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school has to offer, her plans should be made as early as possible in
the high-school course--at the very beginning if it can be managed.
The girl must know what further training she is making ready for, must
choose electives in high school to help her make ready, or possibly to
offset the specializing of this later work by some general culture she
may otherwise miss entirely. Vocation study, therefore, and vocational
guidance must be quite as much a part of the course for the girl who
will "train" for her special work as for the girl who goes directly
from the secondary school to her vocation.

One high-school Senior writes: "My special vocation has not yet been
chosen, but if it becomes necessary for me to earn my own living I
should like to be either a nurse, a teacher, milliner, or director of
a cafeteria. I would probably choose the position that was open at the
time."

Here we have the girl who is in no hurry to choose, and who probably
has a more or less vague notion of the comparative conditions,
requirements, and rewards of the four vocations she mentions. In
contrast to this, listen to a high-school student who has been
studying herself and her possible vocation in much detail in class
work. She says: "I find that I have made good school records only in
subjects where I had materials I could see and handle. I have never
done well in arithmetic or mathematics, but in drawing, physics,
elementary biology, and domestic science I made good marks. I do not
like to sew, because it tires me to sit still. I enjoy cooking and
marketing.

"I like to plan meals and to make up new recipes. I hear that
hospitals and institutions employ women at very good salaries to buy
all the foodstuffs used in their kitchens. The expert dietitian also
plans meals and arranges dietaries. I learn that Teachers College,
Columbia, has courses of study leading to this profession, and I have
written to ask for full information."

In the class of which this girl is a member, each girl is considering
her future as this one is doing. Each gathers all available data in
regard to the vocation she is studying. Her reports become a part of
the class records. She makes as full a report as possible as to the
duties and responsibilities of the occupation, the schools or training
classes that prepare for it, the length and cost of preparation,
possibilities of employment, salaries paid, and other details.

Since training cannot alter fundamen