At this time the government of the United States is going to learn how to become efficient. The state colleges of agriculture are testing their former efficiency,--the test being the power to serve. Schools may now learn what it means to be efficient by the service which they may now render. Not an activity is proposed nor a principle of educational practice given in the chapters which follow but should be brought into our schools in times of peace. We are going to sew now for the Red Cross because it is war time. Later we shall sew for institutions in our community. Now we are going to develop part-time schools because industry needs boys. Later we shall have coöperative courses because boys at work need further schooling. Now we are placing city boys on farms because the farmers need labor. Later we shall place farms on the minds of boys because youth needs contact with nature. Now we have current-events discussions about loans, submarines, aëroplanes, and I. W. W.'s because the government needs support. Later we shall teach the meaning of the same things because thoughtfully trained people are needed by the government. Now we are to teach patriotism and thrift because the nation needs them. Later we shall teach them because they are essential in themselves. Now we have extension courses in economical cooking for adult women as a war measure. Later we shall have it as a home measure. Now we are bringing adult women into the schools to receive instruction with their children. Later we shall do the same thing because it is the only sensible procedure under any and all conditions. Now we think in terms of reëducation of disabled soldiers because of the immediate need of helping these honored men. Later we shall turn what we have learned to do for these men into better provisions for making self-supporting our crippled and blinded children who are now in dependent institutions being made still more dependent by the very nature of the poor apology for vocational training which is given them. Now we have clearly before us the need for industrial education because the government is crying for workers. Later we shall see the need for industrial education because those who are to work in the industries need it. Now we hold a child-labor law before youth tempted by industry. Later we shall endeavor to hold before youth better opportunities for vocational, physical, and mental training in our schools as an inducement to stay in them.