In Europe this class of school, reproducing actual trade conditions and fitted for the poorest girls, is rare. In Belgium there are a few which are called apprenticeship schools. The one in Maldaghem is extremely interesting. The town is small and very mediæval. The school is housed in a new, simple building. The entrance is on the side, and a narrow long hallway, in which the students put their sabots two by two on both sides, stretches the length of the building. A steep little staircase leads to the upper floor where the business offices and workrooms are to be found. Orders are carried out as in any factory, the work being fine handwork, the operation of Corneli and single embroidery machines, beading, and crocheting on net and mousseline. Robe garments of embroidered net, scarfs, curtains and lace veils of fine character are produced, some of which come to the American market. The students are paid nothing while learning, but after their training is finished can continue to work in the school and receive a regular wage. The same town has another school for teaching the making of fine varieties of Brussels lace, the product of which is for the regular market. The building is an old type of peasant home with stone floors. These Belgian apprenticeship schools are under government inspection. The type of apprenticeship school begun in the United States is quite different. The Manhattan Trade School of New York was the pioneer; the Boston Trade School was organized later on similar lines. A careful study of trade conditions in each city preceded the organization of instruction. Continual close touch with actual conditions is held by both schools to be necessary in order to keep up to business requirements. They have thus fitted well into the business life of their particular cities. The schools differ from each other in the trades they offer just as the two cities differ. They both believe that trade conditions must be exactly reproduced in instruction; consequently they are organized as small factories. To aid the trade work and to develop a high-class worker, art and academic work adapted to the specific needs of each of the trades represented in the schools are given. Wholesale and custom work are taken in all departments. Systems of business shops headed by trade workers who can teach as well as conduct workrooms give the students real business organization under which to work. The results in both schools show that such practical instruction enables the workers to enter better positions, to gain higher wages and to continue to rise to more influential positions. Crude, thoughtless girls have been developed into thoughtful, reliable workers, and capable girls have been given the opportunity of rapid rise to positions suited to them.