for the popular writer; for it is from this intermediary alone that the common life of the world must gather all it knows of scientific subjects; knowledge which may distract and derange the public mind, or, on the other hand, correct, sober, and enlighten it. No one knows, who has never attempted to make clear a scientific subject, how much of ignorance may be hidden under a technical term, or how much clearer and more minute one's knowledge must be to enable him to translate such terms into ordinary English. There has been much discussion of late as to whether the profession of writing can be taught; but it is certain, at least, that if any literary effort can be bettered by special training it is that which deals in a general way with technical subjects.

"Facing then the inescapable fact that our efforts and researches can be made effective only by their translation into the common tongue, it is clear that either we must develop within our fraternity our latent aptitude as public teachers or we must appeal for aid to those who are naturally endowed with such desirable equipment."

This suggests results, other than the framing of codes, which should grow out of the Bureau of Standards conference. The Federal Board for Vocational Education, with a staff of experts in this specialized education, has established contact with the vocational schools in every State in the Union. In conjunction with the regular vocational advisement, under the jurisdiction of a special agent for safety and hygiene, textbooks of both a general and special nature are under preparation, covering the common and vocational hazards to be met with in life and in the pursuit of definite trades and occupations in a way that can be used as a guide by teachers and grasped by pupils.

The accumulated technical and specialized knowledge of the interests attending this conference should form the basis of these courses, thus utilizing in a most direct, vital way the results of these researches, saving a needless duplication of effort and making certain that we are taking all possible advantage of the most advanced and specialized thought on these subjects.

These courses will be so new and unique, yet compelling in their timeliness, that we believe the State boards of education, under whose jurisdiction the vocational work of many States is lodged, will feel both the force of Federal suggestion and the desirability of such instruction, so that our work will be utilized in public schools and by the establishment of similar courses in other institutions of learning.

For it is to the next and rising generation to which we must look for the greatest practical results in our endeavor to reduce the country's wasteful hazards. There is also one other channel of opportunity to which we look with hopeful eyes.

At the present time the seriously injured victim of industry disappears from view. Some thought might have been given to the incident of his accident by his fellow workmen at the time, but it is soon gone from mind. The man is cast upon the human scrap heap, and his case ceases to be of interest. Should this injured man have a chance to be vocationally retrained for an essential place in industry, as contemplated by the Smith-Bankhead bill, utilizing the machinery of the Federal Board, which is working so efficiently in the vocational rehabilitation of the disabled soldier and sailor, teaching him while he is in the most receptive condition for such instruction the fundamentals of accident pre

Alabama: J. B. Hobdy, Montgomery, Ala.

(whites); J. L. Sibley, Montgomery, Ala. (negroes).

Arizona I. Colodny, Phoenix, Ariz. (State director vocational education). Arkansas: E. B. Matthew, Univ. of Arkansas, Fayetteville, Ark.

California: J. B. Lillard, Sacramento, Cal. Colorado C. G. Sargent, Fort Collins, Colo.

(State director vocational education). Connecticut: T. H. Eaton, Storrs, Conn. Delaware L. C. Armstrong, Dover, Del. Florida Shelton Phillips, Williston, Fla. Georgia: R. D. Maltby. Athens, Ga. Idaho C. B. Wilson, Moscow, Idaho. Illinois: A. W. Nolan, Urbana, Ill. Indiana Z. M. Smith, Indianapolis, Ind. Iowa W. H. Bender, Des Moines, Iowa. Kansas: H. L. Kent, Topeka, Kans. Kentucky: McHenry Rhoades, Frankfort, Ky.

Louisiana P. L. Guilbeau, Baton Rouge,
La.

Maine Herbert S. Hill, Orono, Me.
Maryland H. F. Cotterman, State College,
Md.
R. W. Stimson, Boston,

Massachusetts:

Nevada Leslie Brigham, Carson City, Nev. (State director vocational education). New Hampshire: G. H. Whitcher, Concord, N. H.

New Jersey H. O. Sampson, New Brunswick, N. J.

