For instance, investigation of the millinery trade proved it to be an industry in process of transition from home to factory, with all the confusion in processes that is involved in such transition. Yet only one of all the schools studied made any attempt to discover the demands of this trade. Investigation showed that an understanding of industrial conditions is as necessary for efficiency as ability to make a hat. Yet only one school tried to give an understanding of those conditions, and the time given to such study was totally inadequate. Investigation proved that one cause contributing to short seasons and low wages was the oversupply of workers. Yet there were more classes in millinery than in any other trade in the city, except one. Investigation revealed the fact that instead of specialization, the ability to adapt is of primary importance to the worker. Yet psychology and practical experience alike make it clear that such ability cannot be given in a six months’ course. This brings us to the second factor in the problem about which there is little information--the workers themselves. When the whole subject of industrial training is in such an experimental stage it is unfortunate that only one school has attempted to keep systematic records of pupils. To fail to keep such records is like trying to erect a building with no knowledge of the materials. If such records had been kept it is probable that the attempt to train immature fourteen-year-old girls in six months for a trade like millinery would have been abandoned long ago. It is even possible that the advocates of trade education would have been driven to realize that efficiency in industry, as in everything else, depends not upon a desk knowledge of the three R’s, but upon a sound, vital, general education which gives power of adaptation. Even a slight acquaintance with women workers in industry brings out the fact that they lack this power, which comes from training of the mind. Why have girls been permitted to leave school without receiving this training? If the first essential for fitness to survive in modern life is the adaptability which comes from a well-trained mind, and if the function of the schools is to develop such fitness, are they giving the required training? If not, can the curriculum be changed so that the general schooling shall be more real, more connected with life? It is a matter of concern to school authorities that so many children leave the grammar school before graduation. Out of 201 millinery workers, 104 began work when they were between fourteen and sixteen years of age; eight started before they were fourteen; twenty left school before they were fourteen. Of these 201 girls, 152 attended school in New York City. Of these 152, eight attended parochial schools, 144 public schools. Of the 144 who attended public schools, only thirty-three were graduated. Such facts are used as arguments for starting trade schools which shall prepare girls and