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MOTHER. "I CAN'T DECIDE WHETHER TO HAVE YOU YOUNG ENOUGH TO RIDE HALF-FARE OR OLD ENOUGH TO DRAW A PENSION."

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TEACHER. "AN INHERITANCE IS SOMETHING WHICH DESCENDS FROM FATHER TO SON. Now, JOHNNY, GIVE AN EXAMPLE." JOHNNY. "A LICKING."

HIS MILD PLEA VON BLUMER. "Tell that cook something for me, will you?"

MRS. VON BLUMER. "What?"

VON BLUMER. "Tell her not to put the broken china in the ash-barrel. I must have some place to put the ashes."

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RESEMBLANCE

SHE. "Are these like your mother's doughnuts?" HE. "Well-er-the hole is just the same."

HIS REFUGE Jonah was relating the whale episode.

"No," he remarked, "I didn't mind it a bit; it was just at the time my wife was cleaning house." Whereupon they envied him his happy refuge.

PREDERICA MCCORMICK

C

EDITORIAL COMMENT

The Home and the School

NONSIDERING that the child who goes to school and the child who lives at home is, after all, one and the same person, the habitual separation of the school and the home is as phenomenal as it is calamitous. The result, as might be expected, is threefold: the school is artificial and unhomelike; the home is less satisfying intellectually than it might be; and the child too often falls between two stools. At any rate, he readily acquires a dislike for school, and sometimes, later on, a dislike for home. Then unsafe substitutes claim the badgered being; revivalists attempt to reclaim him; and perhaps, if he is lucky, the Right Girl comes along and, aided by a good business opportunity, restores him to the sort of divided sanity in which the average man dwells in a tobacco-soothed quiescence. As for the Right Girl, if she is really Right, she pieces out her home with a club or two and good books, and so survives her childhood's dangers.

But why these dangers? In other respects, as well as in this, our modern fetich of division of labor has exacted heavy sacrifice, but nowhere more unnecessary sacrifice. We seem to have accepted as a truism the doubtful maxim that to the home belongs the moral training and to the school the intellectual, and then to have proceeded as if between these two sides of the child's nature there was so little connection that teachers and parents could work at their respective tasks without ever coming in view of one another. Yet the fact is that the child's nature is a unit; his reason and his will mingle so closely that only a theorist can separate them-and then only in his mind! Consequently the world is full of persons between whose knowing and doing there is hopelessly little connection. This educational fallacy has at last cut them in two, transforming what was once an undivided human being into a Siamese twin, a mere fleshly bond holding the two parts together.

It is a truer statement of the division of function between teacher and parent-but still not true, because any statement of function, to be complete, must include overlappings-it is a truer statement to say that the teacher sees her pupils in mass, and is therefore in a position to formulate and apply general laws; while the mother sees her children as individuals and is more impressed with variations than with laws. The teacher, therefore, tends to become cut and dried in her procedures, to apply laws too rigorously, to measure up the infinite world of the human spirit by rule of thumb; while the mother is likely to get bewildered and distracted, swamped in a multiplicity of apparently unrelated detail. Such a statement makes clear at once that the teacher and the mother need each other, not only for the child's sake, but for their own.

The teachers have been the first to perceive this need. The various teachers' associations and the normal schools have been calling aloud for cooperation now for some considerable time; the mothers' congresses and parents' clubs begin to make response.

The individual mother who subscribes to these sentiments would do well to connect herself with such of these agencies as may be already operative

in heighborhood; but whether she does so or not, one or two simple things she can do, to her own and her child's great advantage-also, incidentally, to the advantage of the schools and to the civilization of the future. In the first place, she can visit school. This has been said to weariness, and the act itself is often a weariness; but still it is necessary. Her youngster's rapture at this attention may well reproach her, and urge her to wilder flights of interest in his daily life. Perhaps then she may even go so far as to invite the teacher to dine with her and spend the evening. Behold at that table one child whose cup brims over with joy! Guess at the hopeless envy of his mates who know him a marked pupil in the schoolroom-not a favorite, perhaps, but the one who is most often understood.

