An activity which has been very general throughout the country, as well as in France and England, has been the voluntary contribution of the work of women's organizations to the Red Cross Society. The making of hospital supplies belongs more peculiarly to women than do many forms of war work, and it is easily incorporated into the sewing courses of our elementary and secondary schools. A feature that makes it especially adaptable to schools is the standardization by the present business manager, under whose direction blue prints, photographs, and written and pictured specifications have been prepared.
Those of us who are interested in the methods employed in vocational schools to turn out standard products appreciate the benefit to the girl of learning to work from well-planned directions and of turning out a product exactly corresponding to specifications. It is believed that this manner of doing the work holds an educational value which entitles it to a place in the sewing course of every school. Both technique and speed elements are necessary for the condition of need which the Red Cross is meeting. As pupils are called upon to respond to this demand for quantities of garments and hospital supplies, as well as for accurately made articles, they will become trained in speed and accuracy while rendering a distinct service to their country.
In the state of New York about 3000 girls in sewing classes began work for the Red Cross on March 1, 1917, under the direction of Anna Hedges Talbot, state specialist in girls' vocational work; the work being done voluntarily by both schools and pupils. To obtain materials, arrangements were first made with local Red Cross chapters; but in many places the lack of a chapter or its lack of funds prevented the coöperation with the schools, and material was supplied by liberal contributions from women's clubs, which realized the necessity of making use of the offer of the girls' services, thus causing more work to be turned into Red Cross channels than would have been possible without this financial aid. In organizing the work the various localities sent an authorized school person, generally the teacher of household arts, to confer with the Red Cross people as to what articles were needed and how they should be made, and to bring back to the school written specifications, paper patterns, and models. In many places the teachers took a course of instruction under some Red Cross nurse specifically qualified to give sewing instruction.
In this careful way the schools proceeded, and within six weeks returned reports to the State Education Department showing that every kind of article which was needed, from the simplest surgical dressings to the most carefully finished surgeon's gown, had been made by about 3000 girls working on an average of one or two hours a week during their regular school time. That none of this work had to be ripped or done over when it reached the Red Cross headquarters reflects credit on both girls and instructors.
One comparatively small sewing class in the vocational school at Mount Vernon, New York, filled a box for the Belgian Relief, according to Red Cross specifications, as follows:
| 18 | hot-water-bag covers |
| 54 | sheets |
| 36 | pillow cases |
| 27 | wash cloths |
| 27 | pairs of pajamas |
| 36 | hospital-bed sheets |
| 9 | pairs slippers |
| 9 | convalescent gowns |
| 36 | pairs socks |
| 18 | pairs bed socks |
| 18 | bath towels |
| 36 | face towels |
In addition this class shipped in a few months over 2000 separate articles to Red Cross headquarters; as, for example,
| 75 | children's dresses |
| 149 | tampon bags |
| 224 | baby bootees |
| 219 | ward shoes |
| 76 | hospital nightshirts |
| 62 | crocheted trench caps |
| 597 | slings |
| 19 | petticoats |
| 14 | chemises |
| 403 | body bandages |
| 42 | eye bandages |
| 373 | bathing suits |
| 12 | air cushions |
| 77 | pneumonia jackets |
| 50 | bath towels |
All the schools of the state inquired if they might go on with this work when the schools opened in September. Schools which were not able to do the work in the spring were ready to begin on the first day of school in the fall. The work, however, has hitherto been neglected except in the curriculum of schools which have vocational courses, so that only girls electing domestic arts have had the opportunity of doing it as a part of their school program, but there is no reason why it should be limited to these girls. Those who are taking academic courses in high schools—and they greatly outnumber the vocational students—should have a chance to render service through the schools. In this connection it is well to say that the burden of doing productive work in war service should not be limited entirely to students in vocational courses. It will be a mistake to throw the burden of useful service upon a special group and in this way help develop the notion that those who take classical courses have nothing to do but look on, while those in vocational courses are to do the work.
Voluntary after-school clubs were organized in a great many schools, but no voluntary work can be systematized or directed so well as courses incorporated in the curriculum, and it is suggested to the schools of the country that special Red Cross courses be offered and that all girls be expected to devote a few hours a week to the work.