I am glad that you intend to encourage the training of the boys to prepare for some essential industry where they can take the place of a man called to the front. One of the great benefits you confer is that of making the boy realize that he is part of Uncle Sam's team; that he is doing his share in this great war; that he holds his services in trust for the nation; and that though it is proper to consider the question of material gain and the question of his own desires, yet that what he must most strongly consider at this time is where his services will do most good to our people as a whole. The teachers of America, as well as the boys, are making themselves a part of Uncle Sam's team; and they too hold their services in trust for the nation. The Junior Red Cross movement in the schools has swept the country. The school children have advertised and sold bonds of the second Liberty Loan.[12] The teachers of cooking are serving as local representatives for the food administrator at Washington. Agricultural teachers have pledged themselves as community workers for the summer of 1918. Manual-training teachers are developing plans for substituting garden projects in the spring for the manual-training models of the schoolroom. Technical colleges and institutes are filled with students in uniform. Industrial and trade schools on the seacoast are planning to discard their house carpentry for shipbuilding courses. County superintendents of schools are studying government bulletins for the last word in preserving and drying farm products on a large scale, in order that they may give directions to the schools. Teachers in academic schools have enlisted for service on relief, loan, garden, thrift, and conservation committees. Men who were leaders and supervisors of farm-cadet camps in 1917 are planning for similar work in the future on a larger and improved basis. Programs for teachers' institutes and state associations of teachers now include the topics: "What can our schools do in war time?" and "Our schools after the war." [12] In New York City 63,900 applications for bonds, having a total value of $7,881,100, were obtained directly by principals, teachers, and pupils, and forwarded by the principals to the local Bond committee or the banks. These efforts of the teachers and the pupils respond to our President's appeal that each of us must do his share in making the world safe for democracy.