anization and administration sufficiently elastic
and adaptable to meet the widely varying needs of the working classes.

13. Industrial training for girls will consist in the main of
preparation for the sewing trades. Practically no other industrial
occupations in which large numbers of women are employed possess
sufficient technical content to warrant the establishment of training
courses in the schools. The survey recommends a practical course of
needle instruction in the junior high school and the introduction in
the vocational schools of specialized courses in dressmaking, power
machine operating, and trade millinery for the older girls who wish to
enter these trades.

14. The present experiment in vocational guidance and placement should
be extended as rapidly as possible. Courses in vocational information
should be offered in the junior high school and vocational counsellors
appointed to advise pupils in the selection of their future vocations
and aid them in securing desirable employment when they leave school.
The full measure of success in this work demands better cooeperation
with outside agencies on the part of teachers and principals than has
been secured up to the present time.

CHAPTER XII

SUMMARY OF REPORT ON BOYS AND GIRLS IN COMMERCIAL WORK

Particular attention is given throughout this report to the
differences which exist between boys and girls in commercial
employment with respect to the conditions which govern success and
advancement. The majority of boys begin as messengers or office boys
and subsequently become clerks or do bookkeeping work. As men they
remain in these latter positions or, in at least an equal number of
cases, pass on into the productive or administrative end of business.
The majority of girls are stenographers, or to a less extent,
assistants in bookkeeping or clerical work. Boys' work may be expected
to take on the characteristics of the business that employs them;
girls' work remains in essentials unchanged even in totally changed
surroundings. Boys' work within limits is progressive; girls' work in
its general type--with individual exceptions--is static. Boys as a
rule cannot stay at the same kind of work and advance; girls as a rule
stay at the same kind of work whether or not they advance. Boys in any
position are expected to be qualifying themselves for "the job ahead,"
but for girls that is not the case. Boys may expect to make a
readjustment with every ste