Every effort was made to place the disabled man in the right position. He was interviewed by a sympathetic and competent official and counselled intelligently about the important choice of a new trade. The soldier already had industrial experience and, in the majority of cases, had some definite idea of what he wished to do. If his conceptions of the duties, remuneration, conditions of work, chances for promotion, stability, etc., in the new occupation, were wrong, he was reasonably and patiently advised to make another choice. The disabled man, however, always made the decision about his own future. His own wishes were followed as far as possible, because he would make a failure of his training and of his new occupation if he himself was not satisfied and enthusiastic. The queer trait of human nature that considers “distant fields as ever green” was much in evidence. During his former experience, the disabled soldier had always had a conviction that some other job completely outside of his own vocation was easier and better paid, or that some new development of industry was holding out its arms and screaming for workers. Consequently, there was a common tendency to enter some vocation wholly outside of his former experience. Most of the men were extremely reasonable and when all the facts were put before them they made wise decisions. Every definite effort was made to keep the man as close as possible to the industry in which he was employed before enlistment. If they had all tried to crowd into a few of the highly skilled occupations, there would not have been vacancies enough to give them all employment. So the training was made as wide as business and industry. Schools and classes were organized and equipped for those vocations which needed preliminary education under skilled instructors, and for which comparatively large groups of men were preparing. In cases where men were deficient in general education, and needed some fundamental knowledge of English and arithmetic in order to succeed, they were given intensive preliminary instruction for one, two or three months before starting specialized vocational training. Every educational institution which offered intensive practical courses leading to wage-earning power, was made use of to the fullest extent. Industry itself, however, offered the widest opportunities, and a great proportion of the students were placed directly in industry to learn there how to fill the job acceptably under working conditions, so that at the end of their period of training they could slip over on the pay roll of the employer without any break. Other men, who had preliminary training in the special trade classes established by the Department of Soldiers’ Civil Re-establishment, were placed in industry for the latter part of their period of education so that they would get accustomed to workshop conditions, and in order that there would be no appreciable hiatus between training and employment.