may be trade extension, trade preparatory, or contribute to the general intelligence of the worker. It enables public educational agencies to cooperate with the neglected field of factory occupations in various ways.

A certain garment factory assigns those workers who are employed or who are under agreement to be employed to a training department with a plant. The learner works on a commercial product for which she receives compensation although she is under the direction of a teacher who is an employee of the public-school system. When she reaches a certain degree of proficiency the learner is transferred from the instruction to the production department. The details of this arrangement are under the direction of an advisory board composed of representatives of the school, the employers, and the employees.

This period of instruction according to the terms of the act must be 144 hours in length. Usually the school is in continuous operation and workers are reassigned to it in case of transfer from one department to another.

Cooperative part-time classes have been arranged for girls employed in textile mills, cutlery works, and the dressmaking trade, in which the worker spends part of the day, week, or month at work and part in school.

The problem of the general continuation school varies in different parts of the country according to the school-leaving age. When the age is low the boys may outnumber the girls and a large percentage of the pupils are of elementary grade attainment and retarded in progress for one or another reason. This indicates that the work should not parallel the already existing curriculum of the grade schools. When the school-leaving age is high the general improvement classes become virtually a secondary school problem. Girls who are employed in those occupations in which the local vocational school already provides instruction may be assigned to trade extension work during their continuation school hours. One of these schools had a continuation class of 25 girls from the dressmaking and millinery establishments. Similarly, opportunities for prevocational experience should widen the vision of the girl in enabling her to make an intelligent choice of work as she emerges from juvenile. employment.

The recent legislation enacted for compulsory part-time attendance should be interpreted when not specially designated to include girls at home and at work irrespectively. The desire of the girl, her immediate need, and her working expectancy must determine the service which the continuation school can render her.

A woman thoroughly posted on the economic, social, and educational problems of wage-earning girls should be charged with this responsibility and authority.

ALL-DAY SCHOOLS.

The large number of young workers, low wages, and undesirable employment, and the fact that certain skilled trades were closed to entrants led to the establishment of day vocational or trade schools for girls. Private enterprise was responsible for the initial experiment. That these schools have persisted and at the present time form an integral part of about 20 public-school systems in various localities throughout the United States indicates that they have met a need. The courses of instruction are based on the age of advantageous entry into an occupation in that locality, a minimum of training requisite for the lowest level of employment, and the school expectancy of the girl. The work is intensive and aims to give as broad an outlook as possible to the young worker and preserve a balance of technical and relatable knowledge. The conservation of the health of the young worker, and the betterment of home conditions, and an appreciation of her labor in the industrial world are considered fundamental parts of the program. The occupations for which training is offered are distinctively women's occupations and raise no debatable issues. A partial list of occupations taught in such schools includes—

Dressmaking.

Millinery.

Lamp-shade making.

Electric power machine operating on clothing, embroidery, and straw.

Pasting and leather trades.

French edge making.

Embroidery designing.

Perforating.

Commercial art and design.

Laundry work.

Cafeteria service.

Manicuring and shampooing.

Artificial flower and featherwork.

Beading.

Telegraphy.

Printing.

Bookbinding.

Glove making.

The aim of these schools is to lift the young worker over the unprogressive steps of an industry and insure for her an advantageous entrance into employment.

Initial wage, possibility of advancement, and the technical work require that a trade course should be short and intensive and open up the possibilities for future advancement.

PROMOTIONAL WORK NEEDED TO DEVELOP TRADE AND INDUSTRIAL EDUCATION.

(1) State boards should continue to inform school boards, teachers, employers, employees, and the public in general concerning the purposes and provisions of the vocational education act, the State plan, and the State program for the promotion of vocational education. It is only through a cooperation of these agencies, based on a thorough understanding of the principles of vocational education, that schools may be organized which will meet the needs of a community beyond bare conformity to the requirements of the law and the State plan.

(2) Instructor-training programs for trade and industrial subjects should be stimulated through short intensive courses given to the instructor-trainers. Arrangements are now being made to offer short intensive courses at the regional offices. These courses will be open to State supervisors of trade and industrial subjects and to persons training teachers of trade and industrial subjects.

(3) Increased attention should be given to the professional improvement of teachers in service.

(4) Industrial surveys should be made to determine the occupations within a particular industry for which training can practically be given.

