girl knows little of housekeeping, less of the duties of motherhood.[Footnote:  Cf.  H. Spencer, Education, chap.  I:  “Is it not an astonishing fact that though on the treatment of offspring depend their lives or deaths, and their moral value or ruin, yet not one word of instruction on the treatment of offspring is ever given to those who will hereafter be parents?  Is it not monstrous that the fate of a new generation should be left to the chances of unreasoning custom, impulse, fancy . . . ?” The whole chapter is worth reading; the neglect of which Spencer complained still persists.] The dangers of sex indulgence-the greatest of all perils to youth, the poisonous effects of alcohol, the necessities of bodily hygiene, are seldom effectively taught.  Moral and religious education is, owing to our sectarianism, almost absolutely neglected.  The evils of political corruption and unscrupulousness in business, the social problems that so insistently beset us, are little discussed in school.  Yet here is an enormous opportunity for the awakening of moral idealism and the social spirit.  Boys and girls in their teens can be brought to an eager interest in moral and social problems; class after class could be sent out fired with enthusiasm to remedy wrongs and push for a higher civilization.  The failure to awaken more of this dormant good will and energy, and to direct it for the elevation of community standards and the solution of community problems, is a grave indictment against our complacent “stand-pat” educational system.  Religious instruction will be a delicate matter for the indefinite future; but inspirational talks on non-controversial themes should find place, and perhaps a presentation of different religious views in rotation by representatives of different communions.  In some way, at least, recognition should be made of the important role played by religion in life.  Besides the school system, other means of public education must be extended.  The libraries and art museums must reach a wider public.  The docent-work in the museums is a recent undertaking of considerable importance.  Free public lectures, free mothers’ schools, city kindergartens, municipal concerts, university extension courses-such enterprises will doubtless become universal.  The work of the National Government in spreading knowledge of scientific methods of agriculture and of practicable methods of improving country life- information about the installation of plumbing systems, water supply, sewage systems, electric lights, etc.- is of wide educational value.  In 1911 the average schooling of Americans was five years apiece.  Such inadequate preparation for life is a disgrace to our prosperous age.  Education should be universally compulsory until the late teens at least; it should be regarded not as a luxury, like kid gloves and caviar, but as the normal development of a human being and the common heritage.  It ought not to be the exclusive privilege of “gentlemen"- of certain select, upper- class