beginning at seven years of age, as our American children do in fourteen years, commencing at five, should we rest satisfied, or should we modify our system so as to profit by their experience? Why permit traditions or precedent to rob us of choice benefits within our reach?