be the very last stand of the non-progressivists in education as
regards the worker. The ideals of today aim at education on lines that
will enable every child, boy and girl alike, born in or brought
into any civilized country, to develop all faculties, and that will
simultaneously enable the community to benefit from this complete,
all-round development of every one of its members.

There is one consideration to which I must call attention, because,
when recognized, it cannot but serve as the utmost stimulus to our
efforts to arrange for vocational education for girls on the broadest
lines. It is this. Whatever general, national or state plans prove the
most complete and satisfactory for girls, will, speaking generally, at
the same time be found to have solved the problem for the boy as well.
The double aim, of equipping the girl to be a mother as well as human
being, is so all-inclusive and is therefore so much more difficult of
accomplishment, that the simpler training necessary for a boy's career
will be automatically provided for at the same time. Therefore the
boy is not likely to be at a disadvantage under such a coeducational
system as is here implied. For it is to nothing short of coeducation
that the organized women of the United States are looking forward,
coeducation on lines adapted to present-day wants. What further
contributions the far-off future may hold for us in the never wholly
to be explored realm of human education in its largest acceptance,
we know not. Until we have learned the lesson of today, and have set
about putting it in practice, such glimpses of the future are not
vouchsafed to us.

In such an age of transition as ours, any plan of vocational training
intended to include girls must be a compromise with warring facts, and
will therefore have to face objections from both sides, from those