very difficult, and under no plan of tabulation can there be an
all-inclusive heading for any one type. For instance a school for
colored girls might be classified either as a school for Negroes or as
a school for girls, as a public school, a philanthropic school, or an
evening school, and a school giving trade-training to boys might also
include girls. The writer of this most exhaustive report, however,
states definitely that "trade schools for girls are rare, and even
schools offering them industrial courses as a part of their work are
not common."

It is impossible to consider vocational training without bearing in
mind the example of Germany. Germany has been the pioneer in this work
and has laid down for the rest of us certain broad principles, even if
there are in the German systems some elements which are unsuitable to
this country. These general principles are most clearly exemplified
in the schools of the city of Munich. Indeed, when people talk of the
German plan, they nearly always mean the Munich plan. What it aims at
is:

1. To deal in a more satisfactory way with the eighty or ninety per
cent. of children who leave school for work at fourteen, and to bridge
over with profit alike to the child, the employer and the community
the gap between fourteen and sixteen which is the unsolved riddle of
educators everywhere today.

2. To retain the best elements of the old apprenticeship system,
though in form so unlike it. The boy (for it mainly touches boys) is
learning his trade and he is also working at his trade, and he has
cultural as well as industrial training, and this teaching he receives
during his working hours and in his employer's time.