On the subject of courses of instruction attention has been called to the many points at which the foreign-born housewife needs instruction and assistance in familiarizing herself with the new conditions under which she lives. When there exists such a universal and widely felt need which could be filled by giving instruction in a field in which the material is organized and available, the opportunity of the school is apparent. Not only courses in English, in the art of cooking, in the principles of selection and preservation of food, but those describing the peculiarities of the modern industrial urban community as contrasted with the simple rural community, could be planned, methods of instruction could be developed, and regular curricula could be organized. There are, to be sure, certain inherent difficulties to be met in the instruction of housewives. The old saying, "Man's work is from sun to sun, but woman's work is never done," has been so long accepted as the expression of the inevitable that it is difficult to persuade anyone, most of all the housewife herself, that she can manage to give an hour or two a day to learning something new. Her time seems never her own, with tasks morning, afternoon, and night. Nor is it only a question of overwork. Undoubtedly careful planning is uncommon, and the tradition that woman's place is in the home has its effect. In fact, there is a vicious circle; she cannot study because her housekeeping is too arduous, but it is so partly because she does not take time to learn better ways of doing her work. There is, moreover, among most housewives, whether native or foreign born, a certain complacency about housekeeping and bringing up children. Housekeeping is supposed to come by nature, and few women of any station in life are trained to be homemakers and mothers. If they take any training it is generally designed to fit them to earn a living only until they are married. They do not realize how useful certain orderly instruction might be. Moreover, instruction for foreign-born housewives must include the subjects needed for homemaking as well as English. Having survived the first hard adjustments it is difficult to persuade the foreign-born mother that she has any need for speaking English when housekeeping is all that is expected of her. The situation is often complicated, too, by her age at immigration and her lack of education in the old country, which make her particularly ill-fitted for ordinary classroom instruction. Besides these difficulties there are certain prejudices to be met. The middle-aged woman does not wish to study English in classes with her children of working age or others of their age. She dreads the implication of this association. Many of the foreign-born mothers also have a hesitancy about going into classes with men, as they feel a mental inferiority, and many prefer not to be in classes with students from other national groups.