New Mexico:

N. Mex.

E. D. Smith, Santa Fe,

New York: A. K. Getman and C. E. Ladd, Albany, N. Y.

North Carolina: T. E. Browne, West Raleigh, N. C.

North Dakota: N. C. Macdonald, Bismarck,
N. Dak. (executive officer).
Ohio W. F. Stewart, Columbus, Ohio.
Oklahoma: W. R. Curry, Oklahoma City,
Okla.

Oregon H. P. Barrows, Corvallis, Oreg.
Pennsylvania: L. H. Dennis, Harrisburg,
Pa.

South Carolina: Verd Peterson, Clemson College. S. C.

South Dakota: Charles H. Brady, State Agricultural College, Brookings, S. Dak. Texas J. D. Blackwell, Austin, Tex. Tennessee: Harry P. Ogden, Nashville, Tenn. Utah: I. B. Ball, Salt Lake City, Utah. Vermont H. H. Gibson. Montpelier, Vt. Virginia: T. D. Eason, Richmond, Va. Washington: H. M. Skidmore, Pullman, Wash.

West Virginia: C. H. Winkler, Morgantown. W. Va.

Wisconsin W. S. Welles. River Falls, Wis. Wyoming: J. R. Coxen, Laramie, Wyo. (State director vocational education).

vention, safety work, and occupational hygiene, he would be reconstructed, not only into a useful and happy member of society, instead of a disheartened dependent, but into a most potent missionary for industrial betterment in the environment where he may find employment and a recognizable factor in the ultimate reduction of our industrial hazards.

NEED OF RESEARCH IN MINING INDUSTRIES

Resolutions Adopted at Vocational Education Conference at Joplin, Mo., January 2, 1919.

Resolved, That it is the unanimous opinion of this conference that as a means of bringing together all the interests involved in the promotion of vocational education for miners, informal conferences, such as this, are invaluable.

Resolved, That it is the opinion of this conference that every State should appropriate funds

(a) To duplicate Federal funds;

(b) To provide for the proper administration of the vocational education within the State.

Resolved, That the members of this conference feel that there is immediate need of research in mining industries, looking to the organization of courses in vocational education for miners. We urge upon the Federal Board the desirability of detailing an agent for the preparation of such short unit courses as soon as possible, and that these courses be supplied in such quantities as to permit them to be supplied to individual members of classes.

Resolved, That legislation be enacted in each State requiring the attendance of all persons between the ages of 14 and 18 years, inclusive, upon a part-time school for at least six hours per week for as many weeks in the year as the public schools are in session, unless such persons have completed a common-school course of eight grades.

Resolved, That we urge upon the publicschool men the importance of vocational education, as shown by the great need of such training during the war. We recommend that they take steps to lead the local communities to cooperate with State and Federal authorities in the promotion of vocational education.

S. M. BARRETT,

H. C. OWENS,

C. S. BANKARD,

J. D. ELLIFF,
H. L. KENT,

Chairman.

The conference had to do with vocational education in connection with mining industry.

packer? More worlds began to open out before her. Could she dare, by dint of study and application, hope to join that band of gifted saleswomen who had so

A vision of the department store as it will be five or 10 years from now opens a wide field of interest, not to say a golden opportunity, for the woman who goes into business on its serious side and who is determined to carve for herself a career that will not only be notable in itself but one which will satisfy her and give her womanly instincts a chance to be of some influence in the business world.

It pre

This new idea is being worked out in a few large department stores and seeks to tackle the employment problem at its very source, that is, from the point of view of the individual worker. supposes the lowliest clerk and the greenest one to be a human quantity possessed of normal ambitions and aspirations. Then it sets about acquiring an actual knowledge of what may be the tendency of those budding personal desires and for provides possibilities developing them.

