Obviously the fundamental need of the worker of either sex is education. She needs to be educated, this work-girl. She does not need a fancy education; but she does need a good education, so that upon her entrance into the workshop she will be able to read and write and add up a column of figures correctly and with ease. This she seems not to be able to do under present conditions. And there are other things, even more important than the "three R's," which she should be taught. She should be taught how to work--how to work _intelligently_. She should be trained young in the fundamental race activities, in the natural human instinct for making something with the hands, or of doing something with the hands, and of taking an infinite pleasure in making it perfect, in doing it well. I have no technical knowledge of pedagogics; I must admit that. My criticism of the public-school system I base entirely upon the results as I have seen them in the workshops, the factories, and the store in which I worked. During this period I had opportunity for meeting many hundreds of girls and for becoming more or less acquainted with them all. Now, of all these I have not yet discovered one who had not at some time in her earlier childhood or girlhood attended a public school. Usually the girl had had at least five years' continuous schooling, but often it was much more. But, great or small as the period of her tuition had been, I never met one whose knowledge of the simplest rudiments of learning was confident and precise. Spelling, geography, grammar, arithmetic, were never, with them, positive knowledge, but rather matters of chance and guess. Even the brightest girls showed a woeful ignorance of the "three R's." In only one thing did I find them universally well taught, and that was in handwriting. However badly spelled and ungrammatical their written language might be, it was invariably neatly and legibly--often beautifully--executed. But if these girls, these workmates of mine, learned to write clear and beautiful hands, why were they not able also to learn how to spell, why were they not able to learn the principles of grammar and the elementary knowledge of arithmetic as far at least as long division? That they did not have sufficient "apperceiving basis" I cannot believe, for they were generally bright and clever.