The teaching of domestic economy in the elementary school and home economics in the higher is intended to give the people a sense of _control_ over their _environment_ and to avert a panic as to the future. The economics of consumption, including as it does the ethics of spending, must have a place in our higher education, preceded in earlier grades by manual dexterity and scientific information, which will lead to true economy in the use of time, energy, and money in the home life of the land. Education is obliged to take cognizance of the need, because the ideal American homestead, that place of busy industry, with occupation for the dozen children, no longer exists. Gone out of it are the industries, gone out of it are ten of the children, gone out of it in large measure is that sense of moral and religious responsibility which was the keystone of the whole. The methods of work imposed by housing conditions are wasteful of time, energy, and money, and the people are restive, they know not why. As was said earlier, shelter was found by early students of social conditions to be most in need of remedy, so we see that “In the first place the state is beginning to offer positive aid to secure a suitable home for each family. A communistic habitation forces the members of a family to conform insensibly to communistic modes of thought. Paul Goehre, in his keen observations printed in ‘Three Months in a German Workshop,’ interpreted this tendency in all clearness. The architecture of a city tenement house is to blame for the silent but certain transformation of the home into a sty. Instead of accepting this condition as inevitable, like a law of nature, and accepting its consequences, all experience demands of those who believe in the monogamic family, that they make a united and persistent fight on the evil which threatens the slowly acquired qualities secured in the highest form of the family. It would be unworthy of us to permit a great part of a modern population to descend again to the animal level from which the race has ascended only through æons of struggle and difficulty. When we remember that very much, perhaps most of the progress has been dearly purchased at the cost of women, by the appeal of her weakness and need and motherhood, we must all the more firmly resolve not to yield the field to a temporary effect of a needless result of neglect and avarice. As the evil conditions are merely the work of unwise and untaught communities, the cure will come from education of the same communities in wisdom and science and duty. What man has marred, man can make better.”[18] [18] C. R. Henderson, Proceedings Lake Placid Conference, 1902.