The educational system not only investigates intelligently the actual working details of each department from the worker's unbiased standpoint, but it provides compulsory courses of study which are calculated to widen the girl's point of view and to make her daily more efficient in the tasks directly before her. Then if she has intelligence and understanding, she finds herself rising to the situation and hunting in her free hours for more information than it is possible for her to gain in the short space of time allowed within working hours. By this process she becomes an expert in the subject to which her attentions are applied, and who can say that an expert woman is any less valuable to a business organization than an expert man, especially in the subjects which are hers by right of personal interest and generations of interest back of her? She only needs to be shown the way to an expert understanding, and this way, thanks to the Nation's great awakening, is beginning to be pointed out.

At present and from now on we shall have to deal with the woman who has been in business, whose sisters and mothers and friends have been in business-with the woman who knows a thing or two about business ways and business standards. She is going to reach the stage where she will demand certain privileges, and it is the plan of the department store educational system

to meet her half way, to put her in the way of acquiring the thing she is beginning to need and then to use her newfound learning for its own vast interests, including her own deserved advancement.

The Woman department-store clerk nowadays is asked to attend lectures which will develop interest and earning capacity. Then she hears talks by trained nurses on the ways to prevent sickness and suffering in her own body. The new theory, keeping pace with many new theories on other subjects, is all for prevention and none for pity and care after the evil effects of neglect and blindness have become strikingly apparent.

One girl with a sick father and two sisters younger than herself, one a mere infant, was leaving grammar school. She dissolved into tears when a wealthy acquaintance offered to pay her $4 a week if she would continue her education through high school. Why did she weep? Because she had wind of a department store where one could work all day, have one's working clothes provided, and get $8 at the end of each week to take home to that dearly loved and needy family.

"But," she was asked by the wealthy one, "where will your education come in, and you with so receptive a mind?"

Whereupon she extolled the beauties and the advantages of the extension course provided by this same position upon which she had set her young heart. And the outcome of all the palaver was that she, with the persistence of her youth

nd enthusiasm, won the day and set off in the trolley car from the lower east side, determined upon a successful career. The conviction and faith behind her start in life had, to be sure, much to do with her ultimate success, but just the same she met with the conditions that she expected to find and she used them for her own progress, just to prove to her interested and skeptical friends that she was right.

At first she ran errands mostly between the" comfy shoes" and the cashier's desk, but she saw that cash register as the immediate object of all her strivings. How could any one, she argued, hope for a more important position in life? And so one day, after hours spent in the classroom plodding over lessons in fractions and percentages and allied intricate lists of figures, she was summoned to become one of a band of cashier packers-to sit in a room where the tubes spit out rolls of money and slips containing sums in fractions measured by half yards and quarter pounds. She, with her baby hands and her alert and growing mind, made change, checked errors, and sent the result of her labors to be sucked back again into those absorbing tubes.

All the interest of this new and important task lasted beautifully until a girl she met at luncheon insisted upon talking the most interesting conversation about her classes in the development of fabrics, for wasn't she powerful enough to be selling cotton voiles at a salary much in advance of a mere cashier

know, in the bargain, what they were talking about? She is only an example of hundreds of her sort who do get along and who are absorbingly interested in all that they are doing.

There are other and similar courses definitely outlined, and having to do with the origin and development of gloves, laces, shoes, stockings, silverware and jewelry, books, men's furnishings, and so on. Members of the classes in each of these subjects are made up from the sales people immediately engaged in their distribution or in the handling of the stock.

Then there are the classes in the allimportant subject of salesmanship as such-or saleswomanship should we say? The girls are taught as much of the psychology as they can readily absorb, and many of the principles of making a good sale and of at the same time sending away a happily satisfied customer who will want to come again.

The sales girls who catch on to the practical information with regard to their stocks, and who readily absorb the fundamentals of the selling scheme can advance by stages which, to the old-timer in department store work, seem phenomenal. They become participants in a scheme of bonuses which gives them extra compensation, according to their abilities, for the amount of sales over a stated minimum. It pays them a definite percentage on every dollar's worth.

What a change is all this system from the days when a sales girl was hired at $4 a week, told how lucky she was to get the job, with hours from 8 to 6, and then allowed to work for a year at least before she got more pay.

