A flat was rented in a typical Henry Street tenement. Intelligence and taste were exercised in equipping it inexpensively and with furniture that required the least possible labor to keep it free from dirt and vermin. Classes were formed to teach housekeeping in its every detail, using nothing which the people themselves could not procure,—a tiny bathroom, a gas stove, no “model” tubs, but such as the landlord provided for washing. Cleaning, disinfecting, actual purchasing of supplies in the shops of the neighborhood, household accounts, nursing, all the elements of homekeeping, were systematically taught. The first winter that the center was opened the entire membership of a class consisted of girls engaged to be married,—clerks, stenographers, teachers; none were prepared and all were eager to have the homes which they were about to establish better organized and more intelligently conducted than those from which they had come. When one young woman announced her betrothal, she added, “And I am fully prepared because I have been through the Housekeeping Center.” Other centers have been established by the committee in different parts of the city. Dr. Maxwell, Superintendent of Schools, always sympathetic and ready to fit instruction to the pupils’ needs, has encouraged the identification of these housekeeping centers with the schools. Whenever an enterprising principal desires it, the teachers of the nearby housekeeping center are made a part of the school system. Perhaps we may some day see one attached to every public school; and I am inclined to believe that, when institutions of higher learning fully realize that education is preparation for life, they too will wonder if the young women graduates of their colleges should not, like our little girl neighbors, be fitted to meet their great home-making responsibilities. Out of the experience of the originator of the housekeeping centers “Penny Lunches” for the public schools have been inaugurated, and provide a hot noonday meal for children. The committee now controlling this experiment has inquired into food values, physical effects on children, relation to school attendance, and so on. The schools in a great city have an additional responsibility, as many of the pupils are deprived of home training because of extreme poverty or the absence of the mother at work, and a measure of failure may be traced to an imperfect realization of the conditions under which pupils live, or to a lack of training on the part of some of the teachers. The Home-and-School Visitor, whose duties are indicated in her title, is charged to bring the two together, that each may help the other; but there are few visitors as yet, and the effect upon the great number of pupils in attendance (over 800,000 in New York) is obviously limited.