There are at present school savings banks in operation in 1,089 schools. Since their organization 191,009 children have been depositors, putting in the total of $2,782,012. Where the banks have been in operation for a number of years, they have done exactly what their promoters expected them to do. They have developed thrift. The savings bank can be made a success wherever the teachers and a few patrons will give the time for careful oversight.

Boston's new school law has gone into effect. The first election under the new law for members of the Board of Education was held recently and resulted in the election of five excellent men. Boston under the old law had a board consisting of twenty-four members. In decreasing the number to five she has placed herself in line with the cities that have the best administered schools. Large school unmitigated evils. boards, however appointed, seem to be

When the Osler theory is suggested it might be well to mention the two senators from Alabama. Senator Pettus is eighty-five, and Senator Morgan eightytwo. Both men have announced themselves as candidates for re-election, Morgan in 1907, and Pettus in 1909. They are both able men and are serving their State and nation with great ability. We may yet be compelled to recede from the notion that all things of value must be done by young men.

Christian IX, King of Denmark, died January 29. He was in his eighty-eighth year. On the morning of the day of his death he attended to his usual duties, giving audiences lasting for three hours. His reign has been singularly free from criticism. He was the idol of his people and mingled with them freely unattended save by one of his sons. His family life was very sweet and pure. His children fill honorable positions in European politics. The eldest son now be comes King of Denmark. The second son is King of Greece. Alexandra, the

eldest daughter, is Queen of England. The second daughter is now Ex-Empress of Russia. The third daughter is Duchess of Cumberland. A grandson is the new King of Norway. The old king was aptly called the "Father-in-Law of Europe."

All men should be charitable. Harsh criticism is usually due to ignorance. It would help if we could remember the beautiful words of Nixon Waterman:

"If I knew you, and you knew me,
If both of us could clearly see,
And with an inner sight divine,
The meaning of your heart and mine,
I'm sure that we would differ less,
And clasp our hands in friendliness;
Our thoughts would pleasantly agree
If I knew you and you knew me."

At Lynn, Mass., a very successful school city operates upon the playground. Such an organization develops character by exercise of responsibility. The responsibility for making and enforcing laws and regulations gives the boy or girl. a new and different point of view. A wholesome respect for law itself comes as an immediate result. No one yet sees the end of the school city. This much, however, is certain. Much of the old imperialistic school government is gone for

ever.

President Eliot says good things. His address at the opening of Harvard in the fall of 1905 is unusually good. Every young man should have its sentiment engraven on his heart. We quote the closing sentences:

"Look forward to the important crises of your life. They are nearer than you are apt to imagine. It is a very safe protective rule to live today as if you were going to marry a pure woman within a month. That rule you will find a safeguard for worthy living. It is a good rule. to endeavor hour by hour and week after week to learn to work hard. It is not well to take four minutes to do what you can accomplish in three. It is not well to take four years to do what you can per

fectly accomplish in three. It is well to learn to work intensely. You will hear a good deal of advice about letting your soul grow and breathing in without effort. the atmosphere of a learned society, or place of learning. Well, you can not help breathing and you can not help growing; those processes will take care of themselves. The question for you from day to day is how to learn to work to advantage; and college is the place and now is the time to win mental power. And, lastly, live today and every day like a man of honor."

About 1860 John Swett, principal of the Rincon school, San Francisco, was called upon to answer the following questions by the board of examiners:

1. Name all the rivers of the globe. 2. Name all the bays, gulfs, seas, lakes and other bodies of water on the globe. 3. Name all the cities of the world. 4. Name all the countries of the world.

5. Bound all the states of the United States.

Mr Swett held his place, so we conclude he satisfied the examiners that he knew.

Hazing in colleges and schools has received great attention for the past few months. The amount of hazing done seems to be greater than in recent years. The attitude of the authorities toward it is more hostile than ever before. The courts-martial and dismissals at Annapolis have had a wholesome influence on the whole country. Thuggery and brutality have no legitimate place in academic life. These things must stop, or our schools can not command the respect they ought to have. The promising young men who have died as the result of hazing have not died in vain, if thereby the country is aroused to such an extent that hazing will be abolished.