There are specialist saleswomen in most departments with salaries somewhere nearly commensurate with their abilities. In the book department, for instance, there are to be found college girls with knowledge of the works they are handling, and also women with long experience in the publishing business, so that no question in connection with their stock is really beyond their power to handle correctly. Others than buyers are being recognized as figuring largely in the aggregate of their story's success.

In this line of work there are opening many opportunities for women with superior education. They are being trained and placed in executive positions and in positions where the knowledge of a trained and intelligent specialist is deemed necessary. It is work that women of a high class are just beginning to recognize as worthy of their time and serious attention.

The Federal Board for Vocational Education is publishing some very valuable bulletins on the subject of commercial education and desires to cooperate with the school authorities and the employers in the general improvement of facilities for giving this kind of training.

Bulletins dealing with retail selling education and foreign trade education have already been published and are available for distribution. (Retail selling, Bulletin 22; Foreign-trade education, Bulletin 24.) These will be sent at once, and others will be forwarded, upon application, as they come from the press.

STATE SUPERVISORS OF

HOME ECONOMICS EDUCATION

The following States have State supervisors1 for home economics who are members of the staff of the State board for vocational education:

California: Maude Murchie, State board of
Vocational education, Sacramento.
Georgia J. S. Stewart, State board of voca-
tional education, Atlanta.

Indiana: Bertha Latta, State board of vocational education, Indianapolis.

Louisiana Cleora Helbing, State board of vocational education, Baton Rouge.

Maine Bernardine Cooney, State board of vocational education, Augusta. Massachusetts: Louisa I. Pryor, State board of vocational education, Boston. Mississippi Miss Guyton Teague, State board of vocational education. Columbus, New Hampshire: G. H. Whitcher, department of public instruction, Concord.

New Jersey: Mrs. Iris O'Leary, State board of vocational education, Trenton.

New Mexico: Mrs. Ruth C. Miller, State board of vocational education, Santa Fe. New York Eleanor Toaz, State board of vocational education, Albany, and Marion S. Van Lieu, New York State College for Teachers, Albany.

Oklahoma: Avis Guinn, State board of vocational education, Oklahoma City Pennsylvania: Mrs. Anna G. Green and Mrs. Anne Perry Zinc, State board of tional education, Harrisburg, Utah Jean Cox, State board of vocational education. Salt Lake City.

voca

The following States will secure State supervision for home economics education in Smith-Hughes schools, through members of the tacher-training institution, lent to the State board for this purpose:

Alabama: Mrs. W. E. Wofford, Alabama Girls'
Technical Institute, Montevallo.
Arizona Beulah Coon, University of Arizona,
Tucson.

Arkansas: Stella l'almer, University of Arkansas, Fayet.eville.

Co.orado: Miriam Haynes, Colorado Agricul ture College. Fort Collins. Connecticut M. E. Sprague, Storrs. Delaware: Sarah H. Bridge, the Women's College of Delaware. Newark,

Florida. Edith M. Thomas, Florida State Colege for Women, Tallahassee.

Idaho: Amy Kelley, University of Idaho, Mos

COW.

Illinois: Cora I. Davis, State Department of Public Instruction, Springfield.

:

Kentucky Jean G. Mackinnon, University of
Kentucky, Lexington.

Maryland: Agnes Saunders, Maryland State
College of Agriculture, College Park.
Michigan: Mrs. Martha H. French, Michigan
State Normal College. Ypsilanti
Minnesota. Mildred Weigley, University of
Minnesota, Minneapolis.

Missouri: Bess Naylor, University of Missouri,
Columbia.

Montana Lucile Reynolds, home demonstration agent, Lewis and Clark County. Helena.

Nebraska Alice M. Loomis, State university farm, Lincoln.

Nevada: Millicent Sears, Nevada State University. Reno.

North Dakota: Katherine Jensen, University of North Dakota, University.

Ohio: Treva E. Kauffman, Ohio State University Columbus

Grogon: Hattie Dahlberg, Oregon Agricultural College, Corvallis.

