comprises over fifty percent of the conversation-if tittering or giggling can be termed conversation.

One of the most important newly developed interests isThe Boy. He becomes more than a rough, noisy, human being, who just loves to tease, and spoil all the fun the girls are enjoying. They are now more readily tolerated-in fact their company is sought after. The girl now has "crushes" or is a victim of "puppy love." The object which her affections center about is of her own age, and excels in either athletics, class honors or something to which her attention is attracted.

The girl's chum, or confidant, has much influence during this time. She has one particular girl friend to whom she tells all her joys, sorrows and secrets. Without realizing it, she chooses one from a group to make her dearest friend, much as a magnet draws or attracts a piece of steel. This friendship often lasts a life-time, and if broken, the memories of those happy girlhood days are very sweet and dear to her. Great care should be taken in selecting her chum, for the two cannot be together day by day for any extended time without exercising some influence over each other, either good or otherwise. They have, supposedly, the same interests and are willing to help each other along and never let jealousy or rivalry interfere with their future plans of life. They confide their hopes, expectations and ambitions to one another, and in their projected life work they have an equal share. It is but natural that the girl should have some one of her own age to tell all these things to, but how much more beneficial to her if she have also an older person to make a confidant, and be directed by, advised and helped along the right path.

Into the young girl's life comes sometimes a most wonderful personage—a woman who seems perfect, and with whom she appears to be infatuated, and at times so much as to almost adore her. She "dreams" and builds "air-castles" about her, imitates her every way, and considers her as an

character of the

Perhaps no two

ideal. With the different type of girl, the woman chosen to be admired also changes. girls adore or exalt the same person, but in many cases it is a teacher, a young member of her school faculty, who is chosen. If not a teacher, a senior in the school is sometimes selected. Some may admire a young lady who is pretty and has many beaux, while another may choose one who is not so attractive, but has a very appealing personality. This young lady is very often the leader of a club, and all its members have joined so as to be near her, as character is, or should be, more attractive than mere prettiness. The girl would never do anything to offend her, and often she just stands at a distance and admires her without being seen. It has happened again and again that a group of girls, admiring and almost adoring some young lady, who has now just married, weep and cannot be comforted until such time as they find another to take her place.

An interest in personal appearance arises at a certain period; heretofore the girl has been awkward. Now she wants to appear well before her friends, the boys of her age, and especially the adored one. If her hair is not bobbed, there comes the trying period of "doing it up." Hours are spent or wasted before the mirror, seeing how the different styles of hair dressing become her type, and in trying to train her hair to "stay put." The girl has been secretly combing it, and it takes courage to let the family see it for the first time. If many of the girls between these ages are asked "why they are late" in the morning, the majority will confess that it was because they spent the time on their hair. Many teachers, who do not understand, look at the coiffure and hesitate about believing it. More care is now given to the body, especially to the face and hands. The girls desires to look pretty and finds a new interest in the mirror. If certain foods cause a skin eruption, she avoids them; and on the other hand, she is willing to eat foods, however disliked, if they will improve the complexion and make her attractive.

The perennial subject of interest to women, viz. clothes and dress, awakens in the young girl. Her thoughts are beginning to be filled with clothes and what to wear. She is no longer willing to allow others to choose for her. She has her own ideas on the subject and wants the very latest in style, and too often goes to the extreme. She loves every color and tries them all until she decides what is most becoming for her to wear. She thinks that if she has all the clothes she wants she will be perfectly happy. This is true of the majority of girls, though there are happily many whose other interests are so strong that dress is less important. A wise counselor, whether mother, sister, teacher or friend, will not ridicule or discourage these natural emotions and tendencies, but will seek to sympathetically direct them.

Perfume Vases

Well may the Greeks have loved the perfume Vase!
Outside the tomb of every heart one stands,
Sending its fragrance, made by treasured hands,
Above the crosses of the human race.
Its breath recalls the lost beloved face,
Draws us to other hearts with golden bands
Of quickened love; and all the soul expands
Beneath that touch of sweet immortal grace.

