when they are most likely to be ordered out of the kitchen if there is a paid cook to give the order, and most likely to be thought "in the way" if trying to help in domestic process of any sort, is the period of all others when to "learn by doing" what they are interested in will give them a background capable of easy adjustment to the later demands of family life. The training of boys of the same ages has an analogue in farming and handy use of common tools; and in the "work, play, and study school" boys and girls learn much together which fit both for mutual aid in the private family. The new education of the grade schools, therefore, is coming to the rescue of the housemother's task, as the high school and college have come to the aid of those who would provide vocational careers for women. They may meet in helpful alliance just as soon as a few social principles, which can make a bridge between them, are outlined and accepted. =Adjustment of Family Service and Vocational Work.=--First, most women should allow for marriage and maternity first place for the years socially required. Second, women cannot afford to lose entirely out of their married lives vocational discipline, by the use of leisure time left them by new easing of household service, even in odd jobs of unpaid "social work," as is now so much the custom. The very multiplicity and variety of ancient crafts practised in the home make some one activity, held to rules of specialization, essential to the housemother's development. The chosen vocation retained as an avocation, during the housemother's active service, must not, however, be a chief dependence for either her own or the family support lest the family or herself suffer. It must be in the nature of a leasehold upon her chosen career to be retaken for full occupancy as soon as the children are out of hand and she has begun to feel the call of empty hours to the old familiar task. This is not an impractical plan, as many women are proving by experience. And as has been previously demonstrated, society in the past has wasted the work-power of women past the childbearing age in more ruthless and stupid prodigality than any other of its treasures. Third, as has been before indicated, married women with young children must learn to combine in "team work," as they have never yet done, and to make engagements by two's or three's for the work one unmarried woman may take alone. This is especially called for in the great social task of teaching, "woman's organic office in the world," as Emerson called it. The evils charged against a "feminized school," where they really exist, are those due not so much to the sex of the grade-teachers as to the celibate condition in the "permanent supply" and to the too rapidly changing personnel of those who marry. The same suggested team work would operate well in all the higher professions; and the success of "continuation schools" proves that half-time and third-time labor