And to face a situation like this are we making any adequate
preparation? With how little we are satisfied, let me illustrate.
In the address of Mrs. Raymond Robins as president of the National
Women's Trade Union League of America before their Fourth Biennial
Convention in St. Louis, in June, 1913, she told how "in a curriculum
of industrial education we find that under the heading 'Science' boys
study elementary physics, mechanics and electricity, and girls the
action of alkalies, and the removal of stains. While under 'Drawing'
we read, 'For boys the drawing will consist of the practical
application of mechanical and free-hand work to parts of machinery,
house plans, and so forth. Emphasis will be placed upon the reading of
drawings, making sketches of machine parts quickly and accurately. For
the girls the drawing will attempt to apply the simple principles
of design and color to the work. The girls will design and stencil
curtains for the dining-and sewing-rooms and will make designs for
doilies for the table. They will plan attractive spacing for tucks,
ruffles and embroidery for underwear.' Women have entered nearly three
hundred different occupations and trades in America within the past
quarter of a century, three hundred trades and occupations, and they
are to qualify for these by learning to space tucks attractively."

In the very valuable Twenty-fifth Annual Report of the Commissioner of
Labor, published in 1910, which is devoted to industrial education,
there is but one chapter dealing with girls' industrial schools,
in itself a commentary upon the backwardness of the movement for
industrial education where girls are affected. It is true that the
schools included under this heading do not account for all the school
trade-training given to girls in this country, for the classification
of industrial schools, where there is no general system, is