the high school, they were scattered from the second grade to the
eighth, and they constituted more than half of all the girls of that
age in the school system. It is clear that unless the schools can
carry them through more nearly on schedule time there is no hope of
providing industrial training for a large proportion of them, because
they reach the end of the compulsory period before entering the grades
in which industrial training can be given effectively and
economically.

The report recommends that during the junior high school period girls
who expect to enter the sewing trades should be given work in
mechanical drawing, elementary science, industrial conditions,
elementary mechanics and hand and machine sewing. The fundamentals of
sewing can be thoroughly taught in two years. The work during the
first year might well be limited to hand sewing. Machine sewing should
be taken up in the second year, and the girls given an opportunity
during the third year to specialize somewhat broadly in a trade school
on the kind of work in which they may wish to engage--power operating,
dressmaking, or millinery.

A ONE YEAR TRADE COURSE FOR GIRLS

Specialized training must be conducted under conditions closely
resembling those found in the industry. This involves equipment
similar to that used in the factory, an ample supply of materials, and
a corps of teachers who have had practical experience. It might seem
that on the score of adequate equipment the factory itself would be
the place for such training. But the fact is that the main object of
the factory is to turn out as large a quantity as possible of
saleable product. In the school the main object should be to turn out
as large a quantity of saleable skill and knowledge as possible, with
the saleable product as a secondary, although necessary, feature.

The junior high school is not the place for specialized trade
training, since it is reasonably certain that there would not be a
sufficient number of girls in each junior high school desiring to
enter a single trade to warrant the provision of special equipment and
special teachers. For this reason the report favors a trade course in
a separate school plant where girls who wish to specialize in any of
the sewing trades can be taught in fairly large classes. The work done
during the past few years in such institutions as the Boston Trade
School for Girls and the Manhattan Trade School for Girls in New York
City gives e