ving this commercial level, we can go to the academic level by
visiting the Appointment Bureau. We may call it the academic level
because the Appointment Bureau exists chiefly for the benefit of girls
who have been to college. Its purpose, however, is non-academic in the
extreme.

The Appointment Bureau is an employment agency, and one of the most
extraordinary employment agencies ever organized. Its object is not
merely to introduce existing clients to existing jobs (which is the
proper normal function of employment agencies), but to make forays
into the wild region of "occupations other than teaching," and there
to find jobs, and then to find girls to fit those jobs. In other
words, it is a kind of "Company of Adventurers Trading into Hudson's
Bay" for the purpose of exploring, surveying, developing, and settling
the region of "occupations other than teaching" on behalf of college
women.

It is managed by Miss Laura Drake Gill, president of the National
Association of Collegiate Alumnae and former dean of Barnard College.
She is assisted by an advisory council of representatives of near-by
colleges--Radcliffe, Wellesley, Simmons, Mount Holyoke, Smith, and
Brown.

In harmony with this work the Women's Educational and Industrial Union
has just issued a handbook of three hundred pages, entitled "Vocations
for the Trained Woman." It is an immense map of the occupational world
for educated women, in which every bay and headland, every lake and
hill, is drawn to scale, from poultry farming to department-store
buying, from lunch-room management to organized child-saving.

We here see the educational system, at its college academic level,
moving not simply toward preparing girls for money-earning work but
also toward actually putting them into that work and, in order to put
them into it, finding it.

This last innovation, this advising of graduates with regard to the
occupational world and this guiding of them into the occupations for
which they are best fitted, will bring education closer to the
ultimate needs of those who are being educated than any other
innovation of recent years. It will establish the final permanent
contact between two isolations,--the isolation of aimless learning and
the isolation of ignorant doing. It is still, however, a project, a
prospect. The other two innovations which we have mentioned press
closer to immediacy. Immediate, certainly, is the demand of "middle
class" women for larger occup