[Illustration: Military preparedness of college boys and schoolboys includes other activities than merely drilling. Trench drainage, one of a score of war emergency courses, at Wentworth Institute, Boston, Massachusetts.] [Illustration: Returned convalescent soldiers, who would be idle but for the opportunity offered to brush up their education. Ogden Military Convalescent Hospital.] [Illustration: A corner of the printing and photo-engraving shop at Manitoba Military Convalescent Hospital, Winnipeg. These men have been assigned to courses of reëducation because of inability to return to their former occupations.] The individual-industrial-efficiency idea which we obtained from Germany will have to be interpreted in America not for military purposes, but in terms of personal and vocational service for the nation. Just as the academic militarism of the Old World has been found wanting and has been gradually transformed into the mobilization of all forces behind the lines on an entirely new basis and conception of what may be done by a people in time of war, so we in this country shall learn that we may in times of peace, through efficient and effective living, prepare for defense. In this preparation we may learn that improved elementary education, that vocational training, that bringing into the schools the Boy Scout spirit, that teaching of sanitation and personal hygiene, that organizing our courses on a unit and project basis, that developing systems of student service in school life, that extending school facilities to adults, and a hundred other things which have been thought of as fads and pedagogical idiosyncrasies will, to quote the New York State law relative to military equivalents, "specifically prepare for service useful to the state in the maintenance of defense, in the promotion of public safety, in the conservation and development of the state's resources, or in the construction and maintenance of public improvements." Truly, a program for peace as well as for war. The school board and its executive officer, the superintendent, should do everything to save the school buildings for school purposes. They are literally factories turning out, it is hoped, handmade products; and in time of war their service should be increased rather than diminished. To use them as hospitals will be a mistake,--better by far confiscate department stores. Bring the war into the schools in the spirit already interpreted in preceding chapters, but do not take the schools into the war.