The development and organization of differentiated courses in industrial, agricultural, and household and commercial arts adapted to junior and senior high schools--more particularly in connection with the education of children from 12 to 16 years of age--offers a new field of service to teachers of these subjects who, up to now, have been following methods unsuited either to the needs of vocational training or to the needs of general education. Already the set of wood and iron models taken from the Russian system of the early seventies has disappeared, and the sampler book in sewing has passed away. The era of the coat hanger and sleeve board in manual training and of the set of doll's clothes and models of undergarments is doomed, and the cooking outline which starts out with making cocoa in September and in the thirteenth lesson takes up the making of an angel cake will soon meet the fate of flowerpot holders, doll's aprons, and book agriculture. But there is a great field for the practical arts in general education,--a field which no scheme of vocational training can possibly occupy. Each has its place. Vocational training is fitting young persons for profitable employment in chosen vocations. Practical arts in general education consists of varied lines of activity taken from the fields of agriculture, commerce, industry, and the household and taught in the school for the purpose of developing capacity to deal with concrete things and of arousing social and industrial interests in the workaday world. In the early years of the child's life practical-arts work has a strong motor and social value. In the middle years, say from 12 to 16, it has a social and vocational-guidance value. The chapter entitled "The Field for Industrial and Trade Schools" gives a number of suggestions as to the work which boys and, to some extent, girls may offer as their service contribution in time of war. However there are fewer than 100 industrial and trade schools in the country. The majority of our youth are taking some practical-arts work as a part of general education in either the elementary or the secondary school, and surely these young people will want to do something in this emergency. And certainly the teachers of sewing, manual training, cooking, and agriculture will desire to do their part, not only because they can be of service at this time but also for the reason that through war-service work they will be able to improve upon the practical-arts work and make it conform to the new spirit. The whole spirit of the new methods is based upon getting away from individual models created out of the mind of a teacher and imposed upon an unsuspecting student body which follows a "course in models" in about the same way that it takes a course in arithmetic.