girls, and women are employed. While the amount of training required for a given occupation may not be so large in content as is required for some other occupations, the workers should be given an opportunity to acquire the manipulative and technical skill which will enable them to become eligible for promotion to positions of greater responsibility and greater remuneration. PULP AND PAPER INDUSTRY. The pulp and paper industry is peculiar to regions which possess the natural woods used in the manufacture of paper pulp. Like mining and textile mills the industry is usually located in small cities near the source of power and raw supplies. A survey of a typical pulp and paper industrial establishment located in an average community should be made with a view to determine the field for training, and the training agencies which can be most efficiently utilized. More than 100,000 persons are engaged in this important industry in the United States. FOUNDRY. It is estimated that there are employed in the United States as molders, founders, and casters about 200,000 persons. Of these approximately 50 per cent are usually classified as skilled labor, with 50 per cent as apprentices. It is generally agreed that the apprenticeship system has failed in this industry. The instructional content of courses for molders, casters, makers, cupola chargers, cupola attenders, chippers, helpers, and foremen, together with the period of training which is required for this instruction is yet to be determined. LUMBERING. Many States of the South and West are extensively engaged in lumber production. This involves not only the manufacture of rough lumber, but also the operation of lumber mills in which the rough lumber is made into many different shapes and finished sizes. The industry employs a large number of men in occupations for which certain special manipulative and technical training is required. Certain demands have already been made for the organization of classes to give trade extension instruction for those employed in this industry. It would seem as though some study ought to be made of the field and the training agencies as well as the instructional content to be given the workers before any considerable amount of work is attempted. RAILROAD SHOP APPRENTICESHIP. During the year the Federal Board took up with the Railroad Administration the question of a cooperative arrangement whereby part-time education for railroad shop apprentices might be best promoted. It was particularly desired that the different railroads under control of the United States Railroad Administration be brought into cooperation with the State boards for vocational education and the local community in the establishment of part-time schools for railroad shop apprentices and mechanics. A report covering a period of eleven years made by those in charge of apprentice schools on one of the largest railroad systems indicates that the total number of apprentices were distributed as follows: A study should be made to determine the organization best adapted for giving instruction to apprentices in cooperation with railroad shops and to select the instruction content which should be included in the course for these apprentices. Arrangements are now being made for these studies in cooperation with the Railroad Administration. SHIPBUILDING. While shipbuilding was largely developed under the stress of the war program, it is reasonably certain that a considerable number of men will be employed in this industry in the future. Some study should be made of the field for training and the types of schools or classes best suited to meet its needs, as well as of the subject matter to be taught. PRESENT STATUS OF TRADE AND INDUSTRIAL EDUCATION FOR GIRLS AND WOMEN. Granted that the problem of vocational education must concern itself with the preparation of the worker for the work, the training of women must necessarily consider the occupations in which they are engaged and the probable demands upon their labor. A broad classification of these occupations indicates in the main their historical development and presents two separate types-household occupations and nonhousehold occupations. HOUSEHOLD OCCUPATIONS. Primarily, woman always has been of right and necessity a factor in industrial life. A conserver by tradition she has been employed in the diversified occupations which center around the care and rear ing of children and pertain to food and shelter, necessarily carrying on this work within the limits of her household. When the home was the center of industry her training for home making was an industrial training gained by an apprenticeship method in which the mere processes of life contributed to her education. The congestion of population in urban centers and the demand for increased production have alike wrought changes in the home and industry. The activities which were formerly household occupations are rapidly becoming specialized trades. Some have been forced into mills and factories and whole industries organized about them. Throngs of women still find livelihood in these occupations and a market for their labor. Examples of these industries may be found in the needle trades (dress making and millinery), the preparation and serving of food, canning and preserving, care of the sick, teaching of children, etc. Woman is not a new factor but a changed factor in industry. The productive occupations exist in various stages of industrial specialization to-day according to the degree to which mechanical appliances have supplanted hand labor. The service occupations by preemployment training and State standardization have a tendency to rise to the rank of professions, as in the case of teaching and nursing. NONHOUSEHOLD OCCUPATIONS. The second type includes those occupations which never have been carried on as home processes but which are a development of modern industrial organization with its array of specialized machines, appliances and devices for increasing production, facilitating records, and multiplying the agencies of distribution. The use of power-driven