The second group to be considered may roughly include the girls whose entrance upon gainful occupations is longer delayed, but who must as a matter of course look forward to self-maintenance. These girls avail themselves of the opportunities afforded by the ordinary program of the graded schools, and may or may not add some portion or all of the high-school course. They have had a more generous inheritance than the first group. Their homes are usually better endowed, or they may be the younger sisters of members of the first group. Their need is less pressing--but by no means less real. The school should test, and if need be, supplement their preparation for the responsibilities centering upon the home. It should also make them to some degree technically ready for a wholesome occupation, affording a living wage. Otherwise they too are at the mercy of trade conditions, earning a scant income at an employment selected by chance. To the third group will be assigned all women whose opportunities of education exceed high-school training. For them vocational preparation may be assigned to the college period or may possibly follow it. It is often assumed that academic training in itself gives technical skill, that the young woman who graduates from college is thereby prepared for any task which may confront her. This is a misconception of the function of the college. If it does its work well, a good foundation is laid, certain aptitudes and habits of thought are developed, which should make progress in any art or craft more rapid, and judgment more intelligent. On the other hand, long years given to purely academic work, away from the normal conditions of the working world, permit certain powers to lie dormant. Students are trained to deliberation rather than to action. The college woman may need adjustment to the conditions of the shop, the office, or even the school. Training which presupposes the task and keeps it in mind certainly advances the general preparation of any student for her work. If we acquaint her with the immediate problems of the task the necessary period of apprenticeship is shortened and rapid advancement assured. Such training seems reasonable. Why should the education of the girl lie completely outside her work in the world? Why should so deep a gulf be fixed between the school and the later task?