l and economic, and should also endeavor to
influence our colleges through appointment secretaries, to direct
women, according to fitness, into other lines than teaching.

"Should not courses be added to the college curriculum to give women
the fundamental principles in other professions, or lines of industry
or commerce, than teaching?

"May not required courses be added to the college curriculum to
inculcate business power and sense in all women?"

This philosophy seems to aim at making the modern school as
informative about the occupations of modern women as the primitive
colonial home used to be about the occupations of the women of early
New England.

You see, we have always had vocational education. The early New
England girl was gradually inducted into her life-tasks by her mother.
The modern girl will be gradually inducted into her life-tasks by her
teachers.

You can observe the development toward this conclusion going on at any
educational level you please.

Let's look for a moment at the industrial level. Here's a girl, in the
north end of Boston, who is going to have to go to work young. She
knows it. Her family knows it. Well, even for this girl, whose
schooling will be brief, there are already three different periods of
gradual induction into industry.

First, when she has completed the lowest grades of her regular public
school, she may go for a while to the North Bennet Street Industrial
School. Here she will give just about half her time to manual work
such as machine- and hand-sewing. She will also study arithmetic,
literature and composition, geography and history; but (or, rather,
_and_) her interest in these subjects will be stimulated as powerfully
as possible by their practical applications, as well as by their
general relations, to the manual work she is doing and to the working
world she is so soon to enter.

[Illustration]

[Illustration]

We are coming to admit the fact now that "pure" language and "pure"
mathematics unapplied to actual problems are, for the mass of boys and
girls, not only uninteresting but astonishingly unproductive of mental
results. One of the first discoveries made by Mrs. Mary Schenck
Woolman in her management of the Manhattan Trade School for Girls was
that the public-school pupils who came to her after several years in
the grades were "unable to utilize their public-school academic work
in practical trade affairs." Their progress, if it could be called
s