ve; (2) the usual
public school committee man knows little of trade conditions, and would
probably be averse to allowing a school the freedom to change at will
its course of study and even the very trades it teaches; yet, on the
other hand, if the trade school must wait for board action before
altering its plans, it would prejudice the value of its instruction,
which must be flexible if it would train its students directly for the
market; (3) the impossibility of obtaining its teachers from the usual
"waiting list" and the difficulties attending the selection of a
satisfactory teaching force.

The possibilities for offering highly specialized, skilled work are
great, but the poverty of the students limits their time at the day
school. To help all girls who work, and who wish to get ahead, night
classes have been organized from time to time, and during the day also
temporary instruction is offered to any one who has a slack time in her
trade. As the school is organized into trade shops, with the same
specialization as in the market, a student can enter or be placed from
almost any point. This increases its usefulness but complicates its
management.

Obtaining and Training Teachers

As trade instruction is new in education, the normal schools have not
begun training teachers regularly for these positions, nor, indeed, are
they yet prepared to do so. The organizer of a trade school faces,
therefore, a serious difficulty in obtaining instructors who are
adequate to the task before them.

The following trade teaching staff is needed: supervisors of the various
trades; forewomen to direct the school shops; trade instructors to teach
the various groups of students the specialized processes; assistants to
attend to minor matters in the workrooms; art teachers, who have had
experience in designing for the various trades represented; academic
instructors who know the working world practically and can give the
students a training which, while helping them in their trades, will
broaden their knowledge of and sympathy in the world's work. All of
these teachers must not only have had experience in trade, but must
continually keep in touch with the methods of the outside market.
Unsuccessful trade workers, who often wish to teach, or teachers who
know nothing of the needs of trade workrooms, cannot adequately prepare
students for specific trade positions. Trade knows what it wants, is a
severe critic and an unsparing judge. The