These three incidents, which could be multiplied in kind indefinitely, are illustrations of the somewhat contradictory but current opinions regarding the mutual relations of education and household affairs. It is apparently the common belief, first, that educated women never marry; second, that if they do marry, their education is wasted; third, that if such women marry and do not consider their education wasted in the household, the education received has at all events given evidence of nothing either useful or practical. It is not surprising that the mental agility involved in reaching these somewhat diverse conclusions finds its parallel in the remedy usually proposed for alleviating so distressing a condition. If college women never marry, but find when they do marry that their education is wasted because they have not learned in college how to bake bread, then, it is argued, let us have compulsory teaching of domestic science in the public schools and send our daughters to private schools. The beneficial results of the introduction of domestic science into the public schools would undoubtedly be very great, did any one understand very clearly what is included under the head of domestic science, were any one at present prepared to teach it, and were it quite evident who should study it. At present these difficulties would seem to militate against the widespread introduction of this subject into our educational system. If it is asked what is meant by domestic science, there is a temptation to make the irrelevant reply that historians, economists, political scientists, and sociologists are still attempting to delimit their respective fields, each claiming that its territory includes that preëmpted by the other three. It is as difficult to define the domain of domestic science as it is that of sociology. Does it include the architectural construction of a house? May it perhaps go back of the construction and include the selection of a site? Does it even involve the principles in the choice of a suitable residential city? Is it possible that behind this lies the question of selecting that state of the Union that is most advantageous? If the problem is to be worked backwards, it must also be worked forwards, and it must be decided whether the interior decoration of a house comes within the jurisdiction of domestic science. Would this comprise instruction in wood-carving, pyrography, china painting, and basketry? But it seems reasonable to pass from the house itself to the activities carried on within it. Should these activities be separated into different classes, such as those pertaining to the care of the house, the preparation of food, the making of clothing, the physical care of children, the instruction of household helpers, the entertainment of guests, the training of husbands and wives? If this or any other classification is made, should domestic science consider one, all, or any combination of these classes?