The problem is to find a way to unite the good teacher and the successful worker. Such a combination appears at rare intervals. At the present time the teacher who can adequately prepare young workers for trade has to be taught while she is herself teaching. She may be chosen from either the industrial or the educational field, if she has certain qualities of mind and spirit, but she must now make up the points she lacks, be it experience in trade or ability to teach. Supervisors need special insight and capability, as they are called upon to investigate a new and difficult field, to select from it the subjects needed, and after that to organize education of a most practical kind. They combine the duties of school principal, teacher, forewoman, factory superintendent, and business manager. They must be willing to give themselves to the cause, as they are responsible for the conduct of their departments throughout the year, at night as well as during the day, at least until they can train some one to whom they can delegate some of their responsibility. They need a broad, cultural education and, at the same time, interest and knowledge of the industrial problems of the time, as well as experience in their particular trade. They must have sympathy with the working people and their lives. It is evident that such women are hard to find, and when found or when trained are in demand by other institutions or in business life, in which places they can command high salaries. All efficient trade teachers also are equally in demand in workrooms, hence the school must compete with good business salaries in place of the usual underpay of educational institutions. In addition to the trade teachers, practical instructors in healthful living and special secretaries needing social knowledge of various kinds are also essential in the modern trade school for girls. Their training adds to the director's responsibilities, for no one at present has the knowledge and experience necessary. The many problems connected with obtaining an adequate teaching staff seem at present to have but one solution, _i. e._, the school has to be its own training school for its faculty to a greater or less extent. One source of assistant teachers has been found in students who have made good in trade. Pupils of fair education who show skill and executive ability in their department work and who later succeed in their trade positions have already proved helpful when brought back to the school. Such girls know the courses of instruction, their needs and difficulties, and also the outside workroom demands. If they are given some hints in methods of teaching, their success is greater. European trade schools for girls have drawn many of the best teachers from the student body and have organized teachers' training classes for them. A course of regular training for trade pupil teachers should be given later in American training schools to meet this situation. Courses of Study