While he was speaking Fair sank back into his chair, as if unconscious of what was passing, but when Ferret paused he sprang up, crying, “Marshall, did you ever hear of anything so unspeakably glorious as Janet’s devotion?” “Yes—once,” answered Marshall, with streaming eyes. “Your own, Fair.” “But, Ferret,” went on Fair, when he had recovered his voice, “who is the chum who so materially assisted you? And where is Mrs. Fair now?” “Mrs. Fair is by Mendes’s bedside. My chum is——” The door opened and Kate Mettleby came hurrying in, breathless and worn. Ferret finished by saying: “My chum, gentlemen.” “Oh, Mr. Fair,” began Kate, after Fair had presented Marshall to her with a word of explanation, “have you heard? Janet is with him—with Señor Mendes—it was awful—it was unbearably touching.” “He is the father of her children, Kate,” said Fair gently, when Marshall and Ferret quietly stole out, leaving them together. “Yes, I know—and—Maxwell—there is something—oh, how can I tell you? She came in and knelt by his bed with his head in her arms when the priest told her that he was dead. She knelt there half an hour, and when it was time for us to start to come here to meet you—Maxwell, can you bear it?—when I went and touched her shoulder and told her to come away—she—was dead.” Kate’s head fell upon her folded arms on the table and her body shook with the strain of the awful day’s events. Fair suffered her to cry herself into a quieter state. Then he stooped and laying his hand on her head, he said: “Kate, the children have no mother now.” THE END _All Gain_ TAPESON—How much did he make out of that stock company he formed? TICKERLY—All that was put into it. Educational Department There are thousands of boys and girls, some in the schools and colleges, some not, who are anxious to learn to develop themselves and RISE. Many, many things they yearn to know which the class-room teachers do not teach. Many a subject they are eager to study, if somebody will but show the way. Often there are speeches to be made, essays to be written, debates to be prepared, and the boys and girls simply do not know how to start about it. For instance, they are suddenly required to write or speak on the question: “Should the Government own and operate the railroads?” They have never read anything about it, perhaps. Therefore they inquire: “Where can we get some literature on the subject?” These young people do not want someone else to write their speeches or essays; they want nothing more than to be told where to get the materials to work with—the data upon which to construct their own argument.