In England, during the first year of the war, all three were called into requisition. Within a few months over 1000 school buildings were in temporary military use, and even on August 1, 1916, 180 elementary- and 20 secondary-school buildings were still occupied for war work,--for hospitals, billeting of troops, housing of munition workers, etc.,--the number of children displaced being 129,855. In many cases the use was expected to be temporary, but many buildings have been retained permanently. The children whose schooling was thus interrupted, when too young for employment, generally drifted aimlessly into juvenile delinquency, while those older, although below the established employment age, went to farms and munition factories. That is, the taking away of the school building was concomitant with the suspension of restrictions on age of employment and hours of labor. The children of the prosperous class were likewise affected by the departure of over 50 per cent of the teachers for military service. These many interruptions in the carrying on of educational work were the result of the short-war fallacy; they were emergency measures adopted to meet a condition which it was generally supposed would last but a few months. When, however, it was realized by statesmen and the public that the interference with education and the suspension of laws regulating employment were resulting in irreparable injury to health and morals of an employed child population under 13 years of age of 150,000, and an idle younger population variously estimated at from 200,000 to 300,000, corrective measures were adopted. American schools must learn from English experience what to avoid. There are many legitimate uses of schools which England is now employing; and the warnings of interested English educators should keep our legislatures and municipalities from breaking down the compulsory-education laws or converting our schools into industrial plants. Our aim, as previously stated, should be to bring the war to the school curriculum for educational purposes, not to take the schools into the war, losing sight of their definite function. In France, at the outbreak of the war, many of the school buildings were requisitioned, and 30,000 teachers were called to the colors. The hardship to the young resulting from this patriotic sacrifice was met as far as possible by the generosity of private citizens who gave rooms or buildings for classes, and by professional men, too old for service, who volunteered to carry on the work of teaching. France was swift to realize that education must be carried on at all costs. In districts near the fighting line schools were of necessity transformed into hospitals, often with a staff of women teachers temporarily acting as nurses and attendants; but it has been the policy of the department of public instruction to regard this service as temporary, and the teachers as conscripted for education.