Dr. Schneider brings in the usual double standard idea of fitting the boys for the world and the girls for the home. He says girls’ trade education must be modified by training for the home. He adds that this is true because most factory girls stop work at the end of seven years. So far as I know, there are no facts to support that statement. It is most important to break down this general impression that women leave work at the end of seven years. As a matter of fact, 50 per cent. of the mothers of boy and girl workers in homes I have investigated still work, although they are no longer single. Since women work after marriage, it is essential that they be given as sound and thorough and concentrated industrial training as boys. Girls, like boys, should be trained to know the joy of doing a piece of work well. It would be interesting to see what effect that would have on their wages. Women do not earn as high wages as men. The mothers of the children investigated receive only one-half to two-thirds the wages of the fathers. If girls were trained to find the same joy in work that boys do they would be better workers when they returned to work after marriage, and they would respect their work enough to demand at least as high wages as men do for the same work. Dr. Schneider’s analysis of why boys and girls leave school typifies the usual vague treatment of the girls’ problem as compared with the boys’. Boys leave, he says, because “they want to do things, to be out-of-doors, to build, to earn money, to assert partial independence; they hate books, they crave action.” He says girls leave “because their desire for wider social activity is dominant, because they want to break away from home ties, because their instinct for personal adornment is strong, and because they want to earn money to satisfy it.” What is a desire for wider social activity? That is vague compared with the statement that boys leave because they want to do things, and yet they mean the same thing. When these two series of reasons are boiled down they come to the same thing for both boys and girls—a desire for activity and for independence. Again he seems inconsistent in suggesting that girls should learn trades intensively earlier than boys in order that they may get higher wages at an earlier age. If early specialization is bad for the boys it is even worse for the girls, because at the present time industry tends to make them machines. Early specialization will increase that tendency and thereby reduce rather than advance their wages. Contrary to the usual point of view, a broad and general industrial training is perhaps more important for those in the automatic trades than in any others, and therefore it is of special importance for girls.[7] SCHOOL BUILDINGS