But not only is there difficulty in deciding what should be included under the head of domestic science and how instruction in it should be given, but a third difficulty lies in deciding who should be instructed in the subject. If it is said that all young women should receive such instruction, we are confronted by the fact that the young woman trained for domesticity takes up stenography and occupies a hall bedroom, or becomes a commercial traveler and spends her life in hotels and on railway trains; the girl taught sewing and cooking in the public school goes into the shop or the factory; the young woman who frankly acknowledges her engagement spends the time prior to her marriage in preparing her trousseau and in embroidering her initials on her household linen. The young woman who has prepared herself for the profession of law or of medicine decides to marry and goes into business partnership with her husband. It would seem as if all plans for teaching household economics in the college or in the public school with reference to preparing young women for their future careers as housekeepers must be futile until the orbit of the matrimonial comet can be predicted. Yet it must be recognized that college education has already done much for the household, and presumably for that somewhat vague field denominated “domestic science.” The housekeeper finds herself in the same position as does the lawyer, the physician, and the clergyman. All are educated side by side throughout a college course. In a subsequent professional career, the lawyer forgets his Greek, the physician his history, and the clergyman his mathematics; but there remains with each one a precipitate of far more value than the original compound. The lawyer is no longer able to conjugate a verb in μι, but his Greek has given him an accuracy and precision of thought that, other things being equal, has placed him professionally far in advance of his untrained associates. The physician has forgotten the various steps in the development of cabinet government in England, but his history has left him a ready sympathy in dealing with men and a vision into their future that will long outlive his knowledge of the facts of history. The clergyman can no longer demonstrate Sturm’s theorem or Horner’s method, but his mathematics has given him a clearness of reasoning that renders him an invincible opponent in all battles for the right. In all these cases the residuum of facts remaining from a college education is comparatively small. Knowledge that is not constantly used passes out of mind, yet, like the food assimilated by the physical body, it serves its purpose in the mental strength and energy gained through it. Indeed, it may be said that information becomes more and more the dross, and education the pure metal remaining from a general school or college training.