woman-head of the family for a general and personal service as a primary duty. This puts any vocational specialty she has chosen in a secondary place while the family obligation is most pressing. The result of this obvious fact is that the average woman does still have a double choice to make when marriage offers; a choice for or against the man, and a choice for or against her vocation. In proportion as women are highly educated or industrially trained they have been pressed toward some one calling for which they can be definitely prepared and in which they may hope to rise in personal achievement and in financial compensation. On the other hand, marriage and motherhood appeal to the deepest instincts of human nature; and if the man seems worth it a woman will generally risk vocational impediment and awkwardness of economic adjustment for the sake of a congenial mate and children of her own. =Should the Education of Girls Include Special Attention to Family Claims?=--These facts indicate that social prudence must at least ask the question, Should not the education of girls include some distinct recognition of special problems to be met, often in acute experience of contrary currents of personal desire and social pressure, in the lives of young women? As has been shown in other connection what we are witnessing now in domestic life is the passing of the servant caste, of the ordinary "hired girl" and of the unpaid family drudge; not the eclipse of the housemother or the waning of the homemaker's power or charm. In this household change and in the demand that goes with it upon any woman who would have or make a home, and with clear understanding of the new responsibilities which the new freedom of women place upon them, certain fundamental principles should be held firmly in mind as we deal with special problems of adjustment created by new social situations. First of all, let us admit, and never cease to emphasize the fact, that the social education of women demands from now on the most scrupulous regard for the training of every normal girl for self-support. This cannot be too much emphasized. This is the only sure foundation for socially helpful sex-relationship and for that democratization of the family without which social progress is now impossible. The social education of women in general demands, also, the cultivation of domestic tastes and of some measure of household technic, not as a concession to the past, but as a safeguard of the future, in such fashion that the call to personal service of the family life may recall familiar and pleasant educational activities. These educational activities should precede those which tend directly toward vocational preparation for self-support. This point, too, is vital. The age when almost all little girls like to do things which concern the family comfort is from the eighth to the fourteenth year, a period too young for proper vocational drill. Then,