In one large city a “Servant Reform Association” has been organized, with an office on a prominent street-corner, and its name conspicuously posted over the door and painted on all the window shades. Its clientele is very large and embraces some of the best-known residents of the city. Among other measures of reforming servants it plans for the establishment of schools to be equipped with every household appliance, and “to have for instructors women who are thoroughly schooled in the various branches of household duties and domestic economy,” but it does not state where such instructors are to be obtained. Nothing shows so clearly how the times are out of joint as does the name of such an association. The plan most widely advocated and believed to contain the greatest possibilities for improvement in domestic service, is that of establishing training-schools for servants, such schools to have a regular course of study and to grant a diploma on the satisfactory completion of the work. Much can be said in favor of the theory of such schools. If universally established, they would greatly lessen the ignorance and inexperience of the employees—one of the greatest stumbling-blocks in the way of improvement in the service. The diploma would be in effect a license without the objectionable features of the latter, and it would be a testimonial of capability and moral character more reliable than the personal recommendation of previous unknown employers. It would render possible a better gradation of wages, a more perfect organization of domestic work, and more satisfactory business relations between employer and employee. In no occupation is there greater need for systematic training. The army of incompetents in domestic service is not greater than in other occupations, but incompetency here is far more productive than elsewhere of inconvenience and positive suffering. Without such public and regular training every housekeeper is compelled to make a training-school of her own house, and too often she herself lacks the necessary information she ought to impart. But two test questions must be applied to the theory. First, as far as it has been carried out, has it accomplished what was expected of it? Second, is the training-school for servants in harmony with the educational, industrial, and social tendencies of the day?