There are evidences of some appreciation of these facts. Cooking-schools spring up spasmodically, where in “ten easy lessons” the mysteries of theoretical and practical cooking are disclosed. Some of our fashionable boarding-schools, ever on the alert to foresee a public demand, announce courses in domestic science. Charity schools in our larger cities attempt to teach girls cooking and sewing in connection with arithmetic and grammar. The great interest in industrial education has had its influence. In some cities cooking and sewing have been made a part of the required work in all the public schools, not so much, however, from a desire to teach these branches as from a belief that the hand as well as the brain needs training. New York is the home of the kitchen-garden, where the thought of the originator has been to teach the children of the poorer classes how to make their own homes brighter, rather than to train them to do housework for remuneration. In many of our large cities schools have been established to give domestic training, but this training, unfortunately, is often given more in name than in reality. All these forms of activity are indications of a desire to help lessen, wholly or in part, the widespread ignorance of domestic work and aversion to it. Several reasons for this ignorance have already been suggested. Housework has always been classed in the category, not of skilled but of unskilled labor. Nor has it in every-day business life received that practical consideration which the ponderous volumes on the influence of woman would lead one to expect. Popular sentiment has not yet demanded that when a woman marries she shall possess at least a theoretical if not a practical knowledge of household science; it is deemed sufficient if she acquire it after marriage at an enormous cost of time, patience, energy, sometimes even of domestic happiness. Nor has public opinion demanded that every woman who does not marry should have a general knowledge of domestic affairs; it is assumed that she has no use for such knowledge, either practically or as an accomplishment. When popular opinion insists that every woman who marries shall have a practical familiarity with these subjects as strongly as it insists that every man who marries shall be able to provide a comfortable home for a wife; when public opinion insists that every woman, whether she marries or not, shall have an education so symmetrical that she can fulfill any duty which as an individual she may be called upon to perform, then will more serious efforts be made toward lessening this ignorance.