The schools have been requested by the Federal Government to promote Victory- Gardens. This not only gives them a responsibility for immediate war service but also an opportunity for permanent curriculum enrichment.

An introduction to the War Housing Management Conference-Course. The Conference-Course was significant not only for its immediate war-service purpose but also for its implication that housing has become a concern of the nation and that the public schools will be expected to teach housing in order ultimately to achieve good housing for all.

Consumer education would develop the good life for all our people, and in ways that help, not hinder, the good life of peoples in other lands. This long-view world consumer program should be taught in the schools, as well as every practical procedure by which our own people can maintain and improve their own living.

"WAR is inevitable—you can’t change human nature," says the man in the street. This would mean doubtless that, quite apart from the objective causes of war, there is some human trait creating an inner necessity, or at least an inner readiness that leads men into war. If true, education for international understanding must find ways to overcome this obstacle in human nature; if false, let us teach in every schoolroom that man's nature can be so developed that it will cooperate with statesmanship in the prevention of war.

American teachers are traveling abroad in increasing numbers and for a few selected groups Teachers College has organized opportunities for foreign professional study abroad under members of the College faculty.

Adequate housing and wholesome community environment are so important for human welfare, and yet so difficult to secure under rapid urbanization, that it is small wonder that the social and economic aspects of housing and city and town planning are finding a growing place in socialized education.

THE COST of going to college is now probably five or more times what it was one hundred years ago. This increase in cost is in part due to the changes in general standards of life whereby former comforts and luxuries have become essentials, available to all through the multiplied productivity of power-machine industry.

The home may appear in education either in the form of its practical arts, or of the sciences which underlie these arts, or as a study of the more general adjustments of the individual to the family group and its community relationships.1

The department of economic science of the School of Practical Arts has under way an enquiry into the cost of living at Teachers College of students and also of families with moderate incomes.

It is obvious that there is under way a great social movement to establish vocational schools. Just as during the last century schools became available which provided for every boy and girl the rudiments of general education and the opportunity at least of secondary and higher education, so in this new century we are to add to general education a specific training for the vocation and the trade.

A government agency reaching outside present national boundaries and taking form as a league of peace or a federation of nations may be expected just as soon as the average man is convinced that there may be a wider citizenship than that of the nation.

Education and journalism are related agencies and those interested in household arts instruction in the schools will do well to consider what the daily press and the magazines are doing, and what they may do, for the home betterment movement.

Museum economy involves not only exhibition, but scientific research and study; and for this double purpose, the modern museum, theoretically at least, administers "study collections" and "exhibit collections."

There is now presented a survey of the museums of other countries. It attempts only to bring out the large features in the situation, to point out important matters of purpose, organization, and function as reflected in the educational museum movement as a whole.

The question of the usefulness of educational museums is discussed, and there follows a systematic statement of the principles of their organization.

A brief statement will be made in turn of (1) the educational museum in connection with the United States Bureau of Education; (2) state educational museums of the United States and the Provincial Educational Museum at Toronto; (3) city educational museums of the United States; (4) university educational museums, with a statement at length of the museum of Teachers College, Columbia University, New York City; and (5) miscellaneous educational museums.

The Educational Museum of Teachers College bears to the Horace Mann and Speyer schools the relation of a school museum. In this regard, it carries on two lines of work: it loans photographs, lantern slides, and various illustrative materials and apparatus for use in the different grade rooms; it also arranges and displays in its exhibition room exhibits which the pupils of the schools visit. Toward both these lines of work, it maintains an experimental and constructive attitude.