It was made clear from the outset that both sexes were alike to benefit, and thus the Polytechnics have become what our American cousins call ‘co-educational.’ But the needs of men and women are not always the same, and the special wants of women were considered in the establishment of a domestic economy side, though they are not limited to this. Practically the whole field of education beyond the elementary is open to county council action, provided no aid is given to institutions with a definite religious bias or conducted for private profit. The only subjects distinctly excluded by the Acts are classics and literature. The money is therefore available for purposes of—(1) definite Trade instruction; (2) day and evening classes in Science, both theoretical and applied, and Domestic Economy; (3) secondary education of a modern character. Under these two last headings great things have been done for girls and women. In spite of the recent introduction into the elementary school code of such subjects as cooking and laundry, it is becoming more and more clear that the brief time allotted to the Standards is not too much for a grounding in general subjects, and that after this should come the preparation of a girl to be useful at home or to earn her living by domestic work. The elementary school girl is too young, the high school girl too busy, to gain much from the wedging of a little domestic teaching into the mass of the ordinary school work. Nor is a cookery or a laundry lesson once a week of much use in giving the necessary skill and practice. Domestic work wants continuous and consecutive practice, for the acquisition of that ‘touch’ and ‘knack’ on which so much depends; and the domestic economy schools come in here to supply what is really wanted.