The three schools which aimed at trade preparation dealt with three different types of girls. One was founded in order to prepare the fourteen-year-old girl who is forced to leave school at the earliest time allowed by law; one would take no girls under sixteen years of age; the third gave training to immigrant girls of any age. They were all alike in that they knew little about their pupils’ previous schooling or their experiences after they went to work. Only one attempted to make any investigation of trade conditions. In regard to methods of instruction, only one sifted its applicants by requiring them to state whether they intended to work at the trade. Only one tried to eliminate the unfit by taking girls on trial. Only one attempted any instruction in trade conditions, and that one found it difficult to give such instruction to the type of girls with whom it was dealing. The aim of this “academic” work was to supply the lack in the general education of the fourteen-year-old girl. To do this, courses in English, arithmetic and civics were given. Civics included “industrial history, cultivation, manufacture, and transportation of materials, citizenship, commerce, philanthropics, history of Manhattan and social ethics.” The time allotted to English, arithmetic and civics was one hour a week for each. The course was six months long. All preparation on these subjects had to be done by the pupils during this one hour in the classroom. The graduates from only one of these schools had anything favorable to say about the work. After visiting the schools and following up the experience of the pupils who had taken courses there, it was easy to understand why the girls thought that it was “altogether different outside.” On the other hand, daily indications of the complexities of the conditions “outside” gave us a sympathetic realization of the size of the task which the schools had undertaken. As classes in industrial training will ultimately find their way into the public school system, not only is it important to understand the aims and methods of the trade schools, but it is also desirable to know what has already been done in the way of industrial training in the public schools. At the time of this investigation millinery was taught in forty-five evening schools in New York City. Thirty-nine of these were elementary schools. The investigation of these schools was profitable because it threw light upon the function of evening schools, their connection with day schools, their conception of the aim of industrial courses for girls, and finally the effect of these ideals upon the actual formation of a trade class in one evening school.