South Carolina: Edna F. Coith. Winthrop Normal and Industrial College, Rockhill. South Dakota: Eva R. Robinson, University of South Dakota. Vermilion. Vermont Julia Hurd, University of Vermont and State Agricultural College, Burlington. Virginia: Edith Baer, William and Mary College, Williamsburg. Washington: Agnes Craig, State College, Pullman, and Effie Reitt, University of Washington, Seattle West Virginia: Rachel II. Colwell, West Virginia University, Morgantown. Wisconsin: Helen Goodspeed, State Department of Public Instruction, and Abby Marlatt. University of Wisconsin, Madison. Wyoming: Greta Gray, University of Wyoming, Laramie.

1 Corrections and additions to this list should be sent to the Federal Board for Vocational Education.

Annual report.

The Vocational Summary, published monthly by the Federal Board for Vocational Education. (Vol. 1, No. 1, May, 1918.)

Bulletin No. 1, Statement of Policies.

* Bulletin No. 2. Training Conscripted Men for Service as Radio and Buzzer Operators in. the United States Army (International code). Bulletin No. 3. Emergency Training in Shipbuilding-Evening and Part-Time Classes for Shipyard Workers.

*Bulletin No. 4. Mechanical and Technical Training for Conscripted Men (Air Division, U. S. Signal Corps).

Bulletin No. 5. (Reeducation Series, No. 1.) Vocational Rehabilitation of Disabled Soldiers and Sailors. (Also printed as S. Doc. 166.)

Bulletin No. 6. (Reeducation Series, No. 2.) Training of Teachers for Occupational Therapy for the Rehabilitation of Disabled Soldiers and Sailors. (Also printed as S. Doc. 167.)

* Bulletin No. 7. Emergency War Training for Motor-Truck Drivers and Chauffeurs.

Bulletin No. 8. Emergency War Training for Machine-Shop Ocupations, Blacksmithing, Sheet-Metal Working, and Pipe Fitting.

Bulletin No. 9. Emergency War Training for Electricians, Telephone Repairmen, Linemen, and Cable Splicers.

Bulletin No. 10. Emergency War Training for Gas-Engine, Motor-Car, and Motorcycle Repairmen.

Bulletin No. 11. Emergency War Training for Oxy-Acetylene Welders.

* Bulletin No. 12. Emergency War Training for Airplane Mechanics-Engine Repairmen, Woodworkers, Riggers, and Sheet-Metal Work

ers.

Bulletin No. 13. (Agricultural Series, No. 1.) Agricultural Education-Organization and Administration.

Bulletin No. 14. (Agricultural Series, No. 2.) Reference Material for Vocational Agricultural Instruction.

Bulletin No. 15. (Reeducation Series, No. 3.) The Evolution of National Systems of Vocational Reeducation for Disabled Soldiers and Sailors.

Bulletin No. 16. Emergency War Training for Radio Mechanics and Radio Operators. Bulletin No. 17. (Trade and Industrial Series, No. 1.) Trade and Industrial Education-Organization and Administration.

Bulletin No. 18. (Trade and Industrial Series, No. 2.) Evening Industrial Schools.

Bulletin No. 19. (Trade and Industrial Series, No. 3.) Part-Time Trade and Industrial

Schools.

Bulletin No. 20. (Trade and Industrial Series, No. 4.) Buildings and Equipment for Schools and Classes in Trade and Industrial Subjects. Bulletin No. 21. (Agricultural Series, No. 3.) The Home Project as a Phase of Vocational Agricultural Education.

Bulletin No. 22. (Commercial Education Series, No. 1.) Retail Selling.

Bulletin No. 23. (Home Economics Series, No. 1.) Clothing for the Family.

Bulletin No. 24 (Commercial Series No. 2). Vocational Education for Foreign Trade and Shipping.

Bulletin No. 25 (Reeducation Series No. 4). Ward Occupations in Hospitals.

Bulletin No. 26 (Agricultural Series No. 4). Agricultural Education-ome Problems in State Supervision.

Bulletin No. 27 (Agricultural Series No. 5). The Training of Teachers of Vocational Agriculture.

