ing but decidedly suggestive, viz. "I can save in cooking now." "I made two waists for myself and three for mother." "I made a dress so well at school that I tried others at home." "I can use the sewing machine at home now." "I have cooked all the dishes at home which I have learned to make in school." "I have cooked many dishes at home which mother did not know about before." "I never thought of working at home till I took sewing and cooking in school; both are more interesting to me now." "My cooking lessons have helped me to select food and do marketing." marketing." "Sewing "Sewing has taught me to take better care of my clothing." A boy said. "Because of my shop work, I can now help father, who is a carpenter." Another, "I have made book shelves and plate racks for my home." "I use my shop knowledge all the time at home."

While enough has been said, perhaps, to show the general results of the inquiry from the group as a whole, it will be interesting to note two or three of the replies, already referred to, which were not altogether "according to Hoyle." A 9B girl said "I do not like cooking. I expect to do higher things than housekeeping." Another, "Manual training has hindered me by. taking time from my studies." One boy said, "Manual training is easier

for me because it is not much of a problem." Others said, "It is easier because I don't have to use my brains." "Easier because it gets you limbered up." One girl said, "Manual training hinders me because I can't get my mind off of sewing." Aonther "I like cooking better than sewing because I don't have to sit still." One

of the boys declared, “Manual training is hard for me because it does not appeal to me; I do not know why." Another frankly stated, "I do not like manual training; I stay out of school on manual training days whenever I can."

Most of these replies could easily be explained by those of us who knew the individuals. Those not attributable to the naive frankness of youth, which we had warmly invited, were an expression of real aptitudes, of home influence, or, in one or two cases, of a propensity to be mildly perverse. We gladly noted them all, and gave them as much (possibly more) weight as the "regular" types which were to be expected. Such outspoken statements usually carry the most valuable suggestions. They should "give us pause" in our theorizing and set us thinking a little more from the child's point of view. Possibly our adult adjustments of courses of study and of school conditions, might thus be better conceived and regulated.

General Results.

So much has been stated on the concrete side of this inquiry, that little need be said about the general results;

these are evident to all who have read thus far. To summarize briefly, through this investigation, so far as shown by the groups considered, manual training not only

(1) Appeals strongly to the interests of children,

(2) is helpful in other studies, and (3) is easier than other studies, but it is also

(4) used much at home,

(5) is a vital and valuable point of

contract between school and home, and (6) serves, with striking directness, to dignify the work of each in the eyes of the other.

Certain corrollaries may be noted; (a) The girls preferred cooking to sewing in the proportion of more than two to one.

(b) Manual training does not appeal to some individuals at all.

(c) To such individuals, manual training, like other subjects which

make no appeal to them, is difficult and distasteful, and not only results in poor workmanship, but, worse still, has very little educational value for them.

While these conclusions do little. more than confirm already well known. facts, the inquiry was not without its. value and its helpful suggestions to us, and it may be of some interest to others.

If I were an atheist of the most uncompromising degree and wanted to influence men to think with me and reach my conclusions, I should make a thorough study of the Bible. There is no subject from which one can draw for illustration and allusion with more universal understanding than from the Bible. Roosevelt, one of the most talked-of men in the United States, is quoted as author of the Armageddone speech more generally than for any other speech. Cartoonists and editors, lecturers and preachers have made the ideas in this speech familiar to all.

William Jennings Bryan was known for his orations on "Crown of Thorns" and "The Prince of Peace" long before he became Secretary of State. The wide appeal of such speeches as these is due to the fact that they are based upon a book with which all are more or less familiar.

Milton insured a wide initial interest in "Paradise Lost" when he introduced his great poem with the lines:

"Of the fruit of that forbidden tree Whose mortal taste brought death into the world

And all our woe, sing Heavenly Muse."

So Whittier makes every one feel a thrill of common understanding with him when this passage is read:

"These fishes in my stead are sent By him who gave the tangled ram To spare the child of Abraham."

But why, it may be asked, should we give valuable time in the high school to the study of the Bible when already it is the most universally known book in the world? For two reasons: (1) we are educating leaders in the world's thought; producers of new ideas and conclusions, not mere interpreters; (2) this wide knowledge of the Bible is becoming less and less common. Witness such facts as these: In the city of Terre Haute a fairly modern brick church has been sold to a plumbing company for its offices. In the city of Vincennes the Star Mov

ing Picture Theatre occupies a building where formerly the Bible was taught to reverent students, young

I do not know the circumstances connected with these conversions of churches to business and pastime houses, but the facts themelves are indicative of a less tangible but equally noticeable change in the attitude toward Bible study. In these very cities and many others large posters are put up with which the church seeks to advertise its business just as a drug store or lumber company would do. And churches everywhere are setting aside one Sunday in the year as "Go to Church Sunday." I feel quite sure that ministers make their appeals in a strange language to a very large per cent. of their listeners because the audience can not connect up their texts and examples with anything familiar to them.