machines in printing, watchmaking, jewelry and metal trades, together with the use of the telephone, telegraph, typewriter, comptometer, adding machines, etc., has created a type of occupation which was originally carried on by men, but shared with women operatives as the specialized machine made possible the use of women's labor. These have been recognized as women's occupations as the man competitive factor has been diverted in a large measure to other fields. The social stigma attached to their pursuit consequently has diminished. Out of this type of employment has arisen a tendency to legislate and regulate certain conditions for the protection of the woman worker and society. These measures necessarily antedate any consideration of vocational training for women. Women have not figured in wage-earning occupations in sufficient numbers until recent decades to demand consideration. The public attitude which has 149008°-19-5 long prevailed has been prejudicial to training women for industrial occupations, as their stay in industry was considered too brief to warrant it, and the occupations open to them, other than sewing and millinery, demanded little specialized training or skill. A general conviction that girls should have some vocational training has led to the introduction of dressmaking and millinery, with little knowledge of the local conditions of work, wage, hours, chances of employment or opportunities in industry. Enlarging the scope of women's work is a matter of breaking down prejudices and seeking an outlook toward better opportunities for them and a broader vision. of what technical education may accomplish. NEED FOR INDUSTRIAL AND TRADE TRAINING. These facts are commonly recognized and accepted. There are now 11,000,000 wage-earning women in the United States and their number is rapidly increasing. The opportunities for employment are expanding, the period of service is lengthening, and the need for training more insistent. Economic pressure or personal desire has resulted in overcrowding commercial courses in the public-school system as the shortest route to the pay envelope. The economic loss both to the worker and employer which results from permitting great numbers of girls and women to enter the industrial world without skill, training, or other preparation-there to shift for themselves as best they may-is focusing the attention of the public on the need for trade and industrial training for girls and women. Nationally, we are facing a period of industrial expansion and development in which the interests of the woman worker are destined to become an increasingly important factor. The educational program must secure for her better pay for better work and fuller participation in civic affairs. PROVISIONS FOR MEETING THE NEED. Privately managed schools, factory schools, and public schools have developed training for certain types of women's work where the needs were obvious and the knowledge and technical skill readily organized. The Federal vocational act aims to extend the scope and service of public educational agencies in multiplying the opportunities to reach greater numbers of people engaged in wider ranges of employment. In order to do this, provision is made for supervision, training of teachers, and the establishment of schools or classes in accordance with the terms of the act. STATE SUPERVISION. State boards for vocational education should arrange for an investigation of the need for supervision of this work, the growth of which demands more than incidental and casual attention. The persons. to whom this responsibility is delegated should study the conditions and opportunities for employment of girls and women; the possibilities of preparation and advancement; stimulate and promote experiments in training with the cooperation of employers, employees, and school representatives, and assist local school authorities in the organization of evening, part-time, and day vocational classes suited to the needs of workers or prospective workers, and, likewise, to the needs of production and instructional forewomen or supervisors. Provision to meet this responsibility should be made according to the relative opportunities of women engaged in gainful occupations, which varies from the State of Massachusetts, where 60 per cent of the women between the ages of 16 and 20 are wage earners, to the State of New Mexico, where the percentage is reduced to a minimum. The State plans of two States have made provision for the appointment of a woman assistant to the trade and industrial supervisor. One State has a woman supervisor of continuation schools and two States have a woman in charge of vocational education for girls and women. TEACHER TRAINING. A supply of adequately trained teachers in trade and industrial work is a necessary prerequisite to the development of this program. The opportunities offered for the training of desirable trades women for teaching service in evening, part-time, and day schools is limited. Two States have made provision during the past year for special classes for training women trade and industrial teachers in connection with their teacher-training institutions. The war accelerated the establishment of training departments within the industrial plants and has created a demand for instructors in vestibule schools and as instructional forewomen and supervisors in women-employing industries. There is an increasing demand for women who can work out a training program from the production schedule. This is essentially a teacher-training problem. This need can not be met with the present inadequate opportunities for training. The responsibility for recruiting desirable people for teachertraining classes should be considered a definite assignment in order that States will be supplying their own demands instead of bidding against one another for desirable instructors. The immediate problem facing the large group of States affected by part-time legislation is also one of training teachers of trade subjects, related subjects, and subjects to enlarge the civic and voca |