Before examining it, however, we must clear away possible misunderstandings. Our discussion concerns colleges and not elementary schools. Those who are loudest in denouncing the aristocratic theory of a college education must admit that colleges contain, even today, incredible as it sometimes seems, a selected group of young women. It is also true that the High Schools contain selected groups. Below them are the people's schools. The girls who do not go beyond these are to be the wives of working men, in many cases can learn nothing from their mothers, and before marriage may themselves be caught in the treadmill of daily labor. It is probable that to these children of impoverished future we should give the chance to learn in school facts which may make directly for national health and well-being. But the girls in the most democratic state university in this country are selected by their own ambition, if by nothing else, for a higher level of life. Their power and their opportunities to learn do not end on Commencement Day. The higher we go in the scale of education, until we reach the graduate professional schools, the less are we able and the less need we be concerned to anticipate the specific activities of the future. Furthermore, we are discussing colleges of "liberal" studies, not technical schools. Into the former have strayed many students who belong in the latter. The tragic thing about their errantry is that presidents and faculties, instead of setting them in the right path, try to make the college over to suit them. The rightful heirs to the knowledge of the ages are despoiled. The most down-trodden students are those who cherish a passion for the intellectual life. Among these are as many women as men. If domestic science were confined to separate schools, as all applied sciences ought to be, we should have nothing but praise for a subject admirably conceived, and often admirably taught. In these schools it may be studied by such High School graduates as prefer to deal with practical rather than with pure science, and, in a larger way, by such college graduates as wish to supplement theory with practice for professional purposes. But in liberal colleges domestic science is but dross handed out to seekers after gold. Against its intrusion into the curriculum no protest can be too stern.