most difficult problems not only in the use of money, but the use of time. Their daughters are often far more helpless than the daughters of men of wealth. During their school days, except in the exceptional home, they are not trained to do housework; do not learn to sew. As soon as school days end, office or store work begins, and then there is no time to learn the household arts. If in these homes the money-saving value of time were taught, independence and freedom impossible in wage-earning would be secured; the standards of life would be the essentials, not the non-essentials, that so often rob life of what is best and most valuable. Hundreds of girls become wage-earners because they dislike housework. Anything else is preferable. Dean Gill, of Barnard College, New York, in an address recently delivered, said there were three types of college girl: The girl who never could learn any of the arts of home-making. She advised that that girl be allowed to choose a career, and that men make no attempt to interfere with it. The girl who had in her the latent qualities that, if developed, would make her a home-maker. Such a girl it might be wise to keep home for one year between Sophomore and Junior year. And the third girl had the home-making gifts so well developed naturally that no amount of college training would modify them. This classification holds good of the daughters of men earning small salaries, wages, and no wages. As the Domestic Science department is developed in our public schools, the homes of working men of the better class will benefit by it. This distaste of housework will disappear, because it will have gained a place equal in value to geography and mental arithmetic, and these will have value because a knowledge of them adds to the home-maker's ability. There are homes of thrift and order where all must be wage-earners; homes where the claims of parents on the wages of children are conceded. There is a bank account, but on this the children have no claim, no matter how much of their wages may have gone into it, or how much educational opportunity they may have lost because its demands have been paramount. When the children marry they establish homes without any or very little help from their parents. They do not expect it. Home, food, clothes have been given them; all claims have been met. They are as free as their parents when they began. Usually there is a gift of a piece of furniture or table linen; but money to start a new bank account is not expected. Without doubt, much of the inability to use money to prepare for future emergencies is due to the fact that financially the new home-makers from these homes are infants in practical experience. The marvel is that they keep homes as well as they do, and meet the future as well as they do without planning to meet it.