Our Junior Red Cross will bring to you opportunities of service to your community and to other communities all over the world, and guide your service with high and religious ideals. It will teach you how to save in order that suffering children elsewhere may have the chance to live. It will teach you how to prepare some of the supplies which wounded soldiers and homeless families lack. It will send to you through the Red Cross bulletins the thrilling stories of relief and rescue. And, best of all, more perfectly than through any of your other school lessons, you will learn by doing those kind things under your teacher's direction to be the future good citizens of this great country which we all love. Our President is a master of good pedagogy as well as a leader of men, and he expresses the very best in modern educational thought. He tells the children to think of their school as the natural center of their lives; to serve the community in which they live; to reach out through service and study to the larger world outside; to have behind all action high ideals; to save that others less fortunate may have; to learn how to do and through doing how to grow; to learn directly of the world of action while it is in action; to work with their elders for a common purpose,--the common purpose of being useful citizens of our great country. CHAPTER IX REËDUCATION OF THE DISABLED In all probability not one person in a hundred ever heard the word "reëducation" before reading the very recent newspaper accounts of the government's plans as announced by Surgeon-general Gorgas for rehabilitating and reëducating the disabled soldiers. We have been in the habit of seeing blinded and crippled men selling lead pencils at street corners, and we have given our pity and our penny. We have seen the wonderful rugs woven by the blind (assisted in the designing and setting up by people who could see), and we have bought them, impelled by a sympathetic interest in a charitable cause. We have heard some exceptional person, who has overcome tremendous physical disabilities, describe her methods of studying college subjects and competing successfully with those who are unhandicapped, and we have said "How wonderful!" and stopped thinking at that point. As a nation we have failed in our duty to make the physically handicapped economically self-supporting and normally strong. It is an educational problem as great as, if not greater than, that of assisting the mental defective. Only within two years have the vocational schools of our country even thought of instructing their pupils in the general principles of safety. Only since workingmen's compensation laws and industrial insurance have come into the foreground in legislative halls have public men considered the appalling need for "safety-first" instruction in factories and in technical schools.