In working out plans for reëducation in the United States we must have in mind certain principles. There is the necessity of making our training thorough. Our problem will be not to find employment for the period of the war, during which there is a constant demand for workers, but to train the disabled for an occupation in which they can hold a place after the temporary shortage of labor created by the war conditions is over. It is obvious that if the men are incompetent and ill-prepared for their work, they will be weeded out as soon as skilled men are available. Their work is barred from that demanding manual strength; nor can it hope to belong to that highly specialized kind which would demand an arduous and elaborate training. But there is a wide range of semiskilled occupations where a handicapped man can earn more than if he should enter after a long course of training the highly skilled trade where he would meet the competition of the physically normal. There are at least three kinds of disabilities our schools will have to deal with. First, there is the man who has lost his right arm. This man must, whenever possible, be taught to use his left hand in his trade, although it is sometimes easier to learn a new process than to change right-hand to left-hand methods in the old operation. In carpentry, turning, and machine trades, however, the one-armed man may continue to be employed, and our vocational schools should incorporate courses in left-hand training. Here also we find another need: there must be built for the disabled _left-hand machines_. Next there is the case of the man who must be instructed in an allied trade because his former one is pronounced by medical examination and the tests of mechanotherapy to be impossible. And last there is the case of the man whose injury makes necessary the fitting of delicately adjusted prosthesis and a course of expert training before he can become a wage earner. Our chief difficulty in our work of reëducation will be to secure the right kind of teaching force, and it is clear that our government must establish schools to train our technical instructors how to adapt their knowledge of trade teaching to the kind of work demanded in giving instruction to the physically disabled. The selection of the proper type of teacher is vital to the success of any scheme of reëducation. The ideal instructor must not only know his trade but be able to suit his methods to the individual case so as to get the best response from each man under his direction. At present it seems as if there would be no way of training instructors except by sending chosen trade teachers to St. Maurice to study the French methods, that they may return to this country properly equipped to select and instruct others, until such time as a government school of the right type is well established in this country.