If these facts about conditions in the millinery trade prove anything they prove that “learning to make hats” is a very different thing from “learning the millinery trade.” The experiences of millinery workers would seem to suggest that in modern times, perhaps even more than in the days when industrial conditions were less complex, apprenticeship must include learning the trade as well as one process in it, if the workers are to be efficient. A milliner who does not know that millinery means machine work and hand work, speed work and careful work, that the seasons are irregular, that the wages are unstandardized, and that conditions are constantly changing, is in no position to become efficient. Such knowledge is part of her job, and it is as necessary that she should understand her various relations to the trade in which she is working as that she should master the technique of the machine that she is operating. Power to adapt to different types of establishments, to varied kinds of work, and to fluctuating seasons, rather than specialization in a particular process, is a practical necessity for the girl who would earn her own living. According to the testimony of both workers and employers she does not get this power in the trade itself; employers have no time for learners, and the girl finds that “learning is nothing but running errands.” According to the same testimony, the schools do not know the trade and do not prepare their pupils to do any one thing well. In order to test the truth of these criticisms, millinery classes were investigated in the course of this study, and their graduates were interviewed. The visits to these classes were profitable in three ways. They brought out the prevalent ideals in regard to women’s work, the tendencies in the past with respect to methods of teaching trade courses, and the possible questions which need to be considered in plans for the industrial education of girls. Half the group of workers investigated had attended classes where millinery was taught. There were sixty-two of these classes in the city, of which only three aimed specifically to prepare girls for trade. The others gave courses “for home and trade use”; that is, they aimed primarily to teach women to make their own hats, but girls could also enter the class if they wished to prepare for trade.