Perhaps the greatest incentive to the discovery and exploration of this continent was the desire to find a Northwest Passage. Henry Hudson lost his life in

the attempt, after having penetrated as far into the northwest as the bay that bears his name. For three centuries attempts have been made again and again. by bold navigators, but without success. During the last summer the Gjoa, a little Norwegian vessel of 47 tons, propelled by a gasoline motor, accomplished the feat of running the gauntlet of the ice pack from the Atlantic Ocean to Mackenzie Bay. But the feat of which once so much was expected, now hardly receives notice. The land that was once thought to be a barrier to traffic with the East has itself become far richer than the fabled wealth of the Indies.

Every teacher needs to be a worker. He needs also to be able to inspire a love of work in his pupils. Work is the battle cry of the present. The words of Bob Burdette should be read again and again by every boy and girl:

"Remember, my son, you have to work. Whether you handle pick or wheelbarrow or a set of books, digging ditches or editing a newspaper, ringing an auction bell or writing funny things, you must work. Don't be afraid of killing yourself by overworking on the sunny side of thirty. Men die sometimes, but it is because they quit at 6 p. m., and don't get home until 2 a. m.

It's the intervals that kills, my son. The work gives you appetite for your meals; it lends solidity for your slumber; it gives you a perfect and grateful appreciation of a holiday. There are young men who do not work, but the country is not proud of them. It does

not even know their names; it only speaks of them as 'Old So and So's boys.' Nobody likes them; the great busy world doesn't know that they are here. So find out what you want to be and do, take off your coat and make dust in the world. The busier you are the less harm you are apt to get into, the sweeter will be your sleep, the brighter and happier your holidays, and the better satisfied the world will be with you."

The attention of the people is directed more closely toward public officials than

ever before. Every public office, from the highest to the lowest, is in the public gaze. The good citizen, whose attempts at reform are usually spasmodic, seems now to be in earnest. Every school should take advantage of the present interest and agitation and teach with emphasis some lessons in civic righteousness. The Outlook sums up the present movement in these strong words:

"The American people are now demanding three very simple things, and they will secure them: Free government that is to say, the management of public affairs by the people; honest government-that is to say, the settlement of public questions and the carrying on of the public business in the interests of the people; an open field and a square dealthat is to say, the opportunity for all men to go to the front in public affairs without bowing the knee to bosses or compromising with machines. In a democracy there must be leaders, parties, and party organizations. But a party organization is not a machine, nor is a leader a boss. We are not looking for perfection; we are asking for a chance to breathe freely as a Nation, to get men in public life who will have some of the instincts of the statesman, and to be able to hold our heads up as Americans when we face the rest of the world."

Then and Now.

Many people delight in singing the glories of the past. To them no today is as good as yesterday. They constantly preach the superiority of the old edu cation over the new. They tell us that the boasted improvements consist in the addition of a number of useless fads and frills, but that in the fundamentals of education we are far short of the good old times. They say we may draw better pictures, fold and cut paper more deftly, and sing ragtime with more vim, but that in reading, spelling and arithmetic we are sadly deficient.

Nearly all students of present conditions have long been convinced in their own minds that the criticisms of the conservatives were groundless. The argu

ments of both sides, however, necessarily rested almost wholly upon mere assertion. Under these conditions no definite conclusions were possible.

The discovery in Springfield, Mass., of a set of examination papers in spelling and arithmetic bearing the date of October, 1846, is of more than passing interest. The papers of 1846 were prepared by pupils of the 9th grade, which would correspond approximately to the first year of our high schools. The questions in arithmetic were eight in number and were quite difficult. In spelling twenty words of far more than average difficulty were given. In these questions the pupils of Springfield in 1846 made an average in arithmetic of 29.4 per cent. and in spelling 40.6 per cent. In the fall of 1905 the same questions without warning or preparation were submitted to the 8th grade pupils of Springfield. They made an average in arithmetic of 65.5 per cent. and in spelling of 51.2 per cent. The same questions in December, 1905, were proposed to the 8th grade pupils of the Goshen, Indiana, schools under the conditions noted above. The Goshen averages were as follows: Arithmetic 87.8 per cent., spelling 46.2 per cent. The questions have been answered by the 8th grade pupils in a large number of schools and always with averages far above those made in Springfield in 1846.

These comparisons are certainly very convincing. It is known that the Springfield schools in 1846 were among the best. The course of study had not yet been enriched. The daily work of the boys and girls who prepared these papers consisted of reading, writing, arithmetic, geography and spelling. The school year was 44 weeks in length and the school day 6 hours. With the enriched course of study, with a shorter day and a shorter year, the pupils of a grade lower in the same city in 1905 make a far better showing. In Goshen with a shorter year than Springfield the showing in arithmetic ist better and that in spelling nearly as good. The schools of today are better than those of yesterday. The enrichment of the course and the addition of what some people consider frills, have not been at

the expense of the fundamentals. Every teacher should arm himself with the results of the tests of 1846 and 1905. They will successfully answer the carping criticisms which are so frequently made against the progressive work of the present.

