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.

Much, then, is to be urged in favour of the woman with a science
degree taking courses in domestic arts, but it is essential for her to
attain a high standard of practical work. It has sometimes been found
that a very academic and scientific method of treatment has tended
to lower the standard of manipulative skill. Nevertheless qualified
graduates find themselves, at the moment, greatly in demand. The
economical headmistress must always be on the look out for an
acquisition to her staff who will, like Count Smorltork's politics,
"surprise in herself many branches." If the headmistress can solve her
difficulty about her domestic arts teacher by engaging a college-bred
woman, with a degree to put on the prospectus, all sorts of ordinary
subjects for her odd hours and undertaking to teach cooking as well,
she will jump at the chance, and pay her £10 to £20 more salary than
the ordinary assistant-mistress. She will economise greatly by the