The teacher will come. Most of them are willing martyrs at all sorts of tables, in all sorts of homes, eating daintily where forks lie idle, speaking smoothly where English is but little known. If every mother would make it her duty to go to school at least once for each new teacher, and to invite each new teacher to visit her at least once, this simple procedure would go far to solve the educational problems of the day.

A

Housekeeping and Biology

NY work that applies scientific knowledge to necessary things is interesting and valuable. Women sometimes feel themselves shut out from "the world's work," that vague term that seems so desirable in its largeness. But science needs applying, by intelligent women, to all sorts of household details. The biological laboratory has its peculiar charm for thoughtful minds; but every home is also concerned with many biological details that most housekeepers utterly ignore. Yeast, for instance, is one of the most interesting of micro-organisms. When a good bread-maker makes her own yeast, she is simply preparing a "culture" of the yeast germs that float forever in the air, seeking what they may devour and when they may develop. Mould forms another tube of delicate organisms. What would Roquefort cheese be without its aid? The study of moulds would teach any clever housekeeper how to control them absolutely. A knowledge of ferments makes many household processes sure that otherwise are troublesome and uncertain. The danger of preservatives in food, added by ignorant hands, vanishes before a knowledge of their qualities and reasons. Food values towards building up tissue, bone, and nerve, are a wide study in themselves. A Ph.D. can well be earned within household walls by the patient student of biology or chemistry. The bacteria of disease, too—the careful mother needs to know about their life habits most especially. Each germ disease has its own laws of contagion and disinfection. It saves a great deal of useless worry to know under what conditions a disease germ thrives or is transmitted. That a deodorizer is not necessarily a disinfectant, and that the best disinfectants may be of no use when wrongly though strenuously employed, is priceless knowledge to possess in some household crises of contagion. In fact, the more biological study a housewife can pursue the better, for the science of the "infinitely little" will open her eyes to many things in her daily routine which have never been as interesting to her as they ought to be. A household with the order and science of a laboratory is perhaps too much to expect; but the more of these two qualities the home manages to gain, the better for the health and longevity of its inmates.

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T

THE BAZARS NEW PATTERN

HE patterns given on the accompanying supplement are drafted to the same proportions and after the same style as the BAZAR's cut paper patterns. On the supplement all seams are allowed, and the width is indicated clearly on the sheet.

As many persons prefer to pay the cost of the pattern rather than to trace it from the sheet, the BAZAR has arranged that these patterns are for sale at the same prices as are the cut paper patterns, except that in the case of the supplement patterns, which are given only in the one size which seems best suited to the design, double price must be paid when a different size is to be drafted to special order.

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ted here is a particularly pretty one for a slight young girl, because of the full ruffles, which will give her the appearance of increased size. The waist is a simple one to make. The material required is five yards. of nainsook. There is a complete lining pattern given on the supplement sheet in size 34 inches bust measure, which alone is very valuable to any woman of that size. It is the correct foundation for any fancy waist, and should be preserved in heavy paper for future use. A correct full girdle pattern is given, too,

SHEET

which will be found useful for many gowns this season, as these deep belts are seen on a large proportion of the smart costumes.

Besides the six parts of the regular waist lining the pattern consists of one-half of the front, to be shirred to the lining across the chest; one-half of the back, to be put on in the same way; one complete sleeve, on which is marked the place for the ruffle to be sewed; one-half this sleeve ruffle; one-half the yoke guide (which may be used as a pattern over which to tuck nainsook in tiny curved tucks

SHIRRED SUMMER WAIST.-NO. 72.
Size, 34 inches bust measure only. Price, 25 cents.
See Diagram Group I., Pattern-sheet Supplement.

or as pattern to cut all-over embroidery or lace); one-half the ruffle to be shirred to this yoke around the shoulder tabs and attached to the waist under the front and back points; two parts of the belt foundation and one-half of the outer full part; complete wristband; and one-half of the standing collar.

The sleeve lining may be omitted where coolness is desired, the ruffle being attached to the outer sleeve only. It would not be practicable to make the body of the waist without a lining, however. Plain edging lace, medallion lace, or merely fancy hem - stitching may finish the edges of the ruffles. The same trimming, only narrower, should finish the top of the collar and the cuff should have an ornament.

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