Henry Clay Trumbull.

One of the great books of the past year is "The Life Story of Henry Clay Trumbull," by Philip E. Howard. The book is published by the Sunday School Times Company of Philadelphia.

The book is great because it tells in a simple, direct way the life story of a great man. Biography is necessarily interesting, for we all like to know the inner life of the man who has attracted the world's attention. Trumbull was known all over the world because of his accurate Oriental scholarship and also because of the wide circulation of the Sunday School Times, of which he was editor.

It is almost proverbial that Sunday school teaching is the poorest teaching known. Mr. Trumbull realized this and as a young man teaching in a Mission school he attempted to make his work effective. Later as a Sunday school missionary he never lost sight of the need of good teaching. When he became editor of the Sunday School Times his strong desire was to furnish through its columns helps and incentives to teachers that would make the work of the Sunday school increasingly valuable. That he succeeded is known by every one familiar with that great paper. He associated with him a greater array of scholars as writers for the Times than have ever been united in the making of a paper for secular teachers. He was a splendid teacher and a great inspirer of teachers. His service to the Sunday school, in a larger sense than most people think was a service to education.

Mr. Trumbull was a man who believed in details. He always made careful preparation for every duty. He never did offhand work either in the sanctum or on the platform. He always suffered and

was ill at ease before making an address. In response to a friend's surprise at this, he said: "Well, someone has got to suffer -either the man before he speaks, or the audience while he is speaking."

He was an indomitable worker. However, his work did not shut him off from the world. He was a man easy to approach, and always with abundant time for deeds of mercy or acts of friendship. Neither at his office nor at his home did he find seclusion and absolute quiet necessary for his work. He could drop his work at any time to tell or enjoy a story, and could take it up again without loss.

His life was essentially positive. He believed in being judged by results. When one of his associates mentioned in a proposed editorial something that the Sunday School Times was not going to do, his blue pencil struck it out with vigor. "That can't go in! Never, never say what we are not going to do! Say what we will do!"

His vision of duty was remarkably clear. He conceived the moral line to be like the mathematical line, without width. To him, therefore, the only possible place was on one side or other of this line. Neutral ground did not exist.

In 1895 with his son Charles he spent some months in travel in Europe. Raphael's Sistine Madonna, tomb of Napoleon, and the Sainte Chapelle in Paris were three things that had greatly impressed Dr. Trumbull on a former visit. They visited the Sistine Madonna in Dresden. It made but little impression on the son. The father said nothing. Together they went to Paris and visited the Sainte Chapelle and Napoleon's Tomb. These both made a great impression upon the younger Trumbull, who expressed it as best he could. The father said he was glad that he had suspended judgment at Dresden, but that if the tomb of Napoleon had also failed, then he would have felt troubled. This was a characteristic trait of his life. Those who came in contact with him were always given more than one chance.

The book is as interesting as fiction and as inspiring as truth. Every teacher ought to read it. The main springs of Henry Clay Trumbull's life are the things that make for righteousness. The elements of intellect and character that made him the greatest Sunday school man of the age are just the elements that will make one great as a teacher.

The thirteenth annual banquet and reception of the Chicago Alumni Association of Valparaiso University was held at the Great Northern Hotel, Chicago, Saturday evening, February 3, 1906. The informal reception began at 5:30 and the banquet at 6:30. The program was the best ever produced in the history of the association. The committee was successful in securing speakers of national reputation for short addresses. Nonresident alumni were present from New York City, Indianapolis, St. Louis, San Francisco and many other cities. The remarkable success of Prof. H. B. Brown, the President of this great school, is now recognized throughout the United States. There were 225 persons at the banquet.

Dr. Thomas Scott Lowden, of Clark University, has been invited by the Massachusetts State Sunday-school Association to deliver a course of five lectures on "Child Life and the Art of Teaching" to the Sunday school teachers of Boston. Dr. Lowden has charge of the normal work in the Trinity M. E. Sunday-school at Worcester. A few weeks since the secretary of the State Sunday-school Association visited his work and subsequently engaged him for a course of lectures.

Specific figures from a certain high school in Massachusetts show that there were 209 graduates in six years. Of these 11 per cent. are married and are living at home