The type of woman offering herself as a teacher in domestic arts has meanwhile been changing and developing, owing to the fact that a marked advance has taken place in the facilities for training. The minimum qualifications now required by most education authorities are diplomas for cookery, laundry-work, and housewifery, granted by a training school recognised by the Board of Education. It is advisable to take a fuller course which includes needlework and dressmaking. Most training schools for domestic arts provide a two or three year-course, according to the subjects taken. The three-year course, including cookery, laundry-work, housewifery, dressmaking, and needlework, costs about £75. Scholarships are offered both by the training schools and by public bodies. These cover the whole normal period of training, and an extension course for scientific study. The subjects included are the principles and processes involved in cookery, laundry-work, and household management, the last comprising such diverse matters as the selection and furnishing of various types of houses, repairing furniture, the choice and care of household linens, simple upholstery, management of income, first-aid, home-nursing, and the care of infants and young children. Many training-schools arrange for their students to gain experience in a crêche or similar institution, and to visit homes of various types. Practical experience is gained in housekeeping and catering, superintending the arrangements for meals, ordering stores and keeping accounts. Voice production and blackboard drawing are also taught, while science is studied concurrently with the above. The course in science embraces some Theoretical and Practical Chemistry, Physics, Physiology, Hygiene (personal and school hygiene and preventive measures), and the Theory and Practice of Education. Domestic Science students gain teaching experience not only in the various departments of the training-school, but also in elementary and secondary schools; happily the training is the same for those intending to take up either elementary or secondary teaching. Thus it is seen that the present-day teacher of household arts is much more fitted to train the well-educated girl to organise household matters, than was her predecessor. Not only is manipulative skill acquired, but scientific reasons for processes and methods are outlined, and improvements are suggested. There is, however, still the danger that the student's training in science has been so subordinated to the acquirement of manipulative skill that her knowledge of scientific facts is not sufficiently based on scientific training and method.