o boys might also
include girls. The writer of this most exhaustive report, however,
states definitely that "trade schools for girls are rare, and even
schools offering them industrial courses as a part of their work are
not common."

It is impossible to consider vocational training without bearing in
mind the example of Germany. Germany has been the pioneer in this work
and has laid down for the rest of us certain broad principles, even if
there are in the German systems some elements which are unsuitable to
this country. These general principles are most clearly exemplified
in the schools of the city of Munich. Indeed, when people talk of the
German plan, they nearly always mean the Munich plan. What it aims at
is:

1. To deal in a more satisfactory way with the eighty or ninety per
cent. of children who leave school for work at fourteen, and to bridge
over with profit alike to the child, the employer and the community
the gap between fourteen and sixteen which is the unsolved riddle of
educators everywhere today.

2. To retain the best elements of the old apprenticeship system,
though in form so unlike it. The boy (for it mainly touches boys) is
learning his trade and he is also working at his trade, and he has
cultural as well as industrial training, and this teaching he receives
during his working hours and in his employer's time.

3. To provide teachers who combine ability to teach, with technical
skill.

4. To insure, through joint boards on which both employers and workmen
are represented, even if these boards are generally advisory, only an
interlocking of the technical class and the factory, without which any
system of vocational instruction must fall down.[A]

[Footnote A: As to how far this is the case, there is a difference
of opinion among authorities. Professor F.W. Roman, who has made so
exhaustive a comparative study of vocational training in the United
States and Germany, writes: "In Germany, there is very little local
control of schools, or anything else. The authority in all lines is
highly centralized." (The Industrial and Commercial Schools of the
United States and Germany, 1915, p. 324.) Dr. Kerchensteiner is quoted
by the Commercial Club of Chicago as saying, in a letter to Mr. Edwin
G. Cooley, that the separate administrative school-boards of Munich
form an essential part of the city's school-system.]

5. To maintain a system which shall reach that vast bulk of the
population, who, bec