Two conditions are essential to this training: first, a thread of manual vocational work throughout the ordinary school program for all girls, to train hand and eye and develop taste and judgment along practical lines; second, special schools for industrial training, with brief, intensive courses, to which girls may be sent for a preparatory period when facing the necessity of self-maintenance, the minimum requirement of general training having been covered in the ordinary school. These centers of industrial or trade training should be separate from the academic centers and should supply as far as possible the conditions of apprenticeship. They should be free from the fixed classifications and grades of the school, and should afford illustrations and types of vocational experience. To such public provision as may be made for such centers, private philanthropy will for a long while bring its aid, for vocational training must be tied to individual conditions and must ask for coöperation from manufacturer and employer. Supervised apprenticeship in chosen places of work will for a time take the place of organized training schools, as for example, in the case of the hospital dietitian, the house decorator, and the photographer. But elementary courses, requiring accuracy, speed, and an ordinary degree of skill, may even now be provided by the school. The seamstress, the machine operator, the saleswoman, the typewriter, the clerk, the bookkeeper may be trained in such centers. The technical high school meets the needs of the second group by providing courses which develop manual dexterity, and acquaint the student with the outlines of some practical employment. Notable examples of such schools in New England are the technical high schools of Newton, Springfield, and Boston. In these schools the academic requirement is lessened and courses are arranged in sewing, dressmaking, millinery, cooking, laundry work, household decoration, and sanitation, with ample training in commercial subjects and preparation for clerical work, including stenography, typewriting and bookkeeping. So far as possible the school product is expected to be of service just like the ordinary commercial product. In one school the girls prepare the luncheons which are served to instructors and classes. In another the garments made are sold to cover the cost of material. These schools provide adequate instruction in household arts and at the same time pave the way for a useful vocation. The numbers that flock to them testify to the demand for such training, and many girls who otherwise would have withdrawn at the end of the grammar-school course are glad to remain and profit by the practical opportunity thus afforded. Already the effect of the instruction is shown in increased wage-earning power. Those who have followed the movement are equally sure that the individual homes profit by the vocational training.