economise in this direction, and we should probably make fashionable those household materials that may be consigned to a wash-tub, instead of paying a reluctant visit to the dry-cleaner--chintz, cretonne, and Bolton sheeting instead of serge, tapestry, and plush. We owe one debt of gratitude to the public laundry--it has raised a section of household work to the level of a skilled industry, though as yet there seems no system of apprenticeship that turns out the "complete" laundress. For the limits of a short paper these matters have perhaps been treated somewhat discursively, but the object has been attained if, by the few illustrations selected, some attention has been drawn to the field of inquiry which lies open, and the urgent need for a definite application of scientific minds to problems which, amid all the advances of this progressive age, seem to lag behind. The inclusion of housecraft as part of the curriculum of elementary and secondary schools may do much to rouse interest and overcome some difficulties of cooking, &c., but to any one familiar with these classes it is evident that their scope is very limited, if only for the reason that the teaching so often treats the work of housekeeping as an imitative art, based, for want of reliable scientific data, on rules and recipes that are practically organised tradition no more. In secondary schools, the introduction of laboratory work has opened up fresh possibilities of a more reasonable treatment of housecraft, for it is certain that, when teachers are properly equipped for their work, biology, physics, and chemistry (organic and inorganic) can be successfully taught along lines that bring within the scope of school science such matters as food and feeding, cooking and washing, fuels, heating, ventilation, and hygiene. To teach chemistry and physics in the usual academic manner and then tack on a course of cookery and laundry-work at the end of school life cannot possibly be of the same value as the co-ordinated courses; we want scientific method even more than "science" for these schools girls, who shall so soon be the housekeepers and home-makers. We may say with Stevenson, "A dogma learned is only a new error--the old was perhaps as good; but a spirit communicated is a perpetual possession." For those girls who pass on to a university or technical school we want an intelligence alert to all that may lie in further investigation of those problems suggested at school.