to what these
pupils became after they left. The school's responsibility ended at
its outer door.

Now that these conditions are being changed, the school is finding
responsibilities and opportunities on every hand. The foreign-born are
taken out of the regular grades where they cannot fit, and are taught
English by themselves first of all. The subnormal children are studied
for latent vocational possibilities, and where minds are deficient,
hands are the more carefully trained for suitable work. Courses are
being revised with a view to holding in school the boy or girl who
wants practical training for practical work. Secondary schools have
taken their eyes off college requirements long enough to consider
fitting the majority of their pupils to face life without the college.
Studies of vocations are being made; vocational training is being
offered; vocational guidance is at last coming to be considered the
concern of the school.

Vocational work is sometimes concentrated in the high school, but this
is reaching back scarcely far enough, since those who do not reach
high school need help quite as much as the older ones, while those who
expect to continue their training can do so better if they have some
idea of the goal to be reached.

What are the options that the grammar-school teacher may present to
the girls under her care?

First of all, as we have already said, the school records must be kept
with care and discrimination, so that the teacher may know the girl to
whom she speaks. With the records in hand, she will ask herself the
following questions:

1. Is further training at the expense of the girl's family
possible? Do the girl's abilities warrant effort on her
parents' part to give her further opportunity?

2. Could the girl's parents continue to pay her living expenses
during further training if the training were furnished at the
expense of the state?

3. Could the girl obtain training in return for her personal
service, either with or without pay?

4. Would the girl be able to repay in skill acquired the expense
of her training, whether borne by herself, her parents, or the
state?

[Illustration: Photograph by Brown Bros.
A flower-making class for girls of various ages. There is no reason
why vocational work should not begin in the grammar school]

Lines between obtainable work for the trained and the untrained girl
are fairly sharply drawn, and the pos