f teaching sewing, cooking, the care of
babies to girls, and manual training to boys.

IV--HIGH SCHOOLS

The subject of the high schools will naturally succeed this and the
first paper may take up the question, Why do so few boys and girls go to
high school? Is it only because so many go into business life? Is the
preparation for college adequate? Is the general course too cultural and
not sufficiently practical for a boy who is going into business? Are
sufficient numbers of courses offered?

The next paper may speak of vocational training, or fitting boys and
girls for their work in life, teaching girls to sew, cook, and care for
children, and boys to farm, to learn the principles of business, and
manual training. What has been done along these lines, and what is still
to be done?

The third paper may speak of vocational guidance or the aid given in
finding work for graduates suitable for them, and following them up in
it. Material for this may be had from the Vocational Guidance
Association of New York, part of the Public Education Association, 38 W.
Thirty-second Street.

Many other topics will grow out of the discussion of school problems.
Some to be discussed are these: Equal pay for men and women teachers;
the married teacher in the school; the personal influence of the
teacher; the efficiency of the school; the training in citizenship. It
is urged that club women have members of their Board of Education and
school teachers speak to them on as many subjects pertaining to school
as possible, and become better fitted to cooeperate in the work of the
schools.

V--SPECIAL SCHOOLS

The next meeting of the club may have a varied program: one paper will
be on schools for the defectives, the blind, deaf and dumb and
feeble-minded. A second will take up the use of the school buildings for
evening classes and lectures, for parents of school children, for men
and women who need a broader education, and for foreigners. Some idea
may be given of the great work done in this way in our large cities in
the way of instruction and recreation. A third paper may speak of the
numberless aids to schools in the way of libraries, museums, nature
classes, and special instruction. A final paper may be on Schools for
Teachers, and the work done there. Some teacher should describe this.
Have some readings from "The Wider Use of the School Plant," by Clarence
A. Perry (Sage Foundation).

VI--PRIVATE SCHOOLS

A very interest