The present scheme of teaching practical arts is based upon the project plan and not upon the model or exercise plan. It no longer depends upon the teacher's course of study founded on tool exercises or logical sequence of processes. It now comes out of a need which is as clear to the student as it should be to the teacher. The progressive teacher of manual training starts out with such a project, for example, as a garage. This involves making a sketch, working up a bill of materials, finding out the cost of lumber, cement, and so on. It involves work in concrete, laying the floor timbers, putting up the sides, laying out the roof, setting in the window and door frames, putting on the tarred paper or shingles or galvanized iron, and painting and staining. The progressive teacher of domestic arts no longer thinks of catering merely to the personal decorative sense of young girls. She no longer has the girls spend the entire year making graduation dresses, or dish towels, caps, and aprons. She thinks in terms of quantity and in terms of social service which the domestic-arts work may render. She discovers that a hospital needs towels, aprons, caps, and bed linen, or that the orphan asylum near the school is sorely in need of children's garments, and then she tells of this need to the girls in her charge and the latter take up the problem in the same way that the boys take up the problem of building a garage. Each girl works in conjunction with others for a common purpose which all recognize as being worth while. Progressive teachers of cooking are realizing that the idea of 20 cooking units in a schoolroom, where little batches of 20 model biscuits are made and where at the close of the lesson each girl has one of these small eatables, is far behind the practice of those manual-training teachers who are making drawing tables, benches, and looms, or laying concrete walks, building outdoor gymnasium apparatus, and so on. Some of the teachers have insisted on having a flat or tenement or entire house near the school, where girls taking domestic science can go to learn to make real beds that are really slept upon, to clean bathroom bowls that are really used, to cook meals that are really eaten by people who pay for what they eat, to shake real rugs that become really dirty, and to shop at stores where they come in contact with actual commercial conditions and at the end of a week discover that it really costs money to run a real home. A few teachers, and in time there will be many, desire to go still further. They believe that home-making cannot be taught without having some babies around, and so they have established day nurseries in connection with the home-making classes.