(5) Community surveys should be made which would determine the field for training in that community, the training agencies to be charged with the responsibility of training and the instructional

content.

(6) A study should be made of the status of girls and women as industrial workers to determine the field for training agencies which should be used and the subject matter to be included in such training.

(7) A study should be made to determine the types of vocational training needed for racial groups such as the Negroes, the Spanish Americans, and the Indians of the West and Southwest.

(8) A study should be made of the problems of the city of less than 25,000 inhabitants to ascertain how the vocational needs may be met, especially in cases where there is not a dominant industry.

(9) There should be made available for the use of the States bulletins dealing with the subject matter of trade and industrial education of less than college grade. For example, a series of bulletins dealing with the mining industries such as mine timbering, mine safety, mine gases, mine ventilation, the content of a training course for foremen, and a series dealing with related subject matter of trades for which and in which training is being given. There is very little printed material available in the field of trade and industrial education such as has been made available in the field of agriculture and home economics education by the agricultural colleges

and experiment stations, and the United States Department of Agriculture, which can be used in schools of less than college grade. In addition to publications of this character it will also be necessary to prepare bulletins dealing with the organization of vocational schools for girls and training of teachers of trade and industrial subjects.

(10) Encouragement and stimulation should be given to annual State conferences of those responsible within the State for the administration of and instruction in vocational schools.

CONTRIBUTIONS MADE TO THE WAR TRAINING PROGRAM.

Soon after its organization the Federal Board undertook the task of working out a plan of training mechanics and technicians for Army occupations and war industries which could be carried out in cooperation with the State boards for vocational education.

In this work the development of the evening classes was considered highly important because—

(a) By proper admission requirements to classes men could be secured who had the proper civilian experience and knowledge on which to build.

(b) Productive industry would be disturbed less than any other method of training, because men could take training fitting them for Army service in selected occupations prior to leaving home at the same time they were working at their regular occupations in civilian life and contribute to productive industry.

(c) Federal funds were available for aiding and assisting in this work and an adequate scheme for proper supervision was already developed. Properly organized classes would not duplicate existing training methods.

In cooperation with the Adjutant General's Office the Board proceeded to develop the work rapidly. Arrangements were made to employ special agents to prepare courses of study and carry out the necessary administrative arrangements.

Radio and buzzer classes were immediately formed, and before January, 1918, 5,000 men had received instruction.

Contact was set up with the various branches of the Army for securing the data necessary for preparing courses of study and teaching outlines in those occupations for which adequate training could be given in evening classes.

Cooperating with the Office of the Provost Marshal General seven questions covering the occupation and experience of drafted men were inserted in the selective service questionnaire.

In December, 1918, the Board called a conference of State directors to explain the situation with regard to the Army needs and for the purpose of securing cooperation.

The Federal Board authorized the appointment of executive officers of State boards as agents of the Federal Board and agents were appointed in each of the States, at a salary of a dollar a year. During the war, as a result of these activities 61,151 men were trained in 125 different centers. These men were trained for occupations as follows:

It is to be noted that about 30,000 men were trained in evening schools along lines supplementary to their daily employment. Practically all of these courses were supplemental to work done in essential war industries. The Board from time to time urged upon the various State boards the necessity of pushing the instruction in evening classes along essential war industries lines. The response to this was most gratifying.

It is further to be noted that the Federal Board proposed the plan and assisted in the organization of the administrative scheme through which the men were trained for corps service in mechanical day classes throughout the country.

The effect of this whole program upon trade and industrial education in the vocational schools of the country is marked. It is estimated that fully 50 per cent of the evening classes have used during the year the bulletins prepared in connection with the war emergency courses, particularly those relating to motor-truck driving, machineshop occupations, sheet-metal work, pipe fitting, blacksmithing, electrical work, gas-engine, motor-car, and motorcycle repair work and oxyacetylene welding.

Eleven States, namely, California, Illinois, Indiana, Iowa, Massachusetts, Michigan, Missouri, New York, Ohio, Pennsylvania, and Wisconsin made a special drive on this war work and organized approximately 50 per cent of the classes which were in operation. Although the war training classes were discontinued early in the year, it can be fairly said that the impetus given to vocational education is significant in the number of classes in operation and in the character of the instruction being given.