boys for their life work. To some of us they seem to be cogent reasons for trying to discover how these grammar schools can be revitalized so that the graduates will be prepared for life. It is said that the pupils leave because they do not see that school is preparing them to earn their own living. The one hundred millinery workers who had studied in trade classes said that the instruction there did not help them to earn their living. Where does the fault lie? A study of one trade in which girls are working suggests that reorganization of general education is the most vital factor in industrial training. This suggestion may be mistaken; for it is based upon knowledge of conditions in only three trades for women--millinery, and two others investigated at the same time. It is evident that the question can be conclusively answered only after exhaustive study of girls, of schools and of trades. From the point of view of manufacturers, workers and educators, such investigation is of primary importance. To those who are eager for plans by which individual girls may get training immediately, the comparatively slow gathering of information does not appeal. Nevertheless, such information will have to be obtained sometime. Such investigation should be systematically made. It is not easy, but it is practicable, if we reduce the problem to its simplest terms. We should divide up each city into comparatively small units for investigation, the village communities, as it were, that make up the city. By taking the schools as the center of these communities and by studying the pupils--their personal and family history, their education, and their experiences in trade,--it would be possible to collect information which would give a sound basis either for reconstruction of the general school education or for the formation of a system of trade schools. FOOTNOTES: [32] This article is based upon a report not yet published on _women at work in millinery shops in New York City_. It is the result of an investigation carried on for the Alliance Employment Bureau of New York from the autumn of 1907 until the spring of 1909. Two hundred millinery girls were interviewed at home or in the office of the bureau and questioned about their wages, hours, trade history, regularity of employment and training for work. Their names were secured from girls’ clubs, trade classes, employment bureaus, and fellow-workers. More than two hundred shops, including all in which the two hundred workers had been employed since July, 1907, were visited and questions asked about training of learners, wages, hours, seasons, demand and opportunities for experts, and the employer’s opinion of trade-school training. [33] _Tenth Annual Report of the City Superintendent of Schools_, New York City, July, 1908. TRAINING FOR SALESMANSHIP ELIZABETH B. BUTLER Bureau of Social Research, New York City