O what in life is of such precious worth
As memory of love as present love?
These soften all the shocks of earthly woe;
These make us certain of a newer birth

In lands that hover bright our dreams above,
Where evermore elysian attars flow.

-HELEN CARY CHADWICK.

American Notes-Editorial

There is a suggestion, we were about to say a challenge,―to every teacher and to every student, in the able and interesting opening article in this number of EDUCATION. "The Humanities versus the Utilities"! Which shall the schools stand for? Which shall be the ambition and aim of the pupils? Whither do these pathways lead? We hope that all our subscribers will read this article at least twice. It is thought-provoking,-along lines which should be seriously traversed by teachers and school officials as well as by individual students in determining courses and in following educational pathways. These pathways lead out into life's highways. Clearness of thought and steadfastness of purpose in the beginning of the journey will make for efficiency along the way and success and happiness in the end. Aimlessness is the bane of scholarship and of post-graduate success. The article referred to should be found suggestive and helpful in determining the aims and activities of many individual students who, perhaps, have been simply drifting with the current, without thinking seriously whither they are going or what they will do when they get there. Early decisions and definite aims about life's activities are distinctly wise and gainful. "Where are you at?" is, perhaps, a justifiable slang phrase. "Quo vadis?" is more classic and still more significant. Both quotations are pertinent for most any pupil and for most any school.

"The Humanities"! What are they? The dictionary says that they are "the studies or branches comprising polite or classical literature collectively, as philology, rhetoric, poetry, grammar, Greek and Roman classics, archeology, etc."; "the Roman expressed by humanitas the highest and most harmonious faculties and powers." "The humanities" is a term "used to designate those studies which are considered the most specially adapted for training this, the true humanity in every man." (Trench, on "The Study of Words.")

"The Utilities"! What are they? In the sense in which they are used by the writer of the article in this number of EDUCATION, they are the studies which will enable the student to get and hold a job which will furnish him with an income and work out into bread and butter and other material comforts,-money that will supply his worldly needs.

"The Humanities versus the Utilities"! Which shall we emphasize as individuals? Which shall predominate in our school systems? The Public School authorities are wisely solving the problem by establishing two kinds of secondary schools or high schools, one kind

or group supplying classical and the other technical or practical arts courses. Those who must get to work early and become self-supporting on graduation are placed in the technical school; those who are intending to go to college, or otherwise to take advanced courses in the humanities, elect the classical high school course. Many of our larger towns and cities are providing these two kinds of education. It is well that they should. It means much to all concerned. There is, nearly always, a majority who are obliged to take the practical studies and to get into productive activities where they will be selfsupporting as soon as possible. The alternative offered, of Technical High School or Classical High School,—is wise and good for all concerned. It groups the pupils and gives to each group just what they want, and must have, as a preparation for efficient, successful and happy life-service.

But our question about "the humanities versus the utilities" does not, or should not, stop here. Every student should realize that the humanities may be his, whatever his educational advantages or courses, and whatever his life activities may be. An active, alert mind may achieve a real culture whether in school or in after-school life. The will to know and the determination to grow, this is essential. There are well-posted choremen in America; and cultured agriculturists; and backwoods statesmen. The "humanities" are not forbidden to any class in a real democracy. The media of culture are upon every hand. The will to learn, the determination to know, these are the main things. The country boy on the farm, the operative in the mine, the sailor before the mast, has a chance to acquire the essentials and the rewards of a real education. Any one who has chosen the utilities can accept also the challenge of the humanities. It is the glory of America's true and free democracy that it produces "learned blacksmiths," and transforms hard-working rail-splitters into Presidents and World Rulers.

Wayne B. Wheeler, general counsel for the Anti-Saloon League of America, recently asserted, as quoted by the daily papers, that prohibition is the best gift that the people of the United States have received from the Government. In detail he backs up the statement with the following assertions, viz., that during the four years of national prohibition there has been a cut of 873,000 in the national death rate, that over $1,000,000,000 have been added to our savings accounts, industrial accidents have been lowered 250,000 annually, with fewer arrests, and a decrease in the rate of preventable illness. "A few of the cumulative results of four years of sober industry,"