"Why should there not be a professor of domestic economy in every large female school? Why should not this professor give lectures, first on house-planning and building, illustrated by appropriate apparatus? Why should not the pupils have presented to their inspection models of houses planned with reference to economy, to ease of domestic service, to warmth, to ventilation, and to architectural appearance? Why should not the professor go on to lecture further on house-fixtures, with models of the best mangles, washing-machines, clothes-wringers, ranges, furnaces, and cooking-stoves, together with drawings and apparatus illustrative of domestic hydraulics, showing the best contrivances for bathing-rooms and the obvious principles of plumbing, so that the pupils may have some idea how to work the machinery of a convenient house when they have it, and to have such conveniences introduced when wanting? If it is thought worth while to provide, at great expense, apparatus for teaching the revolutions of Saturn's moons and the precession of the equinoxes, why should there not be some also to teach what it may greatly concern a woman's earthly happiness to know? "Why should not the professor lecture on home-chemistry, devoting his first lecture to bread-making? and why might not a batch of bread be made and baked and exhibited to the class, together with specimens of morbid anatomy in the bread line,--the sour cotton bread of the baker,--the rough, big-holed bread,--the heavy, fossil bread,--the bitter bread of too much yeast,--and the causes of their defects pointed out? And so with regard to the various articles of food,--why might not chemical lectures be given on all of them, one after another? In short, it would be easy to trace out a course of lectures on common things to occupy a whole year, and for which the pupils, whenever they come to have homes of their own, will thank the lecturer to the last day of their life. "Then there is no impossibility in teaching needle-work, the cutting and fitting of dresses, in female schools. The thing is done very perfectly in English schools for the working classes. A girl trained at one of these schools came into a family I once knew. She brought with her a sewing-book, in which the process of making various articles was exhibited in miniature. The several parts of a shirt were first shown, each perfectly made, and fastened to a leaf of the book by itself, and then the successive steps of uniting the parts, till finally appeared a miniature model of the whole. The sewing was done with red thread, so that every stitch might show, and any imperfection be at once remedied. The same process was pursued with regard to other garments, and a good general idea of cutting and fitting them was thus given to an entire class of girls.