Monograph No. 1 (Rehabilitation Joint Series No. 1). To the Disabled Soldier and Sailor in the Hospital.

Monograph No. 2 (Rehabilitation Joint Series No. 2). To the Household of the Disabled Soldier and Sailor.

Monograph Nos. 1 and 2 (Vocational Rehabilitation Series Nos. 1 and 2). Out of print. Monograph No. 3 (Vocational Rehabilitation Series No. 3). What the Employers of America can do for the Disabled Soldiers and Sailors.

Monograph No. 4 (Vocational Rehabilitation Series No. 4). The Nation's Workers and the Disabled Soldiers and Sailors.

Re

Opportunity Monograph (Vocational habilitation Series No. 5). Army Occupations as Preparation for Civilian Employment. Opportunity Monograph (Vocational Rehabilitation Series No. 6). Fire and Safety Protection Engineering.

Opportunity Monograph (Vocational Rehabilitation Series No. 7). The Metal Trades. Opportunity Monograph (Vocational Rehabilitation Series No. 8). Factory Woodworking Trades.

Opportunity Monograph habilitation Series No. Welding.

Opportunity Monograph habilitation Series No. 10).

(Vocational Re9). Oxy-Acetylene

(Vocational ReForestry Pursuits.

Opportunity Monograph (Vocational Rehabilitation Series No. 11). Automobile Maintenance and Service.

Opportunity Monograph (Vocational Rehabilitation Series No. 12). Employment Management.

Opportunity Monograph (Vocational Rehabilitation Series No. 13). Concrete Construction and Cement Manufacture. ReOpportunity Monograph (Vocational habilitation Series No. 14). Electrical Employments With Utility Companies.

Opportunity Monograph (Vocational Rehabilitation Series No. 15). Electrical Construction, Maintenance, and Repair Occupations.

Opportunity Monograph (Vocational Rehabilitation Series No. 16). The Law as a Vocation.

Opportunity Monograph (Vocational Rehabilitation Series No. 17). The Practice of Medicine as a Vocation.

Opportunity Monograph (Vocational RehaFilitation Series No. 18). Journalism as a Vocation.

Opportunity Monograph (Vocational Rehabilitation Series No. 19). The Lumber Industry.

Opportunity Monograph (Vocational Rehabilitation Series No. 20). Occupations in Automobile Manufacturing Industry.

Rehabilitation Leaflet No. 1. What Every Disabled Soldier and Sailor Should Know, Rehabilitation Leaflet No. 2. Hey There,

Buddy!

Rehabilitation Leaflet No. 3. What You Can Do for the Disabled Soldier and Sailor. Rehabilitation Leaflet No. 4. Overseas and Ba k to Civil Life.

Rehabilitation Leaflet No. 5. To the Sweethearts, Sisters, Wives, and Mothers of Discharged Soldiers and Sailors.

Rehabilitation Leaflet No. 6. President Wilson's Message on Healing the Hurts of Our Wounded

Rehabilitation Leaflet No. 7. To the Disabled Officer.

The Government of the United States has gone much further in its provisions for its disabled soldiers, sailors, and marines than any other country in the world. The enactment of the Federal vocational education and support law marked the furtherest advance made by any Nation. Yet, there were necessarily some points which could not be foreseen nor legislated for. For instance, American citizens who, prior to the declaration of war by the United States, had enlisted in the armies of our allies and were disabled by reason of service therein, could not participate in the vocational reeducation provided by the United States Government, notwithstanding the fact that they were wounded or disabled in maintaining the same cause which the Government later on decided to uphold. These men have been in a particularly distressing situation. In order to receive vocational education or retraining they would be compelled to return to the country under whose flag they fought, and then perhaps receive training which, while perfectly suitable for men of that country, would possibly be entirely unsuited for American conditions.

