Her first step was taken in 1858, concerning which the doctor wrote: “Daily now Harriette has four female pupils about her, and the first day they were present, she came to me looking so happy, saying: ‘O, I have been in my element today—teaching girls again.’” This step was of importance chiefly as the beginning of her definite work in female education. Otherwise it was rather commonplace. These girls were just the girls whom the missionaries had taken into their homes primarily to influence for Christ. All the missionary families have done this and are doing so today. Mrs. House gathered them into a class in order that they might have more regular school training, and as other families came and other girls were taken into the homes the number in her class increased. This class was partly industrial, for besides instruction in reading the Bible and other elementary subjects, the girls were taught to sew. With the aid of an American sewing-machine their skill was utilised to make garments for the boys of the boarding school; showing their work could be of value. About this time Mrs. House also succeeded in winning the confidence of a group of older women whom she instructed in an informal manner in domestic economy. Along with indifference there was a more concrete obstacle to progress in education of girls—the economic factor. Time spent in class was time lost from labour in the house or in the field; and this was a serious matter. While Mrs. House had demonstrated the economic value of domestic training for girls by the saving in expense for the boys’ school through their sewing, it remained for Mrs. S. G. McFarland, at Petchaburi, in 1865, to apply this fact in such a manner as to draw women into her classes. She offered prospective pupils employment at a wage equal to that they could earn elsewhere. So long as they brought in earnings their fathers, or husbands in some cases, were not particular how they worked; and if foreigners were foolish enough to pay them to learn, the returns were a little more certain than in other markets. One of the conditions of the school was that each pupil would devote a part of the time to learning to read. The skill of hands which they acquired by training enabled them to earn their wage and still leave a good margin of time for this instruction. The result was a demonstration that trained hands could do more and better work, and that trained minds made those hands more thrifty. Here was the answer to the economic objection to female education.