There is one class of public servants, however, not employed directly as philanthropic agents, whose work, nevertheless, is as truly philanthropic in character as that of any man or woman existing. I allude to the public-school teachers whose schools lie in the poorer quarters of the city. In dealing with any body of men and women general statements must be made cautiously, and it must always be understood that there are numerous exceptions. Speaking generally, however, the women teachers—I mention these because they are more numerous than the men—who carry on their work in the poorer districts of the great cities form as high-principled and useful a body of citizens as is to be found in the entire community, and render an amount of service which can hardly be paralleled by that of any other equal number of men or women. Most women who lead lives actively devoted to intelligent work for others grow to have a certain look of serene and high purpose which stamps them at once. This look is generally seen, for instance, among the higher types of women doctors, trained nurses, and of those who devote their lives to work among the poor; and it is precisely this look which one so often sees on the faces of those public-school teachers who have grown to regard the welfare of their pupils as the vital interest of their own lives. It is not merely the regular day-work the school-teachers do, but the amount of attention they pay outside their regular classes; the influence they have in shaping the lives of the boys, and perhaps even more of the girls, brought in contact with them; the care they take of the younger, and the way they unconsciously hold up ideals to the elder boys and girls, to whom they often represent the most tangible embodiment of what is best in American life. They are a great force for producing good citizenship. Above all things, they represent the most potent power in Americanizing as well as in humanizing the children of the newcomers of every grade who arrive here from Europe. Where the immigrant parents are able to make their way in the world, their children have no more difficulty than the children of the native-born in becoming part of American life, in sharing all its privileges and in doing all its duties. But the children of the very poor of foreign birth would be handicapped almost as much as their parents, were it not for the public schools and the start thus given them. Loyalty to the flag is taught by precept and practice in all these public schools, and loyalty to the principles of good citizenship is also taught in no merely perfunctory manner.