There have been other matters which Congress could not foresee, such, for instance, as the abrupt termination of the war, and the heavy burden thrown immediately upon the War Risk Insurance Bureau. The law provides that before a man is eligible for the free vocational reeducation and training furnished by the Government he first must have been awarded compensation by the War Risk Insurance Bureau. It has been a physical impossibility for the War Risk Insurance Bureau to handle all of these cases promptly, and there have been and are many cases particularly distressing where men have been discharged from the service disabled, incapaciated from earning, their Army pay having ceased, support for their dependents having also automatically ceased, and no chance of obtaining immediately the compensation undoubtedly due them on account of their injuries.

The Federal Board for Vocational Education, the agent of Congress in administering this reeducation and training, could do nothing to relieve such cases because its jurisdiction did not begin until after the War Risk Insurance Bureau had pronounced the man a com

VOCATIONAL EDUCATION

peusable case." Although the Federal Board was willing and ready to extend to these men the training, the $65 a month support fund while he was in training, the support of $30 a month for his wife and $10 a month each for his children, its hands were tied; the best it could do was to facilitate by every means at its disposal the passage of the file of papers concerning the case through the War Risk Insurance Bureau to a point where a decision could be made upon it.

Meanwhile the man and his family may have been in great distress. It has been a situation where blame could not be attached to anyone, and one where nothing could be done officially further than that which was being done. Realizing this situation, the Benevolent and Protective Order of Elks has contributed to the "gift fund" of the Federal Board for Vocational Education the sum of $50,000 to assist in covering the cases of these men who can not legally receive either compensation or training at the expense of the Federal Government, and under which heading falls particularly those men who served in the armies of our foreign allies.

The Elks have also placed at the disposal of the Federal Board a further sum of $50,000 to be loaned to disabled soldiers, sailors, and marines, so that they may be promptly placed in training with proper maintenance while their compensation award is being determined by the Government, in this way avoiding much privation and humiliation to them while waiting for the case to be passed upon by the War Risk Insurance Bureau. This fund is practically a "revolving fund." Upon the conclusion by the legal and medical officers of the Federal Board that a man is a compensable case, and probably will be so decided by the War Risk Insurance Bureau when the matter can be reached, the Federal Board takes the chance, advances the money to the man, puts him at once in training, alleviates any further financial distress which he or his family may be suffering, and then when the case is finally reached and adjudicated by the Bureau of War Risk an allowance is authorized, the amount of the advance is deducted from that which is due the soldier or sailor, and returned to the fund to be used again in some similar case. In addition, the Elks war relief commission, representing the

order, has determined to underwrite and finance a publicity campaign concerning the work being done by the Federal Board for disabled soldiers, sailors, and marines after they are discharged from the service, and has set aside the sum of $50,000 for this, in effort to reach those disabled men out in civil life who have found their war-incurred handicaps too serious a burden.

Experience has demonstrated that a great number of these discharged disabled men have not learned of the liberal provision made by the Federal Government for compensation, for reeducation when necessary, and for placing in suitable employment. The voluntary publicity committee of the Elks are cooperating with the Federal Board to assist in performing this work. The $50,000 will enable the publicity committee to reach, not only the disabled men themselves, but also their families, employers, fellow employees, and the general public.

The work is going forward rapidly with aid and support from the entire Elks order. Publicity material is now being prepared, and the entire membership is actively interested in aiding the work of the Federal Board. Each lodge has been instructed by the supreme officers to appoint at once a committee to be known as "the soldier's friend committee," and this committee is instructed to take full charge of this work of publicity and reaching the disabled men in their respective communities. Local committees will arrange for public meetings in each community in which there is an Elks lodge, at which meeting there will be invited representatives of the Red Cross, chamber of commerce, and all other civic organizations; representatives from the churches and other fraternities, from employer's associations, and from labor unions, and, in fact, from every organization in each community. Local lodges and their soldier's friend committee is directed and urged to secure the circulation, under Elks auspices, in local communities of publicity material that will be sent from time to time for use by the local newspapers.

The local lodges and their committees are further directed and urged in every way possible to learn the names and addresses of discharged, disabled soldiers, sailors, and marines. Arrangements will be made so that the district office of the