For lack of time and space we must here pass over the important question of the relation of the domestic arts to the general school curriculum, as well as the proportion of time to be allotted as between needlework and the other domestic arts, and dwell for a moment on the relative qualifications of our teachers in different sections of the whole subject taken at its widest, for these qualifications reflect the existing demands of the public. Taking England, for example--how do we stand with other countries in this respect? Speaking generally, and as one who, though not professionally a teacher, has for many years had a hand in the training of teachers, and who has given much time and thought to the comparative study, both theoretical and practical, of needlework and dressmaking, it seems to me that, as to sewing, we are as good, if not in some ways better than our neighbours, though we have been apt to regard the perfection of our stitches as an end in itself, which decidedly vitiates our conclusion. We also appear to have much to learn, or at least to practise, in respect of suitability of materials, needles, and threads to each other, and of the style of work to the purpose required. As to "cut" and "the hang of the thing," and the root difference between an "ill-cut" and a "well-cut" garment, I fear we make a bad third with France and Austria; but with our newly acquired freedom we can and we must change all that: the public begin to demand it. In the first place, we must clear our minds of the indefinite cloud of detail in which they have been so long submerged; or, to change the metaphor, whereas hitherto we have too often not been able to see the wood for the trees, we must now learn clearly to distinguish between "principles" and "methods," which in practice are over frequently confused: then, quite easily and naturally, the teacher will derive resulting details from the few definite principles which are the "basis alike of the simplest garment and the most artistic handicraft," and "the principles once understood, in one instance, the pupils will be able to make wider applications for themselves." It is important here to emphasise that some elementary knowledge of hygiene, physiology, and anatomy is necessary for the intelligent appreciation of the requirements of the body as to clothing, and of its alterations in shape when muscles are tense or relaxed. By a reliable system of drafting from direct measurement, such as one of those in use in the Ecoles Professionelles of Paris, a shaped bodice can be produced fitting the arms and figure easily and gracefully, and from this pattern can be deduced further patterns of other garments, whether tight, loose, or semi-fitting, which hang from the shoulder or the waist.