The midland journal. (Rising Sun, Md.) 1885-1947, 1918-12-27
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Der the mutile learns to attach a score
of hooks and clasps, each designed to
perform particular function. With
these attachments he can hold pen
and write, hold book for reading,
white with knife, sweep with a
broom, use his. knife at the table for
cutting his food.
An artificial thumb, wonderfully
constructed to replace the lost natural
member, enables him to grasp objects
between thumb and forefnger.
Farm work is VIGOROUSLY hard
work, calling for skill as well as for a
strong, active body behind it. France
is returning her wounded soldiers to
the soil at rate little short of miracu-
lous.
A Poilu, leaving the hospital after
amputatiOns, enters one Of the Red
Cross or French re-educational schools.
Let us say he has lost both legs and
that he was originally a worker in
vineyards in the south of France
Naturally he wants to go back to his
home section when he has been dis
charged, and the great hope in his
heart is that he will III some way be
able to re-enter the old life.
"But have lost both legs he tells
the official who is making preliminary
study Of his case. these new ones
are excellent, monsieur, but cannot
prune vines again"
quite so, but you can be taught
to do useful work sitting down."
But, monsieur, one cannot prune
vines that way"
Exactly. But have something
else in mind. Your grape harvest is
gathered IN baskets, is 1t not? How
would you like to learn basket-weav-
ing? There is need for such work in
your home section"
Desires Are Consulted.
1t goes that way. No mutile is set
to work at a new task without having
his natural desires consulted. If he
wants work in agriculture, there is
something which he can be taught to
do. If 1t is factory he longs for, his
artificial hand will be trained for the
factory.
/ have seen French mutiles from
the farming sections Of France, who
before the war plowed behind a pair
of oxen. being taught the intricacies
of the mechanical tractor. And have
seen these same men going out to
pillow once more-not as peasants be-
hind oxen, but as skilled tractor opera
tors, whose false arms or legs equipped
them to compete successfully with
highly trained men who have lost
neither. And I have seen a mutile
who had lost both arms In battle climb
<nimbly to his seat on q farm cart and
drive off.
Illustrations might be multiplied,
but would be superf1uous. The re-edu-
cational system in operation abroad
and In America holds a deeper signifl-,
canoe and interest than its application
Of advanced surgery and mechanics in
re-equipping men for the tasks Of
peace.
The significant feature of 1t In
France, for instance, is that these men
emerge from the welter of hell, minus
arms and legs, sometimes blind, to
return to civil life better equipped
then in prewar days.
The education of the French peas
ant in the past has been largely mat
ter of utilizing ancient methods. Men
have plowed with oxen because their
grandfathers did: neither had the ad-
vantage Of training In advanced agri-
culture. But the peasant who leaves
re-educational school and returns to
the soil is no longer content to farm
In the old way.
The Great Awakening.
He has learned the economy Of trnc-
tor blowing and of seed drills and Of
manure spreaders. He has learned
the principles and practical side of