The manual-training teacher may help the Red Cross chapter in packing supplies into the boxes which his boys have made. He can be planning the hospital furniture which he may be called upon to make, as in France, where the boys built furniture for improvised hospitals and installed electric lights. He can be thinking how he shall, if required, make hospital-bed racks, cots, tables, and simple reclining chairs. Perhaps he may have to supervise, as have the manual-training teachers in England, the making of hand-grenade bags, chaff bags, dummy cartridges for the training of troops, or sand bags. In a single secondary school in Bradford, England, more than 1200 articles--including splints, crutches, bed-boards and rests, screens, rollers, trays, etc.--have been made in the manual-training department in one year. Perhaps in the early spring latrines can be designed and built for the farm cadets, as was done in the Newton (Massachusetts) school, or shacks for troops, as was done at Plattsburg, New York, by the boys from the Stuyvesant High School, New York City. The teacher may have his part to play in giving vocational training to maimed soldiers (see chapter on "Reëducation of the Disabled"), as all of the instructors in manual-training schools of the Dominion of Canada are now doing. A manual-training teacher in Nashville, Tennessee, Mr. John M. Foster, has his boys make jigsaw puzzles, checkerboards, and bandage winders for the use of our soldiers in France. During the summer of 1917 he organized a boys' auxiliary of the Red Cross, and the group made packing cases according to official specifications. The organization included a shop foreman, a timekeeper, and a stock man. Lumber and other materials were contributed by local dealers. Perhaps the manual-training instructor will coöperate with the teacher of domestic science, as male strength is needed, in providing comforts for the soldiers, such as socks and mufflers made on knitting machines, and in helping with the packing and crating. In this connection there is another quotation on the work of London children: At the end of the first year of the war we began to organize efforts to provide clothing and other necessities for Belgian and Serbian children. In a few months the schools were able to furnish 10,000 complete kits made to the pattern and color and size supplied by the two embassies. It is reported that the making of these kits was one of the best exercises in planning, cutting, and sewing which the schools ever undertook, and probably nothing has done more to foster the school _esprit de corps_ in the history of municipal schools since their origin, in 1870.