Now, I am aware that I have taken two contradictory attitudes: that knowledge of the Bible is common, and that churches can not have the influence they should because knowledge of the Bible is not common. But the facts themselves are contradictory, or in other words, the two present generations are different, the type that is passing and the one that is coming on. The picture show and the automobile are becoming increasingly popular; even the ministers are using both quite commonly in their business. But can the minister cover enough ground in his automobile to maintain his connection with this rapidly-moving age? Or can he make his sermons entertaining enough with motion pictures to hold his congregation and instruct its members as thoroughly in the Bible as the

passing generation was instructed? All moral and religious considerations aside, we as educators should have a deep interest in the study of the Bible. Success in teaching literature and history demands that students in these subjects shall bring to their study some knowledge of the Bible. Are we in the schools ready to take this added responsibility just as we have already taken up the former duty of the home in giving vocational training?

But I return to reason number one for putting the Bible into the high school course and insist that this reason alone is sufficient for the move and needs no long argument to sustain it. We are teaching those who are to make the appeals and direct the thoughts of the future; then we must teach them to make this appeal in the way that has been found to be most successful-by using knowledge that is and should continue to be most common. These appeals may be made from the pulpit, from the "stump," in social discourse, in foreign courts; but wherever they are made a knowledge of the Bible will surely help.

Leaving the argument, I shall pass to an explanation of the work as we have attempted it this year in Fritchton High School.

Last year the writer taught the senior class in literature. He found the class seriously handicapped in the study of Shakespeare and Tennyson because they could not readily explain Biblical and classical allusions. Things of which he was sure their mothers and fathers knew perfectly well, they had apparently never heard. The situation here may have been a little out of the ordinary. In this township there

is no town and no progressive Sunday School, and the churches are poorly attended. So in a way a lack of knowledge of the Bible was to be expected, and yet it is doubtful whether this community is very exceptional in this matter. The standard of morality is high and the people are highly cultured. Scholarship is not at a premium among the students; they do well what is assigned but are not original students. There are only two denominations in this community and there is no radical sectarianism. These facts made it especially easy to introduce a Bible study course here.

Three months of the literary work was devoted to this study. The course included a study of the Bible as a book, how and when the various books were written, what authors contributed to the collection, source of the stories and laws recorded by Moses; literary forms employed, law, history, poetry and narration. Extensive memorizing of poetry was done. We studied the Hebrew government, showing how it grew from a theocracy to a kingdom; the great leaders; the philosophers; migrations and wars; international relations.

The things just mentioned would be studied in the history of any people. An additional study took up the experiences from which this people deducted the truths of the purest religion ever taught; how they obeyed the eternal laws of nature and Jehovah and prospered; how they disobeyed these same laws and suffered, and through all these experiences arrived at truths so final that Christ "came not to destroy

but to fulfill." Special study was made of the life of Christ and the missionaries who scattered this religion.

One need felt was for a text prepared especially for high school Bible Study. The Bible itself is perhaps enough to put into the hands of the pupil, but an outline for the teacher prepared by some competent person would be a great help. We placed in the library a copy of Moulton's "Modern Reader's Bible." We had also as an aid Hurlburt's "Teacher Training Lessons" and Moulton's "Literature of the Bible."

So far this discussion has been fairly easy, but "What are the results?" is a question not easily answered. As a course in Bible study, the work was an undoubted success. Interest on the part of pupils and parents was manifest. How far it has benefitted our literature work, the next three years will tell. The work the class is now doing furnishes occasion here and there to test the practical worth of the course and we are satisfied it has been time not wasted. But sometimes a

surprise and disappointment comes. The reference in "Tales of a Wayside Inn" contained in these lines: "They found Ser Federigo at his toil, Like banished Adam, delving in the soil."

could be explained by no one in the class. And in an Ancient History test several gave the name of Moses in a list of six men who helped to scatter Christianity. But in the same history test the topic "A Brief Sketch of the Life of Christ" was answered in a most satisfactory manner by all.