eepers and men
stenographers; the large office favors women stenographers and men
clerks.

For boys, there is some indication that advanced education and
commercial training, in their present status, are less closely related
to high wages than are personal qualities and experience. For girls,
the combination of high school education and business training is the
best preparation for wage advancement. A general high school education
and usually, business training, are essential to the assurance of even
a living wage. Business training based upon less than high school
education is almost futile.

THE PROBLEM OF TRAINING

Six chapters of the report are devoted to a consideration of the needs
and possibilities of training. The work now being done in the public
schools of the city is discussed in detail, with suggestions for a
better adaptation of the courses of study and methods and content of
instruction to the needs of boys and girls who wish to prepare
themselves to enter clerical occupations. The observations on training
for such work may be summarized as follows:

Commercial training should be open to all students whom commercial
subjects and methods can serve best; but graduation should depend upon
a high standard of efficiency.

Statistics show that commercial training is not to be looked upon, in
a wholesale way, as a successful means of taking care of backward
academic students.

Commercial students' need for cultural and other supplementary
education may be even greater than that of academic students.

The graduation rate of commercial students in public schools has been
increased since the organization of a separate commercial high school
and the number of students entering has been decreased.

Commercial high schools receive a grade of children who are about
medium in scholarship and normal in age.

Commercial and academic high school teachers are similar in scholastic
preparation and in the salaries they are paid.

The Cleveland Normal School does not prepare definitely for the
teaching of commercial subjects. Commercial teachers are nominally
supervised by the district superintendents.

Public schools receive 29 per cent of the city's day commercial
students. The private schools receive a few more than the sum of
public, parochial, and philanthropic schools.

Public schools receive 22 per cent of the city's night commercial
students. The private schools receive more than twice as many as the