Just here we can see a rock ahead. In the very prospects that we rejoice over, of the early introduction of public industrial training, we can detect an added risk for the girl. If such technical instruction is established in one state after another, but planned primarily to suit the needs of boys only, and the only teaching afforded to girls is in the domestic arts, and in the use of the needle and the pastebrush for wage-earning, where will our girls be when a few years hence the skilled trades are full of her only too well-trained industrial rivals? In a greater degree than even today, the girl will find herself everywhere at a disadvantage for lack of the early training the state has denied to her, while bestowing it upon her brother, and the few industrial occupations for which instruction is provided will be overcrowded with applicants. That women should take such an inferior position in the trades they are in today is regrettable enough. But far more important is it to make sure that they obtain their fair share of whatever improved facilities are provided for "the generation knocking at the door" of life. Working-women or women intimately acquainted with working-women's needs, should have seats on all commissions, boards and committees, so that when schemes of state industrial training are being planned, when schools are built, courses outlined, the interests of girls may be remembered, and especially so that they be borne in mind, when budgets are made up and appropriations asked for. If not, it will only be one other instance of an added advantage to the man proving a positive disadvantage to the woman. You cannot benefit one class and leave another just as it was. Every boon given to the bettered class increases the disproportion and actually helps to push yet further down the one left out. Among the many influences that make or mar the total content of life for any class, be that class a nation, a race, an industrial or economic group, there is one, the importance of which has been all too little realized. That influence we may call expectance. It is impossible for anyone to say how far a low standard of industrial or professional attainment held out before the girl at her most impressionable age, a standard that to some degree, therefore, develops within her, as it exists without her, ends in producing the very inefficiency it begins by assuming. But psychology has shown us that suggestion or expectance forms one element in the developing of faculty, and this whether it be manual dexterity, quickness of memory or exercise of judgment and initiative.