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The course in fur work was started at the request of a number of fur merchants of the city of Lyons who were concerned over the shortage of workmen in their trade. They considered it a sound business measure as well as a humane and patriotic duty to create a supply of trained furriers to take the place of the Germans hitherto almost exclusively employed. The school was glad to open such a course, since the work can be done seated and is therefore suitable for men with amputated or paralyzed legs. A committee composed of five of the leading fur merchants of the city aided the school in organizing the course by inviting visits to their shops, by furnishing plans, and by selecting a foreman. After the class was started, they continued their cooperation; they supplied skins on which the pupils could work, paid them for their work, and promised definite positions to those who finished the course.

A wireless telegraphy section was started at Tourvielle as a result of a conversation between M. Herriot and Colonel Ferrie, technical director of wireless telegraphy in the Army. Colonel Ferrie regretted the lack of good operators and at a time when wireless stations were being multiplied so rapidly. "So you want operators?" queried the Mayor of Lyons, "Good! I will provide them."

A few days later, a complete school of wireless telegraphy had been organized at Tourvielle. Pupils were easily recruited; teachers were found in the Seventh Regiment of Engineers, and equipment was obtained from the radio service of Lyons. Without waiting for accommodations to be built, the class started in a little room in the main building which at other times was used as a smoking and reading-room. The pavilion afterwards built for the purpose is divided into five rooms -- two private rooms for the teachers, a large classroom, a sound-reading room, and an instrument room. Poles and antennae of the most modern type have been set up outside.

In 1915 M. Herriot laid down the rule, "The school-teacher should be the first instructor engaged by a school for the wounded." Tourvielle has from the beginning had a schoolteacher, and evening classes in school subjects have been held regularly from seven to eight every evening except Thursdays and Sundays. Classes are formed by grouping the pupils according to their previous education and their needs. The illiterate have lessons in reading, writing, and arithmetic, while the more advanced listen to lectures on different subjects.

These two schools at Lyons have proved the inspiration of and an example for over a hundred similar schools for disabled soldiers established throughout the French Republic.

In all the other belligerent countries movements were soon under way to restore disabled soldiers to self-support.

Belgium, under necessity of founding the institution on foreign soil, organized a school for the training and a factory for the employment of disabled soldiers.

Great Britain was slow in starting, but has now worked out a satisfactory system for re-educating her disabled men.

Italy followed very closely after the example of France and now has a series of local schools under the direction of a central committee at Rome.

Throughout Germany there have been started by private and local initiative schools or training centers.

Canada and the other British dominions recognized their duty to the men disabled in the war and set up public bodies to deal with the problem. And finally the United States has followed and will attempt to improve upon the example set by the other belligerents.

"America, too, I know," writes John Galsworthy, "new as yet to this conflict and the wreckage thereof. Of that great warm-hearted nation, I prophesy deeds of restoration, most eager, most complete of all." May that generous prediction in generous measure be fulfilled.

During a period of little over three years the disabled soldier has come into his own and instead of being completely neglected is now offered thorough and modern facilities for training which will restore him to an independent and self-respecting position in the community.

CHAPTER III
ORDERS TO ADVANCE

The soldier who has done his duty in military service, has been wounded and permanently disabled, must not after discharge from the army resign himself to dependence on his pension and to spending the rest of his life in demoralizing idleness. He must still continue to do his duty. He has made good on the field of action and he must make good again in the field of civilian endeavor, even though handicapped through his patriotic service. A line of one of our national anthems refers to the sounding of "the trumpet that shall never call retreat," and in spite of his wounds, the disabled soldier must not lose his courage and retire from the front line of endeavor. He now receives from his country very definite orders still further to advance and he has yet before him opportunity to prove himself a good soldier and a worthy citizen.