you willing that foreign-born men and women, who have enjoyed the blessings of our free government, shall come among us as spies to condemn, to intimidate and to report to alien enemies the things they should not know?

In the name of the Heaven that cares for good people and good homes and good institutions to-day, just as it always has done, shall we not understand our opportunity and appreciate our heritage? Shall we not say as was said in the long ago: "Here, Lord, am I"? Shall we not find, in this extremity of our nation, something of service to engage our hands, our hearts and our heads? Shall we not be willing to make all sacrifices necessary to make life as efficient as possible to the soldiers and the sailors at the front?

There was an Indiana that flew with alacrity to the task appointed unto it by Morton. There was an Indiana that hesitated not when McKinley made his appeal in behalf of stricken Cuba. There is an Indiana whose response to President Wilson's call for defenders shall be no less generous, no less hearty, no less patriotic.

Solemnly, yet confidently, as State Superintendent of Public Instruction for Indiana, I appeal to you, the superintendents, teachers, school officers, and high school pupils, to "lend a hand" in this hour of our nation's need. Assured, in advance, of your ready willingness to contribute, to the limit of your ability, your services in the common cause, I offer to the citizenship of the Hoosier State and to the people and the officers of the federal government complete assurance that Indiana will do her duty.

THE SCHOOLS AND THE WAR

E. U. GRAFF, SUPERINTENDENT OF SCHOOLS, INDIANAPOLIS, INDIANA

"When the cannon is aimed by ideas, when men with religious convictions are behind it, when men die for what they live for, and the mainspring that works daily urges them to hazard all, then the cannon articulates its explosions with the voice of a man, then the rifle seconds the cannon and the fowling-piece the rifle, and the women make the cartridges, and all shoot at one mark, then gods join in the combat; then poets are born, and the better code of laws at last records the victory." EMERSON-The Fortune of the Republic.

It is a fundamental fact that democracy is based upon popular intelligence. The founders of America realized the importance of basing free institutions upon public education. Washington stated this fact in the following words: "Knowledge is in every country the surest basis of public happiness. In one in which the measures of government receive their impression so immediately as in ours, from the sense of the community, it is proportionally essential." This principle was recognized by other founders of our government. James Madison said, "A popular government without popular information or the means of acquiring it is but the prologue to a farce, or a tragedy, or perhaps both. The best service that can be rendered to a country next to giving it liberty is in diffusing a mental improvement equally essential to the preservation and enjoyment of that blessing." Thomas

Jefferson also had a clear conception of this truth: "It is an axiom in my mind that our liberty can never be safe but in the hands of the people themselves, and that, too, of the people with a certain degree of instruction. This is the business of the state to effect and on a general plan."

The truth of this principle has been so long recognized in America that we have come to take it for granted. If proof of the truth of this principle be needed, we have it in the case of both Russia and Mexico. Until these countries institute an adequate system of universal education, careful students of public affairs agree that the establishment of a stable popular government will be impossible.

SCHOOL WORK A PREPARATION FOR CITIZENSHIP

Hence, the connection between school work and citizenship is a very vital one. Indeed, it may be said to be a relation of cause and effect. The schools have always realized this and have formulated their courses of study and their methods of instruction so as to prepare their pupils for the duties of citizenship in a free state.

With the first shock of America's participation in the world war, the question presented itself to the schools as to their relation to the great problem. Fundamentally, the greatest service which the schools can render in wartime is to perform with scrupulous fidelity the primary purpose for which they were established.

In one sense it is true that the public schools have already performed their greatest service to their country for this war by helping to train the citizenship which has loyally responded to the call of danger and stands ready with firm courage to protect the life and institutions which all hold

dear. The present spirit of intense loyalty to ideals of justice and mercy and the interests of humanity is the logical outcome of the type of education which has been fostered in America in the past.

NEED OF WAR WORK IN SCHOOLS

The pressing question of the hour is how can our education be made even more effective. How can the schools contribute to the immediate war needs of the country as well as attend to the task of training for future citizenship? President Wilson has given us the key to the solution of this problem. In a recent letter to school officials of the United States he asks for "a realization in public education of the emphasis which the war has given to the ideals of democracy and to a broader conception of national life." This is the real secret of educating for democracy, to give the people the broad national point of view. This nation is not merely a group of segregated communities tied together by a federated form of government, but it is a nation with common interests, common purposes and common ideals.

INSTRUCTION AS. AFFECTED BY WAR

Many of the subjects of instruction in the schools lend themselves to the development of the national point of view. Subjects like history, civics, geography and reading can hardly be presented without relating the individual to the larger life of the nation. But at this time emphasis should be given to special subject-matter prepared since the war began for the purpose of showing the phases of national life affected by war conditions. One of the best sources of

this material is the reading lessons issued by the United States Bureau of Education entitled, Lessons in Community and National Life. In these pamphlets questions pertaining to community interests are simply treated and the pupil is given an introduction to elementary sociology. These leaflets have been prepared with great care by some of the most capable educational writers in America, and the lessons are well adapted to the needs of the various grades.

A third method of inculcating the national point of view is through the discussion of current events. In each grade above the fourth, current events should be a regular feature of the daily program for five or six minutes. Topics with a geographical reference, and the names of men now prominent in each of the belligerent countries, should be discussed; also, the various conservation activities of our government. This work can be made very interesting and will be participated in with great spirit by the pupils.

WAR-SERVICE ACTIVITIES IN THE SCHOOLS

Aside from these methods of instruction, the schools are participating in the characteristic war-service activities which are being carried on in the community at large. Under this head are being done such things as the knitting of various garments requested by the Red Cross, the making of Christmas gifts for French and Belgian children, contributions to the Red Cross Society of money earned by pupils in various ways, the adoption of war orphans, buying and selling of Liberty Bonds, starting of war-savings accounts, obtaining signatures to food pledge cards, etc. The amount of this sort of work accomplished by pupils is remarkable, and a complete list of these activities would show