After being thoroughly explained, these directions are placed in a note-book, for the guidance of the pupil in her home practice. In some cases, the directions are placed on properly punched cards, so that at the end of the year every pupil will have a collection of useful recipes and plans, each one of which she understands and has worked out. In many lessons of this type demonstrations may be given by the teacher and, if the food cannot be cooked on the school stove, it may be taken home to be cooked by one of the pupils. Lessons given according to this method, by which the theory is given in school and the practice acquired at home, need not be restricted to cookery. Any of the lessons prescribed in the curriculum for Form III, Junior, may be treated in the same way. Lessons on the daily care of a bed-room, weekly sweeping, care and cleaning of metals, washing dishes, washing clothes, ironing a blouse and, in fact, on all subjects pertaining to the general care and management of the home, may be given in this way. Each lesson should conclude with a carefully prepared black-board summary, which should be neatly copied into the note-books, to be periodically examined by the teacher. The black-board work of many teachers leaves much to be desired, and time spent in improving this will be well repaid. Examples of summaries of the kind referred to are to be found in the Ontario Teachers' Manual on _Household Management_. These instructions may be type-written or hectographed by the teacher and given to the pupils, thus saving the time spent in note-taking. SECOND METHOD The second of the plans referred to is a modification of what is known as the "Crete" plan of Household Science, so called from the name of the place in Nebraska, U.S.A., where it was first put into operation. By this plan, definite instruction is given in the home kitchens of certain women in the district, under the supervision of the educational authorities. It was adopted, at first, in connection with the high schools of the small towns in that State but, with certain modifications, it is suitable to our rural school conditions. In every community there are women who are known to be skilful in certain lines of cookery, and the plan makes use of such women for giving the required instruction. They become actually a part of the staff of the school, giving instruction in Household Science, and using the resources of their households as an integral part of the school equipment. In order to put this plan into operation, a meeting of women interested in the school should be called and if, after the plan has been laid before them and fully discussed, enough women are willing to open their homes and act as instructors, then it is safe to proceed. The subjects should be divided, and a scheme somewhat as follows may be arranged: