fficient that the
curriculum should adapt itself merely to training girls for trade
positions. It is never to be forgotten that these students are to be
made into higher grade workers and citizens, and that the greater number
of them will marry. In general, it can be said that woman's entrance
into industry is more or less temporary in that it is apt to precede or
to follow marriage, and, as a rule, is not continuous. Good citizenship
for these young wage-earners should mean the better home as well as the
broader views of industrial life. The inserting into an already too
brief training the important factors for making the better home-keeper
requires study of the ethics and economics of home and social life in
addition to the study of the industrial situation, and places continuous
problems before the faculty.

Investigations

In order to be in vital touch with the practical needs and changes of
the market, special investigations of trade have been and are
continually conducted by the faculty of the school. Effort is made by
them also to keep in close contact with industrial and social
organizations of workers in settlements, clubs, societies, and unions,
that all phases of the wage-earner's life, pleasures, aims, and needs,
may be appreciated. The pupils in attendance are studied to know their
conditions of health, their tendencies, their needs, their improvement.
After their entry into trade they are kept in touch with the school
through the Placement Bureau, clubs, graduate associations, and also by
visits from the school's investigator, in order to note the effect of
their training on their self-support, their workrooms, and their homes.
Groups of trained and untrained girls are compared, that differences and
benefits may be noted and the true situation may be clearly understood.

That the essentials of this class of education might be grasped as far
as possible, the director of the school made a six months' investigation
of the professional schools for girls on the continent of Europe. This
study was made after the Manhattan Trade School had been organized and
was running successfully. The problems were then well in hand, and
advantage could be taken the better of differing standpoints. In some
European countries such practical instruction has been established for
half a century. Each country has organized the work according to its own
view of woman's position in industrial and domestic life. Many aspects
of t