trade school, therefore,
cannot afford to rely on instructors who would be themselves
unsuccessful in the market, for the result would be certain failure in
the students. Such specific training requires exceptional knowledge in
its teaching force. The usual teacher of manual training knows too
little of the ways of the workrooms and is too theoretical in her
instruction to be trusted to train workers who must satisfy trade
demands. On the other hand, the trade worker, good as she may be in her
specialty, seldom knows how to teach. She can drive her group of
workers, but she cannot train the green hands to do more than work
quickly at one thing. She can make them work, but she cannot make them
better workers. When she has orders to turn out, her lifelong training
makes her think of the rapid completion of the articles rather than the
careful development of the students who are making them. If she is not
watched she will choose the girl to do a piece of work who can do it
well and quickly (but who does not need this experience), rather than
the one who should do it in order to have practice in it.

The problem is to find a way to unite the good teacher and the
successful worker. Such a combination appears at rare intervals. At the
present time the teacher who can adequately prepare young workers for
trade has to be taught while she is herself teaching. She may be chosen
from either the industrial or the educational field, if she has certain
qualities of mind and spirit, but she must now make up the points she
lacks, be it experience in trade or ability to teach. Supervisors need
special insight and capability, as they are called upon to investigate a
new and difficult field, to select from it the subjects needed, and
after that to organize education of a most practical kind. They combine
the duties of school principal, teacher, forewoman, factory
superintendent, and business manager. They must be willing to give
themselves to the cause, as they are responsible for the conduct of
their departments throughout the year, at night as well as during the
day, at least until they can train some one to whom they can delegate
some of their responsibility. They need a broad, cultural education and,
at the same time, interest and knowledge of the industrial problems of
the time, as well as experience in their particular trade. They must
have sympathy with the working people and their lives. It